Promoting Preschoolers' Emergent Writing Skills

Procedural knowledge is the mechanics of letter and word writing (e.g., name writing) and includes spelling and gaining alphabet knowledge. Learning the alphabetic code (including how to form letters and the sounds associated with each letter) is an essential component of gaining procedural knowledge. Children benefit from having multiple opportunities throughout the day to develop fine motor skills and finger dexterity using a variety of manipulatives (e.g., magnetic letters, pegboards) and writing implements.--NAEYC

We give our students ample opportunities throughout the day for writing. One time in particular is during our morning small group activities. Other times include during free play, in learning centers, and even on the playground. Our friends love learning to write and spell :-)

Animal Color Matching

Play-dough Power!

Squishing, rolling, sculpting, molding...young children love to play with playdough. Add some props from around the home and playdough play becomes a powerful way to support your child’s learning. This simple preschool staple lets children use their imaginations and strengthen the small muscles in their fingers—the same muscles they will one day use to hold a pencil and write. Using playdough with you, a friend, or siblings supports your child’s social skills such as sharing, taking turns, and enjoying being with other people. Playdough also encourages children’s language and literacy, science, and math skills—all at the same time!---NAEYC

Using a stacking cup on his play-dough

Fitness Fanatics--Winter Olympics!

Every January at The Academy we focus on health and fitness. Fitness Fanatics is in full swing at Seaboard Lane. One of our main events has been the Winter Olympics. Take a look below!

Dramatic Play!

Dramatic play is an extremely important part of our curriculum. Outside of social skills, language development, the use of symbols, and the relief from emotional tension dramatic play yield, it also allows children to differentiate between real and pretend. This is readily apparent when observing children using exaggerated voices to signal that they are playing their roles or in the child that announces, "It's just pretend." It may seem as though a child who has spent several hours engaged in dramatic play has just been "playing around" and has nothing concrete to show for it. On the contrary, the kind of play where a child takes on a role, and learns to interact from within that role, is very valuable to his/her development.