COURSE MODULE Don Carlos Polytechnic College

Module week 11

Poblacion Norte, Don Carlos, Bukidnon

College of Education
EDUC 1: The Child and Adolescent Learners and Learning Principles
Semester of A.Y. 2020-2021

Introduction

This module will explore the cognitive development and socio- emotional developments of pre-
schoolers.

Intended Learning Outcomes

A. Understand the cognitive development of pre-schoolers.
B. Understand the Socio-emotional Development of the pre-schooler.
Activity

Brief Lecture: with the aid of a powerpoint with narration

Panel discussion via zoom on the topics

Discussion

COGNITIVE DEVELOPMENT OF PRESCHOOLERS

During preschool, amazing changes happen in children's "thinking skills." Their memories are
becoming stronger-they often remember surprising details. They can share their ideas in new and
interesting ways. Their imaginations are becoming a primary vehicle for play and learning. They
begin to compare, contrast, organize, analyze, and come up with more and more complex ways to
solve problems. Math and scientific thinking become more sophisticated.

Read the table below that describes cognitive developmental milestones in preschool.

Cognitive Developmental Milestones

Age 3

 Plays make-believe with dolls, animals, and people

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 Does puzzles with 3 or 4 pieces

 Understands what “two”means
 Copies a circle with pencil or crayon
 Turns book pages one at a time

Age 4

 Understands the idea of counting

 Starts to understand time
 Remembers parts of a story
 Understands the idea of “same” and “different”
 Draws a person with 2 to 4 body parts

Age 5

 Counts 10 or more things

 Can draw a person with at least 6 body parts
 Can print some letters or numbers
 Copies a triangle and other geometric shapes
 Knows about things used every day, like money and food

Source: Centers for Disease Control and Prevention (2013). Developmental Milestones.  An

electronic resource available
from: http://www.cdc.gov/NCBDDD/actearly/pdf/checklists/All_Checklists.pdf

All of these thinking skills usually develop in a predictable sequence. Remember, though, that every
child is unique. You have the ability to help children learn and grow to their potential. Along with a
family's pediatrician, preschool teachers must be knowledgeable about children's developmental
milestones. Developmental milestones help adults to understand and recognize typical ages and
stages of development for children. Milestones are not rigid rules for when or how a child should
develop. Rather, milestones provide a guide for when to expect certain skills or behaviors to emerge
in young children based on cognitive, gross motor (movement), fine motor (finger and hand skills),
hearing, speech, vision, and social-emotional development. You can use your knowledge of these
milestones to meet children's needs in your classroom.
Cognitive development is a unique process and is specific to each child. A family may wonder about
their child's cognitive development and feel uncertain about what they are observing, as well as what
to expect. You have an opportunity to learn first from a family and consider offering additional

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developmental information, including possible warning signs. The Kids Included Together can be a
valuable resource for you (http://www.kitonline.org), as well as the developmental milestones and
act early information located on the Centers for Disease Control and Prevention
website, http://www.cdc.gov/ncbddd/actearly/milestones/index.html. The chart below also highlights
possible warning signs for preschool children:

Possible Warning Signs for Preschool Children

Three Years
 Can't work simple toys (such as peg boards, simple puzzles, turning handle)
 Doesn't play pretend or make-believe
 Doesn't understand simple instructions

Four Years
 Has trouble scribbling
 Shows no interest in interactive games or make-believe
 Doesn't follow 3-part commands
 Doesn't understand "same" and "different"

Five Years
 Doesn't respond to people, or responds only superficially
 Can't tell what's real and what's make-believe
 Doesn't play a variety of games and activities
 Can't give first and last name
 Doesn't draw pictures

If you are concerned about a child's development, talk with your trainer, coach, or supervisor so that
you can brainstorm and work together to talk with parents about your observations. This may be
difficult, but it can make the difference in meeting a child's needs. With the guidance of your
supervisor, trainer, or coach along with program management, you can share information with
families about typical child development and let them know you are available to talk. If your
program provides developmental screening tools, these can help you start a conversation about your
concerns.

Ultimately, if families are concerned about a child's development, they should talk to the child's
pediatrician about their concerns. The pediatrician can perform developmental screenings and

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possibly refer the child to specialists. Families should also contact their local school district (for
children over age 3). The school district can arrange a free evaluation of the child's development.
This can help the child get the services and help he or she needs.

