q Hold up a crayon and have your child name the color
q Point to various objects around the house and ask your child the color. (Avoid the more difficult colors like beige and aqua)
q Ask your child to pick up objects of various colors. For example, “Hand me the red block.”
q Read a storybook together that involves colors.
q Point out colors when driving in the car. For example, “Look at that red barn.”
q Comment on clothing colors when the child is getting dressed.
q Have your child draw a person and name the body parts
q Play “Simon Says”
q Have your child point to the various parts on a picture of a person in a storybook.
q Let your child do a guided drawing of a person. For example: “Draw the head,… now the body… let’s add the legs.
q Have your child count pennies or Cheerios. First to 5. Then to 10, and later up to 15.
q Count silverware when setting the table
q Count stairs as you go up and down
q Playing cards are useful. Count the hearts, spades, etc. Find matches
q Say 3 or 4 numbers out loud and ask your child to repeat them in the same order.
q Have your child raise a given number of fingers in the air. For example, “Show me four fingers.”
q Have your child count “out loud” with no objects to manipulate.
q Use vocabulary like: how many in all, how many now, which has more, less
q Explore the basic shapes of square, circle, triangle & rectangle. Have child find these shapes within items in their world.
D. Sorting (Colors, sizes, shapes)
q Cut out red, blue and yellow paper triangles, circles and squares. Sort them different ways. Make it more challenging by also having large and small shapes.
q Sort magnetic letters by color or straight line letters vs. curly letters
q Sort building blocks by color or shape
q Sort laundry into light and dark colors.
q Sort silverware and plates after washing.
q Help your child learn the meaning of position words such as “on”, “over”, “under”, “in front of”, “between”, “beneath”, “above”, “inside”, and “in” by placing objects in different positions, saying where the object is and then having the child say it.
q Using the terms above, ask questions like, “Is the pencil under the book?”, “Is the marble in the box?”
q Develop an understanding of relative terms such as “nearer”, “closer”, “further”, “bigger”, “smaller”, and “larger” by comparing two objects or shapes. “Is the television or the green chair closer to you?” “Is the quarter larger than the nickel?”
q In the kitchen, have the child help and ask questions like “Which one is full?” “Which is the biggest?” “Which cup has more?”
q Make reading to your child part of your daily routine. Have the youngster discuss the story when you have finished. Some of the time, point to the words as you read aloud.
q Have your child tell you one of their own favorite stories from memory or with pictures.
q Read aloud Nursery Rhymes and sing Rhymes and childrens’ songs with rhymes. Encourage child to recite or sing some of them from memory.
q Alphabet books are beneficial. Many have a wonderful rhythm.
q Try tracing letters in sand, cookie dough and finger paint.
q Play “Find the Letter” with the magnetic letter.
q Have your child make their name with the magnetic letters. Make names of friends & pets for display where the child will see them often. Use magnetic letters or 3X5 cards.
q Have child learn full name, address and phone number.
q Say 3 or 4 words and ask your child to repeat the words in the order you said them.
q When your child draws a picture, write the name of the object beneath it. Make a book or collection of your child’s drawings .
q Write a story as your child dictates it.
q Make books with your child with simple, predictable labels below the pictures. Cut pictures from magazines or use photographs of family and trips and label.
q Sing the alphabet song