200 Early Childhood BNET 9 terete Preschoolers’ Physical MODULE Development — Maria Rita D. Lucas, “a, child reminds us that iam is an essential part of our daily routine.” nos, LEARNING OUTCOMES At the end of this Module, you should be able to: + describe preschool children’s physical growth. + identify the different gross and fine motor skills. + draw implications of these concepts on physical development on teaching preschoolers. (GA Da The preschooler years is commonly known as “the years before formal schooling begins.” It roughly covers 3-5 years of age. Although it is known as the years before formal school, it is by no way less important than the grade school years. The preschool years is very important as it lays foundation to later development. At this stage, preschoolers achieve many developmental milestones. As such, pre-service teachers who might be interested to teach and care for preschoolers need to be knowledgeable about them to be truly an intentional and effective teacher. This Module on the physical development of preschoolers focuses on the acquisition of gross and fine motor skills, artistic expression, proper nutrition and sleep, and what teachers and caregivers should do to maximize the preschoolers’ development. re cn Examine the pictures below. Think about the physical character istics of preschoolers. Put a caption for the pictures rf‘The Child and Adolescent Learners and Leaming Principles deat = ZATION you were able to see a glimpse of p physical development, They love to move. They enjoy being active, fare also interested to work with their fingers, like with blocks. They more balanced stance than toddlers, Read on and you will learn ‘about the typical physical development of preschoolers, the in concems and issues, and how teachers and caregivers can help the preschoolers’ growth and development. : an 2 8 ire Li Big Ideas about the Physical Development of Preschoolers 4 1, There are significant changes in physical growth preschoolers. 2. The preschoolers’ physical development is marked by acquisition of gross and fine motor skills. 3. Preschoolers can express themselves artistically at a very early age. 4, Proper mutrition and the right amount of sleep are very import for the preschoolers. . . Caregivers and teachers can do a lot in maximizing the gro and development of preschoolers. 6. Preschoolers with special needs in inclusive classrooms can thri well with the appropriate adaptations made in the classroom materials and activities. 5 if Z Significant Changes in Physical Growth Physical growth increases in the preschool years, although it is much slower in pace than in infancy and toddlerhood. At around 3 years of age, preschoolers move, from the remaining baby-like features of the toddle toward a more slender appearance of a child. The trunk, arms and legs become longer. The center of gravity refers to the point at which body-weight i evenly distributed. Toddlers have their center of gravity at a high lev about the chest level. This is why they have difficulty doing sudden move ‘ments without falling down. Preschoolers on the other hand, have th center of gravity at a lower level, right about near the belly button. This gives them more ability to be stable and balanced than the toddler. The preschooler moves from the unsteady stance of toddlerhood to a more: steady bearing, They no longer “toddle,” that wobbly way that toddlers walk. This also allows the preschooler to move more “successfully” than.Part Il Unit 3 Module 15 ~ Preschocler's Physical Development the toddler. Some say that the later part of the preschooler years at eround 5 or 6 is the best time to begin learning skills that require balance like preschoolers" riding a bike or skating. active, They By the time the child reaches three years old, all primary ot They have deciduous, or what are also called “baby or milk” teeth are already in earn more place, The permanent teeth which will begin to come out by age six are the important also developing. The preschooler years are therefore a time to instill habits help maximize ‘of good dental hygiene, : Gross and Fine Motor Development Gross motor development refers to acquiring skills that involve the large muscles. These gross motor skills are categorized into three: Iocomotor, non-locomotor and manipulative skills. Locomotor skills are those that involve going from one place to another, like walking, tunning, climbing, skipping, hopping, creeping, galloping, and dodging. Non-locomotor ones are those where the child stays in place, like bending, stretching, turning and swaying. Manipulative skills are those that involve projecting and receiving objects, like throwing, striking, bouncing, catching and dribbling, Preschoolers are generally physically active. Level of activity is highest around three and becomes a little less as the preschooler gets older. Preschoolers should be provided with a variety of appropriate activities which will allow them to use their large muscles. Regular physical activity helps preschoolers build and maintain healthy bones, muscles, and joints, control weight and build Jean muscles, prevent or delay hypertension, reduce feelings of depression and anxiety and increase capacity for learning. te os Fine motor development refers to acquiring the ability to rite use the smaller muscles in the arm, hands and fingers purposefully. Se and Some of the skills included here ate picking, squeezing, pounding, and opening things, holding and using a writing implement. I involves self-help skills like using the spoon and fork when eating, a buttoning, zipping, combing and brushing. sudden Different environments provide different experiences with have “fine motor skills. For example the availability of information and communications technology in largely urban areas makes younger and ‘younger children proficient in keyboarding and manipulation of the mouse and the use of smart phones and tablets. While other children use their fine motor skills in digging in soil, making toys out of sticks, cans and bottle caps. Still others, enjoy clay, play dough, and 205‘The Child and Adolescent Learners and Learning Principles By the end of the preschool years most children manage to hold pencil with their thumb and fingers, draw pictures, write letters, scissors, do stringing and threading activities. They can also do self-help skills like eating and dressing up independently. Significant progress in fine motor skills can be expected of preschoolers especially if they are aptly supported and appropriate activities are provided for them. Handedness, or the preference of the use of one hand over the other, is usually established around 4 years of age. Earlier than this, preschoolers can be observed to do tasks using their hands interchangeably. We ca observe a preschooler shifting the crayon from left to right and back again while working on a coloring activity. Preschoolers’ Artistic Development ‘At the heart of the preschooler years is their interest to draw and make other forms of artistic expressions. This form of fine motor activity is relevant to preschoolers. Viktor Lowenfeld studied this and came up with the stages of drawing in early childhood: Stage 1. Scribbling stage. This stage begins with large zig-zag lines which later become circular markings. Soon, discrete shapes are drawn, The child may start to name his/her drawing towards the end of this stage. Stage 2. Preschematic stage. May already include early representations (This also becomes very significant when we discuss about cognitive development). At this point adults may be able to recognize the drawings, Children at this stage tend to give the same names to their drawings several times, Drawings usually comprise of a prominent head with basic elements. Later, arms, legs, hands and even facial features are included. Stage 3. Schematic stage. More elaborate scenes are depicted. Children usually draw from experience and exposure. Drawings may include houses, trees, the sun and sky and people. Initially, they may appear floating in air but eventually drawings appear to follow a ground line. Everyone who observes a preschooler go through these stages of Gre drawing would surely say one thing: that the preschooler drew the same a drawing