I.COGNITIVE/SOCIAL DEVELOPMENTAL DOMAINS

Share This Article: On Twitter On Facebook Print

 

 

The preschool classroom creates an atmosphere in which attention is given to individual learning styles through integrated, thematic instruction and developmentally appropriate teaching.  Children learn to explore, create, and discover the world around them.  Teachers create an environment that permits children to play alone, with a friend, or in groups.  Play guides children to share with others, be helpful, take turns, listen, follow directions and class rules, use words, and express feelings.  Children are able to enjoy playing with friends, completing an activity, using good manners, accepting limits set by the teachers, and helping to keep the classroom orderly and congenial.

 

Curriculum Content Assessment of Learning                        

I.COGNITIVE/SOCIAL DEVELOPMENTAL DOMAINS

 

Cognitive/social domains develop children’s fundamental sensory-motor and perceptual abilities and foster healthy relationships.  Children acquire a familiarity with numbers and letters as recognizable symbols.  Logic, reasoning and a sense of order are developed as preschoolers learn to trust their environment and creatively and intellectually begin to express themselves. 

 

Sensory awareness is a major developmental achievement of preschool age children as they expand their world from home to the school environment.  A sense of wonder about the natural world develops children’s natural curiosity, while learning observation, exploration, manipulation, and interaction skills.  Through the use of scientific props, children learn about properties of objects in the earth and life sciences, as well as gain appreciation for themselves, their bodies, and their place in the world.

 

A. The study of cognition and intellectual creativity at the preschool level develops children’s knowledge of shapes, colors, patterns, sequencing, grouping, matching, and classifying familiar objects.  Children and teachers spend time arranging materials and organizing child-centered interest areas.

 

  1. Organize play centers and learning zones using real objects from daily life, including computers and technology.

  2. Present objects arranged by domains of development, such as housekeeping, as a social activity.

  3. Create special shelves and tables for puzzles, games and activities, which children can use to learn shapes, colors, and sizes.

  4. Create individual portfolios for children and save samples of their work.

  5. Emphasize the importance of personal “numbers”, such as telephone numbers, house numbers, and calendar numbers, to children during their circle or gathering time.

  6. Label and name objects, places, and people in the classroom orally and with word cards, pointing out individual letters, as well as whole words, such as children’s names, initials, letters, and familiar words, such as “stop”.

  7. Group similar objects according to their characteristics, such as blocks, so children begin to group objects and materials that have common traits.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Children rearrange materials and play creatively.         

 

 

  • Children give examples of learning attributes.

 

  • Children show and name objects.

 

 

 

 

 

  • Children help each other count.
  • Children learn number facts.
  • Children give examples of items, materials, and color.
  • Children incorporate letters and numbers into their play.
  • Children understand signs and symbols.
  • Children identify elements with numbers, letters, words, and categories.
  • Children examine structures, forms, and systems.

B. The study of shapes and colors at the preschool leveldevelops children’s awareness that there is a way to investigate objects in their world.

  1. Match numbers 1–10.

  2. Form with body or variety of objects.

  3. Count numbers in sets and groups.

  4. Recognize numbers in sets and groups as sums.

  5. Mix primary colors, explore use of color, and demonstrate color sources.

  6. Design objects of different shapes.

  7. Form letters and numbers using rope, shaving cream, body, pretzels, and play dough.

  • Children mention sensory information in response to questions.

 

 

  • Children perform tasks upon request.

 

 

 

  • Children experiment with sensory equipment.

 

C. The study of the five senses at the preschool leveldevelops children’s creative sense of personal self and heightens interest in sensory systems, such as sound and sight.  Children learn to separate from parents and family members and feel secure so that they can learn.

 

  1. Introduce body parts, such as eyes, ears, nose, mouth, fingers, and tongue.

  2. Define vision, audition, and touch, and set up experiments involving sight, sound, and tactile, small-muscle motor movements.

  3. Identify musical instruments and incorporate taped sounds into experiences, such as touching, handling, and playing the instruments.

  4. Arrange discovery tasks that differentiate different smells.

  5. Play a variety of sensory-motor games that involve feelings and emotions as well as all the senses.

  6. Demonstrate and have a conversation with children about how children who have vision loss or hearing loss “see” and “hear”.

  7. Give a demonstration of Braille and a demonstration of using hearing aids.

  8. Explore the sense of taste through cooking, eating, and preparing healthy foods.

  9. Play with alphabet letters, which are large and small, upper and lower case, black and white, and use recall and recognition activities to introduce letters A–Z.

