Early Childhood

Early Childhood
- Also known as the Preschool years.
- It refers to the period from 2 to 6 years of age, wherein a child’s brain is highly sensitive to the environment around
them.
- It focuses on a period of remarkable physical, cognitive, social, and emotional change. Infants enter the world with a
limited range of skills and abilities. During the early childhood years, such growth and change happens at a rapid
pace.
- Development fosters their learning. Children's development level can also put limitations on what they're
capable of learning.
| Example: Some preschoolers, they can do some abstract thinking and they can learn that the numerical
____ stand for ______. As time passes by, they’ll learn more about how to add and subtract these symbols.

However, they will not fully understand these abstracts and symbols concepts, such as chronological, time,
emotion, metaphors, and etc until they’re older.

Different Characteristics of Early Childhood

● Language:
- At the age of 2, a child will be able to say more than 50 words and combine those words into
simple sentences. [They will sometimes use “Me” and “I” confusedly.]
| Example: Mama and Eat
- Language will continue to grow rapidly throughout preschool years and the child will become
more understandable.
- Longer sentences; Improvement of conversation skills; Nagreresponse na sa mga
stories and questions.
- Kaya na sumunod sa simple commands ng guardian nila.

● Walking Running:
- The development during infancy leads to the motor development of the child. Once the child
begins walking on their own, they will quickly learn to run and climb by the time they are. As a
preschooler, he will be able to jump, hop, and walk up and down stairs independently.
- At this stage, mas nagging advance na ‘yung walking and running nu’ng bata. Kaya
na nyang lagpasan ‘yung mga obstacles nang walang kahirap-hirap.

● Concept:
- Toddlers will begin to understand simple concepts as they are better able to recognize similarities
and differences. They will begin to sort objects by color or shape and begin to understand
position words such as over, under, around, and beside.
- Concepts are the big ideas that children learn as they engage in experiences.
- Mas madali silang matututo kung na-aassist sila ng guardian nila.
- At age 3, children will be able to name the colors and have an understanding of the concept of
counting.
-

● Pretend Play:
- The child engages in more make-believe play with guidance from adults. Between 2-3 years old,
they will use their growing thinking skills to play pretend. They will use objects to represent
something else or assign themselves in other roles and act them out. As a preschooler, they will
invent fantasy scenarios with more detailed story lines while they play.
| Example: Playing Doll Toys; Mag-aact ‘yung bata na inaalagaan n’ya yun just like a normal
living thing. Sometimes, they will create some scenarios like ano gagawin nila or character na
gustong ganapin.
- With this, nappractice nya ‘yung imagination nya.

Pagsuot ng bata ng sandals ng mother.

● Independence:
- Young children are on the path to being independent from an early age. Toddlers learn to assert
their independence quickly and you will surely hear the words “I do it myself” at some point. As
they grow into a preschooler, the child will enjoy being more independent and be proud of their
accomplishments.
| Example: Their guardian will let them eat independently.

● Tantrums
 - Due to the newfound independence, toddlers and some preschoolers are into the word saying
“No.” It sometimes leads to temper tantrums when they do not get their wants, which is a normal
part of early childhood development.
- In this case, dapat alam natin kung papaano sila i-hahandle and to make them
understand that their tantrums are controllable and not the reason for concerns.
- Normal ang pagtantrums. Pero kailangan natin iparealize na hindi yun ang palagi
nilang dpaat paraan kapag hindi nasunod ‘yung gusto nila. Emotional Blackmail -
Tawag sa ginagawa nila.
- Tough Love [Pinapakita mo yung love mo pero pinapakita mo ‘yung pagdidiscipline.

● Potty-Training
- Many children start to show signs of readiness for potty-training between 18 and 24 months.
Following instructions, keeping a diaper dry for two or more hours, and expressing the response
in using the toilet. However, some children do not become fully potty-trained until months later,
and it takes even longer to remain dry at night.
- For them to be familiarised with this routine, the guardian needs to encourage the
child at an early stage.

