LIL' creators (4-5 year olds)


Sandbox Academy gives parents the tools to teach their preschool-aged children the academic and social skills they will need to be successful in kindergarten. 


My units are purposefully designed to stimulate your child’s creativity as they gain a strong understanding of beginning academic and social concepts. My program is designed to use hands-on activities for about an hour per day so your child still has plenty of time for exploration and play. I strongly believe that children learn through free exploration, but with our society’s fast-paced schooling environment, it is essential our children have formal learning opportunities prior to entering kindergarten. Sandbox Academy provides the ideal combination of structured learning and unobstructed play, giving your child the tools he needs to succeed in kindergarten.


The Lil’ Creator program is for Lil’s 4-5 years old. Your Lil’ Creator is preparing to enter his next stage of education. Our Lil’ Creator program familiarizes your child with concepts normally introduced in kindergarten. With a solid foundation in these skills, your Lil’ Creator will begin the school year with confidence and a thirst for knowledge.

subject areas



  1. Follow three-step directions
  2. Respond to simple questions with appropriate behaviors and comments
  3. Comment on the topic of conversation and ask questions
  4. Use language to interact socially with others
  5. Make eye contact when speaking, listen to others, & take turns speaking


  1. Make conclusions and observations about the text based on the pictures
  2. Recall details from a text that was read aloud
  3. Concepts About Print
    1. Turn the pages the correct direction when being read to
    2. Hold book right side up
    3. Understand that books go from left to right & top to bottom
    4. Understand that the text on the page has meaning
  4. Sings the alphabet
  5. Recognizes name
  6. Identify the letters in name
  7. Can identify all capital letters and most sounds
  8. Can identify all lowercase letters and some sounds
  9. Make personal connection to text
  10. Recognize sight words (I, my, you, is, are, the, of, and, can, like)


  1. Uses writing materials to write (pencils, pens, crayons, markers)
  2. Makes marks or scribbles as to represent words
  3. Recognizes that writing is used to create meaning (scribbles a letter or grocery list) using some legible letters or words
  4. Can form all capital letters and some lower case letters
  5. Can write name
  6. Begins to type and locate most letters on electronic devices
  7. Can type own name



  1. Count from 0-20
  2. Understand values of numbers 0-20
  3. Combine sets to get larger sets up to 20 total (10 crackers and 5 crackers make 15 crackers)
  4. Separate a total (up to 20) to get smaller sets (10 crackers, eat 2 now you have 8)
  5. Share a set up to 20 (even number sets only) between 2 individuals


  1. Sort objects based on two characteristics; size, color, shape, texture, or weight
  2. Create simple A-B-C or A-B-B repeating patterns
  3. Use vocabulary such as first, second, third, last, near, far, over, under, top, bottom, front, back
  4. Complete a pattern using alternative materials with adult assistance (when given green –blue green –blue pattern complete it by replacing green with triangles and blue with hearts)


  1. Identify common 2-dimensional shapes such as squares, rectangles, triangles, heart, star, circle, semi-circle, oval, diamond, heart
  2. Use common shapes to create complex objects (triangle on top of a square makes a house)
  3. Identify common 3-dimensional shapes such as cube, sphere, cylinder, cone, pyramid


  1. Compare 3 sets using the terms more, less, same as, equal to, most and least
  2. Describe and compare objects using general measurements such as heavy, light, full, empty, big, small, short, tall, long, always, never, sometimes
  3. Use nonstandard units to measure items (hand lengths, string lengths, etc.)
  4. Begin to understand the schedule of weeks and months


gross motor

  1. Use locomotor skills with balance in a variety of directions and changing directions during active play
  2. Use locomotor skills with coordination in a variety of directions and changing directions during active play
  3. Engage in non-locomotor body movements with balance, coordination, and control (twist and bend)
  4. Demonstrate coordination in using objects during active play
  5. Utilize spatial awareness in active play

fine motor

  1. Coordinate the use of hands, wrists, and fingers to complete tasks that require more precise movements
  2. Engage in activities that require hand-eye coordination with increasing accuracy


music and dance

  1. Request favorite songs and sing and dance to them
  2. Listen to a variety of different music styles and experiment with a variety of instruments
  3. Engage in movement paired to music
  4. Dance to the beat of the music


  1. Engage in pretend play to represent known and make believe situations
  2. Utilize familiar props for their intended purpose (use a phone to call someone) and invent new purposes for them
  3. Coordinate the dramatization of a play with props and roles

visual art

  1. Use a variety of visual art materials (paint, markers, crayons, clay) with minimal adult assistance
  2. Use visual arts to represent people, places, and things, with accuracy and detail
  3. Explore the use of materials in a variety of different ways
  4. Identify different visual art materials
  5. Identify basic colors and understand that you can combine colors to make new colors



  1. Pose “what,” “why” and “how” questions about their surroundings
  2. Illustrate and describe observations
  3. Make predictions, perform experiments, and discuss results
  4. Use graphs and charts to describe data
  5. Use 5-senses to make observations


  1. Construct models to represent their imagination and objects in the world
  2. Build using a variety of materials in both conventional and unconventional ways
  3. Use tools with appropriate safety and purpose
  4. Engage in problem solving activities
  5. Understand that you can create new things to solve problems
  6. Recreate or improve upon an object
  7. Describe how things are built (bridge is built by putting a rectangle on top of cylinders)


  1. Use tools with appropriate safety and purpose
  2. Use materials or tools to do a job with ease or with better precision (i.e. use scissors to cut paper rather than tearing)
  3. Computer Literacy Skills:
    1. Control a screen using finger or mouse
    2. Identify letters and numbers on keyboard
    3. Recognize that the different icons represent different apps/programs
    4. Use parent selected internet games and apps
    5. Launch and quit programs
    6. Log on to a device
    7. Touch/Click and drag to move objects on screen
  4. Understand that technology is the use of tools to do a job with ease or with better precision


self care

  1. Use language to express emotions to others when playing
  2. Describe self using terms of looks, sex, and interests
  3. Shows eagerness to learn by asking questions about surroundings
  4. Choose an activity to play and follow through with self-direction and independence
  5. Engage in activities that interest him or her for at least 30 minutes
  6. Engage in activities that are not geared towards his or her interests for at least 15 minutes

peer interactions

  1. Demonstrate sympathy and caring for another child’s feeling
  2. Develop friendships and begin to accept that friends can have differing likes and interests
  3. Ask to play with another child or group of children
  4. Share with or help another child
  5. Stop negative actions and suggest a positive alternatives
  6. Participate in reciprocal conversations
  7. Engage in group activities

adult interactions

  1. Engage in reciprocal conversations with adults
  2. Seek help from an adult
  3. Understand that there are rules that must be followed
  4. Understand that there are consequences for not following rules
  5. Follow directions given by an adult