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4. Were‌‌the‌‌children‌‌polite?‌‌What‌‌polite‌‌words‌‌(thank‌‌you,‌‌sorry,‌‌etc.)‌‌or‌‌gestures‌‌did‌‌you‌‌observe?‌  ‌
______________________________________________________________________________‌
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 ‌
ABSTRACTION/GENERALIZATION‌  ‌
The‌‌   observation‌‌   you‌‌   did‌‌   provided‌‌   you‌‌   a ‌‌glimpse‌‌ of‌‌ world‌‌ of‌‌ preschoolers.‌‌ You‌‌ were‌‌ once‌‌ in‌‌ that‌ 
world‌  ‌of‌  ‌wonder‌  ‌and‌  ‌fascination.‌  ‌Read‌  ‌through‌‌   this‌‌   module‌‌   and‌‌   you‌‌   will‌‌   surely‌‌   understand‌‌   more‌‌   why‌‌ 
they‌‌manifested‌‌the‌‌social‌‌behaviors‌‌that‌‌you‌‌have‌‌observed.‌  ‌
 ‌
Big‌‌Ideas‌‌on‌‌Preschoolers‌‌Socio-emotional‌‌Development‌‌   ‌
1. The‌‌development‌‌of‌‌initiative‌‌is‌‌crucial‌‌to‌‌the‌‌preschooler.‌  ‌
2. A‌‌healthy‌‌self-concept‌‌is‌‌needed‌‌for‌‌preschoolers‌‌to‌‌interact‌‌with‌‌others.‌  ‌
3. Environmental‌‌factors‌‌influence‌‌gender‌‌identity‌‌in‌‌young‌‌children.‌‌   ‌
4. Preschooler’s‌‌social‌‌development‌‌is‌‌shown‌‌through‌‌the‌‌stages‌‌of‌‌play.‌  ‌
5. The‌  ‌care-giving‌  ‌styles‌  ‌of‌  ‌parents‌  ‌and‌  ‌teachers‌  ‌affect‌  ‌the‌  ‌preschooler’s‌  ‌socio-emotional‌‌ 
development.‌  ‌
6. Preschoolers‌‌are‌‌interested‌‌in‌‌building‌‌friendships.‌  ‌
 ‌
Preschooler’s‌‌Initiative‌‌   ‌
Erikson’s‌  ‌view‌  ‌of‌  ‌initiative‌  ‌aptly‌‌   portrays‌‌   the‌‌   emotional‌‌   and‌‌   social‌‌   changes‌‌   that‌‌   happen‌‌   during‌‌ 
the‌  ‌preschool‌  ‌years.‌  ‌As‌  ‌discussed‌  ‌in‌  ‌Module‌  ‌7,‌  ‌preschoolers‌  ‌deal‌  ‌with‌  ‌the‌  ‌psychological‌  ‌conflict‌  ‌of‌‌ 
initiative‌  ‌versus‌  ‌guilt.‌  ‌Erikson‌  ‌believed‌  ‌that‌  ‌healthy‌  ‌preschoolers‌  ‌develop‌  ‌initiative,‌  ‌the‌  ‌tendency‌  ‌of‌‌ 
preschoolers‌  ‌to‌  ‌want‌  ‌to‌  ‌take‌  ‌action‌  ‌and‌  ‌assert‌  ‌themselves.‌‌   They‌‌   will‌‌   yearn‌‌   to‌‌  create,‌‌   Invent,‌‌   pretend,‌‌ 
take‌‌   risks,‌‌  and‌‌   engage‌‌   in‌‌
  lively‌‌   and‌‌   imaginative‌‌   activities‌‌   with‌‌   peers.‌‌   When‌‌   parents,‌‌   teachers‌‌   and‌‌ other‌‌ 
adults‌  ‌support‌  ‌these‌  ‌attempts‌  ‌and‌  ‌provide‌  ‌a ‌ ‌stimulating‌  ‌environment,‌  ‌the‌  ‌preschoolers‌  ‌sense‌  ‌of‌‌ 
initiative‌  ‌will‌  ‌grow.‌  ‌On‌  ‌the‌  ‌other‌  ‌hand,‌  ‌if‌  ‌the‌  ‌adults‌  ‌show‌  ‌overprotection,‌  ‌extreme‌  ‌restriction‌  ‌and‌‌ 
criticism,‌‌the‌‌preschooler‌‌will‌‌develop‌‌guilt.‌  ‌
As‌  ‌preschoolers‌  ‌go‌‌   through‌‌   the‌‌   conflict‌‌   of‌‌   ‌initiative‌‌   versus‌‌   guilt,‌‌   ‌they‌‌   show‌‌   so‌‌   much‌‌   energy‌‌   in‌‌ 
doing‌  ‌imaginative‌  ‌play‌  ‌activities.‌  ‌Every‌  ‌place‌  ‌becomes‌  ‌a ‌ ‌playground‌  ‌to‌  ‌explore,‌  ‌every‌  ‌single‌  ‌thing‌  ‌an‌‌ 
interesting‌  ‌piece‌  ‌to‌  ‌tinker‌‌   with.‌‌   Adults‌‌   sometimes‌‌   get‌‌   exasperated‌‌   over‌‌   this‌‌   behavior‌‌   and‌‌   begin‌‌   to‌‌
  see‌‌ 
the‌  ‌preschooler‌  ‌as‌  ‌“naughty”‌  ‌or‌‌   “m
‌ akulit‌”.‌‌   Some‌‌   parents‌‌   and‌‌   teachers‌‌   then‌‌   become‌‌   overly‌‌   restrictive,‌‌ 
resorting‌  ‌to‌  ‌threats,‌  ‌intimidation‌  ‌and‌  ‌other‌  ‌scary‌  ‌tactics‌  ‌that‌  ‌disrespect‌‌   the‌‌   preschooler‌‌   just‌‌   establish‌‌ 
“control”.‌‌   Consequently,‌‌   the‌‌   child‌‌   may‌‌   develop‌‌   excessive‌‌   guilt.‌‌ Although‌‌ a ‌‌good‌‌ amount‌‌ of‌‌ ‌guilt‌‌ helps‌‌ in‌‌ 
making‌  ‌children‌  ‌take‌  ‌responsibility‌  ‌for‌  ‌their‌  ‌behavior,‌  ‌excessive‌  ‌guilt‌  ‌hampers‌  ‌emotional‌  ‌growth.‌‌ 
Preschoolers‌  ‌who‌  ‌always‌  ‌punished‌  ‌and‌  ‌criticized‌  ‌end‌  ‌up‌  ‌constructing‌  ‌a ‌ ‌view‌  ‌of‌  ‌themselves‌  ‌as‌  ‌being‌‌ 
“‌salbahe‌” ‌ ‌(bad)‌  ‌“b ‌ obo‌” ‌ ‌(dumb)‌  ‌or‌  ‌even‌  ‌“w ‌ alang‌  ‌kwenta‌” ‌ ‌(worthless).‌  ‌This‌  ‌is‌  ‌really‌  ‌sad‌  ‌because‌‌ 
childhood‌  ‌years‌  ‌should‌  ‌be‌  ‌happy‌  ‌years.‌‌   One‌‌   poster‌‌   says,‌‌   “You‌‌   don't‌‌   have‌‌   to‌‌   hit‌‌  to‌‌
  hurt”.‌‌   The‌‌   message‌‌ 
emphasizes‌‌   that‌‌   even‌‌   the‌‌ things‌‌ we‌‌ say‌‌ and‌‌ the‌‌ way‌‌ we‌‌ deal‌‌ with‌‌ preschoolers‌‌ can‌‌ already‌‌ hurt‌‌ them‌‌ at‌‌ 
this‌‌vulnerable‌‌stage.‌  ‌
The‌‌   key‌‌   thing‌‌   to‌‌  remember‌‌   stop‌‌   apply‌‌   “j‌udicious‌‌   permissiveness”‌‌   ‌This‌‌   involves‌‌   setting‌‌   realistic‌‌ 
boundaries‌  ‌that‌  ‌keep‌  ‌preschoolers‌  ‌safe‌  ‌and‌  ‌respectful‌  ‌of‌‌   self‌‌  and‌‌   others,‌‌   while‌‌   allowing‌‌   them‌‌   greater‌‌ 
opportunity‌  ‌to‌  ‌explore,‌  ‌take‌  ‌risks‌  ‌and‌  ‌to‌  ‌engage‌  ‌in‌  ‌creative‌  ‌processes.‌  ‌Preschoolers‌  ‌will‌  ‌develop‌  ‌a ‌‌
healthy‌‌sense‌‌of‌‌initiative‌‌in‌‌an‌‌affirming,‌‌encouraging‌‌and‌‌stimulating‌‌environment.‌‌   ‌
 ‌
Self-Concept‌‌and‌‌the‌‌Preschooler‌  ‌
By‌  ‌the‌  ‌end‌  ‌of‌  ‌the‌  ‌toddlerhood,‌  ‌preschoolers‌  ‌come‌  ‌out‌  ‌with‌  ‌a ‌ ‌clear‌  ‌sense‌  ‌that‌  ‌they‌  ‌are‌  ‌a ‌‌
separate‌‌   and‌‌   distinct‌‌   person.‌‌   With‌‌   their‌‌   ability‌‌   to‌‌   make‌‌   representations,‌‌   they‌‌   can‌‌ now‌‌ think‌‌ and‌‌ reflect‌‌ 
about‌‌   themselves.‌‌   ‌Self-concepts‌‌   refers‌‌   to‌‌   the‌‌   way‌‌ one‌‌ sees‌‌ himself,‌‌ a ‌‌general‌‌ view‌‌ about‌‌ one’s‌‌ abilities,‌‌ 
strength‌  ‌and‌  ‌weaknesses.‌  ‌The‌  ‌preschooler’s‌  ‌self-concept‌  ‌mainly‌  ‌focuses‌  ‌on‌  ‌observable‌‌   characteristics‌‌ 
