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7Early Childhood Development (4–5 years)

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“The moment you doubt whether you can fly, you cease for ever to be able to do it.”

Peter Pan (J. M. Barrie, 1904)

Learning Objectives

After studying this chapter you will be able to:

ሁ Summarize cognitive milestones of children ages 4 and 5 years. ሁ Describe how to communicate appropriately with children ages 4 and 5 years. ሁ Describe appropriate techniques for working with children ages 4 and 5 years. ሁ Describe how to assist 4 and 5 year olds in positive social interactions. ሁ Identify and encourage healthy eating habits in children. ሁ Describe and recognize typical developmental red flags for children ages 4 and 5 years.

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Chapter Overview

Chapter Outline Chapter Overview

7.1 Physical Growth and Motor Development in 4 and 5 Year Olds

7.2 Brain Growth and Cognitive Development in 4 and 5 Year Olds

7.3 Language Development in 4 and 5 Year Olds

7.4 Social-Emotional Development in 4 and 5 Year Olds

7.5 Self-Help Development in 4 and 5 Year Olds

7.6 Developmental Red Flags and Where to Get Help

Summary and Resources

Chapter Overview Although some researchers refer to ages 3–8 as early childhood, there is no debating that a 3 year old is very different from an 8 year old. For this reason, it is important to recognize the significant stages within early childhood and the reason for the division of ages in Chapters 6, 7, and 8. Whereas Chapter 6 discussed the egocentric toddler (ages 1–3 years) learning to gain motor control and speech, this chapter discusses the more coordinated, complex- thinking 4 and 5 year olds. Important changes take place from the time a child just turns 3 years old until he or she reaches 5 years old, and these changes affect all developmental domains. Children who are 4 or 5 years old are interested in the world around them, open to and wanting experiences and interactions outside of the family unit. This stage of early child- hood is truly a time for more active exploration, and this exploration is driven by a curiosity that seems to dominate all aspects of daily activities.

Just as the toddlers discussed in Chapter 6 are developmentally different from the 4 and 5 year olds discussed in this chapter, the older 6–8 year olds discussed in Chapter 8 are sig- nificantly more advanced than 4 and 5 year olds. Children ages 6–8 are developing individual identities, creating complex relationships with peers, and forming their own unique opinions. Compared to toddlers or 4 and 5 year olds, these children are advanced!

In Oh, the Places You’ll Go! (1990), Dr. Seuss writes “So be sure when you step. Step with care and great tact and remember that Life’s a Great Balancing Act. . . . And will you succeed? Yes! You will, indeed! (98 and 3/4 percent guaranteed.) KID, YOU’LL MOVE MOUNTAINS!” This quote talks about stepping “with care and great tact” and compares life to “a great bal- ancing act.” The journey through ages 4 and 5 is similar to the journey Dr. Seuss describes and is closely related to the opening chapter quote from J. M. Barrie’s Peter Pan (1904) that describes a young child’s attempts at independence (flying) and feelings of self- doubt that are typical for this age group.

Children ages 4 and 5 years are a fascinating group. They have imaginations and opinions. In addition, this stage brings about more cooperation in play and attention to rules, details, and tasks. The motor skills of 4 and 5 year olds take a leap as they become more dexterous with fine motor skills, thereby becoming gradually more independent in their own care. Gross motor capabilities allow better balance in bicycling and provide coordination in ball games and other play. In language development, children provide clearer answers to questions and engage in more conversations among peers.

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Section 7.1 Physical Growth and Motor Development in 4 and 5 Year Olds

In addition, the self-help skills of 4 and 5 year olds are becoming more refined, and increased independence is demonstrated in dressing, eating, and elimination. Therefore, children at this age find themselves in an uncertain position of wanting independence but needing guidance and support. Socially and emotionally they are most comfortable with family members and close friends, but in their own world of peers they often bounce from one friend to another with preference for certain characteristics in peers becoming apparent.

Caregivers and educators find that the intense levels of emotions and activity of children ages 4 and 5 years can be tiring but also endearing. Because this is a time to ensure school readi- ness, early care environments must provide such skills, getting children off to a good start. Both academic and nonacademic skills mastered at this time influence children’s ability to succeed in reading, writing, and math, once they begin school.

