Preschool for 2 years old: School for 2 years old in Brooklyn, NY

Does My Two-Year-Old Need Preschool?

Dear Janet,

I have a different type of question and very much value your input.

Where I live there is some social pressure to start one’s child in a daycare/preschool at the age of 2. The school we selected is considered one of the best and has been around for 30 years, so I know we will be in good hands. They have a special program, routine set up that includes independent play, group play, outdoor play and a group meal.

My dilemma: what do think is the optimal age to place one’s child in a daycare/preschool setting? Should it matter that 80-90% of his peers are already in such a setting? Will he be behind socially or emotionally if I wait 3 months, 6 months, one year?

If I do start him, I would only put him in for 1/2 day and he would take his afternoon nap at home.

I am anxious for your response.

Thanks for your time and consideration.

Molly

Dear Molly,

I laud you for giving such careful consideration to this decision. I have to admit, hearing the words “social pressure” immediately gets my back up. Making choices for our children is hard enough without dealing with the opinions of other parents! If you have doubts about any decision that affects your child, don’t be swayed by pressure from others. Ever.

If a particular school tells you that your child cannot enroll unless he begins at age 2, or urges you to start your child earlier than you wish to for any reason, run for the hills. The school is not a good philosophical fit for you. And when your children are teens (like two of mine are), you’ll hope and pray that they don’t give in to social pressure either.

Since the parent-child guidance classes I facilitate wind down when the children are 2 to 2 ½ years old, I’m often asked about preschool/daycare readiness. My personal opinion is that group socialization is helpful and positive for a child of 3 or 4, but toddlers 2 years of age or younger do not need to socialize in a group setting.

Group care adds stress to the life of a preverbal child (which is not to say a baby cannot handle it and thrive — just something to consider). If we can’t yet communicate all our needs verbally, combined with the fact that we are being cared for in a group, it will be more stressful for us than being cared for at home, even in the most ideal setting. Playing with one friend from time to time, going to the park, meeting the plumber and saying “hi” to the mailman is plenty of social interaction for a child 2 and younger. If you have the choice to keep your son home for another year, he will only benefit.

For many families, group care is a necessity. Needing (or wanting) child care and having access to an excellent facility like the one you describe are good reasons to begin daycare or preschool.

It’s curious to me that age 2 is now considered the time to begin preschool in some circles. It used to be 3 to 3 ½. Children aren’t maturing any faster now, but they are expected to be ready to begin school earlier.

Whenever you decide to start your son in school, whether now or later, be certain about your decision. Know for sure that you are choosing the right time and place, so that you project conviction.  That will make the transition much easier and smoother for you and for your boy.

I consulted an associate, Roseann Murphy, who studied with infant/toddler expert Magda Gerber and directed a child care center for infants, toddlers and preschoolers for many years. She kindly offered her professional opinion:

“My first instinct is to suggest that she wait for at least six months. There is much development that takes place between two and three. My optimal age would be three or older.  Children this age have a command of the language and are usually toilet trained (depending on the child). Separation is a little easier. (The caregiver-to-child ratio in daycare/preschool averages 4 children to 1 adult from 0-24 months….then magically at two years the ratio changes from 8 to 14 children with 1, possibly 2 caregivers. )  

If your reader is worried about not securing an opening …that is alright….there will be a place when the time is right.  If she does not need child care because of work, then I would cherish the time she has for the next number of months and go to a few Mommy and Me groups where she is present.

David Elkind (psychologist, author of “The Hurried Child”) believes a later start is better.  My dear friend Lois Robbert wrote a book in 1984 about preschool readiness and subscribes to the preschool age as three and above. She says, “Each child grows at his own natural pace and in his own time.  It means respecting the child’s developmental level and not pushing him into school before he is ready.  From a developmental view, it is understood that there is as much as a two-year difference in the development of children.  Boys, in particular, are slower to develop than girls.  A bright child may appear capable intellectually, but may have physical, social or emotional immaturity that would make it beneficial to spend more time at home” (“What is a Good Preschool Education?” Lois Robbert, UCLA 1984)

Magda’s approach would be very similar, as we know.  

Children have a long school career ahead of them…years of socialization and academia. What a gift for a child to have the relaxation of home if it is possible…to spend time with Mother, bake, shop, play, etc. Socialization comes regardless. 

