UNIT 3 (The Preschooler)

MODULE 15

EARLY
CHILDHOOD
JENIKA ROSANDRA DIAZ
HANNAH FAYE HUBAYAN
JUSTIN LEORI FLORES
JAMES ELVIN PULAN
KRISTEL LOU EROS
ANGELI JUEZAN
LEARNING OUTCOMES:
At the end of this meeting, you should be able to:
 The preschool years is very
important as it lays foundation to
later development. At this stage,
preschoolers achieve many
developmental milestones.
This Module on the physical
development of preschoolers
focuses on the acquisition of
gross and fine motor skills, artistic
expression, proper nutrition and
sleep, and what teachers and
caregivers should do to maximize
the preschoolers' development.
3 to 5 years of age
From the pictures shown from the PowerPoint,
you were able to see a glimpse of preschoolers'
physical development.
Big Ideas about
the Physical
Development of
Preschoolers
"years before formal school"
Physical growth increases in the
preschool years, although it is
much slower in pace than in
infancy and toddlerhood.

At around 3 years of age

preschoolers move, from the
remaining baby-like features of a SIGNIFICANT
toddler toward a more slender CHANGES IN
parents of a child.The trunk, arms PHYSICAL GROWTH
and legs become longer.

The center of gravity refers to the

point at which body-weight is
evenly distributed. Toddlers have
their center of gravity at a high
level, about the chest level.
On the other hand, preschoolers
have their center of gravity at a
lower level, right about near the
belly button. This gives them more
ability to be stable and balanced
than the toddler. This also allows
the preschooler to move more SIGNIFICANT
"successfully" than the toddler. CHANGES IN
PHYSICAL GROWTH
Also, the permanent teeth which
will begin to come out by age six
are deciduous, also developing.
The preschooler years are therefore
a time to instill habits of good
dental hygiene.
 Gross Motor Development
Gross motor development refers to acquiring skills that
involve the large muscles. These gross motor skills are
categorized into three: locomotor, non-locomotor and
manipulative skills.
Did Locomotor skills are those that involve going from one
you place to another, like walking, nanning, climbing, skipping,
know? hopping, creeping, galloping, and dodging.

Non-locomotor ones are those where the child stays in

place, like bending, stretching, turning and swaying.

Manipulative skills are those that involve projecting and

receiving objects, like throwing, striking, bouncing, catching
and dribbling.
Preschoolers
Preschoolers are generally
Facts about physically active.

Regular physical activity helps

preschoolers build and maintain
healthy bones, muscles, and
joints, control weight and build
lean muscles, prevent or delay
hypertension, reduce feelings of
depression and anxiety and
increase capacity for learning.
 Fine Motor Development
Fine Motor Development refers to acquiring the ability
to ke features of the use the smaller muscles in the
arm, hands and fingers purposefully.

Did It also involves self-help skills like using the spoon and
you
fork when eating, buttoning, zipping, combing and
brushing.
know?
In addition, there are different environments provide
different experiences with fine motor skills. They can
also do self-help skills like eating and dressing up
independently. Significant progress in fine motor skills
can be expected of preschoolers especially if they are
aptly supported and appropriate activities are provided
for them.
PRESCHOOLERS'
ARTISTIC DEVELOPMENT
At the heart of the preschooler years is
their interest to draw and make other forms of
artistic expressions. This form of fine motor
activity is relevant to preschoolers.

Viktor Lowenfeld studied this and came up

with the stages of drawing in early childhood:

Stage 1. Scribbling stage. This stage begins

with large zig-zag lines which later become
circular markings. Soon, discrete shapes are
drawn. The child may start to name his/her
drawing towards the end of this stage.
Stage 1.
Scribbling
Stage
PRESCHOOLERS'
ARTISTIC DEVELOPMENT
Stage 2. Preschematic stage.This also becomes
very significant when we discuss about
cognitive development. Children at this stage
tend to give the same names to their drawings.
Several drawings usually comprise of a
prominent head with basic elements. Later,
arms, legs, hands and even facial features are
included.
Stage 2.
Preschematic
Stage
PRESCHOOLERS'
ARTISTIC DEVELOPMENT
Stage 3. Schematic stage. More elaborate
scenes are depicted. Children usually draw
from experience and exposure. Drawings
may include houses, trees, the sun and sky
and people. Initially, they may appear
floating in air but eventually drawings
appear to follow a ground line.
Stage 3.
Schematic
Stage
Preschoolers
Repetition is the hallmark of early
Facts about drawing. This practices make the
preschooler opportunities to gain
mastery of the fine motors skills
involved.

