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Developmental Discoveries
A Developmental Case Study by Jenny Duffy
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An Opportunity for Learning
I had the privilege and joy of spending time with the 3 and 4-year old groupto study these inventive, enthusiastic, bright children. Normally, I work in the
nursery so it was exciting for me to become more acquainted with a different age
group and discover the many things these children are capable of.
I have observed these children in 10 areas of development, observing what
they can do at this stage in their life, and predicting what they will be able to do
next. In the following pages are summaries of each area of development along
with photos, quotes and observations of how the children demonstrate their
capabilities. Through spending time with these children I have learned that they
are capable of so much and it would be a shame to underestimate them.
An Opportunity for Learning
I had the privilege and joy of spending time with the 3 and 4-year old
group to study these inventive, enthusiastic, bright children. Normally, I work inthe nursery so it was exciting for me to become more acquainted with a
different age group and discover the many things these children are capable of.
I have observed these children in 10 areas of development, observing
what they can do at this stage in their life, and predicting what they will be able
to do next. In the following pages are summaries of each area of development
along with photos, quotes and observations of how the children demonstrate
their capabilities. Through spending time with these children I have learned that
they are capable of so much and it would be a shame to underestimate them.
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Fine Motor Development
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Fine Motor Development
Fine Motor skills describe a childs use of small muscles usually in co-
ordination with the eyes but also including movement of the lips and tongue, the
head, toes, and foot-eye co-ordination. Between ages 3-5 children develop theseskills at a rapid pace, though time, patience and plenty of practice is certainly still
required.
Small muscle skills include ocular motor control which is the ability of the
eyes to follow and focus on an object in the field of vision. Hand-eye co-
ordination is a small muscle skill in which the hands perform tasks guided by the
eyes requiring precision in placement, direction and spatial awareness. Similar to
this is foot-eye co-ordination in which the eyes help guide the feet to execute
activities. Fine Motor skills include manual dexterity allow manipulation of the
hands and fingers for neat handwriting, drawing, typing, etc. Stereognosis, the
ability to use recognize unseen objects through using the sense of touch, and then
tactile perception allowing the brain to interpret information from the finger tips
to the brain, are also a part of fine motor skills that are developed in early
childhood.
Some examples of tasks that involve small muscle skills are: zipping and
unzipping, using locks and keys, doing puzzles, using scissors, making isolated
finger movements like playing the piano, turning pages in a book, tying shoe laces,
writing legibly, and anything that requires small, accurate hand and finger
movement.
Childhood is a critical time for developing fine motor skills which the child
will use for the rest of their lives and to perform necessary functions.
Some well-known activities used for developing fine motor skills are:
manipulating objects such as play-dough, playing with puzzles, feeding lace
Fine Motor Development
Fine Motor skills describe a childs use of small muscles usually in co-ordination
with the eyes but also including movement of the lips and tongue, the head, toes, and
foot-eye co-ordination. Between the ages 3-5 children develop these skills at a rapidpace, although time, patience and plenty of practice is certainly still required.
Small muscle skills include ocular motor control which is the ability of the eyes to
follow and focus on an object in the field of vision. Hand-eye co-ordination is a small
muscle skill in which the hands perform tasks guided by the eyes requiring precision in
placement, direction and spatial awareness. Similar to this is foot-eye co-ordination in
which the eyes help guide the feet to execute activities. Fine Motor skills include manual
dexterity allowing manipulation of the hands and fingers for neat handwriting, drawing,typing, etc. Stereognosis, the ability to use recognize unseen objects through using the
sense of touch, and then tactile perception allowing the brain to interpret information
from the finger tips to the brain, are also a part of fine motor skills that are developed in
early childhood.
Some examples of tasks that involve small muscle skills are: zipping and unzipping,
using locks and keys, doing puzzles, using scissors, making isolated finger movements like
playing the piano, turning pages in a book, tying shoe laces, writing legibly, and anything
that requires small, accurate hand and finger movement.
Childhood is a critical time for developing fine motor skills which the child will use
for the rest of their lives and to perform necessary functions.
Some well-known activities used for developing fine motor skills are: manipulating
objects such as play-dough, playing with puzzles, feeding lace through beads, picking up
objects with clothes pins, etc.
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Evan is able to push the spokes through the wheels to create his own structure.
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4-year old Miriam holds down the paper as she presses the glue tip onto it.
Evan is fitting the small pizza pieces and toppings together. As Evan continues to
mature he will be able to use his small muscles to make even more precise
movements.
When Max was zipping his
coat he didnt pull the zipper
all the way to the top.
All the way to the top, Max,
keep going! I said.
Max replied, But I cant zip i
all up because one time I
accidently choked me!
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Max was sticking these action figures into the clapping hand. At first he asked forhelp but when I encouraged him to try again, he discovered that was able to hold
the hand open by himself while using the action figure in his other hand.
Whats Next: The children will be able to button-up their coats and zip
and unzip independently. They will hold a writing instrument with more
ease the way that an adult would. They will also be able to fit smallobjects together with more precision, improving in their hand-eye
coordination.
Max was sticking these action figures into the clapping hand. At first he asked for
help but when I encouraged him to try again he discovered that he was able to
hold the hand open by himself while using the action figure in his other hand.
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Gross Motor Development
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Gross Motor Development
Gross Motor skill development is a childs ability to use large muscles for
movements such as crawling, running, and jumping, which require the use of
more than one body party.
