Group 1 Ed 101

PRESCHOOLERS' PHYSICAL
DEVELOPMENT
MODULE 15
Renz Luciano
INTRODUCTION

The preschooler years is commonly known as "the years before formal schooling begins." It
roughly covers 3-5 years of age. Although it is known as the years before formal school, it is by
no way less important than the grade school years. The preschool years is very important as it
lays foundation to later development. At this stage, preschoolers achieve many developmental
milestones. As such, pre-service teachers who might be interested to teach and care for
preschoolers need to be knowledgeable about them to be truly an intentional and
effective teacher.
This Module on the physical development of preschoolers focuses on the acquisition of gross and
fine motor skills, artistic expression, proper nutrition and sleep, and what teachers and
caregivers should do to maximize the preschoolers' development.
Renz Luciano
BIG IDEAS ABOUT THE PHYSYCAL
DEVELOPMENT OF PRECHOOLERS'
1. There are significant changes in physical growth of preschoolers. 2. The
preschoolers' physical development is marked by the acquisition of gross and
fine motor skills.
3. Preschoolers can express themselves artistically at a very early
age.
4. Proper nutrition and the right amount of sleep are very important for the
preschoolers.
5. Caregivers and teachers can do a lot in maximizing the growth and
development of preschoolers.
6. Preschoolers with special needs in inclusive classrooms can thrive well with the
appropriate adaptations made in the classroom, materials and activities.
Renz Luciano
SIGNIFICANT CHANGES IN PHYSICAL GROWTH
Physical growth increases in the preschool years, although it is much slower in pace than in infancy
and toddlerhood. At around 3 years of age, preschoolers move, from the remaining baby-like features
of the toddler, toward a more slender appearance of a child. The trunk, arms and legs become longer.
The center of gravity refers to the point at which body-weight is evenly distributed. Toddlers have
their center of gravity at a high level, about the chest level. This is why they have difficulty doing
sudden movements without falling down. Preschoolers on the other hand, have their center of gravity
at a lower level, right about near the belly button. This gives them more ability to be stable and
balanced than the toddler. The preschooler moves from the unsteady stance of toddlerhood to a
more steady bearing. They no longer "toddle", that wobbly way toddlers walk. This also allows the
preschooler to move more "succesfully than the toddler. Some say that the later part of the
preschooler at around 5 or 6 is the best time to begin learning skills that require balance like riding a
bike or skating. By the time the child reaches three years old, all primary or or what are also called
"baby or milk" teeth are already in permanent teeth which will begin to come out by age six are also
developing. The preschooler years are therefore a time to instill habits of good dental hygiene.
Renz Luciano
BACKGROUND
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eiusmod tempor incididunt ut labore et dolore magna aliqua.
Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris
nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in
reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla
pariatur. Excepteur sint occaecat cupidatat non proident, sunt in
culpa qui officia deserunt mollit anim id est laborum
PROJECT
01 03
Lorem ipsum dolor sit amet, consectetur
adipiscing elit, sed do eiusmod tempor incididunt
ut labore et dolore magna aliqua.
02 Lorem ipsum dolor sit amet, consectetur Lorem ipsum dolor sit amet, consectetur
04
adipiscing elit, sed do eiusmod tempor incididunt adipiscing elit, sed do eiusmod tempor incididunt
ut labore et dolore magna aliqua. ut labore et dolore magna aliqua.
PROCESS
01 02 03 04

adipiscing elit, sed do eiusmod tempor
incididunt ut labore et dolore magna aliqua.
RESULT
40
30
20 adipiscing elit, sed do eiusmod tempor
incididunt ut labore et dolore magna
aliqua. Ut enim ad minim veniam, quis
nostrud exercitation ullamco laboris nisi
Item 3 ut aliquip ex ea commodo consequat.
Item 2
Item 1
PERCENTAGE
Item 1
20%
Item 3
40%
adipiscing elit, sed do eiusmod tempor
incididunt ut labore et dolore magna
aliqua. Ut enim ad minim veniam, quis
Item 2 nostrud exercitation ullamco laboris nisi
ut aliquip ex ea commodo consequat.
30%
Item 4
45%
CONCLUSION
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eiusmod tempor incididunt ut labore et dolore magna aliqua.
Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris
nisi ut aliquip ex ea commodo consequat. Duis aute irure dolor in
reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla
pariatur. Excepteur sint occaecat cupidatat non proident, sunt in
culpa qui officia deserunt mollit anim id est laborum
Gross and Fine Motor
Development
Vines D. Oquendo
Gross motor
development refers to acquiring skills that involve the large
muscles
Locomotor skills
are those that involve going from one place to another, like
walking. running, climbing, skipping, hopping, creeping,
galloping, and dodging
Non-locomotor
ones are those where the child stays in place, like bending,
stretching, turning and swaying
Manipulative skills
are those that involve projecting and receiving objects, like
throwing, striking, bouncing, catching and dribbling
Preschoolers
Preschoolers
are generally physically active. Level of activity is highest around
three and becomes a little less as the preschooler gets older.
Preschoolers should be provided with a variety of appropriate
activities which will allow them to use their large muscles.
Fine motor development
Fine motor development

refers to acquiring the ability to use the smaller muscles in the arm,
hands and fingers purposefully. Some of the skills included here are
picking, squeezing, pounding, and opening things, holding and using a
writing implement. It also involves self-help skills like using the spoon
and fork when eating, buttoning, zipping, combing and brushing.
Different environments provide different experiences with fine
motor skills. For example the availability of information and
communications technology in largely urban areas makes
younger and younger children proficient in keyboarding and
manipulation of the mouse or gaming console like the Play
Station Portable (PSP)
Preschoolers' Artistic Development
Viktor Lowenfeld studied this and came up with the stages of drawing in early
childhood:
Stage 1. Scribbling stage This stage begins with large zig-zag lines
which later become circular markings. Soon, discrete shapes are
drawn. The child may start to name his/her drawing towards the end
of this stage.
Stage 2. Preschematic stage
May already include early representations (This also becomes very significant
when we discuss about cognitive development). At this point adults may be able
to recognize the drawings. Children at this stage tend to give the same names to
their drawings several times. Drawings usually comprise of a prominent head
with basic elements.
Stage 3. Schematic stage

More elaborate scenes are depicted. Children usually draw from experience and
exposure. Drawings may include houses, trees, the sun and sky and people.
Initially, they may appear floating in air but eventually drawings appear to
follow a ground line.
Preschoolers
Nutrition and Sleep
KYRA GEN B. VILLASAN

