PRE

SCHOOL
EDUCATION
1
(PRESCHOOL CHILD)

SUBMITTED TO:
MS.KATHLEEN KAY RODRIGUEZ

SUBMITTED BY:
MS.RIO ROSE S. CAJUCOM
TABLE OF CONTENTS

A. Cognitive Development

B. Psychological Development

C. Psychoanalytic Theory

D. Characteristics of Preschool children

E. Psychological needs of preschool

children
 COGNITIVE DEVELOPMENT
Definition
Cognitive development is the study of childhood neurological and psychological
development. Specifically, cognitive development is assessed based on the level of
conception, perception, information processing, and language as an indicator of
brain development. It is generally recognized that cognitive development
progresses with age, as human awareness and understanding of the world increases
from infancy to childhood, and then again into adolescence. The process of
cognitive development was first described by Jean Piaget, in his Theory of
Cognitive Development.

Theory of Cognitive Development

The Theory of Cognitive Development was established by Jean Piaget, and
describes the development of cognition with age. While many aspects of the
original theory of cognitive development have since been refuted, the objective
characteristics associated with cognitive development remain valid. Such factors
include the progression from the early perceptions and realization of object
permanence during infancy, to the development of logic and cause-and-effect
relationships during childhood, and finally the creation of abstract thought during
adolescence. Recent theories in cogitative development have extended Piaget’s
original theory by using current scientific approaches in neuroscience and
psychology. Piaget’s theory of cognitive development involves the following
distinct components:

1. Schemas: Blocks of knowledge gained through experiences and interacting

with the local environment.
2. Assimilation: Applying new information into existing schemas.
3. Adaptation: The ability to build on previous experiences and knowledge.
4. Equilibration: When most new experiences fit within an existing schema.
Cognitive progression occurs when information does not fit within an
existing schema and poses a challenge.
5. Four distinct stages of cognitive development (sensorimotor, preoperational,
concrete operational, and formal operational stages).

Stages of Cognitive Development

The field of cognitive development was established by Jean Piaget, with his theory
of cognitive development, involving the following four distinct stages:

Sensorimotor Stage

The sensorimotor stage is the first stage of cognitive development and lasts from
birth to two years of age. This stage is characterized by reflexive actions which
lack logical thought processes and involve interacting with the environment based
on a specific goal. There are six distinct sub stages of the sensorimotor stage,
reflecting the rapid brain development that occurs during the first two years of life.
The end of the sensorimotor stage ends when children begin to mentally consider
reality, and the preoperational stage begins. The six sub stages are as follows:
1. Birth to one-month old

This stage is characterized by innate reflexes which are used to interact with the
environment. These reflexes include, sucking, gripping, and touching.

2. One to four-months of age

This stage is an extension of the reflexes exhibited in newborn infants by repeating

reflexive behaviors in response to pleasure experienced by the action. This stage is
also characterized by “assimilation” and “accommodation” as a process of
adaptation to the local environment. Assimilation involves responding to a novel
stimulus consistent with previous reflexive experiences. For example, a new object
introduced to an infant may be reflexively pulled into their mouth.
Accommodation occurs when the infant is required to modify their response to a
new object. For example, to place a novel object into their mouth, the infant may
need to open their mouth wider.

3. Five to eight months of age

From the age of five to eight months, infants begin to recreate pleasurable
experiences and form habits as a result. At this age, multitasking is not yet
possible, and infants are easily distracted by other stimuli in the environment.
Children within this age range enjoy toys that engage their intuitive nature by
reacting to their actions (e.g., jack-in-the-box or toys with buttons that make
sounds in response to pressure).

4. Eight to twelve months

At this age, infants begin to understand “object permanence”, which means that the
infant comprehends that just because an object is out of sight, it still exists. This is
significant because it means that the infant must form a mental image of the object.
Infants also begin to differentiate between an object and the activity associated
with that object. Infants also begin to display particular behaviors to elicit a known
reaction.

5. Twelve to eighteen months

Infants during this developmental stage will engage in similar actions with slight
deviations. For example, infants may throw a ball, and then throw a spoon, and
then throw their food to gauge the consequence of that action.

6. Eighteen to twenty-four months

During this final sensorimotor phase, infants begin to pretend during their play and
develop symbolic thought. The imagination begins to develop and actions are a
result of intelligence rather than habit. This means that infants begin to apply the
knowledge that they have learned within the first twenty-four months of life to
novel situations.

Preoperational Stage
The preoperational stage ranges from two years to approximately six or seven
years of age. During this stage, children have not yet developed the ability to
acknowledge that others may have different experiences and engage in more
complex pretend play.

Concrete Operational Stage

The concrete operational stage ranges from the age of six or seven to
approximately twelve or thirteen. This stage is characterized by conservation,
which involves the ability to discern whether two quantities are equivalent (e.g.,
the ability to recognize two equal amounts of water, one in a short glass and one in
a tall glass as seen below).

