Early Childhood Continuous Learning Packet April & May 2020
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Early Childhood
Continuous Learning Packet
April & May 2020
Please know that these packets are intended to provide support for continuous learning as we are away from
our schools during this time. Learning is retained when we consistently practice. Please pace out the amount
of work your child completes daily. We hope you enjoy “practicing” while you are home. Thank you for being
partners in this work – we appreciate your dedication to helping our students succeed.
KCKPS Early Childhood Continuous Learning Plan
Choice Board 1
Think Create Move Practice
PreAcademic Practice Creative Arts, Crafts, Large Motor Social Emotional Skills
for Literacy and Math and Music Movement and and Mindfulness
Outdoor Play
Go on a Letter Hunt around Let’s get messy. Play with Create an obstacle course Practice deep breathing
the house. Find words that bubbles in water or shaving inside or outside that using the Star, Pretzel,
begin with the same letter cream on plastic wrap. involves your child moving Drain, and Balloon
as your child’s name. in and around different techniques (attached). Your
Choose another letter from locations and in directions. student may be familiar with
the alphabet book the (“Make an Obstacle these breathing icons from
school provided in January Course” handout attached) their classroom. Deep
or use the attached linking breathing is most effective
chart to go on a new hunt. for calming when the
breathing strategy is
repeated 3 times in a row.
Count throughout the Look in a mirror and draw Roll up socks and practice Play the Feelings
day...count how many steps selfportraits together. aiming/throwing into a memory/matching game
it takes to get to the “I look like this.” container such as a laundry (handout with game
bathroom, count how many basket, box or bowl.
pieces attached).
pillows are on the couch, Use this opportunity to Count the number of socks
count how many label body parts (such as that went into the basket
doors/windows are in the eyes, nose, mouth). and compare to the number
house, count how many of socks outside the
grapes they will eat for basket.
snack, etc.
Put shaving cream or sand Have your child draw or Go for a walk & get the Play “Follow My Clap.” The
on a plastic tray or hard paint a picture and tell you wiggles out. Talk about leader creates a clapping
surface and encourage your a story about their picture. what you see during your pattern then other player(s)
child to write their name, Write down what your child walk. listen and repeat it.
letters, and letterlike forms says and read the story Get creative by using objects
(lines top to bottom, left to back to your child. or different body parts to
right, circles, curves, slanted make different sounds or
lines) using their finger. patterns (such as pat your
legs, stomp your feet, touch
your head, etc).
Go on a nature walk and Look through magazines, Have your child try different Talk to your child about how
collect a variety of leaves. At newspapers, sales ads, ways of moving: you are feeling and how they
home, help your child sort junk mail, catalogs, etc, hop like a bunny, are feeling. Use a mirror to
the leaves and talk about and cut out pictures that gallop like a horse, practice making different
why the leaves were placed you really like. Glue them waddle like a duck, feeling faces. Draw those
in each pile. (“Patterns and on a piece of paper to stomp like an elephant, faces on “How do you feel?”
Categorizing” handout make a “Happiness etc. (attached) Have your child
attached) Collage.” complete the sentence: “I
feel angry when _______.”
Have them complete the
sentence with other feelings
like sad, scared, or happy.
KCKPS Early Childhood Continuous Learning Plan
Choice Board 2
Think Create Move Practice
PreAcademic Practice Creative Arts, Crafts, Large Motor Social Emotional Skills
for Literacy and Math and Music Movement and and Mindfulness
Outdoor Play
Read books that include Go outside and draw with Have your child invite a Help your child initiate play
rhyming words (ex. The Cat sidewalk chalk. Lay down family member to race and practice turntaking.
in the Hat). As you read the on the sidewalk/driveway them. On your mark, get For this activity you will
story, pause for rhyming and have someone trace set, go! need to select 2 toys the
words and allow your child your body outline. If your
child likes to play with.
to fill in the missing word in household doesn’t have
the sentence with a word chalk, children also love to Then have them invite a
that rhymes. paint outside with water! family member to play. We
have practiced this skill at
school, they will say, “Will
you play with me?” After
the family member agrees
to play, have your child
practice trading and taking
turns (we have practiced
these skills at school too).
Go on a shape hunt with Go outside and help your Create a dance to go with Practice the Calm Down
your child! Pick a shape child make a nature your favorite song. Yoga for Kids poses
and go through the house collection (grass, dirt, Perform the dance for the (handout attached). How
identifying these items. Pick leaves, rocks, twigs, rest of the family. long can you stand on one
a different shape each day. flowers, etc). Use the (“Dancing Together” foot?
