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Preschool Development

Entry-Level Training Module II

Lesson Three

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“Imagination is only intelligence having fun.” - George Scialabbe

“I know of no other manner of dealing with great tasks, than as play.”

-Albert Schweitzer

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Developmental Milestones

The skills that preschoolers can perform are too numerous to list here! For a list, go to: http://www.childdevelopmentinfo.com/development/devsequence.shtml

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Developmental Alerts

If, by the fourth birthday, a child DOES NOT:– Have intelligible speech most of the time– Understand and follow simple commands/directions– State own name and age– Enjoy playing near or with other children– Use 3-4 word sentences– Ask questions– Stay with an activity for 5-10 minutes– Jump in place, balance on one foot (briefly)– Help dress self

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Developmental Alerts

If, by the fifth birthday, a child DOES NOT:– State own name in full– Recognize simple shapes (circle, square, etc.)– Catch a large bounced ball– Speak so as to be understandable to strangers– Have good control of posture and movement– Hop on one foot– Appear interested in and responsive to surroundings– Respond to statements without constantly asking to have them

repeated– Dress self with minimal adult assistance (buttons, zippers, etc.)– Take care of own toileting needs, infrequent accidents

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Developmental Needs

Opportunities to develop a sense of initiative (they can competently explore their world)

Space to refine motor/movement skills Opportunities to develop fine motor skills Opportunities for active learning through play Opportunities to become socialized and

develop self-control Exposure to language and written words

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Safety

Balance between risk-taking and caution (overprotection)

Teach appropriate use of tools, equipment Maintain supervision Conduct regular fire/weather/emergency drills Allow a certain level of physical

experimentation

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Preschool Environment

Maximizes learning and development Prevents problem behaviors Promotes positive behaviors Builds trust, competence, self-control Promotes self-esteem Promotes literacy, is print-rich

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Appropriate Materials/Activities

Blocks (large and small) Dramatic Play Manipulatives/table toys (puzzles, beads, etc.) Open-ended, process-oriented art activities Books, music, musical instruments Pets, plants, natural objects (rocks, feathers, etc.) Writing/math materials Sensory materials

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Appropriate Schedules/Routines

Consistent, predictable, yet flexible Balance between child-initiated/teacher-directed Balance passive/active, indoor/outdoor Carefully planned transitions

– Advance notice - Clear, specific expectations– Familiar cues - Encourage helpfulness– Split adults up - Stagger group movement

Allow for individual, developmental differences

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Teacher Roles

Provide/create the environment Model learning behaviors Ask mostly open-ended questions (“Tell me

about…” “Why do you think…”) Sustain/enrich/facilitate learning Observe/record learning through play Plan for future learning (based on previous

experiences, listed above)

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Hope NOT to see…

Direct teacher instruction, too much emphasis on teacher-directed activities, too structured

Worksheets, ditto sheets, flashcards, etc. Time-out chair Children going outside only in good weather,

limited outdoor time Free play only, no guidance, activities too

difficult or too boring

What would you do?

Robert has used Playdoh to make all of the parts of a dog: a body, four legs, and a head. He is having trouble firmly connecting the parts so the dog will stand up. He asks you, “Will you fix my dog for me?”

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What would you do?

Masayo is making a tall tower with blocks. She has been working to connect two towers with a bridge. Each time she tries, the towers fall over. She looks like she’s getting angry and about to give up.

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What would you do?

Angelo is painting a picture at the easel. You wrote his name on the paper, but he painted over it and you can’t read the name.

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