Physical Development and Health: 3-5 Years

Other Michigan Early Childhood Standards of Quality sets

• Approaches to Play and Learning: 3-5 Years
• Communication, Language, and Early Literacy Development: 3-5 Years
• Creative and Expressive Arts: 3-5 Years
• Engineering and Technology: 3-5 Years
• Mathematics: 3-5 Years
• Science: 3-5 Years
• Social and Emotional Development: 3-5 Years
• Social Studies: 3-5 Years

Run races with friends. 3.2a.1

Climb on large motor equipment faster and with more confidence. 3.2a.2

Pedal a tricycle as fast as they can.  3.2a.3

Hang from the monkey bars. 3.2a.4

Pedal a bike faster after using it every day during recess. 4.2a.1

Throw a ball farther than before. 4.2a.2

Begin to move across the monkey bars. 4.2a.3

Measure the distance they jump and try to jump farther.  5.2a.1

Practice to increase the number of times they can dribble a basketball or soccer ball.  5.2a.2

Move all the way across a set of monkey bars. 5.2a.3

Practice kicking a ball into a net from varying distances. 3.2b.1

Shake and turn a parachute to the directions in a song.  3.2b.2

Move through a simple obstacle course. 3.2b.3

Toss a ball to another child with more accuracy. 4.2b.1

Follow the directions in a movement song.  4.2b.2

Tap a pattern with rhythm sticks. 4.2b.3

Dribble a soccer ball with their feet.  5.2b.1

Skip with coordination and alternating foot and arm movements. 5.2b.2

Roll themselves up a ramp in their wheelchair.  3.2c.1

Practice dribbling a basketball. 3.2c.2

Climb on a short rock wall. 3.2c.3

Run across the playground without falling.  4.2c.1

Balance while sitting on a yoga ball. 4.2c.2

Walk across a balance beam. 5.2c.1

Balance on one foot.  5.2c.2

Use a straw to blow a feather across the table. 3.3a.1

Use a straw to drink.  3.3a.2

Make happy, sad, angry, and surprised faces while looking at themselves in a mirror. 3.3a.3

“Blow” their nose when a familiar adult holds a tissue (both nostrils at once).  3.3a.4

Attempt to wink. 4.3a.1

Try to roll their tongue after seeing someone else do it. 4.3a.2

Make different faces when a familiar adult asks them “What does mad/sad/ happy/etc. look like?” 4.3a.3

Say most sounds correctly. (l, s, r, v, z, ch, sh, and th may still be challenging.) 4.3a.4

Say more complex sounds (e.g., alveolar sounds – t, d, n).  5.3a.1

Wink, wiggle their ears, and other facial “tricks.”5.3a.2

“Blow” their nose independently (one nostril at a time). 5.3a.3

Use scissors to snip paper, and later cut in a line.  3.3b.1

Squeeze and roll playdough.  3.3b.2

Unzip their coat and finish zipping when someone else gets it started. 3.3b.3

Manipulate playdough into different shapes.  4.3b.1

Squeeze a hole puncher until it successfully punches a hole in paper. 4.3b.2

Cut purposefully with scissors. 4.3b.3

Begin to follow a predefined path when cutting.  4.3b.4

Hold a pencil with full control.  4.3b.5

Begin to zip their coat independently. 4.3b.6

Tighten nuts onto bolts with their fingers. 5.3b.1

Stretch small rubber bands around a tongue depressor several times. 5.3b.2

Stretch rubber bands across a pegboard to make shapes. 5.3b.3

Place small pegs in a pegboard.  3.3c.1

Sort small rocks by size. 3.3c.2

Thread a shoelace or thick string through lacing cards. 3.3c.3

String big wooden beads onto shoelaces or pipe cleaners. 3.3c.4

String smaller beads onto a pipe cleaner.  4.3c.1

Stacking small cubes in a tower.  4.3c.2

Use a mouse to control the cursor on a computer screen. 4.3c.3

Continue to use lacing cards with thinner string and more complex designs. 4.3c.4

Use child-safe tweezers to move pom-poms from one bowl to another. 4.3c.5

Follow a magnetic maze with a magnet stick. 4.3c.6

Catch a ball.5.3c.1

Practice tying their shoes. 5.3c.2

Hit a ball with a paddle or a bat. 5.3c.3

Color in a circle they have drawn. 5.3c.4

Pick up a box and announce, “I’m so strong!” 3.4a.1

Run around the playground after having a disagreement with another child. 3.4a.2

With prompting, wash their hands independently, before and after meals, after toileting, and after outdoor times. 3.4a.3

Ask a familiar adult, “Is this healthy for me?” 4.4a.1

Say, “I’m going to be tired!” after running around at recess. 4.4a.2

Follow handwashing routines independently and without prompting, sometimes. 4.4a.3

Eat the healthy part of lunch first and save dessert for last. 5.4a.1

Communicate why they are upset and brainstorm solutions with a familiar adult.  5.4a.2

Follow handwashing routines independently and without prompting, most of the time. 5.4a.3

With reminders, cough, and sneeze into their elbows3.4b.1

Tell a familiar adult they have a runny nose and need a tissue or, sometimes, feel their nose running and grab a tissue on their own.  3.4b.2

