Di Tran University · College of Humanization · Kindergarten
Notice needs, use simple tools safely, help another person, and explain what you did—with adult support.
Learn with dignity. Build with proof. Advance with purpose.
This course turns learning into useful evidence through five repeatable moves: Learn → Practice → Prove → Use → Advance. Work at an appropriate pace, disclose meaningful help, correct mistakes, and explain the result in your own words.
Complete course resources
Open each section in order. The learner workbook is open first so learning can begin immediately.
Course blueprint — The learning promise, sequence, outputs, and course boundaries.
Course 13 Kindergarten — Me, My Helpers, and Safe Choices
Version: 1.0 public self-study edition — October 13, 2026 Status: Free public, supervised, age-context-dependent, noncredit curriculum; not approved for enrollment, school credit, diploma, credential, licensure, placement, or funding claims.
Promise and boundary
I can notice needs, use simple tools safely, help another person, and explain what I did. All learning is play-based, short-step, adult-supervised, and fictional, public, or minimum-necessary. This course does not authorize protected records, live accounts, public contact, real-person decisions, purchases, applications, financial advice, regulated work, or unsupervised activities.
Humanization is the parent doctrine. Evidence describes a task in a stated context, never a child’s worth, identity, family, disability, or future. Adults protect consent, privacy, safety, accessibility, authorship, and human accountability. A child may pause, ask, choose an alternate route, or stop.
Portfolio and rhythm
The learner produces a strengths/goal picture, people-needs sort, ask-before-guessing card, three-step sequence, safe-tool choice, helpful object or picture, check-and-fix note, turn-taking record, safe-protection plan, care-and-sharing sort, show-and-tell explanation, and supervised family/classroom help project. Each unit follows Learn → Practice → Prove → Use → Advance.
Twelve-unit sequence
Unit 1 — My Strengths and Learning Goal
Learn: A strength is something I enjoy or practice; every person has worth. Practice: Choose a fictional activity to practice. Prove: Make a strengths/goal picture with a support person. Use: Tell a helper what kind of help feels safe. Advance: Choose one tiny practice step.
Unit 2 — What People Need
Learn: People may need help, rest, safety, access, materials, or kindness. Practice: Sort fictional needs and wants without judging a person. Prove: Point, draw, or say one need in a safe scenario. Use: Offer a kind choice instead of guessing. Advance: Ask a trusted adult what to check.
Unit 3 — Ask Before Guessing
Learn: Asking helps us learn; guessing can be wrong. Practice: Turn a guess into a respectful question. Prove: Use an ask-before-guessing card in play. Use: Ask before touching, changing, or sharing. Advance: Name the helper to ask.
Unit 4 — Put Three Steps in Order
Learn: A beginning, middle, and end help a task make sense. Practice: Order three picture cards. Prove: Draw or say a three-step plan with an adult. Use: Change one step when a material is missing. Advance: Name the next safe step.
Unit 5 — Choose a Safe Tool
Learn: A tool needs purpose, permission, safe handling, and care. Practice: Choose between fictional paper, blocks, crayons, or an adult-held tool. Prove: Show a safe-tool choice and return routine. Use: Choose an offline or accessible way to participate. Advance: Ask before using a new tool.
Unit 6 — Make a Helpful Object or Picture
Learn: A creation can help with a stated need and has a limit. Practice: Draw or build a low-risk helper. Prove: Make version one and say who may use it. Use: Show it without saying it fixes everything. Advance: Choose one safe change.
Unit 7 — Check: Does It Do What I Said?
Learn: Check means compare what I said with what happened. Practice: Test a fictional object in one safe case. Prove: Show, point, or say what worked and what needs a fix. Use: Repair with adult help or stop. Advance: Retest or ask for a different route.
Unit 8 — Take Turns and Listen
Learn: Turns, listening, kind words, and handoffs help people work together. Practice: Take turns in a supervised game. Prove: Show a turn-taking or listening record. Use: Give one kind update. Advance: Hand the next action to a helper.
Unit 9 — Protect Bodies, Feelings, and Private Information
Learn: Bodies, feelings, names, pictures, and private information need protection. Practice: Choose ask, pause, tell a trusted adult, or stop in fictional scenarios. Prove: Make a safe-protection plan with an adult. Use: Explain one safe stop in words, pictures, or gesture. Advance: Name the trusted adult.
Unit 10 — Needs, Wants, Sharing, and Caring for Materials
Learn: We can care for materials, share fairly, and ask an adult about money choices. Practice: Sort fictional sharing and care choices. Prove: Make a care-and-sharing sort. Use: Choose reuse or return before asking for more. Advance: Identify the adult decision.
Unit 11 — Show and Tell in My Own Words
Learn: I can show what I did, name help, and say what happened next. Practice: Rehearse a short show-and-tell. Prove: Explain one choice with words, pictures, demonstration, or AAC. Use: Show a new safe example. Advance: Choose one practice step.
Unit 12 — Family/Classroom Help Project
Learn: Helpful work needs adult permission, safety, access, correction, and care. Practice: Check the task, tool, turn, safe stop, and cleanup. Prove: Complete one small supervised help project and explain the safety rule. Use: Choose proceed, revise, or stop with an adult. Advance: Make a short practice plan and alternate route.
