Preschool Standards & Assessments

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Social Studies

History

1 - Recognize change and sequence over time

a - Use words and phrases correctly related to chronology and time. Words to include but not limited to past, present future, before, now, and later.

Social Studies

31 - Explores change related to familiar people or places

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Mathematics and Science

DD - Identifying sequence, change, and causality

2 - Child describes a sequence of events.

Mathematics

4 - Patterns and Measurement

Children show an interest in recognizing and creating patterns, comparing and measuring time and quantity.

b - Begin to understand that some events take place in the past, present or future.

Social Studies Knowledge & Skills

History & Events: The understanding that events happened in the past and how these events relate to one’s self, family, and community.

Differentiates between past, present, and future.

Social Studies

History

1 - Recognize change and sequence over time

b -  Select examples from pictures that illustrate past, present, and future

Cognitive

12 - Remembers and connects experiences

a - Recognizes and recalls

6 - Tells about experience in order, provides details, and evaluates the experience; recalls 3 or 4 items removed from view

Social Studies

31 - Explores change related to familiar people or places

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No Match

Mathematics

4 - Patterns and Measurement

Children show an interest in recognizing and creating patterns, comparing and measuring time and quantity.

b - Begin to understand that some events take place in the past, present or future.

Social Studies Knowledge & Skills

History & Events: The understanding that events happened in the past and how these events relate to one’s self, family, and community.

Differentiates between past, present, and future.

Social Studies Knowledge & Skills

History & Events: The understanding that events happened in the past and how these events relate to one’s self, family, and community.

Recognizes events that happened in the past, such as family or personal history.

Social Studies

History

1 - Recognize change and sequence over time

c - Sequence a simple set of activities or events

Mathematics

22 - Compares and measures

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4 - Compares and orders a small set of objects as appropriate according to size, length, weight, area, or volume; knows usual sequence of basic daily events and a few ordinal numbers

Mathematics and Science

DD - Identifying sequence, change, and causality

2 - Child describes a sequence of events.

Approaches to Learning

4 - Self-organization

Children demonstrate an increased ability to establish goals, develop and follow through with plans.

a - Demonstrate an increased ability to understand a task as a series of steps.

Mathematics

4 - Patterns and Measurement

Children show an interest in recognizing and creating patterns, comparing and measuring time and quantity.

b - Begin to understand that some events take place in the past, present or future.

Logic & Reasoning

Symbolic Representation: The use of symbols or objects to represent something else.

Represents people, places, or things through drawings, movement, and three-dimensional objects.

Social Studies

History

1 - Recognize change and sequence over time

d - Identify an example of change over time on topics to include but not limited to their own growth

Social Studies

29 - Demonstrates knowledge about self

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Social Studies

31 - Explores change related to familiar people or places

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Mathematics and Science

DD - Identifying sequence, change, and causality

3 - Child describes a change in an object or situation.

Science

3 - Scientific Skills and Methods

Children begin to use scientific tools and methods to learn about their world.

a - Explore the natural processes of growing, changing and adapting to the environment.

Social Studies Knowledge & Skills

History & Events: The understanding that events happened in the past and how these events relate to one’s self, family, and community.

Recognizes events that happened in the past, such as family or personal history.

Social Studies

Geography

1 - Develop spatial understanding, perspectives, and connections to the world.

a - Use positional phrasing. Phrases to include but not limited to: over and under, here and there, inside and outside, up and down

Mathematics

21 - Explores and describes spatial relationships and shapes

a - Understands spatial relationships

6 - Uses and responds appropriately to positional words indicating location, direction, and distance

Mathematics and Science

CC - Identifying position and direction

2 - Child uses a position word.

Mathematics

3 - Geometry and Spatial Sense

Children show an interest in recognizing and creating shapes and an awareness of position in space.

a - Describe and name common shapes found in the natural environment.

Mathematics Knowledge & Skills

Geometry & Spatial Sense: The understanding of shapes, their properties, and how objects are related to one another.

Understands directionality, order, and position of objects, such as up, down, in front, behind.

