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Kindergarten Parent Resource Guide - Spanish
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Smart Beginnings Shenandoah Valley
www.valleysmartbeginnings.org
(540) 568-8968
Recursos para
los padres; Es tiempo de Kindergarten
Queridas Familias, ¡Comenzarás el Kindergarten! ¡Estas palabras pintan una imagen a los niños que entran por primera vez a la escuela! Sen-timos alegría y anticipación de lo que podemos esperar en el fu-turo. Nuevas experiencias, nuevo aprendizaje y nuevos amigos en el horizonte. Está transición es un paso importante en la vida del niño(a) y su familia. Es tiempo de ser curiosos y estar emocionados por lo que está por comenzar. En este camino pueden aparecer preguntas que pueden dirigir a la ansiedad, preocupación para el/ la niño(a) y padres. El propósito de este libro es ayudar a con-testar esas preguntas antes de enviar a su niño(a) al primer día de escuela. Fue diseñado para padres, abuelos y ofrecedores de cuido. En el libro encontrarás información sobre el proceso de matricula para Kindergarten, recursos de la comunidad, activida-des simples para la familia, para prepararse para el primer día de escuela y preguntas frecuentes. Recuerda eres siempre bien-venido a llamar a tu escuela local para más información. Los nú-meros de teléfono se encuentran en la sección de Recursos y Contactos en este libro. Sinceramente, “Smart Beginnings Shenandoah Valley Transition to Kindergarten Team”
Smart Beginnings Shenandoah Valley would like to thank all the partners
who provided feedback and suggestions for material included in this book.
Most especially, we’d like to thank the following people for their
collaboration, dedication, and contributions to this project. Without them,
this project would not have been possible. Their commitment to families
across the Shenandoah Valley region as they prepare their children for the
exciting transition to kindergarten was tremendous!
Dr. Susan Barnes Ms. Cathy Cook
Assistant Professor Education Services Coordinator
James Madison University Shenandoah Valley
Regional Preschool Network
Ms. Kelley Davis, Teacher Ms. Sharon Dove, Teacher
Page County Schools Ren’s House Family Child Care
Preschool Program
Ms. Ronda Heatwole, Teacher Ms. Stacie Jackson, Coordinator
Rockingham County Public Schools Smart Beginnings Shenandoah
Valley
Ms. Delores Jameson, Director Ms. Nancy Lantz
Harrisonburg Rockingham Child Director of Preschool & Title I
Day Care Center Rockingham County Schools
Ms. Vicki Lucas, Teacher Ms. Gladys Remnant, Teacher
Building Bridges Family Child Care Rockingham County Schools
Preschool Program
Ms. Maryann Sherry, Teacher
Shenandoah County Schools
Augusta County Public Schools
Page County Public Schools
Shenandoah County Public Schools
Waynesboro City Public Schools
Harrisonburg City Public Schools
Rockingham County Public Schools
Staunton City Public Schools
We would also like to thank the school systems who participated in this
collaborative process:
Tabla de Contenido
Sección #1 Preparándonos para el Kindergarten Sección #2 Preguntas sobre el Kindergarten Sección #3 Practicando para el Kindergarten Sección #4 Vamos para el Kindergarten Sección #5 Estar y ser saludable en Kindergarten Sección #6 Recursos y Contactos Sección #7 Agradecimientos
Seccíon #1
Preparándonos para el Kindergarten
Section #6
Acknowledgements
Agencies:
2-1-1 is an easy to remember phone number that connects callers to a trained
professional who provides free information about health and human services
anywhere in Virginia. It’s available 24/7. www.211virginia.org
ChildCare Connection is a child care resource and referral service
providing parents with referrals to child care providers and offers training
and support to caregivers throughout the Shenandoah Valley. 540-433-4531
Department of Social Services provides individuals and families with
support, services, and training to help deal with issues such as poverty,
abuse, and neglect as well as helping them to be self-sufficient and
productive in their family and community.
www.dss.virginia.gov
540-574-5100 (Harrisonburg and Rockingham)
540-245-5800 (Augusta/Staunton)
540-942-6646 (Waynesboro/Staunton)
540-778-1053 (Page)
540-459-6226 (Shenandoah)
Family Resource and Referral Center is located in Staunton, Virginia. It
houses one of six regional 2-1-1 call centers; Project STAR serves families
with children ages 0-3 through home visits, developmental screenings, and
group meetings; Quality Child Care Initiative provides local listings of child
care settings, offers suggestions to parents on how to find quality care, and
coordinates training for early childhood professionals including center-based
and family day home providers. 540-245-5899
Virginia Department of Health helps individuals and families lead a
healthy life by offering programs, services, and clinics that educate the
community in areas such as family planning, medical/nursing services,
nutrition, overall health education, dental health, and disease control.