and‌‌   his/her‌‌   usual‌‌   beliefs,‌‌   emotions‌‌   and‌‌   attitudes.‌‌ One‌‌ will‌‌ hear‌‌ a ‌‌preschooler‌‌ say,‌‌ “Kaya‌‌ ko‌‌ na!‌‌ (I‌‌ can‌‌ do‌‌ 
it)”‌‌  “A‌ ko‌‌
  lang‌‌   nagsuot‌‌   ng‌‌   shoes‌‌   ko‌.”‌‌   (I‌‌
  wore‌‌   my‌‌   shoes‌‌   all‌‌ by‌‌ myself)‌‌ an‌‌ important‌‌ aspect‌‌ of‌‌ self-concept‌‌ 
is‌  ‌self-esteem‌, ‌ ‌which‌  ‌specifically‌  ‌refers‌  ‌to‌  ‌one’s‌  ‌judgements‌  ‌about‌  ‌one’s‌  ‌worth.‌  ‌Preschoolers‌  ‌are‌‌ 
naturally‌‌   positive.‌‌   Usually,‌‌   they‌‌   will‌‌   tend‌‌   to‌‌  evaluate‌‌   their‌‌   skills‌‌  high‌‌   and‌‌   underestimate‌‌   the‌‌   tasks.‌‌ They‌‌ 
are‌  ‌confident‌  ‌to‌  ‌try‌  ‌again‌  ‌even‌  ‌if‌  ‌they‌  ‌don't‌  ‌succeed‌  ‌with‌  ‌something.‌  ‌However,‌  ‌they‌  ‌may‌  ‌become‌‌ 
negative‌  ‌because‌  ‌of‌  ‌repeated‌  ‌frustration‌  ‌and‌  ‌disapproval.‌  ‌Preschoolers‌  ‌need‌  ‌a ‌ ‌lot‌  ‌of‌  ‌patience‌  ‌and‌‌ 
encouragement‌‌from‌‌adults.‌  ‌
 ‌
Environmental‌‌Factors‌‌and‌‌Gender‌‌in‌‌the‌‌Preschoolers‌‌Socio-Emotional‌‌Development‌‌   ‌
 ‌
As‌‌   the‌‌   preschooler’s‌‌   ability‌‌   to‌‌   create‌‌   schemas‌‌   develop,‌‌   they‌‌   become‌‌   capable‌‌   of‌‌  ‌gender‌‌ typing‌, ‌‌
the‌‌  process‌‌   of‌‌  forming‌‌   gender‌‌   roles,‌‌   gender-based‌‌   preferences‌‌   and‌‌ behaviors‌‌ accepted‌‌ by‌‌ society.‌‌ They‌‌ 
come‌‌   to‌‌
  form‌‌   gender‌‌   stereotypes.‌‌   Preschoolers‌‌   begin‌‌   to‌‌  associate‌‌   certain‌‌   things‌‌ like‌‌ toys,‌‌ tools,‌‌ games,‌‌ 
clothes,‌  ‌jobs,‌  ‌colors‌  ‌or‌  ‌even‌  ‌actions‌  ‌and‌  ‌behaviors‌  ‌as‌  ‌being‌  ‌“only‌  ‌for‌  ‌boys”‌  ‌or‌  ‌“only‌  ‌for‌  ‌girls”.‌‌ 
Consequently,‌‌they‌‌form‌‌their‌‌own‌‌gender‌‌identity,‌‌the‌‌view‌‌of‌‌oneself‌‌as‌‌being‌‌masculine‌‌or‌‌feminine.‌‌   ‌
Gender‌  ‌typing‌  ‌and‌  ‌gender‌  ‌identity‌  ‌are‌  ‌influence‌  ‌by‌  ‌environmental‌  ‌factors‌  ‌such‌  ‌as‌  ‌the‌  ‌family,‌‌ 
teachers,‌  ‌peers,‌  ‌and‌  ‌the‌  ‌mass‌‌   media.‌‌   This‌‌   is‌‌
  where‌‌   Bronfenbrenner’s‌‌   model‌‌   comes‌‌   into‌‌   play.‌‌   Different‌‌ 
spears‌  ‌of-‌  ‌influence‌  ‌determine‌  ‌the‌  ‌preschooler’s‌  ‌development‌  ‌of‌  ‌a ‌ ‌gender‌  ‌schema.‌  ‌Differences‌  ‌in‌‌ 
parental‌  ‌expectations‌  ‌and‌  ‌behavior‌  ‌towards‌‌   daughters‌‌   and‌‌   sons‌‌   affect‌‌   hello‌‌   gender‌‌   typing‌‌   and‌‌   gender‌‌ 
identity.‌‌   More‌‌   often,‌‌   boys‌‌   are‌‌  expected‌‌   to‌‌ show‌‌ more‌‌ emotional‌‌ control‌‌ and‌‌ be‌‌ more‌‌ competitive‌‌ while‌‌ 
girls‌‌  are‌‌   expected‌‌   to‌‌  be‌‌   warm‌‌   and‌‌   soft‌‌   and‌‌   the‌‌   demure.‌‌   Parents‌‌   also‌‌   expect‌‌   their‌‌  children‌‌   to‌‌   play‌‌  with‌‌ 
toys‌  ‌that‌  ‌are‌  ‌“right”‌  ‌for‌  ‌their‌  ‌gender.‌  ‌The‌  ‌expectations‌  ‌of‌  ‌other‌  ‌people‌  ‌in‌  ‌the‌  ‌preschools’‌  ‌lives‌  ‌also‌‌ 
influence‌‌their‌‌gender‌‌schema.‌‌This‌‌includes‌‌their‌‌relatives,‌‌teachers,‌‌classmates‌‌and‌‌other‌‌playmates.‌‌   ‌
Mass‌  ‌media‌  ‌and‌  ‌ICT‌  ‌which‌‌   include‌‌   television,‌‌   movies,‌‌   the‌‌   internet,‌‌   computer‌‌   games‌‌   also‌‌  offer‌‌ 
various‌  ‌images‌  ‌of‌  ‌what‌  ‌it‌  ‌means‌  ‌to‌  ‌be‌  ‌a ‌ ‌boy‌  ‌or‌  ‌girl.‌  ‌In‌  ‌the‌  ‌US,‌  ‌there‌  ‌is‌  ‌a ‌ ‌growing‌  ‌debate‌  ‌about‌‌ 
Lesbian-Gay-Bisexual-Transgender‌‌   issues‌‌   which‌‌   is‌‌
  collectively‌‌   known‌‌   as‌‌  LGBT‌‌   issues.‌‌   Schools‌‌   are‌‌ in‌‌ tight‌‌ 
situation‌‌   or‌‌  have‌‌   to‌‌  do‌‌   a ‌‌“balancing‌‌   act”‌‌   on‌‌   how‌‌   to‌‌   deal‌‌   with‌‌   these‌‌ issues‌‌ with‌‌ children‌‌ so‌‌ that‌‌ schools‌‌ 
are‌‌  still‌‌
  able‌‌   to‌‌ be‌‌ on‌‌ the‌‌ side‌‌ of‌‌ respect‌‌ for‌‌ diversity‌‌ without‌‌ necessarily‌‌ confusing‌‌ children‌‌ who‌‌ are‌‌ at‌‌ a ‌‌
stage‌‌of‌‌forming‌‌their‌‌own‌‌gender‌‌schemas.‌  ‌
Who‌‌   school‌‌   teachers‌‌   should‌‌ think‌‌ thoroughly‌‌ on‌‌ how‌‌ to‌‌ present‌‌ notions‌‌ what‌‌ boys‌‌ and‌‌ girls‌‌ can‌‌ 
do‌‌especially‌‌in‌‌the‌‌discussion‌‌about‌‌occupations‌‌or‌‌community‌‌helpers.‌  ‌
 ‌
Parten’s‌‌Stages‌‌of‌‌Play‌   ‌ ‌
Play‌‌   is‌‌
  the‌‌  main‌‌   agenda‌‌   of‌‌  the‌‌   preschool‌‌   years.‌‌   Play‌‌   has‌‌   a ‌‌social‌‌   dimension.‌‌   As‌‌ the‌‌ preschooler‌‌ 
develops,‌  ‌social‌  ‌interaction‌  ‌with‌  ‌playmates‌  ‌increases.‌  ‌Mildred‌  ‌Parten,‌  ‌In‌  ‌the‌  ‌1930s‌  ‌did‌  ‌a ‌ ‌study‌  ‌on‌‌ 
children's‌‌ play‌‌ behavior‌‌ which‌‌ led‌‌ to‌‌ ‌Parten’s‌‌ stages‌‌ of‌‌ play‌. ‌‌Since‌‌ then,‌‌ numerous‌‌ studies‌‌ have‌‌ followed‌‌ 
using‌‌   these‌‌   stages‌‌ as‌‌ framework.‌‌ The‌‌ stages‌‌ described‌‌ the‌‌ play‌‌ development‌‌ of‌‌ children‌‌ and‌‌ the‌‌ gradual‌‌ 
increase‌  ‌of‌  ‌social‌  ‌interaction‌  ‌as‌  ‌they‌  ‌go‌  ‌through‌  ‌these‌  ‌stages.‌  ‌It‌  ‌begins‌  ‌with‌  ‌the‌  ‌very‌  ‌young‌  ‌child’s‌‌ 
unoccupied‌  ‌stage,‌‌   Then‌‌   solitary‌‌   play,‌‌   then‌‌   parallel‌‌   play,‌‌   associative‌‌   and‌‌   cooperative‌‌   play.‌‌   Play‌‌   becomes‌‌ 
an‌  ‌important‌  ‌venue‌  ‌for‌  ‌the‌‌   child's‌‌   development‌‌   of‌‌   social‌‌   skills‌‌  like‌‌   entering‌‌   or‌‌
  joining‌‌   a ‌‌play‌‌   Situation,‌‌ 
taking-turns,‌‌sharing,‌‌helping,‌‌saying‌‌sorry,‌‌and‌‌working‌‌together.‌‌Play‌‌indeed‌‌the‌‌child's‌‌major‌‌business!‌  ‌
 ‌
 ‌
Parten’s‌‌Stages‌‌of‌‌Play‌‌   ‌
 ‌
The‌‌child‌‌appears‌‌not‌‌to‌‌be‌‌playing‌‌but‌‌directs‌‌his‌‌attention‌‌on‌  ‌
and‌‌anything‌‌that‌‌interests‌‌him.‌  ‌

