V.

Early
Childhood
Development of
Learners
Presented by Group 5
 GROUP 5
Reporters

SAHIBUL MANALO CAPOQUIAN SAHIBUL

DAMSANI TAKAKI
 Introductio
n
Early Childhood Development (ECD) is
a period of rapid and critical
development - from conception to 8
years. Quality nurturing care during this
period - adequate nutrition, good health
care, protection, play and early education
- is vital for children's physical,
cognitive, linguistic and social-
emotional development.
 Introductio
n
A. Preschoolers Physical Development
B. Cognitive Development of the
Preschoolers
C. Socio Emotional Development of the
Preschoolers
 A.
Preschoolers
Physical
Development
of the learner
Preschoolers Physical Development of the Learners
Preschooler ages 3-5 years old
• Preschooler Physical Development
- they love to move
- they enjoy being active
- they are also interested to look
with their fingers
- they have more balance stance
than toddlers
• Significant changes in Physical Growth
- Preschoolers move from the remaining
baby like features of toddlers, toward
more slender appearance of a child. The
trunk, arms, and legs becomes longer.
- Preschoolers have their center of
gravity at lower level, right about near
the belly button.
 Gross and Fine Motor
Development
GROSSMOTOR DEVELOPMENT FINE MOTOR DEVELOPMENT

• Gross Motor Skills are • Acquiring the ability to

categorized into three: use the smaller muscle
• Different environment
• LOCOMOTOR provide different
• NON - LOCOMOTOR
• MANIPULATIVE SKILLS experiences with fine
motor skills.
 r 's Ar ti stic
Preschoole t
Dev elop me n
Stages

GE
1 SCRIBBLING STA

STAG E
2 PRESCHEMATIC

GE
3 SCHEMATIC STA
Preschoolers Nutrition and Sleep

• Healthy eating is important

for pre schoolers, they need
proper nutrition.
• Pre schoolers regular sleep,
they need 10 to 13 hours of
sleep in a day including naps.
 Quick look on what Pre
schoolers can do (Physical
Skills)
GROSSMOTOR: 36-48 MONTHS
• Hops 1-3 steps on preffered foot
• Skips (Alternating feet)
• Jumps and turns
• Stands on one leg without falling for
atleast 5 seconds
• Throw a ball overhead with control of
direction
• Throw a ball overhead with control of
speed
• Kicks a ball with control of speed
FINE MOTOR: 36-48 MONTHS
• Consistently turns a page of a
picture or story book, one page at
a time and looking at a picture
with interest
• Purposefully bisects a cross
• Purposefully copies a square
• Purposefully copies a triangle
• cuts with scissors following a line
 46-60
Months
• Copies a simple pattern of different
basic shapes

• Draw a human figure (head, eyes,

mouth, trunk, arms, leg, etc.)

• Colors with strokes staying within

the lines
 Personal Care and
Hygiene (Self-help
skills
36-48 MONTHS 46-60 MONTHS
• Feeds self using finger without
• Pours from pitcher without spillage
spillage • Prepare own food
• Feeds self using spoon without • Dresses without assistance,
spillage including buttoning and tying
• Dresses without assistance • Wipes or clean him/herself after a
bowel movement
except for buttons and tying • Brushes teeth after meal without
laces being told
• Puts on socks independently • Washes and dries face
independently
• Takes a bath independently
 The role of caregivers in the
growth and development of the
pre schooler
• The physical development of
preschoolers are largely influenced
by supportive caregivers
• Parents and teachers are the one who
prove simulating environment and
appropriate activities for the children.
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
D. Allow them to play in grassy area
or soft mats
E. Ensure preschoolers get enough
rest and sleep
F. Model good eating habits to pre
schoolers
FOR THREE YEARS OLD FOR FOUR YEARS OLD FOR FIVE YEARS OLD

G. Encourage
Development and L. Encourage physical
Development O. Encourage body
Condition coordination and
H. Play ball M. Set up an
obstacle balance
I. Show them activities P. Physical Activities
to play course indoors Q. Teach right and left
J. Encourage free N. Encourage walking
expression in first directions
with R. Help them learn how
subject a bean bang on
K. Provide a variety to use scissors
the head.
of art experiences
B. COGNITIVE
DEVELOPMEN
T OF THE
PRESCHOOLE
RS.
 Preschoolers’ Symbolic and Intuitive
Thinking
There are two substages of Piaget’s preoperational thought, namely,
symbolic substage and intuitive substage.

