Activities

In the first weeks of Pre-K, introduce each center and the expectations for that center. Take the children on a walk through the learning areas to discuss appropriate play and center time rules. This can be done in small group.

In the first weeks of Pre-K, introduce each center and the expectations for that center during small group. Take the children on a walk through the learning areas to discuss appropriate play and rules.

Have the children assist you in creating a list of potential jobs for the classroom. Discuss with them what kinds of things need to be taken care of and if there would need to be more than one of them to do that job.

Use self-talk to help the infant understand what's happening and what's coming up next. Say, “Now I'm changing your diaper. Then we'll have some lunch.

Have pictures on a ring. Include pictures of items found in the classroom, as well as pictures of items that don't belong.

Take some paper, markers and stamp pads outside, during outdoor time. Have the children observe bugs outside and then make a class book called What Really Bugs Us.

Provide a container of bugs in the math center. Explain the phrase “bugging me” and give an example. As the children sort the bugs by attribute, have them talk about something that “bugs” them.

Ask the children what they think they can buy for one dollar. Chart their answers, then look up actual prices and compare to their answers.

Show the children a common object such as a large wooden spoon or one of the rectangular unit blocks. Talk about what the object is used for, stirring things in a pot or building towers in the block center, for example.

Throughout their play, encourage the children to use open-ended items in new ways, a blanket as a cape for example.

Show the children common objects such as a spoon, piece of paper or pebble. Ask them to think of ways to use the object other than its normal use. Offer suggestions to get them started. For example, a paper clip can hold a bag of chips closed.

Show the children pictures and ask them to identify how a child might be feeling based on the look on the child's face and the situation. Discuss how you could respond. Offer a tissue if they are sad, for example, or a “high five” if they are happy.

Read I Went Walking by Sue Williams, pausing before turning each page to give clues about the next animal. After reading the phrase, “What did you see?” say things like, “This animal is big and brown and you can ride on it.

Tune: "Daisy, Daisy" Tell me, tell me
What did you do today?
We've all had fun
We love being in Pre K
We're all coming back tomorrow
We'll drive here in our car - oh
There's lots to do
For me and you

Sing this song at the end of the day during large group. Review the day's activities.

Choose a few of the children to share what they did during center time. One child may share his/ her painting, while another may tell about what he/she built in the block area.

When the children find unique items outside, engage them in an open-ended conversation about the item. Encourage them to tell you more about the items.

Label a chart “What I had for breakfast today.” Show the children the chart and ask each child what they had for breakfast and list it.

Bring in a variety of healthy foods for the children to taste that they may not usually eat such as carrots, radishes or edamame beans. Invite the children to wear animal headbands and pretend to eat like that animal. “I'm wearing rabbit ears.

Place several different types of food on a tray, for example, small crumbs of bread, shredded cheese, raisins, walnuts, honey and orange slices.  Place the tray outside and periodically see if any ants visit and which foods attract the ants.