This video, developed by the U.S. Centers for Disease Control and Prevention, offers tips for
identifying and acting on suspected developmental delays.

SOCIO-EMOTIONAL DEVELOPMENT OF THE PRE-SCHOOLER

Children’s emotional well-being during their early years has a powerful impact on their social
relationships. Children who are emotionally healthy are better able to establish and maintain positive
relationships with adults and peers (Trawick-Smith, 2014). Consider some of the children in your
own life and the different stages in their social-emotional development as they were growing up.

Preschool-age children are learning to talk about their feelings and the feelings of others. Social-
emotional development, however, involves more than just expressing emotions. It entails taking
turns, becoming independent in following routines, interacting more with peers, engaging in
meaningful relationships with others, controlling emotions, and developing a positive self-image.
These skills are crucial for children’s successful participation in school and home experiences and for
their overall growth.

Milestones

The chart below provides a closer look at how preschoolers develop social-emotional skills at
different ages. Remember that individual differences exist when it comes to the precise age at which
children meet these milestones. Milestones should not be seen as rigid checklists to judge children’s
development, but rather as guides for when to expect certain skills or behaviors to emerge in young
children so you are prepared to meet their changing needs. Think of these milestones as guidelines to
help you understand and identify typical patterns of growth and development in children. You can
use these milestones to meet the needs of the young children in your classroom. Although the skills
highlighted in the chart develop in a predictable sequence over the preschool years, each child is
unique. Your goal is to help all children grow and learn to their potential.

Social-Emotional Developmental Milestones in Preschool

Age 3
 Copies adults and friends
 Shows affection for friends without prompting
 Takes turns in games

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 Shows concern for a crying friend

 Dresses and undresses self
 Understands the idea of “mine” and “his” or “hers”
 Shows a wide range of emotions
 Separates easily from family members
 May get upset with major changes in routine

Age 4
 Enjoys doing new things
 Is more and more creative with make-believe play
 Would rather play with other children than alone
 Cooperates with other children
 Plays “Mom” or “Dad”
 Often can’t tell what’s real and what’s make-believe
 Talks about what he or she likes and is interested in

Age 5
 Wants to please friends
 Wants to be like friends
 More likely to agree with rules
 Likes to sing, dance, and act
 Is aware of gender
 Can tell what’s real and what’s make-believe
 Shows more independence
 Is sometimes demanding and sometimes cooperative

Source: Centers for Disease Control and Prevention (2013). Developmental Milestones. An

electronic resource available
from: http://www.cdc.gov/NCBDDD/actearly/pdf/checklists/All_Checklists.pdf

Remember that expectations about developmental milestones are driven by cultural values and
preferences. For example, in some cultures, children are not expected to feed themselves
independently until they are 3 or 4 years old. In other cultures, children are expected to start eating
independently in early infancy and toddlerhood. In your daily interactions with children and their
families, you should remind yourself that culture and family priorities influence children’s social-

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emotional competence.

If you are concerned about a child’s development, talk with your trainer, coach, or supervisor first.
Share your observations of the child’s behavior and the reasons you are concerned. Your trainer,
coach, or supervisor may choose to observe the child and set up a meeting with the child’s family. In
some situations, families might be encouraged to contact their local school district, which can
arrange a free evaluation of the child’s development and can help the child get any needed help and
services.

Preschoolers and Social-Emotional Development

As you study the chart, you may notice that the milestones are associated with different aspects of
social-emotional development: Some are associated with children’s ability to engage in relationships
with others, whereas others are associated with positive self-awareness. Some milestones relate to
children’s ability to regulate or control emotions and others correspond with children’s ability to
perform various tasks independently. Let’s take a closer look at these aspects of social-emotional
development:

Relationships with others: Preschool-age children engage in pretend play with friends and use
words and sentences to express their feelings and thoughts. Even though they may still need adult
support to share toys and materials with friends, they improve on their own as time passes.
Preschoolers also improve in their ability to understand and appropriately respond to their friends’
feelings. Children with healthy social-emotional development have a balance of all of these
components.

Self-awareness: Preschool-age children improve their ability to control their bodies during different
activities throughout the day (e.g., sitting at circle time or playing in the gym), take turns and have
conversations with peers, acknowledge and use their own names and the names of others, and self-
evaluate and know when they made appropriate or inappropriate choices.

