Developmental Goals

DEVELOPMENTAL GOALS FOR PRESCHOOLERS

The following developmental goals for preschoolers are guidelines in the areas of Spiritual, Social/Emotional, Cognitive, and Physical. This time table takes into consideration that a child will achieve these milestones at their own pace.

-SPIRITUAL-
A Child’s Understanding of God
1. Understand that the Bible is a Special Book because it is God’s Word.
Building Blocks/Benchmarks: Read Children’s Bible with class; Memorize monthly Bible Verse;
Review and ask questions about chapel/Bible story read;
Talk about Character Traits; Sing songs; Games; Teach the Wordless Book in classrooms
Older 2’s - Young 3’s
Older 3’s-Young 4’s
Older 4’s – 5’s
a. Learn the Bible is “God’s Word.”a. Understand the Bible is the “Word of God.”a. Understand the Bible is the “Word of God.”
b. Learn the Bible is Truth, that the stories are fact, not fiction.b. Recognize the Bible as True, that it God’s Word and our guide for life.b. Understand the Bible as True, that it God’s Word and our guide for life.
c. Learn to love the Bible through stories and songs.c. Learn basic Bible stories – Creation, Adam & Eve, Noah, Jesus’ Birth, The Easter Story, etc. and can recall people and events.c. Understand basic Bible stories – Creation, Adam & Eve, Noah, Jesus’ Birth, The Easter Story, etc. and can recall people and events.
d. Learn simple Bible verses.d. Learn simple Bible verses.d. Know simple Bible verses.
e. Become aware of Character Traits that God wants us to have: love, kindness, self-control, forgiveness, etc. e. Begin to learn the character traits that God wants us to have: love, kindness, self-control, forgiveness, etc.e. Beginning to understand character traits God wants us to have-love, kindness, self-control, forgiveness, etc.
f. Learn Bible Truths and how to put them into action.f. Learn Bible Truths and how to put them into action.f. Learn Bible Truths and how to put them into action.
2. Know that God created the world.
Building Blocks/Benchmarks: Dramatic Play Kits; Provide opportunities to interact and observe school pets;
Chart and discuss weather; Plant; Visit the Pumpkin Patch and Strawberry Farm; Go on nature walks with class;
Read stories that help reveal God’s Creation; Talk about God’s Creation – Our bodies, our families, our world, animals, etc.;
Science Activities and experiments.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Learn that God created the world and everything in it.a. Understand that God created the world and everything in it.a. Demonstrate an understanding that God created the world and everything in it.
b. Become aware that they were uniquely created and are special to God.b. Know they were uniquely created and are special to God.b. Learn that God uniquely created each individual with special gifts and talents.
c. Begin to observe and have an awareness of God’s world around us, and how we should treat it with respect.c. Know that God wants each person to respect and take care of the world and all that is in it.c. Demonstrate a respect for God’s world with direct experiences of caring for it, i.e. classroom pets, planting, etc.
3. Understand that God is the One True God
Building Blocks/Benchmarks: Read the Bible and talk about it being truth; Review and ask questions
pertaining to Chapel/Bible truths; Introduce and review the Wordless Book in class.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Learn there is only One True God.a. Know that there is One True God and learn about the attributes of God - love, all-powerful, all-present, all-knowing, etc.a . Understand that there is One True God and continue to learn about God’s attributes – love, all-powerful, all-present, all-knowing.
b. Learn that Jesus is God’s Son.b. Know that Jesus is God’s Son and our friend.b. Understand that Jesus is God’s Son and our Friend.
c. Learn that the Holy Spirit is God’s Helper and was sent to help and comfort them.c. Know that the Holy Spirit is God’s Helper was sent to help and comfort them.c. Understand the Holy Spirit is God’s Helper and he helps and comforts us.
d. Learn that God loves them and Jesus is their friend.d. Begin to understand sin and the need for God’s forgiveness.d. Continue to understand sin and the need for God’s forgiveness.
e. Learn about God’s forgiveness and that they need to ask for it.e. Learn about God’s forgiveness and how to ask for it.e. Learn the need for God’s forgiveness and how to ask for God’s forgiveness.
f. Learn that God watches over us and takes care of us.f. Begin to understand God’s Plan for Salvation through Jesus’ death and resurrection.f. Understand God’ Plan for Salvation through Jesus’ death and resurrection.
