Pre-Kindergarten - Goals and Objectives
	Intellectual ability to attend to task at hand understands the difference between the uses of letters and numbers ability to recognize uppercase letters recognize and write name ability to form uppercase letters (recognizable) is able to follow one and two part directions demonstrates appropriate vocabulary demonstrates an understanding of one to one correspondence to ten is able to recognize numbers zero through twenty is able to be open to new experiences demonstrates the ability to attend as part of a group for thirty minutes demonstrates the ability to complete a task demonstrates the ability to delay gratification is able to formulate and express an idea the ability to speculate intellectually and creatively is able to conserve is comfortable using the keyboard and the mouse at the computer understands teachers as an intellectual resource Social expressive language - to be able to make needs known to teachers and peers uses words rather than physical means to express feelings conflict resolution - utilizes classroom procedures for resolving conflicts able to work cooperatively in small groups able to work in large groups able to complete a task independently sees teachers as resource not excessively demanding can communicate with peers can communicate with adults is cooperative with adults is respectful of adults is cooperative with peers is respectful of the rights of others respects the feelings of others respects the work of others able to share thoughts and feelings with group understands classmates as a resource is willing to help a classmate problem solve Emotional well adjusted - balanced personality without extreme behavior coping skills - can adjust to minor emotional upset and regain equilibrium is able to maintain energy and social and emotional skills throughout the daily schedule is able to cope with separation anxiety willingness to follow directions willingness to work independently ability to handle transitions from setting to setting, activity to activity, teacher-to-teacher follow a schedule adjust and respond to many teachers during the course of the school day Physical is able to demonstrate appropriate fine motor control when using tools such as: paint brush, a crayon, puzzle pieces, a scissor, Duplos, buttons, a zipper mature speech ability to attend not easily distracted - can remain in physical location for appropriate length of time ability to choose appropriate physical mode in classroom and halls - walking avoiding block work or puzzles on the floor, etc. utilizes outside play area Creative is willing to brainstorm as part of the problem solving process is willing to take artistic and cognitive risks uses art materials to express ideas uses simple materials for imaginative play is willing to experience different materials: play dough, cardboard, wet clay, blocks, fingerpaint, print materials, markers, glue, paint paste, craypas, etc.