Preschool for 3 year old: Preschool Programs for Ages 3

Опубликовано: October 13, 2022 в 12:48 am

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Pros & Cons Of Preschool For 3-Year-Olds

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Larissa Marulli

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Preschool for three year olds has a lot of pros and just a few cons.

Via Pexels

Preschool for three-year-olds has a lot of pros and just a few cons. While school for three-year-olds may seem early, preschool has shown to have major advantages for all children who attend. The benefits are especially significant for young children who come from poor and disadvantaged backgrounds. Universal preschool isn’t a thing in the United States and that itself has come under criticism because it does result in children being left behind.

Universal preschool has long been discussed among education advocates and researchers but the support and funding just aren’t there for many families. An NPR article about the benefits of preschool for three-year-olds reported on decades of research all proving positive benefits. The bottom line and agreed-upon consensus by early educators are that kids who attend preschool are better prepared for kindergarten than those who don’t. It’s also agreed that in the US access to preschool is unequal since preschool isn’t a student guarantee and something parents must pay for or actively seek out and apply for funding.

The Wall Street Journal has some surprising statistics that only 34% of American children attend preschool likely because of these reasons. This is compared to 60% of children in Canada and 90% in Europe. Three-year-olds who attend preschool do better in kindergarten both academically and socially initially however, parents whose children didn’t attend preschool for some reason or other shouldn’t feel bad. The gap does start to close eventually and the gap can be helped by proactive parenting styles. The WSJ published data from a study from Ohio State University that looked at 2,581 kindergarten participants all from the same US county and all from families who lived below the poverty level. Researchers set out to see how preschool attenders and non-attenders did in kindergarten coming from the same area.

In a significant difference at the beginning of kindergarten, preschool attendees were about 8 months ahead academically than non-attendees. They were also 5 months ahead with social skills such as listening and self-control. By the end of kindergarten, the gap between preschool attenders and non-attenders was beginning to get smaller. Non-attenders had caught up in literacy by 80% yet were still behind by over half in math. All of the academics taught in preschool can be taught at home. Socialization can also be organized by a parent for young children by joining a playgroup or heading out to parks, libraries, or other early childhood events or programs.

RELATED: Approaching Difficult Preschool Behavior Differently Than We’re Used To

Pros Of Preschool For 3-Year-Olds

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  • Socialization: Learning to interact, play, share, and get along with peers, as well as work through problems and learn to solve problems on their own.
  • Early Literacy Skills: Early introduction to academic foundations such as letters, numbers, counting, and writing their name.
  • Stronger Sense Of Independence: Being out of the home helps a young child find a sense of how to be and interact without parents or siblings around.
  • Better Preparation for Kindergarten: There is no doubt that children who attend preschool are better prepared for kindergarten and do better academically and socially.

Cons Of Preschool for 3-Year-Olds

Via Pexels

  • Expensive: Unlike kindergarten and up, preschool is not federally funded or guaranteed to every child. There are free programs, however, space is limited and guaranteed only to 4-year-olds. Private pay kindergarten can set parents back up to $1,000 a month depending on the days and hours they need for their child. Programs for 3-year-old are often only two days a week for a handful of hours a day. This will still set parents back around $300 a month depending on the cost of living in the area.
  • Redundant: While students who attend pre-k are better prepared for kindergarten and early elementary school, researchers are saying that because kindergarten, and even 1st grade, are very similar to preschool curriculum, a lot of what preschool attendees learn their first few years of elementary school is stuff they already know. This would explain why preschool attendees are ahead academically.
  • Child Not Ready: 3 years old is still very young and not every child will be ready for school at this age. Daycare is different but being expected to do work and sit and listen can be too much for some kids this age. If a child hasn’t attended daycare before, preschool can be a really stressful experience for young 3-year-olds or shyer children.

There are many reasons why a three-year-old may or may not attend preschool. For many American families, financially it isn’t an option and the free programs can’t take everyone. The nearly two-year-long global pandemic could also have played a role in your child’s early education choices as well. Preschool shouldn’t define a child’s whole academic career, and it doesn’t. Just be aware of the early childhood education differences.