With prompting, wash their hands independently, before and after meals, after toileting, and after outdoor times. 3.4b.3

Get a tissue for another child with a runny nose.  4.4b.1

Tell someone not to touch them after seeing them lick their hand. 4.4b.2

Cough and sneeze into their elbow. 4.4b.3

Follow handwashing routines independently and without prompting, sometimes.4.4b.4

Follow handwashing routines independently and without prompting, most of the time. 5.4b.1

Sing the alphabet song when they wash their hands. 5.4b.2

Approach a familiar adult to announce that they are sick or “don’t feel good” when they are coughing, have a runny nose, or feel feverish. 5.4b.3

With reminders, line up at the door as the fire alarm is going off.3.4c.1

Move away from others at large group time so they have more space. 3.4c.2

Move away from a child who is kicking blocks over.  3.4c.3

Say, “look both ways” before crossing the street with an adult. 3.4c.4

Put their hands up to block a child from hitting them. 4.4c.1

Walk with scissors held in a fist grasp. 4.4c.2

Participate in a group discussion of how to be safe and give examples such as walking when they are inside, respecting others’ bodies and personal space, and staying with their group.4.4c.3

Tell other children to come to the door and line up when the fire alarm goes off.  4.4c.4

Wait at a sidewalk intersection until the “WALK” signal lights up, then look both ways before continuing. 5.4c.1

Independently put on a bike helmet before getting on their bike.5.4c.2

Ask for help getting down if they are too high on a climber. 5.4c.3

Identify areas of the playground that are off-limits for children. 5.4c.4

Explain to another child where to go during fire or tornado drills. 5.4c.5

Put the end of their zipper in but not yet pull it up. 3.4d.1

Start using the bathroom without assistance.3.4d.2

Put things in their backpack to go home but forget to close it.  3.4d.3

Drink independently from an open cup. 3.4d.4

Pass out cups to each child at snack time. 3.4d.5

Ask for a bandage when they are bleeding.  4.4d.1

Attempt to dress themselves for the weather before going outside. 4.4d.2

Count plates and cups to make sure there is enough for everyone to eat snack.  4.4d.3

Follow routines in the learning environment independently, such as putting library books in a bin, making lunch choices, and hanging up their coat, most of the time. 5.4d.1

Use scissors to open a package of crackers instead of asking for adult support.  5.4d.2

Get their water bottle when they are thirsty. 3.5a.1

Ask for their water cup to be refilled for a drink. 3.5a.2

Make observations during an experiment with plants where one gets water, and one doesn’t.  3.5a.3

Drink independently from an open cup. 3.5a.4

Forget to drink water when busy with an activity. 3.5a.5

Say, “I’m full,” before throwing away the trash from their lunch. 4.5a.1

Tell a familiar adult that their belly is growling.  4.5a.2

Independently refill their water bottle.5.5a.1

Get their own snack and sit down to eat it. 5.5a.2

Fill their own water bottle when it is empty.  5.5a.3

Ask for water with a meal.  5.5a.4

Sample a variety of apple types.  3.5b.1

Ask a familiar adult about what someone else is eating, when it is a food, they aren’t familiar with.  3.5b.2

With modeling and guidance, respond to other children eating unfamiliar foods as a normal situation, most of the time. 3.5b.3

Try a new food after watching a familiar adult eat it.4.5b.1

With modeling and support, ask another child about the unfamiliar food they are eating—what it tastes like, what’s in it, etc.—sometimes. 4.5b.2

Ask, “What’s that smell?” when lunch is delivered. 4.5b.3

Sort scented markers in groups of smells they like or do not like.  5.5b.1

Taste test different fruits they have not eaten before.  5.5b.2

Ask another child about the unfamiliar food they are eating—what it tastes like, what’s in it, etc.—most of the time. 5.5b.3

Separate play foods into “anytime foods” and “sometimes foods.”3.5c.1

Help a familiar adult pass out cheese and crackers. 3.5c.2

Say, “I can’t eat strawberries because they make my belly feel yucky.” 3.5c.3

Remind a familiar adult to also grab the ‘special’ milk for them.  3.5c.4

Identify a variety of foods and livestock that typically come from farms/ ranches.  3.5c.5

Tell another child that carrots are good for eyesight. 4.5c.1

After washing hands, help prepare snack by counting how many people are eating and making sure there is enough for everyone. 4.5c.2

Ask if a food is a fruit or vegetable. 4.5c.3

Tell another child or familiar adult that they are allergic to (or “can’t have”) peanuts.  4.5c.4

Remind a familiar adult that they can’t have pork sausages. 4.5c.5

Tell a familiar adult that drinking water is good for their bodies and brains.  4.5c.6

Sort food by food groups–fruit, vegetable, grain, protein, and dairy.  5.5c.1

Help a familiar adult measure and mix to prepare a fruit salad. 5.5c.2

Ask a familiar adult if their snack or lunch contains something they are allergic to.  5.5c.3

Point out that yogurt is made from milk, which comes from a cow. 5.5c.4

Sort photos of foods into a Venn diagram with categories such as “foods that are grown in the ground,” “foods that come from animals,” and “both.”5.5c.5

Point out that people need water to live, just like animals and plants.  5.5c.6