PRESCHOOLER’S

PHYSICAL
DEVELOPMENT
g
 The pre- school years is also known as
"the years before formal schooling begins. It
covers 3-5 years old.

At thisg stage, the child achieves several

milestones in life which also serve as basic
foundation of learning and development.
Significant Changes in
Physical Growth
At this stage, pre- schoolers move, from the
remaining baby- like features, toward a more
appearance of a child.
g
The child of about this age has its center of
gravity at the lower level, right at the belly button,
which makes it easier for them to balance themselves..
 At this stage of around 5- 6
years, it is the best time to learn
skills which requires balance such
g

as biking and skating.

Gross and Fine Motor
Development
Gross Motor Development refers to acquiring
skills that involve the large muscles.

It is divided
g
into three category:

Non- Manipulative
Locomotor
locomotor Skills
 LOCOMOTOR

These are skills which involve going from

one place to another like walking, running,
g

climbing, skipping, hopping, creeping,

galloping and dodging.
 NON-LOCOMOTOR

These are the skills wherein the child

stays in place
g like bending, stretching, turning
and swaying.
Fine Motor Development refers to acquiring
the ability to use the smaller muscles in the
arms,g hands and fingers purposefully.
Preschoolers Artistic Development

At the heart of the preschool years is their

interest gto draw and to make other forms of
artistic expression.
 Preschoolers Nutrition and Sleep

The preschoolers'nutritional status is the result of

what nutrients he or she actually takes in checked
against the
g nutritional requirement for his or her
age. Obviously having too much and too little of
something both have negative effects.
 It is important for preschoolers' to get
sufficient amount of rest and sleep.
They benefit from about 10-12 hours of
g

sleep each day.

 COGNITIVE
DEVELOPMENT
g
OF THE
PRESCHOOLERS
 QUESTIONING

This is when a child asks 'why?' to determine

causesg and asks other questions to solve
problems, and clarify their understanding.
 SPATIAL RELATIONSHIP

Exploring the spatial and physical aspects of their

environment. For example, when a child places a
g
toy into a container, dumps it out, and then fills up
the container again with toys.
 IMITATIONS

When children imitate the behaviors of those

around them (e.g. other children, educators, and
g
parents). For example, when a child sticks their
tongue out imitating another child sticking their
tongue out.
 MEMORY

Beginning to differentiate between objects and

people, and learn their daily routines. For example,
g
when a child puts away their toy bin back in the
same place it was before.
 NUMBER SENSE

A child's understanding of number concepts (e.g. more

and less) and number relationships. They begin to
understand
g quantities, recognize relationships and
understand the order of numbers. For example, singing
along to 'Five Little Monkeys Jumping on the Bed'.
 CLASSIFICATION

A child's ability to categorize, sort, group, and

connect objects. For example, sorting different
g

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,
g

holding a toy phone up to their ear or rocking a

baby back and forth.
 3 WAYS
TO PROMOTE
COGNITIVE
g
DEVELOPMENT OF
PRESCHOOLERS
1. Practice the alphabet

Sing along to the 'ABC' song and read books

about the
g alphabet to help children learn and
identify letters.
2. Practice counting

Provide opportunities for children to practice

countingg by counting the numbers of different
objects found in their environment.
3. Practice colors and shapes
Identify the many different colors and shapes found in the
environment with your child.

During preschool and kindergarten, children are beginning to

ask questions, practice new skills, try new things, and take risks.
Educators and parents
g play a vital role in supporting children's
cognitive development. As an educator or parent, we need to
encourage and provide opportunities for children to learn, enhance
and practice their new and emerging cognitive skills.
SOCIO-EMOTIONAL
DEVELOPMENT OF
g

THE PRESCHOOLERS
SOCIOEMOTIONAL
DEVELOPMENT

-IS CRUCIAL IN THE PRESCHOOLER

YEAR S . PAR E NTS AN D TEAC H E R S
SAYS THAT ATTE N D I N G PR E S C H O O L
I S M O Rg E O F S O C I A L I Z A T I O N .
PRESCHOOLERS NOW DISCOVER
THEIR NEW ROLES OUTSIDE THEIR
HOME.
PRESCHOOL
INITIATIVE

- E R I C K S O N ‘ S V I E W O F I N ITIATI V E
APTLY PO RTRAYS TH E E M OTI O NAL
AN D S O C IAL C HAN G E S THAT HAPPE N
D U R I N Gg T H E P R E S C H O O L Y E A R S . A S
DISCUSSED IN MODULE 7,
PRESCHOOLERS DEAL WITH THE
PSYCHOLOGICAL CONFLICT OF
I N ITIATI V E V S . G U I LT.
SELFCONCEPTAND
PRESCHOOLER
SELF CONCEPT
- R E F E R S TO TH E WAY O N E S E E ‘ S
HIMSELF,A GENERAL VIEW OF
H I M S Eg L F , H I S A B I L I T I E S ,
STRENGTHS,ANDWEAKNESSES.THE
I M PO RTANT AS PE CTS O F S E LF
CONCEPT IS SELF ESTEEM.
ENVIRONMENTAL FACTORS AND
GENDER IN THE PRESCHOOLER‘S
SOCIOEOTIONAL
OPMENT
-PRESCHOOLER‘S ABILITY TO
C R EATE AN D D E V E LO P,TH EY
BECOME g CAPAB LE O F G E N D E R
TYPING(THE PROCESS OF
FORMING GENDER ROLES).
PARTEN'SSTAGEOFPLAY
- P LAY I S T H E MAI N AG E N DA O F T H E
P R E S C H O O LE R Y EAR S . P LAY HAS A
SOCIAL DIMENSION.PRESCHOOLER
DEVELOPS SOCIAL INTERACTION WITH
P L A Y M A gT E S I N C R E A S E S . M I L D R E D
PARTE N , I N TH E 1 9 3 0 ‘ S D I D A STU DY O N
C H I LD R E N ‘ S P LAY B E HAV I O R W H I C H
LE D T O PAR T E N ‘ S S TAG E O F ` P LAY .
FRIENDSHIPS IN PRESCHOOL

-AS THEY CONTINUE TO

GROW,PRESCHOOLERS
BECOME MORE INTERESTED
IN HAVING FRIENDS.
I N A D D I T gI O N P R E S C H O O L E R
DEVELOPS THEIR:

1.EXPRESSIONS
2.INTERACTION WITH ADULTS.