Source: NPR, The Wall Street Journal, Rasmussen

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About The Author

Larissa Marulli
(907 Articles Published)

Larissa Marulli is a mom to two young school-aged kids. She received a degree in journalism shortly before having her first child and is a news and features writer for Moms. The proud mom of two is from Colorado and loves the mountains. changing seasons, and hot coffee all year round. Larissa has seen it all and has struggled with the challenges of motherhood. She is getting better with age and prides herself in using the written word to entertain others as well as educate. Larissa loves books, napping, people in small doses, and her family.

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The Research Argument For NYC’s Preschool Plan For 3-Year-Olds : NPR Ed : NPR

LA Johnson/NPR

LA Johnson/NPR

Mayor Bill de Blasio this week pushed ahead with plans to make New York City one of nation’s few big cities to offer free, full-day preschool for all 3-year-olds­­.

The plan would serve, when fully rolled out over several years, more than 60,000 children a year. It builds on one of de Blasio’s signature accomplishments of his first term – universal pre-K for 4-year-olds.

A few places, including Washington, D.C., have made a serious effort to fund preschool for 3-year-olds. New York City’s plan, when fully realized, would be the most ambitious such effort to date.

To achieve this goal the mayor says he’ll need significant help from the state and federal government: upwards of $700 million dollars. And he faces the political tussles that will surely accompany his financing challenges. The mayor is running for re-election.

But his proposal builds on widespread consensus that high-quality pre-K programs can have a huge positive impact on the lives of children – especially low-income ones – as well as on the parents and family.

That’s the crux of the study The Life-Cycle Benefits of an Influential Early Childhood Program, co-authored by Nobel laureate James Heckman, a professor of economics at the University of Chicago and the director of the Center for the Economics of Human Development.

There’s a growing body of research on the value and importance of high-quality early education programs — especially for disadvantaged kids.

But there’s surprisingly little research on its impact over time. This paper helps change that. Heckman and his co-authors examine the many ways in which high-quality programs helped participants thrive throughout life.

The paper analyzes two North Carolina programs founded in the 1970s that worked with infants from 8 weeks old through age 5. The rub for researchers: The programs included data collection from birth through age 8 on a wide range of school and home life factors as well as long-term follow-ups through age 35.

Quality early education programs are expensive upfront. But as Heckman argues, the returns are enormous; the investment well worth it.

Your study found enduring positive effects of quality pre-K on a lot of things, including future earnings, health, IQ and crime reduction. Is the bottom line here stronger, fuller, richer lives?

Yes it is, but it’s more than just stronger, richer, fuller lives for the children. It’s also stronger, richer, fuller lives for the mothers of the children. Let me explain why. In America today we have a lot of single-parent families. We have a lot of mothers who are working.

What we’ve done is shown the benefits across two generations of the study of these enriched early child care programs. Not only providing child care for working mothers — allowing them to get more education — but primarily to get more work experience, higher earnings gains through participating in the workforce, but also getting high-quality child care environments that turn out to be developmentally rich. It promotes social mobility within — and across — generations. That I think is an important finding of this study.

Tell us about the two programs you’ve studied, serving mostly lower-income, predominantly African-American families.

The program starts very early. The children are 8 weeks old. It stays with the children until they’re age 5.

It’s a program that runs nine hours a day, so it’s very child care-friendly in the sense that women could leave their children at the child care center and then go on to work. They provide these disadvantaged children with enriched family environments: more verbal attention, more enrichment and parenting resources available to disadvantaged, predominantly African-American women, as you say, and single-parent women. It supplements the early lives.

In addition, it gives health care screenings for children 0 to 5. The pediatrician has access to the treatment group. The pediatrician then would suggest what health indications should be taken. What kind of steps, what kind of treatment might be taken. Doesn’t pay for the treatment but it does essentially screen the children and alert parents to the need for treatment.

This is true wrap-around service and personalized attention?

Yes. Turns out one of the most effective ingredients for these early child care programs is interacting with the child. What I mean by interacting is a give-and-take. The term that’s used by the child development specialist is scaffolding, like building a sculpture — in this case of a human being. Staying with the child, taking the child to the next step, challenging the child. In that sense it’s very personalized education.

It’s very time-intensive education, but it’s education that stays with the child. It also has another effect, which is that it engages, through the enhanced stimulation of the child, the parent. Parents themselves visit the center, so that there is also stimulation of the parent-child relationship that lasts long after the program itself is formally ended at age 5.