● Curiosity
- It is the driving force behind most learning of young children. Toddlers explore the concepts of
cause and effect by observing what happens when they push, pull, bang, or shake objects.
- Preschoolers often say the word “Why?” which illustrates their natural curiosity and design to
learn more.
- A chance to approach an investigation is sometimes referred to as taste, wraith, and rattle.
However, they also want to know the non physical world ‘yung mga bagay na hindi nila nakikita o
nahahawakan. Also, asking questions will help them to widen their understanding of the world or
in some situations.
- Our role as adult is not to dismiss their questions.

Early Childhood Physical Development

- Individual children’s physical growth and development vary considerably, depending on heredity, environmental
factors, nutrition, gender, and access to health care. Over time, the interplay brings on dramatic noticeable changes
in children.
- Include physical and muscular growth. Also their capabilities to regulate their muscle and the ability to use
specific body parts and muscle for particular tasks.
- It is also influenced by fine and gross motor abilities or skills.

Characteristics of Physical Development

- Although individual differences exist, three general principles of muscle development apply:
1. In general, the direction of muscle development is from top of the head to the tips of the toes.
- Ito ‘yung direction na kung saan nagkakaroon ng muscle development na mula sa
head to toe.
2. The sequence of muscle development begins with those closest to the center of the body and
progresses to those in the extremities–the hands and feet.
- It is the muscle growth that begin with the center of the body and develops in the
extremities; mga daliri sa paa.
3. The process of physical development is a result of experience–the opportunities children have
to explore, practice, refine, and increasingly coordinate those motor movements that drive
physical development.

Physical Development Milestones

● Height
- Children between the ages of two and six years ten to grow about 3 inches in height and gain about 4 to 5
pounds in weight each yearl The average 2-year-old between 23 and 28 pounds and stands between 33
and 35 inches tall. The average 6-year-old weighs between 40 to 50 pounds and is about 44 to 47 inches
in height. The 3-year-old is still very similar to a toddler with a large head, large stomach, short arms, and
legs. By the time the child reaches age 6, however, the torso has lengthened, and the body proportions
have become more like those of adults.
- This growth rate is slower than that of infancy and is accompanied by a reduced appetite
between the ages of 2 and 6. This change can sometimes be surprising to parents and lead to
the development of poor eating habits. However, children between the ages of 2 and 3 need
1,000 to 1,400 calories, while children between the ages of 4 and 8 need 1,200 to 2,000 calories
(Mayo Clinic, 2016a).

● Growth rate
 - This growth rate is slower than that infancy and is accompanied by a reduced appetite between the ages of
2 and 6. This change can sometimes be surprising to parents and lead to the development of poor eating
habits.

● Brain Maturation
- Brain weight: The brain is about 75 percent of its adult weight by three years of age. By age 6, it is at 95
percent of its adult weight (Lenroot & Giedd, 2006). Myelination and the development of dendrites continue
to occur in the cortex and as it does, we see a corresponding change in what the child is capable of doing.

- Growth in the Hemispheres and Corpus Callosum: Between ages 3 and 6, the left hemisphere of the brain
grows dramatically. This side of the brain or hemisphere is typically involved in language skills. The right
hemisphere continues to grow throughout early childhood and is involved in tasks that require spatial skills,
such as recognizing shapes and patterns. The corpus callosum, a dense band of fibers that connects the
two hemispheres of the brain, contains approximately 200 million nerve fibers that connect the
hemispheres (Kolb & Whishaw, 2011).

Giving them stimulation activities like nahahawakan, namamanipulate, ginagamatina ng mga senses
compare sa mga gadgets.

Early Childhood Motor Development

- During the toddler years, children grow and develop quickly becoming more independent in their world exploration,
becoming more coordinated, and taking on more responsibility. Parents and caregivers may assist the toddler in
growing their fine and gross motor (movement) skills in a variety of ways.

Two types of Motor Skills:

As children grow, they develop:
1. Fine motor skills [Grasping]
- Refers to the coordination of your child’s small muscles. Such as those in their hands, wrists, and
fingers in connection with their eyes.
- It involves the small muscles of the body, which are necessary in tasks such as writing, grasping
(ex. Small objects of toys.) and fastening clothing.
- These skills are important in school activities and in life, in general.
| Example: Unbuttoning shirts, writing your name, picking up your clothes and bags, grasping.