(“Everyday Shapes” pieces to create an original handout attached)
handout attached) piece of art.
Talk with your child about Play “Let’s Pretend!” Find a Using a string, jump rope, Play Red Light/Green Light
the first sound in their name. stick and think about all the piece of yarn, shoe string, to practice waiting and
Look for other objects in things it could be used for or belt wiggle it on the impulse control. One
books or around the house (i.e. magic wand, ground like a snake and person is the stoplight and
that begin with the same paintbrush, walking stick, have your child jump
the other(s) are cars. When
sound. Do the same with the etc). Now look around for OVER it. How high can
names of family members. other objects and do the you jump? the stoplight says “Green
Remind your child that same thing, imagine what Hold it up like a limbo stick light!” the cars move
sometimes in different else they could be used for. and have your child go towards the stoplight.
combinations letters make UNDER it. How low can When the stoplight says
different sounds, especially you go? “Red light!” the cars must
in people’s names. stop. Take turns being the
stoplight. This is a game
best played outside with
plenty of space.
Read a book with your child. Build a fort with sheets & Draw a hopscotch on the Do at least one “I Love You
Have them draw a picture of blankets. Read books or sidewalk or driveway. Ritual” with your child.
their favorite scene or play games in the fort. Invite a family member to (attached)
character. play with you.
KCKPS Early Childhood Continuous Learning Plan
Choice Board 3
Think Create Move Practice
PreAcademic Practice Creative Arts, Crafts, Large Motor Social Emotional Skills
for Literacy and Math and Music Movement and and Mindfulness
Outdoor Play
Write uppercase and What can I build? Look for Play Musical Statues in the Practice problem solving
lowercase letters on pieces items around the house middle of the living room. with your student.
of paper and put them in a your child can stack like Use a radio or phone to Spending lots of time at
paper bag. Have your child blocks (for example pillows, play the music, stopping it home can lead to conflicts
pull a letter from the bag books, cereal boxes). every minute or so. Dance between family members.
and name it. Match with your child, instructing Help your child work
uppercase with lowercase them to freeze as the through them by referring
letters. Your student may music stops. to the four problem solving
want to use the “Alphabet Your child’s listening skills strategies on the attached
Linking Chart” for help if and reflexes will improve coping strategies chart.
needed (attached). with practice over time. Talk through these options
with your child and help
them choose the one(s)
that fits each conflict best.
Practice counting and Make a book. Use the Play “Simon Says.” Explain Play Guess What I Am
direction following by asking blank pages at the end of to your child they must Writing: Let your child know
your child to bring you: one this packet to write and only obey the commands you will be using your
book, two pencils and three illustrate a story. that start with “Simon finger to “draw” a letter or
sheets of paper. As your Says.” shape on his/her back.
child brings the objects, Example Commands: Your child will then have to
have them count out each Simon says touch your guess what you have
item one by one. Take one toes; Simon says hug written. Give clues to help
of the items out of/away yourself; Simon says run in them guess the right
from the group and ask your letter/shape. Let them try it
a circle; Simon says jump
child, “How many are left?” on you!
up and down
Gather laundry and ask your Use the sunshine for art Take a walk and collect Have your child practice
child to help you separate time. Put a toy or items along the way. the calm down strategies
clothes by color. After household item on the Arrange the items in a shown on the “Calm Down
washing the clothes, ask table so that the sun makes pattern (ex. one rock, two With Take 5 Breathing”.
your child to match socks its shadow on a piece of leaves, one rock, two
(handout attached)
and help sort folded clothes paper. Have your child leaves). Mix the items up
into piles by type of clothing. trace the shadow and then and have your child
color in or decorate the recreate the pattern and/or
shape. make their own. (“Patterns
and Categorizing” handout
attached)
Time to get soapy! Have Have a family karaoke Kick a soccer ball or other Play feelings charades. Act
your child help do the party in the living room. ball back and forth with a out a feeling with your
dishes. Talk about what Use household items, like family member outside. whole body and let your
each of the items is used pots and pans, to make Can you kick it past the child guess what feeling
for. (“Doing Household musical instruments. Sing other person?
you were demonstrating.
Chores Together” handout your hearts out!
attached)
MAKE AN OBSTACLE COURSE
What I Need
Masking or painters’ tape
Table
Jump rope or yarn
Chairs
Pillows
What to Do
1. Choose a large space in your home where you can easily move a few pieces of furniture to
clear an area for the obstacle course.