Also important to remember is that

the preschoolers' representations or
drawing practices does not only
involve fine motor skills but also
cognitive skills.
 Preschoolers' Nutrition
and Sleep
The preschooler's nutritional status is the result of
what nutrients he or she actually takes in checked
against the nutritional requirement for his her age.
Did Preschoolers having too much or too little both
you have their negative effects.
know?
It is important for preschoolers to get sufficient
amount of rest and sleep. Preschoolers benefit
from about 10-12 hours of sleep each day. It is
when they are asleep that vital biological
processes that affect physical and cognitive
development take place.
 Optimum physical development
The Role of
of preschoolers is largely
Caregivers in
influenced by the supportive
the Growth and
caregivers (parents and teachers)
Development
who provide a stimulating
of the environment and appropriate
Preschooler activities for the children.
The Role of Caregivers in the Growth
and Development of the Preschooler
For all preschoolers:

a. Engage preschool children in simple games that involve running and walking.

b. Provide them with toys for catching and throwing such as soft large balls and bean
bags.

c. Have balancing activities for preschoolers. Use low balance beams and lines on the
classroom floor or playground. Montessori schools have blue or red lines on floors of
their preschool classroom.

d. Allow opportunities for rough and tumble play like in a grassy area or soft mats. Keen
observation and monitoring is, of course expected to keep them safe from injury.

e. Ensure that preschoolers get enough rest and sleep. Setting a routine for bed time is
ideal.

f. Model good eating habits to preschoolers. Encourage more fruits, vegetables, water
and fresh juices, rather than processed foods, sugary snacks and sodas.
The Role of Caregivers in the Growth
and Development of the Preschooler
For three-year-olds

g. Encourage development of hand-eye coordination by providing large buttons

or old beads to string on a shoe lace.

h. Play ball. Show children how to throw, catch, and kick balls of different sizes.
Show children how to hop like a rabbit, tiptoe like a bird, waddle like a duck,
slither like a snake, and run like a deer.

j. Encourage free expression in art projects. Avoid asking "what" children are
drawing. Three-year-olds may not know or care, but simply enjoy the process
of drawing.

k. Provide a variety of art experiences. Make play dough. Create collages from
magazine pictures, fabric, wallpaper, and newsprint. Encourage children to
experiment with new media like wire and cork, soda straws, string, or yarn.
Teach children to mix different colors with paint.
The Role of Caregivers in the Growth
and Development of the Preschooler
For four-year-olds
l. Encourage physical development. Play follow the leader. Pretend to walk like
various animals.
m. Set up an obstacle course indoors with challenges such as crawling,
climbing, leaping, balancing, and running across stepping stones.
n. Encourage walking with a beanbag on the head. For five-year-olds
o. Encourage body coordination and sense of balance by playing "Follow the
Leader" with skipping, galloping, and hopping. Skip or jump rope to music,
teach folk dances and games, provide a balance beam, a tree for climbing,
and a knotted rope suspended from a sturdy frame.
p. Teach sack-walking and "twist-em," "statue," or "freeze" games to provide
an outlet for their drive for physical activity.
The Role of Caregivers in the Growth
and Development of the Preschooler
q. Play games that can teach right and left directions, like
"Hokey- Pokey," "Looby-Loo," and "Simon Says."
r. Help children learn to use a pair of scissors by letting them cut
out coupons.
 This discussion highlights how:

"Children's drawings allow

us to have a glimpse of how
they understand
themselves and the world
around them."
UNIT 3 (The Preschooler)

MODULE 16

Cognitive
Development
of the
Preschoolers
LEARNING OUTCOMES:
At the end of this meeting, you should be able to:
Cognitive development refers to
reasoning,thinking and
understanding. Cognitive
development is important for
knowledge growth.

