Preschool age near me: Preschool Programs for Ages 3

Youth, 0-5 | Eugene, OR Website

Youth Classes, Ages 0-5

Preschool enrichment classes are offered in arts, dance and drama, gymnastics, language, martial arts, and more. For a current listing of offerings browse our online recreation guide or register online. 

Swim Lessons 

Learning to swim at an early age gives children a benefit that will last a lifetime and will let them safely engage in other water activities throughout their lives. The City of Eugene preschool lesson program focuses on skill development through games and fun with a curriculum that works on advancing children through skill levels at their own pace. For more information visit our Swim Lesson page or register online.

Early Learning Programs

Child safety and parent peace of mind is the foundation of our staff training, which includes CPR / First Aid and curriculum and behavior management. With staff’s guidance, your child will discover the world around them through social interaction, learning and play. All Early Learning registrations require a completed participant information form.

Locations:

Amazon Community Center

Preschool, ages 3-5 

Focus is on individual early academic development through experiential learning with an emphasis on building social skills. Children engage in arts and science activities that build upon skills to increase dexterity and coordination while having fun. Through self-directed learning children explore, play and become independent learners.

Hours 9 a.m. – noon, M-F or M-W or Th-F

541-682-5373

Amazon Immunization Report

Petersen Barn Community Center 

Preschool, ages 3-5 

Exciting activities for kids to explore and imagine. 

Hours 9 a.m. – noon, MWF and/or TuTh

541-682-5521

Petersen Barn Immunization Report

Sheldon Community Center

Early Learning, ages 3-5 years 

Preschool with all day care option

Developmentally appropriate curriculum is built around the emerging interests of the children. Language, literacy and mathematics are integrated into all of the children’s work throughout the day. Curriculum includes hands on exploration with art, science, sensory, music and movement.

Hours 9 a.m. – 2 p.m., MWF and/or TuTh, extended care available 8 am-5:30 pm

541-682-5312

Inclusive Preschool

Collaborative classroom with Early Childhood CARES provides positive learning experiences appropriate to the individual needs of each child. This unique classroom is filled with opportunities to: develop social connections within a safe, kind and caring community; develop self-confidence and increase independence; experience engaging preschool activities; and build strong social and cognitive functions.

Hours 9 a.m. – 2 p.m., MWF and/or TuTh

541-682-5312

Sheldon Immunization Report

Lane County Immunization Report

A 5% sibling discount may be given when two siblings are registered for Preschool during the same month. Discount can be applied when registering in person or on the phone. Some restrictions apply.

Youth Inclusion Services

Inclusion Services are available by discussing the request with the person taking your registration and/or requesting accommodations using a Youth Inclusion Services Request form. Once a request has been received, a Recreation staff member will contact you. Visit our Inclusion Services page for more information.

