These
Preschool Performance Standards describe accomplishments
& outcomes typical of a child entering kindergarten &
may not be sequential as each child has a unique
developmental pattern.
| Standard
Definition |
Children will
interact with others, work towards a common goal, cope
conflict, recognize & express feelings. |
Children will
begin to take responsibility for their actions, basic
self-care needs, health & safety. |
Children will
develop an awareness & coordination of their bodies
in space, explore materials & their environment
through senses |
Children begin to
use language to communicate effectively. This includes:
communicating to get needs met, establishing &
maintaining contact w/others, giving & getting
information |
Children
construct an understanding of their world as they
interact w/materials, people, events & ideas. |
Children will
show interest in reading activities, demonstrate
knowledge about books & develop emergent reading
skills. |
Children express
concept development from concrete to abstract
representation. Children use their bodies & materials
to explore rhythm, movement & space. |
| Condition
Standard will be Performed |
When provided w/
opportunities to play & interact w/ children &
adults… |
When guided by
children/adults who model these skills & provide
opportunities for practice… |
When provided
w/opportunities to explore space & materials… |
When exposed to
children/adults who model & provide opportunities to
utilize communication skills… |
When provided
w/opportunities to explore concepts w/ a variety of
materials & interact w/others through play… |
When exposed to
books & stories to develop literacy skills… |
When exposed to
activities that encourage movement & expression
through a variety of media… |
| The young
child will… |
Initiate &
sustain interactions w/ children & adults by sharing
materials, taking turns, solving problems, participate in
groups…. |
Engage in a range
of basic self-help skills (dressing, eating,
toileting/hygiene) |
Begin to
coordinate movements by: running, jumping, climbing,
hopping, etc. |
Describe objects,
sequential events & various relationships. |
Demonstrate
understanding of age appropriate information by counting,
sorting, discriminating, etc. |
Be aware that
spoken words can be written down & read back. |
Demonstrate an
understanding of rhymes finger plays & songs. |
| |
Cope w/challenges
& frustrations |
Demonstrate
responsibility by following rules, adult directions,
taking care of materials & completing tasks. |
Demonstrate an
awareness of his/her body in space. |
Produce speech
that is intelligible to both familiar & unfamiliar
listeners. |
Be able to retell
and/or remember details of events. |
Demonstrate
phonemic awareness. |
Depict objects
& experiences through imitation, pretending,
building, artwork & written language. |
| |
Respect others,
self & property. |
Make "smooth
& safe" transitions between settings &
within their environments. |
Manipulate &
explore a wide variety of sensory materials. |
Use effective
listening techniques for comprehension & interaction. |
Reflect knowledge
of objects, concepts, situations & people to
formulate ideas. |
Demonstrate story
comprehension by answering questions, telling something
about the story. |
Listen &
respond to the beat of songs or instrumental music
w/movements. |
| |
Understand &
follow rules & expectations. |
Recognize &
communicate self-identification information. |
Discriminate
objects based on tactile cues. |
Understand &
use increasing complex & varied vocabulary. |
|
Have fun w/
language, rhyming, listening to & making up poems
& stories. |
Explore use of
instruments & body to express him/herself. |
| |
|
|
Demonstrate safe
behavior through awareness of limitations &
consequences |
Understand &
use complex sentence structure. |
|
Demonstrate book
orientation (front-2-back, right side up, reads left to
right) |
|
| |
|
|
|
Progress towards
English acquisition when ESL. |
|
Be able to tell
details about pictures. |
|
