The document discusses development in preschool-aged children between ages 3-6. It outlines key aspects of physical, cognitive, emotional, and social development during this stage. Prominent developmental theories are also reviewed, including those proposed by Piaget, Erikson, and Vygotsky. The document emphasizes that caregivers should be attuned to children's developmental needs and provide age-appropriate activities and challenges to promote growth across different domains.

1. THE PRESCHOOL YEARS
A G E S 3 - 6
PRINCIPLES OF EARLY CHILDHOOD
EDUCATION
SANDRA DEES
4360-40
LAURA HATTERSLEY
Childhood Development
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2. 2
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. This direct the child in
developing new skills in athletics and art. 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). 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).

3. Characteristics of Preschool children
Research in the area of developmental growth varies according to type of study such as whether
it concentrates on the cognitive or the social aspects of development. Some popular theories
identify the following aspects of preschool development.
Piage’s cognitive-developmental theory: Preschoolers are beginning the pre-operational
stage of development according to Piage’s cognitive-developmental theory, where they are
beginning to think symbolically in their environment (Allen, Marotz, p. 6). Cognitive
development becomes more representational and includes metacognitive growth (awareness of
one's own thoughts), magical belief, and the increased ability to understand and use symbols
(Loop, 2009).
Erikson’s psychosocial theory: Children at age 3 are entering into the “initiative vs guilt”
stage of lifelong development according to Erikson’s psychosocial theory, in which they are
using social interaction to gain control over their world. Bt age 5, they are entering into the
“industry vs inferiority” stage, where they are developing a sense of competence and pride
through successful accomplishments (Allen, Marotz, p. 5).
Vygotsky’s cognitive-developmental theory: According to Vygotsky’s theory, at this age
cognition develops through social interactions around problem-solving. Children reach a level
where child can almost accomplish task independently, but need just enough scaffolding to
encourage independence and growth (Cantu, 2011).
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4. 4
Th e age range norm ally unders tood as th e
pres c h ool age is af ter age th ree and up to
about age s ix. A s th e young c h ild c h anges
f rom a toddler into a pres c h ooler it is
important to understand and promote
pos itiv e growth th rough m ultiple dom ains .
Th is inc ludes c ognitiv e, em otional, s oc ial,
and ph ys ic al dev elopm ent. Th e f ollowing
lis t of c h arac teris tic s depic t th e average
preschool years of four and a half years
old .

5. Physical/ Motor Development
5
 Engages in and practices self-help skills
(buttons, zips, simple dress)
 Manipulates small objects using strength,
dexterity, and control
 Uses scissors or writing/drawing tools with
control
 Reproduces some shapes and numbers
 Demonstrates coordination
 Explores movement (running, balance,
jumping, hopping)
 Paints and draws with purpose even if final
result does not look like what was intended
 Becomes more accurate in hitting nails and
pegs with a hammer
 Begins to thread small wooden beads on a
string

6. To promote
physical (both
gross and fine
motor)
development:
 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.
6

7. Cognitive Development
7
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

8. To promote
cognitive
development:
 Provide opportunities for dramatic play such
as dress up, play kitchen, or puppet theater.
 Ask the child to read the symbols (pictures or
illustrations) in picture books 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 of
what he or she remembers.
 Offer a variety of simple scientific or
mathematical materials like compass,
magnifier, scales, eye droppers, or ruler.
 Provide puzzles of five to twenty pieces,
counting games, and alphabet games.
 Encourage activities such as collecting leaves
and growing plants.
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9. Emotional Development
9
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

10. To promote
emotional
development:
 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 book together
and discuss the meaning. Try to find
personal applications.
 Discuss emotions with your child. If your
child sees another child get angry, have a
tantrum, or seem sad, ask your child why
she thinks that this happened.
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11. 11
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

12. To promote
social
development:
 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 age four and over, join a
non-competitive sport. Look for leagues
with parent coaches and a no score
keeping policy.
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13. 13
Conclusion
C h i l d r e n a t a l l a g e s a r e c h a n g i n g r a p i d l y a t d e f i n e d
d e v e l o p m e n t p a t t e r n s . T h i s p r e s e n t a t i o n h a s o u t l i n e d
t y p i c a l d e v e l o p m e n t p a t t e r n s i n t h e c o g n i t i v e , s o c i a l ,
e m o t i o n a l a n d p h y s i c a l d o m a i n s .
I t i s i m p o r t a n t t h a t c a r e g i v e r s a r e s e n s i t i v e t o t h e n e e d s o f
e a c h c h i l d a t t h e i r c u r r e n t d e v e l o p m e n t a l l e v e l . T h i s i s
b e c a u s e t h e y a r e a t t h e i r b e s t f o r l e a r n i n g n e w s k i l l s a n d
d e v e l o p i n g a t t h e i r m a x i m u m p o t e n t i a l w h e n t h o s e t a s k s
t a k e i n t o a c c o u n t t h e i r c u r r e n t e x p e r i e n c e s , w i t h a o n e - s t e p
h i g h e r c h a l l e n g e t o t h e i r c u r r e n t l e v e l o f a b i l i t y . O n c e
t h e s e t a s k s c a n b e a c c o m p l i s h e d w i t h s k i l l , t h e y f o r m t h e
b u i l d i n g b l o c k s n e c e s s a r y f o r t h e n e x t s t a g e , t h e e l e m e n t a r y
s c h o o l y e a r s .

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