Wednesday, October 16, 2019
U.Yasha HOD Education Management
PRIME AREAS OF LEARNING & DEVELOPMENT IN “PRE-NURSERY”
Personal, Social & Emotional Development
Competency
Bi-Monthly Pro foma
“A”
Bi-Monthly Pro foma
“B”
Bi-Monthly Pro foma
– “C”
Bi-Monthly Pro foma
“ D”
Bi-Monthly Pro foma
“ E”
Personal
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Needs visual reminders of
boundaries both within the
Classroom and with
personal space.
Can play alongside another
child but will still grab at
others’ materials if it is
something that they want
Follow a person’s
movement with their eyes.
Allows adult to move
him/her through routines
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Follows a person’s
movement with their
eyes.
Tolerates being
physically near others.
Identifies self by gender
Follow classroom routines
with assistance such as
reminders, picture cues, or
physical help.
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Plays alongside another
child with adult help
Enjoys simple back and
forth games such as hide
and seek.
Shows caution and looks to
adult before attempting
something new.
Leave self-chosen favorite
activity without showing
discomfort
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Make a friendly greeting
when enters in the
classroom and when
leaving
Greets others when
reminded
Wants praise for good
performance
Smiles when sees a familiar
person, distinguishes
between strangers and
familiar persons.
Expresses pleasure at
spending time with the
friend.
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Responds when asked a
question
Refuse tasks that he
perceives are too hard for
him.
Shows preference for
certain peers over others
Enjoys seeing own work
and self-representations
displayed in the classroom
(art work on the wall; name
and picture on charts etc.
Describes self in
concrete/physical ways
(age, clothes, body parts).
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Coordinates eye contact
with communication (look at
teacher or peer during
communicative exchanges)
Engages in conversations
with an adult about what he
is doing (e.g., discusses
what he is painting at the
easel).
Take turns with materials
and in activities.
Shares toys with others and
help others
Able to be both leader and
follower in play.
Understands others
intentions.
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Show interest and
participate in activities
Show involvement in
self-chosen activities.
Manage own personal
hygiene
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Social
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Make friends and
show kindness & care
Work as part of a
group or class
Play with others or
alongside others
Talk freely with others
Can make very simple
choices.
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Can tell what eyes, ears
and nose are used for.
Show sense of pride in
accomplishments and may
cry at failure to accomplish
goal.
Able to hold himself from
grabbing others belonging
and control temptations.
Feel comfortable in
following daily routines
Enjoys sharing stories and
experiences from outside
of the school with the
teacher.
Respects teacher’s
authority (accepts limits
and rules set by teacher).
Participates in individual,
small and large group
Express affection and/or
preference for some
peers. Converses with
peers.
Recognizes and names
feelings in others.
Shares space and
materials with other
children comfortably.
Emotional
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Communicate needs &
wants
Uses markers/crayons
on paper rather than
other surfaces.
Wait patiently for
his/her turn
Communicate freely
about him/herself
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Begins to take care of his
belongings.
Needs adult guidance to
help manage her behavior.
Cries when angry or
frustrated
Follows single step
directions.
Shows awareness of adults
wishes and expectations
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Moral
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Respect others
Initiate presence by
Salam
Follow the class &
school rules
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Know we all are Muslims
Name their own religion.
Able to recite Tawooz and
Tasmiyah
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Can follow visual cues
(matching the object to
picture) where materials are
put away on shelves/bins.
May throw materials when
done and check in with
teacher to see if she
noticed (showing beginning
understanding that this is
not acceptable behavior.
Show consciousness for
adult approval/disapproval.
Produces complex facial
expressions.
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Know that Allah is our
Creator.
Know that we should begin
everything with Tasmiyah
Know who is our last
Prophet (name)
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Accepts adult solution to
resolve a conflict
Begins to recognize when
she needs some help to
solve a problem.
Communicates
appropriately to make
needs known.
Show patience while
waiting for his turn at water
cooler for a classmate to
finish drinking
Reacts to others sadness
and may try to comfort
them, at times with an
objects.
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Recite the first kalma
Able to recite small Duas
and know why these should
be recited.
Send Salat o Salam upon
our beloved prophet
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Can follow simple rules
and procedures with
gentle reminders.
Beginning to learn to take
care of materials and put
things back where they
belong.
Refrains from aggressive
behavior towards peers or
self.
