Program Goals (ages 3-4)

Your child should be given the best early childhood development program available, which is exactly what we provide at Little Newtons. Aside from learning Spanish, French, Italian, Mandarin, Sign Language, English, Encyclopedic Knowledge, and Yoga, below are the goals for our age 3-4 early childhood education program in Plymouth, Champlin and Maple Grove.

 

Music

  1. Identify the direction from which a sound originates
  2. Listen to and identify environmental sounds
  3. Listen to pairs of sounds that are either identical or grossly different and whether they are the same or different
  4. Indicate the number of sounds heard
  5. Vocally or with musical instruments produce sounds that are loud or soft, long or short, according to verbal direction
  6. Vocally imitate isolated sounds produced by others; approximating intensity, duration and pitch
  7. Vocally imitate isolated sounds produced by others
  8. Imitate clapping pattern sequence of no more than 3 claps or patterns
  9. Use musical instruments or other objects to imitate a sequence of no more than three sounds/musical motif made by a single instrument or object
  10. Accompany a story or musical piece by introducing sound effects at the appropriate moment
  11. Listen to, sing and perform children’s songs and finger plays with others
  12. Sing a musical dialogue in which two or more groups answer one another
  13. Move to music individually, interpreting, and modifying movements according to the tempo, intensity and rhythm
  14. Move to music with a partner or group, performing very simple movements
  15.  Adapt the volume of one’s voice to different settings and different purposes

 

Musical Selections Studied

  1. Georges Bizet: Overture to Carmen
  2. Johannes Brahms; Wiegenlied,  Brahms Lullaby
  3. Claude Debussy; Cakewalk
  4. Victor Herbert; March of the Toys
  5. Aram Khachaturian; Saber Dance
  6. Wolfgang Amadeus Mozart ; Ah, Vous dirai-je maman
  7. Jacques Offenbach ; Can Can
  8. Amilcare Ponchielli; Dance of the Hours
  9. Robert Schumann; Traumerei
  10. Johann Strauss Jr; Unter Donner und Blitz
  11. Peter Ilyich Tchaikovsky; The Nutcracker, March, Dance of the Reed Flutes, Dance of the Sugar Plum Fairy
  12. Heitor Villa-Lobos; Otrenzinho du Caipira

 

Oral Language

  1. Adapt the volume of one’s voice to different settings and different purpose
  2. Carry on a dialogue or conversation with an adult, initiating comments or responding to partners comments
  3. Answer the telephone appropriately
  4. Express personal needs and desires verbally in a comprehensive manner
  5. Given a picture, individual object, or person within view; indicate the object, person, or picture that has been designated; also describe it so someone by identify it
  6. Sequence and describe three images of events that has been experienced
  7. Describe an event or task that one is in the process of completing
  8. describe an event or task that one has just experienced in the immediate past
  9. Give simple, single step directions
  10. Answer “what will happen if…” question
  11. Pair pictures depicting opposites: big-little, cold-hot, dry-wet, etc
  12. Point to/understand, use increasingly precise nouns related to the home, family and food
  13. Point and name body parts
  14. Understand increasingly precise verbs, and use related to the five senses
  15. Name and point to colors
  16. Name and point to square, circle and triangle
  17. Point to and use quantity words: more-less, etc
  18. Point to and use sensory attributes
  19. Understand increasingly precise vocabulary
  20. Demonstrate and use understanding of temporal words
  21. Demonstrate understanding of spatial words and use them
  22. Use present and past verb tense
  23. Understand and use increasingly detailed elaborated declarative sentences
  24. Ask or answer questions beginning with who, what, where, when and why
  25. Ask or answer increasingly detailed or elaborated questions
  26. Understand and use increasingly detailed, elaborated imperatives
  27. Understand and use the negative forms of declarative sentences, questions and imperatives
  28. Combine simple sentences using and
  29. Use personal pronouns correctly especially I when referring to one’s self
  30. Understand and use non-verbal features of communication
  31. Understand and use language to communicate
  32. Understand and use language to think, organize, relate and analyze information
  33. Understand and use increasingly varied and complex vocabulary and syntax
  34. Memorize address, phone number, and date of birth
  35. Carry out single step oral directions
  36. Choose and use a toy or an activity independently for a sustained period of time
  37. Return toys to proper location
  38. Work in an orderly, persistent fashion
  39. Sequence and describe three images of events or phases that have been experienced
  40. Describe an event or task that one is in the process of completing
  41. Describe an event or task that one has just experienced
  42. Give simple, single-step directions
  43. Point to: more-less, one-four
  44. Use quantity words
  45. Demonstrate and use with understanding of spatial words (in/out, front of/behind, at top of, under/over, etc)
  46. Use present and past verb tense
  47. Understand and use increasingly detailed sentences