Preschool Programs

School	Address	Phone	Program	Cost
Banks Elementary	3200 S. Lead Flower Ave., 85735	908‑5700	Inclusive and Community	Free and Tuition-Based (Accepts DES)
Blenman Elementary	1695 N. Country Club Rd., 85716	232‑6500	Inclusive	Free
Bloom Elementary	8310 E. Pima St., 85715	731‑3700	Inclusive	Free
Borton Magnet Elementary	700 E. 22nd St., Tucson 85713	520-225-1000	PEEPs	Free to families who qualify
Brichta IELC	2110 W. Brichta Dr., 85745	225-1100	Early Learning	Tuition-based (Accepts DES)
Cavett Elementary	2120 E. Naco Vista, Tucson 85713	520-225-1300	PEEPs	Free to families who qualify
Collier Elementary	3900 N. Bear Canyon Rd 85749	584-4800	Community	Tuition-based (Accepts DES)
Cragin Elementary	2945 N. Tucson Blvd., 85716	232-6700	Inclusive	Free
Davidson Elementary	3950 E. Paradise Falls Dr., 85712	232-6800	Inclusive	Free
Dunham Elementary	9850 E. 29th St, 85748	731-4200	Community	Tuition-based (Accepts DES)
Erickson Elementary School	6750 E. Stella Rd, 85730	584-5000	Inclusive	Free
Ford Elementary	8001 E. Stella Rd, Tucson 85730	520-731-4300	PEEPs	Free to families who qualify
Gale Elementary	678 S. Gollob Rd., 85710	731-4500	Inclusive	Free
Grijalva Elementary	1795 W. Drexel Rd., 85746	908-3600	Inclusive	Free
Henry Elementary	650 N. Igo Way 85710	731-4700	Community	Tuition-based (Accepts DES)
Holladay Magnet	1110 E. 33rd St., 85713	225-1600	Inclusive	Free
Hollinger K-8	150 W. Ajo Way, 85713	225-1700	Inclusive	Free
Howell Elementary	401 N. Irving Rd., 85711	232-7200	Inclusive	Free
Hudlow Elementary	502 N. Caribe Ave., 85710	731-4800	Inclusive	Free
Johnson Primary	6060 S. Joseph Ave., 85757	908-3800	Inclusive	Free
Kellond Elementary	6606 E. Lehigh Dr. Tucson 85710	520-584-5100	PEEPs	Free to families who qualify
Lynn/Urquides	1573 W. Ajo Way, 85713	908-4000	Inclusive	Free
Maldonado Elementary	3535 W. Messala Way, 85746	908-4100	Inclusive	Free
Manzo Elementary	855 N. Melrose Ave, 85745	225-1900	Inclusive	Free
Marshall Elementary	9066 E. 29th St., 85710	731-4900	Inclusive and Community	Free and Tuition-based (Accepts DES)
Mary Belle McCorkle K-8	4455 S. Mission Rd., 85746	877-2000	Inclusive	Free
Miles ELC	1400 E. Broadway Blvd, 85719	225-2200	Inclusive and Community	Free and Tuition-based (Accepts DES)
Miller Elementary	6951 S. Camino de la Tierra, 85746	908-4200	Inclusive	Free
Mission View Elementary	2600 S. 8th Ave., 85713	225-2300	Inclusive	Free
Morgan Maxwell K-8	2802 W. Anklam Rd., 85745	225-2000	Inclusive	Free
Myers/Ganoung	5000 E. Andrew St., 85711	584-6700	Inclusive	Free
Ochoa Elementary	101 W. 25th St., 85713	225-2400	Inclusive	Free
Oyama Elementary	2700 S. La Cholla Blvd., 85713	225-5700	Inclusive and Community	Free and Tuition-based (Accepts DES)
Pueblo Gardens K-8	2210 E. 33rd St., 85713	225-2700	Inclusive	Free
Robins Elementary	3939 N. Magnetite Ln., Tucson 85745	520-908-4300	PEEPs	Free to families who qualify
Robison	2745 E. 18th St., 85716	232-7800	Inclusive	Free
Rose K-8	710 W. Michigan Dr., 85714	908-4400	Inclusive	Free
Soleng Tom Elementary	10520 E. Camino Quince 85748	731-5400	Community	Tuition-based (Accepts DES)
Schumaker IELC	501 N. Maguire Ave., 85710	520-731-5200	Early Learning & PEEPs	Tuition-based (Accepts DES) Free to families who qualify
Sewell Elementary	425 N. Sahuara Ave., 85711	584-7200	Inclusive	Free
Steele Elementary	700 S. Sarnoff Dr., 85710	731-6800	Inclusive	Free
Tolson Elementary	1000 S. Greasewood Rd., 85745	225-3300	Inclusive	Free
Tully Magnet	1701 W. El Rio Dr. , 85745	225-3400	Inclusive	Free
Van Buskirk	725 E. Fair St., 85714	225-3700	Inclusive	Free
Vesey Elementary	5005 S. Butts Rd., Tucson 85757	520-908-4602	PEEPs	Free to families who qualify
Warren Elementary	3505 W. Milton Rd., 85746	908-4700	Inclusive & PEEPs	Free to families that qualify
Wheeler Elementary	1818 S. Avenida del Sol, 85710	584-5500	Inclusive	Free
White Elementary	2315 W. Canada St., 85746	908-5300	Inclusive	Free
Whitmore Elementary	5330 E. Glenn St., 85712	232-8000	Inclusive	Free
Wright Elementary	4311 E. Linden St., 85712	232-8100	Inclusive	Free