Social Studies

Geography

1 - Develop spatial understanding, perspectives, and connections to the world.

b -  Identify common places to include but limited to home, school, cafeteria, and gymnasium

Social Studies

32 - Demonstrates simple geographic knowledge

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No Match

Social and Emotional Development

5 - Sense of Community

Children increasingly demonstrate a sense of belonging to the program, family and community.

b - Demonstrate a growing understanding and appreciation of the relationships, people and places that make up their communities.

Social Studies Knowledge & Skills

Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity.

Describes or draws aspects of the geography of the classroom, home, and community.

Social Studies

Geography

1 - Develop spatial understanding, perspectives, and connections to the world.

c - Describe surroundings

Social Studies

32 - Demonstrates simple geographic knowledge

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Language and Literacy

R - Using vocabulary

1 - Child talks about people or objects close at hand.

Language Development and Communication

1 - Play

Children engage in play as a means to develop their listening and expressive langauge skills.

b - Represent stories and experiences through play

Language Development and Communication

3 - Speaking and Communicating

Children will use verbal and non-verbal language to express and communicate information.

a - Communicate needs or thoughts through nonverbal gestures, actions, expressions and words. Participate in communication around a topic.

Language Development

Expressive Language: The ability to use language.

Uses language to express ideas and needs.

Social Studies Knowledge & Skills

Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity.

Describes or draws aspects of the geography of the classroom, home, and community.

Social Studies Knowledge & Skills

People & the Environment: The understanding of the relationship between people and the environment in which they live.

Recognizes aspects of the environment, such as roads, buildings, trees, gardens, bodies of water, or land formations.

Social Studies

Geography

1 - Develop spatial understanding, perspectives, and connections to the world.

d - Use pictures to locate familiar places

Social Studies

32 - Demonstrates simple geographic knowledge

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No Match

Social and Emotional Development

5 - Sense of Community

Children increasingly demonstrate a sense of belonging to the program, family and community.

b - Demonstrate a growing understanding and appreciation of the relationships, people and places that make up their communities.

No Match

Social Studies

Geography

1 - Develop spatial understanding, perspectives, and connections to the world.

e - Use nonlinguistic representations to show understanding of geographic terms

Cognitive

14 - Uses symbols and images to represent something not present

a - Thinks symbolically

6 - Plans and then uses drawings, constructions, movements, and dramatizations to represent ideas

No Match

Creativity

3 - Tools

Children use a variety of tools and art media to creatively express their ideas.

a - Experiment with different tools to creatively express and present ideas.

Logic & Reasoning

Symbolic Representation: The use of symbols or objects to represent something else.

Represents people, places, or things through drawings, movement, and three-dimensional objects.

Social Studies Knowledge & Skills

Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity.

Describes or draws aspects of the geography of the classroom, home, and community.

Social Studies

Economics

1 - People work to meet wants

a - Explain that people work (produce) for an income

Social Studies

30 - Shows basic understanding of people and how they live

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No Match

Mathematics

2 - Numbers and Operations

Children show interest and curiosity in counting and grouping objects and numbers.

b - Begin to use numbers and counting as a means for solving problems, predicting and measuring quantity. Use one-to-one correspondence in counting objects and matching groups of objects.

Creativity

2 - Creative Expression

Children engage in individual or group activities that represent real-life experiences, ideas, knowledge, feelings and fantasy.

a - Explore various roles in dramatic play through the use of props, language and fantasy roles with others.

No Match

Social Studies

Economics

1 - People work to meet wants

b - Discuss that money is used to buy items that the student or family wants

Social Studies

30 - Shows basic understanding of people and how they live

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No Match

Mathematics

2 - Numbers and Operations

Children show interest and curiosity in counting and grouping objects and numbers.

b - Begin to use numbers and counting as a means for solving problems, predicting and measuring quantity. Use one-to-one correspondence in counting objects and matching groups of objects.