The kind of nutrition a preschooler gets has far-reaching effect
on his physical growth and development. The presenteaching
effect on status is the result of what nutrients he or she
actually takes in checked against the nutritional requirement
for his her age. Obviously, having too much or too little both
have their negative effects. Here in our country, we can see the
extreme of preschoolers not having enough food and those on
the other end of the extreme where we find preschoolers who
are not just over weight but obese.
Kyra Gen Villasan
The celebration of the Nutrition month every July is aimed
at advocating for proper nutrition. Each year a theme is
put forth to advocate good nutritional habits while
government programs on giving out fortified bread, milk
and even noodles aim to address malnutrition among
children.
Kyra Gen Villasan

It is important for preschoolers to get sufficient amount of rest
and sleep. Preschoolers benefit from about 10-12 hours of sleep
each day. It is when they are asleep that vital biological
processes that affect physical and cognitive development take
place. During sleep, especially in the dream state (rapid eye
movement stage), growth hormones are released. Blood supply to
the muscles are likewise increased helping preschoolers regain
energy. At this state while dreaming, increased brain activity is
also attained.
Kyra Gen Villasan
A Quick Look at What Preschoolers Can Do: (physical skills)
This bulleted list of preschoolers' physical skills is lifted
from the Physical Domain component of the Philippine
Early Learning and Development Standards (ELDS). This set
of standards was based on a study commissioned by
UNICEF and the Child Welfare Council (CWC) This is now
adopted for use by the Early Childhood Care and
Development Council.
Kyra Gen Villasan
GROSS MOTOR: 36-48 MONTHS
• Hops 1 to 3 steps on preferred foot
•Skips (with alternating feet)
• Jumps and turns
• Stands on one leg without falling for at least 5 seconds
•Throws a ball overhead with control of direction
• Throws a ball overhead with control of speed
•Kicks a ball with control of speed
Kyra Gen Villasan

FINE-MOTOR SKILLS: 36-48 MONTHS
•Consistently turns pages of a picture or story book one
page at a time, looking at pictures with interest
•Purposefully copies diagonal lines
•Purposefully bisects a cross
•Purposefully copies a square
•Purposefully copies a triangle
•Cuts with scissors following a line
Kyra Gen Villasan

FINE MOTOR SKILLS: 49-60 MONTHS
•Copies a simple pattern of different basic shapes

•Draws a human figure (head, eyes, mouth, trunk, arms,
legs, etc.) without prompts
•Draws a house without prompts using geometric
forms
•Colors with strokes staying within the lines
Kyra Gen Villasan

PERSONAL CARE AND HYGIENE (SELF-HELP SKILLS)
36-48 months
•Pours from pitcher without spillage

• Feeds self using spoon without spillage
• Dresses without assistance except for buttons and
tying laces
• Puts on socks independently
Kyra Gen Villasan

49-60 months
•Feeds self using fingers without spillage

• Prepares own food
•Dresses without assistance, including buttoning and tying
• Wipes/cleans him/herself after a bowel movement
• Brushes teeth after meals without having to be told
• Washes and dries face independently without having to be told
•Takes a bath independently without having to be told
Kyra Gen Villasan

THE ROLE OF CAREGIVERS IN THE GROWTH
AND DEVELOPMENT OF THE PRESCHOOLER
Optimum physical development of preschoolers is largely

influenced by the supportive caregivers (parents and teachers)
who provide a stimulating environment and appropriate activities
for the children. If you have friends and relatives who are
responsible for preschoolers, read and share the following tips: This
collection includes those suggested by Lesia Oesterreich, M.S.,
Family Life Extension Specialist, Human Development and Family
Studies, Iowa State University)
Kyra Gen Villasan

For all preschoolers:
a. Engage preschool children in simple games that involve running and walking.
b. Provide them with toys for catching and throwing such as soft large balls and bean
bags.
c. Have balancing activities for preschoolers. Use low balance beams and lines on the
classroom floor or playground. Montessori schools have blue or red lines on their
preschool classroom floors.
d. Allow opportunities for rough and tumble play like in a grassy area or soft mats.
Keen observation and monitoring is, of course expected to keep them safe from injury.
e. Ensure that preschoolers get enough rest and sleep. Setting a routine for bed time
is ideal.
f. Model good eating habits to preschoolers. Encourage more fruits, vegetables, water
and fresh juices, rather than processed foods, sugary snacks and sodas.
Kyra Gen Villasan
3-year-olds
g. Encourage development of hand-eye coordination by providing large buttons or
old beads to string on a shoe lace.
h. Play ball. Show children how to throw, catch, and kick balls of different sizes.
i.Show children how to hop like a rabbit, tiptoe like a bird, waddle like a duck, slither
like a snake, and run like a deer.
j Encourage free expression in art projects. Avoid asking "what" children are drawing.
Three-year-olds may not know or care, but simply enjoy the process of drawing.
k. Provide a variety of art experiences. Make play dough. Create collages from
magazine pictures, fabric, wallpaper, and newsprint. Encourage children to
experiment with new media like wire and cork, soda straws, string, or yarn. Teach
children to mix different colors with paint.
Kyra Gen Villasan

4 year-olds
l. Encourage physical development. Play follow the

leader. Pretend to walk like various animals.
m. Set up an obstacle course indoors with challenges such
as crawling, climbing, leaping, balancing, and running
across stepping stones.
n. Encourage walking with a beanbag on the head.
Kyra Gen Villasan

5 year-olds
o. Encourage body coordination and sense of balance by playing
"Follow the Leader" with skipping, galloping, and hopping. Skip or
jump rope to music, teach folk dances and games, provide a balance
beam, a tree for climbing, and a knotted rope suspended from a
sturdy frame.
p. Teach sack-walking and "twist-em," "statue," or "freeze" games to
provide an outlet for their drive for physical activity.
q. Play games that can teach right and left directions, like
"Hokey-Pokey," "Looby-Loo," and "Simon Says." r. Help children learn
to use a pair of scissors by letting them cut out coupons.
Kyra Gen Villasan
Module 16
COGNITIVE
DEVELOPMENT OF
PRESCHOOLERS
Wenilyn Constante
Introduction
"Childhood is a world of miracle and wonder, as if
creation rose, bathed in light, out of darkness,
utterly new, fresh and astonishing. The end of
childhood is when things cease to astonish us. When
the world seems familiar, when one has got used to
existence, one has become an adult."
Preschoolers Symbolic and Intuitive Thinking
They are considered immature aspects or limitations of
preschool children's preoperational thought according to
Piaget.
Two substages of Piaget's Preoperational Thought