 ‌

 ‌

2
‌ .‌‌ O
‌ nlooker‌ The‌‌child‌‌spends‌‌time‌‌watching‌‌others‌‌play.‌‌He‌‌may‌‌talk‌‌to‌‌them‌‌   ‌
But‌‌does‌‌not‌‌enter‌‌into‌‌play‌‌with‌‌them.‌  ‌
 ‌

 ‌
The‌‌child‌‌spends‌‌time‌‌watching‌‌others‌‌play.‌‌He‌‌may‌‌talk‌‌to‌‌them.‌‌   ‌
 But‌‌does‌‌not‌‌enter‌‌into‌‌play‌‌with‌‌them‌‌   ‌
   ‌
  ‌
The‌‌child‌‌plays‌‌with‌‌toys‌‌similar‌‌to‌‌those‌‌near‌‌him,‌‌but‌‌only‌‌plays‌‌   ‌
beside‌‌and‌‌not‌‌with‌‌them.‌‌No‌‌interaction‌‌takes‌‌place.‌  ‌
 ‌
 ‌
 ‌
The‌‌child‌‌plays‌‌with‌‌others.‌‌There‌‌is‌‌no‌‌interaction‌‌among‌‌them,‌‌   ‌
But‌‌no‌‌task‌‌assignment,‌‌rules‌‌and‌‌regulation‌‌are‌‌agreed‌‌upon.‌  ‌
 ‌
 ‌
 ‌
The‌‌child‌‌plays‌‌with‌‌others‌‌bound‌‌by‌‌some‌‌agreed‌‌upon‌‌rules‌‌and‌‌   ‌
roles.‌‌The‌‌goal‌‌is‌‌maybe‌‌to‌‌make‌‌something,‌‌play‌‌a‌‌game,‌‌or‌‌act‌‌   ‌
out‌‌something.‌  ‌
 ‌
 ‌
Friendship‌‌in‌‌Preschool‌  ‌
  ‌As‌  ‌they‌  ‌continue‌‌   to‌‌
  grow,‌‌  preschoolers‌‌   become‌‌   interested‌‌   in‌‌
  having‌‌   friends.‌‌   This‌‌  should‌‌   be‌‌ 
encouraged‌  ‌in‌  ‌the‌  ‌preschool‌  ‌years‌  ‌as‌  ‌friendships‌  ‌benefit‌  ‌the‌  ‌preschoolers‌  ‌development‌  ‌by‌  ‌providing‌‌ 
stimulation,‌  ‌assistance,‌  ‌companionship,‌  ‌social‌  ‌comparison‌  ‌and‌  ‌affection‌  ‌(Kostelnick,‌  ‌2010).‌  ‌Through‌‌ 
friendships,‌  ‌preschoolers‌  ‌are‌  ‌able‌  ‌to‌  ‌practice‌  ‌different‌  ‌social‌  ‌roles‌  ‌like‌  ‌being‌  ‌a ‌ ‌leader,‌  ‌a ‌ ‌follower,‌‌ 
someone‌  ‌who‌  ‌take‌  ‌risks‌  ‌and‌  ‌someone‌  ‌who‌  ‌helps‌  ‌out‌  ‌and‌  ‌comforts.‌  ‌Friendships‌  ‌are‌  ‌very‌  ‌important‌‌ 
because‌  ‌they‌  ‌provide‌  ‌added‌  ‌sense‌  ‌of‌  ‌belongingness‌  ‌and‌  ‌security.‌  ‌In‌‌   the‌‌   preschool‌‌   years,‌‌
  parents‌‌   and‌‌ 
teachers‌‌
  must‌‌   expose‌‌   children‌‌   to‌‌
  experiences‌‌   that‌‌
  help‌‌  them‌‌   learn‌‌
  his‌‌
  skills‌‌   in‌‌
  establishing‌‌   friendships,‌‌ 
maintaining‌  ‌positive‌  ‌relationships‌  ‌and‌  ‌resolving‌  ‌conflicts.‌  ‌Parents‌  ‌and‌  ‌teachers,‌  ‌when‌  ‌seeing‌‌ 
preschoolers‌  ‌in‌  ‌a ‌ ‌“fight”,‌  ‌should‌  ‌not‌‌  just‌‌
  say‌‌
  “T‌ ama‌‌   na...‌‌
  ano‌‌   ba‌‌
  yan…‌‌   isa‌‌  pa‌‌  ha…‌‌   Tama‌‌   na,‌‌  friends‌‌
  na‌‌ 
kayo..Say‌  ‌sorry‌  ‌na‌” ‌ ‌responses‌  ‌like‌  ‌those‌  ‌do‌  ‌not‌  ‌foster‌  ‌social‌  ‌skills‌  ‌among‌  ‌preschoolers.‌  ‌Parents‌  ‌and‌‌ 
teachers‌‌need‌‌to‌‌take‌‌time‌‌and‌‌process‌‌which‌‌children‌‌how‌‌to‌‌resolve‌‌conflicts‌‌   ‌

An‌‌integral‌‌part‌‌of‌‌the‌‌preschool‌‌curriculum‌‌is‌‌to‌‌teach‌‌children‌‌the‌‌important‌‌social‌‌skills.‌‌   ‌
 ‌
Caregiving‌‌Styles‌  ‌
  ‌Caregiving‌‌ styles‌‌ affect‌‌ the‌‌ socio-emotional‌‌ development‌‌ of‌‌ the‌‌ children.‌‌ Caregivers‌‌ here‌‌ refer‌‌ to‌‌ 
both‌  ‌parents‌  ‌and‌  ‌teachers‌  ‌and‌  ‌even‌  ‌other‌  ‌adults‌  ‌that‌  ‌care‌  ‌for‌‌  the‌‌   child.‌‌
  Baumrind‌‌   gave‌‌
  a ‌‌model‌‌
  that‌‌ 
describes‌‌   the‌‌   different‌‌
  types‌‌   of‌‌
  caregiving‌‌ styles.‌‌ This‌‌ was‌‌ based‌‌ on‌‌ a ‌‌longitudinal‌‌ study‌‌ that‌‌ looked‌‌ into‌‌ 
the‌  ‌adult‌  ‌authority‌  ‌and‌‌   the‌‌
  development‌‌   of‌‌
  the‌‌
  children‌‌
  that‌‌  Baumrind‌‌   conducted‌‌   which‌‌   began‌‌
  in‌‌
  the‌‌ 
1960’s.‌  ‌Decade‌  ‌later‌  ‌she‌  ‌identified‌  ‌varying‌  ‌degrees‌  ‌of‌  ‌demandingness‌  ‌and‌  ‌responsiveness‌  ‌as‌‌ 
determinants‌‌of‌‌four‌‌styles‌‌of‌‌caregiving.‌‌Marion‌‌(2007)‌‌expounded‌‌on‌‌these‌‌determining‌‌factors.‌  ‌
    ‌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 
confrontations‌‌strategies.‌   ‌ ‌
 ‌

