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Almost nothing in a child’s development happens in isolation — their physical, language, and cognitive abilities and are all developing at the same time, with 1 million neural connections occurring per minute in a young child’s brain! 

Because all the parts of your child’s development are so interconnected, more often than not, if you want to support them learning a specific skill, you’ll need to pay attention to a variety of other, sometimes seemingly unrelated, areas of development. Learning to write is the perfect example of this: there are eleven skills related to successfully writing, and some of them have nothing to do with the act of putting crayon to paper (so to speak). Read on to learn more about these skills and playful ways to support their development.

1. Upper body strength and postural control

In general, development happens from the inside out and from the large muscles to the smaller ones, meaning it starts with the core and moves outwards to the arms and legs. Writing requires core, arm, and shoulder strength — a child needs to be able to sit up without getting tired and exert control over shoulders and arms. Climbing on the jungle gym, playing hopscotch, and crawling like animals are all great ways to build this strength! 

2. Hand and finger strength

Holding a pencil requires hand and finger muscles to be able to effectively manipulate it and enough strength to avoid fatigue. If you pay attention to how a toddler draws, you’ll notice the movement actually starts in their shoulders. As kids develop — and strengthen their hands and fingers — that movement will eventually stem from these smaller muscles instead. Playdough is the perfect tool for developing this strength.

3. Hand dominance

Developing hand dominance is an important step in development for a variety of reasons, but especially for efficiency. As a child develops hand dominance, they will be able to complete certain tasks (like writing and cutting) more quickly and precisely. These types of hand movements will become more automatic, meaning they require less brainpower and focus, freeing up the brain to focus on other more complex things. Hand dominance should develop between ages 2-4 and is significantly related to the next skill in our list, crossing the midline.

4. Crossing the midline

Crossing the midline is the ability to reach across to the other side of your body. This is  a vital skill that allows a child to settle on a dominant hand. If your child is unable to cross the midline, they will only use the right hand on the right side of the body and the left hand on the left side of the body, delaying hand dominance. A dance like the Hokey Pokey or painting at an easel is an excellent activity for practicing crossing the midline. 

5. Hand-Eye Coordination

The ability to use what our eyes see to carry something out with our hands is essential for writing and drawing. Ball games are a fun way to practice hand-eye coordination, whether it’s playing catch, hitting a ball on a tee, or playing tetherball.

6. Bilateral integration

Bilateral integration means coordinating the use of both hands together. Think about writing; you need to use one hand to stabilize and hold the paper, while the other does the writing. Cutting with scissors is another good example — one hand holds the item being cut, while the other manipulates the scissors. Cutting, tracing, and clapping are great ways to practice bilateral integration. 

7. Object manipulation

Being able to control a tool like a toothbrush, fork, or dust brush is closely related to being able to manipulate a pencil or marker. Stringing beads on pipe cleaners or string is a great activity to build these skills, as are simple self-care tasks like brushing hair and teeth.

8. Hand division

Hand division is the ability to complete a task using some fingers but not others. Think about holding a handful of change and using your thumb and pointer to drop the change one at a time into a slot. This is using hand division. Give your child the opportunity to practice with small objects like marbles, coins, or buttons. Have them hold a fistful of coins while they sort them into different bowls or line them up in a row on the table.

9. Positional language

Understanding words like top, bottom, up, down, and around are necessary when learning how to write letters. Playing a game like “I Spy” while in the car or on a walk is a great way to get your little one practicing positional language in their everyday routine.

10. Visual Perception

Visual perception is the brain’s ability to perceive what the eyes are seeing. It is important to be able to differentiate between letters (think “b,” “d,” and “p”). Visual perception can be developed from conversations your family has about what you notice in the world around you or with something more specific like sorting different types of dry pasta.

11. Pencil grasp

Finally, writing does require the ability to hold a pencil with the proper pincer grip.  Your child will move through different stages of holding a pencil and may switch between different grasps while they do. Give them opportunities to explore and practice with different writing and drawing utensils. Using short, fat crayons or those small golf pencils can be helpful for encouraging kids to move towards the ultimate goal of the pincer grip.

