PRE-FINAL

1st Semester, 2022-2023

Course Code:

PROF ED 1

Course Title:

THE CHILD ADLOSCENT LEARNING AND LEARNER PRINCIPLES

Topic
EARLY CHILDHOOD (PRESCHOOLER)

1. Preschoolers physical development

2. Cognitive Development of the pre-schoolers

3. Socio-emotional development of pre-schooler

Prepared by:
Name:
Sena,John Russel P.

Submitted to:
Nerissa C. Basto
Instructor
 Early Childhood

1. Preschoolers Physical Development

The preschool years are a time of what seems like constant movement.
Preschoolers are busy moving in their environments, both indoors and outdoors. They
spend large amounts of time running, climbing, jumping, and chasing each other; they
scribble, paint, build, pour, cut with scissors, put puzzles together, and string beads.
Their motor skills are significantly refined from the time they were toddlers; they are
more coordinated than toddlers and more purposeful in their actions. They demonstrate
speed and strength, and they become increasingly more independent.

 Physical Growth and Appearance

During the preschool years, there is a steady increase in children’s
height, weight, and muscle tone. Compared with toddlers, preschoolers are longer
and leaner. Their legs and trunks continue to grow, and their heads are not so large
in proportion to their bodies. As preschoolers’ bodies develop over time, the areas in
their brains that control movement continue to mature, thus enabling them to perform
gross-motor skills such as running, jumping, throwing, climbing, kicking, skipping, and
fine-motor skills such as stringing beads, drawing, and cutting with scissors.

 Influences in Physical Development

Physical growth and development entails more than just becoming taller, stronger, or
larger. It involves a series of changes in body size, composition, and proportion.
Biological and environmental factors also affect physical growth and development. In
this section, we will examine factors that affect physical growth in young children.

 Brain development: Even though motor abilities in preschool emerge

as a result of physical growth and development, many new motor skills
are also the result of brain growth. In other words, movement involves
more than simply using arms or legs. Think about a preschooler kicking
a ball back and forth with a peer or caregiver. Being able to do this task
can be attributed not only to skill mastery and development, but also to
the brain’s ability to organize visual and auditory messages that guide a
child to help make decisions, such as adjusting movement, deciding
how hard or soft to kick the ball, waiting if needed and kicking the ball
back accordingly. As a family child care provider, you can enhance
 children’s brain development by engaging children in meaningful
interactions that enable them to form connections with their
environment and create understanding about how things work, how
things are done, how to treat others, how to deal with emotions, and
how to go about their daily lives. Ultimately, in doing so, you help
children improve existing skills and acquire new ones.

 Heredity: Genetic inheritance plays a significant part in children’s

physical growth. Nevertheless, it is important to acknowledge that even
though genes influence children’s development, physical growth, like
other aspects of development, happens as the result of the interplay
between heredity and the environment. Think about your role in
creating rich and stimulating environments that foster children’s optimal
physical development.

 Nutrition: In order to reach optimal physical growth and development,

especially at times when their brains and bodies are developing so
rapidly, young children require healthy, balanced diets that provide
vitamins, minerals, and other nutrients. As a family child care provider,
you serve as a role model for children by promoting these healthy
habits yourself.

 Cultural differences: Despite universal patterns in child development,

there are variations, such as how children develop motor skills.
Children’s environments, places of origin, and particular life
circumstances can affect how they develop and master motor skills.
Always be respectful and sensitive about children’s backgrounds and
prior experiences. Your goal is to help each child reach their full
potential

Age 3

 Climbs well
 Runs easily
 Pedals a tricycle
 Walks up and down stairs, one foot on each step
 Washes and dries hands
 Kicks and throws a small ball
 Draw a circle with a crayon, pencil, or marker
 Uses a fork
 Dresses self in loose clothing

Age 4

 Hops and stands on one foot up to 2 seconds

  Pours, cuts with supervision, and mashes own food
 Catches a bounced ball most of the time
 Draws a person with two to four body parts
 Uses scissors
 Jump over objects and climb playground ladders
 Starts to copy some capital letters
 Get dressed with minimal help (zippers, snaps, and buttons may still be a little hard)

Age 5

 Stands on one foot for 10 seconds or longer

 Hops, and may be able to skip
 Can do a somersault
 Uses a fork and spoon and sometimes a table knife
 Swings and climbs
 Can use toilet on own
 Can print some letters or numbers
 Copies a triangle and other geometric shapes

2. Cognitive development of pre-schoolers.

During the preschool and kindergarten years, cognitive development is

accelerated through play. Play encourages all the important areas of development. It
includes social, emotional, physical, communication/language and cognitive
development. This refers to learning to question, problem-solve, learn about spatial
relationships. In addition, they acquire knowledge through imitation, memory, number
sense, classification, and symbolic play.

Cognitive Development Skills Learned During Preschool

 Questioning : When a child asks ‘why?’ in order to determine causes. A

child asks questions to solve problems and clarify their understanding.
 Spatial Relationships : Exploring the spatial and physical aspects of
their environment. For example, a child places a toy into a container,
dumps it out and then fills up the container again with the toy.
 Imitation : When children imitate the behaviors of those around them (e.g.
other children, educators and parents). For example, when a child sticks
out their tongue, imitating another child who has done the same.
 Memory :
 Beginning to differentiate between objects and people, and learn their
daily routines. For example, when a child puts away their toy bin back in
the same place it was on the shelf before.
 Number Sense : A child’s understanding of number concepts (e.g. more
and less) and number relationships. They begin to understand quantities,
recognize relationships and understand the order of numbers. For
example, singing along to ‘Five Little Monkeys Jumping on the Bed”.
 Classification : A child’s ability to categorize, sort, group, and connect
objects. For example, sorting different colored pom poms into the same
colored boxes.
 Symbolic Play : During play, children use objects, ideas, and actions to
stand for other things. For example, holding a toy phone up to their ear or
rocking a baby back and forth.

3. Socio-emotional development of pre-schooler

During the first few years of a child’s life, the brain develops at a rapid
pace. As a child grows from toddler to preschooler, their social and emotional
development grows as well. Social and emotional development includes a child’s
experiences, expression, management of emotions, and ability to establish positive
relationships with people around them.

Preschool-aged children are beginning to learn how to talk about their

emotions, but social-emotional development goes much deeper than that. Teaching your
child how to successfully manage their emotions will give them the tools that they need
to make meaningful relationships and interact in groups. There are many ways that you
can help foster emotional development in your preschooler.

A 3- to 4-year-old preschooler will probably:

 Use words to express when they feel sad, happy, excited, or angry
 Realize that they should apologize when they have done wrong
 Feel like sharing things with people around them, although not all the time

A 4- to 5-year-old preschooler will probably:

 Use words to express complex feelings such as frustration, annoyance,

embarrassment, guilt, and jealousy
 Not tell the truth when they feel embarrassed or scared
 Be better in managing strong emotions such as anger and have fewer tantrums
 Be kind to friends and family and want to help them more
 Try hard to follow their parents’ instructions