maybe a hundred times! Repetition is the hallmark of early 7 drawing. One wonders if the supply of scratch papers, crayons and pens will ever be enough. Adults should remember to have a neat supply of a these or they will find the preschoolers’ drawings on the furniture and a walls! This affords the preschooler opportunities to gain mastery of the = fine motors skills involved. . Also important to remember is that the preschoolers’ representations 4Part ll Unit 3 Module 15 - Preschoolers Physical Development 207 nage to hold or drawings does not only involve fine motor skills, but also cognitive e letters, use skills. Children’s drawings allow us to have a glimpse of how they do self-help understand themselves and the world around them. t progress in y if they are Preschoolers’ Nutrition and Sleep a ‘The kind of nutrition a preschooler gets has far-reaching effect on ver the other, his physical growth and development. The preschooler’s nutritional status “preschoolers is the result of what nutrients he or she actually takes in checked against bly. We can the nutritional requirement for his her age. Obviously, having too much ad back again of too little both have their negative effects. Here in our country, we can see the extreme of preschoolers not having enough food and those on the other end of the extreme where we find preschoolers who are not just ‘over weight but obese. The celebration of the Nutrition month every July is aimed at advocating for proper nutrition. Each year a theme is put forth ‘to draw and to advocate good nutritional habits while government programs on giving otor activity. out fortified bread, milk and even noodles aim to address malnutrition and came up among children. It is important for preschoolers to get sufficient amount of rest and sleep. Preschoolers benefit from about 10-12 hours of sleep each day. It is when they are asleep that vital biological processes that affect physical and cognitive development take place. During sleep, especially in the dream state (rapid eye movement stage), growth hormones are released. Blood supply to the muscles are likewise increased helping preschoolers ‘Tegain energy. At this state while dreaming, increased brain activity is also attained, Quick Look at What Preschoolers Can Do: (physical skills) This bulleted list of preschoolers’ physical skills is lifted from Physical Domain component of the Philippine Early Learning and lopment Standards (ELDS). This set of standards was based on study commissioned by UNICEF and the Child Welfare Council (C) .. This is now adopted for use by the Early Childhood Care and lopment Council. Gross Motor: 36-48 months + Hops 1 fo 3 steps on preferred foot + Skips (with alternating feet) + Jumps and turns + Stands on one leg without falling for at least 5 seconds + Throws a ball overhead with control of direction + Throws a ball overhead with control of speed + Kicks a ball with control of speedThe Child and Adolescent Leamers and Learning Principles ee Fine-motor Skills: 36-48 Months * Consistently tums pages of a picture or story book one page at time, looking at pictures with interest + Purposefully copies diagonal lines * Purposefilly bisects a cross + Purposefully copies a square Purposefully copies a triangle Cuts with scissors following a line 49-60 months * Copies a simple patter of different basic shapes + Draws a human figure (head, eyes, mouth, trunk, arms, legs, ete.) without prompts + Draws a house without prompts using geometric forms + Colors with strokes staying within the lines Personal Care and Hygiene (Self-Help Skills) 36-48 months * Pours from pitcher without spillage + Feeds self using spoon without spillage * Dresses without assistance except for buttons and tying laces + Puts on socks independently F 49-60 months + Feeds self using fingers without spillage + Prepares own food * Dresses without assistance, including buttoning and tying + Wipes/cleans him/herself after a bowel movement + Brushes teeth after meals without having to be told d * Washes and dries face independently without having to be told * Takes a bath independently without having to be told The Role of Caregivers in the Growth and Development of the Preschooler Optimum physical development of preschoolers is largely influenced by the supportive caregivers (parents and teachers) who provide a stimulating environment and appropriate activities for the children, If ‘you have friends and relatives who are responsible for preschoolers, read and share the following tips: (This collection includes those suggested by Lesia Oesterreich, M.S., Family Life Extension Specialist, Human Development and Family Studies, lowa State University)‘Part Unit 3 Module 15 ~ Preschoolers Physical Development For all preschoolers: and walking, b. Provide them with toys for catching and throwing such as soft large balls and bean bags, ©. Have balancing activities for preschoolers, Use low balance beams and lines on the classtoom floor or playground, Montessori schools have blue or red lines on their preschool classroom floors. 4. Allow opportunities for rough and tumble play like in a grassy area or soft mats. Keen observation and monitoring is, of course expected to keep them safe from injury. ©. Ensure that preschoolers get enough rest and sleep. Setting a routine for bed time is ideal. £ Model good eating habits to preschoolers. Encourage more fruits, vegetables, water and fresh juices, rather than processed foods, sugary snacks and sodas. For three-year-olds & Encourage development of hand-eye coordination by providing large buttons or old beads to string on a shoe lace, 1. Play ball. Show children how to throw, catch, and kick balls of different sizes. Show children how to hop like a rabbit, tiptoe like a bird, waddle like a duck, slither like a snake, and run like a deer. J. Encourage free expression in art projects. Avoid asking “what” children are drawing. Three-year-olds may not know or care, but simply enjoy the process of drawing. k Provide a variety of art experiences. Make play dough. Create collages from magazine pictures, fabric, wallpaper, and newsprint. Encourage children to experiment with new media like wire and cork, soda straws, string, or yam. Teach children to mix different colors with paint, four-year-olds 1. Encourage physical development. Play follow the leader, Pretend to walk like various animals, m. Set up an obstacle course indoors with challenges such as crawling, climbing, leaping, balancing, and running across stepping stones, ‘n. Encourage walking with a beanbag on the head. five-year-olds ©. Encourage body coordination and sense of balance by playing “Follow the Leader” with skipping, galloping, and hopping. Skip cone page at a ms, legs, etc.) 209214 ‘The Child and Adolescent Learners and Leaming Principles _ MODULE 16 Gh eee “There are children p ‘in the street who could sofve some of my top problems in physics, Gecause they have modes of sinsory perception that 4 lost fong ago.” = J. Robert Oppenheimer eons In this Module, you should be able to: * describe the cognitive development that takes place among preschoolers. * apply concepts on preschoolers’ cognitive development in preschool teaching and in child care, + take an informed stand/position on current preschool teaching practices. (QA Someone once wrote in his journal: “Childhood is a world of miracle and wonder; as if creation rose, bathed in light, out of darkness, utterly new, fresh and astonishing. The end of childhood is when things cease to astonish us. When the world seems familiar, when one has got used to existence, one has become an adult.” Early childhood (preschool age) is just one stage of. childhood. Do you remember how you were as a preschooler? What do you remember most as a preschooler? What did you. enjoy doing? 