The document summarizes key aspects of early childhood development from ages 2-6 years old. It covers physical, cognitive, psychosocial, and emotional development during this critical period. Key points include that this stage lays the foundations for all future development, and involves rapid growth, mastery of basic skills, socialization, imitation, exploration, and the development of self-identity.

1. EARLY
CHILDHOOD
DEVELOPMENT

2. EARLY CHILDHOOD
2-6 years of life
Critical period in the development
of the human potential.
Foundations for all aspects of
development are laid during this
stage.
This stage is referred to as
PRESCHOOL AGE.

3. CHARACTERISTICS OF EARLY CHILDHOOD
1. Activity Age
2. Discovery Age
3. Exploration Age
4. Socialization Age
5. Imitation Age
6. Play Age
7. Vocabulary Age
8. Curiosity Age
9. Inquisitive or Questioning Age
10. Troublesome Age

4. DEVELOPMENTAL TASK OF EARLY CHILDHOOD
1. Control elimination.
2. Self feeding, dressing and doing some things
without much help.
3. Development of motors skills that allow him
to explore and do things to satisfy his
curiosity.
4. Acquisition of adequate vocabulary to
communicate his thoughts and feelings with
those around him.

5. PHYSICAL DEVELOPMENT
A. Growth trends in Height & Weight
B. Body Proportions
C. Children Illnesses
D. Physical Defects
E. Factors that affects growth and development

6. PSYCHOSEXUAL DEVELOPMENT
 Development of sensitivity in a particular
erogenous or pleasure giving spot in the
body.

7. PSYCHOXESUAL STAGES
A. ORAL STAGE
 First year of life.
 It is a gratification from the mother.
B. ANAL STAGE
 Second to Third year of life.
 It is a gratification along rectal area.
C. PHALLIC STAGE
 Fourth to Fifth year of life.
 Gratification involving genitals.
 TWO TYPES
• Oedipus Complex.
• Electra Complex.
D. LATENCY
 Six year of life to puberty.
 Sexual desires are repressed.

8. COGNITIVE/ INTELLECTUAL DEVELOPMENT

9. THE PREOPERATIONAL PHASE
Child is two to seven (2-7) years
old.
The child is action oriented.
Child’s behavior is pre-
representational.
His thinking and understanding are
based on physical and perceptual
experiences.

10. 2 SUB PERIODS
1. Pre-conceptual Period
2. Intuitive Period

11. PRE-CONCEPTUAL PERIOD
 Two to Four (2-4) years old.
 Children begin to use language to direct
their behavior.
 Adults awareness on child's unique though
patterned:
 Egocentrism
 Animism
 Transductive reasoning or reasoning from
particular to particular.

12. INTUITIVE PERIOD
Four to seven (4-7) years old.
Obstacle to the development of
truly logical thought.
In attention to transformation.
Centration.
Irreversibility

13. PHYSICAL AND PERCEPTUAL EXPERIENCES
 He can think some actions even though they
are not being performed, events when they are
not happening, and objects although they are
not present.
 Five behavior patterns that are completely .
 “centered” in the child's own behavior.
 Deferred imitation.
 Symbolic play
 Drawing
 Mental image
 Verbal evocation

14. MOTOR DEVELOPMENT
A. Development of Motor Skills
 Depends to a great extent on the child’s
physical condition.
 They begin to concentrate on learning skills with
one hand as the dominant hand and other as
auxiliary hand.
B. Handedness

15. MORAL DEVELOPMENT
 Is a process through which a child develops
proper attitudes or behaviors toward s the
other people in the society, based on various
things such social and cultural norms, law
and rules.
 It is every parents concern because parents
have the responsibility to teach a child to
distinguish between what is right and wrong
and then behave accordingly.

16. AGES TWO TO FIVE (2-5)
Many children start to show
morally-based behaviors and
beliefs.
Children also start to show
empathy based guilt when they
break a rules.

17. ACCORDING TO JEAN PIAGET
Children see the world through a
“Heteronomous Morality”.
They think that authority figures
have rules that young people must
follow.

18. ACCORDING TO LAWRENCE KOHLBERG
Young children at this age base
their morality on a punishment and
obedience orientation.
They follow rules because they
fear the authority and try to
avoid punishments.

19. EMOTIONAL DEVELOPMENT
CHILDREN'S EMOTIONS ARE CHARACTERIZED:
 Heightened emotionality.
 Emotions are usually felt more strongly and
expressed more openly than those of adults.
 Emotions last only for few minutes unlike to
adults.
 Easily stimulated to experience.
 Parents should take particular care.

20. CHILDREN'S FEAR
Two years Old
Common fears are noises.
Four years Old
Fear of darkness
Imaginary creatures
Being alone
Experience dreams

21. DEALING WITH CHILDREN'S FEAR
1. Setting up counter resources and skills that
are helpful in meeting the fearful situation
when it occurs.
2. Promoting familiarity with the feared object
by providing situations in which there is
opportunity, but not coercion, to become
acquainted with it.
3. Arranging for the child to observe others
who show no fear in the feared situation.
4. Direct reconditioning.

22. SOCIAL DEVELOPMENT
A. Development of the Childs
concept.
B. Sex-Role Identification.
C. Father-Son Relationship and
Masculine Identity.
D. The Role of Early Childhood
Education

23. THE ROLE OF THE FAMILY
1. Support
2. Model
3. Identity
4. Love
5. Encouragement

24. THANK YOU FOR
LISTENING 
Group 1
1. Espinosa, Hazel Grace
2. Gamboa, Debbie
3. Manlongat, Oflunra Abby
4. Rabino, May Ann
5. Radam, Araxta
6. Tolentino, Jonica
7. Yturriaga, Mary Abigail