MILESTONE DEVELOPMENT PRESCHOOLER  Building with small blocks

 Using scissors
CHILD ALL ABOUT ME (Activities for preschooler)  Playing board games
 Have child draw picture himself

Introduction
EMOTIONAL DEVELOPMENT
The combined biological, psychosocial, cognitive, spiritual,
and social achievements during the preschool period (3-6  Fears the dark
years of age) prepare preschoolers for their most significant  Tends to be impatient and selfish
change in lifestyle and entrance into school.  Expresses aggression through the physical and verbal
behaviors
 Shows signs of jealousy of siblings
PHYSICAL GROWTH

Weight: the preschooler gains approximately 1.8kg/year

SOCIAL DEVELOPMENT
Height: He doubles birth length by 4-5 years of age.
 Egocentric
Pulse: 80-120 beat/min. (average 100/min)  Tolerates short separation
 Less dependent on parents
Respiration: 20-30 C/min
 May have dreams & nightmares
Blood Pressure: 100/67 (24/25)  Attachment to opposite sex parent (oedipal complex)
 More cooperative in play

Motor & Selfcare:

SELF CARE:
Gross motor
 Dressing skills
 Walks a straight line,  Can put coat without assistance,
 Walks backward,  Can undress self in most instances,
 Walks on tiptoe,  Toileting & grooming skills,
 Runs without looking at feet,  Can pull pants up & down,
 Catches ball with extended arms,  Can go to toilet alone,
 Kicks a ball, jumps from a height of several inches,  Brushes teeth with help
 Rides tricycle using pedals

Psychosocial development:
Fine motor
 Beginning development of sense of initiative (3-5
 Builds a tower of 9-16 blocks, years)
 Copies a circle,  Negative counterpart: guilt
 Uses blunt scissors with one hand to cut,  Egocentric in thought and behavior
 Puts beads on strings,  Alternates between reality and imagination
 Can help with household tasks (dusting etc.)  Able to share but express idea of “mine”
 Less dependent on parents but needs reassurance &
help
Fine motor  Tolerate short separations from parents
 Significant decrease in ritualism & negativism
 3-year-old: copy a circle and a cross – build using a
 Fears the dark
small-blocks.
 May have dream and nightmares
 4-year-old: use scissors, color with the borders
 Knows own sex
 5-year-old: write some letters and draw a person
with body parts
 Buttoning clothing
 Holding a pencil Plays Stimulation:
  Likes things that move, talk, make noise  Sliding boards, swings, work bench, blocks of all
 Books about known things sizes, garden toys, tinker toys to encourage motor
 Crayons, paints activities
 Climbing apparatus
 Transportation toys: tricycle, dump trucks, doll
carriage Motor & selfcare:
 Play telephone, music, record players
 Single puzzles, toy dishes, soap bubbles. Gross motor

 Skips, alternates feet, jumps rope & jumps over

objects,
Motor & selfcare:  Walks a balance beam,
 Imitates dance steps if taught,
Gross motor
 Catches a ball smoothly with hands,
 Runs on tiptoe,  Balances on one foot 8-10 seconds,
 Balances on one foot 3-5 seconds,  Roller skates
 Jumps from greater heights,
Fine motor
 Pedals a tricycle quickly,
 Turn sharp corners,  Copies a triangle,
 Catches ball with extended arms & with hands  Crosses vertical lines,
 Climbs ladders, trees, playground equipment,  Copies letters,
 Alertness feet when descending stairs  May be able to print own name, draws a three parts
man
Fine motor
Self care
 Copies a square,
 Draws a simple face,  Feeding skills,
 Cuts around picture with simple scissors  Selects fork over spoon when appropriate,
 Dressing skills,
 May be able to lace shoes,
Selfcare:  Manage zippers in back,
 Wipes self independently,
 Feeding skills  Flushes toilet after each use,
 Manages spoon with little spilling  Bathes self, combs hair with help,
 Eats with fork held in fingers,  Can blow nose when asked
 Dressing skills,  Toileting & grooming skills
 Buttons side buttons, small buttons
 Can put on socks with help,
 Puts on shoes (not laces) without help,
Receptive Language:
 Knows back from front of clothes,
 Toileting & grooming skills,  Carries out instruction with three suggested tasks
 May bath self with assistance, (ex: wash, dry, sit down)
 Washes & dries hands without supervision

