THE PRESCHOOL YEARSA G E S 3 - 6

P RIN CIPLE S O F E A RLY C HILD HO O D

E D U C A T IO N

S A N D R A D E E S

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L A U RA H A TTE RSLE Y

Childhood Development1

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Introduction

The preschool years are characterized by high energy, extreme curiosity, soaring imagination, and excessive creativity. Healthy preschoolers enjoy taking risks with anything which challenges their mind and body.

Physical development at this age includes an increase in the coordination of gross motor movements and more specialized fine motor abilities. This direct the child in developing new skills in athletics and art. Emotional development covers self-regulation, self-concept, and a better appreciation of emotions and how to express them during the preschool years. Their vocabulary and language skills are increasing rapidly (Loop, 2009). Preschoolers are still very egocentric, but they are beginning to understand that others also have needs and feelings (Allen, Marotz, p. 137) Children of preschool age can be found engaging in more cooperative play than in the earlier years, and are learning to make true friends (Loop, 2009).

Characteristics of Preschool children

Research in the area of developmental growth varies according to type of study such as whether it concentrates on the cognitive or the social aspects of development. Some popular theories identify the following aspects of preschool development.

Piage’s cognitive-developmental theory: Preschoolers are beginning the pre-operational stage of development according to Piage’s cognitive-developmental theory, where they are beginning to think symbolically in their environment (Allen, Marotz, p. 6). Cognitive development becomes more representational and includes metacognitive growth (awareness of one's own thoughts), magical belief, and the increased ability to understand and use symbols (Loop, 2009).

Erikson’s psychosocial theory: Children at age 3 are entering into the “initiative vs guilt” stage of lifelong development according to Erikson’s psychosocial theory, in which they are using social interaction to gain control over their world. Bt age 5, they are entering into the “industry vs inferiority” stage, where they are developing a sense of competence and pride through successful accomplishments (Allen, Marotz, p. 5).

Vygotsky’s cognitive-developmental theory: According to Vygotsky’s theory, at this age cognition develops through social interactions around problem-solving. Children reach a level where child can almost accomplish task independently, but need just enough scaffolding to encourage independence and growth (Cantu, 2011).

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T h e a g e r a n g e n o r m a l l y u n d e r s t o o d a s t h e p r e s c h o o l a g e i s a f t e r a g e t h r e e a n d u p t o a b o u t a g e s i x . A s t h e y o u n g c h i l d c h a n g e s f r o m a t o d d l e r i n t o a p r e s c h o o l e r i t i s i m p o r t a n t t o u n d e r s t a n d a n d p r o m o t e p o s i t i v e g r o w t h t h r o u g h m u l t i p l e d o m a i n s . T h i s i n c l u d e s c o g n i t i v e , e m o t i o n a l , s o c i a l , a n d p h y s i c a l d e v e l o p m e n t . T h e f o l l o w i n g l i s t o f c h a r a c t e r i s t i c s d e p i c t t h e averagep r e s c h o o l y e a r s o f f o u r a n d a h a l f y e a r s o l d .

Physical/ Motor Development

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Engages in and practices self-help skills

(buttons, zips, simple dress)

Manipulates small objects using strength,

dexterity, and control

Uses scissors or writing/drawing tools with

control

Reproduces some shapes and numbers

Demonstrates coordination

Explores movement (running, balance,

jumping, hopping)

Paints and draws with purpose even if final

result does not look like what was intended

Becomes more accurate in hitting nails and

pegs with a hammer

Begins to thread small wooden beads on a

string

To promote physical (both gross and fine motor) development:

Participate in 30-60 minutes of vigorous physical activity each day: go for a walk, play in the park, ride bikes, play in the sprinkler, enroll in tumbling or dance classes.

Play throw and catch.

Play kick-ball or soccer.

Try throwing a ball to the child while child hits with a toddler’s bat or racquet.

Have your own race or set up an obstacle course.

Engage in art activities such as drawing with crayons, painting with different sizes of brushes, cutting with scissors, and using a pencil.