Conveys emotional
expressions with whole
body
Respect other people’s
belonging
Know that leaving a place
clean for others
Know that Islam is a
religion of peace
Physical Development
Competency
Bi-Monthly Pro foma
“A”
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Health & Well
being
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Participate in health care
activities like;
Washing hands before
snack and lunch or after
using the toilet.
Express his feelings at
nature’s call.
Able to use washroom
with adult help.
Listen to safety warnings
and accept redirection.
Identify and seek adult
help if feeling unwell,
hurt, unhappy or
uncomfortable.
Identifies selected body
parts such as eyes, nose,
mouth, head, hands, legs
and feet.
Bi-Monthly Pro
foma “B”
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Feed themselves with
fork and spoon
without assistance
Do not spill while
drinking
Able to differentiate
clean & dirty.
Dress themselves with
help
Begin to respond to
verbal safety warnings
(Danger, Hot, sharp,
etc.)
Bi-Monthly Pro foma
– “C”
Bi-Monthly Pro foma
“ D”
Bi-Monthly Pro foma
“ E”
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Participate in health care
routines, such as; using a
tissue to wipe own nose,
covering mouth when
coughing.
Dress themselves
without help
Make personal food
choices among several
healthy options.
Able to discuss his
likes/dislikes in food.
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Talk about all the things
he/she can do; may
show shame at not being
able to do something.
Take care of his/her
personal hygiene
Can tell what eyes, ears,
and nose are used for.
Show awareness of
his/her body parts
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Keep his/her clothes
clean throughout the
day
Able to use washroom
without any help.
Identify healthy and
unhealthy foods
Recognize and follow
basic safety rules.
Alert when another
child is in an unsafe
situation or
try to stop an unsafe
behavior
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Gross Motor
Skills
Walk on straight lines.
Stand on one foot for 3
seconds
Climb stairs one step at a
time.
Moves body into position
to catch or kick a ball.
Imitates simple body
movements
Enjoy playing on slides
and swings
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Walk easily or run
from place to place
Hops on one foot,
walks, jogs, jumps and
gallops.
Kick or throw a large
ball towards another
child or adult.
Kicking ball, jump on
or over a line
Walks on tiptoes 20
feet.
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Maintains balance while
walking on a balance
beam, blocks or a
narrow ledge
Participates in groups
games involving
movement (action
poem)
Walk up and down stairs
alternating feet
Walks on all types of
surfaces without falling.
Jumps over a string with
both feet off the floor.
Catches playground ball
using chest and hands
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Carries a bowl or plate of
the objects from one
spot to another.
Uses axial movements
such as reaching,
twisting, turning and
bending.
Hop or jump
Jumps down from
bottom step without
falling.
Throw tennis ball at least
3 feet.
Refine and improve their
movements as they
repeat actions.
Move through spaces
with consideration of
other children/people
and objects in the
environment.
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Moves and stops with
control over speed and
direction (moves back
and forth, side to side.)
Moves from one space
to another in a variety
of ways (running,
jumping, hopping,
skipping)
Kick, throw, and catch
a large ball with
accuracy
Run more confidently
Avoid obstacles while
running.
Do physical exercises,
such as stretching and
bending
Demonstrate the
control necessary to
hold objects or hold
themselves in fixed
positions for a couple
of minutes.
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Fine Motor
Skills
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Screws on lids.
Snips with scissors.
Scribbles on paper with
appropriate pressure on
paper
Imitates drawing of
shapes.
Completes inset puzzles.
Draw straight lines and
circles.
Moving & handling things
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Able to hold crayon or
pencil properly
Able to draw lines or
shapes
Drawing & Coloring
on big pictures
Draws recognizable
pictures and shapes.
Folding Napkin
Unbuttons large
buttons.
Turn single pages in a
book with care
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Using big brush to paint
Folding and unfolding
mates
Pouring activities
Sweeping activities
Spooning bowl to bowl
Carrying chair & empty tray
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Spooning bowl to 2
equal bowls
String small beads
Using hands and fingers
to manipulate various
classroom materials e.g.,
placing caps on and off
markers; using various
size brushes to paint at
the easel or on the table.
Holding and carrying big
book
Snip the edges of paper
with scissors
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Draws recognizable
pictures and shapes
Complete inset puzzles
Handling of pink
towers
Accomplishes self-help
tasks (buttoning,
zipping, and snapping).