www.vdh.state.va.us
540-574-5100 (Harrisonburg and Rockingham)
540-332-7830 (Staunton and Augusta))
540-949-0137 (Waynesboro)
540-743-6528 (Page)
540-459-3733 (Shenandoah)
Virginia Relay Service assists those people that are deaf or speech disabled
in communicating by phone. www.varelay.org
Los niños se desarrollan en una manera única y propia. Las maestras de Kindergarten están preparadas para recibir todos los niños y sus familias para asegurar que cada niño alcance
su potencial al máximo. No importa que talen-tos especiales o retos su niño(a) trae en el pri-mer día, hay unas destrezas básicas que hace
la transición más fácil. Las siguientes destrezas:
Seguir reglas, rutinas, e instrucciones de dos pasos
Ajustarse a nuevas situaciones
Interactuar positivamente con adultos y compañeros
Usar palabras para expresar ideas y necesidades (incluyendo pedir ayuda)
Cooperar, compartir, y ayudar a otros
Asistir y terminar las tareas
Resolver conflictos simples
Enfocarse por un periodo corto de tiempo (15 a 10 minutos)
Escuchar un cuento en grupo
Cuidar sus cosas
Limpiar lo que haya usado
Destrezas Sociales
Agarrar correctamente el lápiz o un crayón
Caminar, correr, brincar, escalar y otras destrezas musculares
Hacer sus propias cosas para su cuidado:
*Lavar sus manos
*Usar el baño
*Abotonar, cerrar el cierre y abrochar su ropa
*Poner su abrigo o chamarra, y sus zapatos
*Cargar y desempacar su mochila o bulto de libros y materia
les escolares
Conocer los nombres y los sonidos de las letras
Conocer los nombres y las cantidades de algunos números
Saber clasificar objetos por color, forma y tamaño
Contar del 1 al 20
Decir su nombre y apellido
Identificar su primer nombre o reconocer las letras en su nombre
Escribir su nombre no su apodo
Identificar colores y figuras geométricas básicas
Agarrar y hojear las páginas de un libro correctamente
Destrezas Cognoscitivas
Destrezas Motoras
Surrounding School Systems: Augusta County Schools Harrisonburg City Schools
www.augusta.k12.va.us www.harrisonburg.k12.va.us
540-245-5100 540-433-3644
Page County Schools Rockingham County Schools
http://eclipse.pagecounty.k12.va.us www.rockingham.k12.va.us
540-743-6533 540-564-3200
Shenandoah County Schools Staunton City Schools
www.shenandoah.k12.va.us http://staunton.k12.va.us
540-459-6222 540-332-3920
Waynesboro City Schools
www.waynesboro.k12.va.us
540-946-4600
In this section, you will find a list of schools and
agencies in your area:
Get ready to “jump in” to kindergarten! Contact your
local school system to find your child’s home school,
kindergarten registration date, and other important
information before school starts.
Birth Certificate Application
www.vdh.state.va.us/Vital_Records/vtlapp.htm
Seccíon #2
Preguntas sobre el Kindergarten
En el primer día de escuela tu hogar posiblemente se llena de
mucha emoción y nerviosismo. Saber las repuestas de estas
preguntas ayudará a calmar el nerviosismo. Considera llevar
esta lista consigo cuando visites la escuela para matricular o
registrar al niño(a) en el Kindergarten o cuando visites duran-
te el verano. Usa el espacio adicional para añadir alguna otra
pregunta.
How old does my child need to be to enter school?
How do I register for kindergarten?
How do I find out my child’s home school?
What time does school start & end?
How do I find out what bus my child will ride?
Where is the bus stop?
What time will the bus pick-up & drop off my child?
Who do I call if I have concerns about my child’s
development?
What do I do if my child has a medical condition such as food
allergies, asthma, diabetes, bee allergies, etc.?
When should I keep my child home from school?
(common medical problems, fever, etc.)
Is my child eligible for free or reduced lunch?
May I eat lunch with my child?
How do I volunteer in my child’s classroom?
Do I need to send a snack to school for my child?
Co
me
on
in
! K
ind
ergar
ten r
egis
trat
ion w
ill
beg
in t
he
wee
k o
f__
__
__
__
__
__
__
_. F
or
spec
ific
reg
istr
atio
n d
ays
du
rin
g t
hat
wee
k o
r an
y q
ues
tio
ns
yo
u m
ay h
ave,
ple
ase
con
tact
yo
ur
loca
l sc
ho
ol
or
school
syst
em l
iste
d b
elow
. R
ou
nd ‘
em u
p a
nd h
ead ‘
em
in!
Au
gu
sta
Co
un
ty S
cho
ols
540
-24
5-5
10
0
Pag
e C
ou
nty
Sch
ools
540
-74
3-4
25
2
Rock
ing
ham
Cou
nty
Sch
ools
540
-56
4-3
25
4
Shen
and
oah
Coun
ty S
chools
540
-45
9-6
22
2
Sta
un
ton
Cit
y S
chools
540
-33
2-3
92
0
Wayn
esb
oro
Cit
y S
cho
ols
540
-94
6-4
60
0
Reg
istr
atio
n f
or
all
Har
riso
nb
urg
Cit
y
Sch
oo
ls o
ccu
rs a
t th
e H
arri
son
bu
rg C
ity
Wel
com
e C
ente
r. P
leas
e ca
ll 5
40
-433
-3644
for
mo
re i
nfo
rmat
ion
.
How
dy p
artn
ers!
If
you h
ave
a ch
ild w
ho w
ill
be
5 y
ears
old
on o
r b
efore
Sep
tem
ber
30th
, it
’s t
ime
to r
egis
ter
them
for
Kin
der
gar
ten. R
egis
trat
ion f
or
all
schoo
ls i
n A
ugust
a, P
age,
Rock
ingham
, an
d S
hen
andoah
Cou
nti
es,
as w
ell
as a
ll s
chools
in
Har
riso
nb
urg
, S
taunto
n,
and W
ayn
esboro
Cit
ies,
wil
l beg
in t
he
wee
k o
f __
_________.
Ple
ase
rem
emb
er t
o b
rin
g t
he
foll
ow
ing d
ocu
men
ts w
ith y
ou t
o r
egis
ter
yo
ur
chil
d. S
ee y
a’ll
ther
e!
