The Preschool Child
The Preschool Child
Part One: (15 points)
In this first section, you will be describing the development of the preschool child; providing an overview of development between the ages of 3 and 6—using your own words.
• Complete each section completely, using your own words, with supporting information from your text or other relevant sources. Cite your sources.
• Clearly label each domain, and separate your ideas using paragraphs.
• Use college level writing skills; use proper sentence structures, punctuation, grammar and spelling.
A. Introduction: This should be a minimum of a one and a half to two page explanation.
1. Please write a short yet informative description of each of the domains of development, (physical, cognitive, language, and social-emotional) for preschoolers and how each has changed from toddlerhood. (Hint – the beginning of each chapter gives us some information)
2. Include a paragraph that explains how each domain affects and interacts with the other domains.
B. Brain Development: The preschooler’s brain is growing constantly in early childhood.
1. Describe what is happening during these preschool years in the brain.
Define and use terms such myelination, plasticity, corpus callosum, right and left hemisphere. Make sure to explain how these terms affect the preschooler’s development.
Part Two: Application of Concepts (55 points – 5 points per scenario)
• Please read each of the 11 scenarios carefully, and then, answer each of the questions listed under the scenario thoroughly, using your own words!
• Back up your explanation and answers with research, websites, etc. Cite your sources!!
• Number each scenario, and identify which question you are answering within the scenarios. I would recommend numbering your answers or separating them into paragraphs. Each scenario should be at least ½ page
1. Sara is four years old, and her parents are concerned that she might be overweight. At a recent doctor visit, she weighed 49 pounds, and was 40 inches in height.
a. What questions would you want to ask her parents?
b. What information could you share with her parents on typical physical growth patterns? Cite sources and be sure to use the approved growth charts as part of your answer
c. Explain the nutritional needs for a child this age and what resources you would provide for the family.
2. Linda babysits her four-year-old grandson every week, and she is concerned about his lack of interest in fine motor activities like coloring and cutting. When she gets out the crayons or scissors, she notices that he holds them using the palm of his hands with the fingers wrapped around the item. He quickly gets frustrated, puts the crayons down, says he can’t do it, and goes off to find something else to play with.
a. What can you tell Linda about the typical development of fine motor skills? What do you expect to see in children this age? Cite sources
b. What might her grandson be missing from his fine development?
c. What activity/strategies would you recommendations for Linda to try with her grandson? List at least 3 ideas.
3. Beth is working with children in a preschool program who are 3-4 years old. Outside on the playground, she notices that a small group of children are standing and balancing on one of several tires that lie horizontally on the playground, right next to each other. Latoya, a 4year old, begins to walk around the tire rim. When she comes to the point where her peer is standing, she stops and says, “Move over Jenna- I’m walking”. Jenna smiles and moves over, and Latoya continues to walk around the rim of the tire. Jenna follows her, as do two more children. They move from tire to tire, with big steps or small jumps. Latoya calls out, “switch” and begins to walk in the opposite direction, and makes a small jump to the other tires in her path. Before she canstart walking, she wobbles, one foot touches the ground, but she doesn’t fall off. She then, steps back up on the tire, and begins walking in the opposite direction.
a. Is this typical gross motor development for this age group? Why or why not?
b. Explain the typical gross motor skills you’d expect to see in children who are 3-4 years old, and any variation in development you might see. Cite your sources
c. Looking at the milestones, what types of materials and activities can Beth provide? Give detailed explanation and examples.
4. Shirley is a new assistant teacher at a local preschool. One of the things she has noticed—and is curious about—is the different types of play she is observing. For example, one day she noticed Zion, Deandre, Isabella and Alyssa use a variety of wooden blocks to build a tower. They then gathered construction signs and toy construction vehicles to turn the tower into a construction site.
a. Describe Piaget’s stages of cognitive play and Parten’s stages of social play.
b. Identify which stages of cognitive and social play Shirley witnessed her students engaging in with the blocks. Explain.
5. Two five year olds are playing a card game, Concentration, on the carpet. “I won” calls out Jesus. “How come?” asks Josiah. “Cause I have the most cards” responds Jesus. “See, I’ve got the most” as he puts his pile of cards next to a spread-out heap of Josiah’s cards. “Wait” protests Josiah. He spreads his cards out end to end on the floor. Jesusbegins to do the same thing, though his cards aren’t lining up with Josiah’s and exceeds the line of Josiah’s cards. “See, I have more”. Josiah says, “But you have to put them in a line just like mine”. Jesus says, “I did and I have more”.
a. Explain what you are observing and how this child is thinking. What is he focusing on?
b. Define and use each of the following terms in your description and how it affects his thinking:
Preoperational stage thinking, centration, conservation, irreversibility, egocentrism
6. Your sister has two children—ages 5 and 3. You think she is a great parent—except for one thing that bothers you. Her children are allowed to watch unlimited television throughout the day. When you visit, the TV is always on and the children are glued to it. They each have a tablet, as well, and are constantly playing video games or watching YouTube videos. When you asked your sister about it, she gets defensive and says she doesn’t let them watch any violent shows.
a. Summarize the pros and cons of television viewing for preschool-age children. What would you tell your sister about the effects of TV viewing on young brains and bodies? (That is, how is excessive screen time affecting her children’s development across all domains?) Cite sources
b. What are some strategies she could use to manage her children’s screen time in the future?
c. What activities could your sister offer her children as alternatives to screen time that would positively influence their development, instead?
