Pre-Kinder Curriculum (4 Years Old)

The Pre-Kinder Curriculum is based on the characteristics proper of children between the ages of 4 and 5 years old, combined with a set of social-emotional, cognitive and physical objectives to cover throughout the year. These objectives will be covered through different integral activities that will help the children develop in the level. We must take note that all children are not expected to cover every single objective during the present school year and it is considered normal that individuals will present great differences in their developmental process, despite the fact they are in the same classroom.

Socio–Emotional Development

Behavior control, emotional control, control of attention, social competence skills, social awareness skills.

·         Demonstrate awareness of where own body is in space, respects personal boundaries.

·         Describe self positively in what he/she is able to do.

·         Demonstrate reasonable opinion of his/her own abilities and limitations.

·         Demonstrate initiative in independent situations and persists in attempting to solve problems.

·         Follow Classroom rules and routines with occasional reminders from the teacher.

·         Takes Care and manages classroom materials.

·         Regulate own behavior with occasional reminders or assistance from the teacher.

·         Begin to understand differences and connections between feelings and behaviors.

·         Demonstrate he/she is aware of own feelings.

·         Sustain attention for longer periods of time in personally chosen tasks, until they are completed.

·         Demonstrate trust in adults

·         Be able to separate from parents.

·         Participate in routine activities easily.

·         Demonstrate increasing independence.

·         Remain focused in group activities for over 20 minutes.

·         Assume various roles and responsibilities in the classroom community.

·         Interact and communicate with other peers, pretend play scenarios with a common goal.

·         Initiate problem solving strategies seeking adult assistance when necessary.

·         Show empathy and care for others.

·         Worry and care for meaningful friends.

·         Understand others have different characteristics.

·         Understand that others have different feelings and perspective different from their own.

·         To take responsibility and demonstrate interest in protecting and caring of their environment.

·         To acquire positive moral and religious values of our culture.

Cognitive Development

  • Language and communication: listening comprehension, conversation and speaking skills, vocabulary, sentence and structure skills.
  •  Emergent reading domain: phonological awareness, alphabet knowledge, comprehension of text read out loud.
  •  Emergent literacy writing domain: independently conveys meaning, letter forming skills, concept about print skills.


·         Show he/she understands when spoken to in English.

·         Follow 2 step oral directions; further along follow directions with more than two steps.

·         Increasing listening skills.

·         Show understanding of new language spoken by the teachers.

·         Use language with different purposes.

·         Use 3-4 word phrases to communicate in English.

·         Provide information appropriately using the language.

·         Match language to social context.

·         Perceive differences between similar sounding words.

·         Use proper pronunciation and intonation when speaking English.

·         Use a wide variety of vocabulary (people, places, objects, actions).

·         Understand instructional language.

·         Use large speaking vocabulary, adding new words every day.

·         Begin to use more complete sentences showing some grammatical knowledge.

·         Combine more than one idea using more complex sentences.

·         Stick to the topic.

·         Use single words and phrases to communicate meaning in social situations.

·         Introduce letter-sound association.

·         Acquire a love of books.

·         Demonstrate knowledge of how to use books (e.g., turning pages).

·         Recognize Colors and Shapes.

·         Recognize letter sounds.

·         Opposites.

·         Classifying.

·         Increase English Vocabulary.

·         Ask and respond to questions.

·         Picture location.

·         Identify similarities and differences.

 Reading and Writing Readiness

·         Recognize pictures and text on a page.

·         To acquire beginning writing skills.

·         Make increasingly representational drawings.

·         Imitate recognizable letters and numbers.

·         Write name and last name from memory.

·         Identify some sight words.

·         Use conversational phrases to label work.

·         Recognize beginning, some middle and some ending sounds.

·         Predict, confirm predictions,

·         Use of left – right, top – bottom progression.

·         Display eye – hand coordination.

Math Readiness and Logical Thinking Skills

Whole Number Concept. Meaning of Numbers. Comparing and Ordering

·         Graphing: Bar graphs and pictographs.

·         Probability: predicting outcomes.

·         Patterns: visual and auditory.

·         Problem solving skills.

·         Classifying.

·         Ordering.

·         Sequencing.

·         Recognize numbers up to 30.

·         Rote count up to 100.

·         Count by 10’s.

·         Use non-standard and standard measuring tools.

·         Understand shapes and shape properties.

·         Using shapes to create other things.

Social Studies

·         Identify differences and similarities between characteristics of people and families.

·         Recognize the Dominican Flag and National Anthem.

·         Recognize the American Flag and National Anthem.

·         Identify Dominican and American Holidays and celebrations.

·         Recognize elements of the community.

·         Identify self as part of a community.


·         Practice good habits of personal safety and hygiene.

·         Recognize parts of the human body.

·         Recognize the senses.

·         Identify parts of plants.

·         Recognize animals and their characteristics.

·         Understand the scientific thinking process through basic experimenting.

Fine Arts

·         Take care and use art materials.

·         Draw recognizable pictures: self, family, objects, places.

·         Repeat familiar songs, dance steps, rhymes.

 ·         Follow given rhythms with instruments or hands. 

Physical Development

Gross Motor Skills

·         Use gross motor skills with confidence.

·         Use large muscles for balance.

·         Catch a bouncing ball.

·         Throw a ball with direction.

·         Running, walking and jumping with increasing control over direction and speed.

·         Climb with coordination.

·         Walk on a beam close to floor.

·         Jump rope.

·         Perform physical activities like running, jumping and climbing.

Fine Motor Skills

·         Coordinate eye-hand movements.

·         Use small muscles to complete tasks.

·         Use writing and drawing tools with increasing control and intention.

·         Correct holding and use of scissors.

·         Create recognizable objects with clay.

·         Draw representative figures.

·         Add details to figures.

·         Build structures with blocks and other building materials.

Use of All Senses in Learning

·         Demonstrate skills in discriminating sounds.

·         Demonstrate visual discrimination skills.

·         Discriminate by taste and smell.

·         Discriminate differences in texture.