Wh
at
yo
u w
ill
nee
d t
o b
rin
g:
1.
Bir
th c
erti
fica
te
2.
Pro
of
of
resi
den
cy
3.
Imm
uniz
atio
ns
and p
hysi
cal
form
s
This
is
how
I w
rite
my
nam
e a
nd d
raw
a p
ictu
re o
f m
yself
:
Addit
iona
l no
tes
from
the P
reK
tea
cher
:
Section #3
Practicing for Kindergarten
Read to your child or let them read to you (children
reciting favorite stories from memory is a first step in
reading)
Point out simple words seen every day on clothing,
signs, in stores and on menus
Visit the local library for a free library card and great
books to read
Create a grocery list together and let your child help
you find the items
Use “waiting time” at doctors’ offices, in store lines,
or other trips to read or point out words
Keep magnetic letters on the fridge to play with or to
leave messages for your child
Teach your child to write their name with a capital
letter in the beginning followed by lowercase letters
Children love to learn! Building reading and
writing skills through play and every day
activities will help your child in school. Reading
and writing are foundation skills in school. These
skills are used in everyday life, all the time. Here
are a few simple activities you can do at home to
give your child a jump start in learning these
skills:
Reading and Writing
PreK
Ass
essm
ent
for
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
_
Com
plet
ed b
y: _
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
_
Date:
Sett
ing:
Apr
il
May
Priv
ate P
reK
__
__
__
__
__
__
__
__
__
_
Soc
ial &
Em
otio
nal
Dev
elop
men
t
Mos
t of
ten
dur
ing
free
choi
ce,
I p
lay:
circ
le o
ne:
by
mys
elf
w
ith f
riend
s
My
favo
rite
thin
g to
do
dur
ing
free
choi
ce is:
I c
an a
dju
st t
o ne
w s
itua
tion
s:
circ
le o
ne:
usua
lly r
arely
I c
an f
ollo
w r
ules
and r
outi
nes:
ci
rcle
one
:
usua
lly r
arely
I c
an a
sk f
or h
elp
when
I n
eed it:
ci
rcle
one
:
usua
lly ra
rely
Cog
niti
ve D
evel
opm
ent:
I c
an n
ame _
__
__
out
of
26
upp
erc
ase let
ters
I c
an n
ame _
__
__
out
of
26
low
erc
ase let
ters
I c
an n
ame _
__
__
out
of
8 b
asic
col
ors:
(red, blu
e, y
ello
w, pu
rple
, or
ange
, gr
een,
bla
ck, bro
wn)
I c
an n
ame _
__
__
out
of
4 b
asic
shap
es:
(cir
cle, sq
uare
, tr
iang
le, re
ctan
gle)
I c
an n
ame _
__
__
out
of
10 n
umbers
in
rand
om o
rder:
(0
to
9)
I c
an c
ount
to
__
__
_
These
are
som
e o
f m
y fa
vori
tes:
stor
y or
boo
k
pers
on
toy
or g
ame
an
imal
or
pet
TV
show
/mov
ie
fo
od
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
By
sign
ing
abov
e, I
giv
e t
he s
taff
perm
issi
on t
o sh
are t
his
repo
rt w
ith m
y ch
ild’s
K t
eac
her
at t
he s
choo
l list
ed b
elo
w:
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
__
_
Cent
er
_
__
__
__
__
__
__
__
__
__
__
__
Fam
ily
Day
Hom
e _
__
__
__
__
__
__
__
_
Public
PreK
__
__
__
__
__
__
__
__
__
__
Ph
ysi
ca
l a
nd
Mo
tor
De
ve
lop
me
nt
Loc
om
oto
r A
ctiv
ite
s
A. sh
ow
pro
gre
ss in
wa
lkin
g, ru
nn
ing
,
ga
llop
ing
, ju
mp
ing
, e
tc.)
B. w
alk
an
d r
un
pro
pe
rly
No
n-L
oc
om
oto
r A
ctiv
ite
s
A. b
ala
nc
e w
ith
ou
t fa
llin
g o
r m
ovin
g a
gre
at
de
al
B. b
ala
nc
e w
hile
sp
inn
ing
C. b
ala
nc
e w
hile
wa
lkin
g a
lin
e
D.
ba
lan
ce
wh
ile c
limb
ing
sta
irs
or
ho
rizo
nta
l la
dd
er
on
th
e f
loo
r
E. p
erf
orm
criss
-cro
ss p
att
ern
ac
tivitie
s
Mo
ve
me
nt
Co
nc
ep
ts
A. c
ha
ng
e d
ire
ctio
ns
(R,L
, u
p, d
ow
n,
forw
ard
, b
ac
k),
le
ve
ls (
hig
h,
me
diu
m,
low
), p
ath
wa
ys
(str
aig
ht,
cu
rve
d, zi
g-
zag
), a
nd
eff
ort
(fa
st, sl
ow
, h
ard
, so
ft)
B. kn
ow
fu
nd
am
en
tal m
ove
me
nt
pa
t-
tern
s
C. u
se m
ov
em
en
t v
oc
ab
ula
ry
D.
