Springfield Prekindergarten is a District 186 Preschool for All program for children ages 3-5 years old,  funded through the Illinois State Board of Education. It is the mission of prekindergarten to provide a high quality, developmentally appropriate educational program that helps preschool children develop skills that will enable them to be successful in kindergarten and encourage them to become eager, life long learners. In addition, all students within our program wil have access and supports necessary to fully participate both socially and academically with their peers. Our philosophy is based on the belief that a child's learning is best accomplished through active, purposeful play. We believe that a positive self belief system is imperative to a child's successful entrance and continued learning in the school environment. We also believe that family relationships are very important to the educational process. When we are working together, we are able to create optimal learning environments for children. Enrollment in prekindergarten begins with a Developmental Screening or a referral from Early Intervention. To learn more about Community Preschool Screenings, call the Prekindergarten Program Office at the Early Learning Center, 217-525-3365. Prekindergarten classrooms are located at the Early Learning Center, Harvard Park Elementary, Lee Elementary, and Ridgely Elementary schools. To learn more about the prekindergarten program in District 186, click on the links below. 

The purpose of Developmental Screening is to assess children's speech and language development, problem-solving skills, fine and gross motor skills, and social skills. Any family living within District 186 boundaries can request a developmental screening or "learning check up" of their child's age appropriate skills. At the time of screening, families will be asked to provide their child's original Certified Birth Certificate to verify the child's age.

 Families will also be asked to provide proof of household income or any public benefits.

A Developmental Screening must take place prior to a child's enrollment in Springfield prekindergarten programs. Screening appointments are scheduled each month throughout the school year. To schedule an appointment call the Prekindergarten program office at 217-525-3365. If you have concerns for your child's development such as: delayed speech and language, concerns with their pre-readiness/school skills, or if your child has a diagnosis/medical condition that makes it difficult for them to learn, please contact Pam Gaspard to schedule a private screening, 217-525-3060.

Children entering the program must complete a Developmental Screening or Early Intervention transition.  Students that qualify for the program must provide a certified birth certificate, proof of family income, and will be placed in classrooms as space is available. 

Developmental Screening is provided as a "learning check up" of a child's skills in comparison to other children of the same age through the use of a standardized screening tool. Screening appointments are  scheduled throughout the school year. Please call the Prekindergarten Program office to request an appointment, 217-525-3365.

Students who are currently receiving services through the Sangamon County Health Department Early Intervention program are automatically referred to the District 186 Prekindergarten Program. Transition meetings are conducted between Early Intervention and District 186 to complete that transition. Questions regarding enrollment in prekindergarten following an Early Intervention experience can be directed to the EI Service Coordinator or the District 186 EI Transition Specialist at 217-525-3060.

We believe parents are the primary influence in their child's development and education. We look upon our role as being a partner with families in the education of children. We expect families to be involved with the program. We offer many opportunities for families to share in the child's school experience and to learn more about his/her development. We ask families to fully participate in the opportunities that the are offered throughout the year. Once enrolled, the child's teacher will share information with families about Home Visits, Open House, Parent-Teacher Conferences, and Parent-Child Days. Families will also be invited to attend Parent Education Workshops, to utilize the Parent Resource Library, and participate in events at each home school.

Make a Commitment:

• to Your Child

• to Yourself

• to Prekindergarten success!

Learning to Write

Did you know that writing with young children is much more than simply putting marks on a page? The process of writing for children in preschool begins with telling a story. Good writers think and talk about what they want to write about long before they ever sit down to put words on a page. Spend time each day talking with your child about his or her "story". Being able to recall and speak about recent events, while retelling with accurate sequencing of events is critical to becoming a good writer in the elementary years. Enjoy your children today!

What Did You Do At School Today?

A good way to encourage oral language development is to talk to your children every day about what happened during the day and especially what happened while they were at preschool. However; asking a three or four year old "What did you do at school today?" can sometimes lead to very little talking at all! Children who are developing language sometimes have a difficult time expressing their thoughts when asked open ended questions like the one posed. Try instead to ask questions about specific activities or learning areas in the room such as, "Did you play outside today?" or "What songs did you sing at group time?" or even "Was there playdough out today?" " What did you make with the playdough?" Asking about specific activities and materials helps your child to focus their thoughts and gives a launching pad for further conversations! Enjoy your child this week!

Children's Friendships

Children today enter social situations much earlier than in times past. With childcare and preschool, many children are being afforded the chance to be around other children their own age for a good portion of the day. With friends his or her own age, today's children are encountering many, many opportunities to negotiate, cooperate, and take turns. They are learning how to express their opinions and ideas, and to respect others. Some children are able to do so easily, while others have a bit of difficulty doing so. As adults, we can help our young ones learn how to get along in a group. Modeling positive, cooperative behaviors with family members or our grown up friends can have long term effects on how your child will interact with others in their social group. Clearly, children are not born with the knowledge of how to get along with others. They need our guidance and teaching to develop these critical, lifelong skills.
Enjoy the children in your life!
-NAEYC

What is Developmentally Appropriate Practice?