This kind of comprehensive program is more costly upfront?

For sure. The main benefit of this study is, if you count all of the benefits that accrue from this program in terms of reduced health care costs, reduced crime, greater earnings, more education, higher IQ — the list is quite long. Those all are monetized. We can compute a rate of return, the dividend would be from the investment. You get about 13 percent per annum. Much higher than the annual return on equities in the U. S. stock market post-Second World War through the 2008 meltdown.

Yeah I’d like 13 percent on my 401(k) every year.

Exactly. This is a huge, huge investment return. It competes favorably with almost any other public program.

What was the (annual) per-pupil spending while these children were in the program?

Per-year it’s probably about $16,000 to $18,000. It depends on what (year) dollars you use. It’s expensive.

That is pretty high. You’re saying you get what you pay for?

Well, yes, it’s a lot. But what are you getting in return? You’re getting hundreds and hundreds of thousands of dollars. Seven to eight hundred thousand dollars back for what is essentially an $80,000 to $85,000 expenditure. Yes, it costs more but we can go back and think: In its time the transcontinental railroad that Abraham Lincoln launched, the Hoover Dam, the transcontinental highway system that Eisenhower launched. These all were very costly, but they also led to enormous social benefits.

These programs have enormous social benefit. They help to solve a lot of social problems. The way public policy is discussed frequently in this country is through silos. People say, “We want to reduce crime. We want to promote health.” We do what is, I think, a very limited kind of notion: looking at one problem at a time and one solution very closely linked to that problem. I would encourage people who see the price tag to also look at the benefit tag. They’re well-documented.

You followed these young people well into adulthood?

That’s the benefit of the study. The children in the study essentially are much healthier than their counterparts who did not participate in the study. That came as a surprise to some people, but it shouldn’t be a surprise. Not only did they get the health screening, but they also developed these social and emotional skills: self-control, the ability to monitor. They had more education, therefore they had more information. In a number of ways these children became more engaged, control their own lives better, and that shows up in their adult health.

What is turning out from this body of research is that promoting engagement of children, their cognitive and noncognitive skills, boosting their IQs, at the same time boosting their social engagement, their willingness to participate in society, monitoring their health from an early age, is having huge benefits downstream for the rest of their lives.

You mentioned the return on investment. But you’ve also documented health benefits, crime reduction and parental benefits including boosted income and lower obesity rates. Talk about that a little.

That’s folded into what we have for a measure of the rate of return. You can actually monetize the cost of the criminal justice system, the cost of incarcerating people and so forth. You can also talk about the benefits of reduced health care expenditures, higher-quality of life and so forth. All of that’s incorporated into our rates of return and benefit-cost ratio. Breaking out these components, one of the most surprising findings from a study that we did published in Science magazine a couple of years ago. We showed that children who are in this program were much less likely to be obese, to have hypertension, to have precursor environments that would promote diabetes.

You mentioned the poisonous effect of the silofication — if we could call it that — in combating poverty. Looking at social challenges largely in isolation. This is also a hyper-partisan age. What do you think policymakers and politicians are missing when it comes to looking at early childhood education?

Some leading politicians both Republicans and Democrats are not missing. They’re well aware of it. What’s really interesting is that if you go out to those red states that were called fly-over states in the last election, the ones in the Midwest and the ones that people frequently ignore. It’s states like Oklahoma, Kansas, Nebraska, that have been some of the most vigorous in promoting early childhood development.

The reason is that it’s based on an economic efficiency argument and it also promotes what is an agenda that’s frequently very common in some of those states about family values. It’s really about helping bolster the American family, which I think is under attack, it’s under transformation. It’s simply that we have many more single-parent families. We have many more mothers who are working because they have to support their families.

You’ve said the ultimate risk factor in the complex poverty equation is lack of parental engagement. Talk about that and what these programs you studied did in terms of parental engagement?

It’s not about getting toys that rotate or getting a particular program online to stimulate the kid. That can’t hurt, but it’s not the story. It’s the engagement. It’s “Johnny or Sally, here let’s look at this together, let’s go to the zoo, let’s look at this book, let’s see what we’re doing.” It’s that engagement. When you engage the parent in that process, you help them bolster their arrangement, then I think you actually will keep in place over the life of the child a very strong very beneficial environment. The center core is engagement. That’s what good teaching’s about too when you think about it.