Completion rule
Completion requires twelve evidence items or approved accessible equivalents, adult/facilitator review, correction, assistance disclosure, child-safe independent explanation or transfer, and all noncompensable gates. Safe wording: “The learner completed the noncredit DTU course and demonstrated the listed tasks at the documented support level.”
Learner workbook — The complete twelve-part Learn → Practice → Prove → Use → Advance workbook.
Course 13 Kindergarten — Learner Workbook
Free public noncredit self-study edition — Version 0.1 — October 13, 2026 Not approved for enrollment, school credit, diploma credit, certification, licensure, placement, or funding claims.
Start here
An adult helper reads or demonstrates as needed. Use fictional, public, or low-risk examples. Do not enter private names, photos, family, health, identity, school, financial, or account information. Evidence describes a task, not your worth. Ask, pause, and stop when unsure.
Portfolio index
| Evidence | Date/version | Help/access route | Correction | Next step/helper |
|---|---|---|---|---|
| Strengths/goal picture | ||||
| People-needs sort | ||||
| Ask-before-guessing card | ||||
| Three-step sequence | ||||
| Safe-tool choice | ||||
| Helpful object/picture | ||||
| Check-and-fix note | ||||
| Turn-taking record | ||||
| Safe-protection plan | ||||
| Care-and-sharing sort | ||||
| Show-and-tell explanation | ||||
| Help project/safety rule |
Unit pages
Unit 1 — My Strengths and Learning Goal
Learn: Strength, practice, help, and worth differ. Practice: Activity I choose: ________________________________________ Prove: Strengths/goal picture: ___________________________________ Use: Safe help request: ___________________________________________ Advance: Tiny step: ________________________________________________
Unit 2 — What People Need
Learn: Needs can include help, rest, safety, access, materials, or kindness. Practice: Fictional sort: ___________________________________________ Prove: Need shown/said: __________________________________________ Use: Kind choice: ________________________________________________ Advance: Adult check: ________________________________________________
Unit 3 — Ask Before Guessing
Learn: Questions help; guesses can be wrong. Practice: Guess into question: ______________________________________ Prove: Ask-before-guessing card: _________________________________ Use: Ask before touching/sharing: ________________________________ Advance: Helper to ask: ____________________________________________
Unit 4 — Put Three Steps in Order
Learn: Beginning, middle, and end help. Practice: Picture order: ___________________________________________ Prove: Three-step plan: ___________________________________________ Use: Missing-material change: ____________________________________ Advance: Next safe step: ___________________________________________
Unit 5 — Choose a Safe Tool
Learn: Tools need purpose, permission, safety, and care. Practice: Safe choice: ______________________________________________ Prove: Choice/return routine: ____________________________________ Use: Offline/access route: _______________________________________ Advance: Ask before new tool: ______________________________________
Unit 6 — Make a Helpful Object or Picture
Learn: A creation helps one stated need and has a limit. Practice: Draw/build: ________________________________________________ Prove: Version one/user: _________________________________________ Use: What it does not promise: ___________________________________ Advance: Safe change: _______________________________________________
Unit 7 — Check: Does It Do What I Said?
Learn: Check compares what I said with what happened. Practice: Safe test: ________________________________________________ Prove: Worked/needs-fix: _________________________________________ Use: Repair or stop: ______________________________________________ Advance: Retest/alternate: _________________________________________
Unit 8 — Take Turns and Listen
Learn: Turns, listening, kind words, and handoffs help. Practice: Turn-taking: ______________________________________________ Prove: Listening record: __________________________________________ Use: Kind update: ________________________________________________ Advance: Next action/helper: _______________________________________
Unit 9 — Protect Bodies, Feelings, and Private Information
Learn: People and private information need protection. Practice: Ask/pause/tell/stop: _____________________________________ Prove: Safe-protection plan: _____________________________________ Use: Safe stop: __________________________________________________ Advance: Trusted adult: ____________________________________________
Unit 10 — Needs, Wants, Sharing, and Caring for Materials
Learn: Care, sharing, reuse, return, and adult money decisions matter. Practice: Fictional sort: ___________________________________________ Prove: Care-and-sharing sort: ____________________________________ Use: Reuse/return choice: _________________________________________ Advance: Adult decision: ____________________________________________
Unit 11 — Show and Tell in My Own Words
Learn: Show, help, what happened, and next step matter. Practice: Show-and-tell: ____________________________________________ Prove: Own-words explanation: ____________________________________ Use: New safe example: ___________________________________________ Advance: Practice step: ____________________________________________
Unit 12 — Family/Classroom Help Project
Learn: Help projects need permission, safety, access, correction, and care. Practice: Task/tool/stop/cleanup check: ____________________________ Prove: Help project/safety rule: _________________________________ Use: Proceed/revise/stop: _________________________________________ Advance: Practice plan/alternate: __________________________________
Closeout
Adult help disclosure: __________________. Correction: ________________. Next step/helper: __________________. This is noncredit learning evidence, not school credit, a diploma, license, credential, admission, placement, or guarantee.