 ‌

 ‌

 ‌

 ‌

Baumrind’s‌‌Caregiving‌‌Style‌  ‌

 ‌

Baumrind’s‌‌Caregiving‌‌Styles‌‌and‌‌Their‌‌Effects‌‌on‌‌Children‌  ‌

 ‌ Description‌  ‌
Caregiving‌‌Styles‌  ‌
Authoritative‌  ‌
(High‌‌demandingness,‌‌high‌‌ 
responsiveness)‌  ‌
 ‌
The‌‌caregivers/parents/‌  ‌
Effects‌‌on‌‌the‌‌preschooler‌  ‌
teachers‌‌with‌‌this‌‌caregiver‌‌ 
style‌‌has‌‌the‌‌following‌‌ 
descriptions:‌  ‌
● Expect‌‌behavior‌‌  ● Makes‌‌the‌‌preschooler‌‌ 
appropriate‌‌to‌‌the‌‌age‌‌of‌‌  feel‌‌safe‌‌and‌‌secure.‌  ‌
the‌‌child.‌  ‌ ● Teaches‌‌the‌‌child‌‌to‌‌ 
● Maintain‌‌reasonable‌‌and‌‌  take‌‌responsibility‌‌for‌‌ 
fair‌‌limits.‌  ‌ his/her‌‌actions.‌  ‌
● Closely‌‌monitor‌‌the‌‌  ● Develops‌‌good‌‌ 
activities‌‌of‌‌the‌‌child.‌  ‌ self-control.‌  ‌
● Warm‌‌ang‌‌nurturing.‌  ‌ ● Develops‌‌a‌‌realistic‌‌ 
● Have‌‌realistic‌‌expectations‌‌  view‌‌of‌‌oneself.‌  ‌
of‌‌the‌‌child.‌‌   ‌ ● Builds‌‌the‌‌child's‌ 
● Communicate‌‌messages‌‌in‌‌  capacity‌‌for‌‌empathy‌‌   ‌
a‌‌kind,‌‌firm‌‌and‌‌consistent‌‌ 
manner.‌  ‌
● Discipline‌‌approach‌‌ 
focuses‌‌more‌‌on‌‌teaching‌‌ 
than‌‌punishing‌‌   ‌

Authoritarian‌‌high‌‌  ● Set‌‌subjective‌‌or‌‌  ● Lead‌‌to‌‌aggressiveness‌‌ 

demandingness,‌‌low‌‌  unreasonable‌‌limits.‌  ‌
responsiveness‌‌   ‌
behavior‌‌of‌‌the‌‌child.‌  ‌
● Communicate‌‌messages.‌  ‌ ● Brings‌‌about‌‌poor‌‌ 
● Strive‌‌to‌‌have‌‌strong‌‌  self-control.‌  ‌
psychological‌‌control‌‌over‌‌  ● Results‌‌in‌‌poor‌‌ 
the‌‌child.‌  ‌ self-esteem.‌  ‌
● Do‌‌not‌‌supervise‌‌children's‌‌ 
activities‌‌very‌‌well‌‌and‌‌ 
then‌‌you‌‌get‌‌upset‌‌if‌‌they‌‌ 
make‌‌a‌‌mistake.‌  ‌
● Use‌‌Corporal‌‌punishment,‌‌ 
sarcasm,‌‌withdrawal‌‌of‌‌ 
love,‌‌threats.‌  ‌
 ● Not‌‌able‌‌to‌‌teach‌‌children‌‌ 
a‌‌better‌‌way‌‌to‌‌behave.‌‌   ‌

Permissive‌‌low‌‌  ● Permit‌‌the‌‌preschoolers‌‌to‌‌  ● Has‌‌difficulty‌‌ 

demandingness,‌‌high‌‌  regulate‌‌their‌‌own‌‌  controlling‌‌his/her‌‌ 
responsiveness‌  behavior‌‌and‌‌make‌‌their‌‌  impulses‌  ‌
own‌‌decisions‌‌even‌‌when‌‌  ● Tends‌‌to‌‌be‌‌dependent‌  ‌
preschoolers‌‌are‌‌not‌‌yet‌‌  ● Tends‌‌to‌‌be‌‌demanding‌‌ 
ready‌‌to‌‌do‌‌so.‌  ‌ of‌‌their‌‌caregivers‌  ‌
● Do‌‌not‌‌set‌‌rule‌‌or‌‌very‌‌few‌‌  ● Tends‌‌not‌‌to‌‌persist‌‌or‌‌ 
if‌‌any.‌  ‌ easily‌‌gives‌‌up‌‌on‌‌a ‌‌
● Do‌‌not‌‌demand‌‌good‌‌  task.‌  ‌
behavior‌‌or‌‌task‌‌  ● Does‌‌not‌‌easily‌‌follow‌  ‌
accomplishment.‌  ‌ ● Maybe‌‌rebellious‌‌   ‌
● May‌‌lack‌‌confidence‌‌in‌‌  ● Does‌‌not‌‌handle‌‌ 
their‌‌ability‌‌to‌‌influence‌‌  frustration‌‌well.‌  ‌
the‌‌child.‌  ‌ ● Has‌‌inadequate‌‌ 
● Maybe‌‌disorganized‌‌and‌‌  emotional‌‌control.‌  ‌
ineffective‌‌in‌‌managing‌‌the‌‌  ● Difficulties‌‌in‌‌school‌‌ 
family‌‌and‌‌  performance‌‌   ‌
household/class.‌  ‌  ‌
● Shows‌‌undemanding,‌‌  When‌‌parents’‌‌ 
indifferent‌‌and‌‌rejecting‌‌  behavior‌‌is‌‌to‌‌the‌‌ 
action‌‌towards‌‌the‌‌child.‌  ‌ extreme‌‌or‌‌if‌‌child‌‌ 
● Has‌‌little‌‌commitment‌‌to‌‌  experiences‌‌this‌‌style‌‌ 
their‌‌roles‌‌as‌‌  early,‌‌the‌‌child‌‌may‌‌ 
parents/caregivers.‌  ‌ have:‌  ‌
● Maybe‌‌depressed‌‌or‌‌  ● Attachment‌‌problems‌  ‌
overburdened‌‌by‌‌many‌‌  ● Delayed‌‌cognitive‌‌ 
concerns‌‌like‌‌poverty,‌‌  development‌‌   ‌
marital‌‌problems,‌‌or‌‌  ● Poor‌‌social‌‌and‌‌ 
absence‌‌of‌‌support‌‌from‌‌  emotional‌‌skills‌  ‌
others.‌  ‌ ● Delinquent‌‌behavior‌‌ 
later‌‌in‌‌adolescence.‌  ‌

 ‌

 ‌

A‌‌Quick‌‌Look‌‌at‌‌What‌‌Preschoolers‌‌Can‌‌Do‌  ‌

(From‌‌the‌‌Philippine‌‌Early‌‌Learning‌‌Standards,‌‌ECCD‌‌Council,‌‌2010)‌‌Emotional‌‌expression‌‌   ‌