7.1 Physical Growth and Motor Development in 4 and 5 Year Olds

Continuing into ages 4 and 5, physical growth and motor development build off of growth and skills accomplished during the previous stages of development. Physical growth and change are unique to each child, and motor development progresses in an individualized manner as well. These processes interact and contribute to changes in physical appearance, mobility, and other motor abilities during these years.

Physical Growth As a toddler continues through early childhood and enters the age range of 4–5 years, physi- cal maturation continues. Physical growth may occur at different times for children at these ages, so these children often come in a variety of shapes and sizes, even at the same age. In general, children will begin to gain muscle and lose baby fat during this period, making their limbs and torsos slimmer and longer over time. A 4- or 5-year-old child will often increase in height faster than in weight, resulting in a very thin body shape. This is normal at this age. Facial features also continue to mature, becoming more adult-like as the skull bones elongate and the jaw widens. A wider jaw bone also makes room in the child’s mouth for permanent teeth to come in.

Motor Development Because motor development is a process that continually builds on already-mastered skills, children of the same age may be at very different levels of motor development. Motor development is growing more sophis- ticated at this point, and greater strides are made in fine motor skills. These basic gross and fine motor movements are important as children transition to a classroom envi- ronment and engage in physical games, dra- matic play, and crafts.

© Anatoliy Samara/iStock/Thinkstock

▶ With more advanced gross motor skills than during toddlerhood, preschoolers can engage in physical games and sports with their peers.

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Section 7.2 Brain Growth and Cognitive Development in 4 and 5 Year Olds

Generally, children emerging from toddlerhood and entering preschool age (around 4 or 5 years old) are advancing with most gross motor skills. These children have mastered walk- ing and can even run, stop, and change directions with ease. Children at this age can also go up and down steps independently with alternating feet, and can easily accomplish most of the large muscle movements needed for athletic play, such as kicking, throwing overhand, and catching. Children around the age of 4 and 5 are usually very energetic and use physical play a lot. Galloping, tumbling, and other playful movements are common and much enjoyed. An older child (around 5 years old) is even more skillful and can walk heel to toe, run on tiptoes, hop and balance on one foot, and climb. These gross motor skills allow for swimming, bicy- cling, swinging a bat or racket, and pumping skillfully on a swing.

Fine motor development progresses quite a bit during these years as children gain more con- trol of their small muscle movements. Attendance in a preschool setting also helps children to master these skills. Children at this age learn to draw shapes with straight lines, like crosses, squares, and even triangles and diamonds. They begin to trace lines and even print large let- ters. They also can use scissors to cut along a line, and with help will eventually be able to cut while moving the paper to cut curves and circles. As fine motor skills develop, children’s drawings will become more recognizable. Activities requiring smaller grasps and refined movements like fitting small pieces into jigsaw puzzles, turning small dials and knobs, and sculpting with clay help to develop fine motor skills.

Gross and fine motor skills allow for group games and activities with peers and adults that help to foster social-emotional, cognitive, and communication development. See Table 7.1 for details on motor development, both gross and fine.

Table 7.1: Observable motor development in children ages 4 and 5

Gross Motor Skills Fine Motor Skills

Can balance on one foot for 10 seconds or more

Can do a forward roll

Can swing and can climb with good coordination

Can run and hop

May be learning to skip

Can use utensils to feed self, including a fork, a spoon, and possibly a table knife

Can copy shapes like triangles, circles, or squares and can draw a person with a body

Can print some letters

Can don and doff clothes without much help

Can take care of toileting needs without much help

Source: Adapted from American Academy of Pediatrics. (2013a). Ages and stages, developmental milestones: 4 to 5 years old. Retrieved from http://www.healthychildren.org/English/ages-stages/preschool/pages/Developmental-Milestones-4-to -5-Year-Olds.aspx.

7.2 Brain Growth and Cognitive Development in 4 and 5 Year Olds

Continuing into ages 4 and 5, children’s cognitive development is advancing alongside their progress in brain growth and development. Brain growth and cognitive skills continue to increase in complexity, building on the development made in the toddler years.

