School admission interviews for pre-k Students are designed to be gentle, playful conversations that assess a child’s developmental progress, social skills, and readiness for structured learning. The process typically involves both child and parent interactions, creating a holistic view of the young learner.
Contents
Interview Questions for the Pre-k Students
These questions are presented in a friendly, game-like manner to observe communication skills, comprehension, and social interaction abilities.
1. Introduction and Comfort
- “What’s your name?”
- “How old are you?”
- “Can you show me how many fingers old you are?”
- “Do you have a nickname?”
- “What makes you happy?”
Example
Teacher:
“Hi there! I’m Ms. Sarah. It’s so nice to meet you!” smiles warmly
Child:
looks a bit shy but smiles “Hi…”
Teacher:
“Would you like to tell me your name?”
Child:
“I’m Emily.”
Teacher:
“Emily! That’s such a lovely name. Emily, can you tell me how old you are?”
Child:
“I’m four!”
Teacher:
“Four! Wow! Can you show me how many fingers that is?”
Child:
holds up four fingers, concentrating hard to get it right “Like this!”
Teacher:
“Perfect counting with your fingers, Emily! Do your family or friends sometimes call you by a special nickname?”
Child:
giggling “My daddy calls me Emmy, and my little brother says ‘Em-Em’ because he’s still little.”
Teacher:
“Emmy and Em-Em – those are such fun nicknames! Emily, I’d love to know what makes you really happy? What makes you smile the biggest smile?”
Child:
getting more animated “I love when mommy lets me help feed our fish! And bubbles! I really really love bubbles! And when daddy pushes me high on the swings!”
Teacher:
“Oh my goodness, those all sound like such fun things! I love bubbles too. You seem like such a happy, friendly person, Emily!”
2. Family and Home
- “Can you tell me about your family?”
- “Do you have any siblings? What are their names?”
- “Who lives in your house?”
- “Do you have any pets?”
- “What’s your favorite thing to do with mommy/daddy?”
Example
Teacher:
“Emily, you mentioned your daddy and little brother earlier. Can you tell me more about your family?”
Child:
becoming more animated “Yes! I have mommy and daddy and my baby brother Tommy! And sometimes grandma comes to visit!”
Teacher:
“That sounds wonderful! How old is your little brother Tommy?”
Child:
“He’s two! And he follows me everywhere!” giggles “Sometimes he takes my toys but mommy says I have to share because he’s little.”
Teacher:
“You sound like such a good big sister to Tommy! Tell me, who lives in your house with you?”
Child:
“Mommy, daddy, Tommy, and me! And Fish-Fish!”
Teacher:
“Fish-Fish? Is that your pet?”
Child:
nodding enthusiastically “Yes! He’s orange and white and swims in circles! Remember I told you I help mommy feed him? He goes bubble bubble bubble!”
Teacher:
“That’s so exciting that you help take care of Fish-Fish! What’s your favorite thing to do with your mommy and daddy?”
Child:
bouncing a little “Daddy reads me stories before bed and does funny voices! And mommy and me make cookies together, and she lets me put the sprinkles on! And sometimes we all go to the park and daddy pushes me and Tommy on the swings!”
Teacher:
“Those all sound like such fun family activities! You must have lots of wonderful times together!”
3. Favorites and Interests
- “What’s your favorite toy or game?”
- “What do you like to do for fun?”
- “What’s your favorite color?”
- “Can you tell me about your favorite book?”
- “What’s your favorite thing to do outside?”
- “Do you like to sing? What songs do you know?”
Example
Teacher:
“Emily, since you mentioned you like reading stories with your daddy, I’d love to know what your favorite toys and games are!”
Child:
“I love my teddy bear! His name is Buddy and he’s brown and soft and wears a red bow!”
Teacher:
“Buddy sounds lovely! What do you and Buddy like to do for fun?”
Child:
excited “We have tea parties! And sometimes we play doctor. And we go on adventures in my blanket fort!”