I don’t think I’m saying anything that’s revolutionary, but I do think I’m saying something that is frequently ignored in public policy. We think about a bricks-and-mortar approach to what education is about. That’s exactly the wrong way to think about it. It’s not a teacher lecturing to a student, it’s basically the teachers or child care workers engaging students or engaging these young children and making age-adapted, person-adjusted interventions. I think that’s the key.

What do these programs have that helps foster that engagement?

It turns out that many of the disadvantaged families have a mode of discouraging the child. Saying, “Don’t do this, don’t do that,” and on and on. The alternative is to actually have a family that encourages the child and supports the child in making mistakes and learning from mistakes, but also in engaging the child to explore the world. It’s this attachment and this support that really plays a fundamental role I think in the structure of essential programs. That’s an example where you would literally take the child, read to the child, engage the child, and then you would show the parent, bring the parent into the center. Show how successful the child has been and then send the child home. When the child goes home the child is more engaged and also therefore engaging the parent. We found that. We found that as a byproduct: much more parental engagement among those who got the treatment compared to those who were randomized out into the control group. And these were lifetime effects.

If you look at disadvantaged children you’ll find that they’re getting about a third or a fourth as many words per hour as more advantaged children. The environments are fundamentally different. Over the lifetime, their young childhood — a period of say 0 to 5 — you’re getting a millions of words deficit between those who are advantaged and those who aren’t advantaged. That essentially is one way to close the gap. By literally reading to the child, by encouraging the child.

As you know there’s been a big emphasis on what constitutes high-quality child care centers. What elements are vital to create these great early learning centers?

There’s this enormous body of evidence talking about parent-child interaction. The structure of a successful [center] would be one that encourages those interactions, that fostered those.

Are we talking about empathy?

Well, yes, we’re talking about empathy, and we’re talking about the structure of engagement with the child, and at the core of successful programs is parenting. It’s not so much having a pretty building. There’s a whole mentality out there that says, “We have a textbook notion about what constitutes a good school. The teachers must have a certain level of educational attainment.” There have been a lot of studies, serious studies, that show that many of these so-called guides to what makes a good teacher — in terms of things like number of degrees or number of teacher credits and on and on and on — are really worthless in terms of predicting who’s a good teacher. What is important is finding this empathy, this ability to work with people, the engagement.

By empathy all I really mean is, you work with a child, you stay with a child, a child asks questions, you answer the questions. You don’t discourage the questions and you promote them. At the same time you have a firm line where you say, “Yeah that’s a mistake. You could go do a little better,” and so forth.

We need a national empathy project, Professor Heckman.

Probably could use it across the board and not just in early childhood!

An earlier version of this story ran on NPR Ed in December, 2016.

Preschool/PreK Classes for 3 to 5 year-olds – ISD 279

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Preschool/PreK Classes for 3 to 5 year-olds

Preschool/PreK Classes for 3 to 5 year-olds

Thank you for your interest into Osseo Area Schools Early Childhood Programs!  

We are accepting registrations for Preschool/PreK for SY2022-23.  

Osseo Area Schools Early Childhood & Family Education offers a variety of affordable Preschool and PreK programs designed to support your child’s development, and create a foundation for your child’s future academic, emotional and social success. Our curriculum and activities focus on building confidence, independence, academic, and social skills so your child enters kindergarten ready to continue learning and has received a 4-STAR (highest possible rating) from Parent Aware.

Our program will continue to align with Osseo Area Schools learning models by offering online and in-person early learning opportunities for families as allowed. Safety and health guidelines will be followed as directed by Minnesota Department of Education, Minnesota Department of Health, Centers for Disease Control and Osseo Area Schools.

SY2022-2023 Preschool/Pre-K Age Requirements:

  • Preschool for 3s & 4s and 3 to 5s: Children must be the age of 3 or older by September 1, 2022. No exceptions.
  • Pre-K for 4s & 5s: Children must be the age of 4 or older by September 1, 2022. No exceptions.

Registrations will remain in a pending status until all registration requirements have been received by the Early Childhood Office. Classes with openings are filled first come first-serve and registration is continuous year-round.

State funded scholarships are available for SY2022-23 on a limited bases. If a child is awarded a scholarship, it will cover your child’s tuition for the entire school year.

