DEVELOPMENTAL COMPETENCIES

Developmental Domain Nursery Junior Kinder Senior Kinder

(3.1 – 4.0) (4.1 – 5.0) (5.1 – 6.5)
Cognitive - Know own name (first and last) - follow two- to three- step - Retell a story from a picture
and age directions book with reasonable accuracy
- Point and name pictures of - use comparatives and - Read words with blends,
common objects on command superlatives when describing digraphs, and diphthongs
- Identify objects when told of people and objects - Spell 4-5 letter words
their use - listen to long stories - Rote count from 1-1000
- Ask and answer “What” and - sequence events using first, next, - Sort objects according to a given
“Where” questions and last attribute (ex: color, shape, size)
- Ask “Why” questions - match pictures to words by sight - Use time concepts accurately
- Listen to simple stories - match pictures to words (yesterday, today, tomorrow)
- Speak in a clear manner, consisting of 3-4 letters - Use the clock to tell time –
however allow for some sound - reproduce patterns analog and digital
errors - express feelings verbally - Use classroom tools (e.g.
- Recognize and matchup to six - label items correctly scissors, paint) meaningfully and
colors - participate in verbal discussions purposefully
- stack blocks or rings according to - identify rhymes - Begin to recognize conservation
size - create words that rhyme of amount and length
- Learns to use listening skills as a - understand concepts of - Copy words with ease
means of learning about the “empty/full”; “more/less” - Identify primary to neutral colors
world - use complete sentences with - Speak in clear manner
- draw in scribbles proper words - Carry a conversation with others
- begin to draw somewhat - use left to right progression in - Use some pronouns correctly
recognizable pictures that are reading and writing - Speak in correct grammar
meaningful to the child - answer questions about a story - Define objects by their use and
- sort fantasy from reality or event tell what objects are made of
- Begin problem-solving skills - tell about recent personal events - Use words like “on top”,
- Tell a story about daily home - carry out a sequence of two or “behind” to mean spatial
experiences three simple directions relations
- Follow two- to three- step - begin to show understanding of - Know ones address
directions the use of past tense - Understand “same” and
- Demonstrate understanding of - name primary and tertiary colors “different”
concepts of function and - identify most of the common - Count up to 100 objects using
 groupings for objects shapes sets
- Begin awareness of past and - use the words, “next” and “last”
present (yesterday/today) in sequencing events
- use “When” “Who?” and
“Why?” questions appropriately
- Draw a person with two to six
recognizable parts
- Draw, name, and describe
recognizable pictures
- Rote count from 1-500
- Know ones address
- Show longer attention span
- Begin to show understanding of
the concept of time

Physical Gross Motor: Gross Motor: Gross Motor:

- Walk on a line - Walk forward on a straight line - Walk on a balance beam
- Walk and run on tiptoes - Walk backward toe-heel - Run with balance using correct
- run with gradual increase in - Walk up and down a stair leg and feet position and
acceleration and deceleration independently movement
(run forward and backward with - Jump forward ten times without - Do two-hand ball catch
gradual increase in speed) falling - Bounce a ball in place and catch
- Walk the stairs with alternating - Balance on one foot for 4 to 8 a bounced ball
feet forward seconds - Skip with alternating feet
- Run around obstacles - Hop on non-dominant foot - Skip rope
- use hands and feet - Skip on one foot - Cover 2- meter hopping
simultaneously (ex: stamp foot - Leap over objects that are 10 - Ride a bicycle as well as a tricycle
while clapping hands) inches high
- stand on tiptoes with balance - Hop forward three hops while
- begin hopping on one foot maintaining balance Fine Motor:
- Begin to skip, pushing one foot - Descend stairway with - Cut out simple shapes
ahead of the other alternating feet - Copy a triangle
- jump from bottom step (12 - Do somersault/forward roll - Trace a diamond
inches) - Dress oneself - Write groups of letters and
- alternate forward foot going up numbers with more clarity
stairs - Color within the line
 - ride a bicycle Fine Motor: - Use tripod grip with ease
- put on shoes with minimal - Cut on a line in a continuous - Paste and glue appropriately
assistance motion - Use toothbrush, scissors, pencil
- Balance on one foot for five to - Copy a cross with ease
ten seconds - Copy a square - Manipulate buttons well
- Push, pull, use a steering wheel - Print some capital letters
to maneuver a toy car - Do buttoning with more ease
- Ride a tricycle
- Use slide independently
- Jump over a six inch high object
and land on both feet together
- Dance to the tune of a music
(slow, fast tempo)
- Throw a ball overhead
- Catch a ball with both hands

Fine Motor:
- Build a tower of blocks
- Copy a circle
- Imitate a cross (X) (t)
- Begin to copy a square
- Manipulate clay materials
- Manipulate zippers, and even
buttons
- Use scissors with guidance
- Complete a 4-6 piece puzzle
- Makes visually presented figures
Social - Accept suggestions/ideas from - Play and interact with other - Establish friendship/school
other children children buddies
- Exhibit independence in school - Show attention to details, time, - Play simple table games, e.g.
- Establish social contacts with and space during dramatic plays Slides and Ladders, Dominoes,
adults - Express realistic events and Monopoly, Tic-Tac-Toe
- Develop empathy for others experiences through dramatic - Participate in competitive
- Play near other children play as one avenue games, e.g. relays and team
- Share toys; take turns - Distinguish differences in gender sports
- Understand the use of dramatic and show respect to those - Engage in cooperative play with
 play as a way to interact with differences other children involving group
other children - Show a growing sense of - Display self-sufficiency in tasks
initiative and self-reliance and individual activities
- Plan and carry out activities and
return to projects the next day
Emotional - Engage in associative play; - Begin cooperative play using true - Follow requests and directions
however allow some parallel play give-and –take - Learn right from wrong
at times - Learn sharing and taking turns - control emotions and express
- Say sorry when a conflict is - Enjoy playing simple games in them in socially approved ways
encountered small groups - Develop a conscience by age five
- Accept an apology - Use verbal communication in - Accept rules by age six
- Follow simple requests and resolving conflicts
directions with willingness - Accomplish a task despite
- Express feelings appropriately distractions
- Control feelings with guidance
Spiritual -

References:

Hendrick, Joanne. The Whole Child. Developmental Education for the Early Years. 1992

Steinberg, Laurence and Meyer, Roberta. Childhood. 1995