Developmental Stages of Kindergarten Children

Intellectual Development 1. Begin to actually reason. They egin to distinguish et!een truth and fiction. 2. Begin learning phonemic awareness skills such as identifying sounds in words. They start to relate letters with their sounds and identifying word patterns. ". Begin recognizing letters and learning the alphabet. 4. Start making connections between sounds of words and their appearances in print. 5. Begin to recognize rhyming words and similar endings 6. an use 5 to 6 word sentences! clearly enough to be understood. ". an follow a # step direction without confusion #motional Development $. Tend to seek emotional security from their teachers! although most children%s feelings of insecurity appear to decrease after &ust a few weeks. 2. Still attached to parents and may e'perience emotional issues upon separation ". It is important that they have consistent routines to be able to establish a sense of security! trust! and independence . $. %ay e&hi it much more self'control( such as sitting for periods of time in a classroom and listening to a teacher)s instructions. *t the same time( still e prone to meltdo!ns over something as small as a spilled glass of mil+. ,. Begin to articulate their feelings to others( for instance if they feel empathy at someone eing hurt( or sadness. -. .ill point out things they see as different or !rong in others) ehavior and appearance. They can also e very critical of themselves if they thin+ they made a mista+e or didn)t do a good /o !ith something. 0. %ay e confident a out all they can do( then 1uic+ly fall apart !hen they reali2e that they cannot do something as !ell as they !anted.

(hysical )e*elopment 1. Begin to establish right or left dominance, showing a preference for using one side of the body more strongly than the other. 3. Sho! increased flexibility, strength and dexterity in small muscle groups. ". 4ave the ability to climb stairs using alternating feet, can balance on one foot, hops, runs, skips and jumps. $. 4ave the ability, coordination and muscle strength to be able to control breathing, i.e., take deep breaths or shallow breaths at will. ,. Can mimic movements and move in a variety of different directions (zig zag, backwards, forwards, sideways!. 6. an follow simple mo*ement games such as +ollow the leader! dance games! these games allow practicing ,ualities that in*ol*e- meeting.parting! following.copying! etc. ". an synchroni2e the movement of their ody)s various parts( allo!ing for the coordination to egin participating in organi2ed sports.

5eferences

Breslin( C.( %orton( 6.( 7 5udisill( %.( 83990:. Implementing a physical activity curriculum into the school day; helping early childhood teachers meet the challenge. "arly Childhood "ducation #ournal( ",81:( $3<'$"0

Callaghan( =.( 7 %adelaine( *.( 83913:. >eveling the playing field for +indergarten entry; research implications for preschool early literacy instruction. $ustralasian #ournal of "arly Childhood( "081:( 1"'3"

>ee. K.( (2012). Your 5 year old child: emotional development, an overvie! of the ups and do!ns of a ,'year'old)s development. 5etrieved from http;??childparenting.a out.com?od?physicalemotionalgro!th?tp?Child' Development'@our'Aive'@ear'Bld'Child.htm

%orin( *.( 83913:. 5 physical skills that are important for kindergarten: physical developmental milestones for +indergarten. 5etrieved from http; ??!!!.childparenting.a out.com?od?schoollearning?a?important' physical's+ills'+indergarten.htm

Bs!alt( *.( Chysical development; motor development. 5etrieved from http;??!!!.sevencounties.org?poc?vie!Ddoc.phpEtypeFdoc7idF"0-0-7cnF1303.

Sameroff( *.( 7 4aith( %.( 81<<-:. %he five to seven year shift& %he age of reason and responsibility. Chicago( I>; Gniversity of Chicago Cress

)e*elopmental Stages of /indergarten hildren

0arcia Bang 1)2 #253 4ugust 25! 23$2