4. Use Prayer to express their thoughts and needs to God.
Building Blocks/Benchmarks: Model prayer for the children;
Provide opportunities to pray – Beginning of the day, snack, for needs of class and families;
Look for opportunities to pray one on one with children – problem solving, calming a child, redirection of a child.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Learn that praying is talking to God and Jesus.a. Begin to understand importance of prayer.a. Begin to understand the need for prayer.
b. Begin to learn how to pray.b. Learn how to pray.b. Demonstrate an understanding of how to pray.
c. Begin to learn that they can pray at anytime, anywhere and for others.c. Continue to learn that they can pray at anytime, anywhere and for others.c. Begin to understand that they can pray at anytime, anywhere and for others.
d. Learn to initiate own prayer.d. Know how to initiate own prayer.d. Initiate own prayer.
e. Learn to be thankful for all that God gives us.e. Continue learning to be thankful for all that God gives us and to pray for others.e. Learn to understand how to ask Jesus to help us in our daily lives.
5. Learning to participate in corporate worship/Chapel.
Building Blocks/Benchmarks: Modeling chapel manners; provide Praise & Worship opportunities
in the classroom; sing songs in circle time.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Learn that music is important in the worship and praise of God.a. Learn to understand importance of music in worship and praise of God.a. Continue to understand importance of music in Worship and Praise of God.
b. Learn that singing is a form of worship and is talking to God (prayer).b. Learn they can sing to God anytime and anywhere. That this is a form of talking to God (prayer).b. Know they can sing to God anytime and anywhere-Tis is a form of talking to God (prayer).
c. Learn manners & respectful behavior in corporate worship/Chapel.c. Demonstrate the appropriate manners and respectful behaviors in Corporate worship/Chapel.c. Demonstrate and model the appropriate manners and respectful behavior in corporate worship/Chapel.
6. Freely share about God, Jesus, and the Bible with others.
Building Blocks/Benchmarks: Read Bible in class and chapel; Use Wordless Book; Provide opportunities
to participate in Outreach Ministries; Provide opportunities to pray for others.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Begin to learn that God/Jesus want them to share what they have learned about God and the Bible with others.a. Begin to understand that God/Jesus want them to share what they have learned about God and the Bible with others.a. Understand that God/Jesus want them to share what they have learned about God and the Bible with others.
b. Become aware of God’s Power through His miracles as something only God can do.b. Know of God’s Power through His miracles and that they are something only God can do.b. Learn to understand God’s Power through His miracles and they are something only God can do and that they are real.
c. Learn that God wants us to help others.c. Learn how we can help others.c. Understand that they can help others.
d. Learn how we can help others.d. Learning to respect differences in others. Begin to understand that they can help others.d. Learn how we can help others.
e. Learning to respect differences in others.e. Learning to respect differences in others.
-SOCIAL/EMOTIONAL-
Relating to Others / A Child’s Sense of Self & Security
1. Valuing relationships and understand the importance of obeying parents & teachers.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Learn to feel secure when separating from parents.a. Start to feel secure when separating from parents.a. Demonstrate they feel secure when separating from parents.
b. Interact with teacher comfortably.b. Interact with teacher and other adults at school comfortably.b. Interact with teacher and other adults at school comfortably.
c. Learn to listen and obey adults.c. Learn to listen and obey adults the first time.c. Listen and obey adults the first time.
d. Learn to show respect and an appreciation for the family God gave them.d. Learn to demonstrate respect and an appreciation for the family God gave them.d. Begin to demonstrate respect and an appreciation for the family God gave them.
e. Learn to understand and accept consequences of behavior.e. Able to understand and accept consequences of behavior.e. Able to cooperate and accept consequences of behavior.
f. Learn to follow re-direction with teacher assistance.f. Learn to follow re-direction without teacher assistance.f. Able to follow re-direction without teacher assistance.
2. Initiate and enjoy friendships with a variety of individuals.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Learn to transition and be directed by other adults.a. Able to transition and be directed by other adults.a. Easily transitions and be directed by other adults.
b. Learn to experience and participate in group play and activities.b. Able to experience and participate in group play and activities.b. Willing to participate in group activities.
c. Learn to use good manners.c. Practice good manners.c. Demonstrate good manners.
d. Begin to move from the Solitary Stage of play to Parallel Stage.d. Begin to move from a Parallel Stage of play to Cooperative Stage.d. Reach a Cooperative Stage of Play.
3. Begin to learn the art of sharing.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Learn to share and take turns.a. Able to share and take turns.a. Willing to share and take turns.
b. Begin to share their ideas with friends and family.b. Able to share their ideas with friends and family.b. Willing to share their ideas with friends and family.
c. Learn to listen quietly while others are speaking.c. Begin to listen quietly while others are speaking.c. Able to listen quietly while others are speaking.