pe
rfo
rm m
ov
em
en
ts f
rom
lett
er
“a
”
ab
ove
wh
ile li
ste
nin
g t
o m
usi
c o
r ve
r-
ba
l in
stru
ctio
n
Pe
rso
na
l Fitn
ess
A. p
erf
orm
ac
tivitie
s to
ra
ise
he
art
ra
te
an
d b
rea
thin
g
B. kn
ow
wh
en
his
/he
r h
ea
rt is
be
atin
g
fast
er
(wh
at
it f
ee
ls li
ke
)
C. p
erf
orm
ac
tivitie
s to
str
en
gth
en
mu
scle
s
D.
pe
rfo
rm a
ctivitie
s to
inc
rea
se
fle
xib
ility
Re
spo
nsi
ble
Be
ha
vio
rs
A. b
e s
afe
wh
en
fo
llow
ing
ru
les
B. sh
are
eq
uip
me
nt
an
d t
ake
tu
rns
C. lis
ten
an
d f
ollo
w d
ire
ctio
ns
Ph
ysi
ca
lly A
ctive
Life
sty
le
A. id
en
tify
ac
tivitie
s h
e/s
he
like
s o
r
dis
like
s
B. d
esc
rib
e h
ow
to
be
fit a
nd
do
ac
tivitie
s h
e/s
he
like
s
C. p
erf
orm
str
uc
ture
d a
nd
un
stru
ctu
red
ac
tivitie
s d
aily
D.
pe
rfo
rm a
ctivitie
s a
t d
iffe
ren
t
pro
fic
ien
cy le
ve
ls
E. id
en
tify
pla
ce
s in
ho
me
, n
eig
h-
bo
rho
od
, a
nd
co
mm
un
ity t
o p
lay s
afe
an
d b
e a
ctiv
e
M
an
ipu
lativ
e S
kills
A. m
an
ipu
late
ob
jec
ts
B. u
se o
ne
ha
nd
, th
en
th
e o
the
r, t
he
n
bo
th
to m
an
ipu
late
cre
ate
d b
y K
elle
y D
avis
Ma
rch
200
9
Children are naturally curious explorers who
want to learn about the world around them.
Scientific concepts such as observing, predicting,
comparing, and drawing conclusions help
children make sense of how thing work. Asking
questions and talking to adults teaches them
about the world around them. Consider one of
these science activities:
Plant and tend a small garden
Take a nature walk around the neighborhood and
talk about what you see-collect and sort objects from
your walk such as leaves or rocks to build
vocabulary and provide practice in classifying
objects
Talk about the weather each day and make a graph
or chart together to record observations
Care for a pet, such as a fish or earthworm, and talk
with your child about what the pet does, what care it
needs, etc.
Science
Math concepts including counting, sorting,
recognizing shapes, and measuring can occur nat-
urally in children’s play. For instance, they learn
that a parent is big and a child is small. By the
time they enter kindergarten, many children
understand math concepts without having the
words to describe them. To build math concepts,
invite your child to:
Count aloud with you when setting the table, i.e.
count each plate or glass as it is placed on the table
Sort the laundry by color, size, and shape
Sort the plates, cups, and silverware when un-
loading the dishwasher
Help you cook by measuring, mixing, or serving
the finished product
Help you at the grocery store and point out math
symbols such as numbers, dollar signs and the cent
signs
Talk with you at the grocery store using math
language by asking questions such as:
Which jar has more or less?
How many bananas are in this bunch?
Math
Pe
rso
na
l a
nd
So
cia
l D
ev
elo
pm
en
t
Se
lf-C
on
ce
pt
A. kn
ow
first
na
me
, la
st n
am
e, g
en
de
r,
ag
e, a
nd
birth
da
y
B. e
xp
ress
em
otio
ns/
fee
ling
s in
wo
rds
no
t
ac
tio
ns
C. kn
ow
he
/sh
e is
un
iqu
e a
nd
re
spe
ct
oth
ers
diffe
ren
ce
s
D.
de
ve
lop
pe
rso
na
l p
refe
ren
ce
s in
cla
ss
E. sh
ow
se
lf-d
ire
ctio
n w
he
n u
sin
g
ma
teria
ls
F. s
ho
w in
cre
ase
d in
de
pe
nd
en
ce
Se
lf-C
on
tro
l
A. c
on
trib
ute
ide
as
for
rule
s a
nd
ro
utin
es
B. fo
llow
ru
les
an
d r
ou
tin
es
C. u
se m
ate
ria
ls c
orr
ec
tly a
nd
resp
ec
tfu
lly
D.
ad
ap
t to
ch
an
ge
an
d t
ran
sitio
ns
E. sh
ow
po
sitive
re
spo
nse
s to
ch
alle
ng
es
Ap
pro
ac
he
s to
Le
arn
ing
A. sh
ow
inte
rest
in
lea
rnin
g n
ew
th
ing
s
B. le
arn
fro
m e
xpe
rie
nc
es
C. sh
ow
inc
rea
sed
att
en
tio
n s
pa
n
D.
see
k a
nd
ac
ce
pt
he
lp f
rom
oth
ers
Inte
rac
tio
n w
ith
Oth
ers
A. in
itia
te in
tera
ctio
ns
with
pe
ers
B. m
ake
ne
w f
rie
nd
s
C. c
oo
pe
rate
, h
elp
, a
nd
sh
are
D.