"Childhood is a world of miracle and

wonder; as if creation rose, bathed
in light, out of darkness, utterly new,
fresh and astonishing. The end of
childhood is went insist to astonish
us. When the world seems familiar,
when one has got used to
existence, one has become an
adult."
Preschoolers'
Symbolic and
Intuituve
Thinking
Piagets Stages of
Cognitive Development
Stage 2. Pre-operational stages
The pre-operational stages covers from about 2-7
years old, roughly corresponding to the preschool
years. Intelligence at this stage is intuitive in nature.
Development Tasks
1. ANIMISM- this is the tendency of the preschooler
to attribute human like traits or characteristics to
inanimate objects.
2 .EGOCENTRISM- This is the tendency of the
preschooler to only see his point of view and to
assume that everyone also has his point of view.
Piagets Stages of
Cognitive Development
3.CENTRATION- This refers to the tendency of the
preschooler to only focus on one aspects. This is
also refers to as UNIDIMENTIONAL THOUGT.
4.SYMBOLIC FUNCTION- this is the ability to
represent object and events. A symbol is a thing that
represent something else.
5.IRREVERSIBILITY- Preschool children still have the
inability to reverse their thinking. They can
understand that the juice in each glass can be
poured back into the juice box from which it came.
6.TRANSDUCTIVE REASONING- This refers to the
preoperational children type of reasoning that is
neither inductive nor deductive reasoning appears
to be from particular to particular.
Brain Connections in the
Preschool Year
Due to the fascinating development in neuroscience,
brain development of young have been of great interest to
the field of early childhood. Brain research findings point
us to more effective ways to care for and teach
preschooler from science lessons you had in highschool
or even in elementary.

Brain research has also pointed out the crucial role of

the environment. Every preschooler brain forms specific
connections (synapses) that are different for each person
where experts have shown specific areas of brain activity
that respond to environmental stimulation.
Brain Connections in the
Preschool Year
The quality of these connections depends on the quality of
stimulation and exposure provided by the environment. In
preschool years experiencing a supportive and stimulating
environment which evolves the different senses of a child
which allows them to think, imagine, and create the best.
Environment can be provided for by a good combination of
a healthy and functional family environment and equality
preschool program an environment that lacks the proper
stimulating experiences can also cause damage. As future
teachers always be aware of your defining role in providing
a quality environment that will lead to optimal brain
development for preschoolers.
 Language Development
Young childrens understanding sometimes gets ahead of their
speech.
The 4 Main Areas of Language
1.PHONOLOGY- study of speech and sounds.
Did 2.SEMANTICS-study of word meaning and word combination
3.SYNTAX- The study of sentence constructtions.
you 4.PRAGMATICS- The study of conversation or social uses of
know? language.
FAST MAPPING
As they advance in age and as they continuosly interact with
people,preschool children expand rapidly in their vocabulary
through FAST MAPPING, a process by which a children absorb the
meaning of a new word after hearing it once or twice in
conversation. Preschool children combine syllables into words and
words into sentence in an increasingly sophisticated manner.
Language and Social Interaction
Vygotsky believed that young children use language
both to communicate socially and to plan, guide, and
monitor their behavior in a self-regulatory fashion -
called inner speech or private speech.
Did
For Piaget, private speech is egocentric and immature, you
but for Vygotsky it is an important tool of thought during know?
early childhood. Full cognitive development requires
social interaction and language.
He introduced the term Zone of Proximal Development
(ZPD) to refer to tasks too difficult for a child to master
alone but can be mastered with the guidance and
assistance of adults or more skilled children.
The lower limit of the ZPD is
"the level of cognitive
development reached by
the preschool child
independently.

The upper limit is the level

of additional responsibility
The Zone Proximal
the child can accept with
Development (ZPD) has a
assistance of an able lower limit and an upper limit.
instructor
The concept of scaffolding is
Closely linked to the idea of
ZPD in cognitive and
language development. The
more skilled person is also
called More Knowledgeable
Other (MKO).
 Did Information Processing
you
know?
Theory-Attention and Memory
The Information Processing model is another way of examining
and understanding how children develop cognitively. This
model conceptualizes children's mental processes through the
metaphor of a computer processing, encoding, storing, and
decoding data.