4. Use language to express self-developing a positive conflict resolution.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Learn to use words and build vocabulary to communicate wants, needs and feelings.a. Begin to use words and build vocabulary to communicate wants, needs and feelings.a. Able to use words and vocabulary to communicate wants, needs and feelings.
b. Learn to resolve conflicts with peers with teacher assistance.b. Begin to resolve conflicts with peers without teacher intervention.b. Attempt to resolve conflict with peers without teacher intervention.
5. Begin showing empathy & kindness.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Learn to show respect and have an awareness of other’s feelings.a. Learn to understand and respect other’s feelings, space and belongings.a. Accept responsibility and show respect for other’s feelings, space and belongings.
b. Learn to show kindness toward others.b. Begin to show kindness toward others.b. Show kindness toward others.
6. Develop self-confidence at school.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Learn to initiate independent play/activities.a. Begin to initiate independent play & activities.a. Initiate independent play/activities.
b. Begin to learn to accept unexpected changes and new environments.b. Learn to accept unexpected changes and new environments.b. Accepts unexpected changes and new environments.
c. Learn to begin problem solving with teachers assistance.c. Begin to problem solve on their own.c. Able to problem solve on their own.
d. Begin to take care of personal needs; i.e. toileting, hand washing, personal property.d. Able to take care of personal needs; i.e. toileting, hand washing, personal property.d. Demonstrate the ability to take care of personal needs; i.e. toileting, hand washing, personal property.
e. Begin to learn to be responsible for self and clean up after self.e. Learn to be responsible for self and clean up after self.e. Demonstrates the ability to be responsible for self and clean up after self.
7. Begin to exhibit self-control.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Begin to learn how to demonstrate self-control.a. Learn how to demonstrate self-control.a. Continue to learn how to demonstrate self-control.
b. Begin to learn to raise a quiet hand and wait to be called on.b. Able to raise a quiet hand and wait to be called on.b. Demonstrates the ability to raise a quiet hand and wait to be called on.
c. Begin to learn and understand their feelings and how to express them appropriately.c. Learn to understand their feelings and how to express themselves appropriately.c. Start to demonstrate an understanding of their feelings and how to express themselves appropriately.
8. Participate comfortably in group.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Learn to follow routines and rules at school.a. Able to follow routines and rules at school.a. Accepts rules and routines at school.
b. Begin to feel comfortable raising their hand and providing an answer.b. Learn to feel comfortable raising their hand and providing an answer.b. Willing to raise their hand and provide an answer.
c. Learn to provide an answer when called upon.c. Able to provide an answer when called upon.
-COGNITIVE-
A Child’s Intellectual Development
1. Expressive Language
Building Blocks/Benchmarks: Centers: Reading, Math, Science, Writing, Art, Blocks, Dramatic Play and Manipulatives; Bible Memory Verses; ECERS; Modeling (Scaffolding); Story Telling; Finger plays; Describing Drawn Pictures; Describing Common Objects & Actions in Pictures; Pantomime; Answering Open Ended Questions; Responding correctly to “Who, What & Where” Questions; Puppets; Dramatic Play Kits; Singing Simple Songs; Sharing; and Games.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Begin to build descriptive language.a. Continue to build descriptive language and build vocabulary.a. Able to use descriptive language and continue to build vocabulary.
b. Begin to dictate ideas and stories.b. Able to dictate ideas and stories.b. Able to dictate ideas and stories using at least two sentences.
c. Begin to learn to respond to questions with appropriate response.c. Begin to understand how to respond to questions with an appropriate response.c. Able to respond to questions with an appropriate response.
d. Begin to learn to tell story/event in sequence (Beginning/Middle/End).d. Able to tell story/event in sequence (Beginning/Middle/End).d. Able to tell story/event in a progressive five step sequence.
2. Receptive Language
Building Blocks/Benchmarks: Centers: Reading, Math, Science, Writing, Art, Blocks, Dramatic Play and Manipulatives; Bible Memory Verses; ECERS; Modeling (Scaffolding); Story Telling; Finger plays; Describing Drawn Pictures; Describing Common Objects & Actions in Pictures; Pantomime; Answering Open Ended Questions; Responding correctly to “Who, What & Where” Questions; Puppets; Dramatic Play Kits; Singing Simple Songs; Sharing; and Games.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Begin to identify parts of their body.a. Able to identify most parts of their body.a. Able to identify most parts of their body.
b. Begin to learn to follow positional directions.b. Understand and follow positional directions.b. Understand and follow positional directions.
c. Begin to understand categories.c. Understand at least three categories.c. Understand at least five categories.