1. Symbolic stage
preschool children show progress in their
cognitive abilities by being able to draw objects
that are not present, by their dramatic increase in
their language and make-believe play.
2. Intuitive substage
preschool children begin to use primitive reasoning
and ask a litany of questions. The development in their
language ability facilitates their endless asking of
questions. While preschool children exhibit consi-
derable cognitive development, their improved
cognitive processes still show some aspects of
immaturity or limitations.
All the behaviors and the remarks except Items #4 and
#7 are true of preschool children.
ITEM # 1
The remarks indicate that preschool children believe that
inanimate objects have lifelike' qualities and are capable of
action. This is referred to as animism (Santrock, 2002).
Preschool children who use animism fail to distinguish the
appropriate occasions for using human and nonhuman
perspectives. However, the fact that they attribute the falling
of the leaf and the thunder to a "cause" proves that preschool
children realize that events have causes, although the
perceived causes are not correct.
ITEM #2
Child silently nods on the telephone as to answer his

Father who is on the other side of phone inquiring if Mom
is around", is another limitation in preschool children's
symbolic thought. Piaget calls this egocentrism, the
inability to distinguish between one's own perspective
and someone else's perspective (Santrock, 2002). The
child thinks that his father can see him just as he can
see himself.
ITEM #4
should apply to preschool children had the child answered NO when

asked if the amount of liquid in the tall. thin beaker was equal to
that which remained in the original beakers. Preschool children are
quite limited in thele intuitive thought process. The amount of liquid
that was transferred to the third beaker which was taller but
thinner than the original beaker remains unchanged. However,
preschool children are drawn to only to the height of the liquid when
seen in the thinner an taller beaker and fail to consider the width of
the beaker.
This is a clear evidence of centration, one fimitation of the
preschool child's preoperational thought, which is the focusing or on
centering of one's attention on one characteristic to the exclusion
of others (Santrock, 2002). In this case, the focus is only on the
height of the beaker to the exclusion of the width of the beaker
which is clearly another factor that should be taken into
consideration. This is also referred to as unidi- mensional thought.
This is also an evidence of preschool children's lack of
conservation, the awareness that the basic property of an object
or a substance is conserved (is not changed or altered) even if its
appearance is changed. (Santrock, 2002).
ITEM #5
Preschool children ask a barrage of questions.

These signal the emer- gence of the preschool
children's interest in reasoning and in figuring out
why things are the way they are. Their asking
questions is a function of their unsatiable curiosity
coupled with the dramatic increase in language
ITEM #6 AND #7
Between items # 6 and #7, item #6 (... strongly influenced by the

features of the task that stand out, such as the flashy,
attractive clown) applies to preschool children. Because the
preschool child pays more attention to the strikingly conspicuous
peripherals, they miss the more relevant and more important
features needed in problem solving or in task performance. This
is obviously manifested when between two wrapped gifts, one
with a big, colorful ribbon and the other without, a preschool child
chooses the one with a prominent ribbon.
ITEM #8
Child does not realize that the juice in each glass

can be poured back into the juice box from which
it came indicates irreversibility, Piaget's term for
a preoperational child's failure to understand
that an operation can go in two or more
directions.
ITEM #9
Mike did not like to share a piece of cake with his younger
sister. Mike's younger sister was sick. Mike concludes
that he made his younger sister got sick. shows that pre
school children do not use deductive or inductive
reasoning instead they jump from one particular to
another and see cause where none exists. This is
transductive reasoning.
Brain Connection in the
Preschool years
Analiza D. Dilla
Brain Connection in the Preschool years
Because of fascinating developments in neuroscience, brain development of
young children have been of great interest to the field of early childhood. Brain
research findings point us to more effective ways to care for and teach
preschoolers. From science lessons you had in high school or even in elementary,
you will remember that our brain is composed of numerous cells called neurons
that connect to each other to function. Cell connections are what we call
synapses. sometimes also referred to as synaptic connections. Did you know that:
⚫ the human brain contains some 50 billion neurons at birth?!

⚫ by age 2, children have developed half of the brain cell connec tions that will be
made during one's lifetime?
⚫ around 6 years of age the brain develops for more sophisticated thinking
patterns?
All these facts point to the enormous potential that the
preschooler's brain has. The child's billion cells have the
ability to make almost countless connections that prepare
the child for intricate path- we grow in his feelinquire
people, grow in his feelings and emotions, and even
express himself in As stoned freschool teacher would
often dreven express himself in has transformed from a
dependent toddler into a proud and independe
preschooler who can now eat more neatly, enjoy
"reading" a book, teli his own stories among friends, build
beautiful block strictures book his jacket all by himself
Brain ressearch has also pointed out the crucial role of the
environment. Experts have shown specific areas of brain activity
that respond to environmental stimulation. Therefore, the brain
forms specific connec tions (synapses) that are different for each
person. The quality of these comections depends on the quality of
stimulation and exposure provided by the environment. In the
preschool years, a supportive and stimulating environment is that
which offers many experiences involving the different senses
(multi-sensorial), and that which allows the child to think, imag-
ine and create is best. This environment can be provided for by a
good combination of a healthy and functional family environment
and a quality preschool program. What did that milk commercial
say? Oh yes... expose...explore...experience. May we add, all these
lead to exponential brain development
Just as an enriching environment favors the preschooler's brain
development, strong evidence also show that highly stressful environ-
ments marred by trauma and chaos affect the cognitive development
of preschoolers. High levels of stress hormones such as cortisol may
lead to diminished brain growth in areas needed for memory, learning
and emotional attachment. It may also lead to anxiety and
hyperactivity and impulsive behavior. It's not only the extreme form of
negative environment that negatively affects the preschooler's brain.
An environment that lacks the proper stimulating experiences can also
cause damage. Preschools who make children work with nothing but
work sheets and pictures instead of real life, hands-on experiences do
more harm than good. As future teachers, always be aware of your
defining role in Providing a quality environment that will lead to
optimum brain develop ment for preschoolers.
Language Development
Young children's understanding sometimes gets ahead of their Speech. As
children go through early childhood, their grasp of the rules of language
increases (morphology, semantics, pragmatics).
Symbolic thinking involves language, literacy and dramatic play. Children

rapidly conclude that sounds link together to make words and words represent
ideas, people, and things. Throughout the preschool years, children's language
development becomes increasingly complex in the four main areas: phonology
(speech sounds), semantics (word meaning), syntax (sentence construction),
and pragmatics (conversation or social uses of language). As they advance in
age and as they conti- nuously interact with people, preschool children expand
rapidly in their vocabulary through fast mapping, a process by which children
absorb the meaning of a new word after hearing it once or twice in conversa-
tion. Preschool children combine syllables into words and words into sentences
in an increasingly sophisticated manner
It is not uncommon to hear preschool children using "goed" for "went",
"foots" for "feet", "childs" for "children", "runned" for "ran" an overextension
of the rules. A thee-year old laughing with delight as an abrupt summer
breeze stirred his hair and tickled his skin, commented, "It did winding me!"
Another child said, "My father hatches the wood", meaning his father chops
the wood with a hatchet. Many of the oddities of young children's language
sound like mistakes to adult listeners, but from the children's perspective,
they are not.
In asking questions, preschoolers tend to cling to a consistent word order and