Formal Operational Period

This stage occurs during adolescence, and is characterized by the application of

logic to abstract thought. The ability to perform abstract thought is also applied to
future goals and aspirations. Such thought processes progress from early
operational thought involving fantasies to the late formal operational stage which
transforms fantasies into realistic thoughts and obtainable goals.

Examples of Cognitive Development

Visual Perception

Some of the first cognitive developments that develops during the sensorimotor
stage is depth, color, and motion perception. It remains debatable as to when these
skills fully develop, and what specific experiences during early life help to develop
visual perception.

Neurological Development

Another example of cognitive development is the neurological development which

occurs in the brain. Such development is characterized by the neuroplasticity of the
brain, which involves brain repair following injury and the ability of the brain to
adapt to new environmental and physiological conditions. Another component of
neurological development is the interaction between cultural experiences and the
formation of neurological connections in the brain. For example, MRI studies have
revealed that different neural pathways are used to perform the same task for
individuals form different cultural backgrounds.

Language Development

One of the best-studied examples of cognitive development is language

development. While some theories propose that language development is a
genetically inherited skill common to all humans, others argue that social
interactions are essential to language development. Most scientists recognize that
language is influenced by the complex interaction between genetics and the
environment. Language development can be further characterized into distinct
process of learning, including the development of language sounds, organizing
these sounds, forming the basic linguistic units (e.g., root words, tone, etc.), syntax
(e.g., grammatically correct sentence patterns), the meaning of certain words or
phrases, and the relationship between statements. Another aspect of cognitive
development is bilingualism. Recent research indicates that bilingualism acts on
the executive function of the brain because the selection of a particular language is
an active process.

Erikson’s Theory
Erik Erikson (1902–1994) was a stage theorist who took Freud’s controversial
theory of psychosexual development and modified it as a psychosocial theory.
Erikson emphasized that the ego makes positive contributions to development by
mastering attitudes, ideas, and skills at each stage of development.
This mastery helps children grow into successful, contributing members of society.
During each of Erikson’s eight stages, there is a psychological conflict that must be
successfully overcome in order for a child to develop into a healthy, well-adjusted
adult.

Stages of Psychosocial Development

Erikson’s stages of psychosocial development are based on (and expand upon)
Freud’s psychosexual theory. Erikson proposed that we are motivated by the need
to achieve competence in certain areas of our lives. According to psychosocial
theory, we experience eight stages of development over our lifespan, from infancy
through late adulthood. At each stage there is a crisis or task that we need to
resolve. Successful completion of each developmental task results in a sense of
competence and a healthy personality. Failure to master these tasks leads to
feelings of inadequacy.

Erikson also added to Freud’s stages by discussing the cultural implications of

development; certain cultures may need to resolve the stages in different ways
based upon their cultural and survival needs.

Trust vs. Mistrust

From birth to 12 months of age, infants must learn that adults can be trusted. This
occurs when adults meet a child’s basic needs for survival. Infants are dependent
upon their caregivers, so caregivers who are responsive and sensitive to their
infant’s needs help their baby to develop a sense of trust; their baby will see the
world as a safe, predictable place. Unresponsive caregivers who do not meet their
baby’s needs can engender feelings of anxiety, fear, and mistrust; their baby may
see the world as unpredictable. If infants are treated cruelly or their needs are not
met appropriately, they will likely grow up with a sense of mistrust for people in
the world.

Autonomy vs. Shame/Doubt

As toddlers (ages 1–3 years) begin to explore their world, they learn that they can
control their actions and act on their environment to get results. They begin to
show clear preferences for certain elements of the environment, such as food, toys,
and clothing. A toddler’s main task is to resolve the issue of autonomy vs. shame
and doubt by working to establish independence. This is the “me do it” stage. For
example, we might observe a budding sense of autonomy in a 2-year-old child who
wants to choose her clothes and dress herself. Although her outfits might not be
appropriate for the situation, her input in such basic decisions has an effect on her
sense of independence. If denied the opportunity to act on her environment, she
may begin to doubt her abilities, which could lead to low self-esteem and feelings
of shame.

Initiative vs. Guilt

Once children reach the preschool stage (ages 3–6 years), they are capable of
initiating activities and asserting control over their world through social
interactions and play. According to Erikson, preschool children must resolve the
task of initiative vs. guilt.By learning to plan and achieve goals while interacting
with others, preschool children can master this task. Initiative, a sense of ambition
and responsibility, occurs when parents allow a child to explore within limits and
then support the child’s choice. These children will develop self-confidence and
feel a sense of purpose. Those who are unsuccessful at this stage—with their
initiative misfiring or stifled by over-controlling parents—may develop feelings of
guilt.