Expressive language:
Play stimulation:
 Names primary colors
 Plays cooperative with others  Asks meaning of words
 Interested in the world  Names penny, nickel, dime
 Provide: hand puppets, doll house & furniture,  Repeats sentence of 12 or more syllables
costume box, doll, nurse or doctor kit to stimulate  Count to 10
imagination  Has a vocabulary of 2100 words
 Blackboard, chalk, paste, paper, scissors, clay, finger
paints to stimulate creativity
Play stimulation:
  Plays competitive exercise games
 Loves to transport things in trucks, cars, wagons
 Provide: simple games for competitive & team play
 See-saw, jungle gym, sleds, jump rope, & skates for
motor activity
 Construction toy, paper dolls, opportunities for
collecting nature specimens for creative activity
 Color sets, books, & puzzles for quiet play
Emotional and Social need:
 Suggested interventions includes putting the child to
bed firmly at the appropriate hour, ignoring crying or
other attention seeking behaviors, reading a brief
story.
 Clearly state its bed time, fairytales & television may
cause night walking reactions.
 Hurting others: children who repeatedly want to
hurt others by biting, scratching, pulling hair, or
hitting are troubled children.

 Love & security: child develop a preference for one

 They must not be allowed to hurt other children.
parent.
They need to know that someone who loves them
 They begin to direct some concerns & interests to
deeply will control them and so to prevent the
one parent & some to others.
unpleasant consequences of their behavior.

 Guidance: limits to children’s behavior must be set &

 Toys & other objects with which a child can hurt
consistently maintained.
others can be removed.
 Limits set by parents give children a feeling of
security. Suggestion not commands are made in
 Developing self -esteem: developing self-esteem
positive form
include consistent and sincere encouragement by
 Choices should be given when possible.
parents & family members, teachers & peer opinions
 The number of choices may be limited to prevent
regarding adequacies & acquisition of motor,
overwhelming children with too much variety of
language & self-care skills.
choices.

Language is the major cognitive achievement in toddlerhood.

 Dependence progressing to independence: nursery
 The most striking characteristic of language
school increases the capacity for independent action,
development during early childhood is the increasing
self-confidence, & feeling of security variety of
level of comprehension.
actions

 Nursery schools provides the activities that the child

RED FLAGS
performs daily at home, toileting, napping, health
practices, & play both indoor & outdoor.  Inability to perform self-care tasks like handwashing,
simple dressing, daytime toileting.
 Lack of socialization
 Unable to play with other children
 Separation: some parents & children separate easily  Unable to follow directions during exam
whereas others have a difficult time.
 Arrangements should be made to meet the teacher,
to develop a feeling of trust in this new interaction
 Children must feel at school that the teacher will
take care of them when parents is not there.

Discipline leading to self-control:

 Bedtime problems – sleep: more difficult in putting

the child in bed and walking during the night.
 Both of these are normal phenomena but may
become problem.
GROWTH DEVELOPMWNT OF TODDLER
HEIGHT
- Height increases by 10 to 12.5 cm per year.
- In 2 ½ year – about 85cm.
Who is a toddler? Period extends from age 1 year to
approximately 3 years of age.
Physiologic parameters
During the toddler years, the child will continue change
 Temperature: 97.8 – 98.4 °f
dramatically in the following five main areas of development:
 Pulse: 1-2 years – 110 – 130/min
o Physical 3 years – 100-120/min
o Cognitive  Respiration: 24-40/min
o Emotional  Blood pressure: systolic: 91-93 mmhg
o Social, language diastolic: 56 mmhg
o Sensory and motor skills…

PSYCHOSOCIAL OR EMOTIONAL DEVELOPMENT

(Eric Erickson)
During this age your child will imitate others and will become
much more imaginative, especially during play time.
Autonomy vs. shame and doubt
Summary  Learning to assert self in desires and wants.
 If not allowed to do so, experiences shame & doubt
Mastering new skills such as how to walk, talk and use the
 Coping skills – temper tantrums, crying, negativism,
potty are developmental milestones.
breath holding spells
It is exciting to watch your toddler learn new skills. The
normal development of children aged 1-3 includes several
areas: MOTOR DEVELOPMENT
GROSS MOTOR SKILLS
Gross motor – walking, running, climbing  Development of locomotion
Fine motor – feeding themselves, drawing  By 12 to 13 months walks alone using a wide stance
 By 18 months try to run but fall easily
Sensory – seeing, hearing, tasting, touching, and smelling.  At 2 years walk up and down stairs
 2 ½ yrs jump using both feet
Language – saying single words, then sentences
 Stand on one foot
Social – playing with others, taking turns, doing fantasy play  Walk on tip toe

Toddlers do not develop at the same rate. Negativism – NO!