7 Below are behaviors or remarks from children, Your early childhood experiences may help you arrive at the correct answer. Put 4 os check (V) on the item that is TRUE of preschoolers and an % on the item that does NOT apply to preschoolers, xa 1. “Someone switched on the thunder,” a child remarked. can216 a ‘The Child and Adolescent Leamers and Learning Principles Se Preschoolers’ Symbolic and Intuitive Thinking Al the behaviors and the remarks above except Items #4 and #7 are true of preschool children. They are considered immature aspects or limitations of preschool children’s preoperational thought according to Piaget. There are two. substages of Piaget's preoperational thought, namely, symbolic substage and intuitive substage. In the symbolic stage, preschool children show progress in their cognitive abilities by being able to draw objects that are not present, by their dramatic. increase in their language and make-believe play. In the intuitive substage, preschool children begin to use primitive reasoning and ask a litany of questions. The development in their language ability facilitates their endless asking of questions. While preschool children exhibit considerable cognitive development, their improved cognitive processes still show some aspects of immaturity or limitations. Items # 1 (Someone switched on the thunder.) and # 3 (That tree pushed the leaf off and it fell down.), for example, indicate limitation on preschool children’s symbolic thought process. The remarks indicate that preschool children believe that inanimate objects have ‘lifelike’ qualities and are capable of action. This is referred to as animism (Santrock, 2002). Preschool children who use animism fail to distinguish the appropriate occasions for using human and nonhuman perspectives, However, the fact that they attribute the falling Of the leaf and the thunder to a “cause” proves that preschool children realize that events have causes, although the perceived causes are not correct, Item # 2, “Child silently nods on the telephone as to answer his Father who is on the other side of phone inquiring if Mom is around,” is another limitation in preschool! children’s symbolic thought. Piaget calls this egocentrism, the inability to distinguish between one’s own perspective and someone else's perspective (Santrock, 2002). The child thinks that his father can see him just as he can see himself. Item # 4, should apply to. preschool children had the child answered NO when asked if the amount of liquid in the tall, thin beaker was equal to that which remained in the original beakers Preschool children are quite limited in their intuitive thought ds a nl ale shh te dh nt eal tesPart Il Unit 3 Module 18 ~ Cognitive Development ofthe Preschoolers s#4 and #7 > aspects or according to nal thought, nbolic stage, py being able ease in their Je, preschool of questions. ndless asking le cognitive some aspects 3 (That tree ple, indicate ught process believe that are capable rock, 2002). tinguish the “nonhuman e the falling at preschool he perceived > answer his ring if Mom 1 children’s bility to meone else's pat his father i the child the tall, thin ginal beakers. itive thought process. The amount of liquid that was transferred to the third ‘beaker which was taller but thinner than the original beaker remains unchanged. However, preschool children are drawn to only to the height of the liquid when seen in the thinner an taller beaker and fail to consider the width of the beaker. This is a clear evidence of centration, one limitation of the preschool child's preoperational thought, which is the focusing or on centering of one’s attention on one characteristic to the exclusion of others (Santrock, 2002). In this case, the focus is only on the height of the beaker to the exclusion of the width of the beaker which is clearly another factor that should be taken into consideration. This is also referred to as unidimensional thought. This is also an evidence of preschool children’s lack of conservation, the awareness that the basic property of an object ‘or a substance is conserved (is not changed or altered) even if its appearance is changed. (Santrock, 2002). Child asks a series of “why” questions Item # 5. Preschool children ask a barrage of questions. These signal the emergence of the preschool children’s interest in reasoning and in figuring out _ why things are the way they are. Their asking questions is a function of their unsatiable curiosity coupled with the dramatic increase in language. Items # 6 and # 7 have something to do with preschool children’s attention, Between items # 6 and #7, item # 6 (... strongly influenced by the features of the task that stand out, such as. the flashy, attractive clown) applies to preschool children, Because the preschool child pays more attention to the strikingly conspicuous peripherals, they miss the more relevant and more important features needed in problem solving or in task performance. This is obviously manifested when between two wrapped gifts, one with a big, colorful ribbon and the other without, a preschool child chooses the one with a prominent ribbon. Ttem # 8 (Child does not realize that the juice in each glass can be poured back into the juice box from which it came), indicates irreversibility, Piaget’s term for a preoperational child's failure to understand that an operation can go in two or more directions. Once Jun can imagine restoring. the original state of the water by pouring it back into the other glass, he will realize that the amount of water in both glasses must be the same. Unfortunately, however, in his developmental stage he is not yet capable of reversible thinking. He is not yet capable of working backwards. 2i7218 The Child and Adolescent Leamers and Learning Principles Item #9 (Mike did not like to share a piece of cake with his sister. Mike's younger sister was sick. Mike concludes that made his younger sister got sick) shows that preschool child do not use deductive or inductive reasoning; instead they ju from one particular to another and see cause where none exis This is transductive reasoning. While preschoolers still may be limited to preoperational thinking you have seen in the Activity, they are making significant advancements their cognitive abilities like the acquisition of symbolic thought. Symbo thought is shown in preschool children’s ability to mentally represent an ‘object that is not present. They do not need to be in sensorimotor contact with an object, person, or event in order to think about it. Johann asks his Mom about the giraffe they saw in the zoo five months ago. Mor preschool children can imagine that objects or people have prope other than those they actually have. Mark imagines that his one-foot is a saw while he pretends to saw a piece of wood. Preschoolers use symbolic thought in play, reading, and writi when, for instance, children pretend that one thing represents another st ‘as a wooden block used as a microphone in a magic sing and when th Pretend to be dog Bantay while in a sociodramatic play. In reading and writing they realize that pictures stand for events in a story and that letters represent sounds used in language. Brain Connections in the Preschool Years Because of fascinating developments in neuroscience, brain development of young children have been of great interest to the field of early childhood. Brain research findings point us to more effective ways to care for and teach preschoolers, From science lessons you had in high school or even in elementary, you will remember that our brain is composed of numerous cells calle¢ neurons that connect to each other to function. Cell connections are what we call synapses, sometimes also referred to as synaptic connections. Did you know that: * the human brain contains some 50 billion neurons at birth? + by age 2, children have developed half of the brain cell connections that will be made during one’s lifetime? + around 6 years of age the brain develops for more _ sophisticated thinking patterns? All these facts point to the enormous potential that the Preschooler's brain has. The child’s billion cells have the ability toPart Unit 3 Module 16 ~ Cognitwe Development ofthe Preschoolers 219 ishis younger: make almost countless connections that prepare the child for intricate Judes that he pathways to learn language, acquire logical-mathematical skills, shool children interact with people, grow in his feelings and emotions, and even ad they jump express himself in art. As such, a preschool teacher would often e none exists. observe how a child now has transformed from a dependent toddler into a proud and independent preschooler who can now eat more Sl thinking as neatly, enjoy “reading” a