Eugene’s Parent-Child Preschool

• Value the uniqueness of each child.  Accept each child’s level of development.  Avoid judgment statements; try to reflect feelings.  Be as courteous and considerate of the children as you would an adult.  By being respectful of a child’s feelings, attitudes and thoughts, you support his/her sense of self-dignity and help elicit cooperative behavior.
  • Focus on the “can do” rather than “can’t do”.
• Encourage self-reliance.  Do not do for the child what the child can do for him/herself.
  • If a child is struggling, ask him/her if help is needed rather than rushing in to help.
  • Encourage children to help each other whenever possible.
• Learn the children’s names.  Speak directly to the child and use his/her name.  Do not call a child across the room.  Make your communication personal and meaningful, and allow him/her dignity and respect.
• Facilitate play; don’t control it.  Take your cues from the children.
  • Let the children’s ideas and imaginations have free reign within the limits.
• Approach children with a calm voice and gentle actions.
  • Get down to the child’s physical level.  If you kneel or stoop or sit on a chair, the child will be able to see your face and eyes.  Avoid standing over him/her as a domineering authority.
  • Use positive comments rather than negative whenever possible.  These suggest a positive alternative and help children learn more acceptable behaviors.  For example, say, “Use your inside voice,” rather than “Don’t yell!”
  • Don’t assume a child understands all of your words.  You may need to SHOW him/her how to follow your directions.
  • Use as few words as possible with children; too many words may confuse a child.
• The goal is to help children learn how to learn in the company of others.  We are here to help kids learn from their mistakes, not punishing them for having problems they can’t solve.
• Children may not hurt people physically or emotionally and may not intentionally damage anything in the environment.
  • Give children a chance to work out relationships with others.  Be aware of potential problems, but be slow to interfere unless a child’s well-being or safety is at stake.  If one child is attempting to hurt another, you must move in and say, “I can’t let you do that.”

   

Parent Teacher (PT) in the Classroom:

• Know routines but be flexible.
• Know where things are kept in the room, look first then ask.
• Put supplies away where they belong.
• Use children’s names often, not just to stop behavior.
• After class, ask teacher for clarification on anything you are not clear about.

Circle Time:

• Model what is expected, listening, clapping, singing, etc.
• Help children focus.
• If a child leaves circle, help the teacher bring back the child.

Free Choice:

• Invite, do not force participation.
• Be sincere, don’t gush.
• Don’t make models, demonstrate skills like scissors thumb cutting.
• Do not promote competition (Who can clean up faster?).
• Suggest entering role for outsider wanting in.
• Support kids during clean up.  Speed is not a priority.
• Give specific choices (Will up be picking up blocks or animals?) and recognize efforts.