Answer 1

The motor development during early childhood is as follows:

Gross Motor Skills
 Gross motor skills involve motor development of muscles that enable babies to hold up
their heads, sit and crawl, and eventually walk, run, jump and skip.
As children move their legs and carry themselves, moving around in the environment
becomes more automatic.
At 3 years of age, children enjoy simple movements, such as hopping, jumping, and running
back and forth, just for the sheer delight of performing these activities.
At 4 years of age, children are still enjoying the same kind of activities, but they have
become more adventurous. They scramble over low jungle gyms as they display their
athletic prowess.
At 5 years of age, children are even more adventuresome than when they were 4. It is not
unusual for self-assured 5-year-olds to perform hair-raising stunts on practically any
climbing object. Five-year-olds run hard and enjoy races with each other and their parents.

Fine Motor Skills

Fine motor skills refer to small movements in the hands, wrists, fingers, feet, toes, lips and
tongue.
At 3 years of age, although children have had the ability to pick up the tiniest objects
between their thumb and forefinger for some time, they are still somewhat clumsy at it.
Three-year-olds can build surprisingly high block towers, placing each block with intense
concentration but often not in a completely straight line.
When 3-year-olds play with a simple jigsaw puzzle, they are rather rough in placing the
pieces. Even when they recognize the hole a piece fits into, they are not very precise in
positioning the piece. They often try to force the piece into the hole or pat it vigorously.
By 4 years of age, children’s fine motor coordination has improved substantially and become
much more precise. Sometimes 4-year-old children have trouble building high towers with
blocks because, in their desire to place each of the blocks perfectly, they may upset those
already stacked.
By age 5, children’s fine motor coordination has improved further. Hand, arm, and body all
move together under better command of the eye.

Answer 2

Children in middle childhood are beginning a new experience. According to Piaget, the child
is entering a new stage of cognitive development where they are improving their logical
skills. During middle childhood, children also make improvements in short term and long
term memory.

Concrete Operational Thought

Children in their early childhood, according to Piaget, are in the preoperational stage of
development, where they learn to think symbolically about the world. From the ages of 7 to
11, the school-aged kid continues to develop in the concrete operational stage of cognitive
development, as defined by Piaget. This entails learning the application of reasoning in
specific situations. The youngster can answer difficulties based on their own direct
experience with reasoning, but he or she has difficulty handling hypothetical problems or
contemplating more abstract issues. Inductive reasoning is when a youngster believes that
the world mirrors his or her own personal experience. For example, a child may have one
rude buddy, another rude friend, and a third rude friend. The youngster may decide that
friends are disrespectful via inductive reasoning.

Information Processing Theory

Information processing theory is a classic theory of memory that compares the way in which
the mind works to computer storing, processing and retrieving information. According to
the theory, there are three levels of memory:

1) Sensory memory: Information first enters our sensory memory (sometimes called sensory
register). Stop reading and look around the room very quickly.

2) Working memory (short-term memory): If information is meaningful (either because it

reminds us of something else or because we must remember it for something like a history
test we will be taking in 5 minutes), it moves from sensory memory into our working
memory.
3) Long-term memory (knowledge base): This level of memory has an unlimited capacity and
stores information for days, months or years. It consists of things that we know of or can
remember if asked. During middle childhood, children are able to learn and remember due
to an improvement in the ways they attend to and store information. As children enter
school and learn more about the world, they develop more categories for concepts and
learn more efficient strategies for storing and retrieving information. Children in middle
childhood also have a better understanding of how well they are performing on a task and
the level of difficulty of a task. As they become more realistic about their abilities, they can
adapt studying strategies to meet those needs. While preschoolers may spend as much time
on an unimportant aspect of a problem as they do on the main point, school-aged children
start to learn to prioritize and gage what is significant and what is not.

Answer 3
Language development during early childhood development.
At three months, your baby will most likely coo, smile and laugh. As they grow, your baby
will begin to play with sounds and communicate with gestures like waving and pointing.

At around 4-6 months, your baby will probably start babbling. Baby will make single-syllable
sounds like ‘ba’ first, before repeating them – ‘ba ba ba’.

Babbling is followed by the ‘jargon phase’ where your child might sound like they’re telling
you something, but their ‘speech’ won’t sound like recognizable words. First words with
meaning often start at around 12 months or so.

Language development during middle childhood development.

One of the reasons that children can classify objects in so many ways is that they have
acquired a vocabulary to do so. By 5th grade, a child’s vocabulary has grown to 40,000
words. It grows at the rate of 20 words per day, a rate that exceeds that of preschoolers.
This language explosion, however, differs from that of preschoolers because it is facilitated
by being able to associate new words with those already known (fast-mapping) and because
it is accompanied by a more sophisticated understanding of the meanings of a word.

A child in middle childhood is also able to think of objects in less literal ways. For example, if
asked for the first word that comes to mind when one hears the word “pizza”, the
preschooler is likely to say “eat” or some word that describes what is done with a pizza.
However, the school-aged child is more likely to place pizza in the appropriate category and
say “food” or “carbohydrate”.

This sophistication of vocabulary is also evidenced in the fact that school-aged children are
able to tell jokes and delight in doing do. They may use jokes that involve plays on words
such as “knock-knock” jokes or jokes with punch lines. Preschoolers do not understand plays
on words and rely on telling “jokes” that are literal or slapstick such as “A man fell down in
the mud! Isn’t that funny?”

Grammar and Flexibility

School-aged children are also able to learn new rules of grammar with more flexibility.
While preschoolers are likely to be reluctant to give up saying “I goed there”, school-aged
children will learn this rather quickly along with other rules of grammar.

While the preschool years might be a good time to learn a second language (being able to
understand and speak the language), the school years may be the best time to be taught a
second language (the rules of grammar).