Play as the main activity of children of primary preschool age



For children, one of the main activities is play. The child lives by playing. The game is an independent type of activity in which kids actively interact with peers. Playing children are united by a common goal, common experiences that contribute to the formation of personality. In the pedagogical process, the game is used as the most effective means for solving many educational problems. The process of development and correction of cognitive abilities, personal qualities, spatial and orienting and temporal landmarks takes place in the game. The game is not a way of eruption of excess energy, but a form of development of the free manifestation of personality. The game is a type of activity that controls development, in which not only the personal qualities of the child are formed, but also his attitude to activities, people. [1, p.22]
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We can also consider the game as the main form of self-affirmation and life of preschoolers. In her works, A.P. Usova emphasized the most important function of the game, pointed out that games provide an opportunity to organize not only a certain moment of life, but also to nurture independence, activate the passive, make it possible to act as a leader, leading. The child in the game receives a certain experience, the opportunity to apply it in his activities, gains some knowledge and skills, can choose the theme of the game and develop a plot on this topic, can choose partners who impress, according to his type and temperament, those with whom he is pleased communicate.
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I have repeatedly observed how a child sincerely perceives the game, how he lives in the game, how he cries and does not leave the game. However, in order for a child to be able to play enthusiastically and independently, he must be helped to learn to play, to learn to imagine and fantasize, to manipulate with toys, with substitute objects. As noted by A.V. Zaporozhets, a child of primary preschool age needs to be helped to learn some ways of playing reality, learn how to use toys, acquire the ability to play well-known stories, learn to obey and follow the rules of the chosen game. If a child has a need motivated by an adult to carry out play actions and all conditions have been created for this (toys, materials, substitute objects with which children can fulfill this need), then the game process becomes meaningful and interesting.
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During the game, the child’s emotional state improves, which is important during the period of adaptation of children of primary school age to the conditions of kindergarten, he gets great pleasure from the game, which balances his psyche, improves his physical health.

In working with children of primary preschool age, teachers face certain tasks:

a) Relieve emotional and muscular tension, teach children to consciously perceive their own emotions – feelings and experiences – and also understand the emotional state of others;
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b) To form the skills of constructive communication with adults and peers, to teach ways of successful social interaction;

c) Correct personal characteristics by stimulating the mental, emotional and psychomotor development of the child in their unity.

These tasks are solved through the main activity, through the play activity of a preschooler. Toddlers need to be involved in games, to promote the development of game plots that reflect the surrounding reality and the life of the child. The games show that the baby knows what is dear to him, the ability to fantasize and speak develops. Children learn, in accordance with the chosen role, to come up with a simple plot, build simple buildings, independently select toys on the topic of the game. [3, p.36]
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When working with children of three years old, it is necessary:

– to animate a game character who will act as a partner of the child in the lesson when completing the task and in the subsequent game;

– use various plots to encourage children to more complex ways of building a game, the transition from conditional object actions to role-playing behavior;

