Personal and Social Development

Kindergarten: Personal and Social Development

Planning: Term #

Tracking: Ach. Level

Overall Expectations





•demonstrate a positive attitude towards themselves and others;





•demonstrate independence and a willingness to take responsibility in learning and other activities;





•demonstrate an awareness of health and safety practices;





•perform tasks requiring balance and co-ordination, precision, and perceptual skills;





•identify and use social skills;





•demonstrate awareness of their surroundings, both natural and human-made;





•demonstrate awareness of patterns in their daily lives. 





Specific Expectations





Self-Awareness and Self-Reliance





•recognize personal strengths and accomplishments (e.g., ability to print their own name, count objects, sing a song);





•identify and talk about their own interests and preferences (e.g., favourite activities, toys, stories);





•express their own thoughts and share experiences (e.g., contribute to the development of class routines; talk about experiences at home; describe a science discovery);





•adapt readily to new situations (e.g., feel at ease with classroom visitors; enjoy participating in school functions);





•demonstrate self-reliance (e.g., dress themselves; know their address and telephone number; make decisions on their own; know when to seek assistance);





•attempt new tasks willingly (e.g., select and complete challenging activities; experiment with writing words);





•demonstrate self-control by following classroom rules and routines in different contexts in the school (e.g., in the classroom, gym, library). 





Health and Physical Activity





•name body parts and talk about their function (e.g., eyes, teeth, ears, nose);





•identify nutritious foods (e.g., healthy snacks);





•select clothing appropriate for the weather (e.g., mittens, boots, raincoat);





•practise appropriate personal hygiene (e.g., wash their hands);





•identify safe and unsafe situations, materials, and equipment (e.g., dangers associated with handling construction tools, using scissors, playing on ladders);





•identify and apply basic safety rules (e.g., rules related to the school bus, traffic, electrical appliances);





•identify substances that are harmful to the body (e.g., cleaning products, drugs);





•demonstrate understanding that adults make most decisions regarding safety rules, and seek assistance when needed (e.g., from parent, teacher);





•participate willingly in creative movement, dance, and other daily physical activities;





•use different types of equipment and materials with ease (e.g., climbers, riding toys, balls, paint brushes, scissors, moulding clay);





•demonstrate balance, ease, and flexibility in movement (e.g., in walking, running, jumping);





•demonstrate spatial awareness (e.g., when riding toys, climbing steps). 





Social Relationships





•act and talk in appropriate ways with peers and adults during activity periods;





•demonstrate consideration for others by helping them (e.g., assist with clean-ups; help to care for materials);





•share responsibility for planning classroom events and activities;





•identify feelings and emotions (e.g., anger, excitement) and express them in acceptable ways;





•use a variety of simple strategies to solve social problems (e.g., seek assistance from the teacher; talk about possible solutions);





•recognize, in situations involving others, advances or suggestions that threaten their safety or well-being (e.g., inappropriate touching, invitations to accompany strangers). 





Awareness of Surroundings





•express their feelings of wonder and curiosity about the world;





•describe different kinds of weather and the ways in which people adapt to the weather (e.g., by wearing light clothing in summer, heating their houses in winter);





•investigate and describe familiar geographical features in their area (e.g., ponds, fields, woods, lakes);





•identify ways in which people use the natural environment (e.g., people use lakes for swimming, boating, and fishing, and for their water supply; fields are used for growing food);





•recognize special places and buildings within their community, and describe their function (e.g., park, store, hospital, arena, public library);





•talk about time in relation to certain events or activities (e.g., meals, the school day, classroom routines, bedtime);





•identify patterns and cycles in their daily lives (e.g., changes in weather; daily or weekly events; classroom routines; the water cycle);





•identify some events that occur every year (e.g., birthdays, holidays);





•identify people who help others in the community, and describe what they do (e.g., doctor, store clerk, firefighter, police officer, mail carrier). 





Student Name:





 Expectations: Copyright The Queen's Printer for Ontario, 2006.  Format: Copyright B.Phillips, 1998.