EDUC-111

EARLY
CHILDHOOD(THE
PRESCHOOLER)
"Early childhood is a critical period in human development,
spanning from 2 to age 6, during which children experience
rapid growth and development in all areas of life. This stage
is characterized by immense curiosity, playfulness, and a
desire to learn and explore the world around them.
Preschoolers, in particular, are in the midst of a significant
transition, as they begin to acquire language, social skills,
and a sense of self. They are constantly discovering new
things, testing boundaries, and learning to navigate their
emotions.
This period lays the foundation for future academic success,
social development, and emotional well-being. As such, it is
essential to provide young children with a nurturing
environment, rich in opportunities for play, exploration, and
learning, to support their overall growth and development."
 LEARNING OUTCOMES
At the end the lesson the students should be
able to:
Understand the physical, cognitive, and socio-
1
emotional development of preschoolers,

Identify the importance of play in promoting

2
preschoolers' learning and development, and
Recognize the role of caregivers and teachers in
3
supporting preschoolers' overall development.
PHYSICAL DEVELOPMENT IN EARLY
CHILDHOOD
Physical development includes both growth
and the ability to use muscles and body
parts for particular skills. Both gross
(large muscle movements) and fine (small
movements) motor skills contribute to
physical development, and children often
learn a set of skills by a certain age.
 PHYSICAL DEVELOPMENT IN
EARLY CHILDHOOD

*Physical changes that occur during early childhood include

increased fine motor coordination, increased gross motor
coordination, and increased balance.
>Fine motor control is the coordination of muscles, bones,
and nerves to produce small, exact movements.

>Gross motor (physical) skills are those which require whole

body movement and which involve the large (core stabilising)
muscles of the body to perform everyday functions.
 PHYSICAL DEVELOPMENT IN
EARLY CHILDHOOD
Here are some ways to boost your young preschooler's
physical development:
>Take family walks. Alternate walking, running, jogging, and
marching. Play "I Spy" or start a collection of feathers or
leaves as a diversion while you walk
 PHYSICAL DEVELOPMENT
"A child reminds us that playtime is an essential
part of our daily routine"
Physical Development
•Focuses on examining the ways in which the body
makes up.
•The preschooler years is commonly known as " The
years before formal schooling begins " It roughly
covers 3-5 years of age.
 PHYSICAL DEVELOPMENT OF
PRESCHOOLER
1.There are significant changes growth of preschooler.
•Physical growth increases, but slower in pace than in infancy
and toddlerhood.
•By the time the child reaches 3 years old all primary teeth
are already in place.
2. The preschoolers physical development is marked by the
acquisition of gross and fine motor skills.
•Gross motor development refers to acquiring skills that
involve the large muscles.
•Fine motor development refers to acquiring the ability to the
smaller muscles in the arms, hands, and fingers purposefully.
 PHYSICAL DEVELOPMENT OF
PRESCHOOLER
3.Preschoolers can express themselves artistically at a very
early age.
•At the heart of the preschooler years is their interest to draw
and make other forms of artistic expression.

4.Proper nutrition and the right amount of sleep are very

important for the preschooler.
•The kind of nutrition a preschooler gets has far-reaching on
his physical growth and development.
•Preschoolers must sleep 10-12 hours a day because if they sleep
the vital biological process that affect physical and cognitive
development.
 PHYSICAL DEVELOPMENT OF
PRESCHOOLER
5.Parents and teachers can do a lot in maximizing the
growth and development of preschoolers
•Optimum physical development of preschoolers is
largely influenced by the supportive caregivers.
(parents/teachers)

6.Preschoolers with special needs in inclusive

classrooms can thrive well with the appropriate
adaption made in classroom materials and activities.
•Each child is unique, and every child can learn.
COGNITIVE DEVELOPMENT IN EARLY
CHILDHOOD
 COGNITIVE DEVELOPMENT

Cognitive development refers to the process by which

children acquire, refine, and use mental processes
to understand the world around them. It involves the
development of skills such as problem-solving,
memory, attention, and language, as well as the
ability to think abstractly and make decisions.
 PIAGET'S PREOPERATIONAL
PERIOD (2-7 YEARS OLD)

*Thinking is not working completely

-Cannot multitask or cannot take two

things into consideration at a time.
 EXAMPLE OF PREOPERATIONAL
THINKING LIMITATIONS

Egocentrism: This is the tendency for young

children to believe that everyone sees, thinks,
and feels the same way they do. They have
difficulty taking other people's perspectives
and tend to assume that their own beliefs and
experiences are universal.
 EXAMPLE OF PREOPERATIONAL
THINKING LIMITATIONS