Scripts help children understand, interpret, and predict what

will happen in future scenarios. In early childhood, as
information-processing increases in speed, memory becomes
increasingly longer. Rehearsal and organizing information are
deliberate mental activities that can be employed to improve
the processing of information.
 Theory of mind refers to individuals thoughts about how

The
mental processes work.

By the age of 2 or 3, children become aware that the minds exist.

Young They refer to need, emotions, and mental states. Cognitive terms
such as know, remember and think usually appear after
Childrens perceptual and emotional terms. As their representation of the
world and ability to remember and solve problems improve,

Theory of children start to reflect on their own thought processes.

Mind They begin to construct a theory of mind or a set of ideas about

mental activities. It includes awareness of ones own thought
processes, social cognition, understanding that people can hold
false beliefs, ability to deceive, ability to distinguish appearance
form reality and ability to distinguish fantasy from reality.
 The
Young Social experience includes 1) early
Childrens forms of communication 2) imitation
3) make-believe play. 4) Language,
Theory of and 5) social interaction.

Mind
 Learning about how preschoolers think and
learn, one will realize that parents and teachers
can do a lot either to help preschoolers develop
their cognitive skills or impede them. With the best
THE ROLE OR of intentions, one can do more harm than good if
CAREGIVERS the approach to teaching preschoolers is not
(PARENTS AND appropriate.
TEACHERS) IN THE
COGNITIVE
DEVELOPMENT OF Two prominent organizations that have position
PRESCHOOLERS statements about the appropriate practices in the
care and education of preschoolers are the
National Association for the Education of Young
Children -NAEYC and the Association for
Childhood Education International-ACEI.
UNIT 3 (The Preschooler)

MODULE 17

Socio-Emotional
Development of
the Preschool
LEARNING OUTCOMES:
At the end of this module, you should be able to:

•Explain Erikson’s “crisis” of early childhood, initiative

versus guilt.
•Explain the preschoolers’ sense of self and self-
esteem development. UNIT III
•Discuss how children develop gender identity.
•Describe the stages of play and how it impacts socio-
emotional development.
•Discuss the different caregiving styles and their effect
on preschoolers.
•Describe how significant relationships with parents,
siblings and peers affect the preschooler.
INTRODUCTION
Socio-emotional is crucial in the
preschool years. Parents, teachers, and
professional administrators say that attending
preschool is more for “socialization” than for
formal academic learning. During the
preschool years, children learn about their
ever-widening environment. Preschools now
discover their home. They become interested
to assert themselves as they will learn
during the preschool years will help them
throughout life as adults.
 1. Development of Initiative
2. Healthy self-concept
Big Ideas on 3. Environmental Factors
Preschoolers’ Influence
Socio-Emotional 4. Preschoolers’ Social
Development Development
5. The Caregiving Styles of
Parents and Teachers
 PRESCHOOLERS’ INITIATIVE

Erikson’s view of initiative aptly portrays the emotional

and social changes that happen during preschool
years.
Erikson believed that healthy preschoolers develop
initiative
They will yearn to create, invent, pretend, take risks
and engage in lively and imaginative activities with
peers.
As preschoolers go through the conflict of initiative vs.
guilt, they show so much energy. Every place
becomes a playground to explore.
 PRESCHOOLERS’ INITIATIVE

Adults sometimes get exasperated over this behavior.

Some parents and teachers then become overly
restrictive.
Although a good amount of guilt helps in making
children take responsibility for their behavior, guilt
hampers emotional growth.
Preschoolers who are always punished and criticized
end up constructing a view of themselves as being
“bad”, “dumb”, or even “worthless”.
The key thing to remember is to apply “judicious
permissiveness”.
SELF-CONCEPT AND THE PRESCHOOLER