Milestones for Fine Motor Skills

○ All children develop at their own pace, they do reach some milestones within the age
ranges.
- During 5 - 6 months old, babies start to grasp objects with their hands.
- During 6 - 12 months old, babies start to play with their hand-held toys given
by their parents or caregivers.
- During their 18th month, they will attempt to do more complex tasks like
drinking from a cup independently as well as dressing themselves.
○ 24 months (2 years old) they may start scribbling, drawing and attempting handwriting.

○ Between 2 to 3 years old they might be able to turn doorknobs and screw jar lids.

How do motor skills develop?

- A child’s motor skills develop through every day actions especially at playtime with
activities that involve grasping, holding and pressing. They also will perfect the pincer
grasps first through feeding and then through play and by dressing themselves.
| Example to help the child develop their fine motor skills:
○ Painting
○ Making origami
○ Paper cutting activity
○ Asking them to set up the table
○ Paglalagay ng water sa cup

Problems with fine motor skills

Warning signs that your child may have issues with fine motor skills:
● Dropping things
● Difficulty in holding spoon
● Having trouble writing and using scissors.
● Unable to tie their shoes.

Kapag hindi develop ang fine motor skills yun ang mga kadalasang nahihirapan magsulat and
clumsy.
 How to develop fine motor skills?
Through tweezers and beads. They have to put the beads into another container using tweezers.

Kapag coloring materials, dapat maliliit lang. Kung malalaki yan hindi madedevelop ang motor
skills nya.

2. Gross motor skills

- Skills that involve movement of larger muscles in the arms, legs, and torso, such as crawling,
running, jumping, and throwing.
- As the child grows and has gross motor skills, they don’t like to keep still.
- Sa process nito nabbuild ‘yung enough strengths na kailangan ng specific body parts
or muscle para magawa ang isang complex or big movements.

Milestone for gross motor skills:

○ At 2 years old, children can jump on both feet and walk down 3 stairs.
○ Between 2 to 3 years, kids are capable of more complex movements such as negotiating stairs
without holding on to the railing.
○ At 3 to 5 years old, movement may progress to climbing on play equipment and walking in a
balance big.

Problems with gross motor skills

- We must remember that all children develop at different rates. Gross motor skill delays could be
due to a medical condition. For example, low muscle tone (hypotonia) is a characteristic of Down
syndrome, as well as some muscle and central nervous system disorders.

Reasons for Gross Motors Skills Delay

- In order to develop gross motor skills, kids need to have certain abilities and master certain
concepts. These includes:
○ Muscle strength/tone
○ Balance
○ Coordination
○ Stability and posture
○ Motor learning

Interventions for motor skills delays

- The treatment that’s recommended will depend on the type, severity, and nature of the delay.
- In some cases, gross motor skills delays may not require specific intervention and will resolve as
the child continues to grow. In other cases, your doctor may recommend home exercises or
physical therapy to improve strength, muscle tone, coordination, balance, and body control.

Reasons why it’s important to address delays

● Gross motor ability is a critical life skill
- Gross motor skills are important for major body movement such as walking,
maintaining balance, coordination, and reaching. These abilities share connections
with other physical functions. They are also connected to other actions necessary for
daily living and academic success.

● Gross motor skills can impact academic skills

- Delays in gross motor skills can also lead to problems with fine motor abilities. A child’s
ability to maintain upper body support, for example, will affect their ability to write.

Early intervention is also important.

Kapag hindi nadevelop ‘yun yung mga kadalasang nadadapa, lampa, clumsy like palaging
nababangga sa kung saansaang lugar dahil walang coordination.

One of the therapy is yung pagtayo using 1 foot only. O kaya pagbaba ng hagdan. Paghop using
1 foot.

Cognitive Development
Piagetian Approach: The Preoperational Child
- In Jean Piaget.s theory, infants learn about the world via their senses and motor activity during the
sensorimotor, Now, we turn our attention to Piaget’s second stage, the preoperational stage. Lasting from
approximately 2 to 7, it is characterized by an expansion in the use of symbolic thought. However, children
are not yet fully ready to engage in logical mental operations.
 Cognitive Advances during Early Childhood
● Rapid Growth in Language
Fast Mapping process by which a child absorbs new words after hearing it once or twice in
conversation.
- That’s why it is very important to be careful with your words especially if there are
children or kids around you.
- Hindi pa nila masyadong maiintidihan ‘yung ibang kahulugan ng ibang mga salita. For
example: Sasabog na ang ulo ko sa galit. Ang iisipin nila, sasabog na as in literal.