pa
rtic
ipa
te
E. u
se r
esp
ec
tfu
l an
d p
olit
e v
oc
ab
ula
ry
F. id
en
tify
oth
ers
ne
ed
s, r
igh
ts, a
nd
em
otio
ns
So
cia
l P
rob
lem
-So
lvin
g
A. e
xp
ress
fe
elin
gs
ap
pro
pria
tely
B. id
en
tify
co
nflic
t a
nd
try
to
so
lve
C. ta
ke
tu
rns
D.
sha
re
E. in
clu
de
oth
ers
His
tory
an
d S
oc
ial Sc
ien
ce
Sim
ila
ritie
s a
nd
Diffe
ren
ce
s
A. d
esc
rib
e h
ow
pe
op
le a
re a
like
an
d
diffe
ren
t
B. d
esc
rib
e h
ow
he
/sh
e/o
the
rs a
re u
niq
ue
C. kn
ow
he
/sh
e is
a f
am
ily m
em
be
r A
ND
a c
lass
roo
m m
em
be
r
D.
pre
ten
d p
lay t
o u
nd
ers
tan
d s
elf/o
the
rs
E. le
arn
ab
ou
t o
the
r tr
ad
itio
ns/
cu
ltu
res
Ch
an
ge
s O
ve
r Ti
me
A. d
esc
rib
e h
ow
ba
bie
s c
ha
ng
e in
to a
du
lts
B. u
se t
he
wo
rds
be
fore
, a
fte
r, n
ow
, a
nd
the
n t
o d
esc
rib
e p
ast
an
d p
rese
nt
C. p
ut
ev
en
ts a
nd
ob
jec
ts in
ord
er
D.
ask
qu
est
ion
s a
bo
ut
co
mm
on
ob
jec
ts
fro
m t
he
pa
st
E. re
tell
sto
rie
s/e
pis
od
es
fro
m t
he
pa
st
F. a
ct
ou
t a
ro
le f
rom
th
e p
ast
G. d
esc
rib
e t
he
pa
st b
ase
d o
n s
torie
s, p
ic-
ture
s, v
isits,
an
d s
on
gs
Loc
atio
n
De
scrib
e f
ea
ture
s in
th
e c
lass
roo
m,
sch
oo
l, n
eig
hb
orh
oo
d, a
nd
co
mm
un
ity
B. p
lay u
sin
g m
inia
ture
ve
hic
les,
pe
op
le, a
nd
blo
cks
C. m
ake
an
d w
alk
on
pa
ths
fro
m o
ne
pla
ce
to
an
oth
er
D.
rep
rese
nt
ob
jec
ts in
ord
er lik
e in
en
viro
nm
en
t
E. lo
ok f
rom
diffe
ren
t e
lev
atio
ns
De
scrip
tiv
e W
ord
s
A. u
se w
ord
s to
de
scrib
e lo
ca
tio
n
B. u
se w
ord
s to
de
scrib
e f
ea
ture
s o
f
loc
atio
ns
C. u
se t
he
wo
rds
on
, u
nd
er,
ove
r,
be
hin
d, n
ea
r, f
ar,
ab
ove
, b
elo
w,
tow
ard
, a
nd
aw
ay
D.
use
th
e w
ord
s c
lose
r, f
art
he
r a
wa
y,
talle
r, s
ho
rte
r, h
igh
er,
low
er,
alik
e,
diffe
ren
t, in
sid
e, a
nd
ou
tsid
e
E. u
se t
he
wo
rds
ha
rd, so
ft, ro
ug
h,
an
d
smo
oth
flu
en
tly
F. u
se la
be
ls a
nd
sym
bo
ls f
or
wh
at
the
ch
ild h
as
see
n
Wo
rld
of
Wo
rk
A. id
en
tify
na
me
job
s p
eo
ple
do
B. d
esc
rib
e w
ha
t p
eo
ple
do
at
wo
rk
C. m
atc
h t
oo
l to
jo
b
D.
ma
tch
jo
b s
ite
to
wo
rk d
on
e
E. ro
le-p
lay jo
bs
Ma
kin
g C
ho
ice
s
A. Id
en
tify
ch
oic
es
B. kn
ow
eve
ryo
ne
ha
s w
an
ts
C. c
ho
ose
da
ily t
ask
s
D.
role
-pla
y h
avin
g t
o m
ake
ch
oic
es
wh
en
pu
rch
asi
ng
Citiz
en
ship
A. w
ork
to
ge
the
r
B. ru
les
are
ne
ed
ed
to
ge
t a
lon
g
C. h
elp
cre
ate
cla
ssro
om
ru
les
D.
