Nevada Pre-Kindergarten Standards

Pre-Kindergarten Standards: Creative Expression
Content Standard 1.0: Creative Thinking- Approaches to Learning through Creativity
Indicator CT: Creative Thinking
1.PK.1 Use a variety of approaches to solving problems.
1.PK.2 Use a variety of approaches to solving
interpersonal problems in the classroom.
1.PK.3 Adapt environment or abilities to reach a motor
challenge, such as climbing or reaching an object.
Content Standard 2.0: Creative Thinking- Approaches to Learning through Motivation and Persistence
Indicator CT: Creative Thinking
2.PK.1 Select progressively more challenging tasks.
2.PK.2a Demonstrate ability to delay gratification to
complete a larger task.
Creative Expression
Examples: Children will/may...
Predict outcomes in stories, and to
answer “what if” questions.
Engage in problem solving in a variety
of centers.
Demonstrate awareness of ways to get help
in solving problems.
Solve an increasing number of problems
independently in play and living situations.
Demonstrate ability to classify, compare,
and contrast.
Use an increasing number of details and
more realistic representations.
Try new ideas to solve a problem.
Demonstrate a technique to get something
out of reach (e.g., using tongs to grasp
something off of a tall shelf).
Examples: Children will/may...
Use an assortment of objects to
complete a task.
Combine materials to make the play or
experience more rewarding.
Supportive Practice: Practitioner/Adult will…
When problems occur in the classroom,
model for children how to come up with a
variety of solutions.
Role play situations for children to expose them
to potential problems and how to solve them.
When conflicts occur between children, use it as
an opportunity to teach them how to solve
a problem.
Ask children many open-ended questions
that require more than a yes or no answer.
Ask children to explain how they reach solutions
to problems they encounter.
Encourage children to find more than one way
to solve problems.
Offer a variety of materials in the classroom
that are open-ended in how they can be used
(e.g., blocks, art materials, etc.).
Have a variety of tools (e.g., manipulatives,
measuring tools, and magnifying glasses, etc.)
for math, science, and other cognitive areas.
Allow children to use things in the classroom
environment to adapt to challenges (e.g., using
a large block as a stepstool).
Supportive Practice: Practitioner/Adult will…
Provide children with large amounts of time
to explore and work with classroom materials.
Permit children to choose activities that are
of interest to them.
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