Individual Child Profil The Creative Curriculum? Developmental Continuum For Ages 3-5 Child's Name: Date of Birth Teacher(s): Program: CHECKPOINT DATES: HE REATIVE(URRICULUM® FOR PRESCHOOLSOCIAL/EMOTIONAL DEVELOPMENT SENSE OF SELF 1. Shows abi toatl To Sieaaeione STEER Forerunner examples: ‘CHECKPOINT | Treats anival and departure as routine pats ofthe day 1 Accepts changes in daly schedule and routines | Functions with increasing independence . school 2. Demonstrates: aire Forerunner examples: | Shows confidence in parents’ and teachers’ ables to keep himer safe and heathy Regards parents and teachers as resources and positive rele models 1W Knows the difference between adults who can help (family members, fends, staf) and those who may not (strangers) | entfes and labels own feelings 1 Is able to describe felings and thelr causes {Physically or verbally assets needs and desies Ui Asserts om needs and desires verbally without being aggresive TH Takes action to avoid possible disputes over rights RESPONSIBILITY FOR SELF AND OTHERS Forerunner examples: 1 Chooses and becomes involved in one activity out of several options Completes multiple tasks ina project of own choosing with some adult assistance Foreruner examples: {Uses selfhelp skls with occasional reminders It Uses self-help sls and participates in chores without reminders IM Understands the importance of self-help skis and ther role in healthy living e Forerunner examples: {Uses materials in appropriate ways 1 Puts away used materials befor starting another activity Ti Begins to take responsibilty for care ofthe dassroom environmentLANGUAGE DEVELOPMENT LISTENING AND SPEAKING “36, Heard ai acinati te souids-oF language? Forerunner examples: 1 Plays with words, sounds, and rhymes Recognizes and invents rhymes and repetitive phrases; notices words that begin the same way mM Hears and repeats separate sounds in words plays with sounds to create new words 39: Expesses eta Ohana pana sett Forerunner examples: {Uses simple sentences (-4 words) to express wants and needs 1_Uses longer sentences (5-6 words) to communicate I Uses mare complex sentences to express ides nd feeings | Follows one-step directions 1 Follows two-step directions Follows directions with more than two steps AY Abieadesions Forerunner examples: | Answers simple questions with one or two words Answers questions with a complete thought I Anwar question with dts Forerunner examples Ass simple questions I Asks questions to further understanding Forerunner examples: | Responds to comments and questions from others 1 Responds to others’ comments in a series of exchanges Initiates andlor extends conversations for atleast four exchangesREADING AND WRITING 44, Enjoys and values reading mae Foreruner examples cHecKromnt | listens to stores being read 1 Participates in story time interactively Chooses to read on own seeks information in books; ees self as reader ‘45 Detnonstfates understanding of print concepts” Forerunner examples: | Knows that print caries the message 1 Shows general knowledge of how print works | Knows each spoken word canbe written down and read ‘46: Deiionstrates knowlédge of the'aiphaber Forerunner examples: {Recognizes and identifies afew letters by name 1 Recognizes and names many letters i Begins to make lete-sound connections 41ers’ Silt make man froth print Forerunner examples: 1_Uses illustrations to guess what the text says I Makes Judgements about words and tert by noticing features other than letters or words) Uses diferent strategies (cnown words, knowledge of letters and sounds, pattems in tex?) tormake meaning from print ‘48.‘Comprehends and interprets fieaning from books anid other Forerunner examples: | imitates act of reading in play 1 Compares and predicts story events; acts out main events ofa familar story tele a sty nding man tals nd daws connections between stn events Pili 2 aise Forerunner examples: We [imitates act of writing in play Understands there isa way to wite that conveys meaning 1M Wiites to convey meaning 50.Weitesfetters'and words = forerunner examples: 1Uses srible writing and letterike forms 1 Wiites recognizable letters, especially those in own name Uses letters that represent sounds in writing wordsCOGNITIVE DEVELOPMENT LEARNING AND PROBLEM SOLVING "22. Oba iobjects and events with curiosity 2 Foreruner examples _ensexvomt she aie {Examines with attention to detail, noticing atuibuts of objets | Notices andlor asks questions about similarities and differences 1H Observes attentively and seeks relevant infomation 23. Appiblaches problems’ tiatbiy: Forerunner examples: | Finds mutple uses for dassroom objects 1 Experiments with materials in new ways when fst way doesn't work TW Finds alternative solutions to problems Forerunner examples: 1 Sees simple tasks through to completion 1 Continues to wean ak even wn ncunteing difcaes 1 Werks on task over ine, leaving and ES 1 Wonders “what wll happen if” and tests out possibilities |W Explains plans for testing cause and effect, and ties out ideas ERE Forerunner examples: | Draws on everyday experiences and applies this knowledge to similar situations Applies new information or vocabulary to an activity or interaction IM Generates a rule, strategy, oF idea from one learning experience and applies it in anew context LOGICAL THINKING HECKPOINT { Sorts objects by one propery such as size, shape colo, oF use 1 Sorts a group of objects by one property and then