so they form questions not by following the pattern "subject-verb-object"
order but by simply saying with a rising intonation the sentence in the natural
order such as "Mother is coming?" Like- wise, preschool children tend to have
difficulty with the sentence in the passive voice. When told, "The car was
pushed by a truck", preschoolers demonstrate a car pushing a truck
From an expanded vocabulary and improved grammar, preschool
children learn to use language successfully in social contexts
(pragmatics). With an expanded vocabulary and improved
grammar, preschool children become skilled conversationalists
and often initiate conversation.
Parents, teachers, and caregivers can monitor a child's language

development in these four areas to identify where some children
may struggle. Children with mild to severe speech difficulties can
be referred to a specially trained professional called a speech
pathologist in order to work with the child or suggest helpful
strategies for caregivers to improve language proficiency.
Language and Social Interactions
Vygotsky believed that young children use language both to
communicate socially, and to plan, guide, and monitor their behavior in
a self regulatory fashion-called inner speech or private speech (Santrock.
2002).
For Piaget, private speech is egocentric and immature, but for ygotsky it
is an important tool of thought during early childhood. Full cognitive
development requires social interaction and language. Children must
use language to communicate with others before they can focus on their
own thoughts (Santrock, 2002). This implies the importance of
interaction of preschoolers with caregivers for language development.
Vygotsky asserted that preschool children are unable to achieve their highest cognitive
development (language development included) on their own and that they can improve
their cognitive development through use of scaffolding from more-skilled children and
adults. He introduced the term Zone of Proximal Development (ZPD) to refer to tasks
too difficult for a child to master alone but can be mastered with the guidance and
assistance of adults or more skilled children (Santrock, 2002). In short, the ZPD captures
the preschool childrens' cognitive skills that are in the process of maturing. The ZPD has
a lower limit and an upper limit. The lower limit of the ZPD is "the level of cognitive
development reached by the preschool child independently. The upper limit is the level
of additional responsibility the child can accept with assistance of an able instructor."
(Santrock, 2002)
Closely linked to the idea of ZPD in cognitive and language development is the concept
of scaffolding, a term that refers to the "changing support over the course of a teaching
session, with the more skilled person adjusting guidance to fit the child's current
performance level" (Santrock, 2002). The more skilled person is also called More
Knowledgeable Other (MKO). Can you think of ways of scaffolding preschoolers to help
them reach optimum cognitive and language development development?
INFORMATION PROCESSING
THEORY - ATTENTION AND
MEMORY
Arandyl Barroquillo
The Information Processing model is another way of examining and
nderstanding how children develop cognitively. This model
conceptualizes children's mental processes through the metaphor of a
computer process encoding, storing, and decoding data. The attention
span lasts longer than that of tobillers The child preschoolers pay
attention changes significantly during the Preschool years.
But one deficit in attention during preschool years is that attention is

focused only on aspects that stand out at the expense of those that
are relevant to solving a problem to performing well on a task
Preschool children recognize previously encountered information,
recall old information, and reconstruct it in the present.
Among the interesting questions about memory in the preschool
years are those involving short-term memory. In short-term memory.
(STM) retain information for up to 15-30 seconds, assuming there is
no rehearsal, which can help keep information in STM for a much
longer period (Santrock, 2002).
Differences in memory span occur across the ages due to: a) rehearsal
and b) speed and efficiency of processing information. Older children
rehearse items more than younger children. On this count, preschool
children may have shorter memory span than primary and intermediate
pupils. The speed with which a child processes information is an
important aspect of the child's cognitive abilities.
Between the ages of 2 and 5, long-term memory also begins to form, which is
why most people cannot remember anything in their childhood prior to age
2 or 3. Part of long-term memory involves storing information about the
sequence of events during familiar situations as "scripts". Scripts help
children understand, interpret, and predict what will happen in future
scenarios. For example, children understand that entering the classroom as a
class after the flag ceremony involves a specific sequence of steps: one bell
means put cross your hands right over left on your chest, two bells mean
pass quietly and follow the line until you reach your seat. Children ages 2
through 5 also start to recognize that are often multiple ways to solve a
problem and can brainstorm different (though sometimes primitive)
solutions.
Between the ages of 5 and 7, children learn how to focus
and use their cognitive abilities. for specific purposes.
For example, children can learn to pay attention to and
memorize lists of words or facts. This skill is obviously
crucial for children starting school who need to leam
new information, retain it and produce it for tests and
other academic activities. Children of this age have also
developed a larger overall ca pacity to process
information.
The Young Children's Theory of Mind
Theory of mind refers to individuals thoughts about how mental processes work
(Santrock, 2002). By the age of 2 or 3, children become aware that the mind exists. They
refer to needs, emotions, and mental states. When a preschool child says, "I forgot my
doll", "I want my ice cream"- these imply that he/she is aware that a mind exists.
Cognitive terms such as inow, remember and think usually appear after perceptual and
emotional tems, but are used by age 3 (Santrock, 2002)..
As their representation of the world and ability to remember and solve problems
improve, children start to reflect on their own thought processes. They begin to
construct a theory of mind or a set of ideas about mental activities (Preschoolers
Cognitive Develop- test, 2007). This develops markedly between the ages of three and
fhe. It includes awareness of one's own thought processes, social cog on, understanding
that people can hold false beliefs, ability to deceive. ability to distinguish appearance
from reality and ability to distinguish fantary from reality (Preschoolers Cognitive
Development, 2007).
A QUICK LOOK AT WHAT
CAN A PRESCHOOLER DO
Aldrin Daria
Below is a list of preschoolers’
cognitive skills lifted from the
Philippine Early Learning and
Development Standards (ELDS)
Receptive Language
Standards 1: The child is able to understand both verbal and
non-verbal forms of communication
31-36 months: 3-4 years old