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Section 7.2 Brain Growth and Cognitive Development in 4 and 5 Year Olds

Brain Growth The cognitive processes of 4 and 5 year olds are advancing and are facilitated through spe- cific brain development. Neurons, at this time, are connecting and more synaptic pruning occurs, leaving the remaining connections stronger and more efficient (Brown & Jernigan, 2012; Hawley & Gunner, 2000). Myelination also continues so that axons are coated to be more efficient in sending signals back and forth between neurons (Brown & Jernigan, 2012). At this time, executive functioning abilities (discussed in Chapter 2) strengthen so that skills of attention, short-term memory, and rule changing become apparent and assist in learning and socializing (Center on the Developing Child at Harvard University, 2011). Related to this continuing brain development is the finding that children in higher-quality early learning programs develop improved behaviors such as the ability to remember details and to make plans and other skills that help in school and group participation like taking turns, waiting before speaking, and working with others (Child Care Aware of America, 2013).

Cognitive Development The thought processes of children ages 4 or 5 years are more complex than those of toddlers. At this age, children are capable of understanding new concepts, solving problems on their own, considering options, and identifying rudimentary cause-and-effect principles. Children learn more advanced cognitive skills primarily through social interactions and experience with the environment. Advancements in children’s communication skills provide for richer interactions and experiences because they can better convey their own thoughts and under- stand the thoughts of others. Caregivers can help children to develop more sophisticated cog- nition by discussing everyday events with them.

Steve (preschool teacher): Good morning Patti. How are you today?

Patti (4 year old): Good. I had bananas and there was a deer. It looked like a horse, but small. Why was the deer there?

Steve: I don’t know where the deer was, Patti. Where did you see the deer?

Patti: In my backyard. It was eating our garden!

Steve: Oh, no! Maybe he was really hungry!

Patti: He WAS really hungry, but my dad was mad at him. I told my dad that he had to eat breakfast, too!

Steve: Just like when you ate your bananas, right?

Patti: Right. I had bananas and the deer ate our garden.

Steve: Why do you think your dad was mad at the deer?

Patti: I don’t know . . . . He was just eating! He should be allowed to eat!

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Section 7.2 Brain Growth and Cognitive Development in 4 and 5 Year Olds

Conversation comes naturally in the care of 4- and 5-year-old children because they often ask a lot of questions to help feed their curiosity about the world around them. A very simple statement may spur a series of what, why, how, when, and where questions. It is important for caregivers and teachers to be patient and engage with children to try to answer all questions. Children should also be able to answer similar questions when asked. This back-and-forth dialogue offers many rich experiences for children and is essential for development in many domains. Responses should be age appropriate without oversimplifying, but with an appro- priate amount of detail. Children provide cues that often demonstrate their level of interest and the extent of details needed. Behaviors that indicate the topic is not of interest include looking away, becoming fidgety, and asking irrelevant questions. Cues that indicate genuine interest and a need for more details include the asking of relevant questions and visually attending to the task or speaker.

By age 4, a typically developing child under- stands time-oriented words like soon, now, and later. Children at around this age understand size relationships (including bigger and smaller), concepts of different and same, and location words like here, there, under, over, and in. They also can fol- low multistep commands, such as, “Go to your bookshelf, choose what book you’d like us to read together, and bring it to the couch.” Children at around 5 years will be able to follow multistep commands that are not logically related, such as, “Put Blue Bunny in the toy box and then put your shirt and socks back on.”

Sometime during the ages of 4 or 5, children begin to recognize common properties or patterns across objects. Identifying these patterns gives way to categorization skills. In child-care centers, teachers often make a game of categorizing by asking children

to put the blue blocks together, the red blocks together, and the green blocks together. The teacher affirms the children’s success when the task is done and then mixes up the blocks and asks them to ignore the colors and put the big blocks together and the small blocks together. This game also helps children to practice following rules. With more advanced cognitive skills, including basic memorization, children at this age are able to engage in group activities with rules. Children in this age group may be at different skill levels, but typically they know their first and last names as well as their ages, they are able to count up to 5 or even 10, they can name at least four colors, and they recognize basic shapes.

