Sunnybrook School District 171

This session introduced the main areas of development during the preschool years. These areas include cognitive, language, motor, and social-emotional development. Parents learned what to expect during these early years and how to support development at home.

KEY LEARNING POINTS:

• Children grow at their own pace. It is more helpful to focus on progress than comparison.
• It is normal for 3-year-olds to ask “why” frequently, mix up colors or numbers, and have trouble sharing.
• Many 4-year-olds enjoy pretend play and speak in full sentences.
• By age 5, some children may still need help with buttons and zippers or may not yet recognize all letters.
• Writing a full name is not a typical skill for a 4-year-old.

Activity: Parents worked through scenarios to identify whether behaviors were typical for a given age.
Discussion: Parents shared personal experiences and tips, creating a supportive space to learn from one another. 

This session focused on how preschoolers communicate and express emotions. Parents learned that communication includes not just words but also gestures, facial expressions, and tone of voice. The session also highlighted how emotional growth and language development work together. 

KEY LEARNING POINTS: 

• Young children often express big emotions as they learn how to handle them.
• Helping children name their feelings builds emotional understanding.
• Children who learn to express feelings in words tend to build stronger relationships.
• Adults can support emotional growth by modeling calm responses and using feeling words. 

Activity: The "Feelings Match" game involved reviewing real-life emotional scenarios and identifying what children might be feeling.
Discussion: Parents shared successes and challenges and encouraged one another in managing emotional moments at home.

TAKE-HOME SUGGESTIONS:  

• Spend 10 minutes each day in pretend play.
• Let your child try simple tasks independently.
• Ask open-ended questions such as, “How did that make you feel?” or “What do you think will happen next?” 

The final session introduced Positive Behavior Support (PBS), which focuses on preventing challenging behavior and teaching appropriate alternatives. Parents explored why young children misbehave and how to respond in ways that guide learning rather than punish. 

KEY LEARNING POINTS: 

• Most misbehavior is not defiance. It is often a sign that a child is learning limits or struggling with transitions.
• Praising good behavior helps children know what is expected. For example, saying “Thank you for putting your shoes on the first time I asked” is more effective than just saying “Good job.”
• Giving children choices can help reduce power struggles.
• Visual schedules and short, consistent routines help children feel safe and confident.
• Telling a child what to do ("Use your walking feet") is more effective than telling them what not to do ("Don't run").
• Ignoring all misbehavior is not effective in the long term. Children need clear guidance and support.
• Time-outs are not always the best choice. Teaching and modeling expected behavior 

Activity: Parents worked through behavior scenarios using true or false prompts and discussed why certain strategies work better than others.
Discussion: Families shared tools that worked at home, such as using visuals, staying calm, and setting clear routines.