3. Visual Discrimination
Building Blocks/Benchmarks: ECERS; Patterning; Comparing Objects (i.e. – Colors, Sizes, Shapes); Sorting; Matching; Ordering; Graphing; Tracing; Use Geometric Shapes to Create Pictures; Blocks; Puzzles; Manipulatives; Games (i.e. What’s Missing, Math); Alphabet; and Numbers.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Able to put together a simple 4 piece puzzle.a. Able to put together a 6-8 piece puzzle.a. Able to put together an 8-12 piece puzzle.
b. Learn same and different.b. Understands same and different.b. Understand same and different.
c. Begin to understand and compare small/big.c. Understand and compare small, medium and large.c. Understand and compare smallest to largest.
4. Visual Memory
Building Blocks/Benchmarks: ECERS; Patterning; Comparing Objects (i.e. – Colors, Sizes, Shapes); Sorting; Matching; Ordering; Graphing; Tracing; Use Geometric Shapes to Create Pictures; Blocks; Puzzles; Manipulatives; Games (i.e. What’s Missing, Math); Alphabet; and Numbers.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Begin to recognize their first name.a. Able to recognize their first name and begin to recognize their last name.a. Able to recognize their first and last name.
b. Begin to recognize the 8 basic colors.b. Able to recognize the 8 basic colors.b. Able to recognize all 8 basic colors.
c. Begin to recognize the 8 basic shapes.c. Able to recognize most of the 8 basic shapes.c. Able to recognize the 8 basic shapes.
d. Begin to understand patterning.d. Begin to understand and complete patterns.d. Understand and complete patterns.
e. Begin to understand and sequence 3 items.e. Understand and sequence 4 items.e. Understand and sequence 4 items.
f. Able to recognize numbers 0-10 out of sequence.f. Able to recognize numbers 0-10 out of sequence.
g. Able to recall missing item.g. Able to recall missing item.
h. Begin to recognize alphabet letters.h. Able to recognize most of the upper and lower case letters.
5. Auditory discrimination
Building Blocks/Benchmarks: Listening Games & Activities; Stories on Tape/Records;
Singing; Story – Recall events; Finger plays; Rhymes/Rhyming Activities; Rhythm Activities; Music & Movement;
Directional Activities ( 2 or 3 step); and Alphabet Play.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Able to identify everyday sounds.a. Able to identify different categories of sounds.a. Able to identify different categories of sounds.
b. Begin to listen for rhyming patterns.b. Begin to recognize words that rhyme.b. Able to provide words that rhyme.
c. Begin to hear differences in beginning sounds.c. Continue to hear differences in beginning sounds.
6. Auditory Memory
Building Blocks/Benchmarks: Listening Games & Activities; Stories on Tape/Records;
Singing; Story – Recall events; Finger plays; Rhymes/Rhyming Activities; Rhythm Activities; Music & Movement;
Directional Activities ( 2 or 3 step); and Alphabet Play.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Understand and follow a 2-step direction.a. Understand and follow a 3-step direction.a. Understand and follow a 3-step direction.
b. Begin to recall story details.b. Able to recall some story details.b. Able to recall story details.
c. Begin to repeat a simple rhythm.c. Able to repeat and follow a rhythm.c. Able to repeat and follow a rhythm.
7. Comprehension
Building Blocks/Benchmarks: Math Activities; Games; Manipulatives; Classify; Comparisons; Opposites and Recalling Events.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Begin to learn and understand opposites.a. Understand opposites.a. Understand opposites and provide examples.
b. Begin to learn one-to-one correspondence with 5 items.b. Begin to understand one-to-one correspondence with 10 items.b. Understand one-to-one correspondence with 10 items.
c. Begin to name objects within a classification.c. Able to name objects within a classification.c. Able to name objects within a classification.
d. Begin to make comparisons.d. Able to make comparisons.d. Able to make comparisons.
8. Creative Expression
Building Blocks/Benchmarks: Centers: Dramatic Play, Art, Blocks, Manipulatives, Reading, Writing, Math, Science; Dramatic Play Kits; Open Ended Art; Storytelling; Puppets; Cooking; Music & Movement; Books or stories– without pictures.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Begin to use their imagination.a. Begin to understand how to use their imagination.a. Understand how to use their imagination.
b. Begin to express themselves through their art.b. Continue to express themselves through their art.b. Continue to express themselves through their art.
c. Begin to express themselves through music and movement.c. Continue to express themselves through music and movement.c. Continue to express themselves through music and movement.
d. Begin to express themselves through storytelling. d. Continue to express themselves through storytelling.d. Continue to express themselves through storytelling.