Counting is an obvious foundation for later math skills, but many other concepts that should be mastered in this stage of life help to lay the groundwork needed for later mathematical mastery. Play is a wonderful way for children of this age to experience the world around them. Play can also help children gain an understanding of the concepts of volume, speed, length, height, and other measurements that are important later for comprehending mathematics. In addition to having children learn through daily experiences, it is important for caregivers to be intentional in teaching the foundations needed for later mathematics.

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▶ Typically, a preschooler can count up to 5 (or even 10), and can name four or more colors.

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Section 7.2 Brain Growth and Cognitive Development in 4 and 5 Year Olds

This is also the time when children learn the skills that will lead later to reading and writ- ing, also known as early literacy. Reading books, singing songs, making rhymes, and even engaging in simple conversation all help to further develop interest in communication and to reinforce the concept that ideas are conveyed through language. Early literacy includes hav- ing fun with language, creating an interest in books and other written materials, and experi- encing the technical basics of reading (including reading from front to back and left to right). For example, reading the words on street signs, cereal boxes, and other environmental print; making up silly new words; playing rhyming games; engaging in group or individual story time; and singing along with familiar songs can help children to develop early literacy skills (Roskos, Christie, & Richgels, 2003).

Children typically begin to identify different genders at age 4. A child’s initial understand- ing of gender differences may rely heavily on observable, and often incorrect, characteristics assigned to each gender by the child’s own experiences. For example, a child may observe that females wear necklaces and males wear baseball hats. Therefore, anyone wearing a baseball hat is male and anyone wearing a necklace is female. This is called gender typing. Gender typing is related directly to the cognitive skill of categorization. It helps children to better distinguish and contrast between two groupings. At this level of gender recognition, children often believe that gender can be changed. Later, in middle childhood, comes the understand- ing that gender is constant throughout life. See Table 7.2 for more details on cognitive devel- opment in 4 and 5 year olds.

Table 7.2: Cognitive development in children ages 4 and 5

Can answer simple questions easily and logically

Can count 10 or more objects

Can name at least four colors correctly

Is better able to understand the concept of time as well as the order of activities throughout the day (e.g., break- fast in the morning, lunch in the afternoon, and supper at night)

Knows what things are used in the home context every day (including money, food, and appliances)

Source: Adapted from American Academy of Pediatrics. (2013a). Ages and stages, developmental milestones: 4 to 5 years old. Retrieved from http://www.healthychildren.org/English/ages-stages/preschool/pages/Developmental-Milestones-4-to-5 -Year-Olds.aspx.

Because children at the ages of 4 and 5 years are developing abstract thinking, use creative play skills, and have good fine motor skills, including eye-hand coordination, the time is ripe for advancing technological skills and for integrating the use of interactive media and other technology into early childhood programs. For instance, the use of digital photo journals to document skills and fun activities and the use of video to record dramatic play, storytell- ing, and dancing and singing can be motivating to 4 and 5 year olds (Ching, Wang, & Kedem, 2006). Children at this age often use touch screens at museums and in some libraries and can discover the usefulness of websites on computers to learn more about diverse cultures. Advo- cates for the use of technology in early childhood programs believe that age-appropriate use of such technology can expand social connections (Buckleitner, 2000) and enhance a child’s imagination. Others believe that overuse can lead to social isolation and reduced attention spans (Alliance for Children, 2004).

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Section 7.3 Language Development in 4 and 5 Year Olds

MEDIA, TECHNOLOGY, AND EARLY CHILDHOOD: “I WANT TO GO TO SCHOOL!”

Miss Isabella’s early childhood center for 4 and 5 year olds has a long waiting list. She has “fun” areas of play that children talk about for years after they enter school-age programs. Parents also promote it by word-of-mouth to their friends

and neighbors. What’s so special and enticing? Everything!

Not only does Miss Isabella offer clean, safe, and cheerful play areas with pretend kitchen and dress-up activities, but she also has riding and climbing areas and “bouncy” items to promote gross motor skills and to allow children the opportunity to let off energy. In addition, she has quiet reading and listening “soft places” that offer choices of hard books and e-books and other parts of the center where children can use hands-on manipulative toys like small Legos, large lightweight indestructible blocks, and sensory materials like water and sand tables. But the all-time favorite is the interactive media area, where Miss Isabella always assigns her best adult volunteers to be involved with the children by providing support in the proper use of the technology provided, such as computers, tablets, digital cameras, and recording devices. They also monitor and guide children in taking turns, sharing, and being innovative.

