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The Totetude Map of Childhood Bailiwicks

A bailiwick is Totetude's fancy name for a skill. Why not just say skill then? Well, a bailiwick also incorporates the learner's areas of interests. At such a young age, most skills are still developing, so Totetude decided to focus on the learner's interests more than simply his/her mastery of a list of skills.

Each category of bailiwicks are listed with corresponding target skills. Where available, they are also aligned with North American government standards.

Explore bailiwicks as:

  • Critical thinking
    • Remember
      • Remembers
      • Lists
      • Names
      • Identifies
      • Locates
      • Memorizes
      • Tells
      • Recognizes
      • Repeats
      • Defines
      • Describes
      • Finds
      • Writes
      • Labels
    • Understand
      • Matches
      • Explains
      • Retells
      • Restates
      • Puts in order
      • Summarizes
      • Discusses
      • Predicts
      • Translates
      • Outlines
    • Apply
      • Demonstrates
      • Teaches
      • Uses knowledge
      • Solves
      • Gives an example
      • Experiments
      • Follows a procedure
      • Paints
      • Draws
      • Shows
      • Completes
      • Illustrates
      • Models
    • Analyze
      • Categorizes
      • Classifies
      • Compares
      • Contrasts
      • Infers
      • Organizes
      • Charts
      • Examines
      • Investigates
      • Sorts
    • Evaluate
      • Concludes
      • Judges
      • Prioritizes
      • Ranks
      • Selects
      • Supports
      • Justifies
      • Defends
      • Debates
      • Rates
      • Chooses
      • Recommends
      • Suggests
      • Orders
      • Decides
    • Create
      • Composes
      • Creates
      • Designs
      • Plans
      • Invents
      • Constructs
      • Produces
      • Imagines
      • Pretends
      • Makes
  • Movement
    • Performs gross motor movements
      • Coordinates body parts
        • Touches fingers together without looking
        • Climbs stairs alternating feet on each step
        • Walks down stairs alternating feet on each step
        • Walks backwards for at least five feet
        • Runs in a fluid and coordinated manner
        • Jumps with a rope
        • Jumps landing on two feet
        • Hops forward on both feet
        • Hops backward on both feet
        • Hops forward on one foot
        • Hops backward on one foot
        • Skips smoothly
        • Marches
        • Throws in a fluid and coordinated manner
        • Catches in a fluid and coordinated manner
        • Acts out movements without language
        • Acts out movements while using language (poem, song, or story)
        • Claps hands
        • Builds with blocks
        • Carries a plate of food
        • Slides
        • Uses a swing on his/her own
        • Crawls
        • Leaps through an object
        • Pedals and steers a tricycle
        • Crosses midline with feet/hands
      • Maintains stability
        • Stands on one foot for 5-10 seconds
        • Walks for at least ten feet in a straight line
        • Walks on a balance beam
      • Adjusts his/her movements
        • Moves in coordination with music and/or words
        • Moves in coordination with peers
        • Uses movement and rhythm to express his/herself
        • Walks from A to B avoiding obstacles
        • Runs avoiding obstacles
    • Performs fine motor movements
      • Uses tools effectively
        • Manipulates a thick pen/marker/pencil/crayon
        • Manipulates a thin pen/marker/pencil/crayon
        • Manipulates paintbrushes of varying lengths and thickness
        • Manipulates an instrument
        • Manipulates food utensils (fork, spoon, knife, etc.)
        • Manipulates a hole puncher
        • Manipulates scissors to cut smooth edges
        • Opens door handles (twists, turns, slides, pulls, pushes, etc.)
        • Turns faucet on and off
        • Buttons and unbuttons
        • Zips up and down
        • Ties laces, ropes, and strings
        • Opens lunch boxes or bags
        • Squeezes (clothespin, tweezers, eye dropper, etc.)