– PHYSICAL –
A Child’s Gross & Fine Motor Development
1. Large Motor Skills
Activities during each classes Motor Development Time (i.e. Exercising to music; Music and Movement; Gallop, March, Jump, Crawl, Skip; Parachute Play; Obstacle Courses; Balance Beams; Bowling; Stomp Boards; “Snowball” throwing; Musical Chairs, etc.) – These activities are designed to be age-appropriate to the children’s physical development; A.P.E . (Action Packed Experiences) Time – (i.e. Music and Movement; Outdoor Obstacle Courses; etc.); Outdoor Environment : climbing, bikes, scooters, large blocks, large grass area activities, swings, sand area, balance beams; Classroom Activities : Music and Movement, Stomp Boards, Belly Boards, Hopscotch, Blocks, Large Floor Puzzles, PEEK and P. Mooney Lessons.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Begin to learn about body awareness and their body in space.a. Learn about body awareness and their body in space.a. Continue to learn about body awareness and their body in space.
b. Begin to walk forward on a balance beam without assistance.b. Walk forward on balance beam without assistance.b. Walk forward on balance beam without assistance and begin to walk backward.
c. Begin to jump with feet together.c. Able to jump and land with feet together.c. Able to jump and land with feet together.
d. Begin to hop in place on one foot (left & right) to count of 3.d. Able to hop in place on one foot (left & right) to count of 5.d. Able to hop in place to count of 5.
e. Stand on one foot to count of 3.e. Stand on one foot to count of 5.e. Stand on one foot to count of 5.
f. Learn to throw ball or beanbag at a target.f. Able to throw a ball or beanbag at a target.f. Able to throw a ball or beanbag at target with accuracy.
g. Learn to catch an underhand thrown ball.g. Able to catch an underhand thrown ball.g. Able to catch an underhand and overhand thrown ball.
h. Learn to pedal a tricycle.h. Able to pedal a tricycle.h. Confident in pedaling a tricycle.
i. Learn to copy body movements of simple patterns and rhythms.i. Able to copy body movements of simple patterns and rhythms.i. Able to copy body movements of simple patterns and rhythms.
j. Begin to gallop.j. Able to gallop.j. Able to gallop and beginning to skip.
2. Fine Motor Skills
A.P.E. Time – (i.e. play dough, cutting, tearing paper, etc.); Outdoor Environment : play dough, sensory table,
sand toys and area; Classroom Activities : Play dough, clay, scissors, puzzles, lacing, stringing, Writing Center,
Sensory Table, Art activities, Table Top activities.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Begin to manipulate 2 small objects at the same time.a. Learn to manipulate 2 small objects at the same time.a. Able to manipulate 2 small objects at the same time.
b. Begin to hold and use crayon.b. Begin to develop 3-finger pencil grasp and demonstrate good control.b. Continue to develop 3 finger grasp and demonstrate good control.
c. Able to trace name.c. Write first name so it can be recognized.c. Write first name so it can be recognized.
d. Begin to hold and use scissors.d. Begin to hold scissors using correct grasp and cut on a line.d. Able to hold scissors using correct grasp and cut on a line.
e. Draw a circle and line. Begin to draw self-portrait.e. Able to draw a self-portrait and begin to draw pictures to represent people, animals, objects or concepts.e. Draw picture to represent people, animals, objects or concepts.
f. Begin to learn to tear paper.f. Continue to learn to tear paper.f. Able to tear paper.
g. Able to copy simple shapes; circle, square, V and cross.g. Able to copy simple shapes; circle, square, V and cross.
3. Recognize that their body is created by God, and that special responsibility is needed to care for it.
During Chapel, we introduce the Creation Story at the beginning of the year and stress how God made our bodies
and we need to take care of them; Hand washing procedures; Hygiene discussions; Snack Time; Cooking Activities;
Motor Development Class warm-up time; Fitness Days, Large Motor Activities.
Older 2’s - Young 3’s
Older 3’s - Young 4’s
Older 4’s – 5’s
a. Introduce and learn about health and nutrition.a. Begin to understand the importance of health and nutrition.a. Understand the importance of health and nutrition.
b. Experience a variety of healthy food choices and encourage them to try them.b. Continue to experience a variety of healthy food choices and encourage them to try them.b. Continue to experience a variety of healthy food choices and encourage them to try them.
c. Begin to exercise and understand the importance of it.c. Begin to exercise and understand the importance of it.c. Continue to exercise and understand the importance of it.

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