CHILD DEVELOPMENT 3-12PART I: AGES 3 TO 5

OKLAHOMA COOPERATIVE EXTENSION SERVICECORE IN-SERVICE

FEBRUARY 5, 2010 9:00-11:00 A.M.

Debbie Richardson, Ph.D.Parenting Assistant Extension SpecialistHuman Development & Family Science

Oklahoma State University

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INTRODUCTION

Welcome

Centra Instructions

Overview of In-service

Resource Materials

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IN-SERVICE OBJECTIVE

Extension Educators will be able to describe growth, tasks, behaviors,

and abilities of 3 to 5 year-old children including physical,

cognitive, emotional, and social development.

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DOMAINS OF DEVELOPMENT

Physical Emotional

Cognitive Social

All areas are developing at the same time.

They are related and influence each other.

Development may not be even in all

domains.

Important to respect each child as

individual.

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PHYSICAL DOMAIN

Changes in body size & proportions

Appearance

Brain development

Nervous system’s coordination of perception and movement

Senses

Motor capacities

Physical health

Dexterity

Comfort with one’s body as it changes and matures

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COGNITIVE DOMAIN Mental processes Thinking, perception, reasoning Intellectual abilities

Academic & everyday knowledge/skillsAttentionMemoryConcept developmentProblem solvingImaginationCreativity

Language

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EMOTIONAL AND SOCIAL DOMAINS

Emotions & emotional communication

Self-understanding

Ability to manage one’s own feelings

Knowledge about other people

Social & interpersonal skills

Interactions with others; involvement in social groups

Friendships and intimate relationships

Moral reasoning

Behavior

Personal traits

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THEORIES AND FRAMEWORKS

OF DEVELOPMENT A theory of child development is a belief

system about how and why children grow, learn, and behave as they do.

Grow out of efforts to make sense of scientific observations; research tests and supports hypotheses.

Schools of thought, paradigms, perspectives

Different theoretical frameworks are useful for understanding different areas of behavior.

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PHYSICAL DEVELOPMENT

Ages 3-5

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MATURATIONIST GESELL

Most of what children become is inherited at birth.

Behaviors simply unfold as children mature with age.

Some characteristics of children are genetically determined at birth (i.e. interpersonal styles, temperament).

Environment plays a minor role.

Typical growth and development patterns –developmental milestones when certain characteristics could be expected to emerge.

Universal sequential steps.

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BODY GROWTH At age 3 - about 25 to 44 lbs. and 34” to 43”

Height: adds 2”-3” per year

Weight: adds about 4-5 lbs. per year

Develops taller, leaner appearance

Length of skull increases slightly

Jaws enlarge

At age 3, has all 20 primary teeth

Face becomes larger and features more distinct

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PHYSICAL DEVELOPMENT

Large muscle/motor

Fine muscle/motor

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PHYSICAL ACTIVITY Inactive preschoolers are 4 times more

likely than active peers to gain body fatness as they enter first grade.

Guidelines for preschoolers:(Nat’l Association for Sport & Physical Education)At least 1 hour of daily structured physical

activity1-3 hours of daily unstructured physical activityNot sedentary for more than 1 hour at a time

except when sleeping Indoor & outdoor areas for large muscle

activities

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EATING

Eating less

Pickier

Involve children in mealtimes

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SLEEP FOR PRESCHOOLERS

Typically 10-12 hrs/night Naps decrease Difficulty falling asleep &

waking up during night can be common

Less sleep → More behavior problems

Development of imagination may result in nighttime fears & nightmares

Sleepwalking & sleep terrors peak at this stage

Maintain a regular and consistent sleep schedule

Relaxing bedtime routine that ends in child’s room

Same sleeping environment every night, in a cool, quiet and dark room without TV

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BRAIN/NERVOUS SYSTEM DEVELOPMENT

90% of adult brain size by age 6

Activity peak at age 4

Synaptic pruning

Most rapid growth in frontal lobe area responsible for planning & organization of new actions, behavior, motor control, regulation of emotions, maintaining attention

Senses of sight, hearing, touch, smell, & taste fully developed.