For all of us in my age bracket, we can testify to how quickly time passes, how if we could get it back we might spend more time doing the relaxing/exploring thing with our children.” — Roseann Murphy

Ditto everything Roseann said, especially her last thought. And if you decide to keep your son at home and don’t know what to say to your friends… how about, “Just need a bit more time with him… before he’s off to school for the next 15 to 20 years.”

Molly, thanks so much for asking these questions. I hope this helps. Hopefully others will share their thoughts here as well…

All the best,

Janet

Originally published by Janet Lansbury on September 30, 2010

Toddlers & Preschoolers, Classes & School, Emotional Health

2-year-old Preschool – Johnston Community School District

Philosophy

Our philosophy is to include all children. Children with special needs are included in our preschool classrooms. An early childhood special education (ECSE) teacher and associates work in the classroom to support the individual educational goals of the ECSE children. The preschool teacher and the ECSE teacher work together as a team to implement the curriculum.

2022-23 Registration (Opens 8 a.m. Feb. 2, 2022)

Children enrolling in 2 & 3 Year Old Preschool need to register through Eleyo. Online is the quickest and preferred way to register. You will need to set up an account in Eleyo if you don’t already have one prior to registering for 2 & 3 Year Old Preschool.  Registration by phone is also available, starting Feb. 2, 2022. Please call 515-727-5352; translation services are available. Registration opens at 8 a.m. 2 & 3 Year Old Preschool classes are first come, first serve. If your desired course is already full, add your child to the wait list. If there are several children on the wait list, we will see if additional class sections can be added. *Children must be age 2 by Sept. 15, 2022 to enroll in 2 Year Old preschool and age 3 by Sept. 15, 2022 to enroll in 3 Year Old preschool.

ALL FAMILIES REGISTERING FOR 2 & 3 YEAR OLD PRESCHOOL (Opens Feb. 2, 2022)

1. Go to johnston.ce.eleyo.com and choose your preferred preschool class time. Learn about the different class times and prices here.

2. Pay the $65 one time, non-refundable program fee.**A scholarship program may be available. This scholarship provides financial assistance for families who qualify to help cover the expense of 2 or 3 Year Old Preschool tuition. Application are available online at bit.ly/jela-scholarship.

3. Enter your information and you will receive an email with the next steps in the registration process. NOTE: Registration is not final until all steps have been completed.

4. Turn in or mail a hard copy of your child’s physical and immunization records to the JELA office (P. O. Box 10, 6207 NW 62nd Ave, Johnston) by May 1, 2022.

Registration

Applications and payment for 2- and 3-year old preschool students is ongoing. You do not need to be a Johnston resident to enroll. The online registration is through https://johnston.ce.eleyo.com.

If you need assistance with registration, you can phone for assistance, 515-278-0470 x1649; translation services are available. The beginning registration process will occur through Eleyo so parents are encouraged to set up an account in advance to help the process go faster. Click on the above link and begin creating a login and family profile. Placement is on a first come, first service bases until each class is filled.

There is a $65 one-time non-refundable program fee required upon initial registration. Your family will receive a follow up email to complete your registration through Infinite Campus at a later date.

2022-23  |  2-year preschool Program Class Schedule and Fees

Two days/week class schedule | $190/month

TIME	DAYS	NUMBER OF STUDENTS	LOCATION
9:30-11:30 a. m.	Mon. & Tues.	12	Johnston Early Learning Academy (6207 NW 62nd Ave, Johnston)
9:30-11:30 a.m.	Wed. & Thurs.	12	Johnston Early Learning Academy (6207 NW 62nd Ave, Johnston)

Project Ready for School

Project Ready for School is a scholarship program for preschoolers who qualify to help them have a successful experience in kindergarten. The scholarship provides preschool tuition and family literacy visits. You must live in the Johnston Community School District to qualify and the child must be three or four years old by September 15. Call Joy Palmer at 515-727-JELA (5352) for an application or for more information.

Project Ready for School Scholarship Application

Iowa Non-Discrimination Statement
It is the policy of this CNP provider not to discriminate on the basis of race, creed, color, sex, sexual orientation, gender identity, national origin, disability, or religion in its programs, activities, or employment practices as required by the Iowa Code section 216. 7and 216.9. If you have questions or grievances related to compliance with this policy by this CNP Provider, please contact the Iowa Civil Rights Commission, Grimes State Office Building, 400 E. 14th St., Des Moines, IA 50319-1004; phone number 515-281-4121, 800-457-4416; web site: Iowa Civil Rights Commission.