● Symbolic Function ability to use mental representations (water, numbers, or images) to which a child has
attached meaning.
- They don’t need to touch the object for them to think about it. Kasi in their mind, the things
around them already have a mental representation.
○ Pretend play also called fantasy play, dramatic play, or imaginary play, children use an object to
represent something else. [Favorite activity of the kids at this stage.]

● Understanding of Identities
- The concept that people and many things are basically the same even if they change in outward
form, size, or appearance.
| Example: Kahit magcostume ng spiderman ‘yung daddy nung bata, marerecognize pa rin nya
na daddy nya ‘yun. Kahit na magshades or anything ‘yung family member, marerecognize pa rin
‘yun ng bata. Even thou may nagbago, marerecognize naa nung bata at this stage.

● Understanding of Cause and Effect

- Piaget maintained that preoperational children cannot yet reason logically about cause and
effect. Instead, he said, they reason by transduction. They mentally link two events, especially
events close in time, whether or not there is logically a casual relationship.
- Naiintindihan na nung bata na may mga rason kung bakit nangyari ‘yung mga bagay
na ‘yun.
| Example: Tinapak ko ‘yung feet ko sa basa kaya basa ‘yung feet ko. So, alam nya na
kaya nabasa o basa yung feet nya is because tinapak nya ‘yun sa basa.
- Naiintidihan na nya ‘yung cause and effect pero hindi pa ganoon kalalim. May mga
cases na pinagtutugma nya yung dalawang events kahit hindi naman konektado.

● Ability to Classify or Categorize

- Children at this age can identify similarities and differences such as color and shape. Children
use this ability to order many aspects of their lives, categorizing people as “good,” “bad,” “nice,”
“mean,” and so forth.
- Kaya na nya magclassify or magcategorize kung sino or ano ang masa or mabuti sa
mga taong nakapaligid sa kanya, mga kinakain nya, basta anything na naiinteract nya.
- Kaya na nya magcategorize ng mga differences ng mga shape or color.

● Understanding of Number
- Children start to count and deal with quantities.
|Example: Kumuha sya ng cookie tapos kumuha pa sya ng isa pa. Naiintidhan nya na marmai na
syang cookie compare sa kanina.
- Most children can say one tree is bigger than another or if they have one candy and they get
another, they have more candies that they had before.

Underdeveloped aspects of preoperational stage

● Centration: Inability to decenter
○ Centration: The tendency of preoperational children to focus on one aspect of a situation and neglect
others.
- ‘Yung bata ay nagfofocus lang sa isang bagya tapos isinasawalang bahala na nya na yung ibang
possible na bagay na nakapaligid dun. Naglleads to Lack of Conservation; o ‘yung hindi
pag-intindi ng bata sa konsepto ng conservation.
○ Decenter: Ability to think about several aspects of a situation at one time.

● Lack of Conservation
○ Conservation - Awareness that two objects that are equal according to a certain measure remain equal in
the face of perceptual alternation so long as nothing has been added to or taken away from either object.
| Example: 2 different containers with equal amounts of water.

Conservation Error - ‘Yun yung tawag sa pagfail nilang madetermine na ang 2 different size of container
with just same amount of water are just the same.
 ● Irreversibility refers to the young child’s difficulty mentally reversing a sequence of events.
- Hindi pa kaya intindihin nung bata na kahit pagbaliktarin natin yung isang bagay it will remains the same.
| Example: Itinuro sa bata kung paano pumunta sa point A to point B, nagawa naman. Nu’ng inask na sya
from point B to point A, hindi na niya magawa because wala pa silang konsepto ng reversibility of thought.