Some of these skills might come as a surprise, but think about it this way: We can only exert so much energy and attention at a time. If it takes all of a child’s attention just to sit up and hold a pencil, then there isn’t going to be much left for the actual act of writing.

Think about when you learned to type: You knew how to read and write, you just didn’t know where the keys were on the keyboard. You were probably a slow typer at first, searching for the proper letters. Once you learned where the keys were and developed that muscle memory, typing no longer stood in the way of getting your ideas out. Learning to write is similar. Give your child a chance to spend time in these playful activities and set them up to be successful writers.

Copyright 2021, Wonderschool, Inc.  

Reviewed by the Ovia Health Clinical Team

Blocks

Some toys are classics for a reason, and right now, Baby is at just the right age to be totally delighted by the chance to send a block tower of your construction flying all over the room. They type of block doesn’t really matter for this activity, although there are a wide range of options, from soft, light blocks that are designed to be particularly safe for young children, hardy wooden blocks that will stand the test of time, and textured ones that can double as something for Baby to gnaw on during teething.

What matters is that they stack easily – today it may be you stacking blocks so they can learn about gravity and cause and effect as they demolishes your tower, but before long, they will be developing their coordination by building their own creations.

Cloth books or textured board books

Baby may not be much of a bookworm yet, but give them a fun, interactive enough cloth book or board book, one that’s written in the language they likes best right now – new and interesting textures and high-pitched noises – and even the least enthusiastic little reader can be won over. This is important, because it helps Baby start to build positive associations with reading, which is a great first step towards a lifetime of enjoying books.

Balls

It’s not just early training for Baby’s future soccer career – teaching them to pass a ball back and forth with you helps them lay the mental groundwork for the back and forth of conversation, and for cooperating and playing with classmates a few years down the road, not to mention the small motor development.

Babies are the best students

Since Baby‘s brain is already in active “LEARN EVERYTHING” mode, half of your job is already done. You won’t have to worry about commanding your student’s attention with puppet shows, Sigmund Freud impressions, or other methods your high school history teacher might have tried.

Baby should call the shots

Learning enthusiasm aside, be careful not to force any lessons or activities upon Baby. Attempting a teaching moment when Baby seems hungry, tired, or distracted could sap the fun from the lesson and lead to some tears of frustration.

Step by step

It’s tempting to bump your star pupil to the top of the class, but, like anyone, Baby needs to learn to walk before they can run, both physically and metaphorically. Maybe one of the proudest moments of your childhood was that moment where you could sing the state capitals, but if Baby can’t say their own name yet, you might have to wait a few years to share that particular joy. Instead, enjoy Baby‘s baby-steps.

Players learn the most

When a lot of us hear the word “lesson,” we tend to hear “work” – as in, the opposite of “recess” or “lunch.” Baby lessons should never feel like hard labor. The best approach to baby education is to involve play elements whenever possible. If you can teach Baby the alphabet by letting them pick up various household objects, go for it! Would Baby’s stuffed ape be an ideal tool for demonstrate object permanence? Get that gorilla! Who knows? The two of you might find yourselves laughing in harmony.

Don’t force it

Learning can be a great way for some new families to get a head-start growing and bonding together, but waiting a few years to start trying to share your wisdom with Baby isn’t going to hurt their intellectual development. Teaching them the ABCs years before kindergarten is less important at this point than spending lots of time snuggling Baby, laughing with them, and building a strong bond together. If you start to feel like learning is getting in the way of time you and Baby could be spending enjoying each other, maybe it’s time to set the lessons aside for a little while in favor of just having some fun. And remember, everything is a learning experience for Baby. Even if you’re just spending time with Baby, enjoying their company, they is guaranteed to learn from that, too.

If they does happen to pick up a common daycare illness, keep in mind that they typically sound a lot scarier than they are, and most are likely to go away within a couple of days. If you’re concerned, don’t hesitate to give your healthcare provider a call. Staying informed about symptoms and treatments for common illnesses is a great way to stay one step ahead of all those spooky-sounding viruses.  