Facilitator guide — Guidance for a parent, educator, coach, mentor, or facilitator.
Course 13 Kindergarten — Facilitator Guide
Status and role
Free public edition for supervised, play-based, age-appropriate safe choices and helping. Do not decide school credit, diploma, credential, license, admission, employment, funding, financial eligibility, or a child’s future. Use fictional, public, or minimum-necessary data only.
Preflight
Confirm exact age/context, family/child notice, adult supervision, communication/access supports, short sessions, offline/no-account alternatives, tool restrictions, human safeguarding/privacy/accessibility/incident owners, and release class. Prohibit protected records, live accounts, real-person profiling/decisions, public contact, unsupervised activities, purchases, applications, regulated work, and financial advice.
Unit map
| Unit | Model | Watch for | Evidence/handoff |
|---|---|---|---|
| 1 | Strength/goal picture | worth or identity ranking | goal/support |
| 2 | Needs/wants sort | judging a person | need/kind choice |
| 3 | Ask-before-guessing play | forced disclosure | helper/question |
| 4 | Picture sequencing | missing support/stop | plan/next step |
| 5 | Safe-tool routine | unsafe tool or account | choice/return |
| 6 | Helpful object/picture | copied work or overclaim | v1/limit |
| 7 | Check-and-fix play | blame or unsafe retest | note/stop |
| 8 | Turns/listening | exclusion or missing handoff | record/helper |
| 9 | Protection scenarios | forced sharing or no stop | plan/trusted adult |
| 10 | Care/sharing sort | purchase pressure | reuse/return |
| 11 | Show-and-tell | hidden adult/AI help | explanation/transfer |
| 12 | Help project | public claim or missing cleanup | project/safety rule |
Assessment and accessibility
Use task-level observation: not yet shown; direct help; limited help; independently here; transfers and helps. Never score intelligence, dignity, character, accent, disability, family, immigration, trauma, or future potential. Offer gesture, AAC, oral, picture, written, visual, demonstrated, translated, captioned, large-print, sensory, movement, extra-time, offline, and assistive-technology routes when they preserve the target. Require correction and a safe retry.
Pause and escalate for unsafe work, missing adult authority/consent, protected data, inaccessible evidence without an alternative, distress, discrimination/harassment, false claims, undisclosed material assistance, real-person profiling/decision, public contact, account creation, purchase pressure, live regulated activity, or unsafe tool failure.
Closeout
Confirm twelve evidence items or accessible equivalents, adult help disclosure, correction, safe stop, trusted adult, independent explanation or transfer at the child’s support level, next owner/date, alternate route, and human escalation. Safe wording: “The learner completed the noncredit DTU course and demonstrated the listed tasks at the documented support level.”
Capstone and evidence rubric — The final project, evidence packet, and transparent scoring guide.
Course 13 Kindergarten — Family/Classroom Help Project Rubric
Brief
With adult supervision, the learner notices a fictional or low-risk need, asks before guessing, sequences a small task, chooses a safe tool, makes and checks a helpful object or picture, takes a turn, protects private information, and explains the safety rule. No protected records, live accounts, public contact, purchases, financial advice, regulated work, or unsupported outcomes.
Evidence packet
- strengths/goal picture; 2. people-needs sort; 3. ask-before-guessing card; 4. three-step sequence; 5. safe-tool choice; 6. helpful object/picture; 7. check-and-fix note; 8. turn-taking record; 9. safe-protection plan; 10. care-and-sharing sort; 11. show-and-tell explanation; 12. help project/safety rule.
Rubric
| Dimension | 0 Not shown | 1 Direct help | 2 Limited help | 3 Independent here | 4 Transfers and helps |
|---|---|---|---|---|---|
| Goal and need | absent or unsafe | responds after rescue | shows parts | identifies need and goal | adapts to new play case |
| Asking and sequencing | guesses or no order | follows model with help | orders some steps | asks and sequences safely | changes after a new condition |
| Tool and creation | unsafe or unusable | copies model | partial result | chooses, makes, and names limit | predicts a new issue |
| Check and repair | hides issue or blames | repairs after prompt | shows some result | checks and retries safely | helps another safe retry |
| Turns and kindness | excludes or no handoff | uses script with help | mostly clear | listens, turns, and hands off | supports another turn |
| Protection and access | unsafe disclosure | stops after prompt | follows plan with help | protects privacy and uses alternate route | predicts a new barrier |
| Care and sharing | waste or pressure | repeats model | labels choice | reuses, returns, or asks adult | explains a new care choice |
| Show-and-tell/transfer | cannot show or explain | after prompts | shows core task | explains with approved route | teaches a new safe case |
Holds
Human-worth judgment; missing adult authority/consent; unsafe activity; unnecessary private data; inaccessible evidence without alternative; distress or discrimination; undisclosed material assistance/copied authorship; real-person profiling/decision; financial advice; public contact/posting; account or purchase action; or refusal to pause, correct, escalate, or stop.
Safe wording: “The learner completed the noncredit DTU course and demonstrated the listed tasks at the documented support level.”