Additional Telephone Numbers
English/Spanish 1-866-632-9992
English (TDD) 1-800-877-8339
Spanish (TDD) 1-800-845-6136

Save

Toddlers (2-3 years old) | CDC

Developmental Milestones

Skills such as taking turns, playing make believe, and kicking a ball, are called developmental milestones. Developmental milestones are things most children can do by a certain age. Children reach milestones in how they play, learn, speak, behave, and move (like jumping, running, or balancing).

Because of children’s growing desire to be independent, this stage is often called the “terrible twos.” However, this can be an exciting time for parents and toddlers. Toddlers will experience huge thinking, learning, social, and emotional changes that will help them to explore their new world, and make sense of it. During this stage, toddlers should be able to follow two- or three-step directions, sort objects by shape and color, imitate the actions of adults and playmates, and express a wide range of emotions.

Positive Parenting Tips

Following are some of the things you, as a parent, can do to help your toddler during this time:

• Set up a special time to read books with your toddler.
• Encourage your child to take part in pretend play.
• Play parade or follow the leader with your toddler.
• Help your child to explore things around her by taking her on a walk or wagon ride.
• Encourage your child to tell you his name and age.
• Teach your child simple songs like Itsy Bitsy Spider, or other cultural childhood rhymes.
• Give your child attention and praise when she follows instructions and shows positive behavior and limit attention for defiant behavior like tantrums. Teach your child acceptable ways to show that she’s upset.

Toddlers (2-3 years of age) pdf icon[PDF – 784K]

Child Safety First

Because your child is moving around more, he will come across more dangers as well. Dangerous situations can happen quickly, so keep a close eye on your child. Here are a few tips to help keep your growing toddler safe:

• Do NOT leave your toddler near or around water (for example, bathtubs, pools, ponds, lakes, whirlpools, or the ocean) without someone watching her. Fence off backyard pools. Drowning is the leading cause of injury and death among this age group.
• Encourage your toddler to sit when eating and to chew his food thoroughly to prevent choking.
• Check toys often for loose or broken parts.
• Encourage your toddler not to put pencils or crayons in her mouth when coloring or drawing.
• Do NOT hold hot drinks while your child is sitting on your lap. Sudden movements can cause a spill and might result in your child’s being burned.
• Make sure that your child sits in the back seat and is buckled up properly in a car seat with a harness.

Healthy Bodies

• Talk with staff at your child care provider to see if they serve healthier foods and drinks, and if they limit television and other screen time.
• Your toddler might change what food she likes from day to day. It’s normal behavior, and it’s best not to make an issue of it. Encourage her to try new foods by offering her small bites to taste.
• Keep television sets out of your child’s bedroom. Set limits for screen time for your child to no more than 1 hour per day of quality programming, at home, school, or afterschool care and develop a media use plan for your family.external icon
• Encourage free play as much as possible. It helps your toddler stay active and strong and helps him develop motor skills.
• Make sure your child gets the recommended amount of sleep each night: For toddlers 1-2 years, 11–14 hours per 24 hours (including naps)

For More Information

• Infants and toddlers
• Preschool
• Middle childhood
• Adolescence

CDC’s “Learn the Signs. Act Early.” Campaign
For more details on developmental milestones, warning signs of possible developmental delays, and information on how to help your child’s development, visit the “Learn the Signs. Act Early.” campaign website.

CDC’s Parent Information (Children 0―3 years)
This site has information to help you learn how to give your child a healthy start in life.

CDC’s Essentials for Parenting Toddlers and Preschoolers
Learn ways you can help build a safe, stable, and nurturing relationship with your child.

CDC’s Breastfeeding Information
This site has answers to frequently asked questions about breastfeeding.

CDC’s Information on Infant and Toddler Nutrition
Tips for Parents – Ideas to help children maintain a healthy weight.

CDC’s Protect the Ones You Love
CDC’s Injury Center has information on how you can protect your child from drowning and other common causes of injury.

CDC’s Information on Vaccinations
View the immunization schedule for infants and children and find out if your child’s vaccinations are up to date.

My Plate – Infantsexternal icon
The U.S. Department of Agriculture provides information on health and nutrition for 2 through 5 years of age.

My Plate – Toddlersexternal icon
The U.S. Department of Agriculture provides information on health and nutrition for toddlers

HealthyChildren.orgexternal icon
AAP’s Healthy Children website provides information on feeding, nutrition, and fitness for all developmental stages from infancy to young adulthood.

