Objectives for Development & Learning

Objectives for Development & Learning Social–Emotional Language 1. Regulates own emotions and behaviors 8. Listens to and understands increasingly a. Manages feelings complex language b. Follows limits and expectations a. Comprehends language c. Takes care of own needs appropriately b. Follows directions 2. Establishes and sustains positive relationships 9. Uses language to express thoughts and needs a. Forms relationships with adults a. Uses an expanding expressive vocabulary b. Responds to emotional cues b. Speaks clearly c. Interacts with peers c. Uses conventional grammar d. Makes friends d. Tells about another time or place 3. Participates cooperatively and constructively 10. Uses appropriate conversational and other in group situations communication skills a. Balances needs and rights of self and others a. Engages in conversations b. Solves social problems b. Uses social rules of language Physical Cognitive 4. Demonstrates traveling skills 11. Demonstrates positive approaches to learning 5. Demonstrates balancing skills a. Attends and engages b. Persists 6. Demonstrates gross-motor manipulative skills c. Solves problems 7. Demonstrates fine-motor strength d. Shows curiosity and motivation and coordination e. Shows flexibility and inventiveness in thinking a. Uses fingers and hands 12. Remembers and connects experiences b. Uses writing and drawing tools a. Recognizes and recalls b. Makes connections 13. Uses classification skills 14. Uses symbols and images to represent something not present a. Thinks symbolically b. Engages in sociodramatic play Objectives for Development & Learning: Birth Through Kindergarten Literacy Science and Technology 15. Demonstrates phonological awareness 24. Uses scientific inquiry skills a. Notices and discriminates rhyme 25. Demonstrates knowledge of the characteristics b. Notices and discriminates alliteration of living things c. Notices and discriminates smaller and smaller units of sound 26. Demonstrates knowledge of the physical properties of objects and materials 16. Demonstrates knowledge of the alphabet a. Identifies and names letters 27. Demonstrates knowledge of Earth’s environment b. Uses letter–sound knowledge 28. Uses tools and other technology to perform tasks 17. Demonstrates knowledge of print and its uses a. Uses and appreciates books Social Studies b. Uses print concepts 29. Demonstrates knowledge about self 18. Comprehends and responds to books and other texts 30. Shows basic understanding of people and a. Interacts during read-alouds and book how they live conversations 31. Explores change related to familiar people b. Uses emergent reading skills or places c. Retells stories 32. Demonstrates simple geographic knowledge 19. Demonstrates emergent writing skills a. Writes name The Arts b. Writes to convey meaning 33. Explores the visual arts Mathematics 34. Explores musical concepts and expression 20. Uses number concepts and operations 35. Explores dance and movement concepts a. Counts 36. Explores drama through actions and language b. Quantifies c. Connects numerals with their quantities English Language Acquisition 21. Explores and describes spatial relationships and shapes 37. Demonstrates progress in listening to and a. Understands spatial relationships understanding English b. Understands shapes 38. Demonstrates progress in speaking English 22. Compares and measures 23. Demonstrates knowledge of patterns © 2010 Teaching Strategies, LLC • TeachingStrategies.com Objective 1 Regulates own emotions and behaviors a. Manages feelings Not Yet 1 2 3 4 5 6 7 8 9 Uses adult support to calm self Comforts self by seeking out Is able to look at a situation Controls strong emotions in an • Calms self when touched special object or person differently or delay appropriate manner most of gently, patted, massaged, • Gets teddy bear from cubby gratification the time rocked, or hears a soothing when upset • When the block area is full, • Asserts, “I’m mad. You’re not voice • Sits next to favorite adult looks to see what other areas sharing the blocks! I’m going • Turns away from source of when sad are available to play with the ramps.” overstimulation and cries, but • Scowls and says, “I didn’t get • Says, “I’m so excited! We’re is soothed by being picked up to paint this morning.” Pauses going to the zoo today!” while and adds, “I have an idea. I jumping up and down can paint after snack.” b. Follows limits and expectations Not Yet 1 2 3 4 5 6 7 8 9 Responds to changes in an Accepts redirection from Manages classroom rules, Applies rules in new but adult’s tone of voice and adults routines, and transitions with similar situations expression • Moves to the sand table at occasional reminders • Walks and uses a quiet voice • Looks when adult speaks in a suggestion