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Cognitive Development

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Derives meaning from non-verbal cues

Identifies more/less

Demonstrates knowledge of rhyming words

Categorizes objects by color, size, and shape

Initiates and utilizes vocabulary for conversation

Demonstrates knowledge of simple patterning

Speaks in complete sentences

Demonstrates awareness of printed symbols,

letters, and signs correspondence

Uses directional, positional, and qualitative concepts

Demonstrates understanding of daily routine

Responds appropriately to questions

(Who? What? Where? When?)

Begins to experiment with writing

Explores and solves simple problems

To promote cognitive development:

Provide opportunities for dramatic play such as dress up, play kitchen, or puppet theater.

Ask the child to read the symbols (pictures or illustrations) in picture books and create a story based on what is viewed.

After going on an outing, field trip, or vacation ask the child to draw a picture of what he or she remembers.

Offer a variety of simple scientific or mathematical materials like compass, magnifier, scales, eye droppers, or ruler.

Provide puzzles of five to twenty pieces, counting games, and alphabet games.

Encourage activities such as collecting leaves and growing plants.

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Emotional Development

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Makes eye contact with adults

Makes transitions easily

Is overly enthusiastic at times

Works independently to complete a task

Boasts, exaggerates the truth

Participates in role-playing and make believe

activities

Uses materials appropriately

Makes choices for self

Accepts responsibility for own behavior

Shows pride in accomplishments; seeks frequent

adult approval

Changes mood frequently; sulks over being left out

or denied a request

Listens attentively and stays on task

To promote emotional development:

Create an emotion chart or poster by taking pictures of faces that express a variety of emotions (i.e., happy, sad, mad).

Ask the child to create a self portrait. Create a family or class project (examples

include group collage, group painting, or sculpture). Place all materials to be used in the center of the table or work area, and ask everyone to share.

Read a spiritual or moral book together and discuss the meaning. Try to find personal applications.

Discuss emotions with your child. If your child sees another child get angry, have a tantrum, or seem sad, ask your child why she thinks that this happened.

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Social Development

Uses language and words to resolve conflicts

Considers the feelings of others

Shares, takes turns, and cooperates with others

Participates willingly in class activities

Connects actions and consequences

Uses good manners when appropriate

Uses name-calling and taunting as ways of excluding

other children

Establishes relationships with playmates, beginning to

have “best friends”

Relies mostly on verbal rather than physical aggression

most of the time

Often tattles on other children

To promote social development:

Join a play group or a class.

Schedule play dates for your child. Make sure to start taking your child's friend choices into consideration. Instead of choosing the play date based on the parent, ask your child who he or she would like to spend time with.

Appreciate and sometimes join in the child’s spontaneous chanting, silly name-calling, jokes and riddles. Encourage nearby children to join in.

For children age four and over, join a non-competitive sport. Look for leagues with parent coaches and a no score keeping policy.

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Conclusion

C h i l d r e n a t a l l a g e s a r e c h a n g i n g r a p i d l y a t d e f i n e d d e v e l o p m e n t p a t t e r n s . T h i s p r e s e n t a t i o n h a s o u t l i n e d t y p i c a l d e v e l o p m e n t p a t t e r n s i n t h e c o g n i t i v e , s o c i a l , e m o t i o n a l a n d p h y s i c a l d o m a i n s .

I t i s i m p o r t a n t t h a t c a r e g i v e r s a r e s e n s i t i v e t o t h e n e e d s o f e a c h c h i l d a t t h e i r c u r r e n t d e v e l o p m e n t a l l e v e l . T h i s i s b e c a u s e t h e y a r e a t t h e i r b e s t f o r l e a r n i n g n e w s k i l l s a n d d e v e l o p i n g a t t h e i r m a x i m u m p o t e n t i a l w h e n t h o s e t a s k s t a k e i n t o a c c o u n t t h e i r c u r r e n t e x p e r i e n c e s , w i t h a o n e - s t e p h i g h e r c h a l l e n g e t o t h e i r c u r r e n t l e v e l o f a b i l i t y . O n c e t h e s e t a s k s c a n b e a c c o m p l i s h e d w i t h s k i l l , t h e y f o r m t h e b u i l d i n g b l o c k s n e c e s s a r y f o r t h e n e x t s t a g e , t h e e l e m e n t a r y s c h o o l y e a r s .

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