 The child’s favorite response – no matter what the
Child may be a head in some areas and slightly behind in request – is NO!
others.  Negativism, doing the opposite of what others want,
is normal for toddlers
If worried about possible delays talk to your child’s health
care provider.
Negativism is doing the opposite of what others want and is
closely related to autonomy:
The toddler wants to do things by herself/himself
PHYSICAL GROWTH
GENERAL CHARACTERISTICS Because toddler is going through a time of wanting
independence, he/she becomes negative toward anyone who
WEIGHT attempts to take away his/her independence.
- Toddler gains 1.8 to 2.7 kg a year
- At 2 years -12kg “No” is actually a toddler’s declaration of independence.
- At 2 ½ yrs – weight is 4 times that at birth
- Gains about 5 kg between 1 & 3 years. A toddler who is occasionally negative is, unfortunately, a
normal toddler.
 Remember – Toddlers
Negativity is Normal!
Parents can combat negativism by:
 Eliminating restrictions (e.g. remove things to a child
cannot touch).
 Distracting from inappropriate behavior (e.g. “Wow-
look at the pictures in this book!”)
 Give the child reasonable choices whenever possible
(e.g. “would you like a pear or a banana for lunch?”)
HEAD CIRCUMFERENCE
FONTANEL CHANGES
 HC increases by 2.5 cm during second year (49-50cm)
 By 2 years, the chest circumference exceeds that of
head
 Anterior fontanel closes between 12 & 18 months
Play (parallel)
 Child will play beside but not with another child.
 Purpose: stimulate motor development and help
make transition from solitary to cooperative play.
 Types: should allow for self-play and be action-
oriented. Ex: push and pull toys, blocks, balls, dolls
stuffed toys, clays, paints, crayons, coloring, wood
puzzles.
 Games: “rough and tumble play”, like to throw and
retrieve objects.
Parallel play is a form of play in which children play adjacent
to each other, but do not try influence one another’s
behavior.
Children usually play alone during parallel play but are
interested in what other children are doing.
MOTOR DEVELOPMENT
GROSS MOTOR 15-30 MONTHS
- GAIT
- WALKING
- CLIMBING STAIRS
FINE MOTOR 15-30 MONTHS
What is toilet training?
Toilet or “potty” training is the process of teaching children
bladder and bowel control.
While most children reach this milestone between the ages of
2 and 4 years old, every child develops at their own phase.
Even children who have learned to use the potty have the
occasional “accident”.
As parents, other caregivers, and family members can all help
your child become toilet trained.
Over several months, you will need to be patient and give
daily attention and encouragement to your child.
Potty training is a big step for kids – and their parents. The
secret to success? Timing and patience.
Is it time?
Potty training success hinges on physical, developmental and
behavioral milestones, not age.
Many children show signs of being ready for potty training
between ages 18 and 24 months.
However, others might not be ready until they’re 3 years old.
There’s no rush, if you start too early, it might take longer dto
train your child.
Is your child ready? Ask yourself:
 Can your child walk to and sit on a toilet?
 can your child pull down his or her pants and pull
them up?
 Can your child understand and follow basic
directions?
 Can your child communicate when he or she needs
to go?
 Does your child seem interested?
Toilet training
1. Follow simple instructions
2. Understand and use words about using the potty.
3. Make the connection between the urge to pee or
poop and using the potty.
4. Keep a diaper dry for 2 hours or more.
5. Get to the potty, sit on it for enough time, and then
get off the potty.
6. Pull down diapers, disposable training pants, or
underpants.
Ready, set, go!
When its time to begin potty training:
 Choose your words. Decide which words you’re
going to use for your child’s bodily fluids. Avoid
negative words, such as dirty or stinky.
 Prepare the equipment. Place a potty chair in the
bathroom, or initially, wherever your child is
spending of his or her time.
 Make sure your child’s feet rest on the floor or a
stool.
 Use simple, positive terms to talks about the toilet.
 You might dump the contents of a dirty diaper into
the potty chair and toilet to show their purpose.
Schedule potty breaks.
Have your child sit on the potty chair or toilet without a
diaper for a few minutes at two-hour intervals, as well as first
thing in the morning and right after naps.
Stay with your child and read a book together or play with a
toy while he or she sits.
Explain hygiene.
Teach girls to spread their legs and wipe carefully from front
to back to prevent bringing germs from the rectum to the
vagina or bladder.
Make sure your child washes his or her hands afterward.
Dental Care
 2 ½ to 3 years – first visit to dentists as soon as all
primary teeth have erupted.
 Brush teeth 2×/day
 Limit concentrated sweets,
 Don’t allow child to take a bottle containing milk or
juice at night since bottle mouth caries may result.
TODDLER DEVELOPMENTAL MILESTONES
They move towards eating more independently.
 Helping getting dressed,
 Picking up their toys,
 Getting along with others.
Play with the child
This will help in building the child’s communication skills,
social skills, and motor skills, and will prepare him or her to
play with others.
Begin setting limits.
o Rules should make sense and be important things
like “being gentle” and “not hurting others”.
o If you need to provide directions try to phrase your
statements in a positive way.
o Rather than saying, “don’t make a mess”, say,
“remember to pick up your toys”.
Misbehavior
If a child does misbehave when you are with them, try to
figure out what the child was feeling at that time.
Sometimes children misbehave when they are upset. Remain
calm and provide effective guidance to the child.
Maintain the family’s routines
Snacks, meals playtime, naptime, bedtime. The more you can
maintain familiar routines the more comfortable the child will
feel.
Limit Setting and Discipline
  Help child to learn self-control and socially
appropriate behavior.
 Discipline should occur immediately after
wrongdoing; be firm and consistent when enforcing
limits; disapprove of the behavior not the child.
 Positive approach is best.
Common Accidents – falls, poisonous ingestion, burns,
drowning.
Keep Toddlers Safe
 Ensure that sharp or dangerous objects are out of
reach
 Cleaning products and medicines are locked up
 Electric outlets have plug-covers
 Never left alone near water
 Stairs are blocked off
 Kitchen does not have cords hanging off the counter
or easily accessible appliances that toddlers can play
with.
Disciplining your toddler
Be Consistent
When it comes to discipline, it’s important to be consistent.
Parents who don’t stick to the rules and consequences they
set up don’t have kids who do either.
Eliminate Temptation
 Toddlers are naturally curious, that means keeping
things like TV’s, phones, and electronic out of reach.
 Also beware of choking hazards like jewelry, buttons,
and small items that kids can put in their mouths.
Practice Timeout
If you need to take harder line with your child, timeouts can
be an effective form pf discipline.
A 2-or-3-year-old who has been hitting, biting, or throwing
food for, for example, should be told why the behavior is
unacceptable and taken to a designated timeout area – a
kitchen chair or bottom stair – for a minute or two to calm
down.
How to Avoid Temper Tantrums
Even the most well-behaved toddler can have a tantrum from
time to time.
Tantrums are common during toddlerhood because kids can
understand more than they can express and this often leads
to frustration.
Power struggles can come when your toddler wants more
independence and autonomy too soon.
Handle aggressive behavior immediately
Does your child become aggressive during a meltdown –
hitting, biting or throwing things? Stop them immediately and
remove them from the situation.
Refrain from yelling
Remember, your child will follow your lead when it comes to
handling their angler. If you yell, they well end up matching
your volume because, deep down, they want to engage and
connect with you
Let your child be angry
“Sometimes a kid just needs to get their anger out”. So, let
them!
Give them a hug
“This may feel like the last thing you want to do when your
kid is throwing a tantrum, but it really can help them settle
down.
Switch locations
If your child is having a public tantrum, pick them up and
calmly carry them to a safe place.
Take them to your car or a public restroom, where they can
blow off steam. Once you’re there, gently explain your
position, and remain calm.
Sometimes just touching or stroking a child can soothe them.
Common Accidents in Toddler
 Burns
 Poisoning
 Drowning
 Falls
 Choking, strangulation, and suffocation.
  Other common injuries E – limination pattern
 Car safety
R – ituals and routine