Speaks in simple sentences
Talks about an event and is
understood
Receptive Language
37-48 months :
Uses some prepositions
Uses Plurals
Uses Past tense
Uses newly learned words appropriately in sentences
Uses newly learned words appropriately when
in group conversations
Receptive Language
Draws and tells a story about his drawing
Pre-Reading and Pre-Math (Matching)
Standards 1.1: The child is able to match identical objects,
colors, shapes, symbols.
31-36 months: 2-1/2 to 3 years old
Matches identical objects with 2 attributes (e.g..
color & shape)
Matches identical upper case letters
Matches identical lower case letters
Copies simple patterns with 2 or more attributes
(e.g, color, shape, sequence) and continues this
without guidance
Recognizes familiar logos (e.g., McDonald's,
Coke, etc.)
Recognizes signs (e.g., male & female restrooms;
stop and go; danger/poison, etc.)
Matches identical 2-to 4-letter words Matches
identical single-digit numbers
Recognizes familiar logos (e.g., McDonald's, Coke, etc.)
Recognizes signs (e.g., male & female restrooms; stop
and go; danger/poison, etc.)
Matches identical 2-to 4-letter words Matches
identical single-digit numbers
Matches identical 2-digit numbers
Pre-Reading and Pre-Math (Copying letters
and numbers)
Standards 1.2: The child is able to recite the alphabet
and numbers in sequence.
Prints upper-case letters with a model with some reversals
Prints complete name without model
and numbers)
Prints upper case letters with a model with no
reversals
Prints lower case letters with a model with some
reversals
Prints numbers 1-5 with a model with some
reversals
and numbers)
Prints upper case letters without a model and with
no reversals
Prints lower case letters without a model and with
no reversals
Prints numbers 1-5 without a model and with no
reversals
Domain: Cognitive Development
Attention and Activity Level
Standards 1: The child is able to sustain attention and modulate
his activity at age-expected levels.
Completes simple tasks without prodding
May be distracted but re-focuses on his/her own
Remains settled while leafing through a picture book for 5 minutes
Remains settled while listening to a story using picture books for 5

minutes
Sustains attention and concentration on a tabletop activity for 10
minutes
Can work on a school assignment with minimal supervision
Sustains attention and concentration on a tabletop
activity for 15-20 minutes
Can work on a school assignment with minimal supervision
Can work on a school assignment independently
Higher-Ordered Mental Abilities (Concept
Formation)
Standards 1: The child develops basic concepts pertaining to object
constancy, space, time, quantity, seriation, etc. and uses these as the
basis for understanding how materials are categorized in his/her
environment,
Knows the difference between a recent event and one that
happened a long time ago
Counts with one-to-one correspondence
Formation)
Understands the concept of number-quantity relations from 1
through 5 (e.g., hands over 5 objects when asked)
Groups objects by shape
Arranges objects by length
Arranges objects according to size
Can tell in what way 2 things are the same
Can tell in what way 2 things are different
Formation)
Can tell which is prettier/nicer of 2 items based on his/her criteria
Groups pictured objects according to category
Can tell which is left and right on him/herself
Understands "more" and "less"
Understands the concept of conservation of matter at a rudi-
mentary level
Formation)
Can tell which is the left and right of people facing him/her
Knows the difference between yesterday, today, and tomor- row
Understands the concept of number-quantity relations for 1-10
Demonstrates concept of addition using finger or objects
Demonstrates concept of subtraction using fingers or objects
Higher-Ordered Mental Abilities (Cause and Effect
Relationships)
Standards 1: The child is able to understand the cause-effect relationships.
Can complete a simple pattern (e.g., beads, pictures, shapes) with
occasional guidance
Understands reasons behind rules and practices in school
Understands reasons behind rules and practices in the
community, like those pertaining to sanitation, environmental
pres ervation, etc.
Memory: (Episodic Memory)
Standards 1: The child is able to recall people he has met.

events, and places he has been to.
Talks about things that happened during a particular

event that occurred some time back
Memory: (Episodic Memory)
Standards 1: The child is able to recall people he has met.

events, and places he has been to.
Talks about things that happened during a particular

event that occurred some time back
Memory: (Memory for Concept-Based Knowledge-
Semantic Memory)
Standards 1: The child is able to store verbal information in short
and long-term memory
Repeats 5- to 7-word sentences correctly
Memorizes the lyrics of a short song
Memorizes a short rhyme
Remembers the gist and many details of stories told or read
Memory: (Memory for Concept-Based Knowledge-
Semantic Memory)
Standards 1: The child is able to store verbal information in short
and long-term memory
49.60 months: 4-5 years old
Can recite the days of the week with some errors
Remembers lessons learned in school even after several days
have passed
Can recite the days of the week with no errors
Can recite the months of the year with some errors
Higher-Ordered Mental Abilities (Logical Reasoning)
Standards 1: The child is able to follow the logic of events (i.e..

reasons why these happen) and draw accurate conclusion by
evaluating the facts presented to him.
Can complete a simple pattern (e.g., beads, pictures, shapes)
with occasional guidance
Can tell what is silly or wrong with absurd pictured scenes
Relates experiences in sequence or as these happened
Can appreciate humorous stories or jokes that his/her peers
also find funny (e.g., "knock-knock" jokes)
Knows that certain things are the same and therefore can be
substituted for each other (e.g., liquid and powdered deter- gents)
Can state opposite relationships
Can give substantive reasons why he/she like something or not
Can argue a point/stand logically
Can complete a simple pattern (e.g.. beads, pictures, shapes)
without guidance
Knows that certain elements remain the same even if their

positions change (e.g., 2+3 and 3+2 equal 5)
Able to predict what will happen next in a story