Some of the innovations that volunteers have encouraged in this area of the center include promoting a “media team” through which children buddy-up and share roles as they go off into the other play areas to document art, science, and cooking projects; interview class- mates on topics of interest; or record each other’s stories about their in-school experiences. Technology users also partner with children in other play areas to create imaginative dances or to act out stories that can be recorded. These videos and audio recordings are often shared at “family night” in various parts of the room, just as are other craft projects. The energy and pride just f lows from the children and their families in Miss Isabella’s early childhood center!

7.3 Language Development in 4 and 5 Year Olds As children leave toddlerhood and enter into the more social and complex world of the ages of 4 and 5, they also enter into the world of constant communication. Children at this age are very verbal and talk seemingly nonstop at times. The topic of conversation can range from serious musings about their surroundings and emotions, to nonsensical jokes and memo- rized rhymes. This flurry of sophisticated speech leads to development in almost all other domains. It is important to encourage talk at this time, and to seek advice from a specialist if any delays are suspected (see section on developmental red flags).

At around age 4, a child is typically using approximately 1,500 words formed in complete short sentences (Children’s Hospital of the King’s Daughters, 2006). At around age 5, the child’s vocabulary is increasing to more than 2,000 words, with sentences made up of five or more words, and using all parts of speech (Mannheim, 2012). Children at this age are able to understand most of what is said in both the home and the school contexts (American Speech- Language-Hearing Association, n.d.a). For many years, theorists have recognized the impor- tance of interaction for vocabulary development. However, the development of language is much more complicated than associating words with their definitions. Children also use the different aspects of what is said—like inflection, volume, and rhythm—to determine meaning.

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Section 7.3 Language Development in 4 and 5 Year Olds

These aspects of speech are called paralinguistics. The use of paralinguistics to develop lan- guage becomes more sophisticated as a child develops. For example, a recent study showed that 5 year olds, but not 4 year olds, were able to use the emotional cues conveyed in speech to determine the speaker’s intended meaning (Berman, Graham, Callaway, & Chambers, 2013). A child’s words at 4 and 5 years are much more recognizable than a toddler’s words. As a child continues to practice saying different words, each consonant and vowel sound becomes more refined to form discernable syllables. This clearer speaking of words is called enunciation.

Children ages 4 and 5 years old like familiar stories and may ask to hear their favorites over and over with few word changes. Repeating rhymes, singing songs, and playing word games are among the favorite activities at this age. Communication skills are growing rapidly at this time, and all of these activities help to advance this domain and even build literacy skills for later in life.

Children may make up their own words and repeat sounds over and over. It is also common for children at this age to involuntarily repeat a syllable, or the first consonant of a word, over and over before completing the word or phrase. This repetition is known as stuttering. Stut- tering in early childhood does not necessarily indicate a cause for concern. A child’s ideas may come faster than his or her verbal skills can process them. Caregivers who notice stuttering should be sure to give the child undivided attention and not comment on the stuttering.

By age 5, as their verbal communication skills progress, children will begin to use the correct rules for language, such as order of words (e.g., “I will go to the car”), different words for the same meaning (e.g., we and us), and different forms of the same word to indicate past, pres- ent, and future tenses (e.g., play, plays, played). This set of language rules is called grammar. Grammar continues to develop through school age. By the age of 5, children will often begin to recognize and read common words in their favorite books. Having conversations, reading books, and singing songs with children can help them to continue development of vocabulary, pronunciation, and grammar. See Table 7.3 for detailed information on communication devel- opment in 4 and 5 year olds.

Table 7.3: Communication development in children ages 4 and 5

Understanding Talking

Pays attention to a short story and answers simple questions about it

Understands most of what is said at home and in school

Understands simple humor

Hears differences among rhyming words

Has improved reading comprehension

Names some letters and numbers

Uses sentences that give lots of details (“The biggest peach on the table is mine because I washed it.”)