There are two principles that control physical growth and also govern the
development of gross motor skills. Head to toe development refers to the way
that the upper parts of the body develop starting with the head and then
continuing with the lower parts. The second principle is trunk to extremities in
which head control is gained first followed by the shoulders, upper arms, and
hands. Next, upper body control is developed and then followed by the hips,
pelvis and legs.
The development is of gross motor skills will be of great help to a child in
their development of fine motor skills, as well as living a healthy, active life.
Gross motor activities can help children establish balance and major muscle
coordination through bike riding, jumping from one place to another and walking
on a balance beam. Children also develop body awareness, realizing that certain
postures and movements are advantageous in what theyre trying to accomplish
as well as spatial awareness in regards to their body position in relation to other
objects or people. Children also learn when to speed up and slow down when
running around. Another important function that children learn through Gross
motor development is laterality which is the sense of right and left directions.
Gross Motor development can be encouraged through active play like
running, climbing and jumping, through sports, as well as board games.
Gross Motor Development
Gross Motor skill development is a childs ability to use large muscles for
movements such as crawling, running, and jumping; which require the use of more
than one body party.
There are two principles that control physical growth and also govern the
development of gross motor skills. Head to toe development refers to the way that
the upper parts of the body develop starting with the head and then continuing with
the lower parts. The second principle is trunk to extremities in which head control is
gained first followed by the shoulders, upper arms, and hands. Next, upper body
control is developed and then followed by the hips, pelvis and legs.
The development is of gross motor skills will be of great help to a child in their
development of fine motor skills, as well as living a healthy, active life.
Gross motor activities can help children establish balance and major muscle
co-ordination through bike riding, jumping from one place to another and walking
on a balance beam. Children also develop body awareness, realizing that certain
postures and movements are advantageous in what theyre trying to accomplish as
well as spatial awareness in regards to their body position in relation to other
objects or people. Children also learn when to speed up and slow down when
running around. Another important function that children learn through gross motor
development is laterality which is the sense of right and left directions.
Gross Motor development can be encouraged through active play like
running, climbing and jumping, and through sports, as well as board games.
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Ok, now I ju
fell!- 4-year old
Andrea
Upon discovering this long board in their ball pit, it
wasnt long before the 3 and 4-year olds decided
they needed to walk the plank and test out theirbalance. When walking across the board, the
children kept excellent balance. It was when they
would try to turn around that they ran into some
challenges. Im sure their boots created some
difficulty in this also. As the children mature they
will become more skilled at using their bodies and
knowing how to maneuver themselves in smaller
motions to make more precise, careful movements.
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While playing outside, the children showed a great variety of gross motor
movement. They jumped, twirled around, ran across the yard, climbed jungle
gyms and climbed the steps of the tall slide.
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When 3-year old Mia throws, she mainly uses her forearm. As Sophia matures shewill discover that she could throw balls farther and with more accuracy by
bending back her wrist and rotating her upper body while throwing.
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The 4-year olds were using these wide steps to slide down on sleds. The children
were able to pull each other in the sleds and give themselves a push while sitting
in the sled. The children can crawl on their knees, leaning their upper bodies
forward to reach for something. As the children continue to develop they will be
able to also use the stance of standing with bents knees, and become more skilled
in moving their upper body to reach for objects.
The 4-year olds were using these wide steps to slide down on sleds. The children were
able to pull each other in the sleds and give themselves a push while sitting in the sled.
The children can crawl on their knees, leaning their upper bodies forward to reach for
something. As the children continue to develop they will be able to also use the stance
of standing with bents knees, and become more skilled in moving their upper body to
reach for objects.
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Jenny, look Im up here in the tower! You can come up
here too! 4-year old Eric- a confident climber!
Whats Next: As the children refine their large muscle skills they will be
able to jump rope, hope for long distances even on one foot, run on tip
toe, use the stairs independently, throw balls overhead, and throw a
ball with more force and accuracy. They will also be able to move their
legs and upper body to better catch a ball coming toward them
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Cognitive Development
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Cognitive Development Cognitive development is the formation of thought processes including the
ability to solve problems, use memory, language, and make decisions. We give
much credit for our information about childhood cognitive development to thebiologist and psychologist Jean Piaget who through his observations concluded
that children arent less intelligent than adults, they simply think differently.
Jean Piaget suggested that children make sense of the world around them
through four developmental stages: sensorimotor, preoperational, concrete and
formal. According the Piaget play is essential to brain development. Piaget also
suggested that children use adaption assimilation, accommodation, and
equilibration, when gaining, processing and organizing new information.
Preschool children form a theory of mind which is a naive understanding of
connections between thoughts, beliefs, and behaviours. Theory of mind
progresses in three phases. Typically, in 2-year olds is the awareness of desires,
the communication of wants and likes and the understanding that desires are
related to behavior in themselves and others.
3-year olds can understand the difference between the mental world and
physical word, knowing that an object that is only being thought about or wishedfor isnt really present and cant be seen or touched. They also use demonstrate
an understanding of different mental states as they use mental verbs such as
think, wish, remember, etc. At this age, children still emphasize desires as the
main reason for behavior.
At age 4, children understand much more about how mental states affect
behavior, and how behavior is based on beliefs, even if those beliefs arent right.
Cognitive development involves many aspects of a childs perspective andthinking. Children demonstrate their level of cognitive development when they
follow instructions, tell a story or explain why something happened, ask
questions, problem solve and talk about things that they remember.