  • Children understand how people and animals differ.
  • Children play out experiments and creative explorations of facts.
  • Children learn facts through information presented and ask questions.
  • Children recognize aspects of anatomy by drawing, cutting, making letters, etc.
  • Children learn to recognize and repeat terms, numbers, facts, etc.
  • Children practice using tools that magnify, illuminate, etc.

 

  • Children use scientific tools to examine objects found in nature

D. The study of animals and birds at the preschool levelencourages children to appreciate the biological and natural sciences, drawing on their natural affinity toward animals.  Thus, they gain an understanding of day and night, like and different, hard and soft, and many other “opposites” that occur in nature.  The process of investigating animal and human interrelationships, and the method of scientific inquiry at a basic concrete level allows children to be sensitive to the needs of themselves and other living creatures.

 

  1. The theme of bats incorporates body appearance, nocturnal habits, the food chain including sources and types, and books and literature about bats and insects.

  2. The theme of spiders promotes awareness of body parts, different species, the beauty and utility of webs, artistic design, and originality of webs.  Music, art, and health and nutrition disciplines are interrelated in this and other multi-disciplinary themes.  Children create and illustrate BIG BOOKS, and engage in small muscle activities.

  3. Science and mathematics themes stress the process of investigating, gathering information, and presenting data throughout the changing seasons and celebrations.  Children learn new information in structured and unstructured ways, by traditions and customs, such as carving a pumpkin and roasting seeds, which allows children to use some tools of science and draw simple conclusions about how the natural world behaves. 

  • Children plan trips and acts out how environments, like a farm, operate.

 

 

 

  • Children explain the story and tell what they observed.
  • Children repeat, retell, and draw what they see and hear, including the letters of the alphabet beginning with “A”.

E. The study of seasonal changes at the preschool levelallows children to discover the scientific world of nature as the school year begins.

  1. Develop children’s observational skills.

  2. Plan, with the children, a field trip to a local fruit farm.

  3. Discuss and show elements of life on a farm.

  4. Make charts and graphs of types of apples, apple seeds, farm machinery, tools, etc.

  5. Tell the story of Johnny Appleseed and what history has to teach us about how each person fits into society based on what has come before us.

  6. Write stories of apples, dictate them, and draw the letter “A”.

     
  • Children count, measure, and estimate.

 

  • Children express ideas in different artistic forms, such as counting, making up stories, reading, and sewing.

 

  • Children experiment with natural properties, such as heat.

F. The study of the physical life sciences at the preschool level promotes children’s understanding of themselves and their health and nutritional needs.

  1. Use five senses to explore properties of apples and make an ABC Apple book.

  2. Identify the unique characteristics of an apple.

  3. Plant apple seeds and predict what will happen as part of the scientific method.  Study seeds as plant beginning and requirements for plant growth.

  4. Cook foods made with apples, such as applesauce, and teach children the food pyramid types of food, showing examples of each.

  5. Count apple seeds, cut shapes, make apple shape punch-outs, and apple stamps.

  6. Introduce part-whole relationships and show fractional divisions, such as 1/2, 1/4.

  7. Create opportunities for children to express themselves creatively.

  8. Study the five senses as observational tools for learning to write and read.

  9. Study changes in matter, such as hot and cold.

  • Children identify changes in the outdoors.
  • Children write, “read”, and draw aspects of life in the fall season.
  • Children plan experiences and give results orally.
  • Children prepare for trips and evaluate them, by drawing, writing, and talking about them.
  • Children make a quilt of fall colors.
  • Children recognize terms and facts.
  • Children investigate patterns and colors.
  • Children repeat steps associated with numbering, counting, and reading letters associated with sounds.
  • Children cut, measure, estimate, and show understanding of one-to-one correspondence.

G.The study of the fall environment at the preschool leveldevelops children’s ability to explore natural habitats around the school by experiencing outdoor activities.