Expression‌‌of‌‌Basic‌‌Emotions‌  ‌

37-48‌‌months‌‌(3-4‌‌years)‌  ‌
● Expresses‌‌what‌‌he/she‌‌likes‌  ‌
● Expresses‌‌what‌‌he/‌‌she‌‌dislikes‌  ‌
● Can‌‌talk‌‌about‌‌difficult‌‌feelings‌‌(e.g.,‌‌anger,‌‌sadness,‌‌worry)‌  ‌
Self-regulation‌‌of‌‌feelings/emotion‌‌   ‌
● Willing‌‌to‌‌try‌‌something‌‌in‌‌order‌‌to‌‌learn‌‌more‌‌even‌‌if‌‌unsure‌‌of‌‌a‌‌successful‌‌outcome.‌  ‌
● Perseveres‌‌when‌‌faced‌‌with‌‌challenging‌‌or‌‌new‌‌tasks.‌  ‌
● Accepts‌‌brief‌‌delays‌‌in‌‌gratification‌‌   ‌
● Accepts‌‌defeat‌‌well;‌‌is‌‌not‌‌a‌‌sore‌‌loser‌  ‌
● May‌‌have‌‌some‌‌fears‌‌but‌‌is‌‌not‌‌overly‌‌fearful,‌‌anxious‌‌or‌‌nervous.‌  ‌
● May‌‌feel‌‌sad‌‌at‌‌times‌‌but‌‌not‌‌to‌‌the‌‌point‌‌where‌‌he/she‌‌is‌‌depressed.‌  ‌
Display‌‌of‌‌Self-Appraisal‌‌Emotions‌‌(Shame,‌‌pride,‌‌guilt)‌  ‌
 ● Plays‌‌to‌‌learn‌‌a‌‌game‌  ‌
● Plays‌‌to‌‌gain‌‌mastery‌‌of‌‌a‌‌game‌  ‌
● Shows‌‌pleasure‌‌and‌‌enjoyment‌‌over‌‌his/her‌‌successful‌‌at‌‌tempts‌‌or‌‌efforts.‌  ‌
● Confidently‌‌joins‌‌small‌‌groups‌‌especially‌‌if‌‌situation‌‌is‌‌competitive.‌  ‌
● Seeks‌‌assistance‌‌from‌‌an‌‌adult‌‌or‌‌child‌‌to‌‌solve‌‌a‌‌problem.‌  ‌
 ‌
Receptivity‌‌to‌‌Other’s‌‌Emotions‌‌Receptivity‌  ‌
to‌‌emotions‌‌and‌‌having‌‌empathy‌  ‌
37-48‌‌Months‌  ‌
● Feels‌‌others’‌‌distress‌‌and‌‌acts‌‌appropriately‌‌(e.g.,‌‌helps,‌‌comforts,‌‌gives,‌‌suggestions,‌‌etc.)‌  ‌
Emerging‌‌Sense‌‌of‌‌Self.‌  ‌
● Knowledge‌‌of‌‌self‌‌and‌‌Basic‌‌Roles‌‌of‌‌People‌‌in‌‌his‌‌Environment.‌  ‌
Talks‌‌about‌‌parts‌‌of‌‌the‌‌body‌‌and‌‌their‌‌functions‌  ‌
● Talks‌‌about‌‌own‌‌specific‌‌abilities‌‌and‌‌characteristics‌‌(e.g.,‌‌signs,‌‌dances,‌‌is‌‌helpful,‌‌studious,‌‌etc.)‌  ‌
● Describes‌‌what‌‌primary‌‌caregiver‌‌can‌‌do,‌‌what‌‌they‌‌like‌‌and‌‌don’t‌‌like‌  ‌
● Defends‌‌possession‌‌with‌‌determination.‌  ‌
● Can‌‌give‌‌reasons‌‌or‌‌justify‌‌why‌‌he/she‌‌acted‌‌the‌‌way‌‌he/she‌‌did.‌  ‌
Forming‌‌Attachments‌‌   ‌
● Shows‌  ‌preference‌  ‌for‌  ‌the‌  ‌company‌  ‌of‌  ‌significant‌  ‌adults‌  ‌and‌  ‌children‌  ‌(other‌  ‌than‌  ‌the‌  ‌primary‌‌ 
caregiver)‌‌over‌‌unfamiliar‌‌adults‌‌and‌‌children.‌  ‌
Interactions‌‌with‌‌Other‌‌Children‌‌   ‌
● Plays‌‌with‌‌2‌‌or‌‌3‌‌children‌‌using‌‌the‌‌same‌‌play‌‌equipment.‌  ‌
● Participates‌‌in‌‌games‌‌with‌‌other‌‌children‌‌but‌‌plays‌‌in‌‌his‌‌own‌‌way.‌  ‌
● Chat/converse‌‌with‌‌other‌‌children‌‌   ‌
● Takes‌‌turns‌‌and‌‌shares‌‌toys‌‌with‌‌others.‌  ‌
● Actively‌‌participates‌‌in‌‌classroom‌‌and‌‌group‌‌routines‌‌   ‌
● Plays‌‌organized‌‌group‌‌games‌‌fairly‌  ‌
Interaction‌‌with‌‌Adults‌  ‌
36-48‌‌Months‌  ‌
● Verbalizes‌‌ feelings‌‌ related‌‌ to‌‌ events‌‌ that‌‌ arise‌‌ in‌‌ classroom,‌‌ home,‌‌ and‌‌ environment‌‌ in‌‌ a ‌‌positive‌‌ 
way.‌  ‌
● Speaks‌‌respectfully‌‌with‌‌adults‌‌using‌‌“p ‌ o‌”‌‌and‌‌“o
‌ po‌”‌‌and/or‌‌appropriate‌‌titles.‌  ‌
● Recognizes‌  ‌the‌  ‌importance‌  ‌of‌  ‌adult’s‌  ‌ideas‌  ‌and‌  ‌experiences‌  ‌by‌  ‌listening‌  ‌and‌  ‌asking‌‌   questions‌‌ 
when‌‌they‌‌share‌‌these.‌  ‌
● Clarifies‌‌rules‌‌and‌‌routines‌‌before‌‌abiding‌‌them‌‌   ‌
● Share‌  ‌personal‌  ‌perspective‌  ‌when‌  ‌he/she‌  ‌does‌  ‌not‌  ‌agree‌  ‌with‌  ‌or‌  ‌see‌  ‌the‌  ‌value‌  ‌of‌  ‌a ‌ ‌rule‌  ‌or‌‌ 
routine.‌  ‌
● Can‌‌take‌‌on‌‌another‌‌person’s‌‌viewpoint‌‌   ‌
Pakiramdam‌‌‌(Sensitivity)‌  ‌
● Knows‌‌when‌‌to‌‌stop‌‌asking‌‌questions‌‌or‌‌when‌‌he‌‌is‌‌being‌‌“m ‌ akulit‌”  ‌‌ ‌
● Cooperates‌‌to‌‌minimize‌‌conflict‌‌or‌‌tension‌  ‌
Appreciating‌‌Diversity‌‌   ‌
● Asks‌‌questions‌‌that‌‌indicate‌‌he/she‌‌notices‌‌differences‌‌in‌‌socio-economic‌‌status‌  ‌
● Asks‌‌questions‌‌about‌‌new/different‌‌words‌‌(dialects)‌‌and‌‌practices‌‌in‌‌the‌‌community‌  ‌
● Talks‌‌about‌‌gender‌‌differences‌‌and‌‌roles‌  ‌
● Regards‌‌everyone‌‌respectfully,‌‌using‌‌proper‌‌titles/labels,‌‌and‌‌does‌‌not‌‌resort‌‌to‌‌name‌‌calling.‌  ‌
● Willing‌‌   to‌‌
  make‌‌  friends‌‌
  with‌‌
  other‌‌  children‌‌   and‌‌
  adults‌‌
  in‌‌ different‌‌ situations‌‌ and‌‌ locations‌‌ (e.g.,‌‌ 
schools,‌‌neighborhood)‌‌   ‌
 ‌
The‌‌Role‌‌of‌‌Caregivers‌‌in‌‌the‌‌Socio-emotional‌‌   ‌
Development‌‌of‌‌the‌‌Preschoolers‌  ‌
From‌‌
  the‌‌
  discussion‌‌
  above‌‌ one‌‌ can‌‌ see‌‌ the‌‌ very‌‌ important‌‌ role‌‌ that‌‌ parents‌‌ and‌‌ teachers‌‌ play‌‌ in‌‌ 
the‌‌
  socio-emotional‌‌   development‌‌   of‌‌
  the‌‌
  preschooler.‌‌   The‌‌  following‌‌
  tips‌‌
  are‌‌ given‌‌ to‌‌ caregivers‌‌ (parents‌‌ 
and‌‌teachers):‌  ‌
 1.
Greet‌‌each‌‌child‌‌with‌‌his‌‌or‌‌her‌‌names‌‌each‌‌day.‌‌Be‌‌sincere‌‌and‌‌respectful‌‌to‌‌each‌‌child.‌  ‌
2.
Read‌‌story‌‌books‌‌that‌‌deal‌‌about‌‌friendships‌‌and‌‌different‌‌feelings.‌  ‌
3.
Develop‌‌routines‌‌in‌‌the‌‌home‌‌or‌‌school‌‌that‌‌encourage‌‌working‌‌together‌‌and‌‌getting‌‌along.‌  ‌
4.
Help‌‌   children‌‌   learn‌‌  to‌‌  make‌‌   rules‌‌  and‌‌   play‌‌  simple‌‌   games‌‌ by‌‌ providing‌‌ opportunities‌‌ for‌‌ them‌‌ to‌‌ 
play‌‌in‌‌small‌‌groups.‌  ‌
5. Play‌‌games‌‌that‌‌involve‌‌social‌‌interaction‌‌and‌‌team‌‌work.‌  ‌
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 
to‌‌express‌‌how‌‌they‌‌feel.‌‌“I‌‌can‌‌see‌‌you‌‌are‌‌SAD‌‌about‌‌your‌‌pet,‌‌ANGRY‌‌at‌‌your‌‌sister….”‌  ‌
8. Use‌‌dolls,‌‌puppets‌‌or‌‌pictures‌‌to‌‌demonstrate‌‌to‌‌children‌‌how‌‌to‌‌express‌‌feelings‌‌appropriately.‌  ‌
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
  to‌‌
  the‌‌  party).‌‌  When‌‌   we‌‌  do‌‌
  this,‌‌
  we‌‌ are‌‌ 
able‌  ‌to‌  ‌model‌  ‌to‌  ‌the‌  ‌preschooler‌  ‌that‌  ‌it‌  ‌is‌  ‌important‌  ‌to‌  ‌listen‌  ‌and‌  ‌that‌  ‌having‌  ‌feelings,‌  ‌even‌‌ 
negative‌‌ones,‌‌are‌‌okay.‌  ‌
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 pack-away‌‌ 
your‌‌toys,‌‌I‌‌felt‌‌really‌‌happy.‌‌Remember‌‌to‌‌always‌‌pack-away.”‌  ‌
11. Read‌‌storybooks‌‌that‌‌deals‌‌about‌‌friendships‌  ‌
12. For‌‌teachers,‌‌develops‌‌routines‌‌that‌‌encourage‌‌working‌‌together‌‌and‌‌getting‌‌along.‌  ‌
 ‌
 ‌
APPLICATION‌  ‌
 ‌
1. Choose‌  ‌a ‌ ‌big‌  ‌idea‌  ‌from‌  ‌this‌  ‌Module‌  ‌and‌  ‌expand‌  ‌it‌  ‌through‌  ‌internet‌‌   searches‌‌   and‌‌
  downloads.‌‌ 
Prepare‌  ‌a ‌ ‌pamphlet‌  ‌or‌‌   powerpoint‌‌   presentation‌‌   or‌‌
  a ‌‌movie‌‌   (movie‌‌   maker)‌‌   intended‌‌   for‌‌
  use‌‌
  of‌‌ 
parents‌‌of‌‌preschoolers.‌  ‌
2. The‌  ‌best‌  ‌caregiving‌  ‌style‌  ‌is‌  ‌the‌  ‌authoritative‌  ‌style.‌  ‌From‌  ‌all‌  ‌that‌  ‌you‌  ‌have‌  ‌learned‌  ‌from‌  ‌this‌‌ 
Module,‌‌make‌‌a‌‌list‌‌of‌‌10‌‌qualities‌‌that‌‌an‌‌authoritative‌‌preschool‌‌teacher‌‌should‌‌have:‌  ‌
1.‌  ‌
2.‌  ‌
3‌  ‌
4.‌  ‌
5.‌  ‌
6.‌  ‌
7.‌  ‌
8.‌  ‌
9.‌  ‌
10.‌  ‌
 ‌
 