Cognitive Development Cognitive development is the formation of thought processes including the
ability to solve problems, use memory, language, and make decisions.
We give much credit for our information about childhood cognitive
development to the biologist and psychologist Jean Piaget who through his
observations concluded that children arent less intelligent than adults, they
simply think differently.
Jean Piaget suggested that children make sense of the world around them
through four developmental stages: sensorimotor, preoperational, concrete and
formal. According the Piaget play is essential to brain development. Piaget alsosuggested that children use adaption assimilation, accommodation, and
equilibration, when gaining, processing and organizing new information.
Preschool children form a theory of mind which is a naive understanding of
connections between thoughts, beliefs, and behaviours. Theory of mind
progresses in three phases. Typically, in 2-year olds is the awareness of desires,
the communication of wants and likes and the understanding that desires are
related to behavior in themselves and others.
3-year olds can understand the difference between the physical world and
mental world, knowing the difference between an object that is present and an
object that is only being thought about or wished for. Children also demonstrate
an understanding of different mental states as they use mental verbs such as
think, wish, remember, etc. At this age, children still emphasize desires as the
main reason for behavior.
At age 4, children understand much more about how mental states affectbehavior, and how behavior is based not only on desires but also on beliefs, even
if those beliefs arent right.
Cognitive development involves many aspects of a childs perspective and
thinking. Children demonstrate their level of cognitive development when they
follow instructions, tell a story or explain why something happened,
askquestionse, etc. problem solve and talk about things that they remember.
As educators it is important to be knowledgeable and aware of whatcognitive stage children are in so as to better understand them, set realistic
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cognitive stage children are in so as to better understand them, set realistic
expectations and to help promote further development.
We can support cognitive development by using board games and memory
games, giving clear instructions for children to follow, prompting and helpingchildren to problem solve and creating activities that require this.
Ask questions, etc.
As educators, it is important to know what cognitive stage children are in so
as to better understand them, set realistic, achievable goals, and to help promote
further cognitive development.
We can support cognitive development by using board games and memory games,
giving clear instructions for children to follow, prompting and helping children to
problem solve and providing opportunities for children to practice their problem
solving.
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4-year old Evan was drawing some circles on the board. After he drew
the smaller circle he created a ring around it. It was hard to tell if he wanted
that bigger ring to connect all the way through or not. Either way I think he
did a wonderful job demonstrating his understanding of what a circle is.
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The teacher showed the children how to make their Valentines Day LoveBugs. She gave verbal instructions and showed step by step with an example that
she had made. The children were able to follow these instructions although when
it came time to glue on certain parts, several of the children asked the teacher or
their peers what they were supposed to do. As the children continue to develop,
their attention span will improve and their memory will become sharper.
The teacher showed the children how to make their Valentines Day Love
Bugs. She gave verbal instructions and showed step by step with an example that
she had made. The children were able to follow these instructions although when it
came time to glue on certain parts, several of the children asked the teacher or their
peers what they were supposed to do. As the children continue to develop, their
attention span will improve and their memory will become sharper.
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Evan incorporated the chair into the construction of his tower and turned
some of the boards a different way. During this self-initiated play, Evan was
experimenting, testing and using problem-solving skills to build a tower that
would stand. What awesome perseverance!
Whats Next: As the children continue to develop intellectually they
will begin to understand that stories have a beginning, middle and end, they
will begin drawing recognizable objects, understand categories and become
more attentive. According to Piagets theory of cognitive development, thechildren will continue in the preoperational stage until about 7-years old.
The children will continue to be interested in role-play and will be able to
use objects to represent something else.
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Perceptual Development
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Perceptual Development
Perceptual development takes place when a child uses their senses to
gather information about their environment. This sensory input helps children to
decide what information from their environment is significant to them. Filteringthis information helps children to be able to attach meaning to objects and
events.
Perceptual development allows a child to be able to socialize, develop a
sense of self-awareness and hand-eye co-ordination. Perceptual development
also contributes to a childs emotional response, memory, acquisition of language
and knowledge and self-preservation. If a child is not able to perceive, it is
impossible for them to have a real sense of who they are and how they fit into the
world. Our perception of the world around us is what triggers us to respond in
different ways, making perception a key factor in the way that children and adults
behave.
Perceptual development can be encouraged by preparing an environment
and activities that are rich in sensory experiences. Perceptual development can
be supported also through activities such as moving or tapping to the beat of
music, playing Simon Says, skipping, and throwing, and catching and trapping
objects.
Perceptual Development
Perceptual development takes place when a child uses their senses to gather
information about their environment. This sensory input helps children to decide
what information from their environment is significant to them. Filtering this
information helps children to be able to attach meaning to objects and events.
Perceptual development allows a child to be able to socialize, develop a sense
of self-awareness and hand-eye co-ordination. Perceptual development also
contributes to a childs emotional response, memory, acquisition of language and
knowledge and self-preservation. If a child is not able to perceive, it is impossible for
them to have a real sense of who they are and how they fit into the world. Our
perception of the world around us is what triggers us to respond in different ways,making perception a key factor in the way that children and adults behave.
Perceptual development can be encouraged by preparing an environment
and activities that are rich in sensory experiences. Perceptual development can be
supported also through activities such as moving or tapping to the beat of music,
playing Simon Says, skipping, and throwing, and catching and trapping objects.
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These bins with plastic dinosaurs, stones and sand give the children an
opportunity to feel some different textures and therefore feed their sense of
touch.