Hand-foot-and-mouth disease

Hand-foot-and-mouth disease is usually caused by the (also scarily named) coxsackievirus A16, though it can also be caused by other viruses. If your child has contact with someone with the virus through their snot, saliva, or spray from coughs or sneezes, they could become infected.

Symptoms can include a sore throat, fever, blisters, rash, loss of appetite, irritability, or a general “I don’t feel well” feeling. The reason it’s called hand-foot-and-mouth disease is that the virus can cause rash or blisters on the palms, feet, tongue, gums, and cheeks. Symptoms will start to show up anywhere from three to six days after infection.

Yes, rashes can be serious and can absolutely look a little scary, but this illness will usually go away within a few days as long as your child stays hydrated and rests. If it doesn’t go away, if symptoms worsen, or if new symptoms appear, reach out to your healthcare provider.

Pink eye

Pink eye is a tricky one because it sounds kind of cute but looks pretty gross. The technical name for this infection is conjunctivitis, and hearing either term can strike fear into any parent’s heart because of how notoriously contagious it is. It can easily spread through a daycare as children touch their eyes, touch shared objects and then touch their eyes, etc.

The chief symptom of pink eye is, yes, redness in the eye, but that can also be accompanied by itching, tearing, and discharge. Pink eye can be contagious for up to two weeks after initial symptoms, but treating it early can help prevent the spread.

Pink eye can look a little scary, but it’s usually not dangerous and will sometimes clear up on its own. As soon as you notice symptoms, make an appointment with your healthcare provider, who will likely prescribe antibiotics to help clear up the infection. If the eye becomes especially inflamed, it can affect vision, so it’s important to get evaluated and treated.    

Chickenpox

Pox! Caused by a viral infection, chicken pox (a.k.a. varicella) can easily sweep its way through a daycare center. If someone is unvaccinated, chickenpox can be spread through skin-to-skin contact with the rash or through the air, and it’s contagious before symptoms even show up.

Symptoms of chickenpox will generally include a raised rash as well as fever, loss of appetite, headache, or tiredness. As the rash progresses, it can change from bumps into blisters and eventually into scabs.

Chickenpox is uncomfortable, itchy, and sometimes painful, but it’s usually mild and will generally clear up in about two weeks. Your healthcare provider might prescribe treatment to help with itching, but otherwise, the rash and other symptoms will clear up on their own. If the rash spreads to the eyes or other symptoms appear, make sure to see your healthcare provider again.

Sources

• Mayo Clinic Staff. “Hand-foot-and-mouth disease.” Mayo Clinic. Mayo Clinic. August 22, 2014. http://www.mayoclinic.org/diseases-conditions/hand-foot-and-mouth-disease/basics/symptoms/con-20032747
• Mayo Clinic Staff. “Pink eye.” Mayo Clinic. Mayo Clinic. July 16, 2015. http://www.mayoclinic.org/diseases-conditions/pink-eye/basics/symptoms/con-20022732
• Mayo Clinic Staff. “Chickenpox.” Mayo Clinic. Mayo Clinic. February 28, 2016. http://www.mayoclinic.org/diseases-conditions/chickenpox/symptoms-causes/dxc-20191277

Sometimes, the love Baby has for you and the love they has for daycare will clash a little, leading to end-of-daycare tantrums. They might insist that they doesn’t want to go home, can’t go home, and won’t go home. They wants to stay at daycare and doesn’t care what you have to say about it. They might run into a corner, refuse to talk to you, or lay on the ground unmoving. The reason this scenario might seem so specific is that it happens all the time to a lot of parents. If you find yourself facing a surprise tantrum from an otherwise lovely toddler, you’re not alone.

What’s going on in Baby‘s head is pretty simple: they missed you. Yep, it’s counter-intuitive, but they is behaving this way because you’ve been gone for some period of time, and they wants to make it clear to you that they missed you while you were away. They is giving you an opportunity to tell them how much you missed them and how much you want them to come home with you by refusing to let it happen easily. It’s sweet in a way, but it’s not an ordeal you want to go through every single time you pick Baby up from daycare.

