Social Studies/Social Emotional

People, Cultures, and Civilizations 

Nation Building & Development

Social Responsibility & Change

The World in Spatial Terms

 Places & Regions

Human Systems 

Environment & Society

The Market Economy

The US Economy as a Whole

The Dynamic Economy

Citizenship and the Law (Rules & Laws, Rights, Responsibilities, Symbols)

Global Relations

Self-Confidence

Self-Direction

Identification and Expression of Feelings

Interactions with other children and adults

Pro-Social Behaviors

Attending and Focusing Skills

Children begin to complete simple tasks together.

Be exposed to stories of family members, local residents, and prominent figures.

Share information about their family practices, customs, and culture

Begin to recognize that problems can occur in groups.

Begin to understand that differences exist between home and school.

Identify direction and location (e.g., up/down and above/below). 

Identify different areas of the classroom

Begin to recognize characteristics that make them unique.

Identify numbers and letters related to his/her address.

Begin to understand that people move to other places.

Identify weather conditions (e.g. rain, sunshine, snow, fog).

Begin to understand that resources can be limited (e.g., turning off the water and lights when not using).

Demonstrate the role of different jobs in the community.

Demonstrate the role of consumers and understand that money is exchanged for goods and/or services.

Decide between two choices involving classroom resources.

Follow classroom and school rules.

Participate in group decision making.

 Identify their teacher and peers by name.

Make independent choices from diverse interest centers or activities.

Select materials to use for individual expression.

Express ideas for activities; initiate and participate in discussions with teachers or peers.

Acknowledge actions and accomplishments verbally and nonverbally.

Re-engage in a task or activity after experiencing disappointment, frustration, or failure. 

Separate easily from parents(s)/caregivers(s)/significant adult(s).

Move through routines and activities with minimal adult/teacher direction.

Demonstrate self-help skills (e.g., put blocks away, pour juice, use soap when washing hands).

Use toys and materials with care.

Clean up or put away toys and materials when finished.

Identify a range of feelings (e.g., sadness, anger, fear, and happiness). 

Express feelings, needs or wants in appropriate ways.

Demonstrate awareness of feelings of others (e.g., gets blanket for friend and comforts him/her when he/she feels sad).

Demonstrate appropriate affection for teachers and friends.

Express common courtesy to others (e.g., saying “thank you”, “please” and “excuse me”, or passing a plate of cookies).

Respect rights and belongings of others (e.g., “It is my turn to use the bike, but you can have the bike when I am finished”).

Demonstrate problem-solving skills (e.g. ask for help from an adult, talk about problems, talk about feelings relating to problems, and negotiate solutions).

Be able to say and respond to first and last name.

Be able to say parent’s or caregiver’s name. 

Play independently.

Play in pairs and small groups.

Engage in dramatic play.

Initiate play, or enter into play with a group of children already playing.

Participate in cooperative groups to complete a task.

Take turns with teacher support.

Share some of the time.

Attend to a task for at least 10 minutes.

Move on to next activity without exhibiting signs of stress.

Use verbal and non-verbal conversation skills (e.g., listening, letting a person finish speaking before taking a turn, staying with one topic, maintaining eye contact, etc.).

Demonstrate ability to delay gratification to complete a larger task.