Emotional regulation: Preschool-age children display a variety of emotions in different ways. For

example, they may say, “I’m upset,” they may match facial expressions to happy, mad or sad, or they
may laugh when excited. At the same time, they also improve their ability to manage their emotions
to match the situation and environment and to control their emotions (e.g., separate easily from
family members). Although preschoolers are better than toddlers at regulating emotions, they still
need a great deal of help and practice with developing these appropriate behaviors.

Independence: Preschoolers with healthy independence will follow predictable daily routines and
activities at school and at home, start identifying a favorite friend and ask that friend to play,

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independently play with toys and materials at home, school, or an outdoor playground, and complete
many self-care tasks, such as getting dressed, going to the bathroom, eating snacks, feeding
themselves, or getting ready for bed. Independent preschoolers will also tell caregivers about their
day and learn and use new vocabulary daily.

Emotional Literacy

Emotional literacy is children’s ability to label and talk about their own emotions or feelings, as well
as the feelings and emotions of others. This is an essential component of social-emotional
development because it helps children understand their own emotional experiences and, at the same
time, helps them to acknowledge and understand the emotional experiences of others. Emotional
literacy helps children solve problems and regulate their own emotions; these skills are essential for
success in preschool and beyond. Children who label, talk about, and are aware of their emotions are
more likely to focus on and engage in classroom routines and activities and less likely to become
easily frustrated, have excessive tantrums, or act impulsively.

Many children learn to identify and discuss emotions through interactions or conversations with
responsive adults in the context of positive relationships and supportive environments. In your work
at a preschool program, you should embed opportunities for social skill development throughout the
day. For example, you can share your emotions about events or experiences and encourage children
to share their own emotions. You can also read books that discuss emotions or social interactions. In
the Apply section of this lesson, you will find additional examples of resources and activities you can
use to foster children’s emotional literacy.

Supporting the Social-Emotional Development of Children in Preschool

Children learn social-emotional skills in the context of their relationships by watching, imitating and
responding to the social behaviors of others. Children also learn from the ways others respond to
their emotions. Social-emotional skills are closely connected to a child’s family, cultural background
and early experiences. Children learn by interacting and forming relationships with members of their
families, schools and communities.

As highlighted in Lesson One (Social-Emotional Development: An Introduction), social-emotional

learning begins in infancy and adults are the most influential models for young children. Caregivers
who understand their infants’ emotional cues and respond immediately and sympathetically have
infants who are less fussy and easier to soothe. The same happens with preschoolers; if caregivers
validate children’s feelings, address their needs, and are responsive and supportive, preschoolers are
better able to communicate their needs and emotions and are more likely to demonstrate healthy

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social-emotional development.

Healthy social-emotional development is highly associated with responsive caregiving. Responsive

caregivers are supportive and positive, provide stimulating materials, play and engage with children,
share events and experiences, follow children’s lead, and support children’s interests and learning.
Responsive caregivers plan meaningful opportunities throughout the day to help children practice
and learn social skills. As you read this section, envision the role you play in fostering healthy social-
emotional development for the children in your care.

Exercise

Create a reflection employing CERA.

Assessment

Reflection employing Content, Experience, Reaction and Application ( CERA) with rubrics

Critical essay ( Rubrics will be provided in the Platform- Google Classroom)

Reflection

Resources and Additional Resources

https://www.virtuallabschool.org/preschool/cognitive/lesson-2
https://www.virtuallabschool.org/preschool/social-emotional/lesson-2#:~:text=Preschool%2Dage
%20children%20are%20learning,and%20the%20feelings%20of%20others.&text=It%20entails%20taking
%20turns%2C%20becoming,developing%20a%20positive%20self%2Dimage.
Additional Resources

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Attachment 1

Rubrics for critical essay

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 Fair Good Excellent
(N/A) (N/A) (N/A)
COURSE MODULE Module week 11

Opening Statement Fair Good Excellent

0-19 20-24 25-30

30 points maximum Opening Good Strong opening statement.
statement opening
lacked in statement. Topical and substantive
substance. arguments.
Some strong
Opening arguments Well organized and presented
statement presented. arguments.
lacked in
clarity. Needed High level of analytical rigor.
more
Opening organization.
statement
needed Needed a
significant higher level
increase in of analysis.
analytical
rigor. Needed
more
substance.
Clarity Fair Good Excellent

0-5 6-7 8-10

10 points Maximum Arguments Could have Excellent job in this area.
lacked better
clarity. clarified Clear and intelligible arguments.
your
Many points arguments Excellent clarification of your
were for the points within the discussion.
inconsistent. group.