book, tell his own stories among friends, eects ef build beautiful block structures and wear his jacket all by himself, lev. Symbolic Brain research has also pointed out the crucial role of the reacts al environment. Experts have shown specific areas of brain activity Bes. contac that respond to environmental stimulation. Therefore, the brain er asks hia forms specific connections (synapses) that are different for each Siti toceover person. ‘The quality of these connections depends on the quality ave properties of stimulation and exposure provided by the environment. In the ‘one-foot ruler preschool years, a supportive and stimulating environment is that which’ offers many experiences involving the different senses (multi- Basis writing sensorial), and that which allows the child to think, imagine and Sait sucht create is best. This environment can be provided for by a good and when they combination of a healthy and functional family environment and a In reading and quality preschool program. What did that milk commercial say? Oh ‘and that letters yes... expose...explore...experience. May we add, all these lead to ‘exponential brain development! Just as an enriching environment favors the preschooler’s brain development, strong evidence also. show that highly stressful science, brain environments marred by trauma and chaos affect the cognitive nterest to the development of preschoolers. High levels of stress hormones. such Bits 0: more a cortisol may lead to diminished brain growth in areas needed for ss science _memory, learning and emotional attachment, It may also lead to fary, you will anxiety and hyperactivity and impulsive behavior. It’s not only the cc lis: calleid extreme form of negative environment that negatively affects the ee sanectical preschooler’s brain. An environment that lacks the proper stimulating Bics: synaptic experiences can also cause damage. Preschools who make children work with nothing but work sheets and pictures instead of real life, Sees at bith? hands-on experiences do more harm than good. As future teachers, always be aware of your defining role in providing a quality environment that will lead to optimum brain development for preschoolers. Language Development Be ense Young children’s" understanding sometimes gets ahead of their tk speech. ¢ the ability to As children go through early childhood, their grasp of the rules fof language increases (morphology, semantics, pragmatics). the brain cell fetime? ops for more‘The Child and Adolescent Learners and Leaming Principles bi ae Symbolic thinking involves language, literacy and dramatic pl Children rapidly conclude that sounds link together to make w and words represent ideas, people, and things. Throughout the school years, children’s language development becomes increasin; complex in the four main areas: phonology (speech sounds), tics (word meaning), syntax (sentence construction), and i (conversation or social uses of language). As they advance in age and ‘as they continuously interact with people, preschool children expand. rapidly in their vocabulary through fast mapping, a process by which children absorb the meaning of a new word after hearing it ‘once or twice in conversation. Preschool children combine syllables into words and words into sentences in an increasingly sophisticated ‘manner. It is not uncommon to hear preschool children using “goed” for “went,” “foots” for “feet,” “childs” for “children,” “runned” for “ran” an overextension of the rules. A three-year old laughing with delight as an abrupt summer breeze stirred his hair and tickled his skin, commented, “It did winding me!” Another ‘child said, “My father hatche, the wood,” meaning his father chops the wood with a hatchet. Many of the oddities of young children’s language sound like mistakes to adult listeners, but from the children’s perspective, they are not. In asking questions, preschoolers tend to cling to.a consistent word order and so they form questions not by following the pattern “subject-verb-object” order but by simply saying with a rising intonation the sentence in the natural order such as “Mother is coming?” Likewise, preschool children tend to have difficulty with the sentence in the passive voice. When told, “The car was pushed by truck,” preschoolers demonstrate a ‘car pushing a truck. From an expanded vocabulary and improved grammar, preschool children learn to use language successfully in social contexts (pragmatics). With an expanded vocabulary and improved grammar, preschool children become skilled conversationalists and often initiate conversation, Parents, teachers, and caregivers can monitor a child’s language development in these four areas to identify where some children may struggle. Children with mild to severe speech difficulties can be referred to a specially trained professional called a speech pathologist in order to work with the child or suggest helpful strategies for caregivers to improve language proficiency.ParFintstiLEWENadtee-1SocPoqaitbeDerstupthotits Preschoolers dramatic play. 9 make words ghout the pre- es increasingly ounds), seman- and pragmatics nce in age and shildren expand . @ process by after hearing it mbine syllables ly sophisticated en using “goed” 1.” “runned” for j laughing with and tickled his Id said, “My the wood with Janguage sound n’s perspective, “to. consistent wing the pattem g with a rising a as “Mother is ficulty with the ‘was pushed by ruck. ‘oved grammar, fully in social ry and improved rsationalists and | child’s language e some children fifficulties can be speech pathologist ful strategies for Language and Social Interaction ‘Vygotsky“believed that young children use language both to communicate socially and to plan, guide, and monitor their behavior in a self-regulatory fashion - called inner speech or private speech (Santrock, 2002). For Piaget, private speech is egocentric and immature, but for Wyeotsky it is an important tool of thought during early childhood. Full cognitive development requires social interaction and language. Children must use language to communicate with others before they can focus on their own thoughts (Santrock, 2002). This implies the importance of interaction of preschoolers with caregivers for language development. ‘Vygotsky asserted that preschool children are unable to achieve their highest cognitive development (language development included) ‘on their own and that they can improve theit cognitive development through use of scaffolding from more-skilled children and adults. He introduced the term Zone of Proximal Development (ZPD) to refer to tasks too difficult for a child to master aloe but can be mastered with the guidance and assistance of adults or more skilled children (Santrock, 2002). In short, the ZPD captures the preschool childrens” cognitive skills that are in the process of maturing. The ZPD has a lower limit and an upper limit-The lower limit of the ZPD is “the level of cognitive development reached by the preschool child independently. The upper limit is the level of additional responsibility the child can aGcept with assistance of an able instructor.” (Santrock, 2002) Closely linked to the idea of ZPD in cognitive and language development is the concept of scaffolding, a term that refers to the “changing support over the course of @ teaching session, with the more skilled person adjusting guidance to fit the child’s current performance level” (Santrock, 2002). The more skilled person is also called More Knowledgeable Other (MKO). Can you think of ways of scaffolding preschoolers to help them reach optimum cognitive ‘and language development? Information Proc: ‘The Information Processing model is another way of examining and understanding how children develop cognitively. This model ‘conceptualizes children’s mental processes through the metaphor of a ‘computer processing, encoding, storing, and decoding data. The preschoolers’ attention span lasts longer than that of ing Theory-Attention and Memory 224‘The Child and Adolescent Leamers and Learning Principles Fae Ee Sa toddlers. The child’s ability to pay attention changes significantly during the preschool years. But one deficit in attention during preschool years is that attention is focused only on aspects that stand