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The Interesting Age of Five
Transcript of The Interesting Age of Five
Will ask adult permission and are dependent upon authority
Need routines and work best when procedures are predictable
Respond best to clear and simple instructions
Have difficulty seeing things from others point of views
Five-Year-Olds Emotional Development Activities to Promote Social-Emotional Development Playtime is critical at this age and imaginary play is prevalent
Great activities for this age include; building with blocks, working with clay, drawing, coloring and painting
When reading and discussing things ask about characters feelings, thought, perspectives and needs to help children see the world from other people’s point of view.
Use fun routines like tossing a ball, and turning pages of a book together to help children coordinate their behavior with others
Encourage sharing of common classroom items but not personal items
Five-Year-Olds Emotional Developmental Secure attachments help foster healthy emotional growth and are shown by a desire to be close to parents when afraid or hurt.
Experience a wide variety of emotions and have some familiarity with the names of these emotions.
Between 3-5 years old children are in the “Initiative vs. Guilt” stage according to Erickson.
During this time they engage in imaginative play.
There is a lot of attention focused on shame and guilt because children of this age are troubled when they break a rule.
Need a lot of physical activity and play
Better control of running, jumping, and other large movements
Awkward with writing, handcrafts, and other small movements
Pace themselves well, resting before they're exhausted
Tend to be physically restless and to tire quickly
Awkwardly perform tasks requiring fine motor skills
Often stand up to work
Physical Development and Activities Activities That Promote Physical Development Provide frequent opportunities to play outside or in a gym or other large indoor space
Alternate vigorous physical exercise with quiet time
Encourage development of fine motor skills through puzzles, blocks, doll houses, and arts and crafts
Choose activities that accommodate diversity in gross and fine motor
Encourage children to adhere to diets advised by the doctor
Allow children to use toilet whenever necessary
Safeguard children from environmental substances that exacerbate their symptoms Physical Development and Activities Gross Motor Ability
Need a great deal of active outdoor and indoor physical activity
Enjoy structured games such as Duck, Duck, Goose and Red Light, Green Light
Loss of rounded, babyish appearance, with arms and legs lengthening and taking on more mature proportions
Boundless energy for practicing new gross motor skills, such as running, hopping, tumbling, climbing, and swinging
Acquisition of fine motor skills, such as using pencils and scissors
No more afternoon naps Cognitive Development and Activities Cognitive activities that promote problem solving as your child grows would be puzzles and sorting games. These activities help develop memory and problem solving skills. Also allow the child to decide which physical activity he/she would like to engage in such as playing a sport or riding his bike and this will allow your child to make decisions and follow through with these decisions.
•Speak clearly with complex sentences
•Count up to 10 objects
•Name up to 8 colors and the shapes square, triangle, and circle
•Recognize their name
•Do not readily understand the concept of “fairness”
•Hands-on activity makes learning easier
•Repetition is a way that students learn; retell stories, repeat songs, games,
•Repetitive behavior because they fear mistakes
•Manipulative, clay, blocks, sand and water enhances learning and exploration
•Think out loud
• Develop understanding of gender and ethnicity
• Emerging abilities to defer immediate gratification, share toys, and take turns
• Modest appreciation that other people have their own desires, beliefs and knowledge
• Some demonstration of sympathy for people in distress Social Cognition • Increasing use of “feeling” and “thinking” words (want, sad, know)
• Growing realization that the mind does not always represent events accurately
• Growing ability to take others’ perspectives
• Children whose parents talk frequently about thoughts and feelings tend to have a more advanced theory of mind
• Children with certain cognitive impairments and those with reduced exposure to language as a result of hearing impairments tend to have a more limited theory of mind than their peers Social-Emotional Activities Sense of Self
•Frequent use of I, me and mind
•Emergence of an autobiographic self
•Concrete self-descriptions “I’m a boy” and “I’m pretty”
•Overconfidence about what tasks can be accomplished
Activities •Acknowledge children's possessions but encourage sharing
•Engage children in joint retellings of recent events
•Don’t disparage children’s lofty ambitions but focus their efforts on accomplishable short term goals
Works Cited McDevitt, T., Ormond, J. (2013). Child Development and Education. Upper Sadle River, NJ: Pearson Education Inc.
WebMD. (2011, December 11). Webmd. Retrieved from http://www.webmd.com/parenting/guide/4-to-5-year-old-milestones
Wood, C. (2007). Yardsticks: Children in the classroom ages 4-14. Turner Falls, MA: Northeast Foundation for Children, Inc.
Are you smarter than a five-year- old? Test your memory now by following along with this fun video!