Isabel
Kindergarten
2013-2014
Purpose of the Portfolio
The purpose of this portfolio is to give an overview of Isabels progress in all the developmental areas throughout the
school year. Samples of Isabels work are collected and used
to show her learning.
During the early childhood years, young children greatly expand their knowledge, understandings and abilities. They actively explore and discover their world through their environment, conversations and play.
In this portfolio you will see examples of your childs progress in the following areas of development:
Social-emotional Development
Physical Development
Intellectual Development
Language and Literacy Development
You may also find additional documentation of your childs
learning through the year
Social-emotional Development
Social-emotional development involves the emerging social skills, emotional
resilience and personal self-confidence important in wellbeing and social
involvement.
Positive sense of self
Understanding of self-care
Interpersonal skills
Value, respect and care for others
Resolves conflict with others
Contributes to a democratic environment
I can keep myself and
others safe.
USC K.2, PE K.7, DM K.1,
AP K.1
Social-emotional Development
Children learn to become social by experiencing interaction with
others. Children learn social rules such as taking turns and using
their words to express their needs. Children are also encouraged
to respect themselves, others and the environment. They learn
kindness and caring by watching others and by being reminded of
acceptable behaviour.
I can respect myself and others.
USC K.1, PE K.7, DM K.1,AP K.1
Social-emotional Development
I can follow rules and
expectations.
PA K.1
I can learn and demonstrate
healthy habits.
DM K.1, PE K.7, USC k.1,
USCK.2, AP K.1
Social emotional Development
I can explore and learn who I am
and how I am different or the
same as my classmates.
IN K.1 .2 DM K.1 AP K.1
USCK.3
I can help take care
of our environment.
RW K.2
Social-emotional Development
Self Portraits
Physical Development
Physical activity promotes overall development and stimulates neural connections. It is a foundational aspect of growth and wellbeing in children.
Locomotor movement - walk, skip, run, jump, hop, gallop, leap, and slide
Non-locomotor movement - balancing and landing
Fine motor - colouring, cutting, printing, manipulating
Sending & receiving objects throwing, catching, kicking
Spatial awareness
Movement exploration
Physically active
Physically Active
I can participate in
movement activities.
PE K.1
Physical Development
Movement
I can move in different
ways .
PE K.2 .3 .5 .6
I can throw, catch or
kick.
PE K.4
Physical Development
Fine Motor
Children develop hand eye co-ordination by using materials that help
strengthen the muscles in their hands.
I can use my scissors
properly.
I can correctly hold my
pencil.
10
Intellectual Development
Intellectual development concerns the emerging powers of knowing,
reasoning and understanding.
Reflective about learning
Uses knowledge of numbers and everyday words in a meaningful way
Demonstrates problem solving skills
Makes connections and organizes in daily activities and learning
Imagination as if behaviour; fantasy what if thinking; begin to
understand the difference between fantasy and reality
Creativity and invention
I can explore through
dramatic play.
CP K.2
I can create different sounds.
CP K.3
11
Intellectual Development
I can count, recognize
and represent numbers
to 10.
N K.1 .2 .3 .4
12
Intellectual Development
I can make a pattern.
PK.1
I can compare objects by their
height, weight or how much they
hold.
SS K.1
13
Intellectual Development
I can sort objects into
groups to show how they
are alike and different.
SS K.2
I can build and describe
my creations.
SS K.3
14
Intellectual Development
I can look at plants,
animals and people
in our environment.
LT K.1 MO K.1
I can discover things
about the world around
me.
NS K.1
15
Intellectual Development
I can print my name.
CC K.4 CC K.1 CC K.2
16
Language and Literacy Development
Children construct emergent language and literacy skills as they develop in
all areas. Language is basic to learning in all cultures and
communities. The following pages show the processes that contribute to
language and literacy development.
These areas are interrelated and interdependent. Growth in one area
reinforces and promotes growth in the other areas. Each of the
processes of viewing, representing, listening, speaking, emergent
reading and writing contribute to language and literacy development.
Social play promotes the areas of viewing, representing, listening, speaking,
and emergent reading and writing. Play enables children to build the skills
and strategies associated with each of the areas.
Playing helps me develop
my language skills.
CC K.3
17
Language and Literacy Development
Viewing
This is the process of comprehending and responding to what has
been viewed or seen. It enables children to use visual elements
to construct meaning in what they are viewing.
I can look at, understand
and respond to many
types of information.
CR K.1 CR K.2 AR K.1
18
Language and Literacy Development
Listening and speaking
Children communicate their thoughts and feeling, different experiences,
as well as information and opinions. They begin to understand
themselves and others.
I can listen, understand
and respond to things I
hear.
CR K.3 CR K.4 AR K.1
I can express myself
through speaking.
CC K.3 AR K.1 AR K.2
19
Language and Literacy Development
Emergent Reading and Writing
Young children begin to demonstrate knowledge of print, book-handling
skills and reading like behaviours. They begin to understand that their
ideas can be communicated through symbols, letter-like shapes, letters
and words found in writing.
Representing
The children representing their ideas, thoughts and feelings using visual,
dramatic and other media. Representing enables children to communicate information, ideas and experiences through drawing, dramatization, models
and other mediums.
I can express my ideas
through pictures or writing
CC K.1 .2 .4
20
AR K.1