Tells stories that stick to topic

Expresses self easily to other children and adults

Says most sounds correctly, except a few, such as l, s, r, v, z, ch, sh, and th

Says rhyming words

Uses the same grammar as the rest of the family, but in simpler sentences

Source: Reprinted with permission from American Speech-Language-Hearing Association. (2013). How does your child hear and talk? Four to five years. Retrieved from http://www.asha.org/public/speech/development/01.htm. © 2014 American Speech- Language-Hearing Association. All rights reserved.

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Section 7.4 Social-Emotional Development in 4 and 5 Year Olds

7.4 Social-Emotional Development in 4 and 5 Year Olds Children at ages 4 and 5 blossom socially. They enjoy and prefer to be with other chil- dren and quickly gain the skills needed to function in a community of peers. Children are driven by the desire to be liked and place the utmost importance on friends. Especially when introduced into structured child-care settings and preschool classrooms, children develop skills to thrive in larger groups of peers. This includes sharing, sympathizing with others, communicating, compromis- ing, setting and testing boundaries, and fol- lowing rules. However, because these skills are still being developed, children at this age rely on adult supervision to help use them appropriately.

Kirsten was quiet when she first started coming here about 5 weeks ago. She would go sit on one cor- ner of the mat on the side of the room and roll a car back and forth while she watched the other kids. We worked closely with her, suggesting things she could say to the other kids and helping them play together. Eventually, Kirsten became comfortable interacting with Blair. They still don’t share very well, but they love to play at the water table together and help each other on and off the swings outside.—Preschool teacher

According to Erikson’s theory of psychosocial development (see Chapter 3), children at 4 and 5 years of age are transitioning between the stages of autonomy versus shame and doubt (ages 2–3) and initiative versus guilt (ages 4–5), which necessitates working toward a sense of self-control and the ability to initiate one’s own activities, respectively. These stages are well represented within the social-emotional realm, as they apply directly to a child’s ability to be autonomous and in control within social situations and play interactions with both adults and peers.

Imaginative play is very important at this time, and children often engage in make-believe play together. Because of the newly identified genders, make-believe play often includes gen- der roles. Imaginary friends are also common during this period. At this age, children’s active imaginations and desire for social interaction often lead them to create fictional characters that function as constant companions. This is completely normal and typically fades out as the child ages. However, children at this age are able to differentiate between real and pretend.

Justin always tells us about the “preetles” that live in the bathtub under the water. None of my other kids had imaginary friends, if that’s what the pree- tles are anyway. He’s never been able to tell me exactly what they are, but he seems to think they are just great! He actually likes to take baths now instead of screaming, so we love the preetles!—Jolie (mother of three)

Susanne Dittrich/Fuse/Thinkstock

▶ Preschool-age children see friendships as increasingly important and want to be liked by their peers. Many social-emotional skills emerge and are strengthened during this developmental period.

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Section 7.4 Social-Emotional Development in 4 and 5 Year Olds

It is important for caregivers to help children at this age to maneuver through social- emotional development. Discussing feelings and encouraging verbal expressions of anger, frustration, and disappointment can be valuable tools that children use throughout life to cope with negative feelings. Friendships are fluid at this age, but caregivers can help children ages 4–5 years to appreciate friends and begin to understand the feeling of loyalty. Adults can help children talk about what characteristics they like about their friends and then help them to imitate those characteristics to be a good friend to others. Imitating positive behaviors is a great way to capitalize on a child’s desire to be liked.

Children learn what is socially unacceptable by trying and testing out different behaviors. Children at this age will naturally push limits to get a sense of what is acceptable. They may use profane language to shock and get attention from adults. For similar reasons, children at this age will test boundaries with authority figures by talking back. Their active imaginations can also easily lead to confusion between fantasy and reality or simple confusion of the facts, which may be misinterpreted as lying. In addition, their active play can also lead to aggressive physical play. It is important to set clear and firm boundaries and to be consistent with con- sequences for negative behaviors. If any of these negative behaviors is allowed, children may think they are acceptable and have a much harder time correcting them when they are older.

