000-017   000-080   000-089   000-104   000-105   000-106   070-461   100-101   100-105  , 100-105  , 101   101-400   102-400   1V0-601   1Y0-201   1Z0-051   1Z0-060   1Z0-061   1Z0-144   1z0-434   1Z0-803   1Z0-804   1z0-808   200-101   200-120   200-125  , 200-125  , 200-310   200-355   210-060   210-065   210-260   220-801   220-802   220-901   220-902   2V0-620   2V0-621   2V0-621D   300-070   300-075   300-101   300-115   300-135   3002   300-206   300-208   300-209   300-320   350-001   350-018   350-029   350-030   350-050   350-060   350-080   352-001   400-051   400-101   400-201   500-260   640-692   640-911   640-916   642-732   642-999   700-501   70-177   70-178   70-243   70-246   70-270   70-346   70-347   70-410   70-411   70-412   70-413   70-417   70-461   70-462   70-463   70-480   70-483   70-486   70-487   70-488   70-532   70-533   70-534   70-980   74-678   810-403   9A0-385   9L0-012   9L0-066   ADM-201   AWS-SYSOPS   C_TFIN52_66   c2010-652   c2010-657   CAP   CAS-002   CCA-500   CISM   CISSP   CRISC   EX200   EX300   HP0-S42   ICBB   ICGB   ITILFND   JK0-022   JN0-102   JN0-360   LX0-103   LX0-104   M70-101   MB2-704   MB2-707   MB5-705   MB6-703   N10-006   NS0-157   NSE4   OG0-091   OG0-093   PEGACPBA71V1   PMP   PR000041   SSCP   SY0-401   VCP550   000-080   1Z0-051   300-208   350-029   102-400   1z0-434   220-801   70-347   1Z0-804   210-260   640-911   300-135   NSE4   EX200   070-461   70-534   700-501   9L0-012   MB6-703   400-101   70-480   M70-101   SY0-401   PMP   1Z0-061   9A0-385   642-732   000-017   9L0-066   JN0-102   1Z0-061   70-411   1V0-601   300-206   400-051   MB2-707   640-692   101   70-346   CISSP   HP0-S42   PR000041   PMP   300-075   200-125  , 300-135   CCA-500   2V0-620   CISM   OG0-093  

8 Ways to Give Your Preschooler an Edge – Greater Pensacola Parents 8 Ways to Give Your Preschooler an Edge – Greater Pensacola Parents

8 Ways to Give Your Preschooler an Edge

If you are anxious to provide your preschool-aged child with opportunities leading to later academic success, you are in good company! Opportunities certainly exist; however, as well-meaning parents we may be vulnerable to thinking “inside information” or alternative fast tracks are the key.

In reality, current research and expert advice on emerging literacy are far more reliable than the latest hype. The advice often won’t have a sexy ring to it, but the foundation for success–those steps that lead your child to the point she is ready to read—comes from daily experiences at home.

8 Opportunities to Seize Right Now…

In Carl Dunst’s Children’s Learning Opportunities Report (2000), he conceptualizes the opportunities for language development and early literacy in terms of incidental and intentional opportunities.

Incidental opportunities might include watching leaves blow while on a walk, blowing on food when it’s too hot, or talking about body parts during bath time. Intentional activities might include story hour at the library or a trip to the zoo. Dunst says children need activity settings matched to their interests and competencies to practice existing skills and learn new abilities. Here are 8 opportunities Dunst suggests seizing:

Identify your young child’s INTERESTS:

  • What makes your child smile or laugh?
  • What makes your child happy and feel good?
  • What are your child’s favorite things?
  • What is enjoyable to your child?
  • What does your child work hard at doing?

  Identify your young child’s COMPETENCIES:

  • What gets and keeps your child’s attention?
  • What is your child good at doing?
  • What “brings out the best” in your child?
  • What does your child like to do a lot?
  • What gets your child to try new things?

Everyday Repetition and Rituals.

It’s the everyday stuff! Repetition during meal time, bath time, diaper changes, and bedtime story routines primes young children for later school success. Sound lazy or too simple? It’s huge. Rosenkoetter and Barton’s Bridges to Literacy (2002) encourages parents to think of building bridges to literacy by providing experiences that include print, responsiveness, repetition, modeling and motivation, and oral language.

Think PRINT.

 Reading time may be brief but must occur every day. Listening to stories helps kids explore new worlds, laugh across generations, and learn about amazing and ordinary things. Sharing stories can be a balm for irritable or fussy children. Rosenkoetter and Barton indicate “Shared reading also provides security and calms children’s restlessness.” Reading together should be relaxing and fun. It is not just about the exposure to language, it’s about creating happy reading memories which set the stage for a love of reading.


For early literacy, you want your child to learn: language is fun, she can do it well, and get results from using it. When your child speaks, help her feel successful by giving her attention and lots of positive affirmation.

Repeat Key Phrases.

Provide routine schedules that use familiar phrases (such as “let’s have some lunch” or “scrub-a-dub-dub”) and cues at key times during the day. Nap and bedtime routines should be kept the same, and reading the same book over and over helps strengthen the foundation for later academic success.

  Be a consistent MODEL and MOTIVATOR.

It’s important your child sees you reading. “Such routines demonstrate that reading is important in the lives of older people and draws attention to the value of reading for coping with everyday life.” At home, point out that you are reading the newspaper or a recipe. On car rides, be intentional as you point out signs on the road or the names on store fronts. It’s also important to write and draw with your child. “When children draw pictures, their verbal comments should regularly be written on the page and read aloud.”


Quantity matters so talk a lot. You want to expose your child to as many words an hour as possible. Talk to your child during work and play. Chitchat has a big payoff and translates into broader vocabularies and higher levels of reading later.

In Learning to Read the World (Zero to Three, 2004) Rosenkoetter and Knapp-Philo write “From this foundation of basic learning and subsequent daily explorations with everyday people and objects, the young child builds many other understandings of self and others…young children begin to ‘read their world’ and to have wider and greater impact upon it.”


Michele Ranard is a former preschool teacher with a master’s of education degree in counseling.













Michele Ranard has a husband, two children, and a master’s in counseling. Visit her at http://hellolovelyinc.blogspot.com and http://hellolovelychild.blogspot.com.