Mastering in all pouring
activities
String beads, macaroni to
make jewelry
Communication & Language Development
Competenc
y
Bi-Monthly Pro foma
“A”
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Listen attentively in
small and large groups
Understand Daily
routine instructions
Try to express his/her
feelings
Bi-Monthly Pro foma
“B”
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Communcati
on in Urdu &
English
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Wait for their turn to
speak and not interrupt
when others are talking.
Initiate conversation with
peers and adults.
Understand and follow
instructions.
Name things in their
environment.
Recognize and
differentiate between
sounds in the
environment.
Bi-Monthly Pro foma
“C”
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Respond to and
verbally express a
range of feelings,
such as, joy or
sorrow, wonder and
anger.
Describe and talk
about pictures.
Talk about their
experiences and
feelings with peers
and adults.
Express their ideas
with clarity.
Show steady
increase in words
they use (name
family members
and familiar objects)
Use correct
pronunciation.
Bi-Monthly Pro foma “
D”
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Show respect for a variety
of ideas by listening and
responding appropriately.
Share their plans for the
day.
Respond to stories,
poems and rhymes by
joining in verbally or with
actions as appropriate.
Describe experiences and
create short stories.
Imitate familiar people,
as well as repeating parts
of songs and rhymes.
Respond to gestures,
facial expressions, and
tone of voice, with words
or simple sign language.
Bi-Monthly Pro
foma “ E”
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Draw on words from
an enhanced
vocabulary.
 Appreciate the
concept of word
rhythms and syllabus.
 Follow simple
directions and visual
cues. (“Pick out your
favorite book and I’ll
read it to you.”)
 Communicate through
facial expressions,
sounds, and body
movements, such as
waving and nodding.
Respond to simple
statements and questions
about pictures, play,
people, and things that are
happening.
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Reading
Hold books in the
correct way and turn
pages
Recall and talk about
visual images and
objects
Initiate discussion about;
“What’s happening? In
the picture from the
reader.
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Hold, open and turn
pages of a book with care.
Enjoy looking through
books.
Identify and read
Reader’s flash cards
Identify and name the
characters in a story.
Understand that words
and pictures carry
meaning
Recognize and
differentiate between
print and pictures.
Explore reading behaviors
with assistance (choosing
books, opening and
closing books, or turning
individual or grouped
pages in a book).
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Know that some books
tell stories and others
give information.
Know that Urdu is read
from right to left and top
to bottom.
Identify words in flash
cards and recognize
them in Reader
Know that English is
read from left to right
and top to bottom.
Link picture cards or
objects with spoken
initial sounds.
Differentiate between
the parts of a book.
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Predict what comes next
in stories.
Tell a simple story by
looking at pictures.
Try to comprehend
pictures in his/her ways
Recognize their names in
print.
Engage in reading behaviors
independently for several
minutes at a time.
Identify a variety of
print
resources, such as
books and
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Listen to and repeat
parts of simple and
repetitive books,
stories, songs, and
finger plays.
Make appropriate
sounds when looking
at pictures. (When
looking at a duck says,
“Quack, quack.” When
looking at a car says,
Vrrrrooom.”)
Able to read flash
cards of Reader
confidently
Show an interest in
words and printed
materials and other
Reading-related
activities.
Identifying words and
linking them to the
relevant pictures
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Writing
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Pick up small objects
and pencil with finger
and thumb
Understand direction of
written print
Identify letters’
formation through sand
paper letters.
Tracing & Writing with
correct formation of
letters
Express initial sounds
understanding through
symbols and pictures
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Trace and draw vertical,
horizontal and wavy lines
and simple patterns made
up of lines, circles, semi
circles and other simple
shapes.
Able to trace letters and
numbers
Use a variety of writing
tools and materials with
purpose and control
(pencils, chalk, markers,
crayons, paintbrushes,
finger paint, etc.).
Show they know that
written words are made
up of particular letters
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Draw pictures to
communicate meaning.
Make marks they call
“writing” that look
different from drawings
vertical or horizontal
Identifying the starting
point, and ending point
Able to draw simple
shapes
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Trace and write the small
letters of the English
alphabet.
Trace and write the
letters of the Urdu
alphabet.
Play with writing letters
and
Making letter-like forms,
using letters and letterlike marks to write their
name.
Trace and write the
numbers
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Write letters, numbers
and symbols
randomly.
Discriminate between
letters.
Able to point the first
letter of their own
name