Developmental Milestones & Reporting
Development & Progress Reports
In addition to the normal everyday feedback and updates the teachers provide at pick up time everyday, we also ensure that we keep a written and photographic record of developmental milestones and progress through each child's time with us. Your child's Pre-School Journey will then be shared with you in the early summer each year during an informal Parent's Meeting. These meetings are an opportunity for you to discuss your child in more detail, to share any issues or concerns you may have and to enjoy looking at the amazing progress your child will have made over the previous month and weeks.
Every child is an individual who will develop in specific ways at their own pace.
The developmental milestones for toddlers and pre-schoolers cover seven key areas. The key abilities and processes required for these are carefully developed and supported throughout all areas of our Pre-School Curriculum. It is important to acknowledge, however, that every child is an individual who will develop in specific ways at their own pace.
Some young pre-schoolers may still be developing their older toddler skills whilst others may be considerably more advanced. Toddlers are actually defined as children from ages 18 months to 3 years old, so we always keep in mind, that the activities we offer there must appropriate for the whole range of skills in this toddler/pre-school age group - providing opportunities for all children to develop and experience success.
As a basic guide, the following examples are based on general developmental milestones for 3-4 year olds.
Hops and stands on one foot up to five seconds
Goes upstairs and downstairs without support
Kicks ball forward
Throws ball overhand
Catches bounced ball most of the time
Moves forward and backward with agility
Copies square shapes
Draws a person with two to four body parts
Draws circles and squares
Begins to copy some capital letters
Understands the concepts of “same” and “different”
Has mastered some basic rules of grammar
Speaks in sentences of five to six words
Speaks clearly enough for strangers to understand
Correctly names some colors
Understands the concept of counting and may know a few numbers
Approaches problems from a single point of view
Begins to have a clearer sense of time
Follows three-part commands
Recalls parts of a story
Understands the concept of same/different
Engages in fantasy play
Interested in new experiences
Cooperates with other children
Plays “Mom” or “Dad”
Increasingly inventive in fantasy play
Dresses and undresses
Negotiates solutions to conflicts
Imagines that many unfamiliar images may be “monsters”
Views self as a whole person involving body, mind, and feelings
Often cannot distinguish between fantasy and reality