Play & Social Participation IEP goals for preschool (ages 3 to 5)
28 of the play & social participation templates in the library are written for preschool (ages 3 to 5). Each opens in the builder, where the grade band is a starting point and the baseline comes from your own assessment.
28 templates · 1 skill · Pre-K · How we write and review goals
Goals by skill
Numbers are illustrative; set targets from the student's own baseline.
Play & Social Participation Social-Emotional & Communication
Play with a toy the way it is designed for several minutes
Functional play with toys
By the annual IEP review date, during free play with a set of 3 familiar toys that have a clear action (such as a car, a shape sorter, a toy phone), the student will play with a toy using its designed action (such as rolling the car, putting shapes in the sorter, holding the phone to an ear) independently for at least 5 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during free play.
Play next to peers with similar materials
Parallel play near peers
By the annual IEP review date, during centers when peers are playing with the same type of materials (such as blocks, playdough, cars), the student will play within arm's reach of a peer using similar materials independently for at least 6 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during centers.
Imitate a peer's play action
Imitating a peer's play action
By the annual IEP review date, during play when a peer within view does a play action with similar materials (such as stacks blocks, drives a car down a ramp), the student will imitate the peer's play action within 10 seconds using their own materials independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during play.
Respond when a peer offers a toy or invites them to play
Responding to a peer's play bid
By the annual IEP review date, when a peer hands them a toy, shows them something, or asks them to play during free play, the student will respond to the peer within 5 seconds by taking the toy, saying or signing a word, or joining the activity independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during play.
Ask a peer to play using a word, sign, picture, or device
Asking a peer to play
By the annual IEP review date, during free play or centers when a peer is playing with something the student is interested in, the student will ask the peer to play by saying or signing "play?", handing a toy, showing a picture card, or selecting PLAY on their device independently in at least 4 of 5 opportunities, across 3 consecutive data collection days, as measured by opportunity-by-opportunity data collected three times per week during play.
Take turns in a simple back-and-forth game
Early turn-taking in play
By the annual IEP review date, during a back-and-forth game with an adult (such as rolling a ball, taking turns on a pop-up toy), the student will take their turn when the ball or toy comes to them and send it back or pass it to the partner independently in at least 8 of 10 opportunities, across 3 consecutive game sessions, as measured by opportunity-by-opportunity data collected three times per week.
Preschool play & social participation goals are measured inside daily routines rather than with worksheets, and the criteria are small: a few opportunities a day, a handful of steps, short periods of time. Conditions name the routine (circle, centers, snack) so any adult in the room can take the data.
Matching data sheets
Each goal above links to the blank sheet built for its measure. These are the sheets this set of goals uses:
- Duration trackerTimes how long a behavior lasts and compares it with the target duration.Used by 11 goals here
- Opportunity trackerRecords each opportunity as independent, prompted, or not demonstrated.Used by 14 goals here
- Latency trackerTimes the gap between a cue and the start of the response.Used by 3 goals here
Frequently asked questions
What do play & social participation goals look like for preschool?
They describe a readiness or developmental skill performed during a classroom routine, with a criterion in opportunities or steps. The support level is written in, since most preschool goals start with prompting and fade it.
How often should preschool goals be measured?
A few opportunities on most days, recorded on a trial or task-analysis sheet. Short, frequent samples match how young children show skills.
Does a preschool IEP need the same parts as a school-age IEP?
Yes. Measurable annual goals, present levels, and progress reporting are required at every age under 34 CFR 300.320. Preschool IEPs may also address participation in appropriate activities rather than the general curriculum.
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