out at the expense of those that are rélevant to solving a problem to performing well on a task . Preschool children recognize previously encountered information, recall old information, and reconstruct it in the present, Try asking a preschooler what she did on Christmas vacation when she returns to preschool after the holiday. She will be able to. Among the interesting questions about memory in the preschool years are those involving short-term memory. In short-term memory, (STM) retain information for up to 15-30 seconds, assuming there is no rehearsal, which can help keep information in STM for a much longer period (Santrock, 2002) Differences in memory span occur across the ages due t ) rehearsal and b) speed and efficiency of processing information. Older children rehearse items more than younger children. On this count, preschool children may have shorter memory span than primary and intermediate pupils. The speed with which a child processes information is an important aspect of the child’s cognitive abilities. Between the ages of 2 and 5, long-term memory also begins to form, which is why most people cannot remember anything in their childhood prior to age 2 or 3. Part of long-term memory involves storing information about the sequence of events during familiar situations as “scripts.” Scripts help children understand, interpret, and predict what will happen in future scenarios. For example, chiftiren understand that entering the classroom as a class after the flag ceremony involves a specific sequence of steps: one bell means put cross your hands right over Tet on your chest, two bells mean pass quietly and follow the line until you reach your seat. Children ages 2 through 5 also start to recognize that there are often multiple ways to solve a problem and can brainstorm different (though sometimes primitive) solutions. Between the ages of 5 and 7, children lea how to focus and use their cognitive abilities for specific purposes. For example, children can lear to pay attention to and memorize lists of words or facts. This skill is obviously crucial for children starting school who need to learn new information, retain it and produce it for tests and other academic activities. Children of this age have also developed a larger overall capacity to process information. This expanding information processing capacity allows young children to makeParFiniinW edit 1GocdeeiteOeytupnnetitel Preschoolers i — e & i : an FLLaE ts ites it connections between old and new information. For example, children can use their knowledge of the alphabet and letter sounds (phonics) to start sounding out and reading words. During this age, children’s Knowledge base also continues to grow and become better organized. (http://www.milestonecentersine.org) In early childhood, as information-processing increases in speed, memory becomes increasingly longer. Young children can remember a great deal of information if they are given appropriate cues and prompts. Sometimes, however, the memories of preschoolers seem to be erratic, but these inconsistencies may be to some degree the result of inadequate prompts and cues. Rehearsal and organizing informa- tion are deliberate mental activities that can be employed to improve the processing of information. Young children typically, however, do not use rehearsal and organization The Young Children’s Theory of Mind Theory of mind refers to individuals’ thoughts about how men- tal processes work (Santrock, 2002). By the age of 2 or 3, children become aware that the mind exists. They refer to needs, emotions, and menial states. When a preschool child says, “I forgot my doll,” “I want my ice cream,” these imply that he/she is aware that a mind exists. Cognitive terms such as know, remember, and think usually appear after perceptual and emotional terms, but are used by age 3 (Santrock, 2002). As their representation of the world and ability to remember and solve problems improve, children start to reflect on their own thought processes. They begin to construct a theory of mind or a set of ideas about mental activities (Preschoolers Cognitive Development, 2007). This develops markedly between the ages of three and five, It includes awareness of one’s own thought processes, social cognition, understanding that people can hold false beliefs, ability to deceive, ability to distinguish appearance from reality and ability to distinguish fantasy from reality (Preschoolers Cognitive Development, 2007). How do children manage to develop a theory of mind at such young age? Various speculations and research findings suggest that social experience is very important. Social experience includes 1) early forms of communication, 2) imitation, 3) make-believe play, 4) language, and 5) social interaction. (Preschoolers Cognitive Development, 2007).Se The Child and Adolescent Leamers and Learning Principles Ea enlace ee Receptive Language Standards 1: The child is able to understand both verbal and non- verbal forms of communication, 31-36 months: 3-4 years old * Speaks in simple sentences * Talks about an event and is understood 37-48 months * Uses some prepositions Uses plurals * Uses past tense + Uses newly leamed words appropriately in sentences * Uses newly leamed words appropriately when in group conversations 49-60 months: 4-5 years old * Draws and tells a story about his drawing Pre-Reading and Pre-Math (Matching) Standards 1.1:The child is able to match identical objects, colors, shapes, symbols 31-36 months: 2-1/2 to 3 years old * Matches identical objects with 2 attributes (e.g., color & shape) ‘+ Matches identical upper case letters * Matches identical lower case letters 37-48 months: 3-4 years old * Copies simple pattems with 2 or more attributes (e.g, color, shape, sequence) and continues this without guidance + Recognizes familiar logos (e.g., McDonald's, Coke, etc.) * Recognizes signs (e.g., male & female restrooms} stop and 80; danger/poison, etc.) e * Matches identical 2-to 4-letter words * Matches identical single-digit numbers + Matches identical 2-digit numbers Pre-Reading and Pre-Math (Copying Letters and Numbers) Standards 1.2:The child is able to recite the alphabet and. numbers in sequence. 37-48 months: 3-4 years old + Prints upper-case letters with a model with some reversals. 49-60 months: 4-5 years old * Prints complete name without model StamPart Il Unit $ Module 16 ~ Cognitive Development of the Preschoolers + Prints upper case letters with a model with no reversals + Prints lower case letters with a model with some reversals, ‘and non- + Prints numbers 1-5 with « model with some reversals, 61-71 months: 5-6 years old + Prints upper case letters without a model and with no reversals + Prints lower case letters without a model and with no reversals, : * Prints numbers 1-5 without a model and with no reversals Domain: Cognitive Development a Attention and Activity Level — Standards 1: The child is able to sustain attention and modulate his activity at age-expected levels. 31 - 36 months: 2-1/2 to'3 years old + Completes simple tasks without prodding 37 - 48 months: 3-4 years old + May be distracted but re-focuses on his/her own eeccolorsh + Remains settled while leafing through a picture book for 5 minutes + Remains settled while listening to a story using picture books z, color & for 5 minutes + Sustains attention and concentration on a tabletop activity for 10 minutes + Can work on a school assignment with minimal supervision 49 - 60 months: 4-5 years old ‘+ Sustains attention and concentration on a tabletop activity for 15-20 minutes + Can work on a school assignment with minimal supervision 61 - 71 months: 5-6 years old Can work on a school assignment independently Higher-Ordered Mental Abilities (Concept Formation) Standards 1: The child develops basic concepts pertaining to object F constancy, space, time, quantity, seriation, etc, and uses ambers) these as the basis for understanding how materials are i categorized in his/ her environment. 