Can predict how a story will end half-way through
Higher-Ordered Mental Abilities (Planning and Organizing)
Standards 1:The child is able to plan and organize a simple,
familiar activity
Can plan how he/she will carry out an activity with adult guidance
(eg, eating, household chores and putting structure in activities
Has almost everything he/she needs before starting an activity
Can dress following an organized sequence
Can bathe following an organized sequence
Can plan how he/she will carry out an activity without adult guidance
Higher-Ordered Mental Abilities (Creative Thought)
Standards 1:The child is able to generate new ideas or concepts, or new
associations between existing ideas or concepts.
Pretends to be engaged in "grown up" activities (e.g..
playing office)
Pretends to be a character in a familiar story
Creates new words or names for people or objects
Can make a pun or joke
Creates some dance moves
Creates lyrics of songs using familiar melody
Pretends to be a character in his/her own made-up story
Formulates rules to implement in a game
Can draw things or scenes from experience but with no
actual model or reference (i.e., from memory)
Can draw or paint things that do not exist in real life (ie.
fantasy or imagination)
Higher-Ordered Mental Abilities (Cognitive Flexibility)
Standards 1: The child is able to shift to more adaptive cognitive processing
strategies in order to effectively deal with
new and unexpected conditions in his/her environment, including problem
situations.
Modifies actions based on new experiences (eg. change block structure
that falls)
Explores alternative solutions to a problem and selects one option
Is able to shift activities without much fuss
Is able to know when the topic of conversation has changed and adjust
accordingly
The Role of Caregivers (Parents
and Teachers) in the Cognitive
Development of Preschoolers
Learning about how preschoolers think and learn, one will realize
that parents and teachers can do a lot either to help preschoolers
develop their cognitive skills or impede them. With the best of
intentions, one can do more harm than good if the approach to
teaching preschoolers is not appropriate. Some adults think that the
role of pre-schools is to prepare the children to pass the entrance
examinations of elementary schools, and so they "harass" the
preschoolers to master academic skills.
Two prominent organizations that have position
statements about the appropriate practices in the care
and education of preschoolers are the National
Association for the Education of Young Children -NAEYC
(www.naeyc.org) and the Association for Childhood
Education Interna- tional-ACEI (www.acei.org) Be sure to
check out their websites to learn more about the
preschoolers.
Below are some appropriate practices that help
develop the cognitive skills of preschoolers.
(adapted from a list of tips for caregivers and
teachers by Lesia Oesterreich, M.S., Family Life
Extension Special- is, Human Development and
Family Studies, Iowa State University)
For three year-olds
1. Speak with children as often as possible. Use short sentences, ask questions,
and listen.
2. Add new information to your children's sentences, "Yes that's a flower it's a
tall, red flower and it smells so good."
3. Teach children to memorize first and last names.
For three year-olds
4. Provide books for children to read, and read the same books to them.
Read poetry and nursery rhymes. Encourage a child to repeat a story and
discuss the ideas and events. Read titles and point to important words on
pages, packages, and street signs.
5. Encourage interest in reading and writing by sharing a grocery list or

note for parents. Provide paper, small notebooks, and markers for use
in dramatic play.
For three year-olds
6. Count objects of interest; for example cookies, cups, napkins, or dolls. It
is better to use objects that you can move one at a time as you and the
children count. Measure, and have children help measure and count as
you follow a recipe.
7. Explain why and how things happen with the help of a reference
book. Help them do simple science activities like magnetic attraction,
freezing water, planting seeds, making a terrarium, and flying kites on a
windy day.
For three year-olds
8. Provide sets toys and other objects that go together. Discuss similarities
and differences. For example, point out sequences in cooking.
9. Sing simple songs. Make simple rhythm instruments: shoe box or milk
can drums, rattles of mongo beans in a box, etc. Encourage a variety of
body movements and dance to music of many kinds. Play musical games
such as "London Bridge," "Ring- around-the-Rosie." and "Farmer in the
Dell."
For four-year-olds
1. Read aloud each day and encourage children to look at books on their
own. Provide alternative reading material with a collection of outdated
coupons, junk mail, newspaper ads, and old cereal boxes.
. Say nursery rhymes and fingerplays together. Encourage 4-year- olds to

tell stories to younger children.
For four-year-olds
3. Encourage interest in writing and words. Provide children with paper

and notebooks for writing. Print letters and numerals on art work, and
label toy shelves with pictures and words that describe objects.
4. Teach important number and space concepts. Sort and count
everything in sight, like silverware, socks, rocks, leaves, etc. Talk about
things being in, on, under, behind, beside, before and after, larger than,
too far, etc.
For four-year-olds
5. Teach children the correct use of the telephone.
6. Encourage 4-year-olds to help you plan and plant a garden. They will
love to water plants daily and will enjoy measuring plant growth.
For five-year-olds
1. Add drama to your reading sessions each day by using different voices
for different characters. While reading a familiar story, stop before the
end and ask children to add their own end to the story.
2. Ask 5-year-olds to tell you a story. Write it down and post it on the
wall or refrigerator. You can also record the child telling the story
and let him listen to himself later.
For five-year-olds
3. Ask "what if" questions. What if there were 5 little pigs instead of 3?
What if Little Red Riding Hood saw a rabbit instead of a wolf?
4. Involve children in writing "thank-you" notes, holiday greeting

cards, and letters. If a 5-year-old enjoys copying letters, let him
dictate a short message to you and copy it from your writing.
For five-year-olds
5. Give 5-year-olds opportunities to sort, group, match, count, and

sequence with real life situations such as setting the table, counting the
number of turns, sorting out socks, and matching fabric swatches. Expose
them to games' involving matching pairs.
6. Take questions seriously. Talk to children about what happens

and why. Give answers they can understand.
For five-year-olds
7. Five-year-olds will show an increasing interest in numbers. En- courage
them to count anything of interest cups, leaves, drums, bells, number of
children absent, etc.
8. Encourage interest in jokes, nonsense, and riddles by reading hu-
morous stories, riddles, and nonsense rhymes. Join them in jokes from
school, books, and TV.
9. Give opportunities to express dramatic and creative interest. Teach
children how to move their bodies to dramatize the opening of a flower,
falling leaves, or rain; wiggly worms and snakes; and laundry blowing in
the wind.
MODULE 17:
Socio-Emotional
Development of the
Preschooler
PREPARED BY: KHENFRED EMERALD B. ALARO

LEARNING OUTCOMES:
At the end of this Module, you should be able to:
explain Erikson's “crisis" of early childhood, initiative versus guilt.
. explain the development of the preschoolers' sense of self and self-esteem.
. discuss how children develop gender identity.
. describe the stages of play and how it impacts socio-emotional development.
. discuss the different caregiving styles and their effect on preschoolers.
. describe how significant relationships with parents, siblings and peers affect the preschooler.
INTRODUCTION
Socio-emotional development is crucial in the preschool years. We hear a

lot of parents and teachers and preschool administrators say that
attending preschool is more for "socialization" than for formal academic
learning. There is wisdom in this. During the preschool years, children
learn about their ever widening environment (Remember Module 10 on
Bronfenbrenner?) Preschoolers now discover their new roles outside
their home. They become interested to assert themselves as they relate
with other people. A lot of very important social skills they will learn
during the preschool years will help them throughout life as adults.
These skills can even determine the individual's later social adjustment
and consequent quality of relationships in adult life.
INTRODUCTION
Socio-emotional development is crucial in the preschool years. We hear a

lot of parents and teachers and preschool administrators say that
attending preschool is more for "socialization" than for formal academic
learning. There is wisdom in this. During the preschool years, children
learn about their ever widening environment (Remember Module 10 on
Bronfenbrenner?) Preschoolers now discover their new roles outside
their home. They become interested to assert themselves as they relate
with other people. A lot of very important social skills they will learn
during the preschool years will help them throughout life as adults.
These skills can even determine the individual's later social adjustment
and consequent quality of relationships in adult life.
Big Ideas on Preschoolers' Socio-emotional Development
1. The development of initiative is crucial to the preschooler.
2. A healthy self-concept is needed for preschoolers to interact
with others.
3. Environmental factors influence gender identity in young children.
4. Preschoolers' social development is shown through the stages of play.
5. The care-giving styles of parents and teachers affect the preschoolers'

socio-emotional development.
Preschoolers' Initiative
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 preschooler's
sense of initiative will grow.. On the other hand, if the adults show
overprotection, extreme restric- tion and criticisms, the preschooler
will develop guilt.
As preschoolers go through the conflict of initiative vs. 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 "makulit". Some parents and teachers then
become overly restrictive, resorting to threats, intimidation and
other scary tactics that disrespect the preschooler just to
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 are always punished and criticized end up construct-
a view of themselves as This (bad) "bob" (dumb) or 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 vulnerable stage. we
deal with preschoolers can already hurt them at this vulnerable stage.
The key thing to remember is to apply "judicious permissive- ness."