If it’s the first time something like this has happened, it’s possible that it’s an isolated incident triggered by something that happened that day. Try to ask Baby questions about their day and see if something specific happened or if they is just in a bad mood. The caregiver or caregivers working at the daycare should also be able to help solve this mystery. If there was an incident, you can talk about it with Baby and see what you can do to prevent it from happening again.

If you find out that Baby had an otherwise great day and has only become upset upon your arrival, you know they has the missing-you blues. There are some different strategies you can use to work through this with Baby.

“What have you been doing today?”

Engage Baby by getting them to show you what they was playing with when you arrived. Make it clear that you’re interested in what they was up to while you were gone. If it’s not closing time for the daycare, consider staying to play with Baby for a while so they can finish up their activity and feel ready to go.

“Would you like to say goodbye to your friends?”

Hanging out at the daycare isn’t always an option. When you need to be out the door quickly, it can help a lot to establish an end-of-day routine. The daycare might already have one, but if they don’t, you might want to suggest that Baby is given a certain set of tasks or activities in advance of your arrival, if you come at the same time every day. That way, they has adequate time to prepare for you and knows that right after they finishes putting away the blocks, you’ll be there. You can go through a daily routine of saying, “Go say goodbye to your friends!” as a cue for Baby to leave.

“How fast do you think we can get to the car?”

Make Baby‘s exit from daycare fun when you can. Praise them when they comes without a fuss, and make a game out of things like putting their coat on or getting to the car. You can also spend the commute talking about fun things you’ll do once you get home or what delicious meal is for dinner.

It can be really helpful to seek advice from your daycare if your child consistently has a hard time at the end of the day. The time when Baby is transitioning from their care to yours can be tough for them because the “in charge” person is in flux, and they isn’t sure who they should be listening to and wants to test boundaries. Try to make it clear who’s in control at what time and keep the actual “we’re leaving now” process as brief as you can. The caregivers at your daycare has definitely experienced this, and they might have solutions that have worked in the past.

Sara Lindberg Freelance writer focused on health & wellness

Take a peek inside any preschool classroom and you’re likely to see kids busy at work. Building, drawing, playing dress-up, coloring, looking at books, pushing trains and cars around a track, and of course, singing and dancing. Their “work” is defined by play, which is the primary method of learning at this age. The learning that goes on for three-year-olds during their time in preschool provides a solid foundation for years to come.

Skills preschoolers are working on

While this list doesn’t include all of the skills a preschooler or child entering Pre-K should be proficient in, it does provide some of the basic tasks teachers want three-year-olds to know and understand.

But before you get your red pen and highlighter out to mark what Baby can and cannot do, it’s important to remember that school readiness should be approached with realistic expectations. A child’s temperament, how they learns, and what can be expected of them developmentally at this point should all be taken into account. After all, a child’s social, emotional, and behavioral readiness is exceedingly more important than academic checklists.

Personal skills

• The ability to dress and undress, including putting on and taking off socks, shoes, and jackets.
• The ability to eat on their own.
• Basic hygiene such as how to use a tissue and cough into their elbow.
• The basics of bathroom use. Knowing how to use the toilet and wash hands, which bathroom to use, and how to ask to use the bathroom.
• Basic kitchen skills such as pouring from a pitcher, putting away silverware, mixing, or setting the table.
• Having basic organization skills.
• Mastering fine motor skills such as the ability to work with child-safe scissors, crayons, and crafts.

Social development skills

• Practice cooperation through play by being able to take turns and be part of a group or team.
• Ability to follow directions and understand new rules.
• Helps with clean-up activities.
• Can use manners such as saying “hello,” “goodbye,” “thank you,” “you’re welcome,” and maybe even remembering to say “excuse me.”
• Understands and follows simple routines.
• Can separate from parent/caregiver for several hours at a time.
• Knows how to be curious.
• Has an eagerness to learn.
• Willingness to do things independently.
• Can express emotions, needs, and requests.
• Can follow two-step directions such as “please pick up your empty cup and put it in the garbage.”