Industry vs. Inferiority

During the elementary school stage (ages 6–12), children face the task of industry
vs. inferiority. Children begin to compare themselves with their peers to see how
they measure up. They either develop a sense of pride and accomplishment in their
schoolwork, sports, social activities, and family life, or they feel inferior and
inadequate because they feel that they don’t measure up. If children do not learn to
get along with others or have negative experiences at home or with peers, an
inferiority complex might develop into adolescence and adulthood.

Identity vs. Role Confusion

In adolescence (ages 12–18), children face the task of identity vs. role
confusion. According to Erikson, an adolescent’s main task is developing a sense
of self. Adolescents struggle with questions such as “Who am I?” and “What do I
want to do with my life?” Along the way, most adolescents try on many different
selves to see which ones fit; they explore various roles and ideas, set goals, and
attempt to discover their “adult” selves. Adolescents who are successful at this
stage have a strong sense of identity and are able to remain true to their beliefs and
values in the face of problemsand other people’s perspectives. When adolescents
are apathetic, do not make a conscious search for identity, or are pressured to
conform to their parents’ ideas for the future, they may develop a weak sense of
self and experience role confusion. They will be unsure of their identity and
confused about the future. Teenagers who struggle to adopt a positive role will
likely struggle to “find” themselves as adults.

Intimacy vs. Isolation

People in early adulthood (20s through early 40s) are concerned with intimacy vs.
isolation. After we have developed a sense of self in adolescence, we are ready to
share our life with others. However, if other stages have not been successfully
resolved, young adults may have trouble developing and maintaining successful
relationships with others. Erikson said that we must have a strong sense of self
before we can develop successful intimate relationships. Adults who do not
develop a positive self-concept in adolescence may experience feelings of
loneliness and emotional isolation.

Generativity vs. Stagnation

When people reach their 40s, they enter the time known as middle adulthood,
which extends to the mid-60s. The social task of middle adulthood is generativity
vs. stagnation. Generativity involves finding your life’s work and contributing to
the development of others through activities such as volunteering, mentoring, and
raising children. During this stage, middle-aged adults begin contributing to the
next generation, often through childbirth and caring for others; they also engage in
meaningful and productive work which contributes positively to society. Those
who do not master this task may experience stagnation and feel as though they are
not leaving a mark on the world in a meaningful way; they may have little
connection with others and little interest in productivity and self-improvement.

Integrity vs. Despair

From the mid-60s to the end of life, we are in the period of development known as
late adulthood. Erikson’s task at this stage is called integrity vs. despair. He said
that people in late adulthood reflect on their lives and feel either a sense of
satisfaction or a sense of failure. People who feel proud of their accomplishments
feel a sense of integrity, and they can look back on their lives with few regrets.
However, people who are not successful at this stage may feel as if their life has
been wasted. They focus on what “would have,” “should have,” and “could have”
been. They face the end of their lives with feelings of bitterness, depression, and
despair.

Psychoanalytic Theory
Definition: The Psychoanalytic Theory is the personality theory, which is based
on the notion that an individual gets motivated more by unseen forces that are
controlled by the conscious and the rational thought.
 1. Id: Id is the primitive part of the mind that seeks immediate gratification of
biological or instinctual needs. The biological needs are the basic physical
needs and while the instinctual needs are the natural or unlearned needs,
such as hunger, thirst, sex, etc. Id is the unconscious part of the mind; that
act instantaneously without giving much thought to what is right and what is
wrong.

Example: If your Id passed through a boy playing with a ball, the immediate
urge to get that ball will drive you to snatch it by any means, this is irrational
and may lead to the conflict between the boys. Thus, Id is the source of
psychic energy, a force that is behind all the mental forces.

2. Super-Ego: The Super-Ego is related to the social or the moral values that
an individual inculcates as he matures. It acts as an ethical constraint on
behavior and helps an individual to develop his conscience. As the
individual grows in the society, he learns the cultural values and the norms
of the society which help him to differentiate between right and wrong.

Example: If the super-ego passed that boy playing with a ball, it would not
snatch it, as it would know that snatching is bad and may lead to a quarrel.
Thus, super ego act as a constraint on your behavior and guides you to
follow the right path. But if the Id is stronger than super-ego, you will
definitely snatch the ball by any means.

3. Ego: Ego is the logical and the conscious part of the mind which is
associated with the reality principle. This means it balances the demands of
Id and super-ego in the context of real life situations. Ego is conscious and
hence keep a check on Id through a proper reasoning of an external
environment.

Example: If you pass through the same boy playing with the ball, your ego
will mediate the conflict between the Id and super-ego and will decide to
buy a new ball for yourself. This may hurt you Id, but the ego would take
this decision to reach to a compromise situation between the Id and super-
ego by satisfying the desire of getting a ball without committing any
unpleasant social behavior.