● Egocentrism is a form of centration. Inability to consider another person’s point of view; a characteristic of young
children’s thought.
| Experiment: Piaget’s Mountain Task
- May tatlong bundong sa harap ng isang bata: Isang pinakamalaki (pinakamalapit sa kanya), sumunod sa
malaki, at pinakamaliit. Kapag tinanong ang bata na alin sa bundok ang pinakamalapit, ang isasagot nya
ay yung pinakamalaki. Kapag naman tinanong sya sa pwesto nung doll sa harap nya, ganon pa rin ang
isasagot nya na kung saan mali dahil ang sagot ay ‘yung pinakamaliit na mountain. Why? Because ‘yung
mga bata at this stage ay hindi pa kaya i-consider ‘yung iba’t ibang point of view ng mga taong nasa paligid
nya.

● Transductive Reasoning is when a child fails to understand the true relationships between cause and effect,
drawing a relationship between two separate events that are otherwise unrelated.
| Example: Nagtantrums ‘yung isnag bata. The next day, nagdivorce ‘yung parents nya. Ang mangyayari, ang
tendency na iisipin nung bata, kaya nagdivorce yung parents nay ay dahil sa kanya, dahil nagtantrums sya.

● Animism the tendency to attribute life to objects that are not alive and that inanimate objects are capable of actions
and have lifelike qualities.
- Tendency na yung mga bata ang tingin nila sa mga non-living things around them like chair and stuff toys,
tingin nila sa mga yun ay buhya at kayang gumawa ng actions. Kaya may mga times na ‘yung mga bata
kapag binigyan mo ng food, binibigyan din nila ‘yung mga stufftoys nila. Kaya nagbblink ‘yung star kasi
happy sya or kaya umuulan kais umiiyak ‘yung clouds.
| Example: Toys story

Socioemotional Development
- Represents children’s emotional growth and ability to navigate their world successfully through interactions with
adults and peers. Focusing on childrens development abilities to regulate their attention, emotions, and behavior, and
to form positive relationships with adults and peers.
- May malaking impact ang emotional development sa social relationship ng isang bata na bumubuo rin ng
isang maayos na relasyon sa mga taong nakapaligid sa kanya na kung saan nakakaapekto ito sa kung
papaano sil mahuhubog sa kanilang understanding sa mundo.
- We need to learn how to imposed discipline with the use of tough love. Parang clay, kapag tumigas hindi
mo na sya mamold.

● 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 playground). They learn to 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. Also improve their ability to manage
their emotions to match the situation and environment.
| Example: Paggamit ng isang bata ng “I’m upset.”

● Independence
- Preschoolers with a healthy sense of independence will follow predictable daily routines and activities at
school and at home. They may start identifying a favorite friend and ask that friend to play or independently
play with toys and materials at home, school, or an outdoor playground.
| Example: Paglilinis ng kanilang sarili, paggamit ng bathroom, pagbubukas ng kanilang snacks,
pagpapakain sa sarili at paghahanda sa pagtulog.

● Relationship with others

- Preschool-age children engage in pretend play with friends and use words and sentences to express their
feelings and thoughts. They also progress in their ability to understand and appropriately respond to their
friends’ feelings. Children with healthy social-emotional development have a balance of all these
components.

Socioemotional Developmental Milestones in Preschool

Age 3 ● Plays make-believe with dolls, animals, and people

● Copies adults and friends
 ● Notices other children and joins them in play
● Shows affection for friends without prompting
● Shows concern for crying friend
● Shows a wide range of emotions
● Calms down within 10 minutes after you leave
● May get upset with major changes in routine

Age 4 ● Interested in new experiences

● Pretends to be something else during play (teacher, dog, superhero)
● Make-believe play is more creative and complex
● Dresses and undresses self
● Would rather play with other children than alone
● Can name two or more friends
● Comforts others who are hurt or sad
● Cooperates with other children
● Often can’t tell what’s real and what’s make-believe
● Talks about what they like and what they are interested in
● Likes to be a “helper”
● Changes behavior based on where they are
● Avoids danger, like not jumping from tall heights on the playground

Age 5 ● Wants to please friends

● Wants to be like friends
● Follows rules when playing games with others
● Takes turns when playing games with other children
● Likes to sing, dance, and act
● Is aware of gender
● Can tell what’s real and what’s make-believe
● Shows more independence
● Does simple chores at home
● Can tell you their first and last name and age

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. Theorist Lev Vygotsky said that adults
share their cultural values and beliefs with children through daily interactions. Ideas, beliefs, and expectations about child
development are just some of the ways cultures are unique. Becoming aware of and respecting these differences can help you
better understand how families’ experiences help shape the preschoolers in your classroom.