2. Set up the room with several challenges, such as the following:
• Tape a line on the floor for your child to walk on.
• Set up a table for your child to crawl under.
• Tie a jump rope or piece of yarn low to the ground between two chairs for your child to
jump over.
• Set out several pillows for your child to weave around like a slalom course.
3. Have your child start at the beginning of the course, telling him or her each obstacle as he or
she progresses through the course. Make suggestions if your child is struggling, and
compliment his or her abilities. Try the course with your child!
What My Child Is Learning
This activity will help your child follow a specific path with directions, concentrate, and
listen to guidelines. He or she will learn what his or her body can do and will gain confidence in
his or her abilities.
What the Research Says
Researcher Jeffrey TrawickSmith says that the ability to coordinate different parts of the
brain emerges rapidly in the early years for most children. It is easy to see how this connectivity
of the brain—its ability to coordinate visual, auditory, tactile, and other stimuli, all at once—is
crucial to learning.
Kick‑Start Kindergarten Readiness www.gryphonhouse.com
Drain S.T.A.R.
Extend arms out, pretending your arms are Stop, Take a deep breath And Relax.
faucets. Tighten arm, shoulder, and face Encourage belly breathing where the tummy
muscles. Exhale slowly making a “sssshhh” goes out when the air goes in, and in when
sound and release all your muscles, draining the air goes out. Also help children learn to
out the stress. exhale slower than they inhale.
Pretzel Balloon
Standing up, cross your ankles. Now cross Place your hands on top of your head and
your right wrist over left, turn your hands so interlace your fingers. Breathe in through
your thumbs are facing the floor, put palms your nose as you raise your arms, inflating
together and interlace fingers. Bend your an imaginary balloon. Release the air in the
elbows out and gently turn your hands down balloon by pursing your lips, exhaling slowly,
and toward your body until they rest on the lowering your arms and making a
center of your chest. Put your tongue on the “pbpbpbpbpb” sound.
roof of your mouth. Relax and breathe.
Feelings Matching Game Directions: Cut out each square and place them in rows turned over to play a matching game! If the squares do not match, they will be turned back over and placed in the same spot. If they do match, that player gets to keep their match! As each square is turned over, players will identify what feeling that emoji is showing. Other questions that can be asked are: How do you look when you have that feeling? Why do you think that emoji feels that way? What do you think would help the emoji feel better? (Feelings from top left: Happy, Sad, Mad, Scared, Silly, Calm)
HOW DO YOU FEEL?
We all have feelings, and we show them by our faces and actions. Look at the blank faces below
with words that describe an emotion. Have your child draw the emotion on the face.
Next, talk to your child about a time when they might have felt that emotion!
HAPPY SAD
MAD SCAREDmessage in a backpack™
Everyday Shapes
In our classroom the children learn about shapes in many daily activities. You can
help children identify, create, name, and take apart shapes during your regular
routines, activities, and discussions at home. Here are some ways to help your
preschooler focus on what makes shapes alike and different.
At home
The recycling bin is full of
On the road
things you can use to talk about
When you see a yield
two-dimensional and three-
sign, point out that it has
dimensional shapes. What shape
three sides. When you see a
is the paper towel roll? You’re right,
school crossing sign, invite
it’s a cylinder. We flattened the
your child to count the
cereal box so now it’s a 2-D shape.
sides (there are five). Look
When it was still full of cereal, it
for other shapes, such as
was a 3-D shape. How would you
rectangular doors and round
describe the oatmeal container?
manhole covers.
At the store Making shapes
Soup cans are cylinders. Oranges Provide playdough (find a
are spheres. What holds ice cream? simple recipe online) and tools
An ice cream cone! You and your your child can use to make
child can play a game while grocery all kinds of shapes. Your child
shopping: How many different shapes can turn a long rolled snake
can you find? Have your child help into a square or a triangle.
place items on the conveyor belt, then Count the sides together. Next
compare the items you’re buying. The your child can make a ball—
cheese and the bag of carrots are both or in math terms, a sphere.
orange. Which one is shorter? We got
a watermelon and a kiwi. How are they
alike? How are they different?
A message from your child’s teacher
26 TEACHING YOUNG CHILDREN NAEYC.ORG/TYC
TYC V7N4 16-32.indd 26 3/10/14 5:02 PMDANCING TOGETHER
What I Need
Music—any style that you love
Room to dance
What to Do
1. Choose some music with a good beat that you love.
2. Play it, and start dancing! Invite your child to join in.
3. Make a movement and encourage your child to copy you. Then let him or her dance a
movement and you copy. Have fun!