Children ages 4 and 5 years can have a tendency to be bossy at times. They are exercising independence and trying out new social roles within their world. Sometimes social situations result in aggression between peers. This aggression can be with the intent to hurt another child, or it can be motivated by a particular goal, like getting a desired toy from another child. Some theorists suggest that there are more instances of aggression within a new group of peers at these ages, though eventually a social hierarchy is established and the rate of aggres- sion decreases (Strayer, 1980). Often, in a group play setting a dominant child will emerge and control play situations. Other peers are typically quick to allow the dominant child to take over and follow that child’s lead. The tendency for some children to take over and for others to follow their lead willingly is referred to as social dominance (Pellegrini et al., 2007).

We went through a few weeks in the beginning where Amanda was biting some of the boys. It was only outside and only the boys. There was no real aggression toward the other girls. We tried to pay close attention to the situations, and it didn’t seem to be toy motivated. After a few days of it we asked her mother. Turns out she has two brothers at home who may be a little bossy or rough at times. So, we paid closer attention to the boys’ behavior, too, and really encouraged turn-taking, sharing, and other mutually respectful activities to help Amanda feel more confident around them and to build their relationships. —Assistant teacher

This is also the time when morality begins to develop. Children ages 4 and 5 years are eager to please adults in roles of importance, like parents and caregivers. Children begin to show true guilt for questionable actions and sincere concern for others. These are the seeds of moral development, which continues through late early childhood (see Chapter 8).

Although 4 and 5 year olds are excited to form social circles, they may also have a fear of the unknown. Most children at this age have formed strong attachments to their primary caregiv- ers and experience a considerable amount of fear if that person leaves. Children may also be wary of places and situations with which they are not familiar.

It is important for caregivers to support children at this age to overcome fears, build a solid moral foundation, and learn social appropriateness. Children need positive feedback from

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Section 7.4 Social-Emotional Development in 4 and 5 Year Olds

trusted adults to tell them when they are on the right track, in turn building positive self- esteem. They also need a structured and safe environment in which to explore social and emotional situations while exercising some newfound independence. Children at all ages need discipline, but it is important to understand that discipline is not punishment (see Chap- ter 8 for a definition of punishment and discipline). Good discipline is guidance and is espe- cially important in the context of social-emotional development at ages 4 and 5 years.

Over the past two decades, preschool classrooms that teach children with special needs along- side typically developing children have become increasingly commonplace. These integrated preschool classrooms are called inclusive programs. Children who appear different or act dif- ferently from the typical child may create wariness, yet inclusive programs have many benefits to all of the students involved. Typically developing peers get to practice skills while guiding other children. Confidence and empathy are improved. Children with special needs can observe and learn to imitate typically developing peers. However, regardless of the setting, preschoolers with disabilities engage in fewer social interactions, group play, and conversations than typi- cally developing children, offering far fewer opportunities to develop social skills. In addition, their social skills are lost faster than those of children without disabilities if the skills are not used, acknowledged, and appreciated by others (Kennedy, 2013). Caregivers can help sustain social-emotional progress in children with and without disabilities by acknowledging and encouraging positive social interactions between peers whenever possible.

TIPS ON SUPPORTING STRONG SOCIAL- EMOTIONAL DEVELOPMENT Caregivers create supportive social-emotional environments when they . . .

• Design learning centers that create small-group social environments • Be socially competent play partners, modeling what play conversations sound like • Model play that includes children with special needs • Provide open-ended materials (e.g., blocks, clothing for dramatic play, and natural

materials such as rocks, seashells, sand, and water) that stimulate conversation • Encourage children to engage with each other and ask questions • Keep a strong presence during center time, offering problem-solving assistance as

necessary • Assist with children’s diverse ways of initiating play with one another • Incorporate activities that allow children in inclusive classrooms to get to know each

other, for example, with circle-time songs and activities that emphasize friendship, children’s names, and their similarities and differences

Caregivers should use observation to determine . . .

• Each child’s current social skills • Areas of strength and growth for all children • Children’s individual interests • Times when each child is most likely to interact with peers • The level of inclusion for each child during play, especially the inclusion of children

with special needs • Each child’s ability to initiate interactions and to respond to the initiations of others • Where and when conflicts occur most frequently • Whether any child is being socially rejected

Source: From Kennedy, A. S. (2013). Supporting peer relationships and social competence in inclusive preschool programs. Young Children, 68(5), 18–25. Copyright © 2013 Nation Association for the Education of Young Children (NAEYC). Reprinted by permission.