Burns

Burns are among the most common childhood accidental

P – ush-pull toys (mobile), parallel play (forget sharing)
injuries, and they can happen several ways:
R – ituals and routines (eyes and consistency)
o Sunburns
o Electrical burns and shock from inserting fingers or A – utonomy vs. Shame and doubt, accidents (death)
objects into outlets or biting electrical cords
o Flames from stoves, lamps, matches it, lit cigarettes, I – nvolve parents
fireplaces, and house fires. S – eparation anxiety
o Touching hot surfaces, such as stoves, heaters,
microwaved containers. E – limination and exposure
o Hot liquid and steam from pans, cups, hot water,
heaters, and bath water.

Poisoning

o Swallowing shampoo, aftershave, perfume, cleaning

products, hand sanitizer, and liquid nicotine
o Eating medication or vitamins, or taking an incorrect
does of medicine
o Exposure to carbon monoxide from gas appliances
such as stoves and heaters

Falls

Head injuries, fractures and sprain, and contusions or

bruises.

Some of the most common places children fall from include:

 High chairs
 Beds, changing tables, and other furniture
 Stairs
 Slippery floors
 Shopping carts
 Play equipment unsecured infant seats
 Baby walkers
 Windows without proper guards or stop

T – alk to the child at simple terms

O – ffer choices to the child to provide some control

D – on’t leave alone near the bathtub or swimming pool

D – oubt and shame vs. Autonomy

L – earns about death @ age 3