31 - 36 months: 2-1/2 to 3 years old 3 + Knows the difference between a recent event and one that reversals happened a long time ago + Counts with one-to-one correspondence‘The Child and Adolescent Learners and Leaming Principles 37-48 months: 3-4 years old 49-60 months: 4-5 years old ~ Can tell which is the left and right of people facing him/her Higher-Ordered Mental Abilities (Cause and Effect Relationships) Standards 1: The child is able to understand the cause-effect 31-36 months: 2-1/2 to 3 years old 37-48 months: 3-4 years old Memory: (Episodic Memory) Standards 1: The child is able 10 recall people he has met, events, and 31-36 months: Understands the concept of number-quantity relations from 1 through 5 (e.g., hands over 5 objects when asked) Groups objects by shape Arranges objects by length Arranges objects according to size Can tell in what way 2 things are the same Can tell in what way 2 things are different Mem Stang Can tell which is prettier/nicer of 2 items based on his/her criteria Groups pictured objects according to category Can tell which is left and right on him/herself Understands “more” and “less” Understands the concept of conservation of matter at a rudimentary level Knows the difference between yesterday, today, and tomorrow Understands the concept of number-quantity relations for 1-10 Demonstrates concept of addition using finger or objects Demonstrates concept of subtraction using fingers or objects relationships. Can complete a simple patter (e.g., beads, pictures, shapes) with occasional guidance Understands reasons behind rules and practices in school Understands reasons behind rules and practices in the community, like those pertaining to sanitation, environmental preservation, etc laces he has been to. -1/2 to 3 years old Talks about things that happened during a particular event that occurred some time backPar il Unit3 Module 16 ~ Cognitive Development of the Preschoolers Memory: (Memory for Concept-Based Knowledge-Semantic Memory) Standards 1: The child is able 10 store verbal information in short and long-term memory. 37-48 months: 3-4 years old ‘ + Repeats 5- to 7-word sentences correctly Memorizes the lyrics of a short song + Memorizes a short rhyme + Remembers the gist and many details of stories told or read 49-60 months: 4-5 years old + Can recite the days of the week with some errors + Remembers lessons learned in school even after several days have passed 61-71 months: 5-6 years old + Can recite the days of the week with no errors * Can recite the months of the year with some errors Higher-Ordered Mental Abilities (Logical Reasoning) Standards 1: The child is able to follow the logic of events (i why these happen) and draw accurate conclusion by evaluating the facts presented to him. 31-36 months: 2-1/2 to 3 years old + Can complete a simple pattern (e.g., beads, pictures, shapes) with ‘occasional guidance 37-48 months: 3-4 years old + Can tell what is silly or wrong with absurd pictured scenes + Relates experiences in sequence or as these happened + Can appreciate humorous stories or jokes that his/her peers also find funny (e.g., “knock-knock” jokes) + Knows that certain things are the same and therefore can be substituted for each other (e-g., liquid and powdered detergents) Can state opposite relationships ° Can give substantive reasons why he/she like something or not Can argue a point/stand logically Can complete a simple pattern (e.g., beads, pictures, shapes) without guidance 49-60 months: 4-5 years old + Knows that certain elements remain the same even if their positions change (e.g., 2 +3 and 3 +2 equal 5) Able to predict what will happen next in a story Can predict how a story will end half-way through‘The Child and Adolescent Learners and Learning Principles — OS Higher-Ordered Mental Abilities (Planning and Organizing) Standards 1: The ghild is able to plan and organize a simple, familiar activity 31-36 months: 2-1/2 10 3 years old * Can plan how he/she will carry out an activity with adult guidance (¢,g,, eating, household chores and putting structure in activities) + Has almost everything he/she needs before starting an activity 37-48 months: 3-4 years old * Can dress following an organized sequence + Can bathe following an organized sequence 49-60 months: 4-5 years old * Can plan how he/she will carry out an activity without adult guidance ‘ Higher-Ordered Mental Abilities (Creative Thought) Standards 1: The child is able to generate new ideas or concepts, or new associations between existing ideas or concepts. 31-36 months: 2-1/2 to 3 years old + Pretends to be engaged in “grown up” activities (e.g, playing office) + Pretends to be a character in a familiar story * Creates new words or names for people o objects 37-48 months: 3-4 years old + Can make a pun or joke * Creates some dance moves * Creates lyrics of songs using familiar melody + Pretends to be a character in his/her own made-up story + Formulates rules to implement in a game 49-60 months: 4-5 years old * Can draw things or scenes from experience but with no actual ‘model or reference (i.e., from memory) 61-71 months: 5-6 years old * Can draw or paint things that do not exist in real life (ie, fantasy or imagination) i Higher-Ordered Mental Abilities (Cognitive Flexibility) Standards 1: The child is able to shift to more adaptive cognitive Processing strategies in order to effectively deal with new and unexpected conditions in his/her environment, including problem situations. real cy care Ext State For t& LyPat ll Unit 3 Module 18 - Cognitive Development ofthe Preschoolers ganizing) simple, familiar ivity with adult putting structure ore starting an ity without adult 5 oF concepts, or ‘or concepts. ties (e.g, playing bjects y de-up story but with no ‘in real life (i lity) laptive cogniti ctively deal her environ 37-48 months: 2-1/2 to 3 years old * Modifies actions based on new experiences (e.g., change block structure that falls) * Explores alternative solutions to a problem and selects one option * Is able to shift activities without much fuss * Is able to know when the topic of conversation has changed and adjust accordingly The Role of Caregivers (Parents and Teachers) in the Cognitive Development of Preschoolers Learning about how preschoolers think and learn, one will realize that parents and teachers can do a lot either to help Preschoolers develop their cognitive skills or impede them, With the best of intentions, one can do more harm than good if the approach to teaching preschoolers is not appropriate. Some adults think that the role of preschools is to prepare the children to pass the entrance examinations of elementary schools, and so they “harass” the preschoolers to master academic skills. This leads the preschoolers to be stressed and to have a negative disposition about school and about learning, ‘Two prominent organizations that have position statements about the appropriate practices in the care and education of preschoolers are the National Association for the Education of Young Children -NAEYC (www. naeyc.org) and the Association for Childhood Education International-ACEI (www.acei.org) Be sure to check out their websites to leam more about the preschoolers, Below are some appropriate practices that help develop the cognitive skills of preschoolers. (adapted from a list of tips for caregivers and teachers by Lesia Oesterreich, M.S., Family Life Extension Specialist, Human Development and Family Studies, lowa State University) For three year-olds 1. Speak with children as often as possible. Use short sentences, ask questions, and listen. 2. Add new information to your children’s sentences. “Yes that's a flower - it’s a tall, red flower and it smells’ so good.” 3. Teach children to memorize first and last names,‘The Child and Adolescent Learners and Leaming Principles 230 a erie et ae ae 4, Provide books for children to read, and read the same books to them. Read poetry and nursery rhymes. Encourage a child to repeat a story. and discuss the ideas and events. Read titles and point to important words on pages, packages, and street signs. 5. Encourage interest in reading and writing by sharing a grocery list or note for parents, Provide paper, small notebooks, and markers for use in dramatic play. 6. Count objects of interest; for example cookies, cups, napkins, or dolls. It is better to use objects that you can move one at a time as you and the children count. Measure, and have children help measure and count as you follow a recipe. 7, Explain why and how things happen with the help of a reference book. Help them do simple science activities like magnetic attraction, freezing water, planting seeds, making a terrarium, and flying kites on a windy day. 8. Provide sets - toys and other objects that go together. Discuss similarities and differences. For example, point out sequences in cooking. cs 9. Sing simple songs. Make simple rhythm instruments: shoe box or milk can drums, rattles of mongo beans in a box, etc. Encourage a variety of body movements and dance to music of many Finds, Play musical games such as “London Bridge; “Ring-around-the-Rosie,” and “Farmer in the Dell.” For four-year-olds 1. Read aloud each day and encourage children to look at books on their own, Provide alternative reading material with a collection of outdated coupons, junk mail, newspaper ads, and old cereal boxes. 2. Say nursery rhymes and fingerplays together. Encourage 4-year- olds to tell stories to’ younger children. 3, Encourage interest in writing and words. Provide children with paper and notebooks for writing. Print letters and numerals on art work, and label toy shelves with pictures and words that describe objects. 4, Teach important number and space concepts. Sort and count everything in sight, like silverware, socks, rocks, leaves, etc. Talk about things being in, on, under, behind, beside, before and after, larger than, t00 far, etc. 5. Teach children the correct use of the telephone.Part ll Urit 3 Module 16 ~ Cognitive Development ofthe Preschoolers. d the same books Encourage a child events. Read titles ckages, and street 6. Encourage 4-year-olds to help you plan and plant a garden, They will love to water plants daily and will enjoy measuring plant growth. For five-year-olds 1. Add drama to your reading sessions each day by using different voices for different characters. While reading a familiar story, stop before the end and ask children to add their own end to the story. 2. Ask S-year-olds to tell you a story, Write it down and post it on the wall or refrigerator. You can also record the child telling the story and let him listen to himself later. 3. Ask “what if” questions. What if there were 5 little pigs instead of 32 What if Little Red Riding Hood saw a rabbit instead of a wolf? 4 Involve children in writing “thank-you” notes, holiday greeting cards, and letters. If a S-year-old enjoys copying letters, let him dictate a short message to you and copy it from your writing. 5.. Give S-year-olds opportunities to sort, group, match, count, and sequence with real life situations such as setting the table, Counting the number of tums, sorting out socks, and matching fabric swatches. Expose them to games involving matching pairs. § Take questions seriously. Talk to children about what happens and why. Give answers they can understand. 7. Five-year-olds will show an increasing interest in numbers. Encourage them to count anything of interest - cups, leaves, drums, bells, number of children absent, etc. 8. Encourage interest in jokes, nonsense, and riddles by reading humorous stories, riddles, and nonsense rhymes. Join them in jokes from school, books, and TV. 9. Give opportunities to express dramatic and creative interest. sharing a grocery all notebooks, and ies, cups, napkins, ou can move one feasure, and have low a recipe. th the help of a nce activities like = seeds, making a > together. Discuss pint out sequences instruments: shoe fans in a box, etc. ad dance to music “London Bridge,” ® Dell.” s to look at books ; material with a ewspaper ads, and Encourage 4- ae Teach children how to move their bodies to dramatize the ee ‘opening of a flower, falling leaves, or rain; wiggly worms and ne - snakes; and laundry blowing in the wind is. Sort and rocks, leaves, ind, beside, be jone. 231Questions for Discussion 1. Describe behaviors to illustrate the preschooler’s: + animism + egocentrism * centration * lack of conservation + imeversibility transductive reasoning + Read this excerpt from Albert Einstein’s biography. E Albert Einstein's preschool development in the light cognitive development in early childhood as discussed, Hi different was his childhood from the average childh Ganguage development, Einstein’s lifelong memory of Compass, parents’ and teachers’ underestimatio it al is Synonymous with genius. His general theory of relath (‘the greatest revolution in thought since Newton”), discovery of the fundamental principle-of quantum physics, Is other contributions 10 the reshaping of our knowledge the universe cause him to be considered “one of the Physicists of all time” (Whitrow, 1967) Yet the young Einstein, who was born in the Ger hardly seemed destined for intellectual stard in learning to walk and did not begin talkis until at least his third year. His parents feared he might mentally retarded. Einstein himself always insisted that he not ty to speak until after the age of 3, skipping babbli and going directly into sentences. Actually, his. sentences have come a bit earlier. When his sister, Maja, was born months before Albert’ third birthday, Albert (who had promised a new baby to play with and apparently thought would be a toy) reportedly asked in disappointment, “ are the wheels?” Regariless of the exact timing, “Albert was certainly late and reluctant talker” (Brian, 1996). The reasons may have had more to do with ‘personality than with cognitive— Par Il Unit 3 Module 18 ~ Cognitve Development of the Preschoolers development; he was a shy, taciturn child, whom adults thought backward and other children considered dull. He would not play marbles or soldiers or other games with hhis peers, but he would crouch for hours, observing an ant colony. When he started school, he did poorly in most subjects; the headmaster predicted he would never amount 10 anything. Albert hated the regimentation and rote learning stressed in German schools: he did not have a retentive memory and could not give clear answers to his teachers’ questions, He was a daydreamer, his questioning mind occupied with its own speculations. He would not even try to learn anything unless he was interested in it-and then his concentration was intense. His wonder about the workings of the universe was awakened at the age of 4 or 5, when he was sick in bed and his father gave him a magnetic pocket compass to keep him amused. The boy was astonished no matter which way ‘he turned the compass, the needle pointed to N (for ‘north’). What controlled its motion? He pestered his Uncle Jacob, who had studied engineering, with questions. His uncle told him ‘about the earth’ north and south poles and about magnetic Fields, but Albert still was not satisfied. He believed there must ‘be some mysterious force in what appeared to be the empty space around the needle. He carried the compass around for weeks, trying to figure out its secret. Years later, at the age of 67, he wrote, “... this experience made a deep and lasting impression upon me. Something deeply hidden had to be behind things” (Schilpp, 1970, p. 9). That sense of wonder was reawakened several years later, when Uncle Jacob, noticing that Albert showed an interest in arithmetic, introduced him to algebra and geometry. Albert solved every problem in the books his uncle brought him and then went searching for more. It was that same insatiable curiosity and persistence-what Einstein himself called “a furious impulse to understand” (Michelmore, 1962, p. 24)- that underlay his lifetime quest for scientific knowledge). 