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2-year old Jared is dancing with a scarf to fiddle music, partaking in a
sensory experience as he moves to the sounds that he hears.
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Touch the dog! 4-year old Eric called out to his friend beside him. After
his friend pet the soft fur, Eric turned the page feeling more animals. He began to
stroke another dog.
I said, That dog is a cocker spaniel, to
which Eric replied, no its not!
Then what kind of dog is he? I asked.
Fluffy! A fluffy dog! Eric answered with a
big smile. Eric had very positive things to say about what he was touching.
Me- How did it feel when Amy
painted that heart on your face?
Max- It felt good!
Whats Next: In order to form responses to sensory stimulation and gain an
understanding of self and the world, the children will need experiences rich in
sensory as they continue to develop. As children attain more experience using all of
their senses the will become more mature in their sensor rocessin .
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Emotional Development
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Emotional Development
Emotional development can be described as a childs ability to express their
feelings about themselves and about other people and things, as self-concept and
self-esteem is formed.
Feelings of competency and inferiority seem to be characteristics that
arent necessarily preset inside of us, but are learned through the support and
challenges we receive growing up. Erik Erikson a German psychoanalyst believed
that what happens to us externally has a great impact on the development of our
sense of self
Erikson and his wife organized life into 8 stages extending from birth to
death, each stage having a crisis to be overcome. If the crisis is overcome this
results in healthy development, whereas if the crisis is not overcome this results
in an unhealthy personality and sense of self.
A young child doesnt measure their self-worth necessarily by their
accomplishments, but how much the people in their lives respond and care for
them. Children with a healthy self-esteem feel that the important adults in their
live accept and care about them.
As care givers we want to encourage our childrens emotional
development so that they may be able to build healthy relationships with their
peers and manage their emotions effectively.
Healthy emotional development can be encouraged by responding to a
childs needs and encouraging independence and initiative-taking. The
understanding and acceptance of emotions can be incorporated into lessons using
stories that involve characters displaying their emotions, as well as group
discussions and activities that involve naming and talking about emotions,promoting healthy ways to regulate emotions. Children need guidance in how to
respond to their emotions and the emotions of their peers. Gentle guidance
during conflicts can provide a great source of comfort, validation and learning for
a child.
Emotional Development
Emotional development can be described as a childs ability to express their
feelings about themselves and about other people and things. As self-esteem is
formed so is self-concept.
Feelings of competency and inferiority seem to be characteristics that arent
necessarily preset inside of us, but are learned through the support and challenges
we receive growing up. Erik Erikson a German psychoanalyst believed that what
happens to us externally has a great impact on the development of our sense of self.
Erikson and his wife organized life into 8 stages extending from birth to death,
each stage having a crisis to be overcome. If the crisis is overcome this results in
healthy development, whereas if the crisis is not overcome this results in an
unhealthy personality and sense of self.
A young child doesnt measure their self-worth necessarily by their
accomplishments, but how the people in their lives respond and care for them.
Children with a healthy self-esteem feel that the important adults in their life accept
and care about them.
As care givers, we want to encourage our childrens emotional developmentso that they may be able to build healthy relationships with their peers and manage
their emotions effectively.
Healthy emotional development can be encouraged by responding to a childs
needs and encouraging independence and initiative-taking. The understanding and
acceptance of emotions can be incorporated into lessons using stories that involve
characters displaying their emotions, as well as group discussions and activities that
involve naming and talking about emotions, and promoting healthy ways to regulate
emotions.
Children need guidance in how to respond to their emotions and the emotions
of their peers. Gentle guidance during conflicts can provide a great source of
comfort, validation and learning for a child.
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When Eric told the teacher to go away and leave us alone, he was sent in time
out. The teacher first spoke to him and then left him to sit there. He sat with his
head down, frowning. After less than a minute he was biting on his finger nail and
looking around the room.
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Don approached Eric asking him if he was okay and why the teacher was mad at
him. Eric replied that he didnt know. I didnt hear Eric express any feelings to the
teacher or Don about what had taken place.
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Jenny, today Im going to my grammys house! announced 4-year old Miriam.
Oh, yeah? How do you feel when youre at your grammys house? I asked.
Happy! she said.
Why do you feel happy? I asked her.
Because I get to play with my dolls over there and eat ice cream and Grammy plays with
me, Miriam replied with a smile.
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Kyle keeps standing there! Miriam called out.
You seem pretty upset about that, Miriam, I said.
Yeah, because me and Reena are trying to play, she replied.
Do you think you can tell Kyle this in a nice way? I asked her.
Kyle, me and Reena want to play here. Please go stand somewhere else, she
said. Kyle then walked away to another group of children.
Whats Next: As the children continue to develop emotionally they will enter the stage of
ego development outcome in which they strive to take initiative. This may result in the
children creating play situations and trying out leadership roles in their play. They will also
increase in their ability to show concern and empathy for others. The children will
continue to build their self-esteem based on the care that they receive from the adults in
their life.
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Social Development
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Social Development
Social development is a childs ability to relate to others. Social
development is important so that children may learn to interact with others in
ways that are socially-acceptable allowing them to form healthy relationships andto involve themselves in social situations in a comfortable way. As a child
develops language skills, this enhances their ability to interact with others and
become more involved with the people around them.
Social development at the preschool age involves learning how to share
toys, take turns and follow rules. Social development includes learning about
gender roles, being able to differentiate between genders, and learning the
typically expected behavior of boys and girls.
