9/6/10

Preschooler (3-6 Years Old)

Associative Play Group play i si!ilar or idetical activities "ut #ithout ri$id or$ai%atio
or rules&
'a$ical (hi)i$-"ecause o* their e$ocetris! ad trasductive reasoi$+ they "elieve all
thou$hts are all po#er*ul& ,uch thi)i$ places the! i the vulera"le positio o* *eeli$
$uilty ad resposi"le *or "ad thou$hts that !ay coicide #ith the occurrece o* a #ished
evet& (hou$hts ad #ishes ca co!e true
,tutteri$-also )o# as sta!!eri$+ is a speech disorder i #hich the -o# o* speech is
disrupted "y ivolutary repetitios ad prolo$atios o* souds+ sylla"les+ #ords or
phrases+ ad ivolutary silet pauses or "loc)s i #hich the stutterer is ua"le to produce
soud&
.ru/is!0is a coditio i #hich you $rid+ $ash+ or clech your teeth to$ether duri$ the
i$ht&
Oedipus 1o!ple/-stro$ or e!otioal attach!et o* "oy to !other+ "oy #ishes his *ather
dead so he could !arry his !other&
2lectra co!ple/-attach!et o* $irl to *ather+ $irls have si!ilar #ishes to !arry their *ather
ad )ill their !other&
1astratio co!ple/-ucoscious *ear o* havi$ oe3s $eitals re!oved "y #ishi$ to have
se/ #ith oe3s paret
4tuitive thou$ht-childre apply !etal activities to solve pro"le!s or attai $oals "ut are
ua#are ad ho# they ca!e to those coclusios&
(ele$raphic speech-is de5ed as a *or! o* co!!uicatio cosisti$ o* si!ple t#o #ord+
ou-ver" seteces that adhere to the $ra!!atical stadards o* the culture3s la$ua$e&
.iolo$ic 6evelop!et
Physi7ue
-sli!!er+ taller ad !uch !ore childli)e proportios
-*uture "ody type "eco!es apparet #hether ecto!orphic (sli! "ody) or edo!orphic
(lar$e "ody "uild
Proportioal cha$es
8ei$ht
-av$ $ai is oly a"out 9&:l"s (;)$) a year
<ei$ht
-av$ hei$ht $ai is ; to 3&: iches (6-= c!) a year
<ead 1ircu!*erece
-ot routiely !easured at physical assess!et o childre over ; years o* a$e
'aturatio o* ,yste!s
4!!ue ,yste!
-ly!phatic tissues particularly the tosils "e$is to icrease i si%e
-4$G ad 4$A ati"ody levels icrease causi$ preschool illess !ore locali%ed
1ardiovascular ,yste!
-physiolo$ic splitti$ o* heart souds !ay "e preset o auscultatio
-iocet heart !ur!urs !ay also "e heard *or the 5rst ti!e
-pulse rate decreases to a"out =: "p!
-.P holds at a"out 100/60!!h$
>riary ,yste!
-"ladder is easily palpa"le a"ove the sy!phis pu"is
-voidi$ is *re7uet eou$h (9 to 10 ti!es a day)
'usculos)eletal ,yste!
