Yellow Group: Turning Three

Yellow group kiddos really get the hang of the daily routine and begin to thrive in particular elements, such as creative expression, early STEM, and emergent literacy as their particular strengths and preferences shine through.


Enrol my child now

Yellow Group Daily Routine:

Development and Learning Objectives for the Yellow Group:

Language, Literacy and Creative Expression

Maths and Scientific Reasoning

Physical, Social and Emotional well-being

  Language, literacy and creative expression

Engages in music, art and dramatic play

1e. Demonstrates a sense of rhythm and has the ability to copy or join in on a specific sequence of beats/sounds.

1f Dresses up as / pretends plays in the role of real and fictional characters.

1g. Begins to use art materials (such as crayons, paint, play dough, etc.) to create representations of real/imagined objects, people, and scenes

1h. Mimics dance moves of others.

Receptive & Expressive vocabulary development

2h. Learns 3 or more new words per week

2i. Uses new vocabulary words in correct context in phrases / sentences.

Coherent expression of personal ideas, thoughts, feelings

3f.  Expresses a full sentence of coherent thoughts in response to questions.

Response to Text

4c Makes meaningful connections between parts of story and own experiences or experiences of others.

4d Pretends to be reading a storybook and/or plays as if reading aloud from a book while paging through and using pictures cues.

Phonological Awareness

5d. Identifies a sound within a word.

5e. Counts syllables and compares word lengths.

Phoneme-Grapheme Correspondence

6a. Identifies onset sounds (and letter link for own name)

Print awareness / concepts

7b. Names parts of a book (front cover, title, author, illustrator etc.)

Tracing, transcription and writing

8b. Scribbles letter-like symbolic representations, imitating the writing process; traces letter shapes in the air

  Maths and Scientific Reasoning


9a. Able to discern between many and few.

Verbal and object counting

10c. Counts in a ‘sing-song’ fashion up to 10; “”chanter/reciter””

10d.  Tries to independently keep track of a small number of objects during a game, using counting and quantity matching, up to 5.

10e. Understands concepts of first, second, third (ordinal numbers).

Numeral recognition, depiction and quantity correspondence (cardinality)

11a. Numeral recognition from 1 to 10

11b. Beginning understanding of cardinality (the ability to associate the numerals 1-5 with a correct corresponding quantity of objects)

Relative Magnitude and Measurement

12c. Indicates relative height of two people / objects (taller, shorter)

Shape recognition and manipulation

13c. Sorts shapes according to basic characteristics (e.g. round sides, sharp corners, straight edges).

Position, Direction, Orientation, and Time

14a. Display understanding of the position of an object relative to themselves or another object from one perspective using spatial vocabulary such as ‘above’ , ‘below’, ‘beside’, ‘in front’, ‘behind’

14b. Describes the position of an object relative to themselves other objects from multiple perspectives

14c. Differentiates between ‘first’, ”middle’ and ‘last’ in the line

Classification and Repeat Patterning

15b. Identifies and continues a-b-a-b style patterns.

15c. Groups physical objects based on simple observable characteristics (particularly colour)

Planning and Cognitive Flexibility

16b. Routinely describes action plan prior to and during morning free choice activities

Hypothesis formation

17c.  Comes up with ideas for the possible causes of observed phenomena with prompting/support.

  pHysical and social emotional wellbeing


18g. Self-soothes when upset; does not lash out on/at others.

18h. Practices sharing and cooperates with peers during group activities.

Response to expectations

19d. Is aware of (i.e. can describe) classroom routines and behavioral norms.

19e. Is able to identify own belongings and take care of them independently

Positive sense of self

20c. Describes own feelings (in words) and identifies possible sources.

Persistence in the face of challenges

21c. Engages in tasks above comfort level with minimal prompting and seeks support when battling, rather than giving up.

Gross motor coordination

22q. Catches a bean bag / ball two handed

22r. Kicks a ball towards an intended target.

22s. Blances on one foot for at least 5 seconds.

Fine motor coordination

23q. Manipulates a paintbrush effectively to dip in a paint pot without spilling and paint on intended surface.

23r Uses scissors to cut along a straight line.

23s. Threads beads onto a string.

23t. Opens and closes zips and buttons on clothing to dress independently.