Synthesis of the

Physical, Cognitive, and

Socio-Emotional
Development of
Preschoolers

Gnt Gandia
Hilmar Calpi
Preschoolers
• Children who are no longer babies
but are not yet old enough to go to
school.
• They are at the age range of 3-5
yearsold
 • Demonstrate knowledge of
Learning characterics of preschoolers
Outcomes
• Apply pedagogical principles in
planning learning activities for
preschoolers

• Choose Strategies that are

developmentally appropriate for
preschoolers
 • Height • Dress and Undress by
Physical • Weight themselves
• Muscle Tone • Cut with scissors
Development • Climbing • Wash and dry hands
• Running • Throw, catch, and kick a
• Jumping ball
• Scribble • Hop and stand on one foot
• Paint up to five seconds
Gross Motor Fine Motor Fine Motor
• Hops I to 3 steps on • Consistently turns • Feeds self- without
preferred foot pages of a picture or spillage
• Skips (with story book one page • Prepares own food
alternating feet) at a time, Looking at • Dresses without
• Jumps and turns pictures with interest. assistance
• Stands and turns • Purposely copies • Cleans after a bowel
• Throws a ball lines and shapes movement
overhead with • Cuts with scissors • Brushes teeth after
control of direction following a line meals without having
• Throws a ball with to be told
control of speed • Taking baths alone
 • Start to organize games and make friends.
Socio-emotional • Start to understand concepts like 'bigger' and
'taller'
Development • Ask Lots of questions, especially 'why'
• Start to develop a sense of humor and delight
in jokes and riddles.
• Start negotiating with you if there's something
they want
• They can say their first & Last name.
• Understand the idea of counting.
• Can identify the gender of others.
• Can name colors.
• Remember part of the story.
 • Copies adults and friends.
Socio-emotional • Have confidence to try new things
• Talks about what they like and what they are
Development
interested in
• Likes to sing, dance, and act
• Share a toy during playtime
• Shows concern for crying friend
• Shows a wide range of emotions
• Pretends to be something else during play
• Understand the value of cooperation
• Takes turns when playing games with other
children
Gross Motor Fine Motor Fine Motor
• Plays make-believe • Consistently turns • Feeds self- without
with dolls, animals, pages of a picture or spillage
and people story book one page • Prepares own food
• Copies adults and at a time, Looking at • Dresses without
friends pictures with interest. assistance
• Notices other • Purposely copies • Cleans after a bowel
children and joins lines and shapes movement
them in play • Cuts with scissors • Brushes teeth after
• Shows affection for following a line meals without having
friends without to be told
prompting • Taking baths alone
Three Years Old
• Plays make-believe with dolls,
animals, and people
• Copies adults and friends
• Notices other children and joins
them in play
• Shows affection for friends
without prompting
• Shows concern for crying friend
• Shows a wide range of
emotions
• Calms down within 10
minutes after you leave
• May get upset with major
changes in routine

Four Years Old
• Interested in new experiences
• Pretends to be something else during
play (teacher, dog, superhero)
• Make-believe play is more creative
and complex
• Dresses and undresses self
• Would rather play with other children
than alone
• Can name two or more friends
• Comforts others who are hurt or
sad
• Cooperates with other children
Often can't tell what's real and
what's make-believe
• Talks about what they like and
what they are interested in
• Likes to be a "helper"
• Changes behavior based on where
they are
• Avoids danger, like not jumping
from tall heights on the
playground
 • Shows more independence
Five Years Old • Does simple chores at home
• Can tell you their first and last
• Wants to please friends
• Wants to be like friends name and age
• Follows rules when playing
games with others
• Takes turns when playing games
with other children Likes to sing,
dance, and act Is aware of gender
• Can tell what's real and what's
make-believe
THANKS FOR LISTENING