7. Jamal, the assistant teacher, notices that for the past couple of days, Vanessa (4 years old) has been watching him set the table for snack. Today, he asks her if she wants to help. She smiles, and says “yes”. Jamal gives her the placemats to put on the table for each spot. She puts down the placemats and runs back to him for more tasks. Jamal gives her the napkins and instructs her to put one on each placemat, which she does with no problems. Next, she puts the cups on the table, one for each space. The last task is to put the small pitchers of milk on the table. Jamal tells Vanessa that he is going to do, and she isn’t ready for this task yet. She says, “But I want to help – I set the table already”. He tells her “No, You just aren’t ready to do this job.” She hangs her head, turns around and slowly walks away.
a. What stage of development is Vanessa in, according to Erikson? What are “goals” for children in this stage?
b. What else could Jamal have done to promote Vanessa’s development? Why?
c. What other interactions/activities can be proved to develop children’s sense of self and self-esteem?
8. Four children are playing in the dramatic play area, which has been transformed into a grocery store. Makayla takes a grocery cart and proclaims she is the mom and is going shopping. She picks up a purse and a pad of paper which is her “list”. Jeremy takes a cart and says he is the dad, and is shopping for dinner. “You can’t be the shopper – dad’s go to work” exclaims Linnai. Jeremy says, “Yes I can – I help my dad all the time.” In the meantime, Keone begins to work the cash register, but Malia tells him that’s “her job” and that girls do that job, and that he has to put the groceries in the bags. She puts on the apron, and begins to play with the register. He reluctantly agrees, and puts items on the shelves, and then some in the bags.
a. What do you notice in this scenario?
b. How do gender role stereotypes develop? Explain and cite sources
c. How does social cognitive theory, cognitive development theory and gender schema theory explain the development of gender stereotypes? Cite sources.
d. If you were a parent or teacher of a preschool age child, what could you do to discourage gender stereotypes? Be specific and give examples.
9. Archie and his family were excited to visit their favorite restaurant. Unfortunately, there was a long wait to be seated and Archie’s 3-year-old little sister, Starr, became fussy. She started wiggling around on her mother’s lap demanding to be put down and then proceeded to throw a tantrum on the floor. Archie’s dad yelled, “If you don’t get off the floor right now, we’re leaving!” When she continued crying, he gave her a swat on the bottom. Archie’s mom, however, hugged Starr until she calmed down. She then asked if she was hungry and gave her some goldfish crackers to snack on while they waited. Once she finished her snack, her mom explained the next time she was hungry she should ask for some food.
a. Which caregiving styles do Archie and Starr’s mother and fatherexhibit? Explain.
b. How might these parents’ caregiving styles influence their children’s self-esteem? Cite sources
c. Describe how siblings and peers also influence children’s social-emotional development. Cite.
10. Selena teaches Pre-K. One of her 4-year-old students, Quinn, has trouble pronouncing his l’s and r’s. When he tries to say his sister Riley’s name, it sounds like “Wi-wee.” Selena can understand what Quinn says most of the time and notices that his friends can as well. When she asks him to repeat what he says, he does so without frustration. She has also noticed that Quinn often uses sentences, such as “I goed to the park,” and “She has two mouses.”
a. Describe the development of language skills/milestones during the preschool years. Cite sources
b. Which typical language development errors do you hear in Quinn’s speech? Cite sources.
c. Should Selena be concerned about Quinn’s language development? Why or why not?
11. Kristie is frustrated! She arrived at work early to prepare an art lesson for the 3-5-year-olds in her class to enjoy. The children were supposed to cut a tree shape out of paper and then glue yellow, orange and red pom poms on it to represent a fall tree. She had all the children sit at two large tables in the classroom and gave them 20 minutes to complete this task. She also asked them to work quietly without talking to each other. During that time, she noticed some students were crying because they didn’t know how to use the scissors to cut such an intricate shape, some students were joyfully cutting and gluing, and some students were finished in 5 minutes and running around the room.
a. Use Vygotsky’s theory to explain to Kristie why the children reacted this way. Remember to include and describe Vygotsky’s terms - scaffolding and the Zone of Proximal Development – in your explanation.
b. Identify which group of children were learning from this activity. (The ones crying, the ones working, or the ones running around.)
c. What would you recommend telling Kristie to do differently in the future to ensure all students are learning?
Part Three: Reference page
Create a reference page of all sources used in this paper in APA Citation format.
Rubric:
Part One: 15 points
Answers each question completely, giving details and explanation. Clearly explains each developmental domain, how a preschooler is different from a toddler, and how the domains are interrelated. Clearly identifies how the brain develops during this stage, and uses appropriate terminology.
Part Two: 55 points (5 points per scenario)
Clearly identifies each scenario and each question within the scenarios. Gives full explanation and examples for each question; is able to explain the theories and identify the milestones. Shows understanding of concepts and needs of the child.
College Level Work: 5 points
Follows directions. Paper is well organized and clearly separated into sections. (Labels each section) Uses proper writing skills including proper punctuation, grammar and sentence structure. Uses “in text citations” as well as creates a reference page at end of paper.
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