Lateralization continuesHandednessEye preference

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COGNITIVE DEVELOPMENT

Ages 3-5

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COGNITIVE DEVELOPMENT

PIAGET PREOPERATIONAL PHASE: 2-4 YEARS

Rapid increase in language

Can’t yet perform mental operations

Egocentrism in language and perceptions

Beginning symbolic rather than simple motor play

Use symbols and internal thought to solve problems but dominated by perception

Represent objects beyond immediate view

Thinking tied to concrete objects and “here & now”

Difficult to conceptualize time

Errors understanding cause & effect; fooled by appearance

IrreversibilityThinking influenced by

fantasy, the way he'd like things to be

Assumes others see situations from his viewpoint

Changes information input to fit his ideas

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COGNITIVE DEVELOPMENT PIAGET

INTUITIVE PHASE: 4-7 YEARS Speech becomes more social, less egocentric Has intuitive grasp of logical concepts in some

areas, yet still tends to focus attention on one aspect of an object while ignoring others

Concepts formed are crude and irreversible Easy to believe in magical; reality not firm Perceptions dominate judgment In moral-ethical realm, unable to show principles

underlying best behavior Rules undeveloped; only uses simple do's &

don'ts imposed by authority

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SOCIOCULTURAL VYGOTSKY

Children’s understanding of world is acquired through language, problem-solving, interactions, play.

Learning leads to development; active, internal construction of knowledge through action.

Must take into account cultural influences.

Learning is a social process in which teachers, adults, and other children form supportive “scaffolding” on which a child can gradually master new skills (e.g. asking questions, prompting).

Zone of proximal development – when a solution to a problem is just beyond the child’s ability level.

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SOCIAL-COGNITIVE LEARNING BANDURA

Behavior is learned through observation & imitation.

Behavioral change is largely a social process.

Importance of cognition, thinking – children’s ability to listen, remember, and abstract general rules from complex sets of observed behavior affects their imitation and learning.

Strong emphasis on how children think about themselves and other people.

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THINKING & LEARNINGIncreases in: Curiosity Cause & effect experimentation Attention Planning skills Memory skills Problem-solving skills

HANDS-ON learning is KEY! Knowledge & skills are acquired by “doing”

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MORE THINKING Trouble thinking about two aspects of the same

problem

Thinking based on observation and concrete experience

Increasing understanding of:spatial concepts (up/down, over/under)time concepts (today, yesterday, tomorrow)ability to sort things by category (food, animals,

flowers)

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COMMUNICATION & LANGUAGE

Rapidly expanding vocabulary learn average 50 new words per month Understand more words than can speak Age 3 – use about 1,200 words Age 5 – use about 2,000+ words

Increasingly complex sentences and conversations

Increasing use of correct grammar

Making up and telling stories

Improved listening skills

Asks why/what/who/how come

Develop ability to think aloud or talk to themselves

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SOCIAL & EMOTIONAL

DEVELOPMENTAges 3-5

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PSYCHOSOCIAL DEVELOPMENT ERIKSON Basic Trust Vs. Mistrust (Hope)

Infancy through 1 to 2 years To learn others can be trusted to satisfy basic needs.

Autonomy Vs. Shame/Doubt (Will) About 18 mo./2 yrs. to 3½ yrs To develop sense of self-sufficiency in satisfying one’s needs.

o Initiative Vs. Guilt (Purpose)About 3 ½ to 6 yearsFeel free to act, create, express self creatively, and to take risks.

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3 YEARS Can sit and listen to

stories for up to 10 min. without bothering others

More aware of others’ feelings & shows concern

Can follow brief instructions, accept suggestions

Can make simple choices Little reasoning ability –

does not relate actions to results

Express intense feelings Fears

Understands taking turns, but not always willing

Not capable of sharing May struggle with adults Friendly and eager to

please Enjoys talking &

conversation Enjoys playing with peers Joins in simple games and

group activities Enjoys make-believe play

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4 YEARS

Delights in silliness & humor “Bathroom” talk; shock

words Tests limits May be bossy, tattle, brag,

stretch truth, rough, impatient

Increasing self-regulation of behaviors & emotions

Fears may persist Sense of identity – self,

sexuality, ethnicity, etc.

Cooperates with others Still working at taking

turns Makes friends with peers;

may have best friend May have imaginary

friend Enjoys make-believe play Participates in group

activities Doesn’t like being left out Seeks adult approval Wants to try things by self Can follow rules,

do’s/don’ts”

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5 YEARS Can be empathetic Understands power of

rejection Likes to help with chores

and feel important Boasts of

accomplishments; likes praise, wants to please

Can sit and pay attention for 15-20 min.