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Section 7.5 Self-Help Development in 4 and 5 Year Olds

7.5 Self-Help Development in 4 and 5 Year Olds Children ages 4 and 5 are typically much more independent than toddlers. They are able to do the majority of self-help tasks with supervision and some assistance from adults. Chil- dren at this age can feed themselves with the proper utensils, dress themselves if the clothing does not involve complicated layers or fasteners, eliminate without much assistance, brush their own teeth, and clean their bodies with supervision. Allowing children to do much of the self-help tasks independently at this age helps to build confidence, improve problem-solving skills, and enhance motor development.

Sleeping By 4 years of age, some children still take one nap in the afternoon for approximately 1–2 hours. Napping is typically phased out around this time, although children should con- tinue a napping routine if they get very tired or cranky in the late afternoon. Children who do not need an afternoon nap may still benefit from quiet time.

At nighttime, 4 and 5 year olds should get 11–13 hours of sleep (National Sleep Foun- dation, 2013a). However, getting enough high-quality sleep can be a challenge for some children this age who are energetic and always active. Many parents find it dif- ficult to get their 4- or 5-year-old child to go to sleep at a reasonable time at night, and some find it just as difficult to keep them sleeping through the early hours of the morning. To complicate matters, an over- tired and cranky child is harder to convince to go to bed. Consistent sleep times and bed- time routines can help children mentally and physically prepare for sleep and get better sleep throughout the night. Adequate sleep is critical for optimal development at this age. Studies indicate a connection between inadequate sleep in preschool- ers and behavior issues in the classroom. One study in particular found a link between parental-reported sleep routine disturbances and teacher-reported negative behaviors in the classroom (Bates, Viken, Alexander, Beyers, & Stockton, 2003). Behavior issues caused by inadequate sleep can inhibit social experiences and other learning opportunities. Overcoming these early bedtime challenges is critical for optimal development.

Feeding and Eating Progress in a child’s motor, cognitive, and physical development allows for independence at mealtimes. Children at this age are able to use everyday utensils to feed themselves. They know the proper use for bowls, plates, cups, forks, knives, spoons, and straws. Although some children may be able to prepare themselves simple meals like pouring a bowl of cereal, they

Fuse/Thinkstock

▶ Preschoolers should get 11–13 hours of sleep during the night.

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Section 7.5 Self-Help Development in 4 and 5 Year Olds

should still be supervised and supported at this age. In particular, caregivers need to provide children with nutritious food.

Forming healthy eating habits in early childhood and getting balanced daily nutrition are key components to warding off obesity and malnutrition in childhood and throughout adult life. All adults who interact with children on a daily basis can help by setting a good example with food selection and portions, helping children to select a variety of nutritious foods, and fol- lowing eating schedules. According to a U.S. Department of Agriculture Economic Research Service report, 21 percent of U.S. households with children do not have a secure food supply, putting the children at risk of being undernourished (Coleman-Jensen, Nord, & Singh, 2013). When families use starchy foods low in nutrients to make financial ends meet, children may become either obese or undernourished. Preschool programs have the opportunity to edu- cate children and their families about good nutrition (Center for the Study of Social Policy, 2013). See more on childhood obesity in Chapter 8.

Food safety is also important to minimize children’s illnesses. Proper storage, washing, and cooking of food can help to keep unwanted germs at bay.

Elimination Toileting should be mastered at this age, although occasional bedwetting may occur and is not necessarily a cause for concern. If bedwetting is frequent or accompanied regularly by night- mares, it may be indicative of a deeper issue. A pediatrician or perhaps a specialist should be consulted.

Hygiene Oral hygiene is important to teach as children ages 4 and 5 learn daily routines and take a more active role in cleaning themselves. Children should be taught to brush teeth at least twice a day, in the morning and before bed, and to floss at least once per day. Children should also have an established routine of visiting a dentist every 6 months.

As children ages 4 and 5 become more social beings, they interact with adults and peers more and more. Playing with toys in groups, reading books with caregivers, and learning to share with other children all bring opportunities to swap germs. Because children this age are still developing their immune systems, they are susceptible to common viruses. