Nursing Care of a Family with a

Preschool Child

Group 2 - NR23
 The Pre-schooler

The pre-school period traditionally

includes the years 3, 4, and 5.

Most children of this age want to do

things for themselves
DEVELOPMENTAL
MILESTONES
by: Almoete, Abegail
DEVELOPMENTAL MILESTONE
A major step forward in:

GROSS MOTOR FINE MOTOR

SKILLS SKILLS

LANGUAGE PLAY
DEVELOPMENT ACTIVITIES
 Gross Motor Skills
Involves the larger, stronger muscle groups of
the body. The development of these muscles
enable the pre-school child to hold his/her
head up, sit, and eventually walk, run and
skip.

Also includes eye-hand coordination skills

such as balls skills
 Fine Motor Skills
Refers to the movements they make
with their small muscles of the hands.

Develops as their whole body starts to

move and become more stable
Language Development
Their vocabulary is continually growing and the
meaning and sentence structure of their language is
becoming more complex.

Has a vocabulary of about 900 words and uses it to

ask questions constantly

This change in language represents the

development of cognitive (thinking) abilities.
Language Development
Egocentrism - perceiving that one’s
thoughts and needs are better or more
important than those of others.
e.g.
a spoon is “what I eat with,” not a curved
metal object; a crayon is “what I write
with,” not an orange wax object.
 Play Activities
They enjoy games that use imitation

Many preschoolers have imaginary

friends at this stage
PHYSICAL DEVELOPMENT
MILESTONES
by: Cabuay, Jewel Daphne
 Physical Development
refers to the advancements and
refinements of motor skills, or, in other
words, children’s abilities to use and
control their bodies.

Gross- motor skills involve the use of large

muscles in the legs or arms, as well as
general strength and stamina.
 Physical Development
Fine-motor skills involve the use of small muscles in the
arms, hands, and fingers. They are supported by
advancements in perception, or the ways in which children
use their senses to experience the world around them.

Fine-motor skills enable children to perform a variety of

self-help tasks, such as using utensils and dressing
themselves. There is a great deal of variation in the
development of fine-motor skills
 Physical Development
Children’s motor abilities in preschool
develop as a result of physical
development.

The preschool years are a time of what

seems like constant movement.
Preschoolers are busy moving in their
environments, both indoors and outdoors.
Physical Growth and Appearance
During the preschool years there is a
steady increase in children’s height, weight
and muscle tone.

Their legs and trunks continue to grow,

and their heads are not so large in
proportion to their bodies
Movement and Physical Developmental
Milestones in Preschool
AGE 3 AGE 4 AGE 5
• Climbs well • Hops and stands on one • Stands on one foot for 10
foot up to 2 seconds seconds or longer
• Runs easily • Pours, cuts with
supervision, and mashes • Hops, and may be able to
• Pedals a tricycle own food skip
• Catches a bounced ball
• Walks up and down most of the time • Can do a somersault
stairs, one foot on each • Draws a person with two
step to four body parts • Uses a fork and spoon
• Uses scissors and sometimes a table
• Washes and dries hands knife

• Swings and climbs

 Influences on Physical Growth
Physical growth and development entails more
than just becoming taller, stronger or larger. It
involves a series of changes in body size,
composition, and proportion.
Biological and environmental factors also affect
physical growth and development.
In this section we will examine factors that affect
physical growth in young children.
 BRAIN HEREDITY
DEVELOPMEN
T

CROSS - CULTURAL
NUTRITION DIFFERENCES
BRAIN DEVELOPMENT
Even though motor abilities in preschool
emerge as a result of physical growth and
development, many new motor skills are
also the result of brain growth.
 HEREDITY
Genetic inheritance plays a significant part in
children’s physical growth.

It is important to acknowledge that even though

genes influence children’s development, physical
growth, like other aspects of development,
happens as the result of the interplay between
heredity and environment.
 NUTRITION
In order to reach optimal physical growth and
development, especially at times when their
brains and bodies are developing so rapidly,
young children require healthy, balanced diets
that provide them with vitamins, minerals and
other nutrients.
CROSS - CULTURAL DIFFERENCES
Even though there are universal patterns of development
that children follow, there are variations in development,
and this also applies to how children develop motor skills.

Children’s environments, places of origin and particular life

circumstances can affect how they develop and master
motor skills.

As a preschool teacher, you must be respectful and sensitive

about children’s backgrounds and prior experiences, and
your goal should be to help each child reach his or her full
potential.
Understanding developmental milestones is an important
part of working with young children.

Learning about and understanding how preschoolers use

their bodies will help you know how to support them in
developing motor skills and what kinds of learning
experiences to plan in your classroom and program.

Keep in mind that each child is different and that you may
have to adapt goals or activities to meet children’s unique
needs.
Plan meaningfully: In your daily interactions with children in your
care, you can purposefully plan activities that will enable you to
generate information about children and how they are developing
and refining their motor skills.

Be sensitive to individual children’s needs: As you engage in these

observations, remember that each child is different and that
sometimes children may not reach milestones as expected.

Be responsive to families’ needs and preferences: If a family

approaches you and shares concerns about their child’s
development, encourage them to talk to their child’s pediatrician.
MOVEMENT DEVELOPMENT
MILESTONES
by: Dacol, Camille
The Preschool years are a time of what seem like
a constant movement. Preschoolers are busy
moving in their environment both indoors and
outdoors. They spend large amounts of time
running, climbing, jumping, and chasing each
other; they scribble, paint, build, pour, cut with
scissor, and put puzzles together. As their body’s
develop, Their motor skills are significantly
refine, Enabling them to perform new gross and
fine motor skills.
 Movement development in children
AGE 3 AGE 4
• Climbs well • Hops and stands on one
• Runs easily foot up to 2 seconds
• Pedals a tricycle (3 wheels) • Catches a bounced ball
• Walks up and down stairs, most of the time
one foot on each step • Pours, cuts with
• Scribbling and Marking supervision, and mashes
own food
• Uses a fork and spoon and
sometimes a table knife
• Draws a person with two to
four body parts
AGE 5
• Stands on one foot for 10
seconds or longer
• Hops, and may be able to
skip
• Swings and climbs
• Can do a somersault
• Create a more elaborative
drawings
 SPEECH AND LANGUAGE
DEVELOPMENT MILESTONES
by: Del Rosario, Erika
Stages of speech and language development

In their fourth year, your child might:

begin to use more complex sentences that include words
like ‘because’, ‘so’, ‘if’ and ‘when’ – for example, ‘I don’t
like that because it’s yucky’

know one or more colors

be able to name basic emotions like ‘happy’, ‘sad’ and

‘angry’
By five years, your child might:

be able to use long sentences – for example, nine

words

talk about things that have happened in the past or will

happen in the future, rather than just things that are
happening right now
Understanding and language development

Your child will understand instructions that have more than

two steps, as long as they’re about familiar things.

When your child doesn’t understand what you say, they

might ask you to explain or ask you what specific words
mean.
Play, communication and language
development
Your child will begin to use language to tease and tell jokes.
They might laugh at silly or made-up words. And at this
age, your child will begin to use language in role play.

By now, your child will be able to do some simple

negotiation with other children.

Their requests might also be less direct and obvious.

Ideas to help your preschooler’s speech and
language development
The best way to encourage your child’s language skills is to focus on fun
activities, rather than getting pronunciation or grammar right. Here are some
ideas:

When you talk with your child, respond to your child’s interests.
Read aloud together. 
Tell stories together: your child will enjoy hearing stories. They’ll also
like remembering and telling you simple stories.
Tell simple jokes and riddles. Preschoolers usually enjoy simple word
games like finding rhyming words and even making up words.
 SOCIAL AND EMOTIONAL
DEVELOPMENT MILESTONES
by: Dimaano, Michaela
 Aspects of Social and
Emotional Development
RELATIONSHIP WITH OTHERS
Self-awareness
Emotional regulation
INDEPENDENCE
The Importance of Positive
Social and Emotional
Development
Parents and
Caregivers
Emotional Literacy

Emotional literacy is children’s ability

to label and talk about their own
emotions or feelings, as well as the
feelings and emotions of others.
Social-Emotional Developmental
Milestones in Preschool
 AGE 3 AGE 4 AGE 5
• Copies adults and • Enjoys doing new things • Wants to please friends
friends • Is more and more • Wants to be like friends
• Shows affection for creative with make- • More likely to agree
friends without believe play with rules
prompting • Would rather play with • Likes to sing, dance, and
• Takes turns in games other children than alone act
• Shows concern for a • Cooperates with other • Is aware of gender
crying friend children • Can tell what’s real and
• Dresses and undresses • Plays “Mom” or “Dad” what’s make-believe
self • Often can’t tell what’s • Shows more
• Understands the idea of real and what’s make- independence
“mine” and “his” or believe • Is sometimes demanding
“hers” • Talks about what he or and sometimes
• Shows a wide range of she likes and is cooperative.
emotions interested in
• Separates easily from
family members
• May get upset with
major changes in routine
Cognitive Development of
Preschoolers
by: Franco, Chesca
Jean Piaget’s Theory of Cognitive
Development.
- Pre-operational Stage

“How come? , “Why?”

Centration – focused on only one

characteristic of an object or person.
Preschoolers are not yet aware of the
property of Conservation.
Cognitive development refers to reasoning, thinking and understanding.

Preschoolers can share their ideas in new and interesting ways.

Their imaginations are becoming a primary vehicle for play and learning.

They begin to compare, contrast, organize, analyze, and come up with more and
more complex ways to solve problems. 
 QUESTIONS
When a child asks “why?” , it is to
determine causes and asks questions to
solve problems, and clarify their
understanding.

SPATIAL RELATIONSHIPS
Exploring the spatial and physical
aspects of their environment. For
example, when a child places a toy into
a container, dumps it out and then fills
up the container again with the toy.
 PROBLEM SOLVING
When children experiment, investigate,
and work together with other children
to problem solve. For example, when
children ask questions to understand
what will happen next.

IMITATION
When children imitate the behaviors of
those around them. For example, when
a child sticks their tongue out imitated
another child stick their tongue out.
 MEMORY
Beginning to differentiate between
objects and people, and learn their daily
routines. For example, when a child
puts away their toy bin back in the
same place it was on the shelf before.

NUMBER SENSE
A child’s understanding of number
concept and number relationships.
They begin to understand quantities,
recognize relationships and understand
the order of numbers.
 CLASSIFICATION
A child’s ability to categorize, sort,
group, and connect objects. For
example, sorting different colored pom
poms into the same colored boxes.

SYMBOLIC PLAY
During play, children use objects,
ideas and actions to stand for other
things. For example, holding a toy
phone up to their ear or rocking a baby
back and forth.
Ways to promote child’s
Cognitive Development
 1. Practice the Alphabet

Sing along to the ‘ABC’

song, read books about
the alphabet to help
children identify letters.
 2. Practice Counting
Provide opportunities for
children to practice
counting by counting the
numbers of different
objects found in their
environment.
 3. Practice Colours and Shapes

Identify the many

different colors and
shapes found in the
environment to your
child.
BEHAVIOR
by: Guevarra, Josephine
Parental Concerns Associated
with The Preschool Period
by: Pamonag, Ferlyn
Common Health Problems of The
Preschooler
Common colds
Ear infection
Gastrointestinal disturbances
Upper respiratory infections
 Parental Difficulties Evaluating
Health Problems in The Preschool
Child  
Evaluating seriousness of illness or condition
Evaluating bowel and bladder problems
Evaluating nutritional intake
Evaluating bed-wetting
Evaluating activity versus hyperactivity
Age-specific diseases to be aware of
Common Fears of The Preschooler

Fear of the dark

Fear of mutilation
Fear of separation or abandonment
 Behavior Variations
Telling tall tales

Imaginary friends

Difficulty sharing

Regression

Sibling rivalry
 Preparing for a New Sibling

Sex Education

Choosing a Preschool or Child

Care Center
 Questions to Use in
Evaluating Child Care
Centers
 Management
How long has the center been in operation?

Is the center licensed, registered, approved, or inspected by the

appropriate agency?

What are the qualifications of staff members?

Is there a fast turnover rate of staff?

What is the child– staff ratio?

What is the center’s policy on parental visits?

 Physical Environment
Is there adequate space in the center?
Does the space appear safe?
Can children get in and out of the building easily?
Is there a safe play area for children outside?
Is there a quiet place for naps?
Can the bathroom be reached easily?
If food is provided, does it meet preschool recommendations?
Is there adequate refrigeration?
 Staff Philosophy
Are the caregivers warm and affectionate toward children?

Do caregivers spend most of their time performing janitorial tasks (cleaning) or

devoting their time to children?

Is each child assigned to a particular caregiver on a continuing basis?

Are the children provided stimulating toys and equipment?

How do caregivers discipline children? Do they yell or treat the children

roughly?

Is there a planned curriculum?

Can the child pursue an individual interest?

 Healthcare Protocols
How does the center care for an ill child?

What precautions do caregivers take to prevent the spread of infection?

Does the center follow good sanitary practices?

Under what conditions are children not allowed to attend the center?
 Children’s Behavior
Do the children appear happy and relaxed?

Do children rush to greet any new visitors?

