Childhood

Development

THE PRESCHOOL YEARS AGES 3-6

PRINCIPLES OF EARLY CHILDHOOD
EDUCATION
• Preschool is an early childhood program in
which children combine learning with play
in a program run by professionally trained
adults. Children are most enrolled in
preschool between the ages of three and
five, though those as young as two can
attend some schools.
 Introduction
• The preschool years are characterized by high energy,
extreme curiosity, soaring imagination, and excessive
creativity. Healthy preschoolers enjoy taking risks with
anything which challenges their mind and body.
• Physical development at this age includes an increase in
the coordination of gross motor movements and more
specialized fine motor abilities.
• Emotional development covers self- regulation, self-
concept, and a better appreciation of emotions and how
to express them during the preschool years.
• Their vocabulary and language skills are increasing
rapidly (Loop, 2009).
 The Difference
Between Nursery
and
Pre-School
 Preschool
Pre-schools tend to accept
children from age 3-6.
At pre-school, teachers follow
a set ‘early years’ curriculum,
which consists of 7 areas of
learning.
Nursery
tend to offer early years
education, they tend to be more
relaxed and can offer extensive
activities for your child to do to
help their development
 • Pre-schools are a more
formal environment and
heavily stick to the
‘school’ element of
their title, following the
EYFS curriculum.

• Nurseries are much more

relaxed and expose your child

The to a wide variety of activities

that are both fun and aid your
child’s learning and

Environment
development.
 • Pre-schools usually
offer lunch and a
snack

Nutrition
• Nurseries tend to
offer breakfast, lunch
and dinner.
 • shorter at pre-schools
due to the schedules
and the shorter days.

Playtime • There is no specific

hours
 • they offer morning or afternoon
sessions, or in some cases full days.
• open during term time, meaning that
you may need to find childcare during
school holidays.

• Nurseries are much

Opening Hours more flexible with
opening times.
Why Is Preschool
Education So Important?
Some hold the view that young
children are not suitable to
enroll at school at such a young age.
They feel
that their parents need to take care
of them
during this young age.
This is because the brain
experiences a lot of
growth during this time.
Therefore, it is
commonly voiced that learning
should be made
compulsory during this period.
HIGH QUALITY NURSERIES IN CHILDREN WHO ARE BELOW THE
DUBAI HAVE SHOWN TO AGE OF 5 HAVE BEEN FOUND TO
RESPOND WELL TO QUALITY
HAVE A EDUCATION. THIS MAY BE
POSITIVE IMPACT ON THE BECAUSE DURING THIS PERIOD
COGNITIVE ABILITIES OF THE BRAIN EXPERIENCES FAST
YOUNG PEOPLE. GROWTH.
 First, the teacher of the class through
interaction with the child will come to a basic
Along with the high-quality understanding of what the requirements of
learning that the children can the child. Using the ascribed methodologies,
he or she can then develop a plan of action
learn, they can also inculcate which is suited to the
child's particular requirements. This would
the necessary social skills. provide the much-needed boost in allowing
the child to learn.
Characteristics of Preschool children
 Piage’s cognitive-developmental
Erikson’s psychosocial theory:
theory: Preschoolers are
Children at age 3 are entering
beginning the pre-operational
into the “initiative vs guilt” stage Vygotsky’s cognitive-
stage of development according
of lifelong development developmental theory: According
to Piage’s cognitive-
according to Erikson’s to Vygotsky’s theory, at this age
developmental theory, where
psychosocial theory, in which cognition develops through
they are beginning to think
they are using social interaction social interactions around
symbolically in their environment
to gain control over their world. problem-solving. Children reach
(Allen, Marotz, p. 6). Cognitive
Bt age 5, they are entering into a level where child can almost
development becomes more
the “industry vs inferiority” accomplish task independently,
representational and includes
stage, where they are developing but need just enough scaffolding
metacognitive growth
a sense of competence and pride to encourage independence and
(awareness of one's own
through successful growth (Cantu, 2011).
thoughts), magical belief, and the
accomplishments (Allen, Marotz,
increased ability to understand
p. 5).
and use symbols (Loop, 2009).
• Preschoolers are still very egocentric, but
they are beginning to understand that others
also have needs and feelings (Allen, Marotz,
p. 137) Children of preschool age can be
found engaging in more cooperative play
than in the earlier years, and are learning to
make true friends (Loop, 2009).
• As the young child changes from a
toddler into a preschooler it is
important to understand and promote
growth through multiple domains
Physical/ Motor
Development
• Engages in and practices self-help skills
• Explores movement (running, balance,
(buttons, zips, simple dress) jumping,
hopping)
• Manipulates small objects using strength,
• Paints and draws with purpose even if final
dexterity, and control result does not look
like what was intended
• Uses scissors or writing/drawing tools with
• Becomes more accurate in hitting nails and
control
• Reproduces some shapes and numbers
• Demonstrates coordination pegs with a
hammer
• Begins to thread small wooden beads on a
string
Teaching • To promote physical
(both gross and fine
Strategie motor) development
s
• Participate in 30-60 minutes of vigorous
physical activity each day: go for a walk,
play in the park, ride bikes, play in the
sprinkler, enroll in tumbling or dance
classes.
• Play throw and catch.
• Play kick-ball or soccer.
• Try throwing a ball to the child while
child hits with a toddler’s bat or racquet.
• Have your own race or set up an
obstacle course.
• Engage in art activities such as drawing
with crayons, painting with different
sizes of brushes, cutting with scissors,
and using a pencil.
 Cognitive
Development
• Derives meaning from non-verbal cues
• Identifies more/less
• Demonstrates knowledge of rhyming words
• Categorizes objects by color, size, and shape
• Initiates and utilizes vocabulary for conversation
• Demonstrates knowledge of simple patterning
• Speaks in complete sentences
• Demonstrates awareness of printed symbols, letters, and signs
correspondence
• Uses directional, positional, and qualitative concepts
• Demonstrates understanding of daily routine
• Responds appropriately to questions
(Who? What? Where? When?)
• Begins to experiment with writing
• Explores and solves simple problems
Teaching Strategies
• To promote cognitive
development
 • Provide opportunities for dramatic play such as dress up, play kitchen, or
Provide puppet theater.
• Ask the child to read the symbols (pictures or illustrations) in picture books
Ask and create a story based on what is viewed.
• After going on an outing, field trip, or vacation ask the child to draw a picture
Field of what he or she remembers.
• Offer a variety of simple scientific or mathematical materials like compass,
Offer magnifier, scales, eye droppers, or ruler.

