| A while back LeeAnn from Las Vegas asked my | | | | and left, colors, or counting! |
| opinion on just when is the right time to begin | | | | HOW TO TEACH |
| teaching her 2-year-old daughter. She has already | | | | So how do you teach your preschooler without |
| begun teaching basic concepts such as alphabet, | | | | scheduling lessons and forcing them to pay |
| colors, and numbers, but some members of her | | | | attention? You embrace the teachable moment! |
| family feel that she is pushing her little girl. | | | | What is the teachable moment? It is simply an |
| In my opinion, the easiest way for LeeAnn to | | | | opportunity that springs out of normal, everyday |
| test whether or not she is pushing her daughter | | | | life or as children become older and more verbal a |
| can be found in this quote: "Is it too soon, or | | | | timely question or comment. |
| should I let her keep going as long as she is | | | | Time when you and your child are in the car, for |
| interested and is having fun?" | | | | example, is a wonderful teaching opportunity that |
| If LeeAnn's daughter is interested in the concepts | | | | many parents overlook. If you are reunited after |
| that she is learning and having fun while learning | | | | a day's separation then you can share stories |
| then it is definitely the right time to teach her. | | | | about your day-and in the process work on |
| Young children are interested in the world around | | | | vocabulary and literacy skills as well as teach your |
| them and they are interested in what their | | | | child about the world around them. You can also |
| parents know. Building on that interest to teach | | | | use cars and trucks to teach colors, road signs to |
| basic concepts (just as LeeAnn is doing) is not | | | | teach shapes, and so on. |
| pushing your child -- it is meeting your child's | | | | Mealtimes are also wonderful teaching |
| needs. One of the most important things you can | | | | opportunities. Counting is easily worked into almost |
| do for your child is to offer an environment rich in | | | | any meal, such as telling a child they can have |
| learning opportunities. If you give your child the | | | | two cookies or giving them five tater tots. |
| opportunity to learn then he will learn -- it really is | | | | Shapes and colors can also be brought into |
| as simple as that. | | | | mealtimes. For example, my son likes to choose |
| Remember, young children are learning a great | | | | the shape for his sandwiches-triangles or squares? |
| deal about themselves, their family and | | | | As a child grows older you can also do letter |
| caregivers, and their world ever day. For most of | | | | sounds with the various foods, such as milk starts |
| those lessons you are the teacher. By the time | | | | with "mmmmh". |
| your child has reached the age of 2 you have | | | | WHAT TO TEACH |
| already taught hundreds, even thousands, of | | | | Skills you should work on with your child fall into |
| important lessons about how to function in the | | | | eight basic categories, according to early childhood |
| world and society. Indeed, many of the everyday | | | | educators: |
| activities you perform with your child also have | | | | ~ Social/Emotional Skills, which will be the greatest |
| academic implications. For example, the books | | | | predictors of success in life. |
| that you read to your child and the songs you | | | | ~ Self esteem, which is crucial for all learning. |
| sing with your child have a lasting impact on | | | | ~ Physical Skills |
| literacy. It is no great stretch to add other | | | | ~ Communication Skills: listening, speaking, singing, |
| concepts into your repertoire and this can make a | | | | drawing, gesturing |
| great deal of difference in how prepared your | | | | ~ Basic Concepts such as colors, letters, |
| child is for preschool and kindergarten. | | | | numbers, vocabulary |
| There are really only three things you should | | | | ~ Categorizing Skills, what is the same and |
| remember: | | | | different |
| ~ Keep it fun Making learning into a game and | | | | ~ Compare and Contrast Skills, which is the higher |
| your child will always enjoys what you have to | | | | order level of Categorizing |
| teach her. | | | | ~ Experiences on which to draw. These are |
| ~ Keep it light Educational products and activities | | | | perhaps the most important of all, as they |
| that are actually games are wonderful but don't | | | | provide a frame of reference for future learning. |
| force your child into spending time each day with | | | | The more experiences from which a child can |
| flashcards or the like. They'll most likely learn | | | | draw, the better s/he will understand both learning |
| faster and more meaningfully if you have an | | | | and the world. |
| alphabet scavenger hunt at the supermarket. | | | | These are all literacy skills and they are all key to |
| ~ Embrace the teachable moment but don't | | | | your child's future success. If you need still more |
| schedule lessons and force educational activities | | | | help identifying concepts that your child should |
| on your child. When the opportunity presents itself | | | | master then study the developmental milestones |
| (and it will countless times in a day!) take | | | | for your child's age at |
| advantage and use it for a lesson. For example, | | | | So rest easy, LeeAnn, you are doing exactly the |
| simply putting on socks can be a lesson in right | | | | right thing for your daughter! |