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-Engage in play with children.
Offer toys. Take turns and exchange ideas in play.
Modelling how to make friends and sustain play
provides a positive example of social skills

-When adults support children to think instead of
solving the problem for them, children learn how to
solve problems

-4.8 Communicating
Findings
• presenting their ideas to others through
drawings, telling, music and movement
• using mathematical processing and
language to communicate findings

-Classifying • sorting objects, pictures and things
into groups
• comparing, matching and sorting
according to common properties
• comparing objects
• moving from random classification to
classifying by one and then two or more
properties

-5.2 Gross Motor Skills

• increasing in coordination, speed, and
endurance

-Movement
and Expression
• increasing control over own
movements skills
• becoming expressive using movement
• expressing moods in movement
• moving to music
• matching movements to the rhyme and
mood of the music
• making patterns while moving to music
•• working together in shared dance and
movement activities
Provide expressive music and props in a space large
enough for creative movement. Imitate children’s
actions and introduce new patterns of movements.
This provides practice in becoming expressive with
movement and when adults participate, children are
motivated to continue to practise movement skills.

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Avoid non-verbal and verbal responses to 

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Avoid non-verbal and verbal responses to 

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children’s thinking that imply “right” or “wrong.”

Instead, communicate the message: “That’s an

interesting idea.”

As children explore, they may try out one idea.

If it fails, they may move quickly to another idea.

Learning to consider why the first idea did not work

makes children better problem solvers. Children also

monitor adult’s reactions to their actions.

When adults communicate “right” or “wrong,” they

can cut off children’s thinking.

The way we respond to children is important. If they make n error somehow we have to guide them in how they can improve themselves by thinking over their error and ways to make it better.

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“Mariam is frustrated. She’s been working a long

time and the puzzle still doesn’t fit.”

Preschoolers are beginning to use language to

regulate emotions. When children hear and use a

vocabulary of emotional terms, they can express

and regulate emotions with language.

Finding the words to encourage our kids to talk about how they are feeling so that they become more aware of themselves and how they are in that moment. To encourage them to talk.

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4.1 Self-regulation • using language to regulate own
behaviour and attention
• using emerging ability to take another’s
point of view to regulate own behaviour
and attention
• monitoring own behaviour
Use language to describe feelings.
“Mariam is frustrated. She’s been working a long
time and the puzzle still doesn’t fit.”
Preschoolers are beginning to use language to
regulate emotions. When children hear and use a
vocabulary of emotional terms, they can express
and regulate emotions with language.

4.2 Problem Solving • identifying problems
• beginning to plan ahead
• collecting and organize information
• brainstorming solutions and outcomes
• connecting consequences to actions
• taking action to solve problems
• evaluating the outcomes of their
problem solving
• creating rules based on similarities of
two situations, for transferring knowledge
• generalizing solutions of problems from
one situation to another
Pose problems. For example, “How can you make
your building bigger?”
“How can you make something sink that floats?”
“How can you move the blocks across the room
without using your hands?”
This causes the child to solve problems, think logically
and use language to represent thinking.

4.9 Sequential Change • making logical connections
• identifying what precedes change
Avoid non-verbal and verbal responses to
children’s thinking that imply “right” or “wrong.”
Instead, communicate the message: “That’s an
interesting idea.”
As children explore, they may try out one idea.
If it fails, they may move quickly to another idea.
Learning to consider why the first idea did not work
makes children better problem solvers. Children also
monitor adult’s reactions to their actions.
When adults communicate “right” or “wrong,” they
can cut off children’s thinking.