Academic skills (cognitive, language, and math)

• Uses scribbles, shapes, and letter-like symbols to “write” words or ideas.
• Has basic number- and letter-recognition skills.
• Speaks in 4- to 6-word sentences and can carry on a conversation using 2 to 3 sentences.
• Sorts large objects.
• Copies a circle with a pencil or crayon.
• Knows some colors and shapes.
• Knows basic personal information such as their age, their first and last name, and their birthday.
• Counts by rote to 10.
• Starts understanding time in terms of morning, night, and days of the week.
• Understands how books work, including how to hold a book, turn the pages, describe and point to the pictures as the story is being read out loud, and understand that words convey the message in a story.

About the author:
Sara Lindberg is a freelance writer focusing on parenting, health, and wellness. She is passionate about all things fitness and health and loves spending time with her husband, daughter, and son. 

Sources

• “Grade-by-Grade Learning: Preschool.” PBS Parents. PBS. Retrieved July 11 2017. http://www.pbs.org/parents/education/going-to-school/grade-by-grade/preschool/.
• “Important Milestones: Your Child By Three Years.” Centers for Disease Control and Prevention. U.S. Department of Health and Human Services, August 16 2016. Retrieved July 11 2017. https://www.cdc.gov/ncbddd/actearly/milestones/milestones-3yr.html. 

Daycare and pre-school and pre-K – oh my!

With a child who’s about to turn three, the options include daycare, pre-school, and potentially pre-K programs. Because there can be overlap and childcare can vary by area, it isn’t always easy to figure out where Baby should be going. Here’s a basic overview to help you get a handle on each one, along with what to look for as you make your selection.

Daycare

In general, daycare facilities care for children from infancy until they are ready to attend kindergarten. This option generally offers daily care with hours that accommodate the needs of parents who work outside of the home. These group settings allow toddlers to socialize with other children their age, and programs feature a variety of indoor and outdoor activities. Several different types of daycare settings exist, including center-based and home-based facilities, and they can be independent or affiliated with religious, public, or private organizations.

What to look for:

• Does the facility have a license?
• What’s the staff/child ratio?
• Is there a handbook that covers the center’s outlook and policies?
• What are the educational levels of teachers? Did they undergo background checks prior to employment?

Pre-school

Parents may look into pre-school programs for children ranging in age from 3 to 5. Preschool focuses on getting children ready for the academic, social, and behavioral environment of kindergarten. Pre-school programs are usually part-time, although some daycare facilities offer a pre-school option. You’ll find that pre-school programs can be operated by or affiliated with state educational departments, public school systems, religious organizations, or private companies.

What to look for:

• What does the curriculum cover?
• Do the teachers hold degrees in early childhood education, and what’s their experience level?
• What are the policies on such issues as behavior, educational approach, etc.?

Pre-K

Much confusion reigns over pre-school vs. pre-K programs. Are they different or one-in-the-same? According to a publication of the National Association for Education of Young Children, pre-K programs are different because they focus precisely on kindergarten readiness and help ensure that children have the tools they need by the third grade to thrive in school. In addition, pre-K programs primarily are designed for 4-year-olds (but this can vary), have to meet certain educational quality standards, and ensure that children are prepared for school. Public schools oversee a significant number of pre-K programs, and many receive state funding.

What to look for:

• What’s the activity breakdown each day?
• What are the program metrics?
• What type of family involvement does the program offer?

Finding the right program for Baby is a big decision. Take the time to thoroughly research available choices, talk to parents with children attending the programs you’re considering, and make sure whatever option you choose is a good match for Baby‘s personality and abilities.