 

Autonomy, Emotions and Social Skills

  1. Body part puzzle (name while doing it)
  2. Greet adults appropriately
  3. Make requests and acknowledge attempts to meet request politely
  4. Wait turn to speak in a group
  5. Sit among other children during a group activity remaining in own physical space
  6. Sense of self
  7. Body image
  8. Beginning of the development of an individual who is independent, competent, able to assume responsibility for his/her actions
  9. Support and encourage peer interaction, cooperation, engagement, cooperation.
  10. Redirect children to peers: “why don’t you help so and so with the paint”
  11. Develop positive and responsive relationships with children
  12. High quality teacher child relationships
  13. Model the language of emotions and problem solving, communicate needs, wants and emotions, verbalization of thoughts and feelings
  14. Internalize and conceptualize an image of one’s body
  15. Express ones feelings
  16. Communicate with others
  17. Cooperate with others
  18. Recognize and respond to own first and last name; orally and in writing
  19. Orally provide first and last name
  20. Name parts of the body
  21. Draw a simple line drawing of a person: stick figure with head, eyes, nose, mouth, body arms and legs
  22. Practice good hygiene (use bathroom independently), use appropriate table manners, put on clothing
  23. Recognize and call classmates and teacher by name
  24. Acknowledge and return greetings and farewells
  25. Attend to and listen while others speak during a group activity
  26. Carry out chores and responsibilities that contribute to the well being and functioning of the group
  27. With advance notice, stop when told and change activities, moving cooperatively to another activity
  28. Follow rules for simple childhood games
  29. Carry on a dialogue or conversation with an adult, initiating comments or responding to partners comments
  30. Express personal needs and desires verbally in comprehensible manner
  31. Answer “what will happen if…”
  32. Point to, use, and understand increasingly precise nouns related to the home, family and food
  33. Point to and name body parts: arm, ear, eye, face, finger, foot, hair, hand, leg, mouth, neck, nose, stomach, and toe
  34. Understand increasingly precise verbs related to the five senses

 

Physical Development

1.      Stop and start movement in response to visual or auditory signal

2.      Ascend/descend steps, alternating feet

3.      Maintain balance while changing body position without moving through space

4.      Maintain balance while walking forward on balance beam

5.      Situate oneself within space-defined boundaries, modifying body configuration and size to fit the space

6.      Move through space with or without obstacles, avoiding touching or bumping other obstacles by crawling, walking, running, galloping, hopping (same and alternate), or jumping

7.      Throw or kick an object in the direction indicated

8.      Play catch with a beanbag (seated or standing 1.5 feet apart)

9.      Coordinate motor activity to carry out a goal with a partner or group

10. Play group games: Farmer and the Dell, Follow the Leader, Hot Potato, London Bridge, Mother May I?, Ring Around the Rosie, Simon Says, etc.

11. Imitate the position or action of another person

12. Act out a simple pantomime

 

Work Habits

  1. Memorize address, phone number, and date of birth
  2. Carry out single step oral directions
  3. Choose and use a toy or an activity independently for a sustained period of time
  4. Return toys to proper location
  5. Work in an orderly, persistent fashion
  6. Sequence and describe three images of events or phases that have been experienced
  7. Describe an event or task that one is in the process of completing
  8. Describe an event or task that one has just experienced
  9. Give simple, single step directions
  10. Point to and use quantity words: more-less, one-four
  11. Demonstrate and use with understanding of spatial words (in/out, front of/behind, at top of, under/over etc)
  12. Use present and past verb tense
  13. Understand and use increasingly detailed sentences

 

Nursery Rhymes, Finger Plays, and Songs

  1. Memorize and recite with others a simple nursery rhyme, poem or song
  2. With hands or feet, clap or tap the beat of a familiar rhyme, poem or finger play
  3. Accompany an adult by either clapping, or using an instrument
  4. Listen to, sing and perform children’s songs and finger plays
  5. Sing a round for two or more groups
  6. Move to music with a partner
  7. Stop and or start movement
  8. Play group games such as farmer in the dell, follow the leader, etc
  9. Act out a simple pantomime
  10. Act out a nursery rhyme, poem or finger play
  11. Sing the alphabet song
  12. Point to words as distinct units on a page of print
  13. Give the beginning sound of a spoken word
  14. Given a word; providing a rhyming word
  15. Perform activities requiring small muscle control
  16. Perform previously taught hand and body gestures
  17. Adapt the volume of one’s voice to different settings
  18. Express personal needs and desires verbally

