Personal and Social Development
Kindergarten: Personal and Social Development |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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•demonstrate a positive attitude towards themselves and others; |
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•demonstrate independence and a willingness to take responsibility in learning and other activities; |
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•demonstrate an awareness of health and safety practices; |
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•perform tasks requiring balance and co-ordination, precision, and perceptual skills; |
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•identify and use social skills; |
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•demonstrate awareness of their surroundings, both natural and human-made; |
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•demonstrate awareness of patterns in their daily lives. |
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Specific Expectations |
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Self-Awareness and Self-Reliance |
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•recognize personal strengths and accomplishments (e.g., ability to print their own name, count objects, sing a song); |
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•identify and talk about their own interests and preferences (e.g., favourite activities, toys, stories); |
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•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); |
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•adapt readily to new situations (e.g., feel at ease with classroom visitors; enjoy participating in school functions); |
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•demonstrate self-reliance (e.g., dress themselves; know their address and telephone number; make decisions on their own; know when to seek assistance); |
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•attempt new tasks willingly (e.g., select and complete challenging activities; experiment with writing words); |
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•demonstrate self-control by following classroom rules and routines in different contexts in the school (e.g., in the classroom, gym, library). |
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Health and Physical Activity |
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•name body parts and talk about their function (e.g., eyes, teeth, ears, nose); |
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•identify nutritious foods (e.g., healthy snacks); |
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•select clothing appropriate for the weather (e.g., mittens, boots, raincoat); |
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•practise appropriate personal hygiene (e.g., wash their hands); |
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•identify safe and unsafe situations, materials, and equipment (e.g., dangers associated with handling construction tools, using scissors, playing on ladders); |
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•identify and apply basic safety rules (e.g., rules related to the school bus, traffic, electrical appliances); |
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•identify substances that are harmful to the body (e.g., cleaning products, drugs); |
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•demonstrate understanding that adults make most decisions regarding safety rules, and seek assistance when needed (e.g., from parent, teacher); |
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•participate willingly in creative movement, dance, and other daily physical activities; |
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•use different types of equipment and materials with ease (e.g., climbers, riding toys, balls, paint brushes, scissors, moulding clay); |
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•demonstrate balance, ease, and flexibility in movement (e.g., in walking, running, jumping); |
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•demonstrate spatial awareness (e.g., when riding toys, climbing steps). |
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Social Relationships |
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•act and talk in appropriate ways with peers and adults during activity periods; |
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•demonstrate consideration for others by helping them (e.g., assist with clean-ups; help to care for materials); |
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•share responsibility for planning classroom events and activities; |
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•identify feelings and emotions (e.g., anger, excitement) and express them in acceptable ways; |
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•use a variety of simple strategies to solve social problems (e.g., seek assistance from the teacher; talk about possible solutions); |
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•recognize, in situations involving others, advances or suggestions that threaten their safety or well-being (e.g., inappropriate touching, invitations to accompany strangers). |
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Awareness of Surroundings |
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•express their feelings of wonder and curiosity about the world; |
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•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); |
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•investigate and describe familiar geographical features in their area (e.g., ponds, fields, woods, lakes); |
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•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); |
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•recognize special places and buildings within their community, and describe their function (e.g., park, store, hospital, arena, public library); |
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•talk about time in relation to certain events or activities (e.g., meals, the school day, classroom routines, bedtime); |
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•identify patterns and cycles in their daily lives (e.g., changes in weather; daily or weekly events; classroom routines; the water cycle); |
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•identify some events that occur every year (e.g., birthdays, holidays); |
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•identify people who help others in the community, and describe what they do (e.g., doctor, store clerk, firefighter, police officer, mail carrier). |
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Student Name: |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.