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Early Childhood Learning Center

Ages 3-4 to Ages 4-5 Room Transition

(Yellow Room to Blue Room)

Blue Room Newsletter

The Blue Room at the ECLC serves children who are four and five years old. Often children are in their last year of preschool, and the majority will enter kindergarten in the next fall. Blue Room children may be “moving up” from prior years at the ECLC in Red and Yellow Rooms, or they may enter our program with other preschool and at-home experiences. Our primary goal is to support all children in learning skills and concepts through play and exploration with peers and school experiences. We want children to learn that learning is fun , and to develop the confidence , self-control and self-esteem that will support their success in later formal education as they enter kindergarten.

Entry
While all development is a cumulative process, and each child has his or her unique developmental pattern, we hope that children entering Blue Room will generally accomplished the following physical, social, emotional and cognitive skills:

  • Independent in toileting, with reminders at transitions
  • Dressing mostly on own; asks for help as needed
  • Can sit and attend at circle/group times (10 min.)
  • Uses language to solve problems: identifies feelings; asks for help; tolerates some frustration without hitting, etc.
  • Interest in friendships and play with peers; cooperates most of time
  • Follows directions; listens to staff and peers
  • Enjoys participating in helping tasks
  • Interest in developing drawing and writing skills
  • Interest in learning: language, stories, letters, number, time
  • Can put things away where they belong
  • Growing confidence and competence in gross motor skills


Departure
When children leave the Blue Room for kindergarten we hope they will have the following skills:

  • Competent and confident in self-help skills (dressing, toileting, daily routines)
  • Participates in circle activities and story times (15 - 20 min.)
  • Competence with fine motor skills: uses scissors, writes name and draws recognizable figures
  • Shows skill in problem-solving and task-completion with games and peers
  • Understands real vs. make-believe; participates in organized dramatic play themes
  • Plays cooperatively with peers; stands up for self verbally and listens to others
  • Understands “work” and play times; cleans up willingly, with prompts
  • Identifies key parts of a story; tells own stories
  • Knows most letters and letter sounds; may write own words/ask for help in writing
  • Counts to 20, can go beyond with prompts
  • Understands the sequence of daily events; may identify key times on clock
  • Shows organization skills; can “plan and do” own activities
  • Confidence in body control skills: can skip, catch and throw a ball, balance, repeat a rhythm in beat or clapping; may ride a bike
  • Uses manners appropriately; at greetings, meal times, transitions; shows patience and politeness most of time
  • Shows self-confidence; willing to try new skills, understands it’s important to keep trying; has an “I can” attitude!