Early Childhood Expectations
            3 Years
The Early Childhood Expectations are the behaviors that are desirable for a three year old to exhibit prior to entering kindergarten. In the Early Childhood Learning Programs, we provide activities and experiences that support the development of these behaviors. The mastery of the expectations will provide a foundation in preparing children to be successful in reading, writing, math and social/emotional development. In addition, the Expectations fit into the School District's goals and Florida's Sunshine State Standards continuum of learning in reading, writing and mathematics.

Demonstrates Concepts of Print
Understands top to bottom progression
Understands left to right page sequence
Demonstrates awareness of front and back of book
Knows how to turn pages in a book
Recognizes that print rather than pictures carries the message
Recognizes a word as a unit of print, an awareness that letters are grouped to form words and that words are separated by spaces
Demonstrates Alphabet Knowledge
Identifies symbols/signs/labels/logos
Shows progress in associating the names of letters with their shape and sounds
Identifies at least 10 letters of the alphabet, especially those in their own name
Uses Reading Process Effectively
Participates in language play (e.g., alliteration, rhyming, finger plays, and songs)
Uses language to describe personally meaningful experiences when talking with others
Demonstrates clarity of pronunciation when speaking in sentences of increasing length and complexity
Uses a variety of sources to build vocabulary
Shows increasing ability to discriminate and identify sounds in spoken language
Shows growing awareness of beginning and ending sounds of words
Constructs Meaning From a Variety of Text
Predicts what a story is about using illustrations
Predicts what might happen next
Demonstrates awareness of story elements
Participates in retelling of familiar stories and rhymes
Understands and follows simple directions
Demonstrates Effective Reading Behaviors
Pretends to read books both with and without print
Joins in when being read a familiar text
Chooses materials for reading and listening
Responds to open-ended questions related to language, pictures and print
Asks questions about material that has been read, or heard

Focuses on Topic
Focuses on topic when communicating
Communicates thoughts to teacher
Organizes Ideas
Demonstrates ability to retell events in a logical sequence
Supports Topic with Details
Communicates thoughts and experiences through various forms of representation (e.g., clay, drawings, blocks, pictures, dictation, writings)
Uses Conventions
Demonstrates fine motor control through the use of writing implements (e.g., chalk, markers, crayons, pencils, computers)
Relates models, pictures, symbols and photographs to real places and things
Creates models out of clay, blocks and other materials
Participates in drawing and painting
Participates in shared reading and shared writing in which concepts of print are modeled
Develops an awareness of the connection between spoken and written language
Recognizes that writing and drawing are forms of communication
Progresses from drawing, scribbling shapes or pictures to represent ideas, to using letter-like symbols, to copying or writing familiar words such as their own name
Organizes to Communicate in Writing
Chooses to participate in writing activities at centers
Contributes ideas during shared writing process activities
Begins to associate sounds with written words (e.g., an awareness that different words begin with the same sound)

Social Emotional
Makes, Communicates and Follows Through On Choices, Plans and Decisions
Makes an appropriate plan for play
Indicates with a short sentence how plan will be carried out
Follows through on plan for play
Reflects on learning through relevant conversations
Demonstrates curiosity, persistence and exploratory behavior
Makes appropriate choices throughout the day
Takes Care of One's Own Needs
Child expresses needs appropriately
Takes care of personal needs
Cares for personal/school belongings
Uses classroom tools to accomplish goals (e.g., scissors, tape and crayons)
Expresses Feelings in Words or Appropriate Actions
Expresses feelings with words
Expresses feelings in acceptable ways
Expresses pride in accomplishments
Shows sensitivity to the feelings, interests and needs of others
Builds Relationships with Other Children and Adults
Child sustains interactions with other children
Initiates and sustains interactions with familiar adults
Creates and experiences collaborative play
Treats others with respect
Recognizes similarities and respects differences among people, such as gender, race, special needs, culture, language, and family structures
Deals With Social Conflict
Requests adult help in solving problems with other children
Attempts to solve problems with other children independently, by negotiation or other socially acceptable means
Complies With Rules, Limits and Routines
Willingly participates in program routines/transitions
Understands classroom rules in regard to safety and respecting others
Follows classroom rules and begins to accept consequences
Respects appropriate limits

Collection, Graphing, Statistics, and Probability
Explores and describes similarities, differences and the attributes of objects
Sorts and matches by color, size or shape
Holds more than one attribute in mind at a time
Distinguishes between "some" and "all"
Describes characteristics that something does not possess or tell which class it does not belong
Geometry and Spatial Sense
Fills and empties objects
Fits objects together and takes them apart
Changes the shape and arrangement of objects (e.g., wrapping, twisting, stacking, stretching, enclosing)
Describes distance, positions and directions using words such as up, down, over, under, top, bottom, inside, outside, in front and behind
Distinguishes between and describes shapes (circle, square, triangle and rectangle)
Compares attributes (longer, shorter, bigger, smaller)
Starts and stops an action on signal
Describes rates of movement
Compares time intervals
Anticipates, remembers and describes sequence of events
Uses standard (rules, yard stick) and non-standard (block, string) measures for length and area of objects
Number Sense and Operations
Compares the number of objects in two sets to determine "more", "less", "same number" or "how many"
Arranges two sets of objects in one-to-one correspondence
Counts objects 1-10 and beyond
Patterning, Reasoning, and Pre-Algebraic Concepts
Arranges several items one after another in a series or pattern and verbally describes the relationship, (big/bigger/biggest, red/blue, etc.)
Fits one ordered set of object to another through trial and error (e.g., small cup/small saucer, medium cup/medium saucer, big cup/big saucer, etc.)
Scientific Thinking
Explores common objects and living things
Uses tools for investigation
Uses language to comment and ask questions about materials and living things in the environment
Social Studies
Time, Continuity and Change (History)
Uses calendar terms accurately (e.g., day, week, month and year)
Demonstrates an awareness of past, present and future
Demonstrates the ability to think in terms of time (sequence events in order)
Engages in role playing in various settings (e.g., school, play and home)
Begins to recognize their own physical attributes
Demonstrates an understanding that people are the same and different in many ways
Identifies ways to travel
People, Places and Environments (Geography)
Describes familiar environments
Describes changes in familiar environments
Recognizes different living environments
Production, Distribution and Consumption (Economics)
Understands the basic concept of exchanging money for goods
Demonstrates an understanding of the use of technology in their environment

Moves with Balance and Control
Maintains balance on a 2' x 4' balance beam that is close to the ground
Moves around the classroom on narrow paths between funiture without bumping into things
Develops mastery over running skills (such as quick stops, full circle turns, speeding up and slowing down)
Goes up and down stairs alternating feet without holding onto the rail or wall
Coordinates to Perform Simple Tasks
Turns, rolls and sways as he/she moves through an obstacle course
Throws a ball in the right direction, aiming at a target with reasonable accuracy direction
Catches a ball moving his/her arms or bodies to adjust for the direction the ball is traveling
Kicks a large ball with a two-step start
Rides a tricycle on a path around the playground
Uses the slide, seesaw, or swings
Hits a stationary target with an over hand throw
Participates in Creative Movement, Dance, and Drama
Uses scarves, ribbons, or other materials to create special movements and dances
Dances to a variety of different kinds of music, such as jazz, rock, ethnic, classical
Gallops, twirls, and performs almost any imaginative movement in response to music