You have probably noticed if you have visited a prekindergarten classroom they are busy places, with children up doing things, talking, playing, and exploring. Such a classroom environments differ from elementary settings you may be familiar with. Research and experience tells us that to be effective in teaching preschool children, teaching practices need to be "developmentally appropriate". What this means is simply that educators of young children think first about what young children are like and then create an environment and learning experiences that fit the child's learning characteristics. Early Childhood is a time of life that is much different than other times. Children who are 3, 4, and 5 years old learn much better by doing, than by listening to someone talk. They learn a great deal through exploring and playing with materials. We are sure that you have experienced this with your own children. When we tell, tell, tell the child may not fully understand. But when we allow them to experience and to "do" they can understand fully and are able to do "it" again, on their own in the future.

-NAEYC

Reading Together

Children learn to read by being read to. Research shows that early and good readers come from homes where reading is experienced regularly. The desire to read starts with the enjoyment of being held in a lap and cuddled as a story is read together.
In addition to the feelings of warmth and security fostered by lap time reading, reading aloud expands a child's world and their vocabulary. It creates an appreciation of print, promotes knowledge of the mechanics of reading from the top to the bottom of the page and from left to right, and helps create an understanding of a sequence of events.
Setting aside time each day to read to your child demonstrates that you value reading and sets the stage for your child to develop and interest in reading.
Let your child pick a story. Then cuddle up and enjoy the magic of reading together!

-NAEYC Family Friendly Communications

It All Adds Up!

Games are a wonderful way for children to learn and to have fun at the same time. In matching and lotto games, children learn new vocabulary as they name the objects in the pictures. As they play board games, children develop an understanding of numbers as they determine how many spaces they can move by counting the dots on dice or recognizing a number on a spinner. In simple problem-solving games, children develop reasoning abilities and realize that many answers can be "right". Playing games also helps children learn to follow directions and take turns with others. Games provide many opportunities for children to develop social skills with other children and with adults. Remember that young children learn games best in small groups where they do not have to wait long for turns. It's also important to remember that it's not always important to follow all the rules all the time. If a child creates his/her own rules, play along. After all, having fun together and learning together is the most important thing to remember!
Enjoy your children today!
-NAEYC

Helping Children Cope with Stress

Any major change in a child's life can cause stress. Common sources for stress in young children may be the birth of a new brother or sister or divorce of parents. Stress can also be caused by the death of a loved one, a family move, or separation from parents for an extended length of time. Children are also sometimes stressed by things that they may not have personally experienced, but have seen on TV, such as school shootings or severe storm damage. Feelings of confusion or of helplessness can occur in children under stress. Our children cannot easily verbalize these feelings, so the adults in their lives have to be aware of physical or behavioral changes that might signal the child is under stress. Loss of appetite, trouble sleeping, bad dreams, headaches, or reoccurring stomachaches are all signs that children may be dealing with stress. Children often deal with stress through their behavior and play. They may talk about events as they pretend play or may strike out or become withdrawn at school. Adults play an important role in helping children cope with the stress in their lives. Experts advise limiting television viewing that focuses on dramatic events. Providing a supportive atmosphere where children can talk about or play out their concerns is also very important. We need to accept and acknowledge children's feelings and give them our support both at home and school to help children get through difficult times.
Enjoy your children!
-NAEYC

Playdough and Legos: What do they have in common?

Children are not born with fine motor control. The process begins early, when infants and toddlers begin to reach for and grasp objects and continues well into the elementary school years. Development and coordination of hand and finger muscles (fine motor control) that are necessary for handwriting come slowly and require a good deal of practice. Families can help develop this control by providing appropriate materials. Playdough and Legos are two of the best materials to develop fine motor muscles! One of the many skills learned through work with Playdough and Legos is the development of strength and dexterity in the hands. As they pinch, roll and shape playdough, children develop strength in finger and wrist muscles. Connecting Legos together develops control, coordination and strength that is necessary for a child to grasp a writing instrument such as a crayon or pencil. Playdough and Legos are both open ended materials. That means there is no right or wrong way to play with them. Children can experiment and use however they choose. Making Playdough at home can be a great activity to do together. Legos are an investment that will continue to pay dividends year after year. If you are looking for a gift for a child, consider Playdough or Legos. They are well worth consideration. Enjoy your children! -NAEYC

Off to a Good Start

Do you remember your first day of preschool or kindergarten? You were probably very excited and perhaps a bit nervous. We want to do everything we can to ensure your child's first experiences at school are positive ones. One way to introduce your child to the teachers and the classroom is through a personal visit. All the teachers at Early Start conduct Home Visits prior to school beginning. This is a relaxed, non-threatening way to get to know our staff before school even begins.