– carry out the “transformation” of some objects into others, use substitute objects, etc.
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In the daily routine of a preschooler, there is not much time for independent play activities, but children play all the time, play all the activities carried out during the day, both in kindergarten and at home. At first, already known plots are used with the kids, for example, “pretending” to bring tea, tasting “tea”, it is proposed to “cool” it as if it is hot, then it turns out that the tea is not sweet – you need to put sugar in a cup … so the plot is tied with already familiar actions that the child repeatedly repeats with pleasure. The plots with the doll are played with pleasure – bathing, dressing, drinking tea, the doll fell ill, as a result several plots are combined together, the course of the game develops, in which the teacher advises, directs and prompts. At first, in all games, the teacher takes an active part, gradually transfers the leading role to the children, contributes to the education of independence, the ability to independently build a plot and develop it.
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The teacher has an active influence on the choice of the topic of the game in various ways, this can be the selection of certain toys – jointly arranged dishes for their intended purpose (dining room, tea), by color, by size, a doll with easily dressed and removed clothes can cause a desire to play “family »; the presence of various types of building material and animal figurines can encourage the development of the plot of building pens for animals, and if you add various cars, you can build garages, etc. Including a child in a game organized by an adult is much easier than teaching him to choose a certain theme and develop the plot. The path of the formation of children’s play should not lie through the edification and suppression of children’s initiative, the game cannot be replaced by “action according to instructions.”
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The most effective areas of work with children of primary preschool age are those that involve the active, together playing activity of the child himself. Such activity allows him to bring out the objects of self-expression. A child’s self-expression is a way of self-knowledge and self-development. During the game, the child’s emotional state improves, he gets great pleasure from the game, which balances his psyche, improves his physical health.

Fradkina F.I. said: “The game must be taught especially in the very early childhood — this should be stated quite boldly. But you can learn in different ways. It is impossible to build a standard – a model that will be obtained as a result of the development of the plot, and impose it on a child. First of all, it will not work, and if it does, then it will not be a game – the game will turn into an activity. Preschool children need time to “enter” the game, so do not rush them and encourage them to new actions if they have not mastered the previous ones, otherwise this leads to fatigue and an explosive situation. During the game, it is necessary to strive to ensure that the child can feel the joy of his activity, and, importantly, from the result of his activity. A.P. Usova wrote: “Each game, if it is within the power of a child, puts him in a position where his mind works lively and energetically, actions are organized …”
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In order for the baby to grow up not only healthy, but also smart, capable, it is recommended to play with the baby literally from the moment of birth, drawing his attention to the surrounding objects, teaching him to perform elementary game actions “where are the ears, pens, eyes, nose, cheeks?”, By showing actions with objects, over time, prompting the plots of games, then answers to children’s questions, help in drawing, building structures from cubes.