Here is a video tutorial of how to register online:  Registration Tutorial Video

If you have questions or need assistance, please call us at 763-391-8777 or email [email protected]      

En Español, Lus Hmoob, Bằng Tiếng Việt: 855-938-0586. 

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What is the best age to send a child to kindergarten

Is it best to send a child to kindergarten, and if so, when is the best time to do so? Many parents face this question, and it is often difficult to give an unambiguous answer to it. But at some point you still need to make a decision. We have prepared this article to talk about the pros and cons of kindergarten, how to understand whether the baby is ready for such changes in life, and also to help parents decide what age the child is most suitable to start attending kindergarten.

Kindergarten is a relatively recent “invention”. The child’s stay all day in a large children’s team, also under the supervision of not parents or other relatives, but educators and nannies – strangers, in general, people. Therefore, kindergarten can cause serious stress in children. But in the realities in which we live, not all parents have the opportunity to stay at home with the baby for a long time without going to work. The financial factor can play a significant role at the time of deciding whether to send the child to kindergarten. Often, parents strive to return to work as soon as possible, so they are looking for an opportunity to enroll a child in a kindergarten or nursery at 1. 5 years old, and sometimes even earlier.

There is also a fairly widespread opinion that communication with peers and accustoming to independence and, on the other hand, to discipline and obedience should begin from an early age. Undoubtedly, the experience gained in kindergarten seriously affects the future life and development of the child, but it is worth remembering that even the most active, independent and sociable children under 3 years of age need parental attention and care as much as possible, and contacts with other children can be not very interesting yet.

Both supporters and opponents of the kindergarten as a phenomenon have weighty arguments in favor of their positions. The former emphasize the need for children to communicate with each other, to develop the ability to exist in a team, which will be useful to the child in the future. The second believe that the child is enough to communicate with relatives at home, and with peers you can contact on walks or circles, and then at school. In addition, the additional load on the baby’s immunity leads to the fact that he is sick more often, and this fact can also cause anxiety for parents. Let’s dwell a little more on the positive and negative sides of the kindergarten.

Pluses

1. Socialization

The most important thing that kindergarten gives a child is the opportunity to be among peers, communicate with them, learn to coexist. The first friendship, the first conflicts and their resolution, the search for one’s place in the team – all this will help to better build relationships with people in the future, first at school, and then in adulthood. Early experience of such interaction can be especially useful for the only child in the family, as well as for those children who communicate little with their peers for one reason or another.

2. Development of speech skills

The second point logically follows from the first point – in order to communicate, one must speak. Often, it is during the period of attending kindergarten that a child experiences a powerful breakthrough in the development of speech. Mom and dad often understand their child without words, so he can try less to learn to speak clearly and correctly, not seeing the need for it. Contact with a large number of new people, as well as a variety of activities and activities in kindergarten will help the child learn to speak faster.

3. Independence

At home, the baby gets used to the fact that a lot of things parents do for him, so the desire for independence and the development of everyday skills can in some cases be somewhat inhibited. In a kindergarten, a child, of course, will not be left without help and support, but apart from the home environment, skills will develop faster. In addition, it may be interesting for a child to imitate more skilled peers, try to catch up with them and feel more mature.

4. Getting ready for school

Last but not least, attending a kindergarten is useful for a child as a preparatory stage before school. Homework can not always replace the varied and versatile program of preschool education, which is compiled for kindergartens by teachers and psychologists. In the kindergarten, the kid will not only gain new knowledge, but also learn perseverance and attentiveness, which will be very useful to him later, in the classroom at school.

5. Steady daily routine

The physical and mental state of the child largely depends on compliance with the daily routine. At home, it is not always possible to observe it, and if single violations of the regime do not bring harm, then the complete absence of a stable routine can be fraught with problems in the future. Kindergarten, on the contrary, is a territory where everything is subject to the regime. Meals at the same time, a very important daytime sleep for the child, mandatory physical activity and walks on the street – all this has a positive effect on the health of the baby, and also disciplines him and teaches him to be punctual.