Preparing a Child for School

Broken Fluency

“Bathroom Language”
Concerns of The Family with A
Preschooler with Unique Needs
Nutrition
Dressing changes
Medicine
Rest
Hygiene
Pain
Stimulation
Promotion of Health
by: Rodas, Regina
Areas for Health Promotions
Nutrition

Exercise

Sleep

Immunizations

Dental Care

Safety
 Nutritional Needs
Nutritional Needs Review recommended daily
nutritional intake

Guide for caloric intake is 1000 calorie

baseline + 100 calories for each year of life

Protein, fat, and vitamins needed daily Eating

assumes social significance

Eating habits may include overeating or not

wanting to eat
 Exercise
Exercise Needs at least 60 minutes of active exercise daily
Needs time and space for physical exercise
Needs comfortable shoes and clothing
Needs adult-initiated rest periods
 SLEEP
Sleep Bedtime routines important

Sleep time decreases from 10-12 hours for younger preschooler to 9-11
hours for older preschooler

Dreams and nightmares occur

Emphasize that parents should teach sleep strategies and set limits

Help parents understand how to deal with night terrors and

sleepwalking
 IMMUNIZATIONS
Immunizations Counsel about the benefit of state law

Ensure the following before giving immunization

Parent’s consent Need for vaccination

Knowledge of contraindication or past history

Education to parents about administration, benefits, and risks Proper

storage and date of expiration
 DENTAL CARE
Dental Care Dental carries begin at this age

Deciduous teeth guide in the permanent ones

Fluoride is important to dental health

Teeth should be brushed after eating,

refined sugar intake should be limited

Child required to have physical and dental

examination before school
 SAFETY
Safety Teach parents Developmental characteristics that
may cause hazardous risk
Measures for teaching safety to the child
Measures parents can institute for child’s safety
Measures to avoid falls and related injury
Measures for parents to teach child related to abduction,
running away, or getting lost
Why child may continually fail to listen or obey
Prevention of Injury
by: Santos, Xyllyne
Some basics to keep in mind
Monitor the spaces your child lives and plays in: What aspects of
your home might pose a risk to your child? Look at your living
spaces from your child’s perspective. This will help you take steps to
make them safer.

Prevent access to certain areas that are more dangerous—such as a

backyard pool or a home workshop that has tools in it—until your
child is old enough to use them safely.

Sharp objects such as knives and razors should always be stored out
of reach.
Be prepared for new skills: Your child’s risk of injury depends,
in part, on their physical development and thinking and
remembering skills. For example, do they enjoy climbing? Can
they pull a chair over to a counter or stove? Can they open the
door by themselves to go outside or into the bathroom? Think
ahead and prepare before a situation becomes dangerous.

Keep cords wound up and put away, electrical outlets covered

with safety caps and drawers closed and latched when you aren’t
using them.
 A good safety rule:
is simple, clear and age-appropriate, so that your child understands.

is positive. Say, “We walk when we’re at the wading pool,” rather than “No
running.” If a child hears “no” more than “yes” when you set safety rules, they
will be more tempted to test them. Also, it’s helpful to tell children what they
should do, rather than just what they should not do.

is not scary. A child shouldn’t be discouraged or scared into behaving safely.

has consequences if it isn’t followed. If restating a safety rule with a gentle

warning doesn’t work, remove your child from the activity. Be sure to follow
through on consequences.
Teach your preschooler to follow these basic
safety rules:
“Stop, look and listen” when their name is called out loud. Listening and
following your instructions are important first steps. “No” means “Stop and
look at me.” “Okay” means “Go.” This rule is especially important around
traffic, in the playground, on outings or during water play.

Always wear a helmet when riding a bicycle, but take it off before playing on a
playground.

Don’t ever go into water (for example a pool, lake or river) without an adult.

Hold the handrail and turn on a light before going up or down stairs.
Parenting Tips
by: Zamora, Elizabeth O.
 Boosting Your
Child's Self-
Esteem

Catch Kids
Being Good
 Set Limits and
Be Consistent
With Your
Discipline

Make Time for

Your Kids
 Be a Good
Role Model

Make
Communication
a Priority
 Be Flexible and
Willing to Adjust
Your Parenting Style

Show That
Your Love Is
Unconditional
Know Your Own Needs and
Limitations as a Parent

Face it — you are an imperfect parent. You have strengths and weaknesses as a
family leader. Recognize your abilities — "I am loving and dedicated." Vow to
work on your weaknesses — "I need to be more consistent with discipline."