Preschool IEP Goals: Social, Communication, Adaptive and Pre-Academic Examples

Good preschool IEP goals are measurable, developmentally appropriate and built into daily routines, covering areas like social and play skills, communication, adaptive and self-help skills, fine motor skills and pre-academic skills, and each one names the routine, the observable behavior, the amount of support and the criterion for success. For a three- or four-year-old, learning happens during arrival, circle time, play, snack and transitions, not at a desk. Goals written around those routines are easier to teach, easier to measure and more meaningful for families. Below you’ll find a goal formula, examples in five areas, tips for measuring progress and how to write goals that describe what the child will do, not what they won’t. Every goal shown here is an example to adapt; the IEP team decides the actual goals for each child. For goal banks in other areas, see our IEP goal bank.

What makes preschool goals different

Children ages 3 to 5 who qualify for special education usually receive services through their school district’s early childhood special education program. Their goals should:

• Focus on function. What does the child need to participate in classroom routines and play with peers?
• Fit development. Expectations should match what’s realistic for the child’s age and current skills.
• Happen in routines. Teach and measure skills where they naturally occur: hand washing at the sink, requests at snack, turn-taking at the sand table.
• Show the level of support. Preschoolers often need prompts. A goal should say how much support is acceptable at mastery, and a later goal can reduce it.
• Be positive. Describe what the child will do. “Will use words to ask for a turn” is better than “will not grab toys.”

Many states also report preschool progress in three broad outcome areas: positive social-emotional skills, acquiring and using knowledge and skills (including early language and literacy), and using appropriate behaviors to meet needs. Goals in the areas below connect naturally to those outcomes.

A formula for preschool goals

During [routine or activity], [child] will [observable behavior] with [level of support] in [criterion] as measured by [method].

Example: During snack time, the child will request a desired item using a 2-word phrase with no more than one verbal model in 4 out of 5 opportunities across 3 consecutive weeks, as measured by teacher data collection.

Prompt levels from most to least support are often described as full physical, partial physical, model, gestural, verbal and independent. Name the level you expect at mastery. For the general steps of writing measurable goals, our post on how to write IEP goals goes deeper.

Social and play goals

1. During center time, the child will engage in parallel play next to a peer for 5 minutes with no more than 2 adult prompts in 4 of 5 observed sessions.
2. During structured play, the child will take turns with a peer for 3 consecutive exchanges with one verbal prompt in 4 of 5 opportunities.
3. During free play, the child will join a peer’s play by using a phrase or gesture (“Can I play?” or holding out a toy) independently in 3 of 4 observed opportunities.
4. During circle time, the child will remain with the group for 10 minutes, participating in songs or movements, with visual supports in 4 of 5 days.
5. When upset, the child will use a taught calming strategy (deep breaths, squeezing a ball, going to the calm space) with one adult prompt in 4 of 5 opportunities.

For older students or more advanced social goals, see our IEP goals for social skills.

Communication goals

Communication goals are often written with the speech-language pathologist, who may provide related services.

6. During snack and play, the child will request desired items or activities using words, signs, pictures or a device in 8 of 10 opportunities across 3 consecutive data days.
7. During routines, the child will follow 1-step directions with a gesture cue (“Put your cup in the bin”) in 4 of 5 opportunities.
8. During story time, the child will answer simple “who” and “what” questions about a picture book using a word or picture choice in 3 of 4 opportunities.
9. During play, the child will use 2- to 3-word phrases to comment or request with no more than one model in 4 of 5 opportunities.
10. During arrival, the child will greet a familiar adult or peer by waving, saying hello or using a device independently in 4 of 5 days.

Adaptive and self-help goals

11. During arrival, the child will hang up their backpack and coat with no more than one verbal prompt on 4 of 5 days.
12. During toileting routines, the child will complete steps (pull pants down, sit, wipe, flush, pull pants up) with no more than 2 gestural prompts in 4 of 5 opportunities.
13. During hand washing, the child will complete the 5-step sequence using a visual schedule independently in 4 of 5 opportunities.
14. During snack, the child will open containers and use a spoon to eat with minimal assistance in 4 of 5 days.
15. During transitions, the child will move to the next activity within 2 minutes when shown a visual cue in 4 of 5 opportunities.

Fine motor goals

These are often written with the occupational therapist.

16. During art or table activities, the child will use a functional grasp to draw a vertical line, horizontal line and circle after a model in 4 of 5 trials.
17. During table activities, the child will snip paper with scissors using a correct hand position with minimal help in 4 of 5 trials.
18. During play, the child will string 5 large beads independently in 3 of 4 opportunities.

Pre-academic goals

19. During circle time or play, the child will identify 6 basic colors by pointing or naming in 4 of 5 trials.
20. During play-based activities, the child will count up to 5 objects using one-to-one correspondence in 4 of 5 trials.
21. During name activities, the child will identify their own written name among 3 choices in 4 of 5 opportunities.
22. During shared reading, the child will turn pages one at a time and point to pictures when asked in 4 of 5 opportunities.

Writing goals around routines

Embedding goals in routines means the child gets many practice opportunities every day without extra time.

Measuring progress

Preschool data collection works best when it’s quick and built into the routine:

• Frequency counts for requests, greetings or initiations.
• Prompt level data for self-help routines (record the level of help needed each time).
• Duration for staying at circle or engaging in play.
• Anecdotal notes and photos of work, used according to your program’s privacy policy.

Our IEP goal data collection sheets include simple formats you can adapt. Share progress with families as often as the IEP states, and keep data confidential under FERPA.

Partnering with families

Families know their child best. Ask what skills matter most at home: dressing, sleeping, communicating needs. Goals that work both at school and at home, like requesting or hand washing, are often the most meaningful. Share simple strategies families can use, and ask for their observations before IEP meetings.

Common mistakes to avoid

• Vague goals. “Will improve social skills” can’t be measured.
• No routine or setting. A goal without context is hard to teach and to measure.
• Only negative behaviors. Write what the child will do instead.
• Too many prompts at mastery. Plan to fade support over time.

Prep in less time

Writing goals for each area, especially with consistent wording and criteria, takes time. An AI IEP draft assistant can suggest goal wording from a skill area and a routine, which the team reviews and adapts. The team makes every decision, and you should never enter a child’s name or identifiable information into the tool.

Well-written preschool goals help young children participate fully in play, routines and learning. For goals in other areas and age groups, browse our IEP goal bank.