3.To enhance the preschoolers’ development in his symbolic thinking, language, attention, memory function, and metacognition, what developmentally appropriate practices would you recommend? What developmentally inappropriate practices would you not recommend? jography. Examine tin the light of as discussed. How verage childhood? ; memory of that an of his cognitive nstein (1879-1955) seory of relativity -e Newton”), his tum physics, and our knowledge of ne of the greatest n in the German fellectual stardom. not begin talking ared he might be sisted that he did skipping babbling his sentences may arently thought it vintment. “1 t was certainly The reasons yn with cogniti‘The Child and Adolescent Learners and Learning Principles Socio-Emotional Development MODULE 17 ‘ofthe Preschooler — Maria Rita D. Lucas, PhD LEARNING OUTCOMES ‘At the end of this Module, you should be able t + explain Erikson’s “crisis” of early childhood, initiative versus guilt explain the development of the preschoolers’ sense of self and self-esteem. discuss how children develop gender identity. describe the stages of play and.how it impacts socio- emotional development. discuss the different caregiving styles and their effect on preschoolers. describe how - significant relationships with parents, siblings and peers affect the preschooler. Socio-emotional development is crucial in the preschool years. We hear a lot of parents and teachers and preschool administrators say that attending preschool is more for “socialization” than for formal academic learning. There is wisdom in this. During the preschool years, children learn about their ever widening environment (Remember Module 10 on Bronfenbrenner?) Preschoolers now discover their new roles outside their home. They become interested to assert themselves as they relate with other people. A lot of very important social skills they will learn during the preschool years will help them throughout life as adults. These skills can even determine the individual's later social adjustment and consequent quality of relationships in adult life. aPartll Unit3 Module 17 - Socio-Emotional Development of Preschoolers 4 them learn fonships and preschoolers isa pa ha. ke those do eachers need onflicts. Responsiveness refers to caregiver behaviors that pertain to expression of affection and communication. It refers to how warm, caring and respectful the adult is to the child. It involves openness. in communication and the willingness to explain things in ways that the child will understand. Demandingness refers to the level of control and expectations. This involves discipline and confrontation strategies. Authoritative Permissive high demandingness/ | | low demandingness/ ‘Authoritarian Negtgpet low demancingness/ high demandingness/ low responsiveness: low Baumrind’s Caregiving Styles Baumrind’s Caregiving Styles and Their Effects on Children ‘+ Makes the preschooler appropriate to the age | feel safe and secure of the child + Teaches the child to + Maintain reasonable | take responsibility for and fair limits higher actions * Closely monitor the activities of the child + Warm and nurturing + Have realistic expectations of the child 245‘The Child and Adolescent Leamers and Learning Principles ae ‘high demandingness, + Not able to teach children a better way to behave ‘+ Has difficulty control- ling hisher impulses evr nd make | Tends 10 be ir own decisions | Tends to be demanding ‘even when preschoolers | oftheir caregivers are not yet ready © | Tends not o persist ot Bieetninorsey| Savors arene + Does not easily follow * Dermot demand good |. ‘Maybe rebellious : + Does not handle accomplishment * May lack confidence in | , frustration well ther ability to infunce|* Has inadeamate “ise iscegitina | Dionlons neat piped elaPart ll Unit3. Module 17 - Socio-Emotional Development of Preschoolers A Quick Look at What Preschoolers Can Do (From the Philippine Early Learning Standards, ECCD Council, 2010) Emotional Expression Expression of Basic Emotions 37-48 months (334 years) + Expresses what he/she likes + Exprésses what he/she dislikes + Can talk about difficult feelings (e.g., anger, sadness, worry) he/she experiences Self-regulation of feelings/emotion + Willing to try something in order to learn more even if unsure of a successful outcome + Perseveres when faced with chall = Accepts brief delays in gratification + Accepts defeat well; is not a sore loser + May have some fears but is not overly fearful, anxious or nervous + May feel sad at times but not to the point where he/she is depressed Display of Self-Appraisal Emotions (shame, pride, guilt) + Plays to learn a game + Plays to gain mastery of a game + Shows pleasure and enjoyment over his/her successful attempts or efforts + Confidently joins small groups especially if situation is competitive + Secks assistance from an adult or child to solve a problem Receptivity to Others’ Emotions Receptivity to emotions and having empathy 37-48 months + Feels others’ distress and acts appropriately (e.g., helps, comforts, gives, suggestions, etc.) Emerging Sense of Self Knowledge of Self and Basic Roles of People in his Environment Talks about parts of the body and their functions * «Talks about own specific abilities and characteristics (¢.g., \ging or new tasksee ‘The Child and Adolescent Leamers and Learning Principles sings, dances, is helpful, studious, ete.) + Describes what primary caregiver can do, what they like and don’t like * Defends possessions with determination * Can give reasons or justify why he/she acted the way he/she did Forming Attachments + Shows preference for the company of significant adults and children (other than the primary caregiver) over unfamiliar adults and children Interactions with Other Children * Plays with 2 or 3 children using the same play equipment * Participates in games with other children but plays in his own way + Chats/converses with other children + Takes turns and shares toys with others Actively participates in classroom and group routines * Plays organized group games fairly » Interaction with Adults 36-48 months + Verbalizes feelings related to events that arise in classroom, home, and environment in a positive way * Speaks respectfully with adults using “po” and “opo” and/or appropriate titles + Recognizes the importance of adult’s ideas and experiences by listening and asking questions when they share these * Clarifies rules and routines before abiding by them ‘+ Shares personal perspective when he/she does not agree with or see the value of a rule or routine + Can take on another person's viewpoint Pakiramdam (Sensitivity) + Knows when to stop asking questions or when he is being “makulit” * Cooperates to minimize conflict or tension Appreciating Diversity + Asks questions that indicate he/she notices differences in socio ‘economic status : ze hacPartll_ Unit Module 17 Socio-Emotional Development of Preschoolers Asks questions about new/different words (dialects) and practices in the community Talks about gender differences and roles Regards everyone respectfully, using proper titles/labels, and does not resort to name-calling Willing to make friends with other children and adults in different situations and locations (e.g., schools, neighborhood) The Role of Caregivers in the Socio-emotional Development of the Preschooler From the discussion above one can see the very important role it parents and teachers play in the socio-emotional development of ie preschooler. The following tips are given to caregivers (parents and ers): 1. Greet each child with his or her names each day. Be sincere and respectful to each child. 2. Read storybooks that deal about friendships and different feelings. 3. Develop routines in the home or school that encourage working together and getting along. 4. Help children learn to make rules and play simple games by providing opportunities for them to play in small groups. 5. Play games that involve social interaction and team work. 6.- Observe how a child plays with other children. Teach him to request, bargain, negotiate, and apologize. 7. Help children understand and cope with strong feelings by giving them words that they can use to express how they feel. “I can see you are SAD about your pet, ANGRY at your sister ....” 8. Use dolls, puppets or pictures to demonstrate to children how to express feelings appropriately. 9. Acknowledge how the child feels. For example. One can say, “Nalulungkot ka dahil hindi ka nakasama sa party.” (You seem sad that you did not go the party). When we do this, we are able to model to the preschooler that is is important to listen and that having feelings, even negative ones, are okay. 10.Catch children doing good. Affirm the efforts they make to accomplish something. Be specific in your praise. Do not just say, “Good job” or “Very good.” Instead, say, “When I saw you ack-away your toys, I felt really happy. Remember to always pack-away.* 11. Read storybooks that deals about friendships 12, For teachers, develop routines that encourage working together and getting along