Ushinsky K. D. wrote “A game for a child is not a game, but a reality, it is a universal and inalienable right of a child.” For younger preschoolers, independent and organized observation of the work and household activities of older children and adults plays a huge role in the development of children’s games. Usually, observation is structured in such a way that the focus is on the person or object being observed: the driver brought food to the kindergarten, the janitor cleans the territory, the nurse examines the children, etc. Such observations help to move from playing with the object to game in which the child performs a certain role. Children need to be shown how the acquired knowledge can be used in the game, translating into the language of the game – to allocate and distribute roles, clarify their actions according to the chosen role, think about what toys and objects are needed for this game, a sample plot of the game is offered.
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The direct emotionality of an adult, a trusting attitude towards children, an attitude towards toys as partners helps to sincerely captivate the child, helps to immerse children in the atmosphere of the game, and focus on the very process of the game. Children should feel the adult’s sincere attitude towards them, then not only the correct guidance of the game will be possible, but also the way to the heart of the child will be found. In no case should one allow such a wording as “Look carefully how I will play now, and then you will play the same way yourself . ..”. If one of the children remains completely indifferent to what is happening, he must be involved, offered to provide all possible assistance, “shake the doll, bring her tea, check if it’s hot? Or bring the missing bricks to build a garage or a castle.
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Even very young children notice the attitude of adults to both toys and children, and then copy them, copy gestures, words, actions. Imitation becomes a game action and gradually develops into the game itself. The plot borrowed from the educator becomes one’s own, can expand and grow from the plot – a model, other toys, actions from personal relationships and experience can be added. The wider the circle of communication with older children and adults, the more information the child receives from the outside world, from the life around him, the richer the child’s games, the wider his active vocabulary. In the process of the game itself, you can refine and expand the knowledge gained, complicate the content of the game, develop imagination, thinking, and enrich the vocabulary.
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In younger preschoolers, concrete predominates – figurative thinking, in an independent game the child takes on a certain image, he represents himself as a car, a kitten, a puppy, an airplane – he is most interested in the external side of the game actions, the connection with the idea of ​​​​the game is not always traced. The toy is the organizing beginning of the game, small children play with a toy, the toy can also be a partner, imagination develops in active action with the toy. At the sight of a toy, a child has a desire to manipulate it, and an idea and a plot arise. The child sees a car – you need to go somewhere, sees the cubes – you need to load the cubes onto the car and take them away, sees a cup – you need to make tea, sees a doll – you need to give the doll tea to drink. In the process of a child’s play activity with toys and objects, imagination, fantasies are manifested, often the desired is presented as real. Children’s fantasies can arise in certain situations. Toddlers enjoy playing with substitutes. (Somehow the children were asked to remove the cubes, one child did not take the cubes out of his pockets, and to the question: “Why didn’t he remove it?” He answered – “There are no cubes, this is a phone and a smartphone”). Children can transfer actions from one subject to another.
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The correct selection of toys, appropriate for age, as well as the competent arrangement of the game material in the group room, activates the game activity and contributes to the development of independent games. Children of primary preschool age should have bright, medium and large household toys (dolls, bunnies, bears that are easy to dress and undress, feed and put to bed, heal and roll in a stroller, there should be game household items: furniture, stove, irons, tablets, phones, hygiene items), etc. They should be located at the level of the children’s eyes throughout the group room, zoned so that children can play, both individually and in small subgroups.
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Toddlers gradually move from individual games to side by side games. All children have different perception, attention, memory, thinking. At first, the teacher conducts simple collective games “we go on a bus for a walk in the forest” – in the first game, the teacher takes on the role of the driver, the children are passengers, in subsequent games the roles can be distributed “in turn”, the kids should feel a sense of pleasure from the game and interacting with other children. The plot of the game is taken from everyday life, should be familiar to young children. Toddlers are attracted by kindness, active participation, the desire to accept or invite a child into their game. In his work, the teacher relies on more active children, involving passive, “closed” children in the game, paying more attention to those who adapt worse in the children’s team.
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The teacher must clearly remember that the level of development of the child’s play activity corresponds to the level of development of mental activity, if the child experiences difficulties in play communication, difficulties in verbal communication, he needs closer attention. The main task of the teacher at this stage is to encourage children who have reached the level of “playing side by side” to play together, form and establish friendly contacts, seek agreement in game situations, obey certain rules of the game, expand the active vocabulary, enrich younger students with knowledge .
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In the end, there comes a time when systematized and generalized knowledge becomes necessary for the full mental development of the baby.

The formation of play activities in young children is carried out as follows: a) teaching children to reproduce reality in a playful way, to reproduce familiar actions; b) the proposal of the plot of the game, the management of the game, which arises at the suggestion of the teacher and at the initiative of the children. Any coercion is categorically excluded from all receptions. The game should contribute to positive emotional experiences, bring joy and satisfaction, in the game the child asserts himself and develops.
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Literature:

1. A. V. Zaporozhets “The game and the development of the child.”
2. A. P. Usova “The role of play in the development of the child”
3. G. M. Lyamina “Early Childhood Education”
4. N. S. Novoselova “The game of a preschooler”
5. T. N. Doronova “Girls and boys 3-4 years old in the family and kindergarten”
6. T. B. Mazepina “Development of child’s skills in games, trainings, tests”

Basic terms (automatically generated) : child, game, toy, action, toddler, preschool age, plot, kindergarten, object, emotional state.

Features of the development of the role-playing game in preschoolers

Author :

Panova Olga Valerievna

Heading : Pedagogy
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Posted by
in

young scientist

No. 38 (172) September 2017

Publication date : 23.09.2017
2017-09-23

Article viewed:

12147 times

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Download electronic version

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References:

Panova, O. V. Features of the development of the role-playing game in preschoolers / O. V. Panova. – Text: direct // Young scientist. – 2017. – No. 38 (172). — pp. 116-118. — URL: https://moluch.ru/archive/172/45729/ (date of access: 01/12/2023).



Play is a creative processing of experienced impressions, combining them and building a new reality from them that meets the needs and inclinations of the child himself. nine0118