​Have you ever noticed how some young children love to roll in the mud and others refuse to finger paint?  Some children are terrified of loud noises like fireworks and others do not seem to be affected by them.  Does your child love to receive bear hugs or does she refuse to let you touch her?  All of these reactions stem from how the child takes in sensory information.  Jean Piaget, a developmental theorist, believed that young children learn by exploring and taking in sensory information.  You can see this in action when you watch a young toddler chew on a toy or touch everything that he can reach.  We know that our five basic senses are vision, hearing, smell, taste and touch.  In sensory processing, the brain takes that information and interprets it to help the body react.  Research has shown us that there are three other supplementary sense systems:

• The tactile sense – This sense takes in information from the surface of our skin from head to toe (not just on our hands).  It can actively or passively take in information about texture, shape, and size.  It also lets us know if we are in danger or in a safe environment.
• The vestibular sense – This sense helps us to be aware of where our body is in space.  In cooperation with the inner ear, this sense allows us to identify gravity, balance, and body position in relationship to where everything else in the environment is.
• The proprioceptive sense – This sense gives the body information through our muscles and joints about what the body is doing.

Every child responds different to sensory information.  Some children constantly crave this type of input.  These are the children that love to finger paint, splash in the bathtub, get bear hugs, play in the sandbox, or eat lots of sour/spicy foods.  These children are considered sensory-seeking.  Other children may be afraid or apprehensive of sensory experiences.  These children may not like the texture of certain foods, may not like light touches, or may be afraid of loud sounds.  These children may be considered sensory-defensive.  Since every child looks different, some children may seek sensory experiences related to touch and tactile senses, but the same child may be sensory-defensive to flavorful foods.  If you look at your own preferences as an adult, you can probably find some sensory behaviors that you prefer and others that you try to avoid.  It is very typical for everyone to have some of these tendencies.
                  Although everyone shows some of these sensory preferences, there can be a concern if a child’s sensory-seeking behaviors or sensory-defensive behaviors begin to limit his or her ability to participate in normal childhood activities.  Some children may significantly struggle with loud noises, the feeling of a type of clothing, changes in routine, or someone accidently brushing up against them in the classroom.  If a child’s sensory preferences does not allow him or her to participate in normal childhood activities, then it may be time to speak with your pediatrician or seek an evaluation from an occupational therapist.  Occupational therapists can work with the child to keep these impulses under control so that he or she can participate in normal home and classroom activities just like other children the same age. 

There are many benefits when your toddler begins to dress himself.  Self-dressing is a key step in the potty training process.  Also, this type of achievement can have a huge impact on your child’s self-esteem and feelings of self-confidence.  Undressing skills typically emerge between the ages of 13-24 months of age.  Once a child learns how to undress, it is not unusual to find your child completely naked when you walk in to greet him/her in the crib each morning.  These are skills that the child will want to duplicate again and again for the sake of mastery!  She may be able to put on loose-fitting clothing as early as 24 months, but it may be a few additional months before she can put on something as snug fit as a t-shirt.  It is essential at this stage of development to dress your child in clothing that is easy for him/her to manage independently.  Two-piece outfits with elastic waistbands are the best outfits with which to learn to dress and undress.  One piece outfits, overalls, and belts can make it very challenging for a child to master these new skills.  Beginning at the age of three or older, a child may be able to dress and undress independently. 
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What is Involved in Dressing?
Gross Motor Skills (Large Muscle Movements):  Moving both arms and legs with coordination, Balancing on one foot while stepping in and out of clothing
Fine Motor Skills (Small Muscle Movements & Hand-Eye Coordination):  Finger coordination for zippers, buttons, etc.
Progression of Clothing Difficulty

1. Elastic Waistbands
2. Velcro
3. Zippers
4. Buttons
5. Buckles & Laces

Buttons, buckles, and laces can be significantly more complicated than elastic, Velcro, and zippers, so make sure to give children plenty of practice with the other items first.
Cognitive Skills:  Understanding sequencing (what comes first, second, etc.), What clothing is weather appropriate, and what colors match

When You First Begin

• Your child may initially put her shirt on backwards or put her pants on inside out.  Make sure to celebrate these initial accomplishments in order to give her a sense of achievement.  If you need to leave the house later and want to correct the error, do so gently while still encouraging her initial hard work!
• Expect the learning process to take the child a while and be patient during his initial attempts.  The more practice he has, the sooner he will be completely independent in the process.
• By the time your child is 2 ½ or 3 years old, if she is not attempting to undress or dress herself, look to see if you are doing too much for your child or if you are dressing her in clothing that does not allow her enough independence.
• If your child still seems to be struggling with the skills involved in undressing and dressing, it may be time to ask your pediatrician questions about your child’s skill with the abilities involved in the process.