Teacher:
“That sounds like so much fun! I bet Buddy loves having tea parties with you. Do you have a favorite color?”
Child:
“Purple! And pink! And sparkly ones!”
Teacher:
“Those are beautiful colors! Can you tell me about your favorite book that daddy reads to you?”
Child:
“Where the Wild Things Are! There are monsters but they’re nice monsters and they dance! Daddy does the monster voice like this-” makes a gentle growling sound and giggles
Teacher:
“Oh, that’s such a fun book! And what do you like to do when you play outside?”
Child:
“I love the swings! And playing in the sandbox! And sometimes me and Tommy chase bubbles in the backyard!”
Teacher:
“Those are such fun outdoor activities! I heard you mention something about singing earlier – do you like to sing songs?”
Child:
starts bouncing “Yes! I know Twinkle Twinkle and Baby Shark and the ABC song! Want to hear?”
Teacher:
smiling warmly “I’d love to hear a little bit of your favorite song!”
Child:
starts singing ‘Twinkle Twinkle Little Star’, sometimes mixing up words but very enthusiastic
4. Basic Knowledge and Comprehension
- “What color is this?” (showing objects or pictures)
- “Can you count to five?”
- “What sound does a cow make?”
- “Can you name the shapes you see in this room?”
- “What happens when it rains?”
- “What do we wear when it’s cold outside?”
- “Can you tell me about different types of weather?”
Example
Teacher:
“Emily, you sang such a lovely song! I have some fun pictures here I’d love to show you. Would you like to look at them with me?”
Child:
nods enthusiastically “Yes!”
Teacher:
shows a picture with different colored objects “Can you tell me what color this balloon is?”
Child:
points confidently “That’s red! And that one is blue! Like Fish-Fish’s water!”
Teacher:
“Wonderful! You know your colors so well! Hey, would you like to count these balloons with me?”
Child:
“One… two… three… four… five!” counts while pointing to each
Teacher:
“Perfect counting! You’re so good at this! Now, I have a fun picture of a farm. Do you know what sound this animal makes?” points to a cow
Child:
“Moooooo!” giggles “And the pig goes oink oink!”
Teacher:
smiling “That’s right! You know so many animal sounds! Emily, can you look around our room here? Do you see any shapes you know?”
Child:
looking around “The clock is a circle! And the door is a… rectangle! And my chair has a square!”
Teacher:
“You’re amazing at finding shapes! Let me ask you something else – what happens when it rains?”
Child:
“Everything gets wet! And we need umbrellas! And sometimes there’s thunder that goes BOOM! And puddles for jumping!”
Teacher:
“That’s right! And what do we wear when it’s cold outside?”
Child:
“A coat! And mittens! And a hat! And boots if there’s snow!”
Teacher:
“You know so much about weather! Can you tell me about different kinds of weather you know?”
Child:
“Sometimes it’s sunny and hot, and sometimes it rains, and sometimes there’s snow! And wind that goes whoosh! And rainbows after rain!”
5. Social Skills and Sharing
- “Do you like playing with friends? What games do you play?”
- “Can you share with others?”
- “What do you do when your friend is feeling sad?”
- “How do you make new friends?”
- “What’s your favorite game to play with friends?”
Example
Teacher:
“Emily, you know so many interesting things! I’d love to hear about your friends. Do you like playing with other children?”
Child:
“Yes! I play with Katie at the park! And Sophie from next door!”
Teacher:
“That sounds fun! What games do you like to play with Katie and Sophie?”
Child:
getting excited “We play princess and we take turns being the queen! And sometimes we play hide and seek! And tag!”
Teacher:
“It’s wonderful that you take turns! That’s such good sharing. Do you like sharing your toys with your friends?”
Child:
thinking “Sometimes… but it’s hard when they want my special teddy Buddy. But mommy says sharing makes everyone happy!”
Teacher:
“You’re right – sharing can be hard sometimes, but it’s so nice of you to try! Tell me, what do you do when you see your friend Sophie feeling sad?”
