FOUR AND FIVE -YEAR-OLD CURRICULUM INFORMATION

  • SPECIFIC GOALS FOR YOUR FOUR-YEAR-OLD and FIVE-YEAR-OLD

Follow simple instructions.

Describe and compare experiences and events.

Describe functions of objects.

Acquire basic knowledge of self and culture.

Respond to questions about similarities and differences of objects.

Develop vocabulary for expressing observations.

Develop vocabulary for thinking and problem solving.

  • VISUAL SKILLS

  • Match, sort and name a variety of colors, shapes and sizes.

  • Sequence objects and pictures by size.

  • Classify items by one attribute:  color, size or shape.

  • Duplicate two- and three-dimensional designs with objects.

  • Identify missing parts of pictures and shapes.

  • Reproduce and name a sequence of at least three items from memory.

  • Recognize similarities and differences in a variety of pictures.

  • AUDITORY AWARENESS SKILLS

  • Respond to the presence or absence and/or location of sounds and other sound characteristics.

  • Name gross differences in sound characteristics (loud and soft, fast and slow).

  • Name a variety of environmental sounds and match these sounds with their associated pictures.

  • Use creative expression in the recall of poems and role play of stories.

  • Re-tell the events of a story in sequence.

  • Follow a series of three directions with motor actions.

  • Identify a specified word in a story context.

  • Identify pairs of words that rhyme.

  • GROSS AND FINE MOTOR SKILLS

  • Move body parts as directed.

  • Perform balance tasks on walking boards:  forward, backward, sideway.

  • Perform hopping and jumping tasks.

  • Move expressively to music.

  • Follow a walking pattern.

  • Throw and catch a ball, beanbag or balloon.

  • Throw a beanbag toward a target.

  • Reproduce a rhythm pattern (fast or slow).

  • Remember and perform two or three actions in order.

  • Work with equipment (able to place objects appropriately).

  • Spoon and pour various materials.

  • Cut complex patterns with scissors.

  • Perform chalkboard movements (up and down, top to bottom).

  • Discriminate through touching various textures, shapes and sizes.

  • Perform simple paper folding tasks.

  • INTERACTING WITH PEERS AND ADULTS

Cooperate with others in the classroom by following rules, by helping to establish rules, and by
learning to modify rules when necessary.

Share and take turns.

Give help to other children when requested to do so by a child or by the teacher.

Engage in discussions and activities that involve adults and other children in the classroom.

Play and work cooperatively.

Help with simple tasks such as clean-up, serving snacks and so forth.

Respond to basic manners, such as health and table manners.

  • PERSONAL INDEPENDENCE AND POSITIVE SELF CONCEPT

Care for his/her own physical needs such as dressing, toileting and eating.

Attend to tasks for increasingly longer periods of time.

Assume independent responsibility for completing tasks.

Indicate willingness to attempt successively more difficult tasks.

Respond to social reinforcement:  smiles, supportive words, embraces rather than concrete
rewards.

Respond to health and grooming suggestions.

Set realistic goals for him/herself.

Work independently.