Cons

1. Frequent illnesses

Many parents, sending their child to kindergarten, are faced with the fact that the baby begins to get sick much more often, often the days spent in kindergarten turn out to be almost less than those when the baby was unwell and stayed at home. This is how the reaction of children’s immunity to a large number of new stimuli looks like, some time must pass for the adaptation period to pass, and children’s health to improve. If possible, start attending kindergarten in the summer, as the maximum risk of getting sick is from October to April.

2. Stress

It is a big shock for a child to be separated from his mother for the whole day, a new environment, people who are unfamiliar at first – educators and group mates. The baby may become more nervous and moody, cry more often and sleep worse. For some children, the stressful state passes quite quickly, others adapt to new conditions for a longer time, but, in any case, the child needs parental support and help even more than before.

3. Eating problems

The kindergarten menu often differs from the child’s usual diet. Even familiar dishes can be prepared in a different way and not like the baby, he loses his appetite, refuses to eat. In addition, if your child is not yet very good at feeding himself, he may have difficulty during meals in the kindergarten, eat too slowly and not have time to satisfy his hunger while it is time, for example, breakfast or lunch.

4. Incompetence of teachers

Unfortunately, it is not uncommon for educators to be far from professionalism and the ability to competently resolve various situations when communicating with children. More often than we would like, impatience and irascibility of teachers, their too authoritarian or, conversely, too soft behavior, are also encountered. Get to know the caregivers in advance, look for reviews about the kindergarten in which you want to give the baby, in order to minimize the risk of the child having an unpleasant experience.

5. Changing behavior for the worse

The child has been going to kindergarten for some time, and gradually you stop recognizing your own child – he becomes more aggressive or whiny, more reserved than before, stops listening to you and uses words that you would not like to hear from a small child in own house. This can be the influence of both stress and communication with other children in the group.

Your task at this difficult time is to closely monitor the physical and psycho-emotional state of the child, solve problems that arise, and help with adaptation. If the cons outweigh the pros, then you may one day decide to take the baby out of kindergarten completely, and in some cases it will be absolutely correct, since the psychological comfort of the child should always be a priority.

1.5 – 2 years

In most cases, children from one and a half years old are accepted into the nursery group of the kindergarten, in some situations this figure may be less. However, most psychologists agree that, unless absolutely necessary, you should not tear the child away from the mother so early and leave it in the kindergarten for a long time. At one and a half to two years, the center of the baby’s world is the mother and what is connected with her, and communication with strangers, even children of the same age, takes the baby much less.

At the same time, the child’s early acquaintance with the kindergarten has its advantages. In a nursery, a one and a half year old baby learns speech faster, refusal of a pacifier and diapers can happen faster than at home. The child gets used to discipline and organization.

Most of the problems at this age arise due to the fact that not all children are ready to leave their mother so early for a long time, so it is better not to force things and carefully monitor the emotional state of the child. If the baby cannot get used to being among strangers, yearns for his mother, is constantly in a state of stress, it is worth taking a break, picking him up from the kindergarten and waiting for the right moment.

2 – 2.5 years

A two-year-old child already has greater psychological stability, is interested in communicating with other children and suffers less from separation from mom and dad. In addition, many children at this age have better developed speech and self-care skills. A two-year-old can more easily adapt to a daily routine and can focus on games or activities for longer.

At the age of 2.5, the process of separation gradually begins and the craving for independence increases, but at the same time a conflict may arise due to the need to obey educators – strangers, in fact, people. Parents need to talk with the child all the difficult moments, when parting, be sure to talk about their plans, agree on the time when the baby will be taken home.

3 years and over

By the age of three, most of the habits and skills needed for kindergarten have been formed. But here a trap in the form of a serious age crisis may await us. If before that, even with a certain interest in other people, the center of the baby’s world was the mother, then at the age of three we get a flash of independence, a desire for socialization and a growing need to communicate with peers, participate in collective games. In the speech of the child, “I myself!” begins to sound like a refrain, and at this moment it is not easy for both him and his parents. At the peak of a critical period, sending a baby to a kindergarten is not the best idea, since the changes taking place in the inner world of the child and in the family circle will be complemented by external difficulties – adaptation to a new place and people. A sharp restructuring of the mode of life at the time of the crisis can adversely affect the child’s condition.

Most psychologists believe that the optimal age to send a child to kindergarten is after three years. The crisis has already passed, the baby has a keen interest in communicating with peers, the emotional mood is less dependent on the presence of parents nearby on an ongoing basis. By the age of 3.5 – 4 years, many children already speak fluently and do not experience serious difficulties in communication.