Module‌1
‌ 8:‌P
‌ HYSICAL‌D
‌ EVELOPMENT‌O
‌ F‌T‌ HE‌P
‌ RIMARY‌P
‌ UPIL‌  ‌
-Heidi‌‌Grace‌‌L.‌‌Borabo,‌‌MA.Ed.‌  ‌
 ‌
LEARNING‌‌OUTCOMES‌  ‌
At‌‌the‌‌end‌‌of‌‌this‌‌Module,‌‌you‌‌should‌‌be‌‌able‌‌to:‌  ‌
● Describe‌‌the‌‌different‌‌physical‌‌characteristics‌‌of‌‌early‌‌school-aged‌‌children‌‌in‌‌your‌‌own‌‌words.‌  ‌
● Enumerate‌  ‌ideas‌  ‌on‌  ‌how‌  ‌you‌  ‌can‌  ‌apply‌  ‌the‌  ‌concepts‌  ‌in‌  ‌this‌  ‌module‌  ‌in‌  ‌the‌  ‌teaching-learning‌ 
process.‌  ‌
Physical‌  ‌development‌  ‌involves‌  ‌many‌  ‌different‌  ‌factors,‌  ‌height,‌  ‌weight,‌  ‌appearance,‌  ‌visual,‌  ‌hearing‌‌ 
and‌  ‌motor‌  ‌abilities.‌  ‌Primary‌  ‌school‌  ‌children‌  ‌undergo‌  ‌many‌  ‌different‌  ‌changes‌  ‌as‌  ‌they‌  ‌go‌  ‌through‌  ‌this‌‌ 
stage‌‌of‌‌development.‌‌This‌‌could‌‌be‌‌caused‌‌by‌‌different‌‌factors;‌‌both‌‌natural‌‌and‌‌environmental.‌  ‌
 ‌
ACTIVITY‌  ‌
Observe‌  ‌the‌  ‌least‌  ‌three‌  ‌(3)‌  ‌primary‌  ‌school‌  ‌children‌  ‌(Grade‌  ‌1 ‌ ‌to‌  ‌3).‌  ‌Describe‌  ‌the‌  ‌physical‌‌ 
characteristics‌‌of‌‌these‌‌children‌‌and‌‌write‌‌them‌‌down‌‌below.‌  ‌
 ‌
Height‌‌   ‌  ‌