        • Twists lids on and off
        • Uses a pretend phone to dial home phone number and 9-1-1
        • Manipulates a ruler
        • Fastens with a brass fastener (brad)
      • Uses materials effectively
        • Applies glue appropriately
        • Applies tape appropriately
        • Threads 1/2" beads
        • Completes a nine piece interlocking puzzle
        • Works with modeling clay/plasticine/playdough to make a pancake, snake, and ball
        • Wraps objects with yarn
        • Stretches rubber bands around objects
        • Stacks objects (10 one-inch blocks, pyramid of plastic cups, etc.)
        • Twists pipe cleaners to create shapes and objects
      • Performs tasks within boundaries
        • Colors within boundaries of drawing
        • Prints within boundaries
        • Traces within boundaries
        • Places objects within boundaries
        • Pastes objects within boundaries
        • Rolls objects within boundaries
    • Controls his/her movements within a specific environment
      • Stands in a line
      • Walks in a hall
      • Runs in open area/gym
      • Dresses and undresses within a specific space
      • Works within a personal space
    • Performs tasks that foster well-being
      • Performs tasks required for proper hygiene
        • Goes to the washroom when needed
        • Washes hands when necessary
        • Blows nose when necessary
        • Brushes teeth
        • Regulates body temperature (takes off sweater when hot)
        • Identifies healthy eating choices
      • Develops relaxation techniques
        • Identifies relaxation techniques
          • Identifies calming activities
          • Identifies breathing techniques (smell the flower and blow out the candle)
          • Identifies mental imagery scenarios (imagine yourself on a cloud or on a warm beach listening to the waves)
        • Chooses relaxation techniques
          • Chooses a calming activity to calm self
          • Chooses a breathing technique to calm self
          • Chooses mental imagery to calm self
        • Applies relaxation techniques
          • Applies a calming activity to calm self
          • Applies a breathing technique to calm self
          • Uses mental imagery to calm self
      • Adopts appropriate posture
        • Stands up straight when upright
        • Sits in a chair with back straight and feet on the floor (without slouching)
    • Respects safety rules
      • Respects classroom safety rules
      • Respects community safety rules
  • Communication
    • Shows an interest in communication
      • Shows interest in oral communication
        • Spontaneously tells a story or experience
        • Asks questions
        • Looks at person to whom he/she is talking
        • Looks at person who is speaking
        • Waits for a reaction or response
        • Responds to the speaker non-verbally
        • Responds to the speaker verbally
        • Engages in conversations
        • Engages in group discussions
        • Engages in role-playing or acting
        • Participates in songs, poems, chants, and finger plays
      • Shows interest in a second language
        • Looks at the person who is speaking
        • Participates in songs, poems, chants, and finger plays
        • Asks to repeat or clarify what was said
        • Asks how to say something in a second language
        • Makes attempts to communicate in a second language
      • Shows interest in written communication
        • Views books
        • Listens to stories attentively
        • Uses pictures to communicate an idea
        • Reads or pretends to read messages
        • Writes or imitates writing
        • Asks what is written
        • Asks for messages received to be read
        • Proposes to write or respond to messages
      • Shows interest in technology
        • Observes peers or educator at the computer
        • Asks to use the computer
        • Asks to use materials from the media center
        • Suggests using technology (camera, phone, computer, video)
        • Makes links between daily activities and use of technologies
    • Shows understanding of the message
      • Shows understanding of oral communication
        • Responds to the topic by reacting non-verbally
        • Responds to the topic by commenting
        • Responds to the topic by relating a similar experience
        • Responds to the topic by asking a question
        • Follows a simple instruction
        • Follows multi-stepped instructions
      • Shows understanding of second language
        • Responds non-verbally or verbally to simple familiar phrases
        • Follows simple or basic instructions
        • Answers simple questions
      • Shows understanding of written communication
        • Simulates reading a message
        • Uses the illustrations to read/retell a story
        • Recites familiar patterns of speech from predictable texts (rhymes, repetitions, etc.)
        • Views a book sequentially from the beginning
        • Attempts to track print from left to right
        • Understands the message in pictograms, logos, symbols, or icons
        • Asks adult or peers to scribe a message
        • Recognizes letters of the alphabet (upper and lower case)
        • Recognizes numbers 1-20
        • Recognizes numbers 1-20 written as symbols (playing cards, dice, etc.)
        • Associates letters with their sounds
        • Recognizes own name in writing
        • Recognizes some words in writing
    • Produces messages
      • Produces oral messages
        • Uses gestures to communicate
        • Uses two to four word phrases when speaking
        • Uses complete sentences when speaking
        • Uses sentences that include two or more ideas when speaking
        • Uses appropriate pronouns and tenses when speaking
        • Uses appropriate vocabulary (descriptive) when speaking
        • Speaks clearly
        • Adjusts speech to audience and situations (adult, peers, role play)
        • Orally communicates thoughts in an organized manner
        • Pretends, creates, and makes up songs or stories
        • Tells or retells stories or everyday experiences
      • Produces messages in a second language
        • Uses one word to convey message
        • Uses two or three word phrases
        • Uses familiar sentences
        • Engages in simple conversations
        • Engages in complex conversations
      • Produces written messages
        • Uses pictures or pictograms to communicate an idea
        • Scribbles to represent writing
        • Produces letter-like or number-like forms to represent writing
        • Asks an adult or peer to scribe a message
        • Copies print from the environment
        • Writes his/her own name
        • Asks how to spell words
        • Uses initial consonant to represent a word (invented spelling)
        • Uses initial and final consonant to represent a word (invented spelling)
        • Uses initial, final consonant and middle vowel (invented spelling)
        • Mimics different types of writing (letters, notes, lists, stories)
      • Uses technology to produce messages
        • Operates a sound recorder
        • Operates a video recorder
        • Operates a still camera (film or digital)
        • Utilizes digital illustration (paint program)
        • Utilizes slide shows (PowerPoint)
        • Utilizes a printer
        • Uses applications (Apps)
        • Sends E-mail (to authorized family members or self)
    • Controls his/her communications within a specific environment
      • Uses appropriate voice control (volume)
        • Uses a quiet voice in the library
        • Uses a loud voice during a large group presentation
        • Uses indoor voice appropriately
        • Uses outdoor voice appropriately
      • Uses appropriate communication skills
        • Uses manners
          • Says please
          • Says thank you
          • Says excuse me
          • Greets others appropriately
        • Discusses appropriate topics during conversations
          • Has appropriate mealtime conversations
          • Has appropriate public conversations
          • Has appropriate conversations with adults
          • Has appropriate conversations with peers
  • Awareness
    • Self awareness
      • Appropriately expresses needs
        • Expresses his/her physical needs
        • Expresses his/her emotional needs
        • Communicates the need to play in a group/with a friend/alone
        • Shows curiosity
      • Uses different strategies to meet his/her needs
        • Asks for help
        • Asks for alone time
        • Uses self control
        • Attempts to apply relaxation techniques
        • Experiments with different tasks
        • Adapts objects/tools to accomplish goals
      • Shows interest and curiosity in a variety of subject areas
        • Volunteers to help
        • Observes or pays attention intently
        • Listens to what is being said
        • Asks questions about what he/she is observing
        • Moves closer to center of interest
        • Seeks to know more
      • Expresses his/her tastes and interests
        • Makes choices
        • Expresses verbally what he/she likes
        • Expresses verbally what he/she dislikes
        • Expresses tastes and interests through the arts
      • Expresses his/her feelings and emotions
        • Identifies feelings and emotions
        • Communicates how he/she feels
        • Expresses feelings and emotions through the arts
      • Demonstrates autonomy
        • Retrieves materials to complete a task
        • Stays on task to complete activity
        • Puts materials away in their proper location
        • Cleans work area
        • Makes transitions easily through activities
      • Assumes responsibilities
        • Completes tasks and chores
        • Takes care of materials, toys, environment, pet
        • Passes on a message
      • Makes personal choices
