Children this age continue to explore their world through their senses.  They develop their logical thinking and reasoning skills as they play.  They have increased focus and attention span as long as the activity is age appropriate and holds their interest, allowing them to ignore distractions and better figure things out and take on new challenges.

Your Preschooler is doing more:

Image of Preschool student doing a complicated puzzle

  • Developing preferences for what they want
  • Can ignore distractions while playing to focus on completing a complicated task
  • Starts thinking more creatively and methodically and uses “trial and error” when solving problems
  • Seeks out new challenges, a puzzle with more pieces, or trying to button a pretend play outfit.  Is able to ask for help if requires or desires assistance
  • Enjoys expanding self-help skills with dressing, undressing, eating, grooming, and cleaning up after oneself

Preschool teachers create weekly lessons plans with the awareness of the different developmental abilities of the children in the room.  Each one designed to be engaging, interesting and fun, keeping the exploring preschooler active and learning.  These activities are Image of Preschooler reading a book in the reading loftmore involved as their attention span and abilities grow.  The room has defined areas of learning centers for math, science, block play, imaginary play, music, creative art, fine motor manipulates, and sensory play to provide both shared and independent learning opportunities. There is a loft that gives an out of way quiet area for exploring books by themselves or with a friend, and underneath a great place to set up a play area.  Teachers fill these centers with theme-related materials to engage each child at their stage of development.  This allows them to develop their skills through free-play and support self-reliance, ultimately developing their self-confidence.

Image of Preschoolers cooperatively playing in housekeeping centerPreschoolers are cooperatively playing together longer especially in dramatic play and building with blocks.  Good citizen values taught in the prior classrooms continue each week in circle time and are reinforced on a daily basis and form the basis for good cooperative play.

Children also learn to care for living things like plants and fish.  They enjoy two outdoor times during the day to run free and participate in group games.  Preschoolers are introduced to cognitive skills like sequencing and matching, social skills embracing diversity and language art skills such as storytelling and role-playing.

Circle times are one of In The Beginnings strengths, teachers conduct fun, interesting and interactive circle times that are filled with learning based on their abilities.  Image of Interactive circle time in preschool roomThere are two a day, one that focuses on the Christian themes and the other focuses on the secular themes.  Children participate in active and exciting circle times where colors, sign language, Spanish words, numbers, letters, Bible stories and verses, Christian and secular songs are sung, and good citizen values are discussed.  Children learn to take turns talking and expressing experiences on circle time topics.

Each classroom takes time each day to pray together and learn from one other and their teachers.  We sing songs together, listen to stories, and learn to understand about God’s world around us.  Children learn about how Jesus would want them to act: respectful, obedient, loving and sharing, with their friends, parents and teachers.  Jesus loves children making the right choices, unselfish actions (putting others first), not easy values for a child to embrace at all times.  These points are emphasized through our circle time themes and classroom program, directed by our caring and loving teachers.  They are being exposed to the proper values and environment so that their citizenship and social skills will affect their actions.

Math and Science

Their logical thinking skills increase as they play.  They use exploration as the primary method of learning and “trial and error” to find solutions to problems.  Puzzles help them understand that a whole object can be divided into pieces and fit back together.  Improved finger dexterity and concentration enable manipulation of sorting and stacking toys in new ways increasing math and spatial concepts.

  • Understand whole objects can be divided into pieces
  • Identify objects as “same” or “different” and quantities as “less” or “more”
  • Sort objects by one characteristic, for example, size, shape or color
  • Order objects from smallest to largest
  • Count sorted objects

Language and Writing

Language for three-year-olds is taking off.  They have the capacity to learn many new words a day given access to new words in their daily routines and experiences.  At In The Beginning teachers incorporate language development activities in the Image of Preschoolers individually reading books in group reading timecurriculum using language stimulation techniques and with music, reading, singing, conversation with teachers, and picture materials.  They also name objects in their environment, in pictures, and in books.

Preschoolers are better able to listen, understand and also infer word meaning from conversations, stories, songs and poems.  They are beginning to initiate conversations, want to talk about areas of interests and their personal experiences.  They need some prompting questions and guidance for the information to be complete and clear.  Their story telling with adult prompting further helps their already improving grammar.

Improved finger dexterity enables them to hold scissors, crayons and markers with their fingers rather than fists.  They are learning their letters, and start writing them and form mock words out of letter combinations and start writing the first letter of their name. They notice print in the environment and may ask what it means and also realize that print in books tells a reader what to say.

Creative Arts

Preschoolers use music to create moods like beat the drums fast for excitement and can identify sounds that different instruments make like drums, xylophone and triangle. They love to sing their favorite songs often knowing a lot of the words.Image of Preschoolers expressing their artistic side in the painting center

Their art goes from scribble and lines to having recognizable things and meaning.  They will describe their art, and takes interest in having it displayed, because it’s their pet, a beach from a family vacation or them playing outside with their friends.

They love dressing up with costumes and outfits with plenty of accessories for their pretend play as a princess or cowboy.  In The Beginning has many fun ways to dress-up to support their budding imagination.

Emotional and Social Behavior

Emotionally, three-year-olds need familiar adults nearby for security as they explore and play.  As they develop more independence, they begin to have real friendships with other children. When conflicts arise with peers, they typically need and ask for adult assistance and often will accept a compromise choice offered by their teacher.  They start learning alternative ways to resolve conflict other than aggression like trying to trade a toy for the toy desired.  They are learning to recognize the causes of feelings (in themselves and recognize them in others) and will give simple help, such as a hug or pat, to those who are upset or hurt.  Three year old’s can better manage their emotions, but may become agitated under stress.

At In The Beginning peer conflict resolution is taught in the Pre-K room but the foundation for it is being laid in the preschool room.  They are taught by the teachers to respect others and their feelings and understand their actions have consequences even though these concepts are not fully understood many times.  They are taught to emulate what would Jesus do with positive behavior and do what their friends enjoy like loving, sharing, and unselfish actions of putting others first.  The teachers are very proactive to use redirection and to discuss options, better choices and consequences, like how it makes their friends upset.  We take the time to reenforce these positive behavioral actions so that they can be more successful during the next interaction with their friends.

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