SSA Concept 2026 | EY Pre-K3 | Learning Expectation

SRAEY YLRAE

PRE-K3

Educação Infantil

LEARNING EXPECTATIONS Expectativas de Aprendizagem

Our mission Nossa Missão

Escola Concept

offers an academically rigorous, challenging, inclusive, global education designed to develop happy and thoughtful human beings who positively impact the world we live in. The school's program is designed to nurture the dispositions of lifelong learners who collaborate to co-create, embrace an entrepreneurial mindset, understand the meaning of living sustainably, and are globally and digitally fluent. Learners apply habits of mind to their daily actions, use the language of thinking to communicate, and understand the elements of design thinking to problem solve and innovate. Learning is facilitated and assessed through relevant, project-based experiences. Upon graduation, learners will be prepared for their university of choice in Brazil, or elsewhere around the world.

FOUNDATIONAL LEARNING

EXPECTATIONS

PER GRADE LEVEL

The National Curricular Common Base (BNCC) organizes learning into 5 Fields of Experience. This document provides you with clarity on what is the learning expectations per grade level.

MYSELF, THE OTHER AND OURSELVES BODY, GESTURES AND MOVEMENT TRACES, SOUNDS, COLORS, AND SHAPES SPACES, TIMES, QUANTITIES, TRANSFORMATIONS, AND RELATIONS LISTENING, SPEAKING, THINKING, AND IMAGINING

MYSELF, THE OTHER, AND OURSELVES Differentiate the school space from the familiar, acquiring the first notions of collective preservation; participate in activities of cultural tradition, starting with rules of coexistence, such as lending and exchanging things.

Verbalize suggesting social strategies to repair minor conflicts, even with the adult’s mediation.

Distinguish physical characteristics, respect them, and perceive their body image.

Communicate in an intelligible way, using a previously established verbal repertoire.

Create situations and contexts, using imaginary objects (serving “coffee”) or objects with a new symbolic function (paper roll turns into a sword); develop action sequences, associating them with familiar situations (carrying a doll, taking her for a walk, feeding her); learn to play with ropes, balls, spinning top; use simple rules in low organized games, such as tag, hide and seek games, tisket-a-tasket, duck, duck, goose, my chicks come here and others.

BODY, GESTURES, AND MOVEMENT Manipulate, launch, and roll objects from waypoints; Get around by combining running, walking, dancing, and jumping over materials and from low to higher surfaces.

Carry out self-care attitudes with greater independence, demonstrating care for oneself through body care and hygiene habits Develop digit-manual control, presenting the ability to draw, paint, tear, and leaf, among others

TRACES, SOUNDS, COLORS, AND SHAPES Interact with musical instruments, of small percussion, in traditional songs; participate in short dramatizations of directed songs; start simple and collective musical games.

Express themselves through more defined traits; initiate the thought representation intention (eg. human figure representation).

Experiment with varied artistic materials, conventional and unusual, colors and textures.

Experience explorations of scraps, clays, and three-dimensional objects, intentionally manipulating them.

SPACES, TIMES, QUANTITIES, TRANSFORMATIONS, AND RELATIONS Experience situations involving counting/number sequence.

Use basic time concepts (now, before, during, after, yesterday, today, tomorrow, slow, fast, fast, slowly).

Sort, serialize, and organize objects by attribute (size, weight, color, shape, etc.).

Follow the passage of time, based on routine and calendar.

Identify basic shapes (rectangle, triangle, circle, square).

Try to symbolically record the number of children present, even with the help of an adult.

Count and become familiar with numbers in order up to at least 30.

Be interested in recording the number of objects of the same nature.

Differentiate letters from numbers.

Establish relationships of measurement and quantity of elements present in the physical and sociocultural space.

Recognize their image and name their body parts.

LISTENING, SPEAKING, THINKING, AND IMAGINING Share everyday facts and situations, and start to listen to relate to others.

Imitate the reading behavior of the educator (s) and/or other adults, guided by images and some textual clues, such as illustrations, familiar words, and repetition.

Tell created or reproduced stories from a theme or visual imagery support.

Be able to report stories, movies, plays, etc., sharing social knowledge.

Participate and orally contribute to the elaboration of collective texts, having the educator as a scribe.

Differentiate letters from drawings, realizing the function of writing as a record of speech; use random signals in writing attempts.

Try to write the name conventionally (with visual support).

Recognize the writing of classmates' names.

Verbalize phrases, commands, and announcements in mother tongue and foreign language.

Understand complete narrative contexts in the mother tongue and in English, starting to develop an interest in writing.