of adult when • Indicates that only four in the library soothing voice there are too many at the art persons may play at the • Runs and shouts when on a • Appears anxious if voices are table water table field trip to the park loud or unfamiliar • Initially refuses to go inside • Cleans up when music is • Listens attentively to a guest • Touches the puddle of but complies when the played speaker water when adult smiles teacher restates the request • Goes to rest area when lights encouragingly are dimmed Objectives for Development & Learning Objective 1 Regulates own emotions and behaviors c. Takes care of own needs appropriately Not Yet 1 2 3 4 5 6 7 8 9 Indicates needs and wants; Seeks to do things for self Demonstrates confidence in Takes responsibility for own participates as adult attends • Asserts own needs by meeting own needs well-being to needs pointing, gesturing, or talking • Washes hands and uses towel • Completes chosen task • Cries to show discomfort, • Holds hands under faucet to dry • Waits for turn to go down hunger, or tiredness and waits for adult to turn on • Stays involved in activity of slide • Opens mouth when food is water choice • Creates a “Do not touch” sign offered • Tries to zip jacket, but throws • Uses materials, utensils, and for construction • Raises knees to chest when on to ground in frustration brushes appropriately • Tells why some foods are back for diaper changing • Attempts to clean up toys • Takes off coat and hangs it up good for you • Pulls off own socks • Puts away toys • Takes care of personal • Raises arms while being lifted • Volunteers to feed the fish belongings out of buggy © 2010 Teaching Strategies, LLC • TeachingStrategies.com Objective 2 Establishes and sustains positive relationships a. Forms relationships with adults Not Yet 1 2 3 4 5 6 7 8 9 Demonstrates a secure Uses trusted adult as a secure Manages separations without Engages with trusted adults as attachment to one or more base from which to explore the distress and engages with resources and to share mutual adults world trusted adults interests • Appears uneasy when held by • Moves away from a trusted • Waves good-bye to mom and • Talks with teacher every day a stranger but smiles broadly adult to play with a new toy joins speech therapist in a about their pets when mom enters room but returns before venturing board game • Brings in photos of home • Calms when a familiar adult into a new area • Accepts teacher’s explanation garden to share with teacher offers appropriate comfort • Looks to a trusted adult of why she is leaving the room who also has a garden • Responds to teacher during for encouragement when and continues playing caregiving routines exploring a new material or physical space b. Responds to emotional cues Not Yet 1 2 3 4 5 6 7 8 9 Reacts to others’ emotional Demonstrates concern about Identifies basic emotional Recognizes that others’ expressions the feelings of others reactions of others and their feelings about a situation • Cries when hears an adult use • Brings a crying child’s blanket causes accurately might be different from his or an angry tone of voice to him • Says, “She’s happy because her own • Smiles and turns head to look • Hugs a child who fell down her brother is here.” “He’s • Says, “I like riding fast on the sad because his toy broke.” trike, but Tim doesn’t.” at person laughing • Gets an adult to assist a child • Moves to adult while watching who needs help • Matches a picture of a happy • Shows Meir a picture of another child have a tantrum face with a child getting a a dinosaur but doesn’t present or a sad face with a show it to Lucy because he picture of a child dropping the remembers that she’s afraid of banana she was eating dinosaurs Objectives for Development & Learning Objective 2 Establishes and sustains positive relationships c. Interacts with peers Not Yet 1 2 3 4 5 6 7 8 9 Plays near other children; uses Uses successful strategies for Initiates, joins in, and sustains Interacts cooperatively in similar materials or actions entering groups positive interactions with a groups of four or five children • Sits next to child playing an • Watches what other children small group of two to three • Works on tasks with others instrument are doing for a few minutes children toward a common goal • Imitates other children and then contributes an idea • Sees group pretending to ride • Plays and works together for building with blocks • Asks, “Can I run with you?” a bus and says, “Let’s go to extended periods of time the zoo on the bus.” • Looks at other child’s painting and chooses the same color • Enters easily into ongoing group play and plays cooperatively d. Makes friends Not Yet 1 2 3 4 5 6 7 8 9 Seeks a preferred playmate; Plays with one or two preferred Establishes a special Maintains

Load more