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Happy Valley's Goals & Objectives

Listed below are some specific goals and objectives for children attending Happy Valley. All children should not be expected to reach every objective listed here during their preschool and kindergarten years. There are large differences in development that are perfectly normal. These goals and objectives are offered as guideposts to teachers and parents.

Socio-Emotional Development

To experience a sense of self-esteem:

  • identify oneself as a member of a specific family and cultural group
  • demonstrate confidence in one’s growing abilities
  • demonstrate increasing independence
  • stand up for one’s rights

To exhibit a positive attitude toward life:

  • demonstrate trust in adults
  • be able to separate from parents
  • demonstrate interest and participate in classroom activities
  • participate in routine activities easily

To demonstrate cooperative, pro-social behavior:

  • seek out children and adults
  • understand and respect differences
  • accept responsibility for maintaining the classroom environment
  • help others in need
  • respect the rights of others
  • share toys and materials
  • work cooperatively with others on completing a task
  • resolve conflicts constructively

Cognitive Development

To acquire learning and problem-solving skills:

  • demonstrate an interest in exploring
  • ask and respond to questions
  • show curiosity and a desire to learn
  • observe and make discoveries
  • use creativity and imagination
  • persist in tasks

To expand logical thinking skills:

  • classify objects by similarities and differences
  • put together objects that belong together
  • recall a sequence of events
  • arrange objects in a series (i.e smallest to largest)
  • recognize patterns and be able to repeat them
  • increase awareness of cause and effect relationships

To acquire concepts and information leading to a fuller understanding of the immediate world:

  • demonstrate an awareness of time concepts (i.e., yesterday, today)
  • identify names of objects and events
  • make comparisons (i.e. more/less, larger/smaller)
  • use words to describe the characteristics of objects (i.e., colors, shapes)
  • identify the roles people play in society
  • identify relationships of objects in space (below, inside, under)
  • count in correct sequence and match one to one

To demonstrate skills in make-believe play:

  • assume a pretend role
  • make-believe with objects
  • make-believe about situations
  • sustain play
  • interact with other children

To expand verbal communication skills:

  • recall words in a song or finger play
  • follow simple directions
  • use words to explain ideas and feelings
  • talk with other children during daily activities
  • make up stories
  • participate in group discussions

To develop beginning reading skills:

  • acquire a love of books
  • listen to a story and explain what happened
  • demonstrate knowledge of how to use books (i.e. turning pages)
  • recognize pictures and text on a page

To acquire beginning writing skills:

  • make increasingly representational drawings
  • imitate recognizable letters and numbers
  • recognize written names
  • demonstrate an interest in using writing for a purpose (i.e., making signs, sending letters)

Physical Development

To enhance gross motor skills:

  • walk up and down steps
  • run with increasing control over direction and speed
  • jump over or from objects without falling
  • use large muscles for balance (i.e., walk on tiptoe, balance on one foot)
  • catch a ball or bean bag
  • throw an object in the intended direction
  • ride and steer a tricycle
  • climb up or down equipment without falling

To enhance and refine fine motor skills:

  • coordinate small muscles to complete tasks (i.e. building, stringing)
  • use writing and drawing tools with increasing control and intention

Each of the classrooms is set up with different interest areas (centers). They include art, writing, science, math, dramatic play, and blocks. Every week a different theme is selected (i.e.,insects, community helpers, fairy tales) and then activities are planned for each of the interest areas related to that theme. By setting up our classroom environments with centers it promotes independence, fosters decision making, and encourages involvement. Children can feel safe and encouraged to explore not only materials but also their relationships with peers and adults. If we want children to be successful learners now and in the future, we have to teach them to think for themselves, to solve problems, and to get along with others. These abilities are acquired when children are encouraged to explore their environment actively, to solve real problems that have meaning for them and to work cooperatively with others to complete tasks. This is what children are doing when they are “playing”.