Another activity designed to help ease the child (and the family!) into preschool is the Open House/Parent Orientation. This activity is held just a few days before school starts and gives your child the opportunity to visit his/her actual classroom and become familiar with the school building prior to school starting. Participation in both these events will help children ease into school comfortably and get everyone "Off to a Good Start!"

Kevi Jackson
PreK Programs Coordinator
kevij@sps186.org
525-3365
2501 S. 1st
Springfield, IL 62704

Leanne Haage
Screening and Placement Specialist
lhaage@sps186.org
525-3365

Jennifer Gardner
Screening and Family Support Specialist
jujka@sps186.org
217-525-3365

Lindsay Campbell
Program Financial Secretary
lcampbell@sps186.org
525-3365

Preschool Inclusion Brochure

• 15 District 186 Schools Early Start Prekindergarten Assessment P

A Typical Day

Children attend two and one half hour prekindergarten sessions five days a week, Monday - Friday.

• Arrival/Welcome: Children are greeted individually and backpacks are checked for important information from the family.

• Group Time/Circle Time: All children and teachers come together to participate in early literacy and math activities. Concepts of print, vocabulary, alphabet knowledge, phonological awareness, communication and problem solving skills are promoted.

• Snack Time: Children wash their hands and are offered nutritious breakfast or lunch type foods at snack. In a pleasant, social atmosphere, teachers sit and enter into conversations with children, encouraging them to talk about events or the day and topics of interest to the children.

• Discovery/Work Time: Children choose from activities in the classroom that include small group instruction, dramatic play, library, writing, blocks, art, sand/water tables, science, computers and snacks. Shared reading and writing are emphasized throughout the day.

• Gross Motor Activities: Children come together to participate in physical activity that promotes large muscle development using equipment in the gym or outdoors.

• Clean Up: Children learn when it's time to stop activities, independently putting materials away using picture and word cues provided by teachers and classmates.

• Closing Group/Goodbye: Children and teachers come together to review the day's activities. Books, music, chanting, rhyming, and other language activities are used to reinforce learning.

Toys, books, and learning activities are available for check out by families and children enrolled in the prekindergarten program. The library is located at the Early Learning Center, 2501 S. First Street. Due to COVID-19 restrictions we are unable to welcome visitors to the library. Please contact one of our Parent Educators if you would like resource materials to support your child at home. Topics range from fun learning activities to use with your child at home to more serious subjects such as discipline, child development, and a variety of social issues.

1. Children spend most of their time playing or working with other children. They do not wander about aimlessly or are expected to sit quietly for long periods of time.

2. Children have access to a variety of activity throughout the day. Not all children are doing the same thing, at the same time, all the time.

3. Teachers work with individual children, small groups, and whole groups at different times during the day.

4. Classrooms are decorated with children's original artwork, writings, and stories dictated to teachers.

5. Children learn letters and numbers within the context of their everyday experiences. Meaningful, relevant activities provide the basis for learning.

6. Children have long periods of time to play and explore. Worksheets are seldom used, if at all.

7. Children have an opportunity to play outside every day they possibly can.

8. Teachers read books to children individually or in small groups throughout the day, not just at whole group time.

9. Curriculum is adapted for those who are ahead as well as those who need help.

10. Children and parents look forward to school. Parents feel secure about sending their child and children are happy to attend!

-NAEYC 2008

National Association for the Education of Young Children
Information for families regarding preschool and early education

• NAEYC Accreditation

• NAEYC for Families

Reading is Fundamental
Ideas for parents to encourage language development and reading

Illinois Early Learning Standards
Standards and benchmarks outlining appropriate expectations for three and four year old learners

• Illinois Early Standards

Illinois Early Learning Project
Tip Sheets available for families regarding child development and early learning

Kindergarten Skills
The education of children is a joint partnership between the home and school. District 186 kindergarten teachers have prepared the attached list to assist families in knowing some basic skills that will lay a foundation for the good kindergarten teaching to come. It is to your child’s advantage to have the skills listed prior to entering kindergarten. You can help your child discover the success and enjoyment of learning as you work together on these skills. Enjoy your children!

• 2015 Kindergarten Readiness Skills

Illinois Early Learning and Development Standards
The purpose of the IELDS is to provide "reasonable expectations for children's growth, development, and learning in the preschool years". The new IELDS is an updated vision of the previous Illinois Early Learning Standards of 2002.

• IELS