1147 Salisbury Road, Statesville, NC 28625
Iredell-Statesville Schools offers a continuum of preschool services for children residing within the district.
Preschool Contact Information
Jodi Little, Coordinator of Early Childhood Development
1147 Salisbury Rd.
Statesville, NC 28625
- Developmental Screenings
- Exceptional Preschool Services
- NCPK Information and Application
- Head Start
- Ages and Stages
- Activities to do with your PreK Child
- Kindergarten Readiness
The Iredell-Statesville Schools preschool provides a continuum of Exceptional Children's preschool services. The preschool diagnostic team works with families conducts referrals, evaluations, and determine eligibility for special education services. Student currently identified for services receive services in a variety of ways, including school-based and itinerant services.
NCPK is a state funded pre-kindergarten program for four-year-olds that Governor Easley initiated in 2001. NCPK seeks to promote school readiness for all children. The NCPK program is administered by Iredell County Partnership for Young Children and accepts applications in the spring for the following school year. Children may be eligible for the program if they will be four-years-old by August 31st of the current school year and reside in Iredell County. Parents must complete an application and provide supporting documentation. NCPK can be reached at 704-878-9980
Head Start is a federally funded pre-school program locally operated by I-CARE, Inc. for children of low-income families promoting social, emotional, physical and intellectual development through educational activities. The program focuses on the areas of education and health components, parent involvement, and social services. Head Start can be reached at 704-873-2858.
By six months your child should be able to do most of the following:
- Roll from stomach to back and back to stomach
- Lift head and chest supporting weight on hands when on stomach
- Reach for a toy
- Transfer toy from one hand to another and touches hands together
- Hold head upright and steady without support
- Turn head toward sounds
- Vocalize lots of sounds to express both delight and displeasure
- Help hold bottle while drinking
- Chew and bites
By twelve months your child should be able to do most of the following:
- Sit without support
- Crawl on all fours
- Pull to stand
- Understand the meaning of "no", "bye bye", and simple requests
- Repeat speech sounds (ba-ba, ga-ga)
- Communicate needs with motions and sounds
- Prefer people he knows and shy around others
- Feed self finger foods
- Begin using spoon in feeding
- Drink from cup with help
By two years your child should be able to do most of the following:
- Walk up and down stairs with help
- Scribble with a crayon
- Build a tower of 4 to 6 blocks
- Take off socks and shoes
- Say a few two word phrases ("Daddy gone", "more juice")
- Show body parts when asked (eyes, nose, foot, etc.)
- Look at story book with an adult
- Recognize self in mirror
- Drink well from a cup
- Feed self with a spoon with some spilling
By age three your child should be able to do most of the following:
- Walk on tiptoes and run well
- Kick and throw a ball
- Unwrap candy
- Turn pages of a book one at a time
- Understand two part directions ("Get the book and put it on the table")
- Speak in three word sentences
- Ask and answer lots of questions
- Engage in simple conversation
- Help adults with simple tasks when told (put away toys, clothes, etc.)
- Toilet trained
- Feed self with spoon and cup
By age four your child should be able to do most of the following:
- Walk up steps, one foot for each step
- Jump, run, throw, climb using good balance
- Unbutton buttons
- Draw up, down, around, and sideways by using a crayon
- Dress self
- Wash face and hands
- Imitate adults doing simple tasks
- Tell stories
- Speak in complete sentences
- Speech is easily understandable
- Enjoy picture books and being read to
- Enjoy playing with other children
By age five your child should be able to do most of the following:
- Hop and skip on one foot
- Catch a ball with his hands
- Brush his teeth
- Care for all toilet needs
- Recognize shapes
- Count to four
- Ask questions using "what, where, who, and why"
- Follow longer directions
- Use size and quantity words (eg., big, many)
- Say both first and last name
Fill empty hand lotion pump bottles with glue. It's easy to pump and less mess.
Sponge painting helper
Hot glue an empty thread spool to the sponge to provide a handle for the child.
Children smooth out clay onto sheets of waxed paper. Using pencils, they write a
Cut a few small apples in half. Dip the flat surface into a shallow
Begin with one large construction paper square. Glue small squares atop the
Mix red tempera paint with liquid soap in a shallow rectangular pan. Using a paint roller,
These are Baby's Fingers
These are Baby's fingers
These are Baby's toes.
This is Baby's belly button.
Round and round it goes.
All the way up
(creep fingers up baby's arm)
To Baby's house!
Open, Shut Them
Open, shut them.
Open, shut them. Give a little clap, clap, clap.
Open, shut them.
Open, shut them.
Put them in your lap, lap, lap.
Creep them, creep them.
Right up to your chin.
Cover your little mouth and do not let them in.
(Do all motions with hands)
Up to the ceiling
Up to the ceiling, down to the floor.
Left to the window, right to the door.
This is my right hand, raise it up high.
This is my left hand, reach for the sky.
Right hand, left hand, twirl them around.
Left hand, right hand, pound, pound, pound.
To make an edible aquarium, add a few drops of blue food coloring to a container of softened cream cheese. Spread some of the cream cheese atop a piece of melba toast; then press on a few tiny goldfish crackers.
1 cup flour 1 cup water
1/2 cup salt 1 tsp. vegetable oil
2 tsp. cream of tarter food coloring
Mix dry ingredients and add the remaining ingredients and stir. In a heavy skillet, cook the mixture for two to three minutes stirring frequently. Knead the dough until it becomes soft and smooth.
Soap Flakes Finger paint
1 1/2 cups dry laundry starch
1 1/2 cups soap flakes
food coloring or paint
1 quart boiling water
Mix starch with enough cold water to make a paste. Add boiling water and stir until clear.
Cool and add soap flakes and coloring.
Kids love to play with this and eat it!
3 1/2 cups peanut butter
4 cups powdered sugar
3 1/2 cups corn syrup or honey
4 cups powered milk
Mix the ingredients. Divide into 15 to 20 portions and refrigerate in plastic bags. Children can then play with it, add chocolate chips for play if desired and eat it too!
__ Child can usually inhibit body movements and keeps hands to
himself/herself while in line and during circle time.
__ Child usually sits quietly while attending to a short story.
__ Child is learning to respect other students.
__ Child participates in clean up activities.
__ Child verbalizes or tries to verbalize his/her frustrations and problems rather
than physically acting out.
__ Child is able to work in small groups.
__ Child attempts to complete a teacher assigned task.
__ Child chooses a free choice activity and maintains his/her involvement in
Self Help Skills
__ Child uses appropriate bathroom skills ( flush toilet, wash hands, dress self,
__ Child can dress self (socks, coat, pants, and attempts tying shoes).
__ Child is learning to take responsibility for own belongs (coat, book bag,
lunch, library books, etc.)
Language and Listening
__ Child can verbalize his/her first and last name.
__ Child can complete a two-step direction.
__ Child can share an idea, experience, or description.
__ Child has heard a variety of stories and has participated in follow-up
__ Child practices accepted patterns of speech (irregular verbs, however are
__ Child can engage in a socially appropriate conversion.
__ Child can participate in informal creative dramatics ( play house, puppets,
role playing. etc.)
__ Child can count 1 to 10.
__ Child can demonstrate 1 to 1 correspondence with concrete objects up to
__ Child has had experience with identifying two objects in terms of
large/small, tall/short, long/short, more/less.
__ Child can recognize similarities and differences such as color, size and
Large Muscle Skills
__ Child can identify general body parts (back, stomach, head, legs, etc.)
__ Child has had experience with jumping, standing on one foot, galloping
skipping, hopping and swinging.
__ Child has had experience throwing and catching balls.
__ Child has had experience in building blocks.
__ Child has had experience in painting at an easel.
Small Muscle Skills
__ Child has been encouraged and tries to grip crayons correctly.
__ Child has had frequent experience cutting with scissors and holding scissors
correctly with scissors thumb oriented up.
__ Child has had experience playing with clay.
__ Child has had experience playing with puzzles.
Writing and Spelling
__ Child recognizes his/her first name
__ Child tries to write his/her first name using lower case letters with a capital
at the beginning.
__ Child can copy, draw, and reasonable trace a line and a circle.
__ Child can identify and name the eight basic colors.
__ Child has had tactile like experiences with water, sand, clay, rice, finger
__ Child can sing the alphabet song.