Full disclosure, I'm getting a master's in early childhood special education, and this is for help with an assignment (and also, I just want to know). Most of my experience has been working 1:1 with kids on the spectrum, in isolated settings or at home, so I don't have a great grid for typical development (or classrooms).

We have a multi-part assignment where we have to write an annual IEP goal and four objectives for a "mock" child.

The professor really knocked off points on our last assignment (a group assignment) because our goals weren't rigorous enough for a year. Part two of the assignment is solo and involves a re-write of the original goal, plus the objectives.

My pretend child is on the spectrum. Right now, I have a goal that by the end of the year he will independently approach a peer, invite the peer to play, and stay engaged in play with the peer for at least five minutes. Currently, he will stand near a peer and start pretending he is one of his favorite tv characters (making faces, talking in a Scooby Doo voice) with no context, but will tell his peer what he is pretending to be if an adult prompts him to do so.

She wants four objectives and, in her example, those four bring you almost to the end of the year....I have three objectives and I feel like I could probably do at least 2-3 more, lol.

So, do four year olds in a preschool classroom typically stay engaged in 1:1 play together for a lot longer than five minutes? Ten seems like too much, to me. Seven just seems...odd. But I'm worried five minutes might not be "hard" enough. The goal needs to be attainable, but not super easy to attain.

Help!