Sampling of Curriculum Goals:

3 Year Olds

Children in the three year old class will have the opportunity to develop in many ways throughout the school year. These objectives represent some of the goals children will be exposed to and work on achieving by the end of the school year.

  • Begins to follow directions of two or more steps that relate to familiar objects and experiences

  • Engages in conversations of at least three exchanges

  • Uses appropriate eye contact, pauses, and simple verbal prompts when communicating

  • Begins to use acceptable language and social rules while communicating with others; may need reminders

  • Talks in long, complex sentences (10 words or more)

  • Demonstrates confidence in meeting own needs

  • Washes and dries hands

  • Participates in classroom activities with prompting

  • Takes off open coat without help

  • Follows classroom routines with assistance, such as reminders, picture cues, or physical help

Social & Emotional

Self Help

Language

  • Is able to manage feelings by looking at a situation differently or delaying gratification

  • May establish a special friendship with one other child, but the friendship might only last a short while

  • Solves social problems by suggesting solutions

  • Moves purposefully from place to place with control (e.g. runs, avoids obstacles while moving)

  • May ride around on tricycle, using pedals

  • Begins to hop on one foot without support

  • Experiences opportunities to improve strength and balance skills

Gross Motor

  • Uses refined wrist and finger movements

  • Grips drawing and writing tools with whole hand but may use whole-arm movements to make marks

  • Begins to hold drawing and writing tools by using a three-point finger grip

  • Draws or copies a complete circle

  • Begins to cut across paper with scissors

  • Begins to plan and pursue a variety of appropriately challenging tasks

  • Observes and imitates how other people solve problems; asks for a solution and uses it

  • Begins to solve problems without having to try every possibility

  • Thinks symbolically by drawing or constructing objects, and then identifies what it is

Fine Motor

Cognitive

Literacy

Math

  • Recognizes and names as many as ten letters, especially those in own name

  • Orients book correctly

  • Identifies the sounds of a few letters

  • Turns pages from the front of the book to the back

  • Recognizes familiar books by their covers

  • Asks and answers questions about the text and refers to pictures during read-alouds

  • Begins to write with mock letters or letter-like forms

  • Places objects in two or more groups based on differences in a single characteristic, e.g. color, size, or shape

  • Verbally counts to 10, counts up to five accurately, using one number to name each object

  • Begins to recognizes and names the number of items in a small set (up to five) instantly

  • Combines and separates up to five objects and describes the parts

  • Begins to compares & order small sets of objects according to size, length, weight, area, or volume

  • Knows usual sequence of basic daily events and a few numbers

  • Copies simple repeating patterns

Sources:  Teaching Strategies GOLD Child Assessment Portfolio and Child Development Review by Harold Ireton, Ph.D.