Just in Time Parentingexternal icon (JITP)
Quality, research-based information to families at the time it can be most useful.

Healthy Kids Healthy Futureexternal icon
You will find information on physical activity for young children and on ways to keep them moving.

National Highway Traffic Safety Administrationexternal icon (NHTSA)
NHTSA has information on safety recalls and safety tips for children riding in motor vehicles, walking, biking, playing outside, waiting at school bus stops, and more.

National Institute of Child Health and Human Development.external icon (NICHD)
Visit NICHD to learn how to reduce the risk of Sudden Infant Death Syndrome (SIDS) and about safe sleep environments.

World Health Organization information on infant nutritionexternal icon
This site has information to promote proper feeding for infants and young children.

CDC’s “Learn the Signs. Act Early.” Campaign
For more details on developmental milestones, warning signs of possible developmental delays, and information on how to help your child’s development, visit the “Learn the Signs. Act Early.” campaign website.

CDC’s Parent Information (Children 4−11 years)
This site has information to help you guide your child in leading a healthier life.

CDC’s Essentials for Parenting Toddlers and Preschoolers
Learn ways you can help build a safe, stable, and nurturing relationship with your child.

CDC’s Healthy Weight Information.
Tips for parents – Ideas to help children maintain a healthy weight.

CDC’s Youth Physical Activity Guidelines
This site has information on how to help children be active and play.

My Plate- Preschoolersexternal icon
The U.S. Department of Agriculture provides information on health and nutrition for preschoolers.

HealthyChildren.orgexternal icon
AAP’s Healthy Children website provides information on feeding, nutrition, and fitness for all developmental stages from infancy to young adulthood.

Just in Time Parentingexternal icon (JITP)
Quality, research-based information to families at the time it can be most useful.

Healthy Kids Healthy Futureexternal icon
You will find information on physical activity for young children and on ways to keep them moving.

National Highway Traffic Safety Administrationexternal icon (NHTSA)
NHTSA has information on safety recalls and safety tips for children riding in motor vehicles, walking, biking, playing outside, waiting at school bus stops, and more.

CDC’s Parent Information (Children 4 — 11 years)
This site has information to help you guide your child in leading a healthier life.

CDC’s Healthy Weight Information.
Tips for parents – Ideas to help children maintain a healthy weight.

CDC’s Youth Physical Activity Basics
This site has information on how to help children be active and play.

CDC’s Kids Quest
Kids Quest is a CDC website designed for students in fourth, fifth, and sixth grades, to get them to think about people with disabilities and some of the issues related to daily activities, health, and accessibility.

CDC’s BAM! Body and Mind
CDC’s BAM! Body and Mind is a website designed for kids 9 through 13 years of age to give them the information they need to make healthy lifestyle choices. The site focuses on topics that kids told us are important to them—such as stress and physical fitness—using kid-friendly lingo, games, quizzes, and other interactive features.

My Plate – Kidsexternal icon.
The U.S. Department of Agriculture provides information on health and nutrition for children over 5 years of age.

HealthyChildren. orgexternal icon
AAP’s Healthy Children website provides information on feeding, nutrition, and fitness for all developmental stages from infancy to young adulthood. Visit this website to learn more about emotional problemsexternal icon, learning disabilitiesexternal icon and other health and development concerns.

Just in Time Parentingexternal icon (JITP)
Quality, research-based information to families at the time it can be most useful.

Let’s Move-Kidsexternal icon
Five simple steps for parents towards creating a healthy environment at home.

National Highway Traffic Safety Administrationexternal icon (NHTSA)
NHTSA has information on safety recalls and safety tips for children riding in motor vehicles, walking, biking, playing outside, waiting at school bus stops, and more.

StopBullying.govexternal icon
StopBullying.gov provides information from various government agencies on how children, parents, educators and others in the community can prevent or stop bullying.

SAMHSA’s KnowBullying appexternal icon
A free app for parents to help prevent bullying, created by the Substance Abuse and Mental Health Agency (SAMHSA).

Teens Healthexternal icon
Visit this site for information on healthy eating and exerciseexternal icon for children and teenagers, safety tips for your child at homeexternal icon when you can’t be there, and other important health and safety topics.

CDC’s Adolescent and School Mental Health
Learn how connection is key to good adolescent mental health.

