Here are the development statements for Kindergarten based on Early Years Foundation Stage (EYFS) framework adapted by Wesley Primrose to appropriately fit to Filipino children. Please note that this should only be used as a guide and not as a checklist. In Kindergarten classes, children are put in an enabling environment with open-ended resources and play to learn to:

Personal, Social & Emotional Development

• demonstrate sensitivity to the needs and feelings of other children or familiar adults and form positive relationships with them.
• try new activities confidently and they can express the reason why they like one activity over another.
• adjust their behaviour to changes in routines and social situations without being upset.

Physical Development

• show dexterity and good co-ordination in large and small movements and negotiates space, speed or direction.
• handle equipment and tools effectively such as tripod grip of pencils for writing and encode recognisable letters, most of which are correctly formed.
• show some understanding that healthy habits like regular exercise, eating well-balanced meal, sleeping on time and proper hygiene can contribute to healthy life.
• understand the need for safety measure when tackling unfamiliar activities, anticipate possible danger and manage some risks.

Communication and Language

• listen to stories; asking relevant questions and making sensible comments
• accurately anticipate and retell key events of the story and talks about the characters and setting
• follow two to three-step directions
• demonstrate comprehension of the stories and events in their lives by sensibly answering ‘how’ and ‘why’ questions
• accurately use past, present and future forms when talking about events in their small community or events in the story

Literacy

• use their knowledge to code, decode and encode c-v-c words, digraphs.
• code and encode some high-frequency tricky words.
• begin to read and understand phrases and simple sentences
• demonstrate comprehension when asked about what they have read.
• write labels, captions, short sentences in meaningful contexts which can be read by themselves and comprehensible to others.

Mathematics

• estimates the number of objects they can see and checks by counting them.
• use the language of ‘more’, ‘fewer’ and ‘equal’ to compare two sets of objects.
• add and subtract up to two-digit number with and without regrouping.
• construct a sentence using positional language such as beneath, behind, through, above, between, etc.
• understand the concept of size, speed, distance, time, money, capacity and weight.
• begin to use important terms like ‘faces’, ‘edges’, and ‘vertices’ for ‘solid’ 3D shapes
• solve mathematical problems in numbers, building, making patterns, measuring and directions

Knowledge and Understanding the World

• know about similarities and differences between themselves and others, their families, communities and traditions.
• be aware of other living things and observe nonliving things and compare them
• observe animals and plants and explain why some things occur and change and compare the occurrences in the environment they are in and other places.

Expressive Arts and Design

• create a repertoire of plays, songs and dances during free play and role-play
• experiment and create arts, music, movement, dance, songs and imaginative role-play using a variety of resources and techniques to express their thoughts and feelings.
• build a storyline or narrative into their play