Social development can be encouraged in early childhood through
opportunities to play and interact with peers. Dramatic play is a great opportunity
for children to engage themselves in imaginary roles and respond to each other
through different scenarios and roles.
Social Development
Social development is a childs ability to relate to others. Social
development is important so that children may learn to interact with others in
ways that are socially-acceptable, allowing them to form healthy relationshipsand to involve themselves in social situations in a comfortable way.
As a child develops language skills, this enhances their ability to interact
with others and become more involved with the people around them.
Social development at the preschool age involves learning how to share
toys, take turns and follow rules. Social development includes learning about
gender roles, being able to differentiate between genders, and learning the
typically expected behavior of boys and girls.
Social development can be encouraged in early childhood through
opportunities to play and interact with peers. Dramatic play is a great
opportunity for children to engage themselves in imaginary roles and respond to
each other through different scenarios and roles.
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The girls were in the housekeeping station putting their baby to bed, when Aaron
came and joined them. The girls stepped back as Aaron lowered the baby into the
cradle and then kissed the baby on the forehead.
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Jessica and Miriam were pretending to be sisters and shop together. During this
role-play, Jessica took on the name Rosie for herself.
These boys
chose to play
together unde
the table. It isvery typical fo
3 and 4-year
olds to gravita
toward two o
three friends
rather than
involving
themselves in
larger groups.
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While making the Love Bugs, somehow a conversation about blood-sucking
spiders had emerged between Max and Eric.
Spiders can suck on you and suck your blood out, Max declared.
No, they cant, Eric said.
Yeah, some do! They can suck your blood. Eric, some spiders suck blood! Max
insisted.
Ok, I dont know the spiders that suck your blood, Eric said.
But its not all of them, and I dont know where they are, Michael said.
As children involve themselves in social settings, they have the opportunity to
converse and learn new information from each other.
Whats Next: As the children continue to develop socially, they will learn how to better
practice self-control. They will begin to practice co-operative play and turn-taking. They will
show more interest in the gender differences and may prefer to only play with their own
gender. According to Piagets theory of the stages of development, the children will enter
into the intuitive phase where conversation becomes less egocentric and more sociable.
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Language Development
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Language Development
Language development is the childs ability to understand and use
language. Language development in the first five years is essential to the
development of communication and language, and is a precursor for successacademically as well as in social settings and relationships. Vygotsky believed that
language plays a central role in mental development, and as language skills are
built so is a childs symbolic system that helps in their understanding of the world.
Language development begins
In the process of language development there are two basic categories of
language. Receptive language comes first and is the ability to hear and
understand words. Expressive language is the ability to use words to
communicate. When discussing language delays and disorders they are typically
categorized as a receptive disorder, expressive disorder or a combination of both.
When it comes to language, there is a wide range of normal development
as each child progresses at their own pace, though language is typically developed
in predictable sequences.
Books are a great tool for building vocabulary as the adult and child can
discuss the pictures together and the child can learn new words.
Language Development
Language development is the childs ability to understand and use language.
Language development in the first five years is essential to the development of
communication and language, and is a precursor for success academically as well
as in social settings and relationships. Vygotsky believed that language plays a
central role in mental development, and as language skills are built so is a childs
symbolic system that helps in their understanding of the world.
In the process of language development there are two basic categories of
language. Receptive language comes first and is the ability to hear and understand
words. Expressive language is the ability to use words to communicate. When
discussing language delays and disorders, they are typically categorized as areceptive disorder, expressive disorder or a combination of both.
When it comes to language, there is a wide range of normal development as
each child progresses at their own pace, though language is typically developed in
predictable sequences.
Books are a great tool for building vocabulary as the adult and child can
discuss the pictures together and the child can learn new words.
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Alisha has just recently turned 2.
She has gone from saying one
word to stringing several words
together to make sentences and
ask questions. When an educator
had turned off the radio in the
room, Alisha demanded, Hey,
turn that noise back on! She
imitates words and sounds but
she also produces her own. As
Alisha continues to acquire
language, her vocabulary will
increases and her pronunciation
will improve.
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This 4-year old girl announced that she was writing her name. She is taking her
early understanding of how symbols represent sounds, and applying this to the
writing of her name. As she continues to learn how to read and write she will gain
more understanding about the alphabet, and by 5-years old she will most likely be
able to recognize more words and begin spelling short words. As she continues to
develop in her language skills, she will learn about vowels, consonants, and
phonics.
This 4-year old girl announced that she was writing her name. She is taking her early
understanding of how symbols represent sounds, and applying this to the writing of her
name. As she continues to learn how to read and write she will gain more
understanding about the alphabet, and by 5-years old she will most likely be able to
recognize more words and begin spelling short words. As she continues to develop in
her language skills, she will learn about vowels, consonants, and phonics.
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The children will often take books off of the shelf, flipping through them bythemselves or pointing out things on the pages to their friends. By the time a child
is 3, they understand that printing or writing conveys information. Typically by the
age of 4, they recognize their name and a few other familiar words.
To another childs mom, Aaron said, My moms bigger than you!To another childs mom, Aaron said, My moms bigger than you!
Did Alisha Leaved already?-Max asked an educator at the end of the day.
