| To interest your child in reading, you should read | | | | 5 encourage aesthetic appreciation (art, |
| aloud to them often. This activity will help your | | | | music, beauty, etc.) |
| child to understand that the printed words | | | | 6 encourage child’s independence |
| represent the spoken words. By asking the child | | | | and creativity by providing him sufficient |
| questions about the story, you can help to build | | | | Kindergarten - [Ger., =garden of children], system |
| up his comprehension skills. You can also teach | | | | of preschool education. Friedrich Froebel designed |
| him words that rhyme and show him how many | | | | (1837) the kindergarten to provide an educational |
| of these word's spellings are similar. As you are | | | | situation less formal than that of the elementary |
| reading to him, you should point out unknown | | | | school but one in which children's creative play |
| words and explain their meanings to build up his | | | | instincts would be organized constructively. |
| vocabulary. | | | | Through the use of songs, stories, games, simple |
| Children attend kindergarten to learn to | | | | manual materials, and group activities for which |
| communicate, play, and interact with others | | | | the furnishings of a kindergarten are adapted, |
| appropriately. A teacher provides various materials | | | | children develop habits of cooperation and |
| and activities to motivate these children to learn | | | | application, and the transition from home to school |
| the language and vocabulary of reading, | | | | is thought to be made less formidable. |
| mathematics, science, and computers, as well as | | | | The four critical stages that indicate if a child is |
| that of music, art, and social behaviors. It is also a | | | | ready for school: |
| place where adults can learn; they observe | | | | 1 Cognitive: Children should be able to identify the |
| children and participate with them. It can serve as | | | | different letters of the alphabet (not just sing the |
| a laboratory for the study of human relations. | | | | ABC song), print their first name, and know their |
| They are usually exposed to their first idea of | | | | address and telephone number. |
| friendship while they play and interact with other | | | | 2 Social: Children should be able to get along with |
| children on a regular basis. Kindergarten may also | | | | peers, express their needs, share with others and |
| allow mothers, fathers, or other caregivers to go | | | | play well in a group or alone. |
| back to part-time or full-time employment | | | | 3 Emotional: Children should feel comfortable in |
| Objectives: | | | | their new [classroom] environment. They should |
| 1 Good health habits & basic skills | | | | not display separation anxiety (when the child |
| of personal Adjustments such as dressing | | | | refuses to separate from the parent) for longer |
| themselves, toilet and eating habits | | | | than eight weeks. |
| 2 To develop a good | | | | 4 Physical: Children should be able to perform |
| physique, adequate muscular co-ordination and | | | | simple motor skills like buttoning and unbuttoning |
| basic motor skill in child. | | | | their clothes and tying their shoes. |
| 3 Guiding the child to | | | | To help your child prepare for kindergarten math, |
| express, understand, accept and control his | | | | you should make sure that he is familiar with |
| feelings and emotions. | | | | shapes and colors. He should also have the ability |
| 4 good desirable social attitudes, | | | | to at least count to ten (preferably twenty). |
| manners and to encourage healthy group. | | | | |