CDC’s Parent Information (Teens 12— 19)
This site has information to help you learn how to guide your teen to be safe and become a healthy and productive adult.

CDC’s Healthy Weight Information.
Tips for parents – Ideas to help children maintain a healthy weight.

CDC’s Youth Physical Activity Guidelines
This site has information on how to help children be active and play.

CDC’s Pregnancy Prevention for Teens.
Tips and information especially for teens and designed with input from teens.

CDC’s BAM! Body and Mind
CDC’s BAM! Body and Mind is a website designed for kids 9 through 13 years of age, to give them the information they need to make healthy lifestyle choices. The site focuses on topics that kids told us are important to them—such as stress and physical fitness—using kid-friendly lingo, games, quizzes, and other interactive features.

CDC’s Information on Lesbian, Gay, Bisexual, and Transgender Youth Health
Learn about the physical and mental health of lesbian, gay, bisexual, and transgender youth

American Academy of Child & Adolescent Psychiatryexternal icon
The American Academy of Child & Adolescent Psychiatry has many fact sheets for parents on child and adolescent health and development.

My Plate – Teenexternal icon
The U.S. Department of Agriculture provides information on health and nutrition for teens.

HealthyChildren.orgexternal icon
AAP’s Healthy Children website provides information on feeding, nutrition, and fitness for all developmental stages from infancy to young adulthood.

Just in Time Parentingexternal icon (JITP)
Quality, research-based information to families at the time it can be most useful.

National Highway Traffic Safety Administrationexternal icon (NHTSA)
NHTSA has information on safety recalls and safety tips for children riding in motor vehicles, walking, biking, playing outside, waiting at school bus stops, and more.

National Institute of Mental Healthexternal icon
The National Institute of Mental Health has information on mental disorders affecting children and adolescents, including anxiety and depression.

StopBullying.govexternal icon
StopBullying.gov provides information from various government agencies on how children, parents, educators, and others in the community can prevent or stop bullying.

SAMHSA’s KnowBullying appexternal icon
A free app for parents to help prevent bullying, created by the Substance Abuse and Mental Health Agency (SAMHSA).

Substance Abuse and Mental Health Services Administration (SAMHSA)external icon
SAMHSA works to improve the quality and availability of substance abuse prevention, alcohol and drug addiction treatment, and mental health services.

Teens Healthexternal icon
Visit this site for information on healthy eating and exercise for children and teenagers.

Page not found – State Budgetary Preschool Educational Institution Child Development Center

• about the educational institution
• 3. Activities of the educational institution
• 4. Materials
• 5. Projects
• 5.2. Base site of the Kalininsky district of St. Petersburg
• 5.3. Federal Innovation Site 2019-2020
• 6. Competitions
• 7. Teachers
• 8. Parents
• 9. Information security
• Commission for disputes
• Councils of specialists
• Photo album
• Blog
• Contact
• Guest book
• Questioning of recipients of educational services
• Independent Educational Quality Assurance System

Unfortunately the page you’re looking doesn’t exist (anymore) or there was an error in the link you followed or typed. This way to the home page.