ha
ve
a p
lan
at
lea
rnin
g c
en
ter
E. h
elp
so
lve
cla
ss p
rob
lem
s
F. s
ha
re t
ho
ug
hts
/op
inio
ns
in g
rou
p
G. h
elp
ca
re f
or
cla
ss m
ate
ria
ls
H. kn
ow
oth
ers
ne
ed
s a
nd
he
lp
Talk about feelings and use words rather than their
hands to solve problems or get help
Use good manners and polite words like ‘please’
and ‘thank you’
Clean up their own toys or room, pick out their own
clothes, and help with other chores around the house
Spend time with other children in the neigh-
borhood, at the park, at daycare, or in a play group
Talking and interacting with others helps
children learn to express themselves. These
interactions also help them develop self-control
and problem solving skills. Their self images
are developed as social skills are learned. Below
are some ways to build your child’s social skills:
Social Skills
Opportunities for children to practice movement,
balance, and coordination result in better physical
and academic growth. Both small muscle (holding
an object with your fingers) and large muscle
(running and jumping) practice is necessary to
develop strength and coordination. Brain
development is connected to the physical
development of children. Consider any of the
following to support muscle development:
Do simple puzzles together
Teach your child to use the mouse to play computer
games or visit children’s websites
Create an “art” center at home and let your child make a
picture with paper scraps, practice cutting with scissors,
and use a “little bit” of glue when designing their art-
work
Spend time outside exercising— playing tag, learning
hopscotch, riding a bike, swimming, or climbing a jungle
gym
Physical Development
Sc
ien
ce
Sc
ien
tific
In
ve
stig
atio
n,
Re
aso
nin
g,
an
d L
og
ic
A. d
esc
rib
e a
n o
bje
ct
by o
bse
rvin
g
B. u
se p
ictu
res
an
d w
ord
s to
de
scrib
e a
n o
bje
ct
C. p
ut
ite
ms
in o
rde
r b
y s
ize
D.
ma
ke
tw
o g
rou
ps
usi
ng
on
e
ch
ara
cte
rist
ic (
co
lor,
etc
.)
E. c
om
pa
re le
ng
th/w
eig
ht
of
ob
jec
ts
F. id
en
tify
fiv
e s
en
ses
an
d m
atc
hin
g
bo
dy p
art
s
Fo
rce
, M
otio
n, a
nd
En
erg
y
A. u
se w
ord
s “a
ttra
cte
d t
o”
an
d “
no
t
att
rac
ted
to
” to
de
scrib
e h
ow
ma
gn
ets
eff
ec
t o
bje
cts
(st
ick o
r d
on
’t
stic
k)
B. kn
ow
th
at
ma
gn
ets
stic
k
tog
eth
er
or
pu
sh a
pa
rt
Ma
tte
r
A. id
en
tify
8 b
asi
c c
olo
rs (
red
, ye
llow
,
blu
e, g
ree
n, p
urp
le, o
ran
ge
, b
lac
k,
an
d w
hite
)
B. te
ll th
e s
ha
pe
of
an
ob
jec
t (c
irc
le,
squ
are
, tr
ian
gle
, a
nd
re
cta
ng
le)
C. u
se t
he
wo
rds
rou
gh
, sm
oo
th, h
ard
,
an
d s
oft
to
de
scrib
e t
extu
res
an
d f
ee
l
D.
use
th
e w
ord
s b
ig, lit
tle
, la
rge
, sm
all,
he
av
y, lig
ht,
wid
e, th
in, lo
ng
, a
nd
sh
ort
to d
esc
rib
e s
ize
/we
igh
t
E. u
se t
he
wo
rds
ove
r, u
nd
er,
in,
ou
t,
ab
ove
, b
elo
w, fa
st, a
nd
slo
w t
o
de
-
scrib
e p
osi
tio
n a
nd
sp
ee
d
F. k
no
w t
ha
t w
ate
r c
an
be
a s
olid
,
liqu
id, o
r g
as
Life
Pro
ce
sse
s
A. kn
ow
th
at
livin
g t
hin
gs
ne
ed
fo
od
,
wa
ter,
an
d a
ir
B. kn
ow
th
at
ba
by p
lan
ts/a
nim
als
are
sim
ilar
bu
t n
ot
ide
ntic
al to
pa
ren
ts a
nd
ea
ch
oth
er
Ea
rth
/Sp
ac
e S
yst
em
s
A. m
ake
a s
ha
do
w a
nd
te
ll h
ow
it w
as
ma
de
Ea
rth
Pa
tte
rns,
Cy
cle
s, a
nd
Ch
an
ge
A. m
ake
da
ily w
ea
the
r o
bse
rva
tio
ns
B. so
rt a
nd
de
scrib
e n
atu
ral i
tem
s lik
e
see
ds,
co
ne
s, a
nd
lea
ve
s
C. b
e f
am
ilia
r w
ith
th
e s
tag
es
of
an
ima
l an
d p
lan
t g
row
th
Re
sou
rce
s
A. kn
ow
th
at
som
e ite
ms
ca
n b
e
rec
yc
led
B. kn
ow
th
at
som
e ite
ms
ca
n b
e
reu
sed
C. le
arn
ho
w t
o c
on
serv
e e
ne
rgy
Ma
the
ma
tic
s
Nu
mb
er
an
d N
um
be
r Se
nse
A. c
ou
nt
to 2
0 (
usi
ng
ob
jec
ts)
B. o
ne
-to
-on
e c
ou
ntin
g (
tou
ch
an
d c
ou
nt
ea
ch
ob
jec
t)
C. c
ou
nt
1-5
ob
jec
ts a
nd
kn
ow
th
e
last
nu
mb
er
is “
ho
w m
an
y”
D.