by another Uses comparative words related to number size, shape texture, weight, color speed, volume 'W Undestandsfuses measurement word and some standard measurement tools 123, Arranges objeclSin a 2eries Forerunner examples: | Notices wien one object in a series is out of place 1 Figures out a logical order for a group of objects {UL Through tial and erog arranges objects along a continuum according to two oF more physical FeaturesLOGICAL THINKING (continued) 30. ecagiize tens aa ca repent tem > DS Forerunner examples ‘CHECKPOINT | Mtices and recreates simple patterns with objcts Extends patterns or create simple pattems of own design IN Creates complex patterns of own design or by copying 431. Shows aviareness of time concepts and seeiience’ Forerunner examples: Re {Demonstrates an understanding of the present and may refer to past and future 1 Uses past and future tenses and time words appropriately Associates evens with timevelated concepts 32, ShoWs awareness of position’in Space Forerunner examples: Shows comprehension of basic postional words and concepts Understands and uses positional words correctly II Shows understanding that positional relationships vary with one's perspective 33, Uses one-to-one cartesponclance use Forerunner examples: Matches pais of objects in one-to-one correspondence | Places cbjecs in one-to-one correspondence with another set I_Uses one-to-one correspondence asa way to compare two sets 34, Uses numbers and counting E Forerunner examples: | Imitates counting behavior using number names (may not always say one number pe tem or get the sequence right) | Counts corretly upto 5 or s0 using one number foreach object (may not always Keep tack of ‘what has or has not been counted) 1 Counts to 10 or so connecting number words and symbols tothe objects counted and knows that the last number describes the total REPRESENTATION AND SYMBOLIC THINKING 35 TWao pretend fle and sittin Foran examples {Performs and labels actions associated with a role I fers a play theme and scenario IM Engages in elaborate and sustained rle play 36. Makes believe with objects Degineres Forerunner examples: {interacts appropriately with real bjecs or epics in pretend play I_Uses substitute objector gasture to represent real abject. IW Uses make-believe props in planned and sustained play 37; Makes and interprets representations © oe Forerunner examples {Draws or constructs and then names what I_Draws or builds a construction that represents something specific I Plans then creates increasingly elaborate representationsForerunner examples ‘CHECKPOINT {_Paricipates in lassroom activites (e.g. cle time, clean-up, napping olting, eating, etc) with prompting I Understands and follows classroom procedures without prompting Forerunner examples: | follows dassroom rules with reminders I_Understands and follows dassroom rules without reminders | Follows and understands reasons for classroom rules Forerunner examples: HECKPOINT |_Worksiplays cooperatively with one other child I Successuly enters a group and plays cooperatively |it Maintains an ongoing friendship with atleast one other child 1s aware of other children’s feelings and often responds in alike menner I Shows increasing awareness that people may have different feelings about the same situation IM Recognizes what another person might need or want Forerumer examples: {With prompts shares or takes turns with others 1 Shares toys or allows tum in response to another child's request | Accepts compromise when suggested by peer or teacher I Suggests a solution to solve a problem: seeks adult assistance when needed IM Engages ina proces of negotiation to reach a compromise@ - PHYSICAL DEVELOPMENT GROSS MOTOR cHecxPomt ai 414, Demonstrates basic locomotor stills (running, jumping, hopping, galloping) : Fereuner examples: “1 Moves with direction and! ‘beginning coordination TL Moves wit recon andincesing coordination Moves with ection and refined coordination 415. Shows balance while moving : sean Forerunner examples avtarps to walk along aie sepping of ocasionally UL Walls along wide beam such as edge of snbox 1 Wal foward es, and baevard wth fo loge wie beam 416, Glib up ana dow 2 “Foren examples ~ 1 Climbs a short wide ladder IL Clinbs up and down sais and ladders and sound obstacles TH Climbs and plays easy on ramps sta, lads o ing boars 417, Pedals and steers a tricycle (or other wheeled vehicle) & eS Forerunner examples: Pedals in foward drecton, ering sound wide comets UL Peas and ster around obstacles and sharp comers ll Rides with speed and control oe 18! Deinonstates throwing kicking and etching Sle Forerunner examples [throws cotches and hicks ebjects with somenhat awkward movements TL Throws, catches and kes with neeasing cone TH Throws and kc at target and catches with ineasng accuracy Maes I FINE MOTOR Forerunnar examples: | Manipulates objects with hands I Manipulates smaller objects with increasing control |W Manipulates a variety of objects requiring increased coordination 20; Coordinates ejechanilfioven Forerunner examples: 7 Pefoms simple manipulations 1 Pefoms simple merinuatios with ceasing conc IW Monies mates in purpose wo. ering and ated ode !Uses tok: for wrtng na rang” Forerunner exarpes | Hold @ marker or rajon with thumb and wo fingers: makes dimple stokes _Makes several basic strokes or figures; draws some recognizable objects | Coples and draws simple shapes, letters, and words including name