Jack engages in both parallel and cooperative play with his peers. He will seek to include particular peers in activities that interest him. "Come on Tycco, let's go outside," he says running outside with his friend. Upon arriving at school, Jack benefits from close interactions with his teachers or solitary play before joining the group and exploring the various activities. He has established strong relationships with his caregivers and seeks them out when in need of quiet interactions or comfort. His imagination continues to expand as he uses several different props from around the room and leads his friends in play, taking a train ride, going to the grocery store, and pretending to put out fires. "We are firefighters" Jack says as he points his block in the air and pretends to put out a fire.
Cognitive Development:
Every morning around 11:15 the children come together for a short group time, in which they participate in various activities, identify concepts, match objects, read books, sing songs, etc. Jack is always very excited and eager to join his friends on their red circle mats. "I wanna sit with Tycco," he says. His attention span continues to grow as he sits and listens to Olive, our storyteller, who tells stories from around the world. Jack spends a lot of time constructing in the building area. He is able to stay focused and engaged in a building project for quite some time, constructing fire hoses, buildings, and towers. "Look Megan. It's a big one!" he says proudly.
Areas your child is currently working on include...
Emotional Development:
We continue to help Jack learn appropriate ways to express himself when he experiences conflict with his friends. When upset or frustrated, Jack will often scream or cry. We continue to encourage him to use his words and work out conflicts with his peers independently. "I'm using that" or "I need space" are just a few of the phrases we are working with Jack to remember when he is communicating with his peers.
Self-help:
Jack is working on completing two to three-part instructions independently. For example, after lunch Jack will put his dishes in the dirty dish bin, put his lunchbox in his cubby and wash hands before engaging in play. We continue to encourage him to complete tasks independently within the classroom such as-cleaning up after using materials, opening and closing his lunch box, and taking care of his personal belongings. Towards the end of the semester Jack has become less resistant to using the potty. We are continuing to help him feel more comfortable with this process.
We (teachers, caregivers, families) can help your child learn and develop in the program by...
- Continuing to provide opportunities for the development of independent conflict resolution, with suggestions and appropriate dialogue
- Providing opportunities for Jack to further develop his self-help skills and independence.
- Continuing to provide dialogue that Jack can use to express himself when he's upset or frustrated.
- Continuing to provide verbal prompts and reminders when asking Jack to follow a two to three-part instruction.
- Continuing to support Jack's growing desire for independence, offering opportunities for him to develop self-help skills.
- Providing Jack with dialogue to use to help successfully express his emotions.
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