·In the intuitive substage,

.·In the 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.
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
considerable cognitive
development, their improved
cognitive processes still show
some aspects of immaturity or
limitations.

Symbolic thought is shown in preschool children’s ability to mentally represent an object

that is not present.
Brain Connections in
the Preschool Years
Because of fascinating developments in
neuroscience, brain developments 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.
 ·SYNTAX
·PHONOLOGY (SENTENCE
(SPEECH CONSTRUCTION)
SOUNDS)
Language
Development
Throughout the
preschool years,
·SEMANTICS children’s language
(WORD development
becomes
MEANING) increasingly • PRAGMATICS
complex in the four (conversation or social
main areas: uses of language).
 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
Interaction
Vygotsky believed that young children use
language both to communicate socially and to
plan, guide, and monitor their behavior a self-
regulatory fashion – called inner speech or
private speech (Santrock, 2002).
For Piaget, private speech is egocentric and
immature, but for Vygotsky 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.
 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 know, remember, and think
usually appear after perceptual and emotional terms, 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 Development, 2007). This develops
markedly between the ages of three and five. It includes awareness of one’s own thought
processes, social cognition, understanding that people can hold false beliefs, ability to deceive,
ability to distinguish appearance from reality and ability to distinguish fantasy from reality
(Preschoolers Cognitive Development, 2007).
How do children manage to develop a theory of mind at such a young age? Various speculations
and research findings suggest that social experience is very important. Social experience includes
1) early forms of communication, 2) imitation, 3) make-believe play, 4) language, and 5) social
interaction. (Preschoolers Cognitive Development, 2007).
 Receptive Language
Standards 1: The child is able to understand both verbal and verbal forms of
communication non verbal forms of communication

31-36 months: 3-4 years old
·Speaks in simple sentences
·Talks about an event and is
understood
appropriately when in group
37-48 months
49-60 months: 4-5 years old
·Uses some prepositions
·Uses plurals
·Uses past tense
·Uses newly learned words • Draws and tells a story
appropriately in sentences about his drawing
·Uses newly learned words
conversations
 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 37-48 MONTHS: 3-4

YEARS OLD
·Matches identical objects
with 2 attributes (e.g., color &
shape)
·Matches identical upper case
letters
·Matches identical lower case
letters .
YEARS OLD
·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
·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 numbersin sequence.

49-60 4-5 YEARS OLD

·Prints complete name 61-71 MONTHS: 5-6 YEARS OLD

without model.
·Prints upper case
letters with a model ·Prints upper case letters
with no reversals without a model and with
37-48 MONTHS: 3-4 YEARS ·Prints lower case no reversals
OLD letters with a model ·Prints lower case letters
without a model and with
with some reversals no reversals
·Prints upper-case ·Prints numbers 1-5
letters with a model ·Prints numbers 1-5
with a model with without a model and with
with some reversals some reversals 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

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

• Completes simple tasks without prodding
37-48 months: 3-4 years old
• 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 for10 minutes
• Can work on a school assignment with minimal supervision
49-60 months: 4-5 years old
• Sustains attention and concentration on a tabletop activity for15-20 minutes
• Can work on a school assignment with minimal supervision
61-71 months: 5-6 years old
• Can work on a school assignment independently
 Higher-Ordered Mental Abilities (Concept Formation)
Standard 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.