Creativity

2 - Creative Expression

Children engage in individual or group activities that represent real-life experiences, ideas, knowledge, feelings and fantasy.

a - Explore various roles in dramatic play through the use of props, language and fantasy roles with others.

No Match

Social Studies

Economics

1 - People work to meet wants

c - Give examples to distinguish spending from saving

Social Studies

30 - Shows basic understanding of people and how they live

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No Match No Match No Match

Social Studies

Economics

2 - Recognize money and identify its purpose (PFL)

a - Recognize coins and currency as money

Social Studies

30 - Shows basic understanding of people and how they live

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No Match

Creativity

2 - Creative Expression

Children engage in individual or group activities that represent real-life experiences, ideas, knowledge, feelings and fantasy.

a - Explore various roles in dramatic play through the use of props, language and fantasy roles with others.

No Match

Social Studies

Economics

2 - Recognize money and identify its purpose (PFL)

b - Identify how money is used as a medium of exchange

Social Studies

30 - Shows basic understanding of people and how they live

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No Match

Creativity

2 - Creative Expression

Children engage in individual or group activities that represent real-life experiences, ideas, knowledge, feelings and fantasy.

a - Explore various roles in dramatic play through the use of props, language and fantasy roles with others.

No Match

Social Studies

Economics

2 - Recognize money and identify its purpose (PFL)

c -  Discuss why we need money

Social Studies

30 - Shows basic understanding of people and how they live

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No Match

Creativity

2 - Creative Expression

Children engage in individual or group activities that represent real-life experiences, ideas, knowledge, feelings and fantasy.

a - Explore various roles in dramatic play through the use of props, language and fantasy roles with others.

No Match

Social Studies

Civics

1 - Individuals have unique talens but also work with others in groups

a - Recognize membership in family, neighborhood, school, team, and various other groups and organizations

Social Studies

29 - Demonstrates knowledge about self

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No Match

Social and Emotional Development

2 - Self-concept

Children demonstrate and express an awareness of self.

a - Progress toward identifying self according to gender, community membership, ethnicity, ability and family membership.

Social Studies Knowledge & Skills

Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity.

Identifies personal and family structure.

Social Studies

Civics

1 - Individuals have unique talens but also work with others in groups

b - Name groups to which they belong and identify the leader(s)

Social Studies

29 - Demonstrates knowledge about self

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No Match

Social and Emotional Development

2 - Self-concept

Children demonstrate and express an awareness of self.

a - Progress toward identifying self according to gender, community membership, ethnicity, ability and family membership.

No Match

Social Studies

Civics

1 - Individuals have unique talens but also work with others in groups

c - Identify examples of times when people can play different roles and bring unique talents to a variety of groups

Social Studies

30 - Shows basic understanding of people and how they live

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No Match

Social and Emotional Development

1 - Play

Children use play as a vehicle to build relationships and to develop an appreciation for their own abilities and accomplishments.

a - Participate in a variety of individual and group play experiences.

Social and Emotional Development

2 - Self-concept

Children demonstrate and express an awareness of self.

a - Progress toward identifying self according to gender, community membership, ethnicity, ability and family membership.

Social Studies Knowledge & Skills

Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity.

Understands similarities and respects differences among people.

Social Studies Knowledge & Skills

Self, Family, & Community: The understanding of one’s relationship to the family and community, roles in the family and community, and respect for diversity.

Recognizes a variety of jobs and the work associated with them.

Social Studies

Civics

2 - Rules and their purpose in allowing groups to work effectively

a - Explain that groups have rules

Social-Emotional

1 - Regulates own emotions and behaviors

b - Follows limits and expectations

6 - Manages classroom rules, routines, and transitions with occasional reminders

No Match

Social and Emotional Development

3 - Self-control

Children increase their capacity for self-control.

a - Demonstrate an increased understanding and acceptance of rules and routines within the learning environment.

No Match

Social Studies

Civics

2 - Rules and their purpose in allowing groups to work effectively

b -  Recognize interpersonal boundaries

Social-Emotional

3 - Participates cooperatively and constructively in group situations

a - Balances needs and rights of self and others

4 - Takes turns

No Match

Social and Emotional Development

5 - Sense of Community

Children increasingly demonstrate a sense of belonging to the program, family and community.

a - Begin to respect the rights of others.