 

Children thrive in a structured and predictable environment.  Routines like drop-off and pick-up, meals, naps, and diapering/toileting need to occur at regular intervals each day and be handled the same by each caregiver. This structure can create a sense of safety and security for each young child in the classroom.  Parents and childcare providers both need to understand that, even when a schedule is established, working with young children can mean that the schedule must change based on the needs of the child.  This means that each classroom schedule needs to be structured yet flexible.
In order to establish daily routines, most early childhood classrooms follow a basic daily schedule. The schedule can help to ensure the consistency that young children need and also help teachers encourage all areas of development by planning a wide range of activities. It's helpful to think of a daily schedule as a guide which is responsive to children and teachers. Flexible schedules still give the classroom an opportunity to focus on moments when children discover something that interests them.  When a teacher creates a beneficial schedule, it should find a balance for children, between group times and individual play, quiet and energetic play, and indoor and outdoor play.
Transition times can create the difference between a calm and coherent classroom compared to a chaotic group of children running throughout the room. Well-planned transition periods are successful when teachers plan enough time for the children to transition from one activity to another and the new activity is prepared for the children.

        Some children require additional preparation for a transition, so it can be helpful for the teacher to offer several reminders as the transition approaches. Children are much more likely to cooperate during a transition if they have time to complete their activity first.  Teachers can also make the transition process smoother by encouraging children who are doing what is asked of them and using positive language to describe the new activity.
Schedules benefit young children in several different ways:

1. Routines eliminate power struggles:  Instead of a child feeling like he or she is being bossed around, the routine establishes that this is what we do at this time of day.
2. Routines help children cooperate:  When a child understands in advance that her turn is about to be over, then she is much more likely to share with a peer.
3. Routines help children learn to take charge of their own activities:  When a child consistently understands their responsibilities (brushing teeth, putting toys away, etc.) then he can master that skill and feel a sense of accomplishment.
4. Children learn to “look forward” to expected activities:  This is a huge step in learning about planning and patience.
5. Regular routines help children to develop their own schedule:  This assists children in having a regular sleep schedule!
6. Routines can help parents and teachers to share special moments with young children:  Routine-based care (the time you spend with your child during bath time, bed time, or meal time) can be some of the best times for developing language skills or seeing your child achieve new goals.
7. Routines help establish consistent expectations:  If a child understands that every night she must brush her teeth before bed, then it is less likely to be a fight to get her to do that task.  It is expected EVERY night, so it is a part of our daily routine.

While every child learns to speak at his or her own pace, general milestones can serve as a guide to normal speech and language development.  These milestones can also be a guide for parents, teachers, doctors, and therapist to identify delays as early as possible.

By the end of three months, a child might:

• Smile when you appear
• Startle upon hearing loud sounds
• Make "cooing" sounds
• Quiet or smile when spoken to
• Seem to recognize your voice
• Cry differently for different needs

 
By the end of six months, a child might:

• Make gurgling sounds when playing with you or left alone
• Babble and make a variety of sounds
• Use his or her voice to express pleasure and displeasure
• Move his or her eyes in the direction of sounds
• Respond to changes in the tone of your voice
• Notice that some toys make sounds
• Pay attention to music

 
By the end of 12 months, a child might:

• Try imitating words
• Say a few words, such as "dada," "mama" and "uh-oh"
• Understand simple instructions, such as "Come here"
• Recognize words for common items, such as shoe
• Turn and look in the direction of sounds
• Respond to "no"                                                                                                                                                    

By the end of 18 months, a child might:

• Point to an object or picture when it's named
• Recognize names of familiar people, objects and body parts
• Follow simple directions accompanied by gestures
• Say as many as 15 words

 
By the end of 24 months, a child might:

• Use simple phrases, such as "more milk"
• Point and identify items in a picture
• Ask one- to two-word questions, such as "Go bye-bye?"
• Follow simple commands without the help of gestures
• Follow 2-step related directions
• Speak at least 50 words

When to check with the doctor or seek an evaluation with a speech pathologist
Parents should speak with the child's doctor if he or she hasn't mastered most of the speech and language development milestones for his or her age or if the family is concerned about any aspect of the child's development.  The sooner a child receives early intervention services (like speech pathology), the quicker the delay can be resolved.  This typically leads to shorter time periods that speech therapy is needed.  Speech delays occur for many reasons, including hearing loss and developmental disorders.  A speech pathologists will be able to do a full evaluation of your child’s language skills; however, many insurance companies will require a doctor referral and/or a hearing test to see if there is a medical reason behind the delayed speech.
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When you are with the child, take every possible opportunity to talk to him.  Explain to her what you are doing and where you are going.  Ask questions about his day, even if he may not understand all of the vocabulary yet.   Sing songs and read together.  Teach the child to imitate actions, such as clapping, and to say animal sounds.  Practice counting.  Show the child that you're pleased when he or she speaks. Listen the child's sounds and repeat them back to him or her.  These steps can encourage speech and language development.
 

​When families sit down to discuss school readiness, the focus always goes straight to academic skills.  When will my child be able to read?  When should she be able to write her name?  When should he be able to count to 10, 20 or 100?  Although academic skills are important, they are really only about 20% of the skill set that a child needs to be successful in Kindergarten.  In fact, most Kindergarten teachers will tell you that they can teach academic skills if they are not in place; however, the entire class is at a disadvantage if the other skills missing.  Here is a brief list of skills that young children should have in place to be successful in Kindergarten:

• Health & Physical Well Being –
  • Eats a balanced diet,
  • Gets plenty of rest,
  • Receives all required immunizations & medical exams,
  • Runs, jumps, climbs, and does other activities that develop large muscles,
  • Uses pencils, crayons, scissors, paints, and does other activities to develop small motor muscles
• Social and Emotional Development –
  • Plays and shares with other children,
  • Follows simple rules and routines,
  • Demonstrates pretend play,
  • Expresses own needs and wants,
  • Shows curiosity and motivation to learn,
  • Explores and tries new things,
  • Separates easily from parents and family,
  • Works well alone,
  • Attends to tasks and seeks help when encountering a problem
• Language and Communication Development
  • Speaks in 5 or 6-word sentences,
  • Sings simple songs,
  • Takes turns in a conversation,
  • Knows own full name,
  • Reads & writes own name,
  • Can say home address, phone number, and birthday,
  • Knows how a book works,
  • Recognizes familiar print from surroundings (logos, traffic signs, etc.),
  • Listens and responds to stories read to them,
  • Uses scribbles and drawings to express ideas,
  • Recites the letters of the alphabet
• Self-Help Skills
  • Uses the toilet without help,
  • Fastens & unfastens clothing without help (zippers, snaps, Velcro),
  • Feeds self using utensils,
  • Help put away toys or clothing,
  • Keeps track of personal belongings,
  • Covers mouth or nose when sneezing or coughing,
• General Knowledge & Mathematics
  • Sorts & classifies objects,
  • Notices similarities & differences,
  • Identifies basic colors,
  • Counts in a sequence up to 30,
  • Counts sets of objects up to 10,
  • Matches numerals with objects up to 10,
  • Recognizes, names, and copies basic shapes,
  • Asks questions such as who, what, when, where, why and how,
  • Understands simple concepts of time (night and day, today, yesterday & tomorrow)

For many families, academic skills may seem to be the top priority; however, if a child does not possess skills like separating easily from a parent or going to the restroom independently, then the Kindergarten teacher must devote time to helping the child in those areas instead of academics.  Childcare programs need to work to prepare the whole child for Kindergarten including language, social skills, and adaptability so that each child will be as prepared as possible for the demands of continuing education.