4-Year-Old Kindergarten Outcome Goals
Revised (8/10/12)
The following outcome goals are based on what we believe are achievable goals for each of the children enrolled in the program to attain by the end of the school year. They encompass the areas of development important for children ages 4 – 5 in order to be ready to learn when they enter school full time. Not all children develop at the same rate or with the same sequential pattern, so variations in skill acquisition are expected during these early years.
Self-Help Skills
This area represents skills that children need to acquire in order to be as independent as possible outside of their home environment. Children will learn to take care of their basic self-care needs.
- Toilet independently; including minimum accidents, wiping without assistance, knowing when he/she needs to use the bathroom
- Wash and dry hands independently
- Blow/wipe nose with adult verbal reminders
- Put on and take off outside clothing independently
- Snap and zip clothing
- Put shoes on the correct feet
- Use the correct sequence in putting outside clothing on and taking off
- Dress and undress in a timely manner
- Open milk carton without assistance
- Clean up individual work space
- Eat neatly
- Assist in room pick up by putting things away where they belong
- Ask for help appropriately when he/she needs it
School Readiness Skills
This area melds many of the typical areas of child development in order to teach children skills that will allow them to participate successfully in a full day Kindergarten program. By achieving these goals, children will be able to attend to the academic portions of their school day more easily.
- Stay in a line and follow the person in front
- Attend to the teacher in a large group setting
- Attend to an independent task
- Scan choices and make good guesses as to a correct answer
- Organize materials during a work period
- Sit reasonably still and listen to a story
- Complete activities in a timely manner
- Complete a 4 step activity independently
- Follow the routine in a transition from one activity to another
- Follow the rules of the classroom
- Participate in large group songs, finger plays and games
- Be willing to try new activities and new equipment
- Play independently or in a small group without disrupting peers
- Demonstrate safe use of playground equipment
- Use school materials appropriately and safely
- Raise hand to answer a question during large group discussions
- Become familiar with computer components
- Monitor
- Computer
- Mouse
- Keyboard
Communication Skills
This area includes; communicating to get needs met, establishing and maintaining contacts with others, and giving and getting information.
- Relate outside experiences to the school topic or theme
- Maintain appropriate eye contact with listener
- Demonstrate conversational turn taking with peers and adults
- Use age appropriate grammar and sentence length
- Understandable to peers and adults
- Answer questions from a story (who, what, where, when)
- Make predictions based on information from a story
- Initiate verbally with peers and adults
- Use descriptive words to tell about objects and actions
- Answer questions using logical reasoning skills
Social / Emotional Skills
This area includes skills children will develop to interact with others, work toward a common goal, cope with conflict and recognize and express feelings.
- Problem solve in social conflict situations with adult support
- Engage in cooperative play
- Identify feelings
- Control / modify behavior with redirection from staff
- Give parent’s names
- State first and last name
- Work cooperatively on tasks that cannot be completed alone
- Demonstrate flexibility when changes occur in scheduling
- Listen when other people speak
- Demonstrate respect toward peers, staff and materials:
Use polite phrases, friendly voice and words
No physical aggression toward peers or staff
Clean up own messes in the classroom
Pre-Academic Skills
This area encompasses readiness skills for Kindergarten such as exposure to numbers and letters, visual perceptual activities, and phonemic awareness.
- Rote count 1-20
- 1-1 correspondence count 1-20
- Identify numbers 0-10
- Put written numerals in order 0-10
- Quantify (make sets) numbers 1-10
- Sing the alphabet song
- Identify uppercase letters and lowercase letters
- Recognize his/her name among others
- Demonstrate an understanding that letters are symbols that can be combined to form words by identifying friend’s names
- Demonstrate left to right progression
- Attend to books
- Sequence a 6 picture story
- Classify according to category
- Participate in the following phonemic awareness activities:
- Letter sounds/Beginning sounds
- Rhyming
- Syllable clapping
- Auditory discrimination (same and different sounds)
- Identify colors (11)
- Identify shapes (4)
- Complete simple patterns (AB, ABC, ABB)
- Complete 8 – 12 piece puzzles
- Copy simple peg board / parquetry block designs
Fine Motor Skills
This area includes the use of fingers and hands to explore materials and learn the rudimentary use of markers, pencils and scissors.
- Draw a 9 part person
- Print name
- Copy letters and numbers (no lines on paper)
- Cut smoothly on a ¼” line, circle, square, and curves
- Demonstrate three point marker/pencil grasp
- Draw a circle, square, and triangle
Gross Motor Skills
This area emphasizes large muscle development to assist children in developing coordination of their bodies in space, loco-motor skills and balance.
- Gallop
- Hop on one foot
- Jump with two feet together and for distance
- Alternate feet going up and down stairs
- Throw and catch a ball with accuracy
- Kick a rolling ball
- Run efficiently
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