HOW PRESCHOOL HELPS BRAIN DEVELOPMENT


Greeting

Whenever an adult speaks directly and personally to infants and preschoolers by name, cascades of impulses go through the child’s nerve cells (neurons) which are connected to one another by synapses.  The repetition of these kinds of early interactions actually reinforces brain connections and makes new ones.

Story Time

Young children need real sensory interactions (in small groups) looking at picture books, processing and naming what they hear and see. As teacher reads she will dramatize the voice of big daddy bear compared to momma bear and use melodic voice tones to ensure children’s involvement. Teacher will encourage children to use their voices and demonstrate the different roles.


Free Play / Work Time

During free play, preschool children freely try-on, try-out stuff and communicate with one another in meaningful ways-- reinforcing language they have heard. Whether beginning language or more sophisticated use of words, the neurons in the brain are making more new connections (synapses) as the brain investigates, and invents new pathways of cooperating, learning and doing. As the facilitator, the teacher listens, learns and looks for ways to enhance relevant ideas.  

 

Snack

Opportunities for planning, preparing, pouring and sharing snack provide preschool children ways of feeling capable –  ”I can do it myself.”  The more repetition that goes on, the more the brain grows in understanding. Repetition of hands-on activity and language sounds is critical to brain development.


Circle Time

In large group activity the teacher helps the child recall the topic for the day. The child’s brain will be active in recalling from memory something special in his own personal way of learning and recalling something heard or done before.  Each day, interacting in meaningful ways with adults and peers, children reap the benefits of an enriching preschool, free of testing and pressure to hurry and grow-up.


Out-of-Doors

In the self-directed play out-of-doors children have a sense of freedom. They run, shout, hide, climb, swing, push, pull and use their bodies in magical ways.  They interpret each other’s clues, negotiate tasks and modify rules developing both mind and body at a critical time for developmental issues. The teacher’s role is to   look, listen and provide enrichment at times with little interference.  


Poetry, Music and Rhythm

Happy children informally hum, sing and dance. The sing/song rhythm and the beat of the music are naturally intriguing.  If they need to remember the rule, just put a tune to it.