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

·Knows the difference between a recent event and one that
happened a long time ago
·Counts with one-to-one correspondence
·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
37-48 months: 3-4 years old
·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 rudimentary level

49-60 months: 4-5 years old

·Can tell which is the left and right of people
facing him/her
·Knows the difference between yesterday, today,
and tomorrow
·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.
31-36 MONTHS: 2-1/2 TO 37-38 MONTHS: 3-4
3 YEARS OLD YEARS OLD
• Understands reasons behind
rules and practices in school
• Can complete a simple • Understands reasons behind
pattern (e.g., beads, rules and practices in the
pictures, shapes) with community, like those pertaining
occasional guidance to sanitation, environmental
preservation, etc.
 Memory: (Episodic Memory)
Standards 1: The child is able to
recall people he has met, events,
and places he has been to.

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

• 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

37-48 months: 3-4 years 49-60 MONTHS: 4-5 YEARS 61-71 MONTHS: 5-6 YEARS OLD
old OLD
• Repeats 5- to 7-word
sentences correctly
• Can recite the days of • Can recite the
the week with some days of the
• Memorizes the lyrics errors
of a short song • Remembers lessons week with no
• Memorizes a short learned in school even errors
rhyme after several days have • Can recite the
• Remembers the gist passed months of the
and many details of
stories told or read 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.
31-36 MONTHS: 2-1/2 TO 3 37-48 MONTHS: 3-4 YEARS OLD 49-60 MONTHS: 4-5 YEARS OLD
YEARS OLD
• Can tell what is silly or wrong with absurd • Knows that certain
pictured scenes
elements remain the
• Can complete a ·Relates experiences in sequence or as these
happened same even if their
simple pattern • Can appreciate humorous stories or jokes
that his/her peers also find funny (e.g.,
positions change (e.g.,
2+3 and 3 +2 equal 5)
(e.g., beads, “knock-knock” jokes)
• Knows that certain things are the same and • Able to predict what will
pictures, shapes) therefore can be substituted for each other
(e.g., liquid and powdered detergents) happen next in a story
• Can predict how a story
with occasional ·Can state opposite relationships
• Can give substantive reasons why he/she will end half-way
guidance like something or not
·Can argue a point/stand logically through
• Can complete a simple pattern (e.g., beads,
pictures, shapes) without guidance
 Higher-Ordered Mental Abilities (Planning and Organizing)
Standards 1: The child is able to plan and organize a simple familiar activity
31-36 months 2-1/2 to 3 years old
• Can plan how he/she will carry out an activity with adult guidance
(e.g., eating, household chores and putting structure in activities)
• Has almost everything he/she needs before starting an activity

37-48 months: 3-4 years old

• Can dress following an organized sequence
• Can bathe following an organized sequence

49-60 months: 4-5 years old

• 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.

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

• 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
49-60 months: 4-5 years old
• Can draw things or scenes from
experience but with no actual
model or reference (i.e., from
memory)

37-48 months: 3-4 years old

• 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 store
• Formulates rules to implement in a game
61-71 months: 5-6 years old
• Can draw or paint things that do
not exist in real life (1.6. 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.

37-48 months: 2-1/2 to 3 years old

• Modifies actions based on new experiences
(e.g., 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.

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 and the Association for Childhood Education International-ACEI.

Below are some appropriate practices that help develop the cognitive skills of preschoolers. (adapted
from a list of tips for caregivers and teachers by LesiaOesterreich, M.S., Family Life Extension
Specialist, Human Development and Family Studies, Iowa State University)
 For three year-olds

• Speak with children as often as possible. Use short sentences, ask questions, and listen.
• Add new information to your children’s sentences. “Yes that’s a flower it’s a tall, red flower and it smells so
good.”
• Teach children to memorize first and last names
• 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 on pages,
packages, and street signs.
• 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.
• 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.
• 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.
• Provide sets toys and other objects that go together. Discuss similarities and differences. For example, point out
sequences in cooking.
• 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.
2. Say nursery rhymes and fingerplays together. Encourage 4-year olds to
tell stories to younger children.
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.
5. Teach children the correct use of the telephone.
 C. Socio-
Emotional
Dev elop ment
of the
Preschooler
LEARNING OUTCOMES
• 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, peers affect the preschooler
 Introductio
n
Socio-emotional development is crucial
in the preschool years. It represents a
specific domain of child development.
We hear a lot of parents and teachers and
preschool administrators say that
attending preschool is more about
"socialization" than formal academic
learning.
 Big ideas on preschoolers'
socio-emotional
development