-de!ostrates a #ell *or!ed arch i the *oot o#
-#ith stro$er !uscles
-at the "e$ii$ o* the period so!e childre e/hi"it $eu val$u!(loc)ed )ees or )oc)
)ee) "ut later o disappears #ith icreased s)eletal $ro#th at the ed o* the period
(eeth
-$eerally have all deciduous teeth "y 3 years o* a$e
-eruptio o* e# teeth is rare
6evelop!etal 'ilestoes
3 yr old-#al)i$+ rui$+ cli!"i$+ ad ?u!pi$ are #ell esta"lished
-there is a re5e!et i eye had coordiatio
-rides a tricycle+ #al)s o tiptoes+ "alaces o oe *oot *or a *e# secods ad "road ?u!ps
-ca "uild a 9-10 "loc) to#er+ ca costruct a 3 "loc) "rid$es
-9 yr olds-s)ip ad hops pro5cietly o oe *oot ad catch a "all relia"ly&
Gross @ Aie 'otor .ehavior
-3 years old- #al)i$+ rui$+ cli!"i$ ad ?u!pi$ ad #ell esta"lished
-there is re5e!et i the eye had coordiatio
-rides a tricycle+ #al)s o tiptoes+ "alaces o oe *oot *or a *e# secods ad "road ?u!ps
-ca "uild a 9-10 "loc) to#er+ ca costruct 3 "loc) "rid$es
-9 year old s)ips ad hops pro5cietly o oe *oot ad catches "all relia"ly
-ca do si!ple "uttos
: years old+ s)ips o alterate *eet+ ?u!ps rope ad "e$is to s)ate ad s#i!B ca tie shoe
lace
6ra#i$
-sho#s advace!et i perceptio o* shape ad develop!et o* 5e !uscle coordiatio
-3 years old copes a circle ad i!itates a cross ad vertical ad hori%otal liesB #riti$
istru!et is held #ith 5$ers rather tha i the 5stB scri""les or scra#ls "ut a!es #hat
has "ee dra#B ot a"le to dra# a co!plete stic) 5$ure "ut dra#s a roud circleB the later
adds *acial *eatures
-9-: year old ca trace ad copy a s7uare
-:-6 year olds ca dra# several "ody parts (ar!s+ le$s ad *acial *eatures)
Psychosocial 6evelop!et+ 2ric)so C 4itiative versus $uilt (3-6 Years old)
-develop!etal tas)D to achieve sese o* iitiative
-i* sese o* iitiative is #ell developed leari$ e# thi$s is *u
-i* childre are critici%ed or puished *or atte!pts at iitiative+ they develop sese o* $uilt *or
#ati$ to try e# activities or have e# e/perieces
-to $ai a sese o* iitiative+ preschoolers eed e/posure to #ide variety o* e/perieces ad
play !aterials so they ca lear as !uch o* the #orld as possi"le
-ecoura$e parets to provide !aterials such as to ecoura$e creative play as 5$er paits+
splash ad "lo# "u""les+ sad to "uild sad castles+ !odeli$ clay
4!itatio
-preschooler eed *ree rei to i!itate the roles o* the people aroud the!
-role playi$ should "e *u ad does ot have to "e accurate
-childre $eerally i!itate activities they see their paret doi$ at ho!e
Aatasy
-preschooler "e$is to diEeretiate "et#ee *atasy ad reality
-the "eco!e e$rossed i a *atasy role #hich is part o* F!a$ical thi)i$G or "elievi$
thou$hts ad #ishes ca co!e true
-parets should support the i!itatios o* *atasy role+ )o#i$ that such is a$e appropriate
"ehavior ad a $ood #ay o* e/plori$ roles+ #hile helpi$ a child !aitai the diEerece
"et#ee preted ad real
Oedipus ad 2lectra co!ple/
-Oedipus co!ple/ re*ers to the stro$ e!otioal attach!et o* a preschool "oy to his
!other
-2lectra co!ple/ the attach!et o* a preschool $irl to her *ather
-patters ca "e assured that this pheo!eo * co!petitio ad ro!ace i preschoolers
is or!al
-castratio co!ple/-*ear o* puish!et o* !utilatio
Geder Holes
-preschoolers eed e/posure to a adult o* the opposite $eder so they ca "eco!e *a!iliar
#ith opposite $eder roles
1o$itive develop!et
Preoperatioal Phase(Pia$et)
-*ro! ;-I years
-precoceptual phase (;-9 years)
-ituitive thou$ht (9-I years)
-preschoolers eter ito this secod phase "ut they lac) the isi$ht to vie# the!selves as
others see the! or put the!selves i aother3s place
-they *eel that they 100J correct
-they are ot a#are o* the property o* coservatio (e$& to tras*er #ater *ro! a "i$$er to
s!aller $lass+ that the a!out o* #ater is the sa!e)&
,ociali%atio
-the idividuali%atio-separatio process is co!plete
-preschoolers have overco!e !uch o* their a/iety re$ardi$ stra$ers ad the *ear i*
separatio i* earlier years
-3 year old capa"le o* shari$ ad playi$ #ith other childre
-9 year old cotiue to e?oy play $roups
-: year olds "e$i to develop "est *riedships "ased o #ho they #al) to school #ith or #ho
lives closer&
,piritual develop!et
-Preschoolers "e$i to have a ele!etal cocept o* God i* they have "ee provided so!e
*or! o* reli$ious raii$
-they ted to do $ood out o* sel*-iterest rather tha "ecause o* stro$ spiritual !otivatio
-they e?oy the security o* the reli$ious holidays+ reli$ious rituals such as prayer ad $race
"e*ore !eals&
.ody 4!a$e
-preschoolers reco$i%e that idividual have desira"le ad udesira"le appearaces
-they reco$i%e diEereces i s)i color ad racial idetity ad are vulera"le to leari$
pre?udices ad "iases
-they are a#are o* the !eai$ o* FprettyG or Fu$lyG ad they re-ect the opiios o* others
re$ardi$ their o# appearace
-: years o* a$e co!pare their si%e #ith their peers ad "eco!e coscious o* lar$e or short
,e/uality 6evelop!et
-preschooler *or! stro$ attach!ets to the opposite-se/ parets #hile ideti*yi$ #ith the
sa!e se/ paret
-se/-typi$ the process "y #hich a idividual develops the "ehavior+ persoality+ attitudes+
ad "elie*s appropriate o* his or her culture ad se/
(he #ays parets dressB hold cuddle+ caress+ disciplie ad tal) to their child e/press so!e
aspect o* se/ually-orieted "ehavior
-se/ual orietatio !ay "e !ore proouced particularly i ter!s o* e/plori$ ad
!aipulati$ the $eitals
Kuestios a"out se/ual reproductio !ay co!e to the *ore*rot i the preschooler3s search
*or uderstadi$&
'oral develop!et
-a preschooler i the precovetioal sta$e o* !oral develop!et #hich e/teds up to te
years o* a$e
-i this phase+ cosciece e!er$es ad the e!phasis is o the e/teral cotrol
-ca deter!ie ri$ht *ro! #ro$ "ased o their paret3s rules
-o puish!et ad o"ediece orietatio at appro/i!ately ;-9 years old
-o aLve istru!etal orietatio at appro/i!ately 9-I years
-actios are directed to#ard satis*yi$ their eeds less co!!oly+ the eeds o* others
-there is a cocrete sese o* ?ustice
-reciprocity or *airess ivolves the philosophy o* Fyou scratch !y "ac) ad 43ll scratch
yoursG #ith o thou$ht o* loyalty or $ratitude
Ma$ua$e 6evelop!et
-at 3 years has voca"ulary o* a"out 900 #ords
-as)s 7uestios costatly+ up to 900 a day(Fho#G ad F#hyG 7uestios)
-3 to 9 years *or! a setece o* a"out 3 to 9 #ords ad iclude oly the !ost essetial
#ords to covey !eai$
-9 years pea) a$e *or G#hyG 7uestios says 1:00 #ordsB tell e/a$$erated stories si$ si!ple
so$s&
-9 to : years cotiue to as) !ay 7uestios e?oy i !eal ti!e coversatios uses lo$er
seteces o* 9-: #ordsB *ollo# si!ple co!!ad such as Fput the "all o the chairG
-avera$e : year olds says ;100 #ords )o# *our or !ore colorsB a!e the days o* the #ee)
ad !oth o* the year
Persoal ,ocial .ehavior
-preschoolers de!ostrate their sese o* autoo!y diEeretly
-they are a"le to ver"ali%e re7uest *or idepedece ad per*or! idepedetly "ecause o*
their !uch re5ed physical ad co$itive develop!et
-9-: years old eed little assistace #ith dressi$+ eati$+ or toileti$ ca "e trusted to o"ey
#ari$ o* da$er
-!uch !ore socia"le ad #illi$ to please
-have iterali%ed !ay o* the stadards ad values o* the *a!ily ad culture
-"y the ed o* the early childhood+ they "e$i to 7uestio paretal values ad co!pare
the! #ith those o* their peer $roup ad other authority 5$ureB less #illi$ to a"ide "y the
*a!ily3s code o* coduct&
Play
-e?oy associative play $roup play a si!ilar or idetical activities "ut #ithout ri$id
or$ai%atio or rules