• 1. Main
• Rules for admission to study in educational programs of preschool education
• Admission to kindergarten
• Anti-corruption
• Visually impaired version
• 2. Information about the educational institution
• • 2.1. Basic information
  • 2.2. Structure and governing bodies of an educational institution
  • 2.3. Documents
  • • 2.3.1. Self-examination report
    • 2.3.2. Document on the procedure for the provision of paid educational services
    • 2.3.3. Orders, performance reports
  • 2.4. Education
  • • 2.4.1. The first junior group “Chickens” (from 2 years old)
    • 2.4.2.3. The first junior group of short-term stay (from 2 years old)
    • 2.4.4. The second junior group “Asterisks” (from 3 years old)
    • 2.4.5. The second junior group “Fireflies” (from 3 years old)
    • 2. 4.6. Middle group “Fidgets” (from 4 years old)
    • 2.4.7. Middle group “Teremok” (from 4 years old)
    • 2.4.8. Senior group “Smile” (from 5 years old)
    • 2.4.9. Senior group “Crane” (from 5 years old)
    • 2.4.10. Preparatory group for school “Why” (from 6 years old)
    • 2.4.11. Group preparatory to school “Gnomiki” (from 6 years old)
  • 2.5. Educational standards
  • 2.6. Management. The teaching staff.
  • • 2.6.a. Manual
    • 2.6.b. Teaching staff
    • 2.6.c. Intracompany advanced training of pedagogical workers GBDOU
  • 2.7. Logistics
  • 2.8. Scholarships and other types of financial support
  • 2.9. Paid services
  • • – Additional education programs
    • – For children not attending kindergarten
  • 2.10. Financial and economic activities
  • 2.11. Vacancies for admission (translation)
  • 2. 12. Available environment
  • 2.13. International cooperation
• 3. Activities of an educational institution
• • 3.1. Certification of teaching staff
  • 3.2. Advanced training
  • 3.3. Organizational and methodological activities
  • • 3.3.a. Escort of teachers GBDOU
  • 3.4. Conferences, seminars, meetings
  • 3.5. Events
  • 3.6. Dissemination (dissemination of experience in organizational and methodological work)
• 4. Materials
• • 4.1. Laws, Decrees, Ordinances, Orders
  • • 4.1.1. Federal (Ministry of Education and Science of Russia, Rosobrnadzor)
    • 4.1.2. Regional
    • 4.1.3. GBDOU
  • 4.2. Instructional letters
  • 4.3. Information letters
  • 4.4. Guidelines
  • 4.5. Teaching materials
• 5. Projects
• 5.2. Base site of the Kalininsky district of St. Petersburg
• • 5.2.1. Project
  • 5.2.2. Work plan for 2021
  • 5.2.3. Innovative Products BP
  • 5.2.4. News line (press releases)
  • 5.2.5. Publications
  • 5.2.6. Materials BP
  • 5.2.7. BP – Parents
  • 5.2.8. Electronic methodical designer
• 5.3. Federal innovation platform 2019-2020
• • 5.3.1. Regulatory support
  • 5.3.2. Partner organizations in the implementation of the innovative educational project
  • 5.3.3. Events, events
  • 5.3.4. Materials FIP
  • 5.3.5. Programs, regulations, concepts
  • 5.3.6. Professional development of teachers FIP
  • 5.3.7. Object-spatial developmental environment
  • • Registration
    • Entry test
    • Additional professional program
    • Module no. 1
    • 1 stage
    • Stage 2
    • Stage 3
    • Stage 4
    • Module #2
    • 1 stage
    • Stage 2
    • Stage 3
    • Stage 4
    • Module no. 3
    • 1 stage
    • 2 stage
    • Stage 3
    • Stage 4
    • Summing up
• 6. Competitions
• • 6.1. Regulatory framework, schedule
  • 6.2. Results
• 7. For teachers
• 8. Parents
• • 8.2. Parental fee for care and supervision
  • 8.3. Catering
  • 8.4. Anniversaries
  • 8.5. Rules for safe behavior on the streets and roads
• 9. Information security
• • Information security for parents
• Dispute Resolution Board
• Expert advice
• • Educational psychologist
  • Iso activity
  • Musical education – Borzenkova Galina Valentinovna
  • Musical education
  • Physical education – Hortonen Larisa Alekseevna
  • Wellness
  • Swimming instructor
  • Theatrical activities
• Photo album
• • Competition of pedagogical achievements
  • Kindergarten Anniversary
  • Physical education and sports
  • Holidays
  • Theater
  • Subbotniks
  • Plot
  • Spring drops 2016
• Advertisements
• Blog
• Contact
• Guest book
• Questioning of recipients of educational services
• Independent system for assessing the quality of education
• • Internal quality system

Group “Karapuziki” (2-3 years old), building No.

1

Educators:

Lyutoeva Elena Vitalievna

(I quarter. Category, awarded with the Certificate of Honor of the Ministry of Education of the Komi Republic)

3 Alekseevna

(specialized secondary education)

Junior teacher: Kurys Natalia Nikonovna

Classes schedule for 2021-2022 school year

The regime of 2021-2022 Educational year 90-00389, owed academic year

Presentation of the author’s manual “Developing Cube” as part of participation in the municipal competition “Educator-inventor”.

Age characteristics of children 2-3 years old.

Children’s fiction for children 2-3 years old

Psychological counseling

How to help a child get used to kindergarten faster?

1. Try not to be nervous, not to show your anxiety about the child’s adaptation in kindergarten, he feels your feelings.

2. Remember! It may take from a month to six months to get used to it. Calculate your strengths, capabilities and plans. It is better if during this period the family will have the opportunity to adapt to the peculiarities of your baby’s adaptation.

3. Be sure to come up with a farewell ritual, don’t run away.

4. Don’t cheat, pick up on time as promised.

5. Don’t change your child’s routine on weekends.

6.Create a calm, conflict-free environment in the family.

7. Stop visiting crowded places with your child for a while. Take care of your baby’s nervous system.

8. Be more tolerant of his whims.

9. Don’t scare me with kindergarten.

10. Pay more attention to your child during this period, play, read every day.

11. Be generous with praise.

12. Do not wrap up the child, dress according to the temperature in the group.

13. Take home early the first time.

14. If possible, one person should bring the baby. So he will get used to parting faster.

15. Ask how the baby’s day went.

16. During the adaptation period, it is undesirable to destroy the baby’s habits, including negative ones, as this will complicate addiction. If by the time the baby enters kindergarten you have not been able to wean him from bad habits, warn the teacher about this.

17. Make sure that all your baby’s clothes and shoes are as simple and comfortable as possible, without extra fasteners or strings.

18. Your polite and friendly address to the staff of the kindergarten will put the child in a position to communicate with them.

CHILD’S NUTRITION DURING THE ADAPTATION PERIOD

• The transition of a child from home upbringing to upbringing in a children’s team is always accompanied by certain psychological difficulties; resistance to diseases, proper nutrition at this time is of great importance and helps the child to quickly adapt to the team.
• Before the child enters the kindergarten, bring the diet and composition of the diet as close as possible to the conditions of the kindergarten. To accustom him to those dishes that are often given in a preschool institution, especially if he has never received them before.
• In the first days, you can not change the stereotype of the child’s behavior, including eating habits. At first, if the child did not eat on his own, the educators will definitely feed and supplement him.
• If a child refuses to eat, in no case should he be force-fed. This reinforces the negative attitude towards the children’s team.
• For the prevention of acute respiratory infections and acute respiratory viral infections, additional fortification of the diet of children should be carried out, using a wide range of fortified foods and drinks available, and, if necessary (at the doctor’s conclusion), also multivitamin preparations (vitamin-mineral complexes).

Why is the third year of life significant? At this time, there is a significant change in relations with others, due to the growth of the active activity of the baby, who has his own desires and intentions, which may not coincide with the intentions of an adult. A lot depends on what kind of emotional experience the child acquired in the 2nd year of life, when the objective world acted for the baby as sunlight, and the adult as the sun itself. The kid is attached to his mother (father, grandmother, etc.) and perceives this person as a model of behavior and attitude to the environment. At the same time, both their own capabilities and achievements must be demonstrated to an adult, without whose approval they do not represent for child of special significance. This means that parents need to learn how to communicate with the baby at a new level of relationships: remaining a high example for the baby, delicately treat the formation of his self-esteem, recognize the child’s right to choose, show interest in a particular occupation. In other words, you need to learn how to get along with the child, in some cases “follow the baby”, giving as many opportunities as possible for self-expression of his activity and individuality, gradually turning the crumbs’ interest into a useful direction, from your point of view. This way you can avoid crisis situation typical for 3 year old children. At the very least, it is possible to significantly mitigate the emerging crisis of communication between adults and a child. In the course of objective activity, games, and then in emerging new types of activity (drawing, modeling, designing, singing and dancing, etc.), the mental processes of perception, memory, speech, thinking are further developed, new needs and interests are formed. In the third year of life, there is a particularly active mastery of socio-cultural values ​​of enduring significance: the culture of human thinking, communication, and developed speech. It is during this period of life that the satisfaction of needs is of great importance.0389 child in cognition, mastering purely human activities: household, play, labor (self-service elements), art, development of intelligence and abilities child . And this has its own explanation. Domestic and foreign scientists came to the conclusion that the third year of life of child is especially favorable for developing pedagogy. Therefore, if you want to introduce child to mathematics, music, singing, painting, do not miss the time now, do not forget that the foundations of future abilities are laid during this age period. New can be considered intensive development of the imagination , especially in the second half of the year (from 2.5 – 3 years). This means that the child can act in an imaginary situation. For example, fulfilling the request of an adult, it can show how a mouse runs quietly on its paws (stands on tiptoe), how a bear-bear walks from paw to paw, how a bunny jumps and wiggles its ears, etc. With the development of imagination and memory, productive activities appear: drawing (product – drawing), modeling (product – handicraft), design (product – construction), play (role-playing behavior), etc. Parents should pay special attention to the fact that productive types children’s activities should be started precisely in the third year of life child . These species contribute to the development of the reflectivity of the brain, and, therefore, are directly related to the development of mental activity, the formation of intelligence.

