A three-year-old child has recently joined a preschool class and is new to school. What should the teacher do first to address the child’s disengagement and lack of interest?

• A. Asking the child's parents/guardians about the child's behaviors and home and about the child's favorites activities and routines
• B. Obtaining additional toys and games for the child from another preschool teacher
• C. Recommending that the child participate in a shortened preschool day
• D. Requisition that a special education teacher observe the child in the classroom and recommend accommodations

Answer: (A)

When a new preschooler shows disengagement, the teacher’s first step is to talk with the child’s parents or guardians about how the child behaves at home, what routines are typical, and what activities the child enjoys. This family input gives essential context about the child’s temperament, sleep patterns, comfort items, triggers, and successful strategies used outside the classroom. With that information, you can plan a welcoming, predictable environment, choose initial activities that align with the child’s interests, and design gradual transitions and supports that feel safe and familiar. Building this home–school connection also sets the stage for ongoing collaboration and shared strategies that support the child’s engagement and learning.

Bringing in more toys might seem helpful, but it doesn’t address why the child is disengaged or help you tailor supports. Shortening the preschool day changes the schedule without addressing underlying needs and could limit learning opportunities. Recommending a special education evaluation is appropriate only after concerns are identified through observation and collaboration and after attempting targeted supports with family input; it isn’t the first step when a child is new to school and simply shows disengagement.