By the end of toddlerhood, preschoolers come out

with a clear sense that they are a separate and distinct
persons.
Self-conception refers to the way one sees himself.
Preschooler’s self concept mainly focuses on
observable characteristics and his/her usual beliefs,
emotions, and attitude.
An important aspect of self-concept is self-esteem.
Preschoolers are naturally positive.
They are confident to try again even if they don’t
succeed with something.
 ENVIRONMENTAL FACTORS AND GENDER IN THE
PRESCHOOLER’S SOCIO-EMOTIONAL DEVELOPMENT
As the preschooler’s ability to create schemes develops,
they become capable of gender typing, the process of
forming gender roles, gender-based preferences and
behaviors accepted by society.
Preschoolers begin to associate certain things like toys,
tools, games, clothes, jobs, colors or even actions or
behaviors as being “only for boys” on “only for the girl.”
Gender typing and gender identity are influenced by
environmental factors.
 ENVIRONMENTAL FACTORS AND GENDER IN THE
PRESCHOOLER’S SOCIO-EMOTIONAL DEVELOPMENT
This is where Bronfenbrenner’s model comes into play.
Differences in parental expectations and behavior
towards daughters and sons affect gender typing and
gender identity.
Parents also expect their children to play with toys that
are the “right” for their gender.
Mass media and ICT which include televisions, movies,
the internet, computer games also offer various images of
what it means to be a boy or girl.
Schools are in a tight situation or have to do a “balancing
act” on how to deal with these issues.
Preschool teachers should think thoroughly on how to
present notions of what boys and girls can do.
 PARTEN’S STAGES OF PLAY
Play is the main agenda of the preschool years.
Mildred Parten, in the 1930s did a study on
children’s play behavior which led to Parten’s
stages of play.

The stages describe the play development of

children and the gradual increase of social
interaction as they go through the stages.
Play becomes an important venue for the child’s
development of social skills.
 PARTEN’S STAGES OF PLAY
UNOCCUPIED- The child appears not to be playing but directs
his attention on anything that interests him.
ONLOOKER- the child spends time watching others play. He may
talk to them but does not play with them.
SOLITARY PLAY- the child starts to play on his own. He seems not
to notice other children playing nearby.
PARALLEL PLAY- The child plays with toys similar to those near
him. But only plays beside and not with them. No interaction
takes place.
ASSOCIATIVE PLAY- The child plays with others. There is
interaction among them, but no task assignment, rules and
organization are agreed upon.
COOPERATIVE- The child plays with others bound by some
agreed upon rules and roles. The goal is maybe to make
something, play a game, or act out something.
Friendships in Preschool
As children enter preschool, parents and Children must be
exposed to learning-enhancing events by their teachers.
knowledge about how to make friends, keep good
connections, and settling disputes. When seeing toddlers,
parents and instructors should You shouldn't merely say,
"Tama na..ano ba yan..isa pa ha, friends na kayo, okay?" during
a "conflict." Saying apologies is necessary in situations like
that, friends. not encourage preschoolers' social skills,
therefore parents and teachers must should give it some
thought and discuss conflict resolution with kids.

Caregiving practices have an impact on a person's

socioemotional development. Caregivers in this context
include both parents and educators. In the1960’s Baumrind
provided a paradigm that includes additional adults who look
after the youngster.
Caregiving styles
It was based on on a long-term investigation on the
relationship between adult authority and the Baumrind's
research on children's development, which started in the
1960's. She discovered several levels of demandingness
decades later. and attentiveness as factors influencing the four
caregiving styles.

It was based on on a long-term investigation on the

relationship between adult authority. Witg Baumrind's
research on children's development (1960) She discovered
several levels of demandingness decades later. Attentiveness
as factors influencing the four caregiving styles. Marion (2007)
expounded on these determining factors.
Responsiveness refers to caregiver behaviors that pertain to
expression of affection and communication. It refers to how
warm, caring and respectful the adult is to the child.
 Demandingness refers to the level of
control and expectations. This
involves discipline and confrontation
strategies.

•Authoritative -High demandingness/

High responsiveness.

•Permissive -Low demandingness/

UNIT III High responsiveness.
Early Childhood
•Authoritarian - High demandingness/
Low responsivenness.

•Negligent - Low demandingness/

Low responsiveness.
 UNIT III- Early
Childhood
CHILD AND (The Preschooler)
ADOLESCENT
LEARNERS AND
LEARNING
PRINCIPLES
Thank you for
listening!