1. Working with Preschoolers

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

3. 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”

4. 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.

5. 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.)

6. 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

7. 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.

8. 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.

9. 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.

10. 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.

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