Likes to act like grown-ups, serious, demands

Affectionate and caring toward others

Enjoys friendships; has 1-2 special friends; same-sex

Understands sharing toys

Takes turns but still may not be willing

Generally follows adults’ directions; cooperates with requests

Wants to be “good”, yet unable to admit wrongdoing

Doesn’t always tell truth

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RELATED ISSUESAges 3-5

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CHILD CARE & PRESCHOOL

Quality preschools and early learning centers are linked to positive social and academic outcomes

Head Start

Oklahoma 4-year old Pre-K

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SCHOOL READINESS Ready to learn

Much more than academics of knowing alphabet and counting

Physical abilities – large & fine muscle skills

Language skills

Self-control

Social skills

Well-being

Desire to learn

OK KINDERGARTEN TEACHERS SURVEY ABOUT SCHOOL ENTRY

1,213 surveys2006-2007

30% of students not performing at K level

16% of students not performing based on social & emotional development

72% indicated delays in social & emotional development somewhat or very often:• ability to follow instructions• persisting on a task• responding to solutions for conflict

• playing cooperatively• identifying & regulating emotions

• Participating in social conversations 33

SCHOOL READINESS

“The ability of a child to be fully engaged in the classroom is also affected by their social and emotional health, including getting along with others, following instructions, and regulating emotions and behaviors” (SmartStart Oklahoma).

Studies also suggest that “the emotional, social and behavioral competence of young children…predict their academic performance in first grade, over and above their cognitive skills and family backgrounds” (Raver & Knitzer, 2002).

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POSITIVE SOCIAL SKILLS

Research suggests…

Importance of achieving minimal social competence by age 6

Can lead to development of positive peer relationships, acceptance and friendships

Reduces later risk behaviors and social problems

Healthy social development ≠ being social butterfly

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FACILITATING SOCIAL & EMOTIONAL DEVELOPMENT

Parents/caregivers:• are physically & emotionally responsive, sensitive• encourage children to engage & interact with

variety of people and objects in everyday activities• help children feel accepted• assist children in learning to communicate

and get along with others• encourage feelings of empathy and mutual

respect among children and adults Provide accessible toys and play materials that

child experiences as challenging & engaging

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IMPORTANCE OF PLAY Play is a child’s way of learning and discovery Play is essential – experience is the teacher Exploration facilitates understanding how world works Learn to master skills such as: use symbols, language,

communicate, higher levels of thinking, flexible problem-solving, organizing, planning, social skills

Advances physical development, dexterity, coordination Imaginative play - pretending Work things out through trial and error Reduces tension & stress; express emotions Play is a process, not a product

TV/MEDIA 3 TO 6-8 YEAR OLDS

Sensitive to stimulation and modeling

Can be swayed by how things appear rather than how things really are; Can’t filter out the negative

Generally judge characters or actions as “real” simply due to observing through TV’s “magic window”

Often believe in magical, supernatural creatures & powers

Can recognize “good” and “bad” characters

Sensory, emotional, & physical deprivation and/or overstimulation can occur

Does not offer opportunities for active play and interactive exploration

Readily imitate aggressive or violent characters

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GENDER DIFFERENCESIN PRESCHOOLERS

Identify themselves as male or female Tend to judge others’ genders based on superficial

characteristics (e.g., hair, stereotypical male/female tasks)

Differences in behavior may be apparent Nature & nurture influence Boys are hard-wired to enjoy spatial-mechanical play –

enjoy large space to run, trucks, tools, weapons Girls have higher levels of hormone oxytocin

encouraging love and care for dolls Relate to peers differently – rough-housing vs.

relationship building; object-oriented vs. person-related aggression

Boys don’t hear as well as girls Girls verbal skills develop earlier Girls tend to use all senses; boys rely primarily on visual

cues

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PSYCHOSEXUAL DEVELOPMENTFREUDA particular body region is the focus of

sensual satisfactions.Oral – birth to age 1: mouth, tongue,

gums; emotional attachment to person providing satisfactions (i.e. feeding)

Anal – 1 to 3 years: control and self-control (i.e. elimination, tolieting)

Phallic – 3 to 6 years: derive pleasure from genital stimulation; interested in physical differences between the sexes; identify with same-sex parent

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SEXUALITYCurious and interested in: Where babies come from Exploring other children’s and adults’ bodies and

differences between children and adults Playing “doctor” and pretending to be mommy/daddy

are common Genital touching increases, especially if tired or upset 3-4 year-olds still may be concerned about bowel

movements and urination Around age 4, girls may develop more intense

attachment to father and boys to mother Begin to have sense of modesty and understand

difference between public and private behavior

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DISCUSSION & QUESTIONS

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WRAP-UP

Watch video clips and review resource materials

In-service evaluation

Next Session on Ages 6-9: Friday, Feb. 12, 9–11am

Child Care & Early Childhood Education in-service: April 16 in Stillwater