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4-year old Reena is from Israel. Her family just moved here 6 months ago. When
Reena first began attending the daycare she spoke only Hebrew, but now she has
learned a lot of English. She can speak in complete sentences, ask and answer
questions, and list off vocabulary when asking her what something is. She continues
to speak Hebrew at home with her family, but at the daycare she speaks almost
entirely in English.
Whats Next: As the children continue to acquire language, their
vocabulary will increase and they will be able to memorize how to write
their name along with other short words. They will also gain an
understanding of vowels, consonants, and phonics.
Since Reena is just acquiring the English language
she says some pretty cute things. When she was
colouring I heard her saying very enthusiastically tothe other children, I did the red! I did it!
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Creative Development
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Creative development
their ideas and feelings about the world in ways that are visual. Creative
development also involves the way a child develops in their use of imagination.
Creative development is a reflection of cognitive development as children areable to form ideas, think innovatively and problem solve.
A childs emotional health is nurtured and reflected when they can create
something that expresses their feelings and experiences. Creative experiences
give children the opportunity to cope with their feelings and to explore. When
children engage in creative play whether its creating art, role-playing,
storytelling, etc they are also able to learn about themselves. What children can
learn and discover about themselves is vital to their development.
Creativity in children can be encouraged when we discern what areas to
relinquish control in so that children can take the initiative and have the freedom
to be spontaneous. As educators we want to inspire perseverance and encourage
children to see a task through until completion. The emphasis should be on the
process rather than a finished product. Innovative answers and unique
approaches should be welcomed and encouraged.
A creative atmosphere should be provided for the children with open-ended materials and equipment that invites children to pretend and role play.
Large blocks of time should also be given so that children have time to create, and
to develop ideas in their role-playing. Creative games like story-telling should also
be incorporated to encourage creativity.
Creative development
Creative development is the ability in which a child learns to communicate
their ideas and feelings about the world in ways that are visual. Creative
development also involves the way a child develops in their use of imagination.
Creative development is a reflection of cognitive development as children are able to
form ideas, think innovatively, and problem solve.
A childs emotional health is nurtured and reflected when they can create
something that expresses their feelings and experiences. Creative experiences give
children the opportunity to cope with their feelings and to explore. When children
engage in creative play whether its creating art, role-playing, storytelling, etc they
are also able to learn about themselves. What children can learn and discover aboutthemselves is vital to their development.
Creativity in children can be encouraged when we discern what areas to
relinquish control in so that children can take the initiative and have the freedom to
be spontaneous. As educators we want to inspire perseverance and encourage
children to see a task through until completion. The emphasis should be on the
process rather than a finished product. Innovative answers and unique approaches
should be welcomed and encouraged.
A creative atmosphere should be provided for children along with open-ended
materials and equipment that invite children to pretend and role play. Large blocks
of time should also be given so that children have time to create, and to develop
ideas in their role-playing. Creative games like story-telling should also be
incorporated to encourage creativity.
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While making Valentines Day love bugs, the teacher told the children to put the
googly eyes in the centre of the heart. When it came time for Max to place the
googly eyes on his love bug he put them on the antennas. He asked me if it was
okay to put them on the antennas, and I told him I thought this was a really good
idea.
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While learning about hibernation the children created some colourful bears and
werent limited to using traditional animal colours.
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The children used felt, pom poms and sparkles to build their own snowmen.
These 3 and 4-year old girls put on some scarves and pretended to be mothers,
helping each other out with the babies.
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The 3 and 4-year olds enjoy dressing up and trying out different roles. Play
provides a safe place for them to experience and make decisions while testing out
what its like to be someone or something else.
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During group time, the educator invited the children make a story by each
contributing their own idea about what would happen next.
These girls were ve
involved in making
cakes out of snow.
Jessica was very mu
the leader in this
asking the girls if th
remembered to pu
the eggs in and
reminding them th
the cakes need to
bake for 20 minute
loved this creative
idea and it gave me
idea for an activity
with my toddlers.
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Some of the other children pretended to be super heroes.
Whats Next: As the children continue to develop in their creativity they
will enjoy creating and telling stories, especially ones about themselves.
They will engage in more elaborate and complex dramatic play. They may
become more particular and detailed when creating something or doing
artwork.
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Spiritual/Moral Development
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Spiritual development
Spiritual development is connected to a childs efforts to understand the
meaning and causes behind experiences in life. Generally, spiritual development
involves developing beliefs about a higher power.
Developmental psychologist James W. Fowler proposed a series of six
stages of faith/spiritual development which extend from the development of
trust, and gaining knowledge of spiritual matters through teaching and
participation in religious activities during childhood and then reflection,
reconstruction, and adoption of beliefs in early adulthood.
Spiritual development effects a childs beliefs and feelings about
themselves, the world they live in and in deciding what is right and wrong. Role
models who have a certainty and strong foundation of beliefs can help children to
grow spiritually and to attach meaning to spiritual practices and traditions.
Spiritual development can be cultivated by including and incorporating
children into religious events and traditions. Children can gain knowledge about
spiritual matters through stories and real-life examples that provide teachable
moments. Although children
Equally important as spiritual development is moral development. Moral
development is the ability to learn the difference between right and wrong and to
understand how to make the right choices. Lawrence Kohlberg created a theory
of the stages of moral development which is also closely related to Piagets
beliefs. Both propose that young children view authority figures like parents and
teachers as ones who set rules that must be followed, and good behaviour is a
way of avoiding punishment. Children practice good behaviour so that they wont
get in trouble, rather than out of a desire to do the right thing. Children do
understand the difference of good and bad behaviour, which is a foundation for
more complicated moral thinking in the future.
