About Childhood report

1. Early And Late Childhood
Jon Carlo A. Soriano BSOT-3
Early childhood extends from two to six years and late childhood extends from six to the
time the child becomes sexually mature.
A. Characteristics of Early Childhood
Names used by Educators
Preschool age. - The early childhood years, either in the home or in a preschool, are a
time of preparation. •
Names used by Psychologists d
PREGANG AGE - one of the most commonly applied
names. They refer to early childhood as the Exploratory
Age, Questioning Age, Creative Age, and Initiative Age.
B. Characteristics of Late Childhood
Name used by Parents
Troublesome Age – When Children are no longer
willing to do and when they are influenced by there
peers that by their parents.
Sloppy Age – Where Children tend to become careless
about appearance and being messy.
Name used by educator:

2. Elementary school age Expect to require the begging of knowledge.
Critical Period – Children From the habit of being achievers, under and over achievers
Name used by Psychologists
Gang Age - Where acceptance by their age mates and membership is a gang, especially
a gang with prestige in the eyes of their age mates.
Age of Conformity – Children are willing to conform to a group – which is approved by
their appearance and behavior.
C. Developmental Tasks
D. Development
a. Early Childhood
The average child grows 2 ½ inches in height and gains between 5 and 7 pounds a year
during early childhood.
Girls are slightly smaller and lighter than boys during these years, this usually continues
through puberty.
Children tend to loose their top heavy look and body fat is on a decrease.
Girls have more fatty tissue than boys because boys have more muscle.
Children’s growth patterns vary individually, this is mainly due to heredity and now
environmental experiences are involved.
Tendency to use one hand or the other
The brain during early childhood does not grow as rapidly as it does during infancy.
 2 years
Throughout early childhood, height and weight increase
Balances improves; walks more rhythmically; hurried walk changes to run.
Jump, hops, throws, and catches with rigid upper body.
Uses spoon effectively.
First drawings are gestural scribbles
 3-4 years
Running, jumping, hopping, throwing, and catching become better coordinated.

3. Galloping and one foot skipping appear.
Pedals and steers tricycle.
Uses scissors.
Fastens and unfastens large buttons
Uses for effectively.
Uses tadpole images to draw pictures of persons
 5-6 years
Starts to lose primary teeth.
Increase running speed, gallops more smoothly, and engages in true skipping.
Display more throwing and catching patterns.
Copies some numbers and simple words.
Draws more complex pictures.
Uses knife to cut soft food.
Tie shoes lace.
b. Late Childhood
- Annual Increase of 2-4 inches and gain from 3- 5 pounds annually
- Head is Proportionally large for the rest of the body, some facial disproportions
disappear
- As the mouth and jaw become larger, the forehead broadens and flattens, the lips fill
out, the nose becomes large having shape, Chest broadens, the arms and legs lengthen
and the hand and feet grow but at a slow rate.
Having 28 permanent teeth out of the 32
- The muscle- fat ratio: Fat tissue develops more rapidly than muscle tissue
Health, Nutrition, Immunization, Emotional tension, Intelligence and sex
E. Habits
Nail Biting
Biting or picking is one of the most common childhood habits. An estimated 30% to 60% of
kids and teens chew on one or more fingernails. And, occasionally, a child may also bite his
or her toenails.

4. Boys and girls appear equally prone to the habit in earlier years; however, as they get older,
boys are more likely to be nail biters.
Hair Twirling
Hair twirling may appear in early childhood as a precursor to hair pulling, either with or
without hair loss. But many hair twirlers and pullers stop as they get older. For those who
don't, simple behavior modification can help them break the habit.
However, for those who start hair pulling as older kids or teens, the habit is harder to break
and may be a sign of anxiety, depression, or obsessive-compulsive disorder (OCD).
Nose Picking
Nose picking appears to be a habit that, although it usually begins in childhood, may actually
linger into adulthood
Thumb Sucking
Kids' preference for thumbs as the finger to suck is thought to be the result of the thumb
coming into contact with the mouth during movements they made an infants. Some kids also
suck their fingers, hands, or their entire fists in addition to, or instead of, their thumbs.
Most thumb suckers are younger kids and up to half of 2- to 4-year-olds suck their thumbs.
Many kids suck their thumbs to calm and comfort themselves. But frequent or intense thumb
sucking beyond 4 to 5 years of age can cause problems, including dental issues (such as an
overbite), thumb or finger infections, and being teased.
F. Speech Development
a. Early Childhood
 2 years
 Vocabulary increases rapidly.
 Uses a coalition of cues – perceptual and increasingly, social and linguistic-to
figure out words meanings.
 Speak in simple sentences that follow basic word order of native language.
 Adds grammatical markers
 Displays effective conversation skills.
 3-4 years

5.  Aware of some meaningful features of written language.
 Coins new words based on known words; extends language meaning through
metaphor.
 Masters increasingly complex grammatical structure.
 Occasion overextends grammatical rules to exceptions.
 Adjust speech problem to fit the age, sex, and social status
 5-6 years
 Understands that letters and sounds are linked in systematic ways
 Uses invented spellings
 By age 6, vocabulary reaches about 10,000 words
 Uses most grammatical constructions competently.
b. Late Childhood
1. Ares of Improvement
1. Vocabulary Building
a. General Vocabulary around 20 K to 24 K words by 1st
then by 6th
grade it will
be 50,000
b. Special Vocabulary
Etiquette
Color
Number
Money
Time
Slang
Secret Vocabularies
2. Pronunciation – Less errors.
3. Forming Sentences- from age 6 ‘til 10 Length or sentences will increase.

6. G. Psychosocial Development
Psychosocial Stage 3 - Initiative vs. Guilt •
During the preschool years, children begin to assert their power and control over the world
through directing play and other social interaction.
• Children who are successful at this stage feel capable and able to lead others. Those who
fail to acquire these skills are left with a sense of guilt, self-doubt, and lack of initiative.
Psychosocial Stage 4 - Industry vs. Inferiority
• This stage covers the early school years.
• Through social interactions, children begin to develop a sense of pride in their
accomplishments and abilities.
• Children who are encouraged and commended by parents and teachers develop a feeling
of competence and belief in their skills.
• Those who receive little or no encouragement from parents, teachers, or peers will doubt
their ability to be successful.