Animism: This is the tendency for young children

to attribute human qualities or characteristics
to non-human objects or phenomena. They tend to
believe that objects have thoughts, feelings,
and intentions, and that they can communicate
with them.
 EXAMPLE OF PREOPERATIONAL
THINKING LIMITATIONS

Conservation: This is the tendency for young

children to believe that certain properties or
characteristics of an object or situation remain
constant, even when they are not necessarily so.
They tend to focus on one aspect of a situation
and assume that it will always remain the same.
 COGNITIVE DEVELOPMENT
MILESTONES IN PRESCHOOLERS
3-4 years old:
* A child can recall the names of objects and people from
their daily life, such as their parents' names, the family
pet, or their favorite toy.
* A child can understand simple instructions, such as "Go get
your shoes" or "Bring me a book."
* A child can solve simple problems, such as figuring out how
to put a puzzle piece in the correct spot.
* A child can understand cause-and-effect relationships, such
as when a child drops a toy and it breaks, they understand
that they need to pick it up and put it back together.
 COGNITIVE DEVELOPMENT
MILESTONES IN PRESCHOOLERS

4-5 years old:

* A child can use language to communicate their needs
and wants, such as "I want a cookie" or "I need a hug."
* A child can solve more complex problems, such as
figuring out how to build a tower using blocks.
* A child can understand basic math concepts, such as
counting objects and recognizing numbers.
* A child can understand time concepts, such as
yesterday, today, and tomorrow.
 COGNITIVE DEVELOPMENT
MILESTONES IN PRESCHOOLERS
5-6 years old:
* A child can use language to express complex ideas, such as
"I had a great time at the park today" or "I'm sad because my
friend didn't play with me."
* A child can understand and use symbols, such as letters and
numbers, to communicate and solve problems.
* A child can solve even more complex problems, such as
figuring out how to put together a puzzle with many pieces.
* A child can understand basic science concepts, such as what
plants need to grow and how animals adapt to their
environments.
 COGNITIVE DEVELOPMENT
MILESTONES IN PRESCHOOLERS

6-7 years old:

* A child can use more complex language structures, such as
sentences and paragraphs, to communicate their thoughts and
ideas.
* A child can understand and use technology, such as computers
and tablets, to solve problems and communicate with others.
* A child can apply basic math concepts, such as addition,
subtraction, multiplication, and division, to solve real-world
problems.
* A child can understand and follow complex rules and routines,
such as a daily schedule or a set of instructions for a game.
SOCIO-EMOTIONAL DEVELOPMENT IN
EARLY CHILDHOOD
 WHAT IS SOCIO-EMOTIONAL
DEVELOPMENT?

Socio-emotional development refers to the

process by which children develop the
ability to understand and manage their own
emotions, as well as to understand and
interact with others effectively. This
development is critical during the preschool
years, as it lays the foundation for
children's future social and emotional well-
being.
THE FOUR KEY COMPONENTS OF SOCIO-EMOTIONAL
DEVELOPMENT IN EARLY CHILDHOOD:

1 Social skills

2 Emotional regulation

3 Self-awareness

4 Empathy
MILESTONES OF SOCIO-EMOTIONAL
DEVELOPMENT IN PRESCHOOLERS
 •Social and emotional development include behaviors
that represent children’s emotional growth and their
ability to successfully navigate their world through
interactions with adults and peers. Since these
skills develop together, this area of development is
referred to as social-emotional development.

•Social-emotional milestones focus on children’s

developing abilities to regulate their attention,
emotions, and behavior, and to form positive
relationships with adults and peers.
 SOCIAL-EMOTIONAL DEVELOPMENTAL MILESTONES
IN PRESCHOOL

Age 4
•Interested in new experiences
•Pretends to be something else during play (teacher, dog, superhero)
•Make-believe play is more creative and complex
•Dresses and undresses self
•Would rather play with other children than alone
•Can name two or more friends
•Comforts others who are hurt or sad
•Cooperates with other children
•Often can’t tell what’s real and what’s make-believe
•Talks about what they like and what they are interested in
•Likes to be a “helper”
•Changes behavior based on where they are
•Avoids danger, like not jumping from tall heights on the playground
 SOCIAL-EMOTIONAL DEVELOPMENTAL MILESTONES
IN PRESCHOOL

Age 5
•Wants to please friends
•Wants to be like friends
•Follows rules when playing games with others
•Takes turns when playing games with other children
•Likes to sing, dance, and act
•Is aware of gender
•Can tell what’s real and what’s make-believe
•Shows more independence
•Does simple chores at home
•Can tell you their first and last name and age
FACTORS INFLUENCING SOCIO-
EMOTIONAL DEVELOPMENT
 FACTORS INFLUENCING SOCIO-
EMOTIONAL DEVELOPMENT