Weight‌‌   ‌  ‌

Balance‌‌   ‌  ‌

Speed‌‌   ‌  ‌

Coordination‌‌   ‌  ‌
of‌‌Movements‌‌   ‌

 ‌
ABSTRACTION/GENERALIZATION‌  ‌
Physical‌  ‌growth‌  ‌during‌  ‌the‌  ‌primary‌  ‌school‌  ‌years‌  ‌is‌  ‌slow‌‌
  but‌‌   steady.‌‌
  During‌‌
  this‌‌
  stage,‌‌
  physical‌‌ 
development‌  ‌involves:‌  ‌(1)‌  ‌having‌  ‌good‌  ‌muscles‌  ‌control‌  ‌and‌  ‌coordination,‌  ‌(2)‌  ‌developing‌  ‌eye-hand‌‌ 
coordination,‌‌(3)‌‌having‌‌good‌‌personal‌‌hygiene‌‌and‌‌(4)‌‌being‌‌aware‌‌of‌‌good‌‌safety‌‌habits.‌  ‌
Height‌‌and‌‌Weight‌‌   ‌
In‌  ‌this‌  ‌development‌  ‌stage,‌  ‌children‌  ‌will‌  ‌have‌  ‌started‌  ‌their‌  ‌elementary‌  ‌grades,‌  ‌especially‌‌
  their‌‌ 
primary‌‌years‌‌–‌‌grade‌‌1‌‌to‌‌3.‌  ‌
 This‌  ‌period‌  ‌is‌  ‌gradual‌  ‌and‌  ‌steady‌  ‌growth‌  ‌will‌  ‌give‌  ‌children‌  ‌time‌‌   to‌‌   get‌‌   used‌‌   to‌‌   the‌‌   changes‌‌   in‌‌ 
their‌  ‌bodies.‌  ‌An‌  ‌average‌  ‌increase‌‌   in‌‌   height‌‌   of‌‌
  a ‌‌little‌‌   over‌‌   two‌‌   inches‌‌   a ‌‌year‌‌   in‌‌  both‌‌   boys‌‌   and‌‌   girls‌‌   will‌‌ 
introduce‌‌them‌‌to‌‌many‌‌different‌‌activities‌‌that‌‌they‌‌can‌‌now‌‌do‌‌with‌‌greater‌‌accuracy.‌  ‌
Weigh‌  ‌gain‌  ‌averages‌  ‌about‌  ‌6.5‌  ‌pounds‌  ‌a ‌ ‌year.‌  ‌Most‌  ‌children‌  ‌will‌  ‌have‌  ‌slimmer‌  ‌appearance‌‌ 
compared‌‌   to‌‌  their‌‌   preschool‌‌   years‌‌   because‌‌   of‌‌  the‌‌   shifts‌‌   in‌‌  accumulation‌‌ and‌‌ location‌‌ of‌‌ their‌‌ body‌‌ fats.‌‌ 
A‌‌child’s‌‌legs‌‌are‌‌longer‌‌and‌‌more‌‌proportioned‌‌to‌‌the‌‌body‌‌than‌‌they‌‌were‌‌before.‌  ‌
A‌‌  number‌‌   of‌‌   factors‌‌   could‌‌   indicate‌‌   how‌‌   much‌‌   a ‌‌child‌‌   grows,‌‌   or‌‌  how‌‌   much‌‌   changes‌‌   in‌‌   the‌‌ body‌‌ 
will‌‌take‌‌place‌  ‌
   ‌ ‌
‌●‌‌Genes‌ ●‌‌exercise‌  ‌
●‌‌Food‌ ●‌‌medical‌‌condition‌  ‌
●‌‌Climate‌‌  ●‌‌disease‌‌/‌‌illnesses‌  ‌
 ‌
Bones‌‌and‌‌Muscles‌  ‌
Childhood‌  ‌years‌  ‌are‌  ‌the‌  ‌peak‌  ‌bone-producing‌  ‌years.‌  ‌This‌  ‌is‌  ‌the‌‌   best‌‌   time‌‌   to‌‌
  teach‌‌   children‌‌   of‌‌ 
good‌‌   dietary‌‌   and‌‌   exercise‌‌   habits‌‌   to‌‌   help‌‌   them‌‌   have‌‌   strong,‌‌   healthy‌‌   bones‌‌   throughout‌‌   their‌‌   lives.‌‌   Many‌‌ 
lifestyle‌‌   factors,‌‌   like‌‌   nutrition‌‌   ad‌‌   physical‌‌   activity,‌‌   can‌‌   substantially‌‌   influence‌‌   the‌‌   increase‌‌   of‌‌   bone‌‌   mass‌‌ 
during‌‌childhood.‌  ‌
Because‌‌   children’s‌‌   bones‌‌   have‌‌   proportionately‌‌   more‌‌   water‌‌   and‌‌ protein-like‌‌ materials‌‌ and‌‌ fewer‌‌ 
minerals‌  ‌than‌  ‌adults,‌  ‌ensuring‌  ‌adequate‌  ‌calcium‌  ‌intake‌  ‌will‌  ‌greatly‌  ‌help‌  ‌them‌‌   in‌‌  strengthening‌‌   bones‌‌ 
and‌‌muscles.‌  ‌
 ‌
Motor‌‌Development‌ 
Young‌  ‌school-aged‌  ‌children‌  ‌are‌  ‌gaining‌  ‌control‌  ‌over‌  ‌the‌  ‌major‌  ‌muscles‌  ‌of‌  ‌their‌  ‌bodies.‌  ‌Most‌‌ 
children‌  ‌have‌  ‌a ‌ ‌good‌  ‌sense‌  ‌of‌  ‌balance.‌  ‌They‌  ‌like‌  ‌testing‌  ‌their‌  ‌muscle‌  ‌strength‌  ‌and‌  ‌skills.‌  ‌They‌  ‌enjoy‌‌ 
doing‌‌   real-life‌‌   task‌‌   and‌‌   activities.‌‌   They‌‌   pretend‌‌   and‌‌   fantasize‌‌   less‌‌   often‌‌   because‌‌   they‌‌   are‌‌   more‌‌   attuned‌‌ 
with‌‌everything‌‌that‌‌is‌‌happening‌‌around‌‌them.‌  ‌
Children‌  ‌in‌  ‌this‌  ‌stage‌  ‌love‌  ‌to‌  ‌move‌  ‌a ‌ ‌lot‌  ‌– ‌ ‌they‌  ‌run,‌  ‌skip.,‌‌   hop,‌‌   jump,‌‌   tumble,‌‌   roll‌‌   and‌‌   dance.‌‌ 
Because‌  ‌their‌  ‌gross‌  ‌motor‌  ‌skills‌‌   are‌‌   already‌‌   developed,‌‌   they‌‌   can‌‌   now‌‌   perform‌‌   activities‌‌   like‌‌   catching‌‌   a ‌‌
ball‌‌with‌‌one‌‌hand,‌‌tying‌‌their‌‌shoelaces,‌‌they‌‌can‌‌manage‌‌zippers‌‌and‌‌buttons.‌  ‌
Performing‌‌   ‌unimanual‌‌   ‌(require‌‌   the‌‌   us‌‌  one‌‌   hand)‌‌   and‌‌   ‌bi-manual‌‌   ‌(require‌‌   the‌‌   use‌‌ of‌‌ two‌‌ hands)‌‌ 
activities‌  ‌becomes‌  ‌easier.‌  ‌Children’s‌  ‌graphic‌  ‌activities‌, ‌ ‌such‌  ‌as‌  ‌writing‌  ‌and‌  ‌drawing,‌  ‌are‌  ‌now‌  ‌more‌‌ 
controlled‌  ‌but‌  ‌are‌  ‌still‌  ‌developing.‌  ‌They‌  ‌can‌  ‌print‌  ‌their‌  ‌names‌  ‌and‌  ‌copy‌  ‌simple‌  ‌designs,‌  ‌letters‌  ‌and‌‌ 
shapes.‌‌They‌‌hold‌‌pencils,‌‌crayons,‌‌utensils‌‌correctly‌‌with‌‌supervision.‌  ‌
Motor‌‌development‌‌skills‌‌include‌‌coordination,‌‌balance,‌‌speed,‌‌agility‌‌and‌‌power.‌  ‌
Let‌‌   us‌‌   look‌‌   into‌‌   definitions‌‌ of‌‌ the‌‌ different‌‌ motor‌‌ skills.‌‌ ‌Coordination‌‌ is‌‌ a ‌‌series‌‌ of‌‌ movements‌‌ organized‌‌ 
and‌  ‌timed‌  ‌to‌  ‌occur‌  ‌in‌  ‌a ‌ ‌particular‌  ‌way‌  ‌to‌  ‌bring‌  ‌about‌  ‌a ‌ ‌particular‌  ‌result‌‌   (Strickland,‌‌   2000).‌‌   The‌‌   more‌‌ 
complex‌  ‌the‌  ‌movement‌  ‌is,‌  ‌the‌  ‌greater‌  ‌coordination‌‌   required.‌‌   Children‌‌   develop‌‌   eye-hand‌‌   and‌‌   eye-foot‌‌ 
coordination‌‌   when‌‌   they‌‌   play‌‌   game‌‌   and‌‌   sports.‌‌   Balance‌‌   is‌‌
  the‌‌   child’s‌‌   ability‌‌   to‌‌   maintain‌‌   the‌‌   equilibrium‌‌ 
or‌‌  stability‌‌   of‌‌  his/her‌‌   body‌‌   in‌‌  different‌‌   positions.‌‌   ‌Balance‌‌   is‌‌  a ‌‌basic‌‌   skill‌‌   needed‌‌   especially‌‌   in‌‌   this‌‌ stage,‌‌ 
when‌‌   children‌‌   are‌‌   very‌‌   active.‌‌ During‌‌ this‌‌ time,‌‌ children‌‌ have‌‌ improved‌‌ balancing‌‌ skills.‌‌ ‌Static‌‌ balance‌‌ is‌‌ 
the‌‌   ability‌‌   to‌‌  maintain‌‌   equilibrium‌‌   in‌‌   a ‌‌fixed‌‌ position,‌‌ like‌‌ balancing‌‌ on‌‌ one‌‌ foot.‌‌ ‌Dynamic‌‌ balance‌‌ ‌is‌‌ the‌‌ 
ability‌‌   to‌‌  maintain‌‌ equilibrium‌‌ while‌‌ moving‌‌ (Owens,‌‌ 2006).‌‌ ‌Speed‌‌ is‌‌ the‌‌ ability‌‌ to‌‌ cover‌‌ a ‌‌great‌‌ distance‌‌ 
in‌  ‌the‌  ‌shortest‌  ‌possible‌  ‌time‌  ‌with‌  ‌agility‌  ‌is‌  ‌one’s‌  ‌ability‌  ‌to‌‌   quickly‌‌   change‌‌   of‌‌   shift‌‌   the‌‌   direction‌‌   of‌‌
  the‌‌ 
body.‌  ‌These‌  ‌skills‌  ‌are‌  ‌extremely‌  ‌important‌  ‌in‌‌   most‌‌   sports.‌‌   ‌Power‌‌   is‌‌  the‌‌   ability‌‌   to‌‌  perform‌‌   a ‌‌maximum‌‌ 
effort‌‌in‌‌the‌‌shortest‌‌possible‌‌period.‌  ‌
All‌‌   these‌‌   motor‌‌   skills‌‌   are‌‌   vital‌‌   in‌‌   performing‌‌ different‌‌ activities,‌‌ games‌‌ and‌‌ sports.‌‌ Development‌‌ 
of‌‌these‌‌skills‌‌may‌‌spell‌‌the‌‌difference‌‌between‌‌success‌‌and‌‌failure‌‌endeavors‌‌of‌‌the‌‌child.‌  ‌
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REFLECTION‌  ‌
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From‌‌the‌‌module‌‌on‌‌the‌‌Physical‌‌Development‌‌of‌‌Primary‌‌School‌‌Children,‌‌I‌‌learned‌‌that…‌  ‌
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Module‌1
‌ 9:‌C
‌ OGNITVE‌D
‌ EVELOPMENT‌O
‌ F‌P
‌ RIMARY‌S‌ CHOOLERS‌  ‌
-Heidi‌‌Grace‌‌L.‌‌Borabo,‌‌MA.Ed.‌  ‌
 ‌
LEARNING‌‌OUTCOMES‌  ‌
At‌‌the‌‌end‌‌of‌‌this‌‌Module,‌‌you‌‌should‌‌be‌‌able‌‌to:‌  ‌
● Describes‌‌the‌‌characteristics‌‌of‌‌children‌‌in‌‌the‌‌concrete‌‌operational‌‌stage.‌  ‌
● Explain‌‌   the‌‌
  importance‌‌  of‌‌
  information-processing‌‌
  skills‌‌
  and‌‌
  how‌‌ they‌‌ affect‌‌ the‌‌ child’s‌‌ cognitive‌‌ 
development.‌  ‌
● State‌‌the‌‌different‌‌cognitive‌‌milestones‌‌in‌‌primary-schoolers.‌  ‌
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INTRODUCTION‌  ‌
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Jean‌‌Piaget‌‌is‌‌the‌‌foremost‌‌theorist‌‌when‌‌it‌‌comes‌‌to‌‌cognitive‌‌development.‌‌According‌‌to‌‌him,‌‌ 
intelligence‌‌is‌‌the‌‌basic‌‌mechanism‌‌of‌‌ensuring‌‌balance‌‌in‌‌the‌‌relations‌‌between‌‌the‌‌person‌‌and‌‌the‌‌ 
environment.‌‌Everything‌‌that‌‌a‌‌person‌‌experiences‌‌is‌‌a‌‌continues‌‌process‌‌of‌‌assimilation‌‌and‌‌ 
accommodations.‌‌Piaget‌‌describes‌‌four‌‌main‌‌periods‌‌in‌‌cognitive‌‌development.‌‌For‌‌Piaget,‌‌intellectual‌‌ 
ability‌‌is‌‌not‌‌the‌‌same‌‌at‌‌different‌‌ages.‌  ‌

