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By pbsparents.org
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Three-year-olds have
growing control over their voices and can
recognise, name and sing their favourite
songs. They can play simple rhythm
instruments with a developing ability to
control beat,
tempo and
pitch.
Their art also begins to include
recognisable subjects. Three-year-olds love
dramatic play and will sometimes get so
involved in their imagined scenarios that
they continue their roles even after the
play stops. They also prefer to use real
objects and costumes in their pretend play. |
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Music
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Uses music to create moods (e.g.
bangs on drums to create
excitement). |
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Plays with a variety of musical instruments,
often in a unique way (e.g. may
shake an instrument that is
typically pounded). |
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Chooses songs and music that reflect personal
disposition (e.g.
prefers classical music for
napping). |
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Learns words to favourite songs (e.g. will sing
lyrics and repeated phrases with
great enthusiasm). |
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Can compare and contrast sounds made by different
instruments. For example, says,
‘The triangle makes a
tingly sound when you hit it’.
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Art |
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Creates unplanned art, but may assign content to
the image after the fact. For
example, when finished with a
drawing, announces, ‘This is my
pussy cat, Fluffy’. |
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Chooses colours and media that match a particular
mood (e.g. may paint pictures in
black and brown while parents
are going through divorce).
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Builds on knowledge of basic art techniques to
make mobiles and assemblages
(e.g. hangs leaves collected on
a nature walk from a hanger).
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Can describe what is pleasing about own art (e.g.
asks you to hang art on the wall
because it is a ‘happy’
painting). |
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Movement |
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Participates in group games and circle dances
(e.g. enthusiastically joins in
the ‘Hokey Pokey’ with a group).
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Selects movements that reflect a particular mood
(e.g. when feeling quiet or
thoughtful, sits with a baby
doll in a rocking chair and
moves in time to a lullaby).
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Accepts explanations by adults that movement
activities are healthy for
children. For example, jumps up
and starts dancing when teacher
says, ‘Dancing makes our leg
muscles strong’. |
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Dramatic Play |
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Recreates the world of the home and classroom
through dramatic play scenarios
(e.g. pretends to make and serve
dinner to ‘family’).
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Uses dramatic play to help cope with fears (e.g.
uses string to tie up pretend
monsters) |
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Wears dress-up clothes and assembles real props
to make role-playing realistic
(e.g. uses empty cereal boxes
and kitchen utensils to ‘cook’
in a child-sized kitchen).
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