• The Development of initiative is crucial

to the preschooler
• A healthy self-concept is needed for
preschoolers to interact with others.
• Environmental factors influence gender
identity in young children
• Preschoolers' social development is
shown through the stages of play
• The care-giving styles of parents and
teachers affect the preschoolers' socio-
emotional development
• Preschoolers are interested in building
friendships
 Preschoolers' Initiative
Erikson's view of
initiative aptly portrays As preschoolers go
the emotional and social through the conflict of
changes that happen initiative vs. guilt, they
during preschool years. show so much energy in
As discussed in module 7, doing imaginative play
activities. Every place
preschoolers deal with the
psychological conflict on becomes a playground to
explore, every single thing
initiative versus guilt.
and interesting place to
tinker with.
Judicious Permissiveness
This involves setting realistic
boundaries that keep
preschoolers safe and
respectful of self and others,
while allowing them greater
opportunity to explore, take
risks and to engage in
creative process.
 Self-concept
and the
Preschooler
Self-concept refers to the way one
sees himself, a general view about Self-esteem refers to one's
one's abilties, stengths and judgement about one's worth.
weaknesses. The preschooler's Preschoolers are naturally
self-concept mainly focuses on positive. They are confident to
observable characteristics and try again even ifthey don't
his/her usual beliefs, emotions and succeed with something.
attitudes.
 Environmental Factors and Gender in
the Preschoolers' Socio-emotional
Development

• GENDER TYPING • GENDER IDENTITY

Gender typing and Gender identity
are influenced by environmental
factors such as families, teachers,
peers and the media. This is where
Bronfenbrenner's model comes into
play. Different spheres influence
determines the preschoolers'
development of a gender schema.
Differences in parental expectations
and behavior towards daughters and
sons affect gender typing and gender
identity.
 Parten's stages of play

Mildred Parten, in the 1930s did a study

on children's play behavior which led to
Parten's stages of play.
The stages describe the play development
of children and the gradual increase of
social interaction as they go through those
stages.
 Pa r te n 's
stag e s o f
play
UNOCCUPIED
1
2 ONLOOKER

3 SOLITARY PLAY

4 PARALLEL PLAY

S S OC I AT IV E P LAY
A
5
6 COOPERATIVE
 Friendship in
Preschool
As they continue to grow,
preschoolers become
interested in having friends.
This should be encourage in
preschool years as friendship Friendships are very
benefit the preschoolers' important because they
development by providing
stimulation, assistance, provide sense of
companionship, social belongingness and
companion, and affection sensitivity.
(Kostelnik, 2010).
 Caregiving
styles
Baumrind gave a model that describes
the different types of caregiving styles.
This was based on longitudinal study
that looked into adult authority and the
development of children that Baumrind
conducted which began in the 1960s.
Decades later she identified varying
degrees of demandingness and
responsiveness as determinants of four
styles of caregiving. Marion (2007)
expounded on these determining tracks
 RESPONSIVENESS DEMANDINGNESS

refers to caregiver behaviors

that pertain to expression of
affection and communication. refers to the level of control
It involves openness in and expectations. This
communication and the involves discipline and
willingness to explain things confrontation strategies
in ways that the child will
understand.
 Baumrind's caregiving styles