-!ust provide toys *or physical+ social ad !etal develop!et
-play activities *or physical $ro#th ad !otor s)ills re5e!et iclude ?u!pi$+ rui$+ ad
cli!"i$
-tricycles+ #a$o+ $y! ad sports e7uip!et+ sad"o/es ad #adi$ pools ca help develop
!uscles ad coordiatio
-s#i!!i$+ s)ati$ ad s)ii$ teach sa*ety develop !uscle coordiatio
-!aipulative+ costructive+ creative ad educatioal toys provide *or 7uiet activities+ 5e
!otor develop!et ad sel* e/pressio
-e?oy cra*ts #ith the $uidace ad assistace o* a adult&
-1haracteristics o* activityD i!itative+ i!a$iative ad dra!atic
-i!a$iary play!ates are part o* this period
-reassure parets that childre3s *atasy is a si$ o* health that helps the! diEeretiate
"et#ee !a)e "elieve ad reality
(e!pera!et
-i-ueces social develop!et ad iteractio
-the de$ree o* adapta"ility to e# situatios+ itesity+ or respose+ distracti"ility+ a!out o*
persistece+ !ood ad activity level !ay i-uece a child3s chaces *or success i school
-childre "or #ith lo# "irth #ei$ht hi$hly develop te!pera!et related to "ehavior
pro"le!s ad lea s)ills
-childre #ho are slo# to #ar! up eed a $radual itroductio to e# situatios ad !ay
"ee5t *ro! the paret3s presece util they have settled i&
Preschool ad Nider$arte 2/periece
-preschool provides a e/cellet vehicle *or e/padi$ childre3s e/periece #ith others
-it is also a e/cellet preparatio *or etrace ito ele!etary school
-i preschool day care ceters+ childre are e/posed to opportuities *or leari$ $roup
cooperatio+ ad?usti$ to various sociocultural diEereces+ ad *aced #ith *rustratio ad
a$er
-"ee5cial *or childre #ho lac) peer $roup e/periece+ such as a oly child
--it provides e/tesive sti!ulatio *or la$ua$e+ physical ad social develop!et
Prepari$ the 1hild Aor Preschool/Nider$arte 2/periece
-paret should preset idea * $oi$ to school as e/citi$ ad pleasura"le "e*ore the
e/periece "e$is
-paret should tal) to their childre a"out activities such as paiti$+ "uildi$ "loc)s+ or
e?oyi$ s#i$s ad other outdoor e7uip!et to allo# childre to *atasi%e a"out the
*orthco!i$ evet i a positive !aer
-they should itroduce the child to the teacher ad the *acility
-paret3s !ay #oder #hether their child is old eou$h *or school
-ur$e parets to discuss such cocer #ith school oOcials
-paret3s attitude is essetial to preparatio *or school&
-they should istill i their childre that leai$ is *u ad they !ay ot al#ays "e a"le to do
the thi$s other childre ca do+ "ut tryi$ to do their idividual "est is i!portat&
,e/ 2ducatio
-Preschoolers search costatly *or e/plaatios ad reasos that are lo$ical ad reasoa"le
to the! 2/& F8here did 4 co!e *ro!PG
(#o Hules i as#eri$ 7uestios a"out se/D
-5d out #hat the child )o#s ad thi)s
-"e hoest
'astur"atio sel* sti!ulatio o* the $eitals
Qaother cocer *or so!e parets
Q!ost co!!o a!o$ 9 years old ad duri$ adolescece
Qit is part o* se/ual curiosity ad e/ploratio there*ore+ it is or!al ad healthy i* ot
e/cessive
Aears
-caused "y preschoolers active i!a$iatio
Aear o* the dar)
-parets are ecoura$ed to !oitor the sti!uli (televisio+ adult discussios+ ad *ri$htei$
stories) their childre are e/posed to especially aroud "edti!e
-)eepi$ a di! li$ht i the child3s roo! !ay help
-childre #ho a#a)e terri5ed ad screa!i$ eed assurace they are sa*e
Aear o* 'utilatio(castratio 1o!ple/)
-itese reactio o* preschooler to eve a si!ple i?ury such as *alli$ ad scrapi$ a )ee
-preschoolers disli)e ivasive "ehaviors+ such as eedlestic)s+ rectal te!perature+
assess!et etc&
-they eed $ood e/plaatio i* the li!its o* health care procedures i order to *eel sa*e&
Aear o* separatio ad a"ado!et
-itesi5es "ecause o* the preschooler3s )ee i!a$iatio+ allo#i$ the! to "elieve they are
"ei$ deserted #he they are ot&
,peech Pro"le!
