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:

list blocks wheel

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