During early childhood, children learn to differentiate between moral rules,
social norms and personal choices. Young children in the preoperational stage
begin to understand that they have a choice to make between right and wrong
Spiritual development
Spiritual development is connected to a childs efforts to understand the meaning and
causes behind experiences in life. Generally, spiritual development involves developing
beliefs about a higher power.
Developmental psychologist James W. Fowler proposed a series of six stages of
faith/spiritual development which extend from the development of trust, and gaining
knowledge of spiritual matters through teaching and participation in religious activities
during childhood and then reflection, reconstruction, and adoption of beliefs in early
adulthood.
Spiritual development effects a childs beliefs and feelings about themselves, the
world they live in and in deciding what is right and wrong. Role models who have a certainty
and strong foundation of beliefs can help children to grow spiritually and to attach meaning
to spiritual practices and traditions.
Spiritual development can be cultivated by including and incorporating children into
religious events and traditions. Children can gain knowledge about spiritual matters through
stories and real-life examples that provide teachable moments.
Equally important as spiritual development is moral development. Moral development
is the ability to learn the difference between right and wrong and to understand how to
make the right choices. Lawrence Kohlberg created a theory of the stages of moral
development which is also closely related to Piagets beliefs. Both propose that young
children view authority figures such as parents and teachers as ones who set rules that must
be followed, and good behaviour is a way of avoiding punishment. Children practice good
behaviour so that they wont get in trouble, rather than out of a desire to do the right thing.
Children do understand the difference of good and bad behaviour, which is a foundation for
more complicated moral thinking in the future.
During early childhood, children learn to differentiate between moral rules, social
norms and personal choices. Young children in the preoperational stage begin to understand
that they have a choice to make between right and wrong in a tempting situation. Moral
behaviour is mainly learned through direct observation and imitation but can also be learned
through stories that offer a lesson.
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in a tempting situation. Moral behaviour is mainly learned through direct
observation and imitation but can also be learned through stories that offer a
lesson.
As educators we can foster moral development by recognizing and praisingthe right choices a child makes without labeling them as good or bad. Being
consistent in our discipline every time a child breaks a rule allows the child to
connect actions to consequences and to know that making a bad choice is not
sometimes okay.
As educators we can foster moral development by recognizing and praising the
right choices a child makes without labeling them as good or bad. Being consistent in
our discipline every time a child breaks a rule allows the child to connect actions to
consequences and to know that making a bad choice is not sometimes okay.
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While making Valentines Day love bugs, Max dropped his pair
of googly eyes on the floor. He picked up one googly eye, but
Eric who was sitting beside him, dragged the googly eye away
from Max with his foot and nudged it under the leg of his
chair.
Hey, Eric has my eye! Max shouted. The educator who was walking by at the
time told Eric that he wasnt being nice to Max by doing that and that he needed
to give the googly eye back to Max. Eric didnt respond but looked down at the leg
of his chair, moving it off the eye. Max bent down and scooped it up and then told
Eric not to touch it again.
Aaron pointed to the tattoo on my arm, asking what it is. I explained to him about
how its a tattoo and how it cant wash off. Aaron then asked me if Jesus made
me that way. I told him no and that someone drew the tattoo on my arm. Aaron
has told me before that he has fun at church and he has Veggie Tale movies at
home, which are childrens movies that teach Bible stories.
Max began climbing
into this container of
mud. When I told him
not to because his
pants would get real
dirty, he still
proceeded to climb.
continued to tell Max
to not climb into the
container and it was
only when I told him
that if he couldnt
listen that he would
need to take a time-
out that he jumped
down from the
container.
Aaron pointed to the tattoo on my arm, asking what it is. I explained to him about how its
a tattoo and how it cant wash off. Aaron then asked me if Jesus made me that way. I told
him no and that someone drew the tattoo on my arm. Aaron has told me before that he
has fun at church and he has Veggie Tale movies at home, which are childrens movies that
teach Bible stories.
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Reena, who is Jewish pointed to the tattoo on my arm which says Jesus and
asked me what it was. I explained how its like a drawing but cant wash off.
And what it say?she asked?
It says Jesus I told her.
Oh, Jesus who works here? she asked.
No, umm...I dont know how to say in Hebrew! I said, not sure how to explain.
Me- why do you like Dora the best?
Whats Next: As the children continue to develop spiritually they may show more
interest in religion by asking questions and even questioning what is told to them.
Based on James W. Fowlers theory of stages of spiritual development, the
childrens faith will mostly be rooted in imagination, and they will enjoy stories
that will extend their faith. Children may also use these faith-building stories as
answers to problems theyre concerned about such as parent relationships,
sickness and health, and other issues theyre facing. Morally, the children may
begin to show empathy based guilt when they break rules or have hurt someone.
According to Piaget, children will continue to consider rules as unchangeable and
to be followed to an absolute, rather than evolving or negotiable. According to
Kohlbergs theory of Moral Understanding, children will behave morally becausethey fear authority and wish to avoid punishment.
Me- And why do you like Dora the best?
Max- cuz Swipers in it. But the Christmas one is better because in the Christmas one
Swiper is good.
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Physical Development
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Physical Development
As children move out of infancy and into the preoperational stages their
growth slows down although great changes still take place. A childs body
becomes proportioned to look more like an adult as their arms and legs stretchout and to match their head and torso. Children typically grow from 2 to 3 inches
in height each year.
