I personally don’t keep any educational goals for a preschooler and kindergartner because I am wholly convinced by the noble idea that a child’s PLAY takes care of every educational goal of his childhood; be it goals set by adults or goals that a child discovers out of a need or keen desire to attain.
Juxtaposed with the fact that I run a preschool, kindergarten, and a primary school in a society where almost 87% to 92.5% (yearly average) of the takers are not as thoughtful as they should be so I change my stand like a chameleon. He he! I have the smarts to keep both together.
No, I am not kidding. What to do when you have to tell the world loudly what children need so you have to sell it systematically. Hence EDUCATIONAL GOALS OR EDUCATIONAL ACTIVITIES FOR PRESCHOOLERS.
A child’s brain, body, and soul are NO less smart or less enlightened than an adult who lives a fulfilling and passionate life every day like a child. You must also know a child knows clearly and categorically what he wants and how far he wants to go, no matter how big or difficult it looks.
And, if you leave the child alone by just being around playfully and thoughtfully, these simple and basic goals, he attends with flying colors. Mind it, I haven’t jotted down the convoluted and multifaceted, higher-order thinking and higher-order execution goals that he attends whenever he needs and wants to.
Goals that a preschool or kindergarten sets for a child’s physical growth(but not limited to)
| Fine Motors (involving small muscles and bones) | Gross Motors (involving the whole body-big muscles and bones along with small muscles and bones) |
| Holding Jumbo Crayons | Holding school bag |
| Holding pencil | Climbing up and down steps with no supervision |
| Using scissors | Can run, jump, hop, skip, climb, slide, kick, etc. |
| Using brushes | Midline crossing is easy |
| Holding a spoon or a fork and use them | Can do group Play |
| Simple Paper folding | Wearing the shoes |
| Rolling rolling pin | Mostly full of energy, seldom tired |
| Paper balls making | Can peddle tricycle easily |
| Stirring liquids | Follows the dance steps shown by the coach |
| Using needle or threading | Using the washroom all by himself/herself |
| Shoe lacing and tucking buttons | Can move stools, chairs, chowkis |
| Holding water in both hands | Can fold a mat, a towel, a handkerchief |
| Holding powder in a fist | Can wear clothes |
| Opening water bottles | Can have a correct spatial sense (like how much space is required to sit or jump from) |
| Opening a lunchbox | Differentiate games and their rules |
| Holding a glass and drinking | Can catch, throw, and toss balls from a limited distance |
| Kneading dough | Can set a rhythm or a pace of play activity like skip or jump or hop |
| Picking up bites | Can control movements of the whole body |
| Play with peg puzzles | |
| Understands directionality (left to right or right to left) | |
| Can leave one finger space during the writing | |
| Can imitate how to write | |
| Can draw basic shapes easily | |
| Hold tools and use them efficiently | |
| Can open and close different door locks | |
| Can scrub and clean the tiffin box after eating |
| Goals that preschool or kindergarten sets for a child’s brain growth(not limited to) | Goals that preschool or kindergarten sets for emotional and social well-being for a child(not limited to) |
| Takes instructions and follows then easily | Expresses emotions and feelings effortlessly |
| Shares toys with friends | Looks fresh and joyful throughout the day |
| Plays with friends constructively | Looks forward to coming to school |
| Follows a routine effortlessly | Can name his feelings and emotions |
| Talks during the discussion on a subject (irrespective of relevant or irrelevant) | Loves to remain cordial with friends and peers |
| Comes forward to do an activity when asked or asks for activities | Speaks respectfully with everyone |
| Plays age-appropriate games like peek-a-boo | Loves nature |
| Understands more than one language mostly | Can independently solve small fights |
| Takes care of the belongings | Can express discomforts that someone causes |
| Participates in group activities (like prayers, sports, etc.) | Uses magic words (Sorry, thank you, excuse me meaningfully and sincerely) |
| Can sit in the when asked | Appreciates goodness around |
| Finishes activities with self-intention and targets well | Enjoys various cuisines |
| The transition from one language to another is easy | Shares foods with friends when asked |
| Talks about family and friends | Resolves fights and arguments amicably |
| Wait for turns | Greets peers and adults |
| Meditates when asked | Gives compliments when sees pleasant things |
| Processes 3-4 instructions together and execute successfully | Giggles and laughs vividly |
| Can identify lost items | Does group activities and collaboration well |
| Can eat by himself | Understands and accepts failures |
| Can use the washroom without any help | Praises family and friends |
| Can remember rhymes | Tells friends about his worries and struggles |
| Can remembers simple concepts and reflect | Helps friends in their work or studies if they are stuck |
| Gives reasons when wrong or right | Connects with nature well |
| Tries to gain knowledge from things and people around | Forgives and forgets wrongdoings of the peers |
| Can guess the count of things | Enjoys giving and getting gifts and presents |
| Recognizes patterns for learning and vice versa | Respects surroundings and things |
| Loves to imitate | Manages well or takes help in case of emergencies or unpredictable situations |
| Loves to listen to the stories | Accepts mistakes |
| Attempts to retell stories | Recognizes variations in vocal tones to express emotion. |
| Plays pretend games | Can demonstrate correctly emotions while playing with puppets |
| Plays with the toys constructively | |
| Prenumber concepts are easily learned and reflected | |
| Applies simple concepts easily and reproduces | |
| Takes care of physical safety | |
| Loves to participate in festivals and celebrations | |
| Enjoys field trips | |
| Listening skills are growing | |
| Understands stories and can ask relevant questions | |
| Understands boundaries of security like not going outside the gate without an adult | |
| Able to arrange number grid or number line and finds patterns and remembers | |
| Executes the jobs assigned that involve different rooms in the same building | |
| Easily follows the order and rules of the class | |
| Self-initiated (lead) or peer-initiated (follow) play is easy | |
| The diction is clear, with no stuttering or stammering | |
| Speaks full sentences with a clear ending of a sentence | |
| Remembers names of friends and teachers | |
| Takes responsibility to do the homework and submits it to the teachers routinely | |
| Adapts to changes without much effort | |
| Loves the routine without difficulty | |
| Participates in simple projects | |
| Can instruct, play with, feed, and walk pet animal(s) happily. | |
| Can imitate teachers | |
| Cracks jokes and laughs at funny things | |
| Participates in cooking activities | |
| Demonstrates an interest in books and attempts to read independently | |
| Understands and uses nonverbal cues too | |
| Has geographical awareness like my friend’s house is far and mine is near | |
| Demonstrates aesthetic sense like colors bring beauty and can understand contrasting or complementing colors | |
| Appreciates music and dance forms of art | |
| Loves to participate in role-play | |
| Goals for mindfulness a preschool or kindergarten sets for a child |
| Sits for meditation as guided |
| Feels peaceful |
| Feels grateful |
| Feels content |
| Is calm yet joyful in solace and crowd (either way) |
| Likes quietness equally as chirpiness |
| Helps others |
| Understands what empathy and apathy can result into |