Moral Development
● Age 1-3
- Toddlers are often impulsive, acting before thinking. Children begin to understand the concept of okay/not
okay, and may establish shame, guilt or remorse if they do inappropriate behavior. Toddlers cannot yet truly
distinguish between right and wrong even though they begin to realize others' feelings and needs. Instead,
parents and other caregivers define moral behavior and begin to help children recognize a code of ethics

- Caregivers serve as role models for ethical behavior. Consistently offering guidance, correction, and
consequences helps teach children about the impact of their behavior on themselves and others, and helps
define right and wrong.

● Age 4-5
- Preschoolers start to develop their own ideas of right and wrong, and they are better able to follow rules.
However, often need to be reminded of rules and need guidance following them and begin to develop a
strong sense of fairness and acceptable behavior at this stage.

- Parents can help children develop a foster moral code through discussing ethical dilemmas and talking
about feelings. Setting clear boundaries, expectations, and consequences for moral behavior can help
preschoolers clarify values.

Kohlberg’s Approach to Moral Development:

- Under the Preconventional stage, the moral decisions of preschoolers are based on the physical consequences of
their actions which lasts until the age of 9.

Stage 1: Obedience and Punishment

- The preschool-age children’s reason for making moral decisions is to avoid punishment.

Stage 2: Pleasure Orientation

- Preschoolers view the right behavior means acting in one’s own best interest.
Disorder/Disparity
Autism Spectrum Disorder
- A developmental disorder begins in early childhood, and symptoms usually occur during the first year.
- Children with autism often have difficulties communicating, socializing, learning, and understanding.
- For children with ASD, communication and interaction are difficult in that they avoid eye contact, do not
respond when calling their name, and do not show facial expressions, to name a few. In terms of behavior,
they have repetitive behaviors and interests, easily get upset about small things, have obsessive interests,
usually repeat words or phrases, and feel uncomfortable when things are not properly arranged.

Cerebral Palsy
- A developmental disorder and typical motor disability are commonly diagnosed in children as young as
two.

- It impairs somebody’s ability to maneuver and maintain proper posture and balance. This usually occurs
when space in the brain doesn't develop normally or once it is impaired shortly after birth or early life.

- Also, it will cause moderate muscle management issues. Though with severe cases, some might
experience conditions to the extent they can't walk independently. While some with cerebral palsy may
have intellectual deficiencies, others still possess normal intelligence.

Early Childhood [Inferiority and

Sigmund Freud: In order for us to understand adult behavior, we have to look back at the past [which pertains to childhood
experiences]. Palagi n’yang eineemphasize sa mga theory nya kung gaano ka-importante ang pagreceived ng positive
experiences in his/her childhood and ano yung mga effect nito kapag negative ang mga experiences.
Example: Mga taong masusungit. So, titignan kung ano ba ang mga childhood experiences bakit masungit.

Erik Erikson: Autonomy vs. Shame and Doubt [Neglected and Over Assistance]
Kailan ng isang bata na matutunan paunti-unti na maging self-sufficient sya. Ibig sabihin, maging autonomous [Gumawa ng
mga bagay na meron na lamang kaunting help ng caregivers] sya sa mga kailangan nyang gawin,
Example: Pagsuklay, Pagligo, Pagkain

Kaya kailangan mag-invest sa preschool years ng mga bata dahil it would lay the foundation,

Language:
Ang brain development sa childhood ay kailangan magkaroon ng brain connection. It is very important to expose the child to
different languages because they’re easier to learn than colleges. Kaya kapag inexpose mo ang bata mas madaling matuto as
they developed dahil nagkaroon agad ng brain connection.
Experiment:
Bagong panganak na monkey tinakpan ang isang mata. After 4 years tinaggal, nabulag na yung tinakpan na mata pero
nakakakita sya before pa takpan.It simple explain that there’s no brain connection happened on the eye na tinakpan kaya hindi
na nagdevelop.
Kaya ang lay ng foundation happens here, happens in early childhood.