Working with Preschoolers

Working with Preschoolers Potty Training Developmental Checklists by Age Steps of Discipline

Potty Training The goal is to allow and enable children to independently use toilet facilities when it is developmentally appropriate and when efforts to encourage toilet training are supported by the parents.   When to Start Potty Training at School: There has been no proven perfect age to start this process. The “right time” varies from child to child. Our program has been designed to begin potty training in the two year old/preschool classroom (on the small toilets). Parents and teachers should observe that some signs of readiness exist: Stays dry for at least two hours Does not like to have a dirty diaper on Asks for their diaper to be changed Can run Can follow simple instructions Eager to please adults Uses words like “pee-pee and potty”

Potty Training, cont. Involving Parents: Prior to beginning potty training the Program Supervisor and appropriate teachers must meet with the parent to discuss various methods for training, the importance of collaboration, our training limitations at Little Sunshine’s Playhouse, any routines already established, and positive reinforcement strategies. This discussion will greatly facilitate progress toward the goal and eliminate a lot of frustration. Do not start potty training at all without this meeting, and the parent’s approval to move forward. Once a plan is in place and being carried out follow-up with parent’s very frequently (daily is best). This also reminds parents to continue work at home.   Regression: Setbacks are common if major changes occur in a child’s life (moving to a new house, divorce, birth of a sibling, death) and even without those changes. Continue to communicate with parents and respond accordingly.

Developmental Checklist: 24-36 Months Developmental Red Flags Movement Social/ Emotional Hand and Finger Skills Language Cognitive Developmental Red Flags Bends over easily without falling (24-30 mo.) By three, separates easily from parents Builds a tower of more than 6 blocks (24-30 mo.) Can say name, age and sex (30-36 mo.) Completes puzzles with 3 or 4 pieces (24-36 mo.) Difficulty manipulating small objects Extreme difficulty separating from primary caregiver Failure to understand simple instructions Frequent falling and difficulty with stairs Inability to build a tower of more than four blocks Inability to communicate in short phrases Inability to copy a circle by three Little interest in other children No involvement in pretend play Persistent drooling or very unclear speech Climbs well (24-30 mo.) Expresses a wide range of emotions (24-36 mo.) Holds a pencil in writing position (30-36 mo.) Recognizes and identifies almost all common objects and pictures (26-32 mo.) Makes mechanical toys work (30-36 mo.) Pedals tricycle (30-36 mo.) Objects to major changes in routine (24-36 mo.) Makes vertical, horizontal and circular strokes with pen or crayon (30-36 mo.) Strangers can understand most of his/her words (30-36 mo.) Matches an object in his hand or room to a picture in a book (24-30 mo.) Runs easily (24-26 mo.)   Screws and unscrews jar lids, nuts and bolts (24-30 mo.) Understands most sentences (24-40 mo.) Plays make believe with dolls, animals and people (24-36 mo.) Swings leg to kick ball (24-30 mo.) Turns book pages one at a time (24-30 mo.) Understands physical relationship (on, in, under) (30-36 mo.) Sorts objects by color (30-36 mo.) Walks down stairs alone, placing both feet on each step (26-28 mo.) Turns rotating handle (24-30 mo.) Uses pronouns (I, you, me, we, they) (24-30 mo.) Understands concept of “two” (26-32 mo.) Walks up stairs alternation feet with support (24-30 mo.)

Developmental Checklist: 3-4 Years (*By the end of age 3) Movement Social Milestones* Emotional Milestones* Hand /Finger Skills* Language* Cognitive* Developmental Red Flags Catches bounced ball most of the time Cooperates/plays with other children May have imaginary friends or see monsters Begins to copy some capital letters Asks questions Begins to have a clearer sense of time Cannot copy a circle Cannot grasp a crayon between thumb and fingers Cannot jump in place Cannot ride a trike Cannot stack four blocks Doesn’t engage in fantasy play Doesn’t respond to people outside the family Doesn’t use “me” or “you” appropriately Doesn’t use sentences of more than three words Has difficulty scribbling Ignores other children Lashes out without any self-control when angry or upset Resists dressing, sleeping or using the toilet Shows no interest in interactive games Still clings or cries when parents leave him Goes upstairs and downstairs without support Dresses and undresses Often cannot distinguish between fantasy and reality   Can feed self with spoon Has mastered some basic rules of grammar Correctly names some colors Hops and stands on one foot up to 5 seconds Interested in new experiences Copies square shapes Speaks clearly enough for strangers to understand Engages in fantasy play Kicks ball forward More independent Draws a person with 2 to 4 body parts Speaks in sentences of 5 to 6 words Follows three-part commands Moves forward and backward More inventive in fantasy play Draws circles and squares Tells stories Recalls parts of a story Throws ball overhand Plays “mom” or “dad” Uses scissors Understands the concepts of “same” and “different” Understands causality Uses riding toys Understands counting and may know numbers

Steps of Discipline The steps of discipline for preschoolers and pre-kindergartners includes redirection, time-in and getting down on the child’s level, time-out and internalization. All steps should be followed explicitly to promote consistency, unless it contradicts with an approved Behavior Modification Plan that is in place for a specific child.

Steps of Discipline, cont. Redirect the child or group: Change of pace may solve the problem.   Time-In: Catch a child prior to an incident. Example: a child seems agitated or emotional. You see them getting wild or struggling with their self-control. INTERVENE! At this point (before they actually break a rule) use a time-in. Time-in is an isolated (one child) fun activity that can hold their attention for 2-5 minutes. Do not tell the child that you are giving them a time-in, because it sounds negative. Simply direct the child to a solo activity that they will enjoy so that hopefully they will collect their self-control before they decide they are done. Time-in’s are not timed. Encourage 2-5 minutes, but do not force it or they will not enjoy the time-in. The activity that you choose for them should be engaging and fun. Do not talk to the child while they are doing their time-in activity (unless they talk to you). Allow them this time just to relax without conversation.

Steps of Discipline, cont. Get down on their level to explain the rules: Try to catch a child before they violate a rule and talk to them about what they were about to do. If they do violate the rule after the first verbal warning, please move to the next step right away. Classroom rules must be taken seriously to ensure a safe and nurturing environment for all.

Steps of Discipline, cont. Time-out: Sit on the floor, (next to a mirror, if possible) with no toys. They may not stand or lay in time-out and may not be facing a corner or wall. Do not talk to the child during their timed time-out. Let them reflect (one minute for each year of the child’s age).   Internalize: When the time is up, talk about the rules. Make sure they are able to tell you why they got a time-out. Tell them that their behavior is under only their control and give them your expectations. *For Repetitive Problems: A behavior modification plan may be put in place. This process should include a conference between the teacher, parent and Program Director.

This concludes the Working with Preschoolers training, please reach out to your Program Director with any specific questions you have on this material.