Hence, these are the fundamental structures of the mind, and there is always a
conflict between these three. The efforts to attain the balance between these defines
the way we behave in the external environment.
Preschool Children: Know Their Needs and
Characteristics
Preschoolers are curious about everything that they see and hear. This is a great
time for caregivers, both parents and teachers, to mold the children’s minds and
encourage them to use their creativity and imagination. This is also an important
time for adults to teach social skills to help them adapt to a new environment filled
with other kids. The world is widening for preschool kids and it is important for
parents and teachers to give them the encouragement and opportunity to explore
their world and build relationships with others, apart from members of their family.

What do preschool kids need? It is important for parents to know what their
preschooler needs to prepare for kindergarten and the world outside their homes.
When you enroll your little one to a preschool, you need to make sure that it has
everything that will help in developing your child socially, intellectually and
emotionally. Here are some of the things that preschoolers need to adjust in their
new environment:

 Encouragement from parents and teachers to explore and learn.

 A clean and bright preschool environment that makes them feel comfortable
the moment they step in.
 A neat and tidy classroom that has every item in an appropriate place that
will make it easy for the kids to find what they want.
 Social interaction with large and small groups of other little kids.
 Hands-on experience with toys and other items that teach them something
new.
 Toys and games that develop problem solving and manipulative play skills.
 Equal balance of indoor activities and outdoor playtime.
 Learning to develop their intellectual, cognitive and motor skills which will
be required as they enter kindergarten.

Parents and other adults in preschool children’s lives need to encourage the little
ones to be curious, think on their own and be creative.

What are the social characteristics of preschool kids? At this age, kids do not
have the ability to understand other people’s emotions or perceptions. They are in
their own world and the world is seen only through their eyes alone. Yes, they are
egocentric; however, the adults in their lives still have a major influence on them.
They are beginning to show their independence and capabilities. At this age, they
are also eager to meet and play with new kids but may not know how to approach
them due to shyness or fear of rejection. There are preschoolers who prefer to play
on their own, which is why parents and teachers need to encourage them to make
an effort to play in a group with other kids of their age.

What are the intellectual characteristics of preschool kids? Preschool children

have a very concrete and literal thinking capacity. They do not think figuratively as
older kids or adults do. They also do not have reasoning capabilities yet. At this
age, kids love to explore and touch, feel, smell, taste, watch and wonder about
everything around them. They also begin to show signs of taking initiative and
creativity. Books, building blocks and little puzzles are a few of the things that fascinate
preschoolers as they allow them to use their intellect to learn new things and improve the
development of their fine motor skills.

What are the emotional characteristics of preschool kids? Kids at this age
display their emotions in ways that they only know how. Anger and quarreling is
quite common with preschooler children. They do not recognize the concept of
self-control which is why they often lash out at anyone who angers them. Other
characteristics of kids of this age-group are jealousy and attention-seeking. They
do not have the capability to express their feelings or emotions verbally which is
why many tend to have tantrums at home and in the classroom.

Parents and other adult care-givers have many

responsibilities towards preschoolers as this is the perfect time for
them to teach them the skills necessary for them to develop
emotionally, intellectually and socially. Preschool teachers need
to include different activities that will help them especially when
they move on to kindergarten. A mix of fun and educational
activities is crucial at this point. Parents and preschool care-givers
should work together to make sure that preschoolers develop at
their own pace. Nurturing their strengths is also important. Let
them explore and experiment and get to know the world around
them!

7 Psychological Needs of Children

A healthy growth of your child needs to be satisfied with certain psychological

needs. To understand and promote the growth of your child you need to understand
his psychological needs:

1. Attention: You need to pay attention to your child. As a child he likes to

attract the attention of his parents. When you ignore him he will behave
negatively to attract your attention. Always be attentive to your child.
 2. Acceptance: A child is happy when he is accepted by his parents. He knows
how to behave in order to get the approval of his parents. Accept your child
unconditionally.

3. Respect: A child needs to have self-respect and to be respected.When your

child does not respect himself and he is not being respected his self-esteem
will be low and he feels helpless and down. The worst thing that can happen
to him is that he will not have the confidence to live in life. Praise your child
whenever he does something right to boost his self-confidence.

4. Belonging: Every one hopes to be part of a group. It is the same with your
child. He wants to have a place in a group. If he is rejected or bypassed it
will affect his healthy development.

5. Love: The emotional support and the love of his parents stimulate the
child’s mental and physical growth. Shower him with love and tender care.

6. Achievement: It is the motive of your child to learn something and to

achieve success. Provide positive reinforcement in his quest for knowledge.

7. Friendship: It is natural for your child to make friends. Encourage your

child to socialize so that he learns to get along with others in a normal and
healthy situation.

When you understand the psychological needs of your child and are able to satisfy
his needs without hindrance you will promote a positive growth in your child.