Children begin to master new physical skills in the areas of gross and motor
development. Typically, girls develop faster than boys. Physical development
occurs in predictable stages but the rate and time varies for each child.
At the ages 2 and 3, children begin to run, jump, throw and catch. Children
at this age can mold materials, build towers out of blocks, use puzzles, and they
also begin showing a preference for using one hand more than the other.
At ages 3 and 4 children develop better upper body mobility allowing their
throwing and catching to become more quick and accurate. A childs whole body
coordination improves and they are able to pedal and steer a tricycle. At this age,
children are able to use zippers and snaps, stick pegs into holes and string beads.
At ages 5 and 6 children refine these earlier skills. They can regulate their
speed while running, walk up and down stairs independently, add spin to their
learning to play organized sports and participating in extracurricular activities. At
this age, children can do and undo buttons, use writing instruments with more
control and gain more independence in the area of self care such as combing hair,
brushing teeth and getting dressed and undressed.
Educators can support healthy physical development by teaching and
encouraging children about how to live a healthy life style. Educators should
model healthy eating and exercising as well as teach children about these thingsso that they may develop healthy habits that will extend into adulthood.
Physical Development
As children move out of infancy and into the preoperational stage, although
their growth slows down, great physical changes still take place. A childs body
becomes proportioned to look more like an adult as their arms and legs stretch out
to match their head and torso. Children typically grow from 2 to 3 inches in height
each year.
Children begin to master new physical skills in the areas of gross and motor
development. Typically, girls develop faster than boys. Physical development
occurs in predictable stages but the rate and time varies for each child.
At the ages 2 and 3, children begin to run, jump, throw and catch. Children at
this age can mold materials, build towers out of blocks, use puzzles, and also begin
showing a preference for using one hand more than the other.
At ages 3 and 4, children develop better upper body mobility allowing their
throwing and catching to become more quick and accurate. A childs whole body
coordination improves and they are able to pedal and steer a tricycle. At this age,
children are able to use zippers and snaps, stick pegs into holes and string beads.
At ages 5 and 6, children refine these earlier skills. They can regulate theirspeed while running, walk up and down stairs independently, add spin to their
throws and ride a bike with training wheels. Children at this age also enjoy learning
to play organized sports and participating in extracurricular activities. At this age,
children can do and undo buttons, use writing instruments with more control and
gain more independence in the area of self care such as combing hair, brushing
teeth and getting dressed and undressed.
Educators can support healthy physical development by teaching and
encouraging children about how to live a healthy life style. Educators should model
and teach children about healthy eating and exercise so that the children may
develop healthy habits that will extend into adulthood.
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Aaron turned four years old a few months ago and he would often announce his
age and say that hes bigger than all the other kids down stairs. These
announcements have evolved into talking about body parts being bigger than
This is Aaron and his 2-year old brother Jared. Aarons arms and legs are quite
longer than Jareds and he has a slimmer torso. Also, Jared still has some baby fat
not only on his upper body but on his face as well, where Aarons face has thinned
out. As Jareds body matures he will lose his baby fat and thin causing him to look
more like a school-aged child than a baby. Aaron will continue to get taller
although this growth will become steadier, than his rapid growth during the
preschool years. As He approaches 5-years old he may begin losing some teeth.
Aaron turned four years old a few months ago and he would often announce his age
and say that hes bigger than all the other kids down stairs. These announcements
have evolved into talking about body parts being bigger than those of his peers. One
day when talking about his two-year old brother Jared, Aaron said I have more teeth
than Jared and when Jareds 3 then Ill be 5so Ill always be bigger than him.
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If Jared ever wants to grow bigger than his brother, he needs to eat healthy food!
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3-year old Mias advancement in fine motor skills helps her to be able to make
more delicate movements, fitting these pegs into the little holes.
Whats Next: As more birthdays are celebrated, the children will become taller
and slim out. They will most likely gain 4 pounds in weight and 2 inches in height
over the next year. The children should be involved in atleast 60 minutes of
active play on a daily basis, to support healthy physical growth.
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In my own words
My time spent with the 3 and 4-year olds provided me with a direct look
into early childhood stages of development. These children are truly remarkable
and capable of so much.
As educators we want to do everything we can to help and support children
as they are going through so many changes and entering new stages of
development. It is crucial that we are knowledgeable about stages of
development so that we may incorporate this knowledgeinto our practice,
knowing what to watch and listen for.
We also must keep in mind, that while we may be able to predict what is to
come developmentally, we dont want to miss out on the magic before us as the
In my own words
My time spent with the 3 and 4-year olds provided me with a direct look into
early childhood stages of development. These children are truly remarkable and
capable of so much.
As educators we want to do everything we can to help and support children as
they are going through so many changes and entering new stages of development. It is
crucial that we are knowledgeable about stages of development so that we may
incorporate this knowledgeinto our practice, knowing what to watch and listen for.
We also must keep in mind, that while we may be able to predict what is to
come developmentally, we dont want to miss out on the magic before us as the
children demonstrate all of the new skills and abilities that they have proudly acquired
up to that moment. We want to be a continual source of encouragement, education
and love to our children, recognizing their individual needs and providing for them
based on where they are at.
Documentation and observations like these can help us to be intentional in our
practice and to better know our kids. I certainly enjoyed my visits with the 3 and 4-year
olds and look forward to get to know each of them even better!