Speech development

In the third year of life, the baby’s attention is still very unstable, especially at the beginning of the year, when the baby still shows the features of a two-year-old child . And yet he is able to focus on activities that are interesting to him, continuously for 12-15 minutes. Memory is greatly improved. The child remembers not only what happened in the recent past (several hours ago), but also (by the end of the third year) can tell, for example, about how “I went with mom and dad to the zoo (to visit, to the park, to circus, etc.)”. This means that during the third year, memorization processes are improved, and with the development of speech, memories can be evoked already with the help of a word. In this regard, it should be noted that in the third year the active vocabulary grows intensively, and by the age of three in speech child may contain 1200-1500 words or more. A more complex function appears – the ability to build a phrase of 3-4 words. The grammatical structure of speech is formed. At 3 years old, in addition to simple sentences, the child also uses complex ones. He can understand not only the meaning of individual statements of an adult related directly to the perceived event, but also the content of short stories about what is not currently in his field of vision. At this age, the child is very “sensitive” to the actions (actions) of others. He inquisitively listens to the dialogue of adults, looking from one to another. He is interested in their reasoning. The child not only follows the conversation of the parents, but also tries to change the course of their thoughts and conclusions. What’s happening? The kid, as it were, comprehends (at his level) the logic of the actions and actions of adults, one might say, “learns to live.” That’s why in the presence of child 2-3 years old family conflicts should not occur. He should not witness violent scenes and unseemly acts of adults. Parents for the baby are the highest role model as before, and even more, because now the child has, although not great, but already sufficient social experience. That is why, unlike earlier periods of childhood, when the method of distraction worked flawlessly in unwanted situations, now you must increasingly use the method of persuasion. After all, a child, if the upbringing is built correctly, responds to your “persuasion”, becomes controlled by the word of an adult.

“Crisis” of the age of three

The kid is still emotional, sensitive to the praise and censure of an adult, he is very attached to his relatives, but shows interest in strangers, if they cause him sympathy. child has a need to communicate with peers. And this is no coincidence, because the role-playing game requires the participation of a partner, the baby needs to interact with children of his age . The plot game in the first half of the third year is more detailed in content, but, reflecting the actions of close people (mother, grandmother, father), the baby does not yet take on the role. In the second half of the year, he is already enthusiastically participating in role-playing games: he begins to reflect life experience in his game, performing the actions of adults in a conditional game plan, and can take on a certain role – mothers, doctors, etc. It seems that everything in education is well thought out and therefore simple. “But what about the crisis in behavior child 3 years old?”, the puzzled parents will ask us. – “Can it be avoided?” Raising a baby and expecting an inevitable crisis, let’s face it, is not a beneficial occupation either for a child or for his parents. What is a “crisis” from the teacher’s point of view? And is it really possible and so inevitable? A “crisis” in any childhood occurs when adults cannot and, therefore, do not know how to make a timely transition to a new type of relationship with a child. They do not ensure the replacement of one leading type of activity by another – more progressive and adequate (corresponding) to its increased needs. For example, at 6 months, the baby learned to pick up objects from any position. If earlier emotional communication with mother was the leading line of development, now the world of his crib, playpen has become “small” for the baby, and it is not enough for him only to caress his mother, he “requires” from her a “business” form of communication. The child needed her complicity in activities with toys. The time to transfer the baby from emotional to “business” communication is a necessary condition for his further development. The emerging crisis is a signal to an adult: something is wrong in their communication. So what is the “crisis” child 3 years old? What needs of the baby may not be satisfied in a relationship with an adult? A new era begins in his life: the child can understand, as noted above, his personal “I”, he already perfectly “separates” himself from his mother and demands that adults notice his independence. This is the period of formation of not only the main character traits, but also the beginning of the personality. Lack of satisfaction of the stimulus “I myself!” is the first reason for the emergence of children’s negativism in relations with adults. This only indicates the wrong line of education, which does not take into account the most important incentive child to self-development and self-improvement. And, finally, the most important thing: such a crisis is not at all necessary, it will go so smoothly that it may not be noticed if adults correctly implement all the tasks at this age stage.