-stutteri$/sta!!eri$
-i #hich the -o# o* speech is disrupted "y ivolutary repetitios ad prolo$atios o*
souds
-parets are advised to see a speech therapist *or *urther evaluatio o* the child
Gi*ted 1hildre
-ca preset ui7ue challe$e to parets
-they o*te de!ad icrease sti!ulatios as i*ats ad cotiue to see) a $reat deal o*
attetio *ro! their parets
-their hi$h eer$y level ad persistece ca lead to disciplie pro"le!s
-parets !ay "e iti!idated "y havi$ a child s!arter tha the!selves ad #ould "e
hesitat to set li!its
-appropriate paretal $uidace ca "e critical to the opti!u! develop!et ad e!otioal
ad?ust!et o* childre
-urses ca help parets i the early ideti5catio o* $i*ted child&
A$$ressio "ehavior that #ill hurt others
-re*ers to "ehavior that atte!pts to hurt a perso or destroy property
-diEers *ro! a$er+ #hich is a te!porary e!otioal state+ "ut a$er !ay "e e/pressed
throu$h a$$ressio
-hyper a$$ressive "ehavior is characteri%ed "y uprovo)ed physical attac)s o other
childre ad adults+ destructio o* other3s property+ *re7uet itese te!per tatru!s+
e/tre!e i!pulsivity+ disrespect+ ad o co!pliace
-i-ueced "y a co!ple/ set o* "iolo$ic+ sociocultural ad *a!ilial varia"les
-there is evidece that $eder diEereces e/ist ad that !ales are !ore a$$ressive tha
*e!ales&
Other Aactors that ted to icrease a$$ressio
-*rustratio is the th#arti$ o* sel*-satis*actio "y paretal disapproval hu!iliatio+
puish!et ad isultsB ca lead childre to act out a$aist others as a !eas o* release
-applies to child #ho is F#ell "ehavedG at ho!e "ut disciplie pro"le! at school or a F"ullyG
a!o$ play!ates&
'odeli$-i!itati$ the "ehavior o* si$i5cat others
-a po#er*ul i-ueci$ *orce i preschoolers
-childre #ho see their parets 5$hti$ are o"servi$ "ehavior that they co!e to )o# as
accepta"le
-aother si$i5cat source o* !odeli$ televisio
-u!erous studies have *oud a positive correlatio "et#ee vie#i$ violet (R pro$ra!s
ad a$$ressio
-thus parets eed to "e ecoura$ed to supervise their childre
Hei*orce!et
-childre #ho are i$ored "y their parets util they hit a si"li$ lear that such acts are
*orce*ul attetio !echais!s
-parets #ho per!it a$$ressive "ehavior "y ot iter*eri$ co!!uicate silet+ i!plicit
approval o* such acts
<o# childre lear socially accepta"le "ehavior
-parets ca help childre "y !odeli$ the appropriate "ehavior ad ecoura$i$ childre
to e/press the!selves ver"ally
-childre should ot "e !ade to *eel $uilty or asha!ed *or "ei$ a$ry *rustrated
-help childre 5d cotrol throu$h appropriate play situatios
-the co!"ied use o* ti!e out ad rei*orce!et *or solitary play is a eEective itervetio
*or a$$ressio
-!ii!i%i$ a$er ad *rustratio ca lead to *e#er opportuities *or acti$ out
-parets !ay eed pro*essioal help+ i cases o* e/tre!e "ehaviors&
Heactio (o 6ivorce
1hildre i divorced *a!ilies are !ore li)ely tha childre i odivorced *a!ilies to haveD
-acade!ic pro"le!s+
-to sho# e/terali%ed pro"le!s(acti$ out ad deli7uecy)
-iterali%ed pro"le!s (a/iety ad depressio)
-to "e less resposi"le
-to have less ico!petet relatioships
-to drop out o* school
-to "eco!e se/ually active at a early a$e
-to ta)e dru$s
-to associate #ith atisocial peers
-to have lo# sel* estee!