Child:
“I give her a hug! And I share my crayons with her. And sometimes we tell mommy and she gives us cookies!”
Teacher:
“Those are such kind ways to help your friend feel better! How do you make new friends when you meet new children?”
Child:
“I say ‘Hi, wanna play?’ And sometimes I show them my toys. But sometimes I feel shy…”
Teacher:
“It’s okay to feel shy sometimes! But you have such nice ways of making friends. What’s your most favorite game to play with your friends?”
Child:
jumping a little “Duck, duck, goose! And playing house – I get to be the mommy and Katie is the baby and Sophie is the doctor!”
6. Emotions and Problem-Solving
- “What do you do when you feel sad?”
- “If your toy is taken by another child, what would you do?”
- “What makes you feel better when you’re upset?”
- “How do you help someone who is crying?”
- “What do you do when you need help?”
Teacher:
“Emily, sometimes we all have different feelings. Can you tell me what you do when you feel sad?”
Child:
hugging Buddy closer “I tell mommy or daddy. And I hug Buddy really tight. Sometimes I sing my Twinkle Twinkle song because it makes me happy again!”
Teacher:
“Those are wonderful ways to feel better! What if you’re playing at school and another child takes your toy? What would you do?”
Child:
thinking seriously “I say ‘please give it back’ like mommy taught me. And if they don’t… I tell the teacher. Like when Tommy takes my toys, I tell mommy!”
Teacher:
“That’s very good to use your words! What helps make you feel better when you’re upset?”
Child:
“I like to sit in my special corner with Buddy and my books. And daddy gives me big bear hugs! And sometimes mommy lets me help feed Fish-Fish, that makes me happy!”
Teacher:
“Those are such nice ways to feel better! I noticed earlier you said you help Sophie when she’s sad. What do you do when you see someone crying?”
Child:
enthusiastically “I give them hugs! And I say ‘don’t cry!’ And I share my crayons or let them play with Buddy for a little bit. Sometimes they just need a friend!”
Teacher:
“You’re such a kind friend, Emily! Sometimes we all need help. What do you do when you need help with something?”
Child:
“I ask mommy or daddy or my teacher! Like when I can’t reach something high up, or when I need help with my shoes. You have to say ‘please’ when you ask!”
7. Daily Activities and Routines
- “What do you like to eat for breakfast?”
- “Do you help at home? What do you do?”
- “What’s your favorite part of the day?”
- “Can you tell me what you do before bedtime?”
- “What’s your favorite thing to do in the morning?”
Teacher:
“That’s right about saying please! Now, I’d love to know about your day. What do you like to eat for breakfast?”
Child:
bouncing excitedly “I love pancakes with syrup! And strawberries! And sometimes mommy makes eggs that look like a smiley face! And I drink milk from my purple cup!”
Teacher:
“That sounds delicious! Do you help your mommy and daddy at home?”
Child:
“Yes! I help feed Fish-Fish! And I put my toys away in the toy box. And sometimes I help mommy with laundry – I’m good at matching socks! And I’m a good big sister to Tommy!”
Teacher:
“You’re such a good helper! What’s your favorite part of the day?”
Child:
grinning “When daddy comes home from work and gives me airplane spins! And storytime before bed! And playing outside after nap time!”
Teacher:
“Those sound like fun times! Can you tell me what you do before bedtime?”
Child:
“I take a bath with my rubber ducky! Then I put on my purple pajamas, and brush my teeth, and daddy reads me stories – three stories! And I give everyone night-night kisses, even Fish-Fish!”
Teacher:
“What a nice bedtime routine! And what’s your favorite thing to do in the morning?”
Child:
“I wake up and give Buddy good morning hugs! And I like when mommy helps me pick my clothes – I can put on my own socks! And sometimes we dance to music while getting ready!”
8. Closing and Farewell
- Positive acknowledgment of the child’s participation
- Warm and friendly goodbye interaction
- Child’s comfort level with the interviewer
- Natural and age-appropriate closure
- Including the child’s comfort object (Buddy) in the farewell
- Physical interaction appropriate for the setting (high-five)
- Smooth transition back to parent
Teacher:
“Emily, you’ve shared so many wonderful things with me today! I love how you take such good care of Buddy, help feed Fish-Fish, and are such a kind friend to Sophie and Katie!”
