I recently had the opportunity to talk with parents in the Early Childhood program of Roseville Area Schools about what parents can do to encourage their child’s interests and talents.  We talked about how as parents, we need to really notice and help our children discover and express what is unique about them. 

One of the best things we can do is to make sure our children have lots of opportunities to try new things.  How will we know our child is a budding Brett Favre if they never have a chance to play with a ball?  How will we know our child loves poetry, if they never get a chance to hear it?  How will we know they love to sing if they never get to hear music. 

Start building intentional relationships with children you already know.  Use this worksheet to nudge your thinking.  Each young person you list represents an opportunity for you to make a difference. 

Start small by choosing one simple thing you can do to show every child or young person they matter.  Then, be intentional in supporting one child or young person in many ways over a long period of time. 

In Suburban Ramsey County, our goal is to have all kids connected to at least five caring adults.  Some kids already have a great support system in place—they have loving parents, a large extended family, and all sorts of family friends and well-wishers. 

Sometimes parents want to know what they can do to help their child build the skills they’ll need in kindergarten.  This list includes some of the common items found on kindergarten checklists.  Before kindergarten, a child should be able to:

• Cut with scissors
• Trace basic shapes
• Speak understandably
• Identify some alphabet letters (especially their own name)
• Count to 10
• Hold books correctly and turn pages
• Know their first and last name
• Hold and use crayons and pencils
• Recognize groups of one, two, three, four, and five items.
• Talk in five or six word sentences
• Participate in rhyming games

Before starting kindergarten, children should also be able to do certain things including separating with parents without distress, using the bathroom, washing hands, dressing themselves, and communicating personal needs. 

It is also good to practice certain classroom routines including:

The most important ingredient for child development is warm, loving, responsive care.  Show your children lots of warmth and affection.  Listen and respond to your child in a nurturing way.  Even a few minutes of quality time each day makes a difference.

Research shows that a relationship with a consistent, caring adult in the early years is associated in later life with better grades, healthier behaviors, more positive peer interactions, and an increased ability to cope with stress.  This is true, regardless of number of parents, whether families are rich or poor, and regardless of race and ethnicity.

The most accurate predictor of a student’s achievement in school is not income or social status, but family involvement, including encouraging learning at home, setting high, yet reasonable expectations and being involved with school. 

Encouraging learning at home:

While school provides formal learning, kids also need informal learning.  From the moment they are born, you are your child's first and most important teacher.  Whether talking, reading, or playing with your child, you are both helping them learn and, ideally, instilling in them, a love for learning. 

Once your child is in school, you still have an important role to play.  Encourage your child to learn about things that interest them.  Provide books, visit museums, and introduce your child to people who are knowledgeable about what they are interested in learning. 

In the first three years of life, one of the strongest predictors of later reading ability is the amount of one-to-one conversation between the caregiver and the baby.

At first it might seem unfamiliar or even silly to be talking to a newborn baby.  But, research shows that talking to babies and young children can have a major effect on the development of their language skills. 

Babies begin learning to distinguish different sounds in the first days of their lives.   Studies show that newborn babies will turn their heads when their parents speak to them from across the room.  They already recognize your voice. 

Build on that recognition.  Talk to your baby.  Talk as you change diapers, carry them from room to room, and before putting them to sleep for naps and at bedtime.  Tell them what you're going to do today.  Point out different people and things in the room. 

The ideal age for screening is between 3 and 4 years old.

Minnesota law requires all preschool age children receive a free screening before entering kindergarten.  Screenings are done by nurses or teachers in your school district.  Your child will be asked to do things that help the screener assess their ability to talk, think, use their fingers, and use their arms and legs.  They will also be measured, weighed and have their hearing and eyesight tested. 

For more information on early childhood screening, contact your school district.

In addition to reading, there are lots of other things you can do with your child to encourage learning.  Singing songs, going places, drawing and coloring are fun and help your child learn.

You don’t have to sit down and “teach them”.  Instead, incorporate learning in all your daily activities.  Practice counting skills as you set the table.  Ask your child to point out all the circles, squares, or other shapes they see.  

Have lots of writing materials handy including pencils, markers, crayons, paper, etc.  Encourage your child’s efforts by praising their scribbles.  Show how you use writing to make lists and write notes.  Post their work on the refrigerator. 

Talk about everything.  Encourage them to add a new ending to a favorite story.  Ask them to share their thoughts and ideas about the world around them.  Ask questions that encourage them to think about what they’ve seen, heard, or done.  Model thinking “out loud”. 

Children are born curious and learn constantly.  Their first “teachers” are the adults they spend their time with--parents, caregivers, and other significant adults.  While we don't sit down and "teach" them, children are learning from us all the time. 

When we pick them up when they cry, they learn they can count on us to take care of them.  When we touch their toes and say "toes" they learn what to call those wiggly things. When we teach them to sing the ABC song, we teach them the alphabet. 

Think about what else you are “teaching” a child.  When you take them new places or encourage them to try new things, you are teaching them to be curious. 

When you give them choices--from what color crayon to use or where to put the new toy--you are  teaching them about decision making.  When you show them that a box can also be a garage for their toy truck, you are teaching them creativity. 

Recent research on brain development shows the important role early childhood experiences play in setting the stage for the development and future of children.  During the early years, the two most important things children need are supportive relationships and rich learning opportunities, both at home and in the settings where they spend their time.  These building blocks provide a strong foundation for future learning and relationships.    

Babies and toddlers grow and change quickly.  By studying how kids develop, experts have been able to identify milestones in how a child plays, learns, speaks, and acts.  Knowing these common milestones can help adults recognize when a child is developing at a different pace than their peers.  Rather than worry and wonder, these milestones can be a starting place for conversations with pediatricians, child care providers, or early childhood teachers.