For different ages, the set of desirable skills is somewhat different, but the main thing is the child’s psychological readiness to attend kindergarten. Here are a few signs that indicate that a child can be sent to kindergarten:

– the child is interested in communicating with peers, easily makes contact and finds a common language;

– the absence of mother and father for several hours does not become a reason for tears and stress;

– the baby is already accustomed to the daily routine, similar to kindergarten, or easily gets used to it in the process of preparation;

– the child knows how to eat by himself, he dresses and undresses himself or with minimal help from adults;

– can play alone or with other children for quite a long time (30 to 40 minutes).

Many parents worry about the toilet, but even if your child still needs diapers, potty training in kindergarten is fast enough and does not cause any particular difficulties for the baby. In addition, you can talk with caregivers about any features of your child and find solutions for all situations.

With the right, pre-started preparation of the child for kindergarten and timely assistance with adaptation, most of the risks and problems can be minimized, and the baby will receive an important and interesting experience of communicating with peers, learn a lot of new things, it will be easier for him to adapt to school in the future and adult life.

Psychologist told at what age to send a child to kindergarten | 76.ru

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All news for a long time. Everyone has their own experience. But what do experts think about it? Victoria Smetanina, a child psychologist from Yaroslavl, told at what age a child will be ready for kindergarten.

Many psychologists believe that it is best to send children to kindergarten at the age of three. But, as practice shows, it is at the age of three that children react to kindergarten more violently than children of two and a half or four years old.

Most babies go through a three-year crisis. It is considered one of the brightest and most complex in human life. I assume that due to the crisis, the adaptation period in the garden becomes more difficult and may be delayed. The child receives a double blow: both adaptation and the crisis of three years, despite the fact that at this age the need for communication and socialization is already beginning to form in children. Until then, all he needs is his mom or another significant adult. This, by the way, can be noted on the playground. Younger children play in the sandbox separately, turning to their peers in one case – if they want to ask for a toy. And children from three years old are already asking each other questions and building a joint game.

If parents have the opportunity to send their child to kindergarten after a three-year crisis, then this is the ideal time. If not, then you just need to follow the rules that allow you to mitigate adaptation to the garden. There is no need to blame those parents who send the baby to kindergarten, for example, at four and a half years. This is individual. It is necessary to observe the child in order to make the right decision.

And one more important point: three and a half year old children have a stronger mentality than two year old ones, so they will go to the garden with great desire. Keep in mind that when children get upset at parting with their parents, crying is their normal reaction. Of course, you still have to be vigilant. Sometimes unfavorable situations occur in the garden, for example, when caregivers treat the little ones rudely. But, as a rule, the child just needs to get used to new people and places. Working with a psychologist can also help simplify the adjustment period.

How to prepare for kindergarten?

  • no double whammy: “He will go to the garden and at the same time wean himself from the pacifier.” First wean from the nipple / breast, and then take to kindergarten;
  • follow the same daily routine as in the garden. At least it should be familiar to him;
  • ask your teacher to walk with you a couple of times for a nominal sum. It will be easier for the child to enter the group;
  • play kindergarten. Children learn best through toys;
  • teach your child to pack and wash their hands;
  • walk around the kindergarten in the evening when parents pick up their children. And say: a mother will come for every child. The kid will take it as a fact: he, too, will always be taken away;
  • do not leave for three weeks for daytime sleep.

What time did you send your child to kindergarten? How was the adaptation?

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Very often parents ask me questions like:

– At what age will it be easier for a child to start going to kindergarten – at 2 or 3 years old? At what age should a child be given? I tend to 3 years, but I often hear that in kindergarten, children develop faster and should be given earlier.

But most of all I want to decide for myself whether we need a kindergarten, because I am more and more inclined to think that I would not want to send my child there. Husband for kindergarten. What is your opinion on this matter?

Or

– Our child is still 1.6 years old, but they have already started taking him to kindergarten. I am against kindergarten, my husband is for it, his mother is a kindergarten teacher. In my opinion, now you can do without a garden, because there are many children’s clubs open, where children in the same children’s team communicate and work together. All that is needed is the desire of parents to engage with their child, to teach him. I would like to know your opinion on this matter, as a psychologist!