• Provide puzzles of five to twenty pieces, counting games, and alphabet games.
Provide
E
n
c
o • Encourage activities such as collecting leaves and growing plants.
u
r
a
g
e
Emotional Development

• Makes eye contact with adults

• Makes transitions easily
• Is overly enthusiastic at times
• Works independently to complete a task
• Boasts, exaggerates the truth
• Participates in role-playing and make-believe
activities
• Uses materials appropriately
• Makes choices for self
• Accepts responsibility for own behavior
• Shows pride in accomplishments; seeks frequent
adult approval
• Changes mood frequently; sulks over being left out
or denied a request
• Listens attentively and stays on task
 Teaching
Strategies
• To promote emotional
development
 1 2 3 4 5

Create an emotion chart or
poster by taking pictures of
faces that express a variety
of emotions (i.e., happy, sad,
mad).
Ask the child to create a self -
portrait.
Create a family or class
project (examples include
group collage, group
painting, or sculpture). Place
all materials to be used in
the center of the table or
work area and ask everyone
to share.
Read a spiritual or moral Discuss emotions with your
book together and discuss child. If your child sees
the meaning. Try to find another child get angry, have
personal applications. a tantrum, or seem sad, ask
your child why she thinks
that this happened.
Social Development

• Uses language and words to resolve conflicts

• Considers the feelings of others
• Shares, takes turns, and cooperates with others
• Participates willingly in class activities
• Connects actions and consequences
• Uses good manners when appropriate
• Uses name-calling and taunting as ways of excluding
other children
• Establishes relationships with playmates, beginning
to have “best friends”
• Relies mostly on verbal rather than physical
aggression most of the time
• Often tattles on other children
Teaching
• To promote social development
Strategie
s
• Join a play group or a class.
• Schedule play dates for your child.
Make sure to start taking your child's
friend choices into consideration.
Instead of choosing the play date
based on the parent, ask your child
who he or she would like to spend
time with.
• Appreciate and sometimes join in the
child’s spontaneous chanting, silly
name- calling, jokes and riddles.
Encourage nearby children to join in.
• For children aged four and over, join
a non-competitive sport. Look for
leagues with parent coaches and a no
score keeping policy.
 Conclusion

It is important that
Consider their current
Children at all ages are caregivers are sensitive to
experiences, with a one
changing rapidly at the needs of each child at
higher challenge to their
defined development their current
current level of ability.
patterns. This developmental level. This
Once these tasks can be
presentation has outlined is because they are at
accomplished with skill,
typical development their best for learning
they form the building
patterns in the cognitive, new skills and developing
blocks necessary for the
social, emotional and at their maximum
next stage, the
physical domains. potential when those
elementary school years.
tasks