Did not Some

effectively arguments
clarify were not
points/argum consistent.
ents during
the Good
discussion. clarification
of your
points during
the
discussion.
Argumentation/Style Fair Good Excellent

0-5 6-7 8-10

10 |points
P a g emaximum Need more Good job in Excellent job in this area.
engagement this area.
with the Persuasive argumentation.
larger Argumentati
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Attachment 2

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COURSE MODULE Reflection Evaluation Criteria (the rubric)
Module week 11

Example of one Type of Rubric for a paper

Criteria Superior (54-60 Sufficient (48-53 Minimal (1-47 Unacceptable (0

points) points) points) points)

Depth of Response Response Response Response

Reflection demonstrates an in- demonstrates a demonstrates a demonstrates a
depth reflection on, general reflection on, minimal lack of reflection
and personalization and personalization reflection on, and on, or
of, the theories, of, the theories, personalization personalization of,
(25% of concepts, and/or concepts, and/or of, the theories, the theories,
TTL Points) strategies presented strategies presented in concepts, and/or concepts, and/or
in the course the course materials strategies strategies
materials to date. to date. Viewpoints presented in the presented in the
Viewpoints and and interpretations are course materials course materials to
___/15 interpretations are supported. to date. date. Viewpoints
insightful and well Appropriate examples Viewpoints and and interpretations
supported. Clear, are provided, as interpretations are are missing,
detailed examples applicable. unsupported or inappropriate,
are provided, as supported with and/or
applicable. flawed unsupported.
arguments. Examples, when
Examples, when applicable, are not
applicable, are not provided.
provided or are
irrelevant to the
assignment.
Required Response includes Response includes all Response is Response excludes
Components all components and components and missing some essential
meets or exceeds all meets all components components and/or
requirements requirements and/or does not does not address
indicated in the indicated in the fully meet the the requirements
(25% of instructions. Each instructions. Each requirements indicated in the
TTL Points) question or part of question or part of the indicated in the instructions. Many
the assignment is assignment is instructions. parts of the
addressed addressed. All Some questions assignment are
thoroughly. All attachments and/or or parts of the addressed
___/15 attachments and/or additional documents assignment are minimally,
additional documents are included, as not addressed. inadequately,
are included, as required. Some attachments and/or not at all.
required. and additional
documents, if
required, are
missing or

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unsuitable for the
purpose of the
assignment.
Structure Writing is clear, Writing is mostly Writing is unclear Writing is unclear
concise, and well clear, concise, and and/or and disorganized.
organized with well organized with disorganized. Thoughts ramble
excellent good Thoughts are not and make little
(25% of sentence/paragraph sentence/paragraph expressed in a sense. There are
TTL Points) construction. construction. logical manner. numerous spelling,
Thoughts are Thoughts are There are more grammar, or
expressed in a expressed in a than five spelling, syntax errors
coherent and logical coherent and logical grammar, or throughout the
___/15 manner. There are no manner. There are no syntax errors per response.
more than three more than five page of writing.
spelling, grammar, or spelling, grammar, or
syntax errors per syntax errors per page
page of writing. of writing.
Evidence Response shows Response shows Response shows Response shows
and Practice strong evidence of evidence of synthesis little evidence of no evidence of
synthesis of ideas of ideas presented and synthesis of ideas synthesis of ideas
presented and insights gained presented and presented and
insights gained throughout the entire insights gained insights gained
(25% of throughout the entire course. The throughout the throughout the
TTL Points) course. The implications of these entire course. Few entire course. No
implications of these insights for the implications of implications for
insights for the respondent's overall these insights for the respondent's
respondent's overall teaching practice are the respondent's overall teaching
___/15 teaching practice are presented, as overall teaching practice are
thoroughly detailed, applicable. practice are presented, as
as applicable. presented, as applicable.
applicable.

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