This is a document that the Kinder teacher can do to support your decision when you are thinking of sending your child/ren to school the following year.
Additional website for you to explore: https://www.vic.gov.au/starting-primary-school-victoria
Additional related guide: https://woodlandelc.zendesk.com/hc/en-us/articles/6589246190095--Positive-transitions-to-school
DEVELOPMENTAL MILESTONES– 3-5 Years When looking at children going to school.
| Child name: | Date: | Age: | Educator name: |
| DEVELOPMENTAL AREA | OBSERVED | LINK TO EYLF & NQS |
| Physical |
-Dresses and undresses with little help-Hops, jumps and runs with ease -Climbs steps with alternating feet -Gallops and skips by leading with one foot -Transfers weight forward to throw ball -Attempts to catch ball with hands -Climbs playground equipment with increasing agility -Holds crayon/pencil etc. between thumb and first two fingers-Exhibits hand preference -Imitates variety of shapes in drawing, e.g. circles. -Independently cuts paper with scissors -Toilet themselves-Feeds self with minimum spills. -Dresses/undresses with minimal assistance. -Walks and runs more smoothly. -Enjoys learning simple rhythm and movement routine. -Develops ability to toilet train at night. |
EYLF Outcome 3: Children have a strong sense of wellbeing - Children take increasing responsibility for their own health and physical wellbeing. E.g. “Promote continuity of children’s personal health and hygiene by sharing ownership of routines and schedules with children, families and the community.” (p.32)
NQS: Areas 1, 2, 3, 5, 6 |
| Social |
-Enjoys playing with other children. -May have a particular friend -Shares, smiles and cooperates with peers. -Jointly manipulates objects with one or two other peers. -Develops independence and social skills they will use for learning and getting on with others at preschool and school. |
EYLF Outcome 1: Children have a strong sense of identity - Children learn to interact in relation to others with care, empathy and respect. E.g.” express a wide range of emotions, thoughts and views constructively.” (p.24) NQS: Areas 1, 5, 6 |
| Emotional | -Understand when someone is hurt and comforts them. -Attains gender stability (sure she/he is a girl/boy). -May show stronger preference for same-sex playmates. -May enforce gender-role norms with peers. -May show bouts of aggression with peers. -Likes to give and receive affection from parents. -May praise themselves and be boastful. |
EYLF Outcome 2: Children are connected with and contribute to their world - Children respond to diversity with respect. E.g. “plan experiences and provide resources that broaden children’s perspectives and encourage appreciation of diversity.” (p.27) NQS: Areas 1, 2, 5, 6 |
| Cognitive |
-Understands opposites (e.g. big/little) and positional words (middle, end). -Can recount a recent story. |
EYLF Outcome 5: Children are effective communicators - Children express ideas and make meaning using a range of media. E.g. “use language and engage in play to imagine and create roles, scripts, and ideas.” (p.42) NQS: Areas 1, 5 |
| Language |
-Enjoys talking and may like to experiment with new words -Uses adult forms of speech -Takes part in conversations -Enjoys jokes, rhymes and stories -Will assert self with words |
EYLF Outcome 5: Children are effective communicators - Children use information and communication technologies to access information, investigate ideas and represent their thinking. E.g. “Provide children with access to a range of technologies.” (p.44) NQS: Areas 1, 5, 6, 7 |
| Seek advice if |
Is not understood by others Has a speech fluency problem or stammering. |
Keep in mind if the Kinder Teacher feels the child should or should not go to school, then they will need to or not go to school. |
| notes if needed. |