Early Childhood Expectations
            4 Years
The Early Childhood Expectations are the behaviors that are desirable for a four 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.

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 in classrooms, home and community
Recognizes a word as a unit of print, an awareness that letters are grouped to form words and that words are separated by spaces
Phonological Awareness
Participates in language play (e.g., alliteration, rhyming, finger plays, and songs)
Identifies symbols/signs/labels/logos
Shows age appropriate phonological awareness
Shows increasing ability to discriminate and identify sounds in spoken language
Shows growing awareness of beginning and ending sounds of words
Combines onset and rhyme to form a familiar one-syllable word with pictorial support
Combines words to make a compound word and deletes a word from a compound word
Combines syllables into words
Can delete a syllable from a word
Alphabetic Knowledge
Identifies letters in their own name
Shows progress in associating the names of letters with their shape and sounds
Recognizes almost all letters by its letter name (can identify when ask to find a certain letter)
Names most letters (when shown a letter can accurately say letter name)
Recognizes some letter sounds (can indentify the letter of the sound given)
Names some letter sounds (can say the sound the letter makes)
Demonstrates Effective Reading Behaviors
Chooses materials for reading and listening
Uses books or other reading materials appropriately
Pretends to read books with and without print
Joins in when being read a familiar text
Shows understanding of text read aloud
Asks to be read to or asks the meaning of written text
Responds to open-ended questions, related to language, pictures, and print
Predicts what a story is about using illustrations
Predicts what might happen next
Demonstrates awareness of story elements
Retells or re-enacts a story after it is read aloud
Asks appropriate questions about the story
Answers appropriate question about the story (what happened, what will happen, what would happen if)
Uses a variety of sources to build vocabulary
Shows an understanding of words and their meanings
Uses an age appropriate vocabulary and demonstrates a wide variety of words within each category
Uses category labels (fruit, vegetable, animal, transportation, tools)
Has mastery of classroom language and objects in the classroom (same and different, in front of and behind, next to, opposite, below)
Uses an expanded vocabulary to describe many objects, actions and events
Sentences and Structure
Typically uses complete sentences of four or more words, usually with subject, verb and object order
Uses age appropriate grammar in conversations and increasingly complex phrases and sentences
Connects phrases and sentences to build ideas
Uses sentences with more than one phrase
Combines more than one idea using complex sentences
Combines sentences that give lots of detail, stick to the topic and clearly communicate intended meaning
Uses regular and irregular plurals, regular past tense, personal and possessive pronouns and subject-verb agreement
Listening, Speaking and Conversation
Gains meaning by listening
Follows simple directions (one step)
Follows two and three step directions
Uses language to express needs and feeling
Uses language to describe personally meaningful experiences when talking with others
Demonstrates use of varied language (requesting, commenting, manner words, problem solving)
Initiates, asks questions, and responds to adults and peers in a variety of settings
Demonstrates clarity of pronunciation when speaking in sentences of increasing length and complexity without contextual clues
Follows another's conversational lead, appropriately initiates or terminates conversations, or appropriately introduces new content
Provides appropriate information to the setting (introduces him/herself; asks for help; answers questions such as providing name and address to appropriate person)
Demonstrates knowledge of verbal conversational rules (takes turn, does not interrupt, appropriate verbal expressions, appropriate intonation)
Demonstrates knowledge of nonverbal conversational rules (eye contact, facial expressions, appropriate distance in conversations
Matches language to social contexts (uses volumes appropriate to context, addresses adults more formally than he or she addresses other children)
Emergent Writing
Relates models, pictures, symbols, and photographs to real places and things
Communicates thoughts and experiences through various forms of representation (e.g. clay, drawings, blocks, pictures, dictation, writings)
Develops an awareness of the connection between spoken and written language
Recognizes that writing and drawing are forms of communication
Shows motivation to engage in written expression (intentionally uses scribbles/writing to convey meanings)
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
Participates in shared reading and shared writing in which concepts of print are modeled
Contributes ideas during shared writing process activities
Demonstrates age appropriate ability to write letters
Begins to associate sounds with written words (e.g. an awareness that different words began with the same sound)
Independently writes some letters on request
Shows knowledge of structure of written composition (when writing or dictating, uses appropriate writing conventions - a letter starts with "Dear" or the idea that a story has a beginning, middle and end)