Sources

• Laura J. Colker. “Pre-K: What Exactly is It?” Naeyc.org. National Association for the Education of Young Children. TYC. February/March 2009. Vol. 2 No. 3 https://www.naeyc.org/files/tyc/file/PreK-WhatExactlyIsIt.pdf
• “Types of Child Care.” Childcareaware.org. Child Care Aware.U.S. Department of Health and Human Services, Administration for Children and Families (ACF), Office of Child Care (OCC) 2016. http://childcareaware.org/families/types-of-child-care/
• “Choosing a Child Care Center.” Choosing Quality Child Care: What’s Best for Your Family? HealthyChildren.org. American Academy of Pediatrics. 11/21/15. https://www.healthychildren.org/English/family-life/work-play/Pages/Choosing-a-Childcare-Center.aspx
• “Pre-K for All Parents and Families: What to Look for in a Pre-K Program?” Schools.nyc.gov. The New York City Department of Education. 2017. http://schools.nyc.gov/Academics/EarlyChildhood/parentfamilies/About+Find+a+prek.htm

Rochaun Meadows-FernandezFreelance writer, author, and activist

When I was in school, math related subjects were the hardest for me to understand. In adulthood, it’s become clear that not doing well with math limited my educational and career paths. Math is the only universal language, and I could have made it further had it come easier to me.

As a parent, I am determined to combat math stigma by doing everything I can to help my son avoid the challenges I had with math. Since he’s not quite two, it’s a little early to start working on applying some of these principles, but I know it will benefit him when he starts school. A love for numbers can literally take him to the moon and back, so we’re introducing numbers to him at an early age.

Math is a tough subject for many people. One of the easiest ways to improve children’s interest in math is to start early and show them that math can be fun. Below, I’ve written about how we are introducing our toddler to numbers.

Identifying numbers

Before we worked on counting, we had to work to say the names of the numbers. For example, my son may not be able to count to 21, but he is pretty familiar with the numbers the number two and the number one.

By spending time identifying numbers, you can help your child recognize the number, and set a solid foundation for counting. Even if they can’t say the numbers back to you, they’ll remember them from the regular exposure.

Say and repeat

Not long after I started taking the time to point out numbers, my son began trying to repeat what he heard. Now, much of our number practice involves me saying a number out loud and asking him to repeat it.

When your child is in the very early stages of speech, like mine is, they may not say everything clearly, but you’re adding to their math foundation. This can be done in a variety of ways. You can do this verbally, with your hands, or with flashcards.

Counting things

The journey to counting is a gradual process. It starts with identifying and develops from there. You can start counting shortly after they learn to say and repeat words. I do my best to have my son count whatever we can. Is he getting several carrots for lunch? We count them as we eat. Are we trying to have fun with friends? We count them the people we’re playing with. Everything is an opportunity to count.

As your child gets older, they’ll start to remember more about the conversations you have had with numbers. I found that after a few months of practice, my son could count to five.

Protip: Songs make learning much easier.

Write them

Once numbers have been identified, and we have started counting, we can practice writing the numbers we’ve started talking about. This is very helpful because it allows children to practice handwriting along with an increasing understanding of numbers.

Again, the goal is not for them to write correctly – it’s to introduce them to the concept. Because this is a lot more challenging, we practice writing numbers less often than the other activities.

I don’t want to put a ton of pressure on my son to learn the numbers. These early stages are about introduction, not perfection. It is possible that my son will not grow up to like math and numbers, and if that is true, that’s okay. As parents, our job is to make various life transitions as smooth as possible. The rest is up to him.

In the meantime, I will continue to say numbers in hopes that he can guess what comes next. I’m proud of him either way.

About the author:
Rochaun Meadows-Fernandez is a writer who specializes in sociology, health, and parenting. Her work has appeared in Healthline, Yes! Magazine, HuffPost, Allure, and many other publications. Follow her on Facebook, Twitter or check out her website.

Toddlers can start preschool as early as two years old or as late as four, and can stay in preschool for one to three years – and some toddlers don’t go at all, they just skip straight to kindergarten when they’re ready.

What’s the difference between daycare and preschool?

Daycare is often set up as a question of what’s right for a given family, and a balance with parents’ work lives, while preschool is seen as more of a question of a toddler’s education. There is some truth to that idea – daycares are generally more focused on childcare, and about getting babies’ and toddlers’ needs met. On the other hand, preschools tend to focus more on helping toddlers and young children build the skills they’ll need for pre-K, kindergarten, and the rest of their educations as they grow.