co
mp
are
2 g
rou
ps
usi
ng
th
e
wo
rds:
mo
re, fe
we
r, a
nd
sa
me
Co
mp
uta
tio
n
A. kn
ow
th
at
wh
en
yo
u c
om
bin
e 2
gro
up
s, y
ou
ha
ve
“a
dd
ed
”
B. kn
ow
th
at
wh
en
yo
u s
ep
ara
te
gro
up
s, y
ou
ha
ve
“ta
ke
n a
wa
y”
Me
asu
rem
en
t
A. u
se t
he
wo
rds
lon
ge
r a
nd
sh
ort
-
er
to d
esc
rib
e le
ng
th
B. kn
ow
th
e n
am
es
for
too
ls: c
loc
k,
ca
len
da
r, t
he
rmo
me
ter,
ru
ler,
me
asu
rin
g c
up
, a
nd
sc
ale
C. u
se t
he
wo
rds
ho
t a
nd
co
ld t
o
de
scrib
e t
em
pe
ratu
re
D.
use
th
e w
ord
s h
ou
r, d
ay, w
ee
k,
mo
nth
, m
orn
ing
, a
fte
rno
on
, n
igh
t,
an
d d
ay t
o d
esc
rib
e t
ime
Ge
om
etr
y
A. m
atc
h a
nd
so
rt s
ha
pe
s (c
irc
le,
squ
are
, tr
ian
gle
, a
nd
re
cta
ng
le)
B. te
ll h
ow
sh
ap
es
are
sim
ilar
an
d
diffe
ren
t
C. p
oin
t to
a s
ha
pe
wh
en
th
e
tea
ch
er
says
its
na
me
D.
use
th
e w
ord
s n
ext
to, b
esi
de
,
ab
ove
, b
elo
w, u
nd
er,
ove
r, t
op
,
an
d b
ott
om
to
de
scrib
e p
osi
tio
n
Da
ta C
olle
ctio
n a
nd
Sta
tist
ics
A. c
olle
ct
info
rma
tio
n t
o a
nsw
er
ch
ildre
n’s
qu
est
ion
s
B. u
se m
ore
, fe
we
r, a
nd
sa
me
wh
en
de
scrib
ing
da
ta in
ob
jec
t
an
d p
ictu
re g
rap
hs
Pa
tte
rns
an
d R
ela
tio
nsh
ips
A. so
rt a
nd
cla
ssify ite
ms
usi
ng
on
e
or
mo
re t
raits
(co
lor,
siz
e, sh
ap
e,
an
d t
extu
re)
B. lo
ok a
t si
mp
le p
att
ern
s
C. u
se p
att
ern
s to
he
lp y
ou
pre
dic
t
Section #4
Going to Kindergarten
Children will begin their journey to “the big
school” filled with a huge range of emotions…
happy, sad, excited, worried, anxious, curious, and
scared. They will look to you for encouragement.
By modeling excitement about kindergarten, you
can reassure your child that school is fun! Any of
the following ideas can help make those first few
days easier for both of you:
Establish routines such as going to bed at the same
time every night, even on weekends
Eat a healthy breakfast every morning
Read together at the same time each day
Ask your child how they feel about going to school
Visit the classroom, school, and teacher before the
first day
Tour the school to find the office, cafeteria, gym,
library, and clinic
Visit the school’s playground on the weekend
Eat lunch at the school with a sibling or neighbor
who already attends the school
Attend the school’s family orientation evening
Lite
rac
y
Ora
l Ex
pre
ssio
n
A. lis
ten
with
gro
win
g a
tte
ntio
n
B. id
en
tify
ch
ara
cte
rs, o
bje
cts
, a
nd
ac
tio
ns
in b
oo
ks
an
d s
po
ke
n s
torie
s
C. m
ake
pre
dic
tio
ns
D.
use
2 w
ord
s to
ask
/an
swe
r
E. u
se a
pp
rop
ria
te la
ng
ua
ge
F. t
ake
tu
rns/
po
lite
co
nve
rsa
tio
ns
G. lis
ten
du
rin
g g
rou
p
Vo
ca
bu
lary
A. la
be
l ob
jec
t w
ith
wo
rd
B. lis
ten
with
gro
win
g
un
de
rsta
nd
ing
C. fo
llow
on
e-s
tep
dire
ctio
ns
D.
take
tu
rns
wh
ile t
alk
ing
E. u
se n
ew
vo
ca
bu
lary
an
d
de
scrib
e f
ee
ling
s a
nd
ide
as
F. b
e e
xpo
sed
to
ne
w e
xp
erie
nc
es
to h
elp
bu
ild v
oc
ab
ula
ry
Ph
on
olo
gic
al A
wa
ren
ess
A. id
en
tify
sim
ilar
an
d d
iffe
ren
t
sou
nd
s
B. id
en
tify
an
d m
ake
rh
ym
ing
wo
rds
C. d
ete
ct
be
gin
nin
g s
ou
nd
s
D. lis
ten
to
wo
rds
with
mo
re t
ha
n
on
e s
ylla
ble
Lett
er
Kn
ow
led
ge
an
d E
arly
Wo
rd
Re
co
gn
itio
n
A. id
en
tify
10
-18 u
pp
erc
ase
lett
ers
(ra
nd
om
ord
er)
B. c
ho
ose
a le
tte
r to
re
pre
sen
t a
sou
nd
(8
-10 le
tte
rs)
C. p
rovid
e m
ost
co
mm
on
so
un
d f
or
5-8
lett
ers
D.
rea
d s
imp
le, fa
mili
ar,
co
mm
on
wo
rds
(na
me
to
o!)