 

Storybook reading and telling

  1. Attend and listen to illustrate picture books with simple story lines
  2. Hold a book correctly, turning the pages in accordance with the story being read aloud
  3. Find the illustrations or objects
  4. Answer who, what and where questions
  5. Describe and illustration
  6. Provide and join in repeating the refrain in books with repetitive phrases
  7. Retell a story that has been read aloud, including characters, a beginning and an ending
  8. Sequence illustrations of three story events
  9. Read/tell a story using a wordless picture book
  10. Identify previously read books by title and cover

 

Literacy and reading and writing

  1. Develop an awareness of written matter/print in everyday surrounding
  2. Develop an awareness of structure of print
  3. Develop phonemic awareness
  4. Develop the fine motor skills and strokes used in writing
  5. Identify different examples of print in the environment
  6. Dictate a caption for a drawing or photograph
  7. Collect objects using an illustrated list
  8. Use a simplified schedule of daily activities, depicted in pictures and words to describe the order of events for the day
  9. Recognize the initial letter of one’s first name
  10. Recognize the written form of one’s first name
  11. Perform activities requiring small muscle control
  12. Produce written marks on both horizontal and vertical surfaces
  13. Tear, fold, and past/glue paper
  14. Color a simple drawing staying within the line
  15. Draw and use as motifs: horizontal, vertical, point and spiral

 

Mathematics

  1. Identify pairs of objects as the same or different with different pairs varying in gross details
  2. Given a sample object/pictures and verbal description of the selection criteria, sort objects/pictures according to a single criterion: sort objects by color and shape
  3. Indicate whether an object belongs to a given collection
  4. Duplicate a pattern of 6-10 objects in which one property is alternated
  5. Match objects arranged in a pattern with corresponding pattern card
  6. Continue a given pattern of 5 objects, represented by actual objects or a pattern card
  7. Complete puzzles of at least 10 interlocking pieces
  8. Match rectangular, square, circular, and triangular shapes to outlines of the same configuration and size
  9. Given a collection of assorted shapes, sort and name the circles
  10. Pair pictures depicting opposites
  11. Recited the number sequence of 1-15
  12. Compare two groups of no more than four objects and use quantitative vocabulary to describe the groups
  13. Demonstrate one to one correspondence with concrete objects
  14. Construct a collection of objects so that it has the same number of objects as another group, up to four objects
  15. Count groups of objects up to four items per group
  16. Given an oral number, create a group with the correct number of objects
  17. Name the quantity/amount for one to four items
  18. Match numerals 1-15 with corresponding quantities
  19. Identify ordinal position for first and last
  20. Compare sets of numerals 1-15 to determine more and less, greater than and less than
  21. Sequence and describe 3 images of events of a single event
  22. Illustrate the concept of put together and take away with sets of one to four objects
  23. Describe an event that one is in the process of completing
  24. Identify and count up to four pennies
  25. Identify a one dollar bill

 

Orientation of Time

  1. Understand and use temporal words to describe day-to-day occurrences
  2. Classify and describe images of everyday according to the time of day with which they are associated
  3. Sequence chronologically and describe three images of events or phases of a single event
  4. Name the current day of the week
  5. Identify the following by name: clock, schedule calendar
  6. Use a schedule of daily activities represented in images to describe the order of events for the day
  7. Use a weekly calendar to locate and name the current day of the week

 

Orientation in Space

  1. Situate one’s self in space or situate objects in relation to one another: behind, above, at top and bottom
  2. Reproduce a design: using parquetry blocks, mosaic toys, peg
  3. On a simple map of the room, show furniture arrangement indicating own position by X
  4. Identify these geographic features and environments by name in real life, photos, or drawings: land, water, river, lake, ocean, farm, city
  5. Identify pairs of objects or images as the same or different
  6. Play games requiring matching of like images
  7. Demonstrate memory of visual details by identifying what is different after a collection of objects is examined, removed from sight, altered and reintroduced
  8. Tear: use various tools and techniques in completing art projects
  9. Paste
  10. Use stickers
  11. Fold
  12. Tape
  13. Cut straight lines
  14. Create drawings: non-representational
  15. Create paintings: non-representational
  16. Create prints: non-representational
  17. Create collage: non-representational
  18. Create sculpture: non-representational
  19. Create drawing: representational
  20. Create painting: representational
  21. Create collage: representational
  22. Given a picture, individual object, or person within view, indicate the object, person or picture
  23. Describe attributes of an object, person, or picture so that someone else may identify it