        • Selects favorite books, toys, games
        • Selects a peer/small group/team to work or play with
        • Selects appropriate materials and/or space for an activity
        • Selects what he/she wants to include in the portfolio
        • Selects what he/she wants to include in a reflection journal
      • Takes risks
        • Tries new things
        • Tries different ways of doing things
        • Makes decisions
      • Confronts challenges
        • Identifies a problem or challenge
        • Confronts a problem appropriately
        • Attempts to find a strategy to solve a problem
        • Attempts to apply a strategy to solve a problem
        • Perseveres at an activity proposed by him/herself
        • Perseveres at an activity proposed by others
      • Begins to set appropriate goals
        • Identifies strengths and weaknesses
        • Identifies what he/she would like to do or improve
        • Takes steps to reach goals
        • Recognizes when a goal is met
      • Presents ideas with confidence
        • Expresses his/her personal opinions and ideas
        • Contributes ideas in a group
        • Makes suggestions
      • Reflects on his/her learning
        • Recognizes own accomplishments
        • Describes the steps taken in an activity
        • Explains what he/she liked most about the activity
        • Explains what he/she would change or do differently
        • Identifies the objective of an activity
        • Creates an illustration of an activity
    • Group awareness
      • Shows interest towards others
        • Shows curiosity towards others
        • Seeks other children to play with
        • Greets guests
        • Interacts with different people
        • Works on a team project
      • Expresses ideas, information, and opinions to the group
        • Shares information, thoughts, and feelings
        • Gives compliments
        • Accepts different points of view
      • Listens to others
        • Looks at the person who is speaking
        • Waits his/her turn to speak
        • Reacts to what is said or happening
        • Remains still while listening
      • Takes part in group decision making
        • Participates in creating rules
        • Participates in organizing materials
        • Participates in organizing space
        • Participates in organizing time
        • Participates in the selection of evaluation criteria
      • Observes the group rules of appropriate conduct
        • Positions his/herself without infringing on others
        • Uses appropriate social behavior
        • Respects rules established by the group
        • Follows classroom routine
      • Applies conflict resolution strategies
        • Identifies a conflict situation
        • States the facts
        • Generates solutions
        • Selects a solution
        • Applies a solution
        • Assesses the effectiveness of the solution
      • Cooperates with others
        • Shares materials, games, and toys
        • Shares ideas and strategies
        • Offers to help
        • Encourages others
        • Identifies factors that promote/hinder cooperation
        • Takes turns
        • Accepts losing a game
      • Recognizes feelings of others
        • Demonstrates sympathy or empathy
        • Seeks adult help for peers in distress
        • Role-plays emotions with toys
        • Identifies feelings of others from images or social situations
  • Motivation
    • Receive
      • Joins an activity
        • Enters into casual conversation
        • Asks to join a group activity
      • Observes others during an activity
        • Observes the educator explaining an activity
        • Observes the learners participating in an activity
    • Respond
      • Answers questions relevant to discussion
      • Discusses on-topic
      • Participates meaningfully
    • Value
      • Completes tasks at the best of his/her ability
      • Invites others to join activity
      • Initiates activity
      • Shares knowledge with others
    • Manage
      • Modifies a task to meet personal goals (self-reliant)
      • Prioritizes and plans how to complete a task productively (revises plans based on new information).
    • Adapt
      • Participates appropriately in a small group
        • Shares discussion time
        • Sits facing others
        • Raises hand and waits until called on to speak
        • Maintains eye contact during discussions
      • Participates appropriately in a large group
        • Shares discussion time
        • Stands in front of a large group to speak
        • Raises hand and waits until called on to speak
        • Maintains eye contact during discussions
    • Accept
      • Accepts responsibility for own behavior
        • Appreciates rewards
        • Assumes consequences
      • Accepts themselves and others for who they are
        • Recognizes different heritages
        • Embraces diverse cultural backgrounds
        • Understands his/her uniqueness