However, some centers have less of a clear line between daycare and preschool, and others treat preschool as the next level for young children who have aged out of daycare. Preschool is set up to be educational, but it’s not the only place where toddlers and young children can work on the skills they’ll learn there. Preschool can be great for building social skills, language skills, and motor skills, but toddlers and young children can also build these skills through free-play, taking classes, and having play-dates with a variety of other children, or even just by playing with older siblings.

The learning in preschools is generally a bit more directed than learning in daycares, or in free-play at home, but preschools do and should still leave plenty of space for children to play independently, just like at home, since this is how they generally learn a lot of the skills they’re going to need moving forward. Preschool can be a great way for children to start to build social skills, and start to feel like part of a community, even outside of their families. Preschool teachers can be especially good at encouraging toddler social relationships, because they’re experienced in talking to toddlers about what they and other children might be thinking and feeling, which can be helpful in getting young children to start to connect with each other better. Mixed-age preschool classes can also be helpful in getting toddlers’ social skills moving because imitating older children is a great way for younger toddlers to start to learn how to relate to one another.

Preschool can be great for building these skills because preschool teachers are trained in promoting these skills in age-appropriate ways, and home and family structures can be great for building these skills because parents and caregivers know their children best, and can have interactions and activities that are specifically suited to their children’s needs and skills. Many children learn best in a combination of these environments, which is part of why many preschools offer sets of classes that are either two or three half-days a week.

How to find the right preschool

If you decide preschool is right for Baby and for you, the best time to start to look for the right one is often about a year before you’re hoping for them to start, especially if you live somewhere like a big city, where admissions for preschools can get competitive. Like most things involving toddlers, picking out a preschool can be unpredictable – even if the school you like the best is full, there’s a good chance there will be last-minute openings, so it’s generally worth checking if there’s a wait-list.

There’s no one way to tell if a preschool will be a good fit for you and for Baby, but there are a few factors that can be helpful in figuring it out.

• Student-teacher interactions: Some preschools can put a lot of focus on different educational philosophies, like Montessori, or forest schools, but often, these distinctions make a lot less of a difference than simply how well preschool instructors get along with their students. Evidence about some educational philosophies being more helpful than others in a preschool setting is muddy and contradictory, but the factors that make preschool valuable for kids – the targeted interaction, active engagement with caregivers, and chance to build language and social skills, as well as practice motor and cognitive skills – are things that are present in any good daycare program. You may find a school or philosophy that fits your family’s values or Baby’s personality better than others, but you’ll get a better sense of this by visiting the school and seeing that philosophy at work in the specific classroom Baby will be learning in than you will by researching what the philosophy is all about.
• What your toddler is ready for: Whether it’s more days a week than your little one is prepared to be away from home, or a requirement that students be potty trained before Baby is ready to be out of training pants, some schools might not be a good fit because of the expectations they have for students.
• Accreditation: There’s no guarantee that an accredited school is a good school, or the right school for Baby, but it is a sign that the school needs to meet certain standards, including student-to-teacher ratio, which can give you a better sense of what Baby’s experience there would be like.

You can start to get your toddler ready for the idea of preschool by playing pretend to introduce the idea of school, and reading books about characters in preschool, as a way of introducing the concept. You can also get them started practicing the self-care skills they may need in preschool, from simple ones like putting on their own jacket to more complicated ones like potty training.

Sources

• Marie-Claude Geoffrey, et al. “Association between nonmaternal care in the first year of life and children’s receptive language skills prior to school entry: the moderating role of socioeconomic status.” Journal of Child Psychology and Psychiatry. 48(5): 490-497. May 2007. Retrieved July 17 2017. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3283573/.
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• “A Good Preschool for Your Child.” naeyc for families. National Association for the Education of Young Children. Retrieved July 17 2017. https://families.naeyc.org/accredited-article/good-preschool-your-child.
• “Preschool Prep: How to Prepare Your Toddler for Preschool.” Zero to Three. ZERO TO THREE, February 8 2010. Retrieved July 17 2017. https://www.zerotothree.org/resources/78-preschool-prep-how-to-prepare-your-toddler-for-preschool.