Now we will discuss some of the average milestones, developmental skills, and tasks associated with children from 3-5 years old. These standard guidelines are to assist us to evaluate where a child might be, in comparison to his or her age with peers of their own age. The anticipatory guidelines are not always cut and dry but do give us an idea at what level the children are on and how we can relate, teach, and communicate with them the best, on their level. When looking at a three-year-old child they are learning how to get along with other children. A three-year-old will use imaginary play to develop cognitive and social-emotional growth. Play scenes can help with expressing feelings. Encourage them to express what happened in their day.
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Growth refers to changes in the child’s body size while development relates to changes in the child’s psychomotor abilities. Growth and development should progress at a steady rate throughout childhood.
We follow these changes through two major developmental theories, Freud’s psychosexual focus on personality development and Erickson’s developmental challenges throughout life. Freud classifies the preschooler in the phallic stage, where pleasure centers around the genitals. The preschooler identifies with the same sex parent to reduce tension. Erickson’s classifies the preschooler in a stage of Initiative vs. Guilt, meaning their basic virtue is purpose. Both psychoanalyst maintain that personality develops in a predetermined order and builds on each previous …show more content…
We used posters, games, sidewalk chalk, signs, goodie bags, and a song for our presentation to the children and their parents. We decided that we were going to do a short presentation in the beginning using our posters. In our presentations, we explained each of our posters and gave a fact about each one. This was useful for the parents because they could understand that part of it better than the children. After our poster presentation, we broke up into groups and did our activities. For one of our activities, we used sidewalk chalk to draw a crosswalk. On one end of the crosswalk one of the group members stood and held up signs. The signs consisted of a stop sign, a crosswalk sign, and a sign that is used around school areas that signals drivers that people could be crossing the street when there isn’t a stop light. We went through each sign individually and at the end showed a sign that allowed the children to walk across the crosswalk. This activity was highly effective because the children could understand and repeat back to us what the signs meant. The children also liked being able to cross the pretend street. The other activity was a mock neighborhood with streets and houses. The children could go through that activity with toys and have them act out scenarios of crossing streets. The children also enjoyed the
Growth refers to changes in the child’s body size while development relates to changes in the child’s psychomotor abilities. Growth and development should progress at a steady rate throughout childhood.
We follow these changes through two major developmental theories, Freud’s psychosexual focus on personality development and Erickson’s developmental challenges throughout life. Freud classifies the preschooler in the phallic stage, where pleasure centers around the genitals. The preschooler identifies with the same sex parent to reduce tension. Erickson’s classifies the preschooler in a stage of Initiative vs. Guilt, meaning their basic virtue is purpose. Both psychoanalyst maintain that personality develops in a predetermined order and builds on each previous …show more content…
We used posters, games, sidewalk chalk, signs, goodie bags, and a song for our presentation to the children and their parents. We decided that we were going to do a short presentation in the beginning using our posters. In our presentations, we explained each of our posters and gave a fact about each one. This was useful for the parents because they could understand that part of it better than the children. After our poster presentation, we broke up into groups and did our activities. For one of our activities, we used sidewalk chalk to draw a crosswalk. On one end of the crosswalk one of the group members stood and held up signs. The signs consisted of a stop sign, a crosswalk sign, and a sign that is used around school areas that signals drivers that people could be crossing the street when there isn’t a stop light. We went through each sign individually and at the end showed a sign that allowed the children to walk across the crosswalk. This activity was highly effective because the children could understand and repeat back to us what the signs meant. The children also liked being able to cross the pretend street. The other activity was a mock neighborhood with streets and houses. The children could go through that activity with toys and have them act out scenarios of crossing streets. The children also enjoyed the