•Gender - children may be prone to gender

stereotyping, with shops offering separates
clothes and toys for girls and boys. Children
are sometimes judge by their choices of toys or
clothes.
 FACTORS INFLUENCING SOCIO-
EMOTIONAL DEVELOPMENT
•Types of families
>Nuclear Family - consist of parents and children. The children in
this family normally experience a close relationship within the
family.
>Step Families - a family consisting of stepmother or stepfather with
half siblings. Some are happy with this setup but some may not happy
that may lead to behavioral problems.
>Single Parent Families - This type of family may have positive and
negative impact to both child and parents. Also this situation may
lead to strong bond of parents and children, parent can be a role
model to their children.
>Foster Families - children in foster care have often been abuse or
neglected before arriving to their foster parents.
 FACTORS INFLUENCING SOCIO-
EMOTIONAL DEVELOPMENT

•Parenting Styles -Passive - kind of parents that is very

loving but there is a little discipline or structure in the
child's life.
>Negligent - a kind of parents is characterized by lack of
attention to their children needs.
>Authoritative - this parents tend to set high expectations to
their children but in a loving and supportive environment.
>Authoritarian - this is also a kind of parents that sets high
expectations to their children but not in a loving
environment.
 STRATEGIES FOR PROMOTING SOCIO-EMOTIONAL
DEVELOPMENT

Create a nurturing and supportive environment:

1 * Provide a safe and predictable environment where children feel
comfortable and secure.
Foster positive relationships:
* Encourage children to form friendships and relationships with their
2
peers, and provide opportunities for them to interact and play
together.
Teach emotional literacy:
3 * Teach children to recognize and label their emotions, and help them
understand the emotions of others.
Encourage empathy and social responsibility:
* Teach children to consider the feelings and needs of others, and
4 encourage them to help and support their peers.
* Discuss social issues, such as bullying, and encourage children to
think about how their actions can impact others.
 STRATEGIES FOR PROMOTING SOCIO-EMOTIONAL
DEVELOPMENT

Practice role-playing and problem-solving:

* Engage children in role-playing activities that help them practice
social interactions and problem-solving skills.
5
* Encourage children to think critically about different social
scenarios, and help them develop strategies for handling difficult
situations.
Encourage self-awareness and self-regulation:
6 * Help children develop self-awareness by encouraging them to reflect
on their thoughts, feelings, and behaviors.
 CASE STUDIES OR REAL-LIFE EXAMPLES

Case Study: Olivia's Emotional Regulation

Olivia, a 5-year-old preschooler, has made significant

progress in her emotional regulation skills.
Previously, Olivia would often become overwhelmed and
have difficulty managing her frustration. However, with
the support of her caregivers and teachers, she has
learned strategies such as deep breathing and positive
self-talk to calm herself down. Olivia's improved
emotional regulation demonstrates the effectiveness of
targeted interventions in supporting socio-emotional
development.
 CASE STUDIES OR REAL-LIFE EXAMPLES

Real-Life Example: Daniel's Social Skills

Daniel, a 3-year-old preschooler, has been actively

participating in group activities and consistently
demonstrates strong social skills. He engages in
turn-taking, shares toys with his peers, and
communicates his needs effectively. Daniel's
positive social interactions showcase his developing
social skills and ability to navigate social
situations.
 CONCLUSION
In conclusion, the preschool stage of early childhood is a critical period
of development where children experience significant growth in three main
areas: physical, cognitive, and socio-emotional development.

Physically, preschoolers develop improved motor skills, becoming more

coordinated and gaining strength to engage in various physical activities.

Cognitively, preschoolers experience rapid expansion in thinking skills,

language development, memory, problem-solving, and creativity. They become
curious, ask questions, and engage in imaginative play, setting the stage
for future academic success.
 CONCLUSION
Socio-emotional development is crucial during the preschool years.
Children learn to navigate social interactions, develop empathy, and
regulate their emotions. Building social skills, emotional intelligence,
and self-awareness at this stage fosters positive relationships and
emotional resilience throughout their lives.
To support preschoolers' development, it is important for parents,
educators, and caregivers to provide a nurturing and stimulating
environment. This includes promoting physical activity, offering age-
appropriate learning experiences, and fostering social-emotional growth.
By understanding and supporting the holistic development of preschoolers,
we lay a strong foundation for their lifelong learning, well-being, and
success.
 CONCLUSION

In summary, the preschool stage is a crucial

time for children's growth in physical,
cognitive, and socio-emotional domains, and
it is vital to provide a supportive
environment to help them thrive.
THANK YOU
 REFERENCES:
Piaget, J. (1963). The psychology of intelligence. Hillsdale, NJ:
Erlbaum.