1hildre #ho are socially !ature ad resposi"le+ #ho sho# *e# "ehavioral pro"le!s ad
#ho have a easy te!pera!et are "etter a"le to cope #ith paret3s divorce tha childre
#ith a diOcult te!pera!et&
1& Aaci$ the reality o* divorce
-childre !ay overco!e to accept the *act o* the split+ so!e still drea! their parets #ill
reuite
-trasitio o* !arria$e
;& Hesu!i$ their o# daily lives
-iitially+ !ay"e over#hel!ed "y #hat is happei$ aroud the!&
-their school #or)+ their play+ ad their relatioshipS
Pro!otio o* health duri$ preschool period
Tutritio
-si!ilar to toddler "ut caloric re7uire!et is decreased to 90 )cal/)$/day
-proteis 1&; $/)$/day
--uids 100 !l/)$/day depedi$ o the child3s activity+ cli!atic coditios+ ad state o*
health
-a !oderate reduced-*at diet is reco!!eded
-diet should ot "e de5ciet i utriets such as calciu!
-oEeri$ s!all servi$ o* *ood is a $ood idea sice a preschool child is ot li)ely to have
raveous appetite
-9 years o* a$e see! to eter aother period o* 5ic)y eati$
-: years o* a$e !ore a$reea"le to tryi$ e# *oodsB ready *or the FsocialG side o*
eati$(ta"le coversatios ad !aer) help #ith !eal preparatio ad clea up&
-stress out to !others that 7uality o* *ood is ta)e tha 7uatity
6etal <ealth
-still re7uire assistace ad supervisio "rushi$ ad -ossi$ should "e *or!ed "y parets
-pro*essioal care ad -uoride supple!ets should "e cotiued
-deciduous teeth !ust "e preserved to protect the detal arch
Ti$ht Gridi$
-or "ru/is!
-$ridi$ the teeth at i$ht #hich is a ha"it o* !ay you$ childre
-!ay "e a #ay o* Fletti$ $oG or releasi$ tesio
-childre #ho $rid their teeth e/tesively !ay have $reater-tha avera$e a/iety
,leep ad Activity
-sleeps appro/i!ately 1; hours a i$ht
-preschoolers eed a a*teroo ap util a$e :
-!otor activity levels cotiue to "e hi$h
-allo# the! to e/plore their eviro!et+ "e$i leari$ physical $a!es ad sports+ ad
iteract #ith others
,leep Pro"le!s
2/perieci$ trou"le $oi$ to sleep due to the *ollo#i$D
-so !uch activity ad sti!ulatio duri$ the day
-"edti!e *ears+ #a)e duri$ the i$ht+ or have i$ht!ares or sleep terrors
-e/teded "edti!e rituals
-co-sleepi$ childre are !ore li)ely to #a)e at i$ht ad have trou"le *alli$ asleep aloe
,leep Pro"le! itervetios
-attetio see)i$ "ehavior is i$ored
-)eepi$ the li$ht o i the roo!
-providi$ trasitioal o"?ects+ e$& Aavorite toy
-leave dri) o* #ater "y "ed
-help childre slo# do# "e*ore "edti!e
-esta"lishi$ li!ited rituals that si$al readiess *or "ed+ e$& "ath or story
4?ury Prevetio
'otor vehicle i?uries
-icreased "ecause o* activities such as playi$ i the street ridi$ tricycles+ rui$ a*ter
"alls+ or *or$etti$ sa*ety re$ulatios #he crossi$ streets
-parets should stress the i!portace o* seat "elts
-childre eed sa*ety hel!ets approved *or their a$e ad si%e
-parets !ust set a $ood e/a!ple "y #eari$ hel!ets as #ell
Qdro#i$+ "urs+ poisoi$+ *alls ad "odily da!a$e are also co!!o i?uries o this period