This involves setting realistic boundaries that keep preschoolers safe
and respectful of self and others, while allowing the greater
opportunity to explore, take risks and to engage in creative processes.
Preschoolers will develop a healthy sense of initiative in an affirming,
encouraging and stimulating environment.
Self-Concept and
the Preschooler
PREPARED BY: JOY LOREN PATRICIO

By the end of 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-
concept refers to the way one sees himself, a general view about one's
abilities, strengths 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)" "Ako
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
judgments 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 encouragement from adults.
Environmental Factors and Gender in the Preschoolers' Socio-emotional Development
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
or behaviors as being "only for boys" or "only for girls."
Consequently, they form their own gender identity, the
view of oneself as being masculine or feminine.
Gender typing and gender identity are influenced by environmental
factors such as the family, teachers, peers and the mass media. This
is where Bronfenbrenner's model comes into play. Different spheres
of influence determine the preschooler's development of a gender
schema. Differences in parental expectations and behavior towards
daughters and sons affect 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
demure. Parents also expect their children to play with toys that are
"right" for their gender. The expectations of other people in the
prechoolers' lives also influence their gender schema. This includes
their relatives, teachers, classmates and other playmates.
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 growing debate about Lesbian- Gay-Bi-
sexual-Transgender issues which is collectively known as LGBT
issues. Schools are in a 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 stage of forming their own gender
schemas.
Preschool teachers should think thoroughly on how to present

notions of what boys and girls can do especially in the discussion
about occupations or community helpers.
PARTEN’S STAGES OF PLAY
PREPARED BY: KHAILA FERRER

Play is the main agenda of the preschool years. Play las ad
dimension. As the preschooler develops, social interaction with
playmates increases. Mildred Parten, in the 1930's 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 describe 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, saying sorry, and working together. Play is indeed
the child's major business!
1. Unoccupied
The child appears not to be playing but directs his attention on anything that
interests him.
2. Onlooker
The child spends time watching others play. He may talk to them but does not
enter into play with them.
3. Solitary Play
The child spends time watching others play. He may talk to them but does not
enter into play with them.
4. Parallel Play
The child plays with toys similar to those near him, but only plays beside and
not with them. No interaction takes place.
5. Associative Play
The child plays with others. There is interaction among them, but no task
assignment, rules and organization are agreed upon.
6. Cooperative
The child plays with others bound by some agreed upon rules and roles. The
goal is maybe to make something, play a game, or act out something.
Friendships in Preschool
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 (Kostelnik, 2010). Through friendships,
preschoolers are able to practice different social roles like being a leader, a
follower, someone who takes 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 skills in establishing
friendships, maintaining positive relationships and resolving conflicts. Parents
and teachers, when seeing preschoolers in a "fight", should not just say "Tama
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 teachers
need to take time and process with children how to resolve conflicts.
Caregiving Styles
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 children that Baumrind conducted which began in the
1960's. Decades later she identified varying degrees of
demandingness and responsiveness as determinants of four
styles of caregiving. Marion (2007) expounded on these
determining factors.
Responsiveness expression of affection and
communication. It refers to how warm,
caregiver behaviors that pertain to caring and
respectful the adult is to the child. It involves
openness in communication will understand.
Demandingness refers to the level of control
and expectations. This involves discipline and
confrontation strategies.
Baumrind's Caregiving Styles
Authoritative
high demandingness/ high responsiveness
Authoritarian
high demandingness/ low responsiveness
Permissive
low demandingness/ high responsiveness
Negligent
low demandingness/ low responsiveness
Baumrind's Caregiving
Styles and Their
Effects on Children
PREPARED BY: EARL JOHN BITHAO

Baumrind's Caregiving Styles and Their Effects on Children
Caregiving Style Description Effect on the
preschooler
Authoritative (high The caregivers/parents/ •Communicate messages in a
demandingness, high teachers with this kind, firm and consistent • Makes the
responsiveness caregiver style has the manner preschooler feel safe
following descriptions: • Discipline approach focuses and secure
• Expect behavior more on teaching than • Teaches the child to
appropriate to the punishing take responsibility for
age of the child his/her actions
• Maintain reasonable • Develops good self-
and fair limits control•
•Closely monitor the •Develops a realistic
activities of the child view of oneself
•Warm and nurturing •Builds the child's
•Have realistic capacity for empathy
expectations of the
childss
Authoritarian Set subjective or • Use corporal punish- ment, Lead to aggressive
unreasonable limits sarcasm, with- drawal of love, behavior of the child
high demandingness, threats
low responsiveness Communicate Brings about poor self-
messages Not able to teach children a control
better way to behave
Strive to have strong Results in poor self-
psychological control esteem
over the child
Do not supervise
children's activities
very well and then
get upset if they
make a mistake
Permissive Low • Permit the preschoolers • Shows undemanding, - Has difficulty control- ling his/her
demandingness, high impulses
to regulate their own
responsiveness behavior and make their indifferent and rejecting action
- Tends to be dependent - Tends to be
own decisions even when towards the child Has little
preschoolers are
demanding of their caregivers
commitment to their roles as
not yet ready to do so Do parents/ caregivers • Tends not to persist or easily gives
not set rules or very few if up on a task
any . Maybe depressed or Does not easily follow • Maybe
overburdened by many rebellious
• Do not demand good
behavior or task concerns like poverty, marital • Does not handle frustration well
Has inadequate emotional control
accomplishment problems, or absence of
Difficulties in school performance
support from others
May lack confidence in When parents' behavior is to the
their ability to influence extreme or if child experiences this
the child style early, the child may have:
Maybe disorganized and

attachment problems delayed
ineffective in managing the
cognitive development
family and household/ class
poor social and emotional skills
delinquent behavior later in
adolescence
A Quick Look at What Preschoolers Can Do
(From the Philippine Early Learning Standards, ECCD Council, 2010)
Emotional Expression
Expression of Basic Emotions
37-48 months (3-4 years)
. Expresses what he/she likes
. Expresses what he/she dislikes
Can talk about difficult feelings (e.g., anger, sadness, worry) he/she
experiences
Self-regulation of feelings/emotion
. Willing to try something in order to learn more even if unsure of a
successful outcome
Perseveres when faced with challenging or new tasks
Accepts brief delays in gratification Accepts defeat well; is not a sore loser
May have some fears but is not overly fearful, anxious or nervous
. May feel sad at times but not to the point where he/she is depressed
Display of Self-Appraisal Emotions (shame, pride, guilt)
Plays to learn a game
. Plays to gain mastery of a game
Shows pleasure and enjoyment over his/her successful attempts or efforts
Confidently joins small groups especially if situation is competitive Seeks assistance
from an adult or child to solve a problem
Receptivity to Others' Emotions Receptivity to emotions and having empathy
37-48 months
Feels others' distress and acts appropriately (e.g., helps, comforts, gives, suggestions,
etc.)
Emerging Sense of Self
Knowledge of Self and Basic Roles of People in his Envi- ronment
Talks about parts of the body and their functions
Talks about own specific abilities and characteristics (e.g.,
sings, dances, is helpful, studious, etc.)
. Describes what primary caregiver can do, what they like and don't like
Defends possessions with determination
Can give reasons or justify why he/she acted the way he/she did
Forming Attachments
. Shows preference for the company of significant adults and children (other than
the primary caregiver) over unfamiliar adults and children
Interactions with Other Children
Plays with 2 or 3 children using the same play equipment
. Participates in games with other children but plays in his own way
. Chats/converses with other children
. Takes turns and shares toys with others
Actively participates in classroom and group routines
. Plays organized group games fairly
Interaction with Adults
36-48 months
. Verbalizes feelings related to events that arise in classroom. home, and
environment in a positive way
. Speaks respectfully with adults using "po" and "opo" and/or appropriate titles
. Recognizes the importance of adult's ideas and experiences by listening and asking
questions when they share these
. Clarifies rules and routines before abiding by them
. Shares personal perspective when he/she does not agree with or see the value of a
rule or routine
. Can take on another person's viewpoint Pakiramdam (Sensitivity)
Knows when to stop asking questions or when he is being "makulit"
. Cooperates to minimize conflict or tension Appreciating Diversity
Asks questions that indicate he/she notices differences in socio-economic status
Asks questions about new/different words (dialects) and practices
in the community
Talks about gender differences and roles
Regards everyone respectfully, using proper titles/labels, and does

not resort to name-calling
Willing to make friends with other children and adults in
different situations and locations (e.g., schools, neighborhood)

The Role of Caregivers in the Socio-emotional Development of the Preschooler
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 and teachers):
1. Greet each child with his or her names each day. Be sincere and respectful to each child.
2. Read storybooks that deal about friendships and different feelings.
3. Develop routines in the home or school that encourage working together and getting
along.
4. Help children learn to make rules and play simple games by providing opportunities for
them to play in small groups.
5. Play games that involve social interaction and team work.
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 to express how they feel. "I can see you are SAD about your pet, ANGRY at your
sister.
The Role of Caregivers in the Socio-emotional Development of the Preschooler
8. Use dolls, puppets or pictures to demonstrate to children how to express

feelings appropriately.
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
the party). When we do this, we are able to model to the preschooler that is
is important to listen and that having feelings, even negative ones, are okay.
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 you toys, I felt really
happy. Remember to always pack-away." 11. Read storybooks that deals
about friendships
12. For teachers, develop routines that encourage working together and
getting along

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Group 1 Ed 101

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PRESCHOOLERS' PHYSICAL

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Fine motor development

Stage 3. Schematic stage

KYRA GEN B. VILLASAN

Kyra Gen Villasan

Kyra Gen Villasan

Kyra Gen Villasan

•Copies a simple pattern of different basic shapes

Kyra Gen Villasan

•Pours from pitcher without spillage

Kyra Gen Villasan

•Feeds self using fingers without spillage

Kyra Gen Villasan

Optimum physical development of preschoolers is largely

Kyra Gen Villasan

Kyra Gen Villasan

l. Encourage physical development. Play follow the

Kyra Gen Villasan

Two substages of Piaget's Preoperational Thought

Child silently nods on the telephone as to answer his

should apply to preschool children had the child answered NO when

Preschool children ask a barrage of questions.

Between items # 6 and #7, item #6 (... strongly influenced by the

Child does not realize that the juice in each glass

⚫ the human brain contains some 50 billion neurons at birth?!

Symbolic thinking involves language, literacy and dramatic play. Children

In asking questions, preschoolers tend to cling to a consistent word order and

Parents, teachers, and caregivers can monitor a child's language

But one deficit in attention during preschool years is that attention is

31-36 months: 3-4 years old

Remains settled while listening to a story using picture books for 5

Standards 1: The child is able to recall people he has met.

31-36 months: 2-1/2 to 3 years old

Talks about things that happened during a particular

Standards 1: The child is able to recall people he has met.

31-36 months: 2-1/2 to 3 years old

Talks about things that happened during a particular

Standards 1: The child is able to follow the logic of events (i.e..

Knows that certain elements remain the same even if their

Able to predict what will happen next in a story

5. Encourage interest in reading and writing by sharing a grocery list or

. Say nursery rhymes and fingerplays together. Encourage 4-year- olds to

3. Encourage interest in writing and words. Provide children with paper

5. Teach children the correct use of the telephone.

4. Involve children in writing "thank-you" notes, holiday greeting

5. Give 5-year-olds opportunities to sort, group, match, count, and

6. Take questions seriously. Talk to children about what happens

PREPARED BY: KHENFRED EMERALD B. ALARO

At the end of this Module, you should be able to:

explain Erikson's “crisis" of early childhood, initiative versus guilt.

. explain the development of the preschoolers' sense of self and self-esteem.

. discuss how children develop gender identity.

. describe the stages of play and how it impacts socio-emotional development.

. discuss the different caregiving styles and their effect on preschoolers.

Socio-emotional development is crucial in the preschool years. We hear a

Socio-emotional development is crucial in the preschool years. We hear a

2. A healthy self-concept is needed for preschoolers to interact

3. Environmental factors influence gender identity in young children.

4. Preschoolers' social development is shown through the stages of play.

5. The care-giving styles of parents and teachers affect the preschoolers'