PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT
| 2-3 YEARS | 3-4 YEARS | 4-5 YEARS | 5-6 YEARS |
| • Separates from mother or main care-giver with support • Begins to develop an awareness of his/her needs and emotions • Begins to develop sensitivity to the needs and emotions of others • Begins to play alongside others and starts to build relationships • Begins to understand the daily routine and codes of behaviour at school |
• Accepts separation from mother or main care-giver • Is aware of his/her needs and emotions • Responds to the needs of others • Integrates him/herself in the group • Behaves appropriately in different environments |
• Has positive relationships with adult figures in school • Begins expressing his/her needs and emotions • Is willing to cooperate and share • Has a strong relationship with a best friend • Waits his/her turn |
• Develops a sense of personal identity • Expresses his/her needs and emotions in an increasingly effective way • Participates actively and constructively during classroom activities and play • Recognizes similarities and differences between peers • Respects social rules during group play without the aid of the teacher |
PHYSICAL DEVELOPMENT
| 2-3 YEARS | 3-4 YEARS | 4-5 YEARS | 5-6 YEARS |
| • Plays spontaneously with others with adult support • Spontaneously uses small and large equipment, such as a ball or a slide, etc. • Moves with control and coordination, around, under over, etc. • Begins to show awareness of his/her own body in relationship to others • Handles malleable materials |
• Perceives body in relation to space • Uses different parts of the body correctly • Plays creatively and uses role play • Imitates gestures of adults and his/her peers • Uses different materials correctly, tears and folds paper, fills bottles with stones and sand, tries to put his/her own shoes on |
• Experiments with new postures and body movements • Begins developing a sense of body expressiveness through gross motor skills such as running, jumping, slithering and rolling • Knows and names the parts of the body • Recognises sexual identity • Puts his/her shoes on and begins putting his/her coat on |
• Perceives, recognizes, organizes the structure, and draws the form of the human body • Controls his/her body when running by avoiding obstacles • Independently dresses him/herself • Coordinates music to body movement • Writes his/her name in printed block letters, produces and traces symbols upon request such as dots, lines, criss-cross patterns, and curves |
CREATIVE DEVELOPMENT
| 2-3 YEARS | 3-4 YEARS | 4-5 YEARS | 5-6 YEARS |
| • Observes new environments • Shows an interest for suggested materials and activities (play dough, paint, clay, finger-printing, sponges, stamps, etc.) • Begins to identify primary colours, shapes, and objects • Listens to various sounds and simple songs (animals and short stories) • Holds crayons and attempts to draw |
• Observes and asks questions on his/her surroundings • Manipulates and shows interest in various proposed materials (play dough, paint, sponges, etc). • Identifies the primary colours, shapes, and objects • Listens and reproduces different sounds (animals, songs, and rhymes) • Draws spontaneously |
• Recognises and identifies areas within the environment • Is able to manipulate and create clear images with stamps, sponges, markers, etc. • Identifies and compares objects, and classifies them by colour and size • Reproduces sounds with objects and simple musical instruments, and draws stories • Is able to draw a picture of a person with eyes, ears, legs, and arms |
• Identifies setting and proposes solutions and hypotheses for play • Creates small objects with various materials • Compares and classifies objects by category • Reproduces sounds with objects and simple musical instruments while following a rhythm, and organizes the sequence of a story • Draws increasingly precise images |
UNDERSTANDING OF THE WORLD
| 2-3 YEARS | 3-4 YEARS | 4-5 YEARS | 5-6 YEARS |
| • Begins to distinguish shapes without naming them • Begins to identify seasonal weather conditions • Begins to recognise and name main body parts (head, hands, feet, etc.) • Uses trial and error to find practical solutions • Begins to classify objects according to logical and functional features |
• Distinguishes and recognizes the main geometrical shapes (circle, square, and triangle) • Recognizes the characteristics of the different seasons • Recognizes and names different parts of the body • Begins hypothesizing simple theories to begin solving practical problems • Begins to classify and group objects according to increasingly complex criteria. |
• Begins applying most space related concepts (on – under; in front of – behind) in all situations • Recognises the changes in the seasons and their cycles. Begins putting events in order using the past, present and future correctly • Positions him/herself, objects and people correctly within his/her environment • Is curious and uses increasingly more detailed and complex strategies to solve practical problems • Groups together objects according to different criteria; identifies some properties, compares quality and quantity, begins distinguishing various symbols |
• Uses simple geometric shapes to reproduce his/her environment • Refers correctly to events from the recent past, and hypothesizes what will happen in the near future; begins to recognize and name the days of the week and the months of the year • Observes with attention him/herself, objects, and people within his/her environment (using concepts such as in-front – behind, above – below, etc.); follows basic verbal instructions • Compares strategies for practical problem-solving, experiments various hypotheses, actions, and solutions. • Is familiar with both counting and some numeric operations; executes some means of measuring (weight, length, etc.) using unconventional units of measurement |
COMMUNICATION AND LANGUAGE IN FIRST LANGUAGE
| 2-3 YEARS | 3-4 YEARS | 4-5 YEARS | 5-6 YEARS |
| • Recognises and repeats familiar sounds • Begins to use language for requests, refusals, and simple responses • Listens to and memorizes simple songs and rhymes within a group context • Shows interest in short, simple stories |
• Forms simple sentences that communicate basic needs, ideas and requests • Talks about his/her self • Participates in short conversations • Participates in singing songs and rhymes within a group context • Listens to short stories for a longer period of time |
• Forms complex sentences containing nouns, verbs, and recently learned vocabulary • Tells about personal or group experiences • Spontaneously participates in conversations • Describe how and why things happen • Listens to and re-elaborates the content of a story or an experience based on personal perception |
• Forms complex sentences that explain, predict, and describe situations using the past, present, and future tenses • Participates in elaborate conversations concerning real or imaginary experiences • Explains the meaning of words with concrete examples (ex. “the night time is when it is dark outside”) • Respects his/her turn to speak • Listens to stories from the beginning to the end and is able to re-elaborate the story respecting the temporal sequence |
COMMUNICATION AND LANGUAGE IN A SECOND LANGUAGE
| 2-3 YEARS | 3-4 YEARS | 4-5 YEARS | 5-6 YEARS |
| • Becomes acquainted with the sounds of the second language • Begins to understand simple instructions • Listens with curiosity to nursery rhymes and songs • Begins to follow simple stories told or read with images |
• Is able to indicate and name different objects correctly (parts of the body, food, and/or classroom materials) • Understands increasingly complex requests when presented individually and in a group context • Follows along with songs and rhymes • Follows along with simple stories that have images • Begins answering “yes” and ” no” to closed-ended questions |
• Understands the language used in class to discuss specific topics • Begins using songs and common expressions in the second language during play • Begins singing songs and reciting nursery rhymes together with the teacher • Understands increasingly complex stories with images • Begins answering open-ended questions with short sentences |
• Understands the language used in complex class discussions • Is able to form simple sentences and participates in brief conversations • Sings songs and recites nursery rhymes by him/herself • Understands complex stories with minimal images • Begins to ask questions |