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ACTIVITY‌  ‌
Look‌‌at‌‌the‌‌semantic‌‌map‌‌below.‌‌Write‌‌down‌‌words‌‌which‌‌come‌‌to‌‌your‌‌mind‌‌when‌‌COGNITIVE‌‌ 
DEVELOPMENT‌‌is‌‌mentioned.‌  ‌
Find‌‌a‌‌pair‌‌and‌‌compare‌‌your‌‌answers.‌  ‌
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DISCUSSIION‌‌QUESTIONS:‌  ‌
1. What‌‌were‌‌the‌‌common‌‌ideas‌‌regarding‌‌cognitive‌‌development?‌  ‌
2. Are‌‌there‌‌new‌‌ideas‌‌regarding‌‌cognitive‌‌development‌‌which‌‌you‌‌found‌‌intriguing?‌  ‌
3. With‌‌the‌‌advent‌‌of‌‌the‌‌computer‌‌age,‌‌do‌‌you‌‌think‌‌cognitive‌‌development‌‌is‌‌affected?‌‌Explain‌‌your‌‌ 
answer.‌  ‌
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ABSTRACTION/GENERALIZATION‌  ‌
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Jean‌‌Piaget’s‌‌Concrete‌‌Operational‌‌Stage‌  ‌
Concrete‌‌operation‌i‌s‌‌the‌‌third‌‌stage‌‌in‌‌ 
Piaget’s‌‌theory‌‌of‌‌cognitive‌‌development.‌‌It‌‌spans‌‌ 
from‌‌ages‌‌7‌‌to‌‌approximately‌‌11‌‌years.‌‌In‌‌this‌‌ 
development‌‌stage,‌‌children‌‌have‌‌better‌‌ 
understanding‌‌of‌‌their‌‌thinking‌‌skills.‌‌Children‌‌begin‌‌ 
to‌‌think‌‌logically‌‌about‌‌concrete‌‌events,‌‌particularly‌‌ 
their‌‌own‌‌experiences,‌‌but‌‌have‌‌difficulty‌‌ 
understanding‌‌abstract‌‌or‌‌hypothetical‌‌concepts,‌‌ 
thus‌‌most‌‌of‌‌them‌‌still‌‌have‌‌a‌‌hard‌‌time‌‌at‌‌ 
problem-solving‌  ‌
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● Logic‌‌   ‌
Concrete‌  ‌operational‌  ‌thinkers,‌  ‌according‌  ‌to‌‌ 
Piaget,‌  ‌can‌  ‌already‌  ‌make‌  ‌use‌  ‌of‌  ‌inductive‌  ‌logic.‌‌ 
Inductive‌  ‌logic‌  ‌involves‌  ‌thinking‌  ‌from‌  ‌a ‌ ‌specific‌‌ 
experience‌  ‌to‌‌   a ‌‌general‌‌
  principle.‌‌
  But‌‌   at‌‌
  this‌‌
  stage,‌‌ 
children‌  ‌have‌  ‌great‌  ‌difficulty‌  ‌in‌  ‌using‌  ‌deductive‌  ‌logic‌  ‌or‌  ‌using‌  ‌a ‌ ‌general‌  ‌principle‌  ‌to‌  ‌determine‌  ‌the‌‌ 
outcome‌‌of‌‌a‌‌specific‌‌event.‌  ‌
● Reversibility‌‌   ‌
One‌  ‌of‌  ‌the‌  ‌most‌  ‌important‌  ‌developments‌  ‌in‌  ‌this‌  ‌stage‌  ‌is‌  ‌an‌  ‌understanding‌  ‌of‌‌ 
reversibility,‌  ‌or‌  ‌awareness‌  ‌that‌  ‌actions‌  ‌can‌  ‌be‌  ‌reversed.‌  ‌An‌  ‌example‌  ‌of‌  ‌this‌  ‌is‌  ‌being‌  ‌able‌  ‌to‌‌ 
reverse‌‌   the‌‌
  order‌‌   of‌‌
  relationships‌‌   between‌‌   mental‌‌ categories‌‌ (For‌‌ example‌‌ in‌‌ arithmetic,‌‌ 3 ‌‌+ ‌‌4 ‌‌= ‌‌
7‌‌and‌‌7‌‌–‌‌4‌‌=‌‌3)‌  ‌
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Is‌‌Jacob‌‌capable‌‌of‌‌reversibility?‌  ‌
Cognitive‌‌Milestones‌  ‌
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  ‌Elementary-aged‌‌ children‌‌ encounter‌‌ developmental‌‌ milestones.‌‌ 
They‌  ‌develop‌  ‌certain‌  ‌skills‌  ‌within‌  ‌a ‌ ‌particular‌  ‌time‌‌   frame.‌‌   The‌‌   skills‌‌ 
they‌  ‌learn‌  ‌are‌  ‌in‌  ‌a ‌ ‌sequential‌  ‌manner,‌  ‌meaning‌  ‌they‌  ‌need‌  ‌to‌‌ 
understand‌  ‌numbers‌  ‌before‌  ‌they‌  ‌can‌  ‌perform‌  ‌a ‌ ‌mathematical‌‌ 
equation.‌  ‌Each‌  ‌milestone‌  ‌that‌  ‌develops‌  ‌is‌  ‌dependent‌  ‌is‌  ‌dependent‌‌ 
upon‌  ‌the‌  ‌previous‌  ‌milestone‌‌   they‌‌
  achieve.‌‌  Up‌‌  until‌‌
  age‌‌
  of‌‌
  8,‌‌
  a ‌‌child‌‌ 
learns‌  ‌new‌  ‌skills‌  ‌at‌  ‌a ‌ ‌rapid‌  ‌pace.‌  ‌Once‌  ‌they‌‌
  reach‌‌  the‌‌
  age‌‌  of‌‌
  8,‌‌
  the‌‌ 
skills‌‌they‌‌learn‌‌start‌‌to‌‌level‌‌off‌‌and‌‌it‌‌usually‌‌is‌‌a‌‌steady‌‌increase‌‌of‌‌new‌‌skills.‌  ‌
  ‌Specifically,‌‌ young‌‌ primary‌‌ school-aged‌‌ children‌‌ can‌‌ tell‌‌ left‌‌ from‌‌ right.‌‌ They‌‌ are‌‌ able‌‌ to‌‌ speak‌‌ and‌‌ 
express‌  ‌themselves‌  ‌develops‌  ‌rapidly.‌‌   In‌‌  school,‌‌   they‌‌   share‌‌
  about‌‌   themselves‌‌   and‌‌   their‌‌
  families.‌‌
  During‌‌ 
play,‌‌
  they‌‌   practice‌‌   using‌‌  the‌‌  words‌‌   and‌‌ language‌‌ they‌‌ learn‌‌ in‌‌ school.‌‌ They‌‌ start‌‌ to‌‌ understand‌‌ time‌‌ and‌‌ 
days‌‌  of‌‌   the‌‌  week.‌‌  They‌‌  enjoy‌‌   rhymes,‌‌   riddles,‌‌   and‌‌   jokes.‌‌  Their‌‌  attention‌‌   span‌‌   is‌‌
  longer.‌‌ They‌‌ can‌‌ follow‌‌ 
more‌‌   involved‌‌   stories.‌‌
  They‌‌   are‌‌
  learning‌‌   letters‌‌
  and‌‌   words.‌‌ By‌‌ six,‌‌ most‌‌ can‌‌ read‌‌ words‌‌ or‌‌ combinations‌‌ 
of‌‌words.‌  ‌
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Information-Processing‌‌Skills‌  ‌
Several‌  ‌theorists‌  ‌argue‌  ‌that‌  ‌like‌  ‌the‌  ‌computer,‌‌ 
the‌  ‌human‌  ‌mind‌  ‌is‌  ‌a ‌ ‌system‌  ‌that‌  ‌can‌  ‌process‌‌ 
information‌  ‌through‌  ‌the‌  ‌application‌  ‌of‌  ‌logical‌  ‌rules‌‌ 
and‌  ‌strategies.‌  ‌They‌  ‌also‌  ‌believe‌  ‌that‌  ‌the‌  ‌mind‌‌ 
receives‌  ‌information,‌  ‌performs‌  ‌operation‌  ‌to‌  ‌change‌‌ 
its‌  ‌form‌  ‌and‌  ‌content,‌  ‌stores‌  ‌and‌  ‌locates‌  ‌it‌  ‌and‌‌ 
generates‌‌responses‌‌from‌‌it.‌  ‌
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APPLICATION‌  ‌
1. Study‌  ‌the‌  ‌diagram‌‌   on‌‌  information-processing‌‌   below.‌‌   Write‌‌   your‌‌
  insights‌‌   on‌‌   how‌‌   you‌‌  can‌‌
  apply‌‌
  the‌‌ 
Information-Processing‌‌Theory‌‌in‌‌primary-school‌‌children.‌  ‌
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2. Give‌‌3‌‌applications‌‌each‌‌of‌‌Piaget’s‌‌cognitive‌‌theory‌‌and‌‌that‌‌of‌‌information‌‌processing‌‌theory‌‌in‌‌the‌‌ 
teaching-learning‌‌process.‌  ‌
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3. Look‌‌for‌‌articles‌‌and‌‌studies,‌‌either‌‌online‌‌or‌‌printed,‌‌on‌‌the‌‌influences‌‌of‌‌family‌‌on‌‌cognitive‌‌ 
development.‌‌Share‌‌important‌‌points‌‌of‌‌your‌‌research‌‌in‌‌class.‌  ‌
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