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Gross motor skills are the abilities required to control the large muscles of the body for walking, jumping, skipping and much more. The children are provided many opportunities in the day to use their gross motor skills. We go outside 3 times a day. 2 times on the playground and one time on the patio. Each outdoor time we have at least 30 minutes of play time for the children. Gross motor play is for the children to run, jump, climb, balance, throw, riding cars, and so much more. These activities help the children build strength and confidence in their bodies. Preschoolers need lots of opportunities for gross motor play to practice movement to help them learn and grow.

Different types of Gross Motor Play

Locomotor – movement from one spot to another such as walking, running, climbing, jumping, hopping, galloping, sliding and skipping.

Non – locomotor – movement in a stationary place such as pushing, pulling, bending, stretching, twisting, turning, swinging, swaying

Manipulative skills – moving objects in a variety of ways, throwing, kicking and catching.

Developing all these skills helps their ability to do more complex skills in future activities like playing on a team sport.


In the developmentally appropriate classroom, children:

Create…rather than duplicate

Move…rather than wait

Attempt to solve their problems…rather than tell the Teacher, to have to solve them.

Speak…rather than listen passively

Explore their interests…rather than just learning about what the teacher thinks they should learn.

Make choices…. rather than being told.

Make their own lines…instead of coloring within the teacher’s lines.

Write their own books…rather than fill in worksheets.

Create art…rather than do planned crafts.

Decide…rather than passively submit.

Learn through experience…rather than by rote.

Appreciate the process…rather the product.

Ask questions…rather than being told facts by adults.

Then – figure out the answers…rather than being told facts.

Learn and use skills that we are of interest and meaningful…rather than vague, abstract concepts that have no real significance to them.

Have a schedule based on their needs…not the needs of the adults or the program.

Adapted from “The Butterfly Garden” by Sandra Crosse


Identifying letters is the start to learning to read. Your children also love stories; listening to them, acting them out, and as they grow they will act out reading in play as they pretend to read stories to themselves or their peers.

In the classroom we start out with the letters of their first names and engage the children in many activities that focus on letter recognition. Activities like letter matching, writing letters, finding letters, rhyming activities, letter sound activities and writing words for the word walls, and so much more.

Modeling reading is the most important; the children watch as you read and start to learn that letters put together form words, and then those words are read to tell a story.

To help foster at home

• you can help your child hear words that rhyme like moose, goose, and caboose.

• Introduce new words like “bow,” and “stern,” the front and back of a boat.

• Help your child hear and say the first sound in words like “b” in boat and notice when different words start with the same sound (boat and book).

• Talk with your child about the letters of the alphabet and notice them in books.

• Point out signs and labels that have letters, like street signs and foods in the grocery store.

• Let your child pretend to read parts of a book when you’re together.

• Talk to your child about stories and make connections to things that happen I our own lives.

• Ask what, where, and how questions when reading with your child to help him/her follow along and understand stories.

• Help your child make their own alpabet book, even if the writing only looks like scribbles and marks. 


We wish Leo, Dean and Lincoln Happy Birthday’s this month, they all will be 4!!