As an adult, it is hard not to build your own creations; however, we encourage you to instead comment on what the children are doing. This helps them to increase their language skills. Factual comments like, “You cut all that playdough into tiny pieces”, or “I see you have rolled out your playdough into one long roll. Tell me about that” encourages the child to verbalize about what they are doing.

The more they interact with others, the more they learn. Playing with playdough also helps build skills for distinguishing shapes against a background, an emerging reading skill (it’s not always about letters!). This area can help children develop the scientific concept that substances remain the same, even when the shape changes. You can demonstrate this by showing children how the same ball of playdough can be a heart shape first and then a square shape next.

As an adult in this area, you can offer factual comments on the art that is being produced, as well as gently encourage new skills. Comment on the colors used, brush strokes, or ask them to tell you about their painting. When a child asks you for help in writing their name, or cutting something, ask them to show you what they can do first...then offer help. Of course, if they are not interested yet in writing anything, that is ok. You can do it for them, perhaps slowly describing what you are doing, or spelling their name aloud as you write. This helps build language. This is also the age when children want to start labeling their paintings (you can help them write the title of the painting, or what each individual figure is). Sometimes their paintings elicit long, elaborate stories. Be ready for anything!

As an adult in the classroom, one of your most important jobs is to carefully listen to the children, make factual comments to them, and offer well-placed expansions of their sentences to enhance the meaning. For example, if a child says, “Look at my car go”, you can repeat back, “You put that ramp up higher, and it made your car go faster”.

The teacher will also be working to increase your child’s vocabulary by integrating new words and concepts into what the class is studying that week/month. Children learn much better in context. You can help by engaging your child at home with conversation about what they are studying at school!

As an adult in this area, your job is to encourage language as well as share your own imagination! Help the children talk to each other; have one explain to the other what they are building. Help them to negotiate problems and how to work together. Help them think of probability; “If we try to build the bridge with those thin blocks, what do you think will happen?”

As an adult in this area, you can play with the children (although many of us have forgotten how to play pretend!), or sit back and enjoy the dialogue...just stay close enough to help with any negotiation or problem solving opportunities. The children are still developing these skills.

Your role in this area is to ask questions and promote further reflection. When a child is working on a puzzle and is stuck on a piece, you can say, “I wonder what would happen if you turned it this way?” When a child is looking at the log, ask them what they see. Question them as to why the colored water might not mix with the oil. In this area, it is good to provide just enough structuring and support of the task to bring it within the child’s reach. Try not to do the puzzle for them, instead, help them turn the piece that does not fit and let them push the piece in place. This is also a good area for factual commenting. In addition, comments like, “You worked hard to finish that puzzle. I like how you really stuck with it” help to build confidence and self-pride.

As a parent in this area, it is important to remember that skills are still developing and perceptual judgment is still immature. The adult role is to help as much as needed, but to be aware when children want to try something on their own. Phrases like, “I see you can climb this by yourself! I will be here if you need me” are helpful.

Children are usually anxious to share; as an adult in this area, you can help children to be respectful and wait their turn. Sometimes saying, “Why don’t you tell me in my ear, and I will help you remember to tell the class when it is your turn” can help an anxious child who is desperately wanting to share.

As an adult during snack time, your job is to listen! You can also encourage discussion by asking questions during this time. This is a great place to share culture as you talk about food, as well as increase a child’s vocabulary.

During music time, it is good to participate yourself.  Children love to see their parents dance and sing with them.  This is your time to model appropriate behavior, or help children to follow the directions in a song by doing it yourself.  Some children are not comfortable during music.  Never force a child to dance.  You can gently encourage them, but some children would rather only observe.

As a parent, you need to get down to their level and say, "Jimmy, you can put the cows in the basket, and Carol, you can put the cars in the box".  You could also pose your request as a question, "I wonder how many animals you can pick up while I sing my song?"  As you participate yourself, you can ask a child to help you.  Most importantly, it is a good idea to stay involved during clean up and keep the children focused..

Your job as a parent working during a field trip is to keep a close eye on the children you are in charge of.  Asking leading questions about what the children are seeing, and showing your own interest, can really help keep the children engaged (besides helping to build their vocabulary and modeling life-long learning).  Safety is always important, and an attentive eye is critical during field trips.