Social Emotional
Self Concept
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 conversation
Demonstrates curiosity, persistence and exploratory behavior
Makes appropriate choices throughout the day
Self Control
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)
Willingly participates in program routines/transitions
Understands classroom rules in regard to safety and respecting
Follows classroom rules and begins to accept consequences
Respects appropriate limits
Expresses Feelings in Words
Expresses feelings with words
Expresses feelings in acceptable ways
Expresses pride in accomplishments
Shows empathy to the feelings, interests and needs of others
Relationships with Other Children and Adults
Child initiates and sustains interactions with others
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
Social Problem Solving
Requests adult help in solving problems with other children
Attempts to solve problems with other children independently, by negotiation or other socially acceptable means
People, Past and Present
Demonstrates an awareness of past, present, and future
Demonstrates the ability to think in terms of time (sequences events in order)
Uses calendar terms accurately (e.g. days, week, month, and year)
Begins to recognize their own physical attributes
Demonstrates an understanding that people are the same and different in many ways
Engages in role playing in various settings (e.g. school, play, and home)
Human Interdependence
Begins to understand family needs, roles and relationships
Describes some people's jobs and what is required to perform them
Identifies ways to travel
Understands the basic concept of exchanging money for goods
Demonstrates an understanding of the use of technology in their environment
Citizenship and Government
Demonstrates awareness of rules
Shows awareness of what it means to be a leader
People and Where They Live
Describes familiar environments
Describes changes in familiar environments
Recognizes different living environments

Collection, Graphing, Statistics, and Probability
Explores and describes similarities, differences and the attributes of objects
Sorts, matches and describes by color, size, name 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
Interprets and compares the relationship between items/objects represented by charts and graphs
Uses data collection results to make predictions
Geometry and Spatial Sense
Fits objects together and takes them apart
Understands objects remain the same in different orientations (e.g. slide, flip, rotate)
Demonstrates and describes distance, positions and directions using words such as up, down, over, under, top, bottom, inside, outside, in front and behind
Anticipates, remembers and describes sequence of events including position
Recognizes and describes the difference between horizontal, diagonal and vertical orientations
Distinguishes between and describes/names shapes: circle, square, triangle, rectangle, oval and trapezoid
Constructs two dimensional shapes
Recognizes and sorts three-dimensional shapes (sphere, cube, cone, cylinder and pyramid)
Identifies various three dimensional shapes
Compares attributes (longer, shorter, bigger, smaller)
Starts and stops an action on signal
Describes rates of movement
Compares time intervals
Uses standard and non-standard materials to measure and compare the length and height of objects
Uses standard and non-standard materials to measure and compare the weight of objects
Uses measurement vocabulary (e.g. length, height, and weight) to compare (e.g. more, less, shorter, longer, heaviest, lightest) 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 up to 15 objects
Counts objects 1-15 and beyond
Assigns and relates a numerical to a set of objects and tells how many, in range from 1 to 10
Adds 1 to numbers less than 10 and tells how many
Subtracts 1 from numbers less than 10 and tells how many
Begins to separate sets equally up to four (4) parts
Patterning, Reasoning, and Pre-Algebraic Concepts
Fits one ordered set of object to another (e.g., small cup/small saucer, medium cup/medium saucer, big cup/big saucer, etc.)
Arranges, orders and compares several items one after another in a series or pattern and verbally describes the relationship, (big/bigger/biggest, red/blue, etc.)
Scientific Thinking
Observes and asks questions about common objects and living things
Changes the shape of objects (e.g. wrapping, twisting, stacking, stretching, enclosing)
Uses tools for investigation
Uses language to compare objects and living things
Gross Motor Development
Moves with Balance and Control
Moves around the classroom on narrow paths between furniture 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
Maintains balance on a 2' x 4' balance beam that is close to the ground
Coordinates to Perform Simple Tasks
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
Uses the slide, seesaw, or swings
Rides a tricycle on a path around the playground
Turns, rolls and sways as he/she moves through an obstacle course
Hits a stationary target with an over hand throw

Fine Motor Development
Uses Strength and Control to Perform Simple Tasks
Demonstrates strength and control by using materials such as art materials and tools and manipulatives
Uses eye-hand coordination to perform tasks
Demonstrates eye-hand coordination by constructing unit blocks, puzzles, cutting and stringing beads
Creates models out of clay, blocks and other materials
Shows Beginning Control of Writing, Drawing and Art Tools
Demonstrates fine motor control through the use of writing implements (e.g. crayons, pencils and computers)

The Arts
Expression and Representation
Participates in group music experiences
Participates in creative movement, dance and drama using a variety of materials and a variety of kind of music
Participates in drawing and painting
Uses a variety of art materials for tactile experience and exploration
Gallops, twirls and performs almost any imaginative movement in response to music
Understanding and Appreciation
Responds to artistic creations or events