BEGINS WHEN THE RELATIVE
DEPENDENCY OF BABYHOOD
IS OVER AT THE AGE OF 2
YEARS EXTENDS TO THE
TIME WHEN THE CHILD
Early childhood is
subdivided into two
Early & Late Childhood
- Early childhood extends from
two to six years and late
childhood extends from six to the
time the child becomes sexually
DIVIDING LINE OF
EARLY AND LATE
The reason why placing the
dividing line between early and
late childhood at six years is
significant is that it is not
influenced by physical but by
Characteristics of Early Childhood
• Names used by Parents
Most parents consider early childhood a problem age or a troublesome age.
Parents often refer to early childhood as the toy age.
• Names used by Educators
Educators refer to early childhood years as the preschool age.
- The early childhood years, either in the home or in a preschool, are a time of
• Names used by Psychologists
“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.
Babies have learned to walk.
Babies have learned to take solid foods.
Achieved a reasonable degree of physiological stability.
The major task of learning to control the elimination of body
wastes has been almost completed.
Have reasonably correct pronunciation.
Comprehend the meaning and simple statements and
• Can put together several words into
• Comprehend what other say to them
is still on a low level.
• Learning to relate emotionally to
parents, siblings, and other people.
• Children must learn to give as well as
to receive affection.
Have a n endomorphic, mesomorphic and
ectomorphic body build.
BONES AND MUSCLES
The muscles become stronger , larger and heavier.
• - Children who tend toward endomorphy have
more adipose than muscular tissue those tend
toward mesomorphy have more muscular than
adipose tissue; and those with an ectomorphic
build have both small muscles and little adipose
• During the first four to six months of early childhood, the
last four baby teeth-the back molars – erupt.
• The baby teeth begin to be replaced by permanent teeth.
• When earl childhood ends, the child generally has one or
two permanent teeth.
→ The child learns to eat their meals at a right
→Young children’s appetite are not as ravenous
as the were in babyhood.
→Three-year olds sleep approximately twelve
out of the twenty-four hours.
Thank You and God Bless
Prepared by: Juliet A. Origenes
SKILLS OF EARLY
• Early Childhood-
Ideal age to learn skills.
3 Reasons why:
1st – young children enjoy repetition
2nd -young children are adventuresome
3rd- young children learn easily and quickly
1. HAND SKILLS
2. LEG SKILLS
HOP, SKIP, GALLOP AND JUMP
BALANCING ON RAILS
TYPES OF BODY BUILD IN CHILDREN
1. ECTOMORPHIC BODY BUILD
- SLENDER BODY WIYH SLIGHT MUSCULAR
2. MESOMORPHIC BODY BUILD
- HAVING A HUSKY MUSCULAR BODY BUILD
3. ENDOMORPHIC BODY BUILD
- HAVING A HEAVY ROUNDED BODY
• The tendency of using one hand than
D. SPATIAL REPRESENTATION
1. Spatial understanding improves rapidly over the third year
of life. With this representational capacity, children realize
that a spatial symbol stands for a specific state of affairs in
the real world.
2. Insight into one type of symbol-real world relation, such as
that represented by a
photograph, helps preschoolers understand others, such as
THE PLAY INTERESTS OF YOUNG CHILDREN
CONFORM MORE OR LESS CLOSELY TO A
PATTERN WHICH IS MARKEDLY
INFLUENCED BY THEI MATURATIONAL
READINESS FOR CERTAIN FORMS OF PLAY
AND BY THE ENVIRONMENT IN WHICH
THEY ARE GROWING UP.
HIGHLY INTELLIGENT CHILDREN SHOW A
PREFERENCE FOR DRAMATIC PLAY
AND CREATIVE ACTIVITIES AND
FOR BOOKS WHICH INFORM
RATHER THAN MERELY AMUSE.
SOCIO-ECONOMIC STATUE OF THE
THE TYPE OF PLAY EQUIPMENT
CHILDREN HAVE LIKEWISE
INFLUENCES THE PATTERN OF THIS
WELL-DEVELOPED MOTOR SKILLS
ENCOURAGE CHILDREN TO ENGAGE IN
GAMES AND CONSTRUCTION WHILE
POOR MOTOR SKILLS ENCOURAGE
THEM TO DEVOTE THEIR PLAY TIME TO
Creative children spend
much of their play time
doing something original
with toys and play
follow a pattern set by
PLAY PATTERNS OF EARLY
TOY PLAY DRAMATIZATIONS
Increased intellectual abilities
Increased ability bto explore their
Increased ability to ask question
MORAL DEVELOPMENT IN EARLY
CHILDHOOD IS ON A LOW LEVEL. THE
REASON FOR THIS IS THAT YOUNG
DEVELOPMENT HAS NOT YET REACHED
THE POINT WHERE THEY CAN LERAN OR
APPLY ABSTRACT PRINCIPLES OF RIGHT
IT HAS BEEN CHARACTERIZED BY WHAT PIAGET
‘ MORALITY OF CONSTRAINT’.
DISCIPLINE IS SOCIETY’S WAY OF
TEACHING CHILDREN THE MORAL
BEHAVIOR APPROVED BY THE SOCIAL
THREE METHODS IN
• Authorization Discipline
• Permissive Discipline
• Democratic Discipline
Mild forms of breaking of rules
There are 3 common causes of misdemeanor
during the early childhood years.
-First, young children may misbehave due to to
ignorance of the fact that their behavior is
disapproved by the social group.
-Second, many young children learn that
willful disobedience of a minor sort will
generally bring them more attention than a
-Third, boredom may be
responsible for much
misbehavior during the
years of the early