Social & Emotional Development

Social Relationships: The healthy relationships and interactions with adults and peers.

Recognizes how actions affect others and accepts consequences of one’s actions.

Social Studies

Civics

2 - Rules and their purpose in allowing groups to work effectively

c - Exert self-control

Social-Emotional

1 - Regulates own emotions and behaviors

a - Manages feelings

6 - Is able to look at a situation differently or delay gratification

No Match

Social and Emotional Development

3 - Self-control

Children increase their capacity for self-control.

a - Demonstrate an increased understanding and acceptance of rules and routines within the learning environment.

Social and Emotional Development

3 - Self-control

Children increase their capacity for self-control.

b - Begin to accept the consequences of their behavior. Use materials purposefully, respectfully and safely.

Social and Emotional Development

3 - Self-control

Children increase their capacity for self-control.

c - Effectively manage transitions between activities.

Social & Emotional Development

Self-Regulation: The ability to recognize and regulate emotions, attention, impulses, and behavior.

Handles impulses and behavior with minimal direction from adults.

Social & Emotional Development

Self-Regulation: The ability to recognize and regulate emotions, attention, impulses, and behavior.

Follows simple rules, routines, and directions.

Social Studies

Civics

2 - Rules and their purpose in allowing groups to work effectively

d -  Interact positively with others

Social-Emotional

2 - Establishes and sustains positive relationships

a - Forms relationships with adults

8 - Engages with trusted adults as resources and to share mutual interests

Social-Emotional

2 - Establishes and sustains positive relationships

c - Interacts with peers

6 - Initiates, joins in, and sustains positive interactions with a small group of two or three children

Social-Emotional

2 - Establishes and sustains positive relationships

d - Makes friends

6 - Establishes a special friendship with other child, but the friendship might only last a short while

Social-Emotional

3 - Participates cooperatively and constructively in group situations

b - Solves social problems

6 - Suggests solutions to social problems

Social Relations

F - Relating to other children

5 - Child shows loyalty to another child.

Social and Emotional Development

4 - Interactions with Others

Children develop successful relationships with other members of their learning community.

a - Play, work and interact easily with one or more children and adults.

Social and Emotional Development

4 - Interactions with Others

Children develop successful relationships with other members of their learning community.

b - Develop friendships with peers.

Social and Emotional Development

4 - Interactions with Others

Children develop successful relationships with other members of their learning community.

c - Demonstrate empathy and caring for others.

Social and Emotional Development

4 - Interactions with Others

Children develop successful relationships with other members of their learning community.

d - Develop ability to take turns in activities.

Social & Emotional Development

Social Relationships: The healthy relationships and interactions with adults and peers.

Cooperates with others.

Social & Emotional Development

Social Relationships: The healthy relationships and interactions with adults and peers.

Develops friendships with peers.

Social & Emotional Development

Social Relationships: The healthy relationships and interactions with adults and peers.

Establishes secure relationships with adults.

Social & Emotional Development

Social Relationships: The healthy relationships and interactions with adults and peers.

Uses socially appropriate behavior with peers and adults, such as helping, sharing, and taking turns.

Approaches To Learning

Cooperation: An interest and engagement in group experiences.

Joins in cooperative play with others and invites others to play.

Approaches To Learning

Cooperation: An interest and engagement in group experiences.

Helps, shares, and cooperates in a group.

Social Studies

Civics

2 - Rules and their purpose in allowing groups to work effectively

e - Give examples of some rules that are permanent and some that change

Social-Emotional

1 - Regulates own emotions and behaviors

b - Follows limits and expectations

6 - Manages classroom rules, routines, and transitions with occasional reminders

No Match

Social and Emotional Development

3 - Self-control

Children increase their capacity for self-control.

a - Demonstrate an increased understanding and acceptance of rules and routines within the learning environment.

No Match