Development 3 5

Topics: Child development, Jean Piaget, Developmental psychology Pages: 7 (1823 words) Published: December 7, 2014
Supporting Teaching and Learning in Schools
Sarah Thompson THO14362334
Supporting Teaching & Learning in Schools Level 3 Diploma
1.1 Explain the sequence and rate of each aspect of development from birth - 19. 1.2 Explain the difference between sequence of development and why the difference is important.
Some aspects of development follow a definite sequence, for instance babies learn to lift their heads before they can sit up alone but the rate at what they do it at will vary between each child. Some babies will sit up unsupported at 8 months while others may take a few months longer. Again a baby's physical development may begin with rolling over then sitting up, then to crawl, walk, run. Another may sit up, walk, run and completely miss out rolling over & crawling. However, it may take one child 10 months to walk and it may take another 16 months. Therefore, while children follow the same development, the age at what they reach certain stages may differ. Milestones of development are given as a guideline so that when a child reaches a certain age, most should have reached

the
particular
milestones.

Development 3-5

Physical
Development

By age 3

Walks
Runs around
obstacles

Climbs ladders;
uses slide
independently

Intellectual
Cognitive
Development

Social & Emotional
Development

Language &
Communication
Development

Makes
mechanical toys
work

Follows simple
directions; enjoys
helping with
household tasks

Matches an
object in hand or
room to a picture
in a book

Speaks in
Begins to recognize complete
own limits, asks for sentences of
three to five
help
words

Rides a tricycle

Plays makebelieve with

Understands
most of what is
said and most of
speech is
understandable

Matches pictures
to objects

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Alternates feet
when climbing
stairs

Finger Paints

Copies simple
shapes

Is able to draw a
face with eyes,
nose, mouth

dolls, animals,
and people

Sorts objects by
shape and colour

Completes
puzzles with
three or four
pieces

Understands
concept of "two"
Can hold and use
cutlery

Likes to play alone,
but near other
children

Understands
concepts of
"now" and
"later"

Does not
cooperate or share
well

Able to make
choices between
two things

Begins to notice
other people's
moods and feelings

Can throw a ball
high

By age 4

Can catch a ball
and throw
overhead

Running is more
controlled; can
start, stop, and
turn

Hops on one foot

Can brush teeth,
comb hair, wash,
and dress with
little assistance

Correctly names
colours

Understands the
concept of
counting and
may know a few
numbers

Takes turns,
shares, and
cooperates

Expresses anger
verbally rather
than physically

Uses a large
word vocabulary;
speaks in
complex
sentences

Continues to
learn through
experience

Can feel jealousy
Tries to solve
problems from a
single point of
view

Enjoys pretending
and has a vivid
imagination

Understands
number and
space concepts
— more, less,

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Copies crosses
and squares

Begins to have a
clearer sense of
time

Prints some
letters

Follows small
commands

Can cut with
scissors

Recalls parts of a
story

bigger, in, under,
behind

Thinks literally;
starting to
develop logical
thinking

Starts to
recognize
patterns among
objects — round
things, soft
things

Understands the
concepts of
"same" and
"different"

Grasps the
concepts of past,
present, and
future

Engages in
fantasy play

By age 5

Runs in an adult
manner

Can count 10 or
more objects

Walks on tiptoe

Better
understands the
concept of time

Walks on a
balance beam

Roller skates
and jumps
through
skipping rope

Knows about
things used every
day in the home
(money, food,
appliances)

Can read small
sentences or...
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