  1. Study weather, shorter days, temperature, and the seasons.
  2. Study photosynthesis by using observational skills, such as investigating that trees have different bark patterns.  
  3. Study fall harvest by investigating pumpkins, gourds, vines, and a pumpkin patch.
  4. Study trees by introducing deciduous vs. evergreen varieties.   
  5. Study collecting and sorting as mathematical ideas that organizes nature.
  6. Create a Book Center as a means of encouraging self-selection of reading materials.
  7. Create an Art Center and study colors.
  8. Make dramatic play activities available to children.
  • Children role-play, draw, and tell about their experiences with animals.
  • Children produce creative items that show their knowledge of winter, hibernation, etc.
  • Children match, sort, and help each other recognize facts related to living conditions in winter.
  • Children describe scientific facts of winter survival.
  • Children practice sequencing and repeat facts and display them.
H. The study of winter at the preschool level provides children with an awareness of conditions in which children live and an awareness of the six domains of personal growth: social, emotional, motoric, fine motor, language, and intellectual development.
  1. Study animals, such as squirrels, birds, raccoons, opossums, penguins, and bears.  Compare and contrast animals.
  2. Study hibernation.  What happens to animals while hibernating?  
  3. Study the availability of food as related to migration and hibernation.
  4. Study seeds and seed protectors by examining types and sources of seeds. 
  5. Introduce solid states of matter.
  6. Study the definition of snowflakes as crystals and icicle formation.
  7. Study clothing, such as mittens, hats, scarves, boots, and coats.
  8. Make ornaments by recycling old cards and remembering friends.
  9. Make costumes for Holiday Program, decorate a tree, and make other ornaments.
  • Children create artistic forms, such as wreaths, structures, and spaces by folding and manipulating paper.
  • Children understand cultural and religious celebrations in winter.
  • Children measure, cut, pour, count, and create snacks.
  • Children make food to take on a lunch outing.
     
  • Children talk about, describe, and tell a story about food.

 

  • Children know terms, methods, and procedures associated with good health.
I. The study of nutrition at the preschool level develops children’s knowledge of:
  1. Food groups, healthy snacks, and good nutrition.
  2. Children study how to pack a nutritious lunch.
  3. Language – favorite food and why
  4. Math – graphing
 
J. The study of dental health at the preschool level develops children’s ability to establish good dental hygiene habits.
  1. Study the reason for teeth and how and why teeth must be kept healthy, including hygiene – brushing and flossing.
  2. Study dental equipment, such as toothbrush, toothpaste, and floss.
 
K. The study of springtime at the preschool level exposes children to observational and intellectual activities through new and reinforced learning about rebirth and renewal.  Teachers engage children in tasks that promote discovery and creativity.
  1. Nature Walks – nature observations
  2. Weather, clothing, food, Seder meal, Easter meal – changes in weather with season change
  3. New life – flowers, baby animals – reason for new growth in spring
  4. Easter and Passover Holidays - dying eggs, designing baskets, designing a bunny
  5. Animals – rabbits – characteristics of a rabbit, food, habitat
  6. Chart signs of spring
  7. Science – rain, clouds – relationship between clouds and rain
  8. Arbor Day – importance of trees
  9. Book Center - Easter, rabbits, Peter Rabbit
  10. Letter recognition - “E”
  11. Art - easel – green, yellow, grass, cotton ball bunny and Easter baskets
  12. Music – Easter and Passover liturgy and songs
  13. Crops and/or plants
  14. Buildings
  15. Equipment and tools on farms
  16. Foods – plants, vegetables, fruits, and animals we eat.  Make bread and butter – humans are part of food web.
  17. Sounds on the farm – children make sounds while teacher tapes them.
  18. Where plants grow - vines, trees, underground – Compare and contrast plants.  What plants grow underground?  Explore plant parts and where they grow.
  19. Care of plants and animals.
  20. Pets – grooming, exercising, feeding
  21. Art - Design an animal using clay, clothespin and cotton ball sheep, thread spool pigs
  22. Language – what it would be like to live on a farm?  What kind of a farm?  
  23. Different types of soil – define soil, what makes soil, what is in soil that plants need?
  • Children give examples of farm life.

 

 

  • Children draw pictures.

 

 

 

 

 

  • Children work with equipment as they play.

 

 

  • Children measure, count, etc.

 

  • Children create forms by drawing, molding, etc.

 

  • Children answer questions about structures and types.
L.The study of magnets at the preschool leveldevelops children’s understanding of characteristics, effect, and uses.  Children experiment with different items and strengths while examining magnets and compasses.  
M. The study of dinosaurs and fossils at the preschool level develops children’s interest in obscure and large animals of the Prehistoric Age.
  1. Define what a dinosaur is and when they lived.
  2. Dig and make bones – fossils as clues to dinosaurs and how fossils formed.
  3. Define extinction – Language – why do you think dinosaurs disappeared?
  4. Measure length - how long is a dinosaur?
  5. Compare, contrast, and discuss varying sizes.
  6. Predict by size and shape and type.
  7. Bake tasty fossils and utensils that are tools for digging.
  • Children tell stories and use words that help them follow directions.

 

 

  • Children imitate taking turns talking.
Ask Dr. Susan