MELDS with Homemade Mediums

Approaches to Learning

Initiative & Curiosity:

  • Expresses (verbally or nonverbally) an interest in a widening range of topics, ideas, and tasks
  • Shows interest in how and why others do things
  • Develops increased ability to make independent choices
  • Explores materials and actively uses them to follow through on an idea 

Engagement & Persistence:

  • Engages in individual or group activities that express real life experiences, ideas, knowledge, feelings, and fantasy
  • Participates in an increasing variety of tasks and activities 
  • Begins to sets goals, develops plans, and completes tasks
  • Demonstrates an increasing capacity to maintain concentration for a meaningful period of time 

Reflection & Problem- Solving:

  • Recognizes and attempts to solve problems through trial and error and by interacting with peers and adults
  • Explains part, or all, of the problem when asking for help
Creative Arts

Visual Arts:

  • Uses a variety of art- making tools
  • Shares art materials and begins to work with peers on a group artwork
  • Chooses artwork to display and keep based on personal preferences
  • Explores a variety of developmentally appropriate materials and media to create 2 and 3 dimensional artwork
  • Begins to use art materials safely and appropriately
  • Observes and discusses artwork created by both adults and children

Dramatic Expression:

  • Begins to use objects for other than their intended purpose during play

Mathematical Practices:

  • Develops positive attitudes about math
  • Participates in whole group and small group math-focused activities
  • Recognizes the idea of a “problem” and “problem solving” in the physical and social world.
  • Communicates math ideas verbally and non-verbally

Counting and Cardinality Cluster:

  • Rote Counts to 10 and beyond by ones with increasing accuracy
  • Recognizes and names written numerals 0-5
  • Recognizes the relationship between numbers and quantities: connect counting to cardinality (0-5).
  • Shows understanding that the last number name spoken tells the number of objects counted up to 5 (cardinality)

Operations and Algebraic Thinking:

  • Responds with number words and/or counting strategy, when asked the question, How many?
  • Transitions from rote counting to 1:1 correspondence


  • Explores three-dimensional and two-dimensional shapes in the environment
  • Uses puzzles and other learning materials to demonstrate beginning part/whole, shape and orientation concepts to solve problems
  • Responds to words indicating directionality and position through physical movement (near, far, beside, up, down, over)

Measurement and Data:

  • Recognizes measurable attributes of objects, such as length, weight and capacity of everyday objects (e.g., long, short, tall, heavy, light, big, small, full, empty)
  • Sorts, orders and classifies familiar objects by a single attribute (e.g., size, shape, color, texture, orientation, and position) and explains the reason
  • Uses seriation as a strategy for organizing materials
  • Demonstrates an understanding of time periods (a short time /a long time, “five more minutes”, morning, afternoon, night)
  • Relates concepts of past, present and future to daily activities
  • Participates in data collection activities
  • Explores and begins to use measurement tools 
Physical Development and Health Safety:
  • Develops awareness of and the ability to follow basic safety rules and practices
  • Avoids hazardous chemicals and unsafe materials

Fine Motor:

  • Develops increasing strength, dexterity, and hand-eye coordination to use hands, fingers and wrists to manipulate objects

Gross Motor:

  • Moves purposefully from place to place with control
  • Moves with an awareness of personal space in relationship to others

Health Knowledge and Practices:

  • Completes personal care tasks with increasing independence
  • Follows routines independently
  • Regulates own emotions and behaviors

Physical Science:

  • Begins to experiment with objects whose motion is affected by pushes or pulls of different strengths in different directions
  • Answers questions about the effects of pushes and pulls (e.g. pulls objects attached to a string, pushes objects with and without wheels, rolls objects, collides objects)
Social and Emotional Development

Emotional Development- Self Concept:

  • Develops and communicates a growing awareness of self as having certain abilities, characteristics, preferences and rights
  • Chooses individual activities
  • Expresses self in different roles during pretend play
  • Compares self with others
  • Expresses own ideas and opinions

Emotional Development- Self-Regulation:

  • Begins to tell and follow basic safety guidelines and requirements
  • Develops increased capacity to share materials or caregiver/teacher’s attention
  • Shows increased ability to wait for his/her turn in a simple game or for use of equipment
  • Uses materials and equipment purposefully, safely and respectfully
  • Listens with interest and understanding to directions
  • Listens with interest and understanding during conversations

Emotional Development- Sympathy and Empathy:

  • Demonstrates awareness of feeling during pretend play
  • Recognizes other children’s kind behaviors

Emotional Development- Adapting to Diverse Settings:

  • Explores objects and materials, and interacts with others in a variety of new settings
  • Begins to demonstrate ability to be flexible or adjust to routine or unexpected changes including physical setting, daily schedule, staffing and group size/ attendance

Social Development- Building Relationships with Adults:

  • Approaches adults for assistance
  • Offers to assist adults
  • Interacts appropriately with familiar adult(s) and peers

Social Development- Building Relationships with Children: 

  • Separates willingly from adults to play with friends
  • Plays beside and interacts with peers
  • Shows enjoyment in playing with other children
  • Participates in group glee
  • Has at least one other friend and begins to show preference for particular playmate
  • Leads or participates in planning cooperative play with others
  • Understands the concept of “mine” and “his/hers”
  • Joins a group of other playing children with adult prompts, as needed

Social Development- Respecting Similarities and Differences:

  • Develops varied relationships with others based upon shared experiences and engagement in activities not based upon gender, ethnic background or special needs
  • Carries on sustained interaction with adults in their world
  • Begins to demonstrate an understanding of inclusion or fairness through words and actions 
Social Studies

Civics and Government:

  • Displays awareness of role as a member of a group
  • Understands that people can take care of the environment through activities such as recycling 
Early Language and Literacy

Speaking and Listening ~

Comprehension & Collaboration

  • Begins to engage in collaborative conversations about preschool topics and texts with peers and adults in small and larger groups:
    • Begins to follow agreed- upon rules for discussions (e.g., listening to others and taking turn speaking about the topics and texts under discussion)
    • Begins to engage in conversations with multiple exchanges
  • Begins to confirm understanding of a text read aloud or information presented orally or through other media by asking & answering questions
  • Begins to ask questions in order to seek help, get information, or clarify something that is not understood

Presentation of Knowledge & Ideas:

  • Begins to describe familiar people, places, things, and events
  • Begins to speak audibly and, with prompting and support, express thoughts, feelings, and idea 

Conventions of Standard English:

  • Begins to demonstrate understanding of the conventions of standard English grammar and usage when writing or speaking:
  • Uses frequently occurring nouns and verbs 
  • Begins to form some regular plural nouns orally by adding /s/ or /es? (e.g. dog, dogs; wish, wishes)
  • Begins to understand question words (e.g. who, what, where, when, why, how)
  • Begins to understand the most frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with)
  • Begins to speak in complete sentence

Vocabulary Acquisition & Use:

  • Begins to ask and answer questions about the meanings of new words and phrases introduced through books, activities and play:
    •  Begins to generate words that are similar in meaning (e.g. happy/glad, angry/mad)
  • Begins to explore word relationships and meanings:
    •  Begins to sort common objects into categories (e.g. big/small, living/nonliving)
    • Begins to apply words learned in classroom activities to real-life examples (e.g., names places in school that are fun, quiet, or noisy)
  • Begins to use words and phrases acquired through conversations, listening to books read aloud, activities, and play 
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