E. n
otic
e le
tte
rs in
en
viro
nm
en
t a
nd
ask
ho
w t
o s
pe
ll w
ord
s
Prin
t a
nd
Bo
ok
Aw
are
ne
ss
A. fin
d t
he
fro
nt
of
a b
oo
k
B. fin
d t
he
title
of
a b
oo
k
C. sh
ow
wh
ere
to
be
gin
re
ad
ing
on
a p
ag
e
D.
sho
w t
he
co
rre
ct
dire
ctio
n t
o r
ea
d
E. kn
ow
th
e d
iffe
ren
ce
be
twe
en
pic
ture
s a
nd
wo
rds
F. t
urn
on
e p
ag
e a
t a
tim
e f
rom
fro
nt
to b
ac
k o
f a
bo
ok
Writt
en
Ex
pre
ssio
n
A. sh
ow
th
e d
iffe
ren
ce
be
twe
en
prin
t a
nd
pic
ture
s
B. c
op
y &
write
usi
ng
diffe
ren
t w
ritin
g
ma
teria
ls
C. w
rite
first
na
me
D. w
rite
5-8
lett
ers
with
a w
ritin
g t
oo
l
E. c
op
y 3
to
5 s
imp
le w
ord
s
F. u
se in
ve
ntiv
e s
pe
llin
g (
the
wa
y it
sou
nd
s to
th
em
)
Pre
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In this section, you will find a few resources that
child care providers and preschool teachers may use
to prepare your child for kindergarten as well as a
birth certificate application in case you need it before
registering your child for kindergarten.
PreK Foundation Blocks: This document shows skills
preschoolers should be working on before entering
kindergarten. There are six different sections, one for each
content area. As you play and interact with your child, note
what skills your child can do by themselves.
Pre-K Assessment: This document is available for all
preschool teachers and child care providers. It is a short, one
page form that provides parents and receiving
kindergarten teachers with a quick snapshot of what each
child knows upon entering kindergarten.
Kindergarten Registration Process: Kindergarten
registration takes place each spring and is for any child who
will be 5 years old by September 30. Families are asked to
register children in the spring and need to bring the child’s
birth certificate and proof of residency. A school physical
and immunizations can occur after registration but must
happen before school starts.
Birth Certificate Application: All school systems require a
copy of your child’s birth certificate. In case you may have
misplaced it or need a copy, you may complete this form and
mail it to the address listed on the bottom of the application.
Resources
Section #5
Being Healthy in Kindergarten
All children benefit from healthy habits. Established
while they are young, healthy habits help children:
build strong hearts & brains, muscles & bones
grow
have energy
maintain a healthy weight so they can avoid obesity-
related diseases like type 2 diabetes
feel good about themselves
be ready to learn in school
Talk with your child about why you and your family
are making healthy choices.
How can I help my child eat better?
shop, cook, and plan for healthy meals with your
children
offer your child a wide variety of fruits, vegetables,
and whole grains
give children over age 2, fat-free or 1 milk
encourage water instead of soft drinks
limit the amount of sugar, salt, and fat
let your child decide whether and how much to eat
keep serving new foods even if your child does not
eat them at first
have family meals & serve everyone the same thing;
turn off the television
make sure they eat a healthy breakfast
know how much food to serve your child
do not use food as a reward or withhold food as a
punishment
Section #6
Resources & Contacts
How can I help my child be active?
play as a family
focus on fun
include children in household activities like walking
the dog
limit TV & other screen time to less than 2 hours a day
be a role model, let them see you be active
aim for a total of 60 minutes a day
keep TVs out of children’s rooms
don’t make exercise a punishment or withhold exercise
as a punishment
Quick child’s health reminder:
10, 5, 2, 1, 0
at least 10 hours of sleep each night
at least 5 servings of fruits & vegetables each day
no more than 2 hours of TV & screen time each day
at least 1 hour of physical activity each day
0 sweetened beverages such as soda or fruit punch
Adapted from the American Academy of Pediatrics
“Parents are often their children’s most important
role model. Children who see parents enjoying
healthy food and being physically active are more
likely to do the same.”
-Office of the Surgeon General
Simple Snack Ideas:
dried fruit and nut mix
fresh, frozen, or canned vegetables or fruit served
plain or with low-fat yogurt
low sugar cereals served plain or with low-fat milk
pretzels or air-popped popcorn
whole grain crackers or bread with low-fat cheese,
fruit spread, or peanut butter
***young children can easily choke on foods that are hard to chew,
small & round, or sticky; carefully select snacks for children in this age
group
How Much Is Enough? Most children, ages 2 to 5, need between 1,000 and 1,600
calories a day. The amount your child needs depends on his/
her age, gender, body size, and physical activity level.
To find your child’s pyramid, go to MyPyramid.gov. Do not
use the pyramid to force more food or stop your hungry
child from eating. Appetites change from day to day and
each child’s needs are different. Your child may not eat
much at one time. That is okay. Small amounts may be
enough for a small stomach.
Serve small amounts
Start with 1 tablespoon of each food for each year of his or her
age
Plan for second helpings
Let your child’s appetite guide you
Provided by: NIBBLES FOR HEALTH 2 Nutrition Newsletters for
Parents of Young Children, USDA, Food and Nutrition Services