AUTHORITATIVE PERMISSIVE

High Demandingness/ Low Demandingness/

High Responsiveness High Responsiveness

AUTHORITARIAN NEGLIGENT

High Demandingness/ Low Demandingness

Low Responsiveness Low Responsiveness
Baumrind's caregiving styles
and their effects on children
• Caregiving Style - Authoritive
(High demandingness and High Responsiveness)
Description:
• Expect behavior appropriate to the ages of the
child
• Maintain reasonable and fair limits
• Closely monitor the activities of the child
• Warm and Nurturing
• Have realistic epectations of the child
• Communicate message in a kind, firm and
consistent manner
• Discipline approach focuses more on teaching
than punishing
• Set subjective or unreasonable limits
• Strive to have a strong psychological control
puishment, sarcasm, withdrawal of love,
threats
 Effects on
Preschoole
rs
• Makes the ppreschooler feel that they are
safe and secure
• Teaches the child to take responsibilty to
his/her actions
• Develops good self control
• Develops a realistic view of oneself
• Builds the child's capacity to empathy
• Lead to agressive behavior of the child
 Baumrind's caregiving styles and their
effects on children
2. Caregiving style - Authoritarian
(Low Demandingness / High Responsiveness)
Description:
• Permit the preschoolers to regulate their own behavior and
make their own decisions even when the preschoolers are
not yet ready to do so
• Do not set rules or very few if there's any
• Do not demand good behavior or task accomplishment
• May lack confidence in their ability to influence the child
• Maybe disorganized or ineffective in managing the family
and household/class
• Shows undemanding, indifferent and rejecting actions
towards child
• Has little commitment to their roles as parent/caregiver
• Maybe depressed or overburned by many concerns like
poverty, marital problems, or absence of support from other.
 Effects on
Preschoole
rs
• Has difficulty controlling his/her
impulse
• Tends to be dependent
• Tends to be demanding of their
caregivers
• Tends to not persist or not easily gives
up on a task
• Does not easily follow
• Maybe rebellious
• Does not handle frustrations well
• Has inadequate emotional control
• Diffieculties in school performance
 EXPRESSION OF BASIC SELF REGULATION OF
EMOTIONS FEELINGS/EMOTIONS
(37-48 MONTHS *3-4 YEARS*)
• Willing to try
something new
• Perseveres when faced
with challenging or
• Expresses what new tasks
• Accept brief delays in
he/she likes or gratification
dislikes • Accept defeat well
• Can talk about • May have some fears
difficult feelings but its not overly
fearful, anxious or
nervous
• May feel sad at times
DISPLAY OF SELF-APPRAISAL
EMOTIONS
• Plays to learn a game
• Plays to gain mystery
of game
• Shows pleasure and
enjoyment over
his/her successful
attempts or efforts
• Confidently join
small groups
• Seeks assistance
 Receptivity to others'
Receptivity toemotions
emotions and having empathy
37-48 months
• Feels others' distress and acts appropriately

EMERGING SENSE OF SELF FORMING ATTACHMENTS

• Talks about own specific
abilities and
characteristics
• Describes what primary
caregiver can do
• Defends possessions with
determination
• Can give reasons
• Plays with 2 or 3 children using
the same play equipment
• Chats/converses with other
children
• Takes turns and share toys with
others
• Actively participates in
classroom and group routines
• Plays organized group games
fairly
 Interaction with Adults
36-48 months
• Verbalizes feelings
• Speaks respectfully with adults using "po" and "opo"
and/or appropriate titles
• Recognizes the importance of adults' ideas and
experiences
• Clarifies rules and routines
• Shares personal perspectives
• Can take another person's viewpoint
• Sensitivity
• Appreciating diversity
• Asks questions that indicate he/she notices in socio-
economic status
• Asks questions about new/different words (dialect)
and practices in the community
• Talks about gender differences and roles
• Regards everyone respectfully
• Willing to make friends with other children and
adults
 The Roles of the Caregivers in the
socio-emotional Development of
the Preschoolers
The following tips are given to
• caregivers
Greet each child with his/her names
• Lend storybooks that deal with friendship and different feelings
• Develop routines in home or school
• Help children to make rules and play simple games
• Play games that involves social interaction and team work
• Observe how child plays with other children
• Help children understand and cope with strong feelings
• Use dolls, puppets or pictures to demonstrate to the children how to express
feelings appropriately
• Acknowlegde how the child feels
• Catch children doing good. Affirm the efforts they make to accomplish something
• Read storybooks that deal about friendship
• Develop routines that encourage working together and getting along
Thank
You!
Any Question?