Child:
smiling brightly “Thank you! I had fun talking to you!”
Teacher:
“I had so much fun talking with you too! Before you go, would you like to give Buddy a little wave goodbye?”
Child:
waves Buddy’s paw “Bye-bye! Buddy says bye-bye too!”
Teacher:
“Goodbye, Emily and Buddy! It was wonderful meeting you both. Thank you for sharing all your amazing stories with me today!”
Child:
getting up and giving a little wave “Goodbye Ms. Sarah! Can I have a high-five?”
Teacher:
giving a gentle high-five “Of course! What a perfect way to say goodbye! Have a wonderful rest of your day, Emily!”
Child:
skipping toward the door “You too! Come on, Buddy, let’s go find mommy!”
Observation Activities in a Private School Interview for Pre-K Students
When preparing for a private school interview for your Pre-K child, most parents focus on questions and answers. However, it’s equally important to understand the observation activities that are often a key part of the interview process. Schools use these activities to evaluate young children in a natural, engaging way that helps them feel comfortable while also providing valuable insights into their developmental skills.
Observation activities are designed to assess a child’s motor skills, listening abilities, social interaction, and ability to follow directions—all essential for a successful transition into a structured learning environment. Here, we’ll explore the common observation activities and how you can help your child feel confident and prepared.
Why Observation Activities Are Important
Private schools want to ensure that your child is developmentally ready for their program. These activities allow educators to assess several key areas:
- Motor Skills: Fine motor skills like grasping, drawing, and building, as well as gross motor skills like coordination and balance.
- Listening Skills: The ability to pay attention, process instructions, and respond appropriately.
- Cognitive Development: Problem-solving skills, memory, and the ability to identify and categorize objects.
- Social and Emotional Development: How your child interacts with others, follows rules, and manages emotions.
By observing your child in a playful, stress-free environment, schools can gauge how they might adapt to a classroom setting and engage in group activities.
Common Observation Activities
1. Building Blocks or Puzzles
These activities test your child’s problem-solving and motor skills. Children might be asked to:
- Build a structure using blocks.
- Complete a simple puzzle.
- Sort shapes or stack objects by size or color.
What They’re Looking For:
- Fine motor coordination and hand-eye coordination.
- The ability to follow instructions or independently complete a task.
- Patience and perseverance when faced with a challenge.
How to Prepare:
- Encourage your child to play with building blocks or age-appropriate puzzles at home.
- Let them practice stacking, sorting, or solving puzzles without immediate assistance to build confidence.
2. Drawing or Coloring
Art-based activities are often included to observe creativity, focus, and fine motor skills. Children might be asked to:
- Draw a picture of their family or a favorite object.
- Color inside the lines of a simple design.
What They’re Looking For:
- Fine motor skills and pencil grip.
- Attention span and ability to focus on a task.
- Creativity and willingness to express themselves.
How to Prepare:
- Provide crayons, markers, or colored pencils and encourage your child to draw or color regularly.
- Avoid overly directing their work—let them explore and create freely.
3. Identifying Animals, Shapes, or Objects in a Picture
This activity assesses cognitive development, language skills, and listening abilities. Children might be shown a picture and asked to:
- Name animals, shapes, or objects.
- Identify specific items based on a description, e.g., “Which one is the circle?” or “Can you point to the elephant?”
What They’re Looking For:
- Vocabulary and language development.
- The ability to follow verbal instructions.
- Memory and recognition skills.
How to Prepare:
- Use picture books or flashcards to practice identifying animals, shapes, and objects.
- Play games like “I Spy” or “What’s Missing?” to build observation and listening skills.
Remember that the goal is to understand the child’s developmental stage and readiness for school, not to test their academic abilities. A successful interview should feel more like playtime than an assessment.
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