What My Child Is Learning
According to the National Dance Education Organization:
• Dance involves a greater range of motion, coordination, strength, and endurance than most
other physical activities.
• Dancing utilizes the entire body and is an excellent form of exercise for total body fitness.
• Dance fosters social encounter, interaction, and cooperation.
• Children learn to understand themselves in relation to others. Young children will create
movement spontaneously when presented with movement ideas.
• Movement provides the connection between the idea and the outcome.
What the Research Says
Author and educator Rae Pica says that a competent mover will gladly keep moving, but
a child who feels physically awkward and uncoordinated is going to avoid movement. So give
children the time, space, and opportunity to move!
Kick‑Start Kindergarten Readiness www.gryphonhouse.comI Love You Rituals
From the book “I Love You Rituals” by Dr. Becky Bailey
Peter, Peter, Pumpkin Eater
Peter, Peter, Pumpkin Eater, (Stand at eye level with child and say this line)
Had a friend he loved to greet. (Reach out and shake the child’s hand)
Treated her/him with kind respect, (Gently put your left arm on the child’s right shoulder and
demonstrate a kind touch).
And in the morning hugged her/his neck! (Move from this position into a gentle hug)
Georgie, Porgie
Georgie Porgie, pudding and pie (Move shoulders up and down)
Gave his friend a big highfive! (Give each other a highfive)
With his friend he loved to play (Hold your hands up and tickle each other’s fingertips)
A gift of a smile he gave each day. (Smile at each other with eye contact. You can do different “gifts”,
such as a handshake, hug, etc.)
Jack Be Noodle
This can be done by using different body parts each time, for instance starting with the child’s finger, and
the next time using the whole hand or arm, etc.
Jack be noodle [Stand or kneel facing the child and hold his/her index finger. Wriggle the finger as if to
make is loose/floppy]
Jack be stiff [move your fingers over the child’s finger to make it stiff]
Jack come over and hug me quick! [Lock your index finger with the child’s fingers as if to do a finger
hug]
There Was a Little Mouse
There was a little mouse [Holding child’s hand, “walk” your finger in his/her palm like a mouse]
And she/he had a little house [Release child’s hand and encircle it with both of your hands]
And she/he lived... [walk your two fingers up the child’s forearm. With your tone of voice and facial
expression, build anticipation for the next move.]
Up here!! [Tickle the spot that would be a surprise, such as ear, chin, nose, top of head, etc.]
Round and Round the Garden
Round and round the garden [Draw circles on the child’s hand with your index finger]
Goes the teddy bear [Continue drawing circles]
One step, two step [Walk your fingers up the child’s arm]
Tickle under there! [Tickle under child’s arm, chin, or cheek, etc.]
Mary, Mary, Extraordinary
Mary, Mary extraordinary (or Jerry, Jerry) [put hands together with closed fists]
How do your fingers grow? [open hands so palms and fingers are touching]
With fingernails [wiggle fingers]
And no tails [shake bottom]
And a highfive to go! [give each other a highfive]Managing Big Emotions Poster Pack 11
DOING HOUSEHOLD CHORES TOGETHER
What I Need
Materials will vary, depending on the task
What to Do
1. Think of some household tasks in which you can cooperatively engage your child. Consider,
for example, sweeping the kitchen floor. You and your child can discover rich vocabulary in
this simple activity.
2. Ask your child to help you. Show him or her how to hold the broom and how to move it
across the floor to gather up the dirt.
3. As you work together, talk about what you are doing. For example, use position words such
as under, behind, and over: “Dirt likes to hide under this rug. Let’s sweep under there.” “I
see some dust bunnies behind this chair. Can you sweep behind the chair?” “We’ve tracked
in a lot of dirt this week. Let’s sweep over the floor in the kitchen to get it all up.”
4. Be sure to compliment your child on working so hard and helping out around the house.
What My Child Is Learning
With every chore, there are vocabulary words to learn, steps to accomplish the task, and
attention to detail. With even the smallest task, your child will learn to work cooperatively.
Encourage your child to talk about what you are doing, and have conversations about not only
the task but also why it is necessary. Your child will gain increased selfesteem as he or she
learns that he or she is a capable and helpful member of the family.
What the Research Says
Multiple studies support the idea that children learn vocabulary in social contexts and
interaction with others. Through exposure to oral language, children develop listening
comprehension, vocabulary, and language skills.
Kick‑Start Kindergarten Readiness www.gryphonhouse.comYou can also read