So, at what age is it better to send a child to kindergarten?

Sending a child to a kindergarten until the age of 3?

From the point of view of child psychology, the main need of a child under 3 years old is a close, emotionally rich communication with his mother. With the very first and most important person for the child in his life. A person who always understands, supports and, of course, loves. This is the ideal.

How a child communicates with his mother, how much his need for this close and deep contact is satisfied, will depend on whether he develops a basic trust or distrust in the world and other people.

At the age of 2.5-3 years, the child does not yet have a pronounced desire to play with other children, he still does not know how and does not know how to do it, and such a need, as a rule, does not arise at this age .

The whole world for him is his mother. The source of joy is mother, the source of communication and love is mother.

Therefore, if a child is sent to a kindergarten at the age of up to 2.5 years, it will always be, one way or another, contrary to the nature of the child and contrary to his basic psychological needs – well, he does not yet have the need to play for hours with other children and spends a long time without mothers.

Developing classes, clubs – that’s different. You come here with your mom for 1-2 hours, mom is nearby, she is always ready to help, support, show what and how to do. She is always available. And such activities are good if the child likes it and he walks with pleasure.

The desire to slowly psychologically separate from the mother occurs in a child at about the age of 3 years, provided that before that the child received “enough” of the mother and was not frightened by a long separation from the mother, did not experience the fear of suddenly losing the mother.

What is kindergarten for a child?

Frankly speaking, kindergartens are not a very natural place for a child to stay. Nature did not invent this. Nature did not invent for a child to spend 7-8 hours in a team of children who are not his brothers and sisters. And she didn’t invent it so that he would obey and obey strangers who are not his mom or dad.

This is a relatively recent invention, so to speak.

Previously, there were no kindergartens, children grew up constantly next to their parents, were brought up by relatives, older brothers and sisters, nannies, governesses.

What does a child face when he goes to kindergarten for the first time:

1) A clear daily routine, early awakenings.
2) New, unusual food.
3) Absence of close relatives for 8 hours or more.
4) Constant and prolonged contact with other children.
5) The need to obey and obey unfamiliar adults.
6) A sharp decrease in personal attention.
7) The need to fall asleep in an unfamiliar atmosphere.
8) You have to do many things yourself.

All these changes occur for the baby at the same time, creating a stressful situation for him.

But many parents find it hard to do without a kindergarten in today’s world. And if a child goes there already prepared enough to be separated from his mother for a long time and he already has experience of self-care, the need to communicate with other children, the need to actively explore the world around him, interest in activities – then, of course, this can even be useful for the child. .

Of course, if you’re lucky with the teachers. And the attitude of educators to the child very much depends on their attitude towards you. I will write about this in the next article.

Should I send my child to kindergarten?

If you have the opportunity, it is better to send your child to kindergarten closer to 3 years. This will be less traumatic for the child and more or less meet his needs.

1. At this age, children can more or less stay without their mother for a while without psychological stress.
2. Can explain in words what they need, what they like and dislike. There are little bits of self-sufficiency.
3. Children can already play TOGETHER instead of next to each other (starting at age 3).
4. You can explain to the child that mom/dad will leave and then they will come.
5. The child will be able to tell you if he is offended or something bothers him.

And if you don’t have such an opportunity and you need to send your child to kindergarten earlier, then you need to do everything possible to prepare him for kindergarten as much as possible and minimize the emotional burden on his psyche.

Therefore, at whatever age the child goes to kindergarten, IT IS IMPORTANT TO PREPARE IT IN ADVANCE! Even if it’s just a baby.

My online course “No Tears to Kindergarten!” will help you with this!

The course is for you if your child:

is going to kindergarten this autumn;
– goes to the garden only after a year;
– already goes to kindergarten, but adaptation is difficult;
is still quite a baby and will soon go to the nursery.

I have been preparing it for a long time – I have refined, improved and supplemented it.

At the request of my subscribers, new topics have been added:

— how to understand that a child is offended in the kindergarten;
– what to do if the teacher behaves non-pedagogically.

The course consists of 22 video lessons (6-11 minutes) and can be completed in 3-4 days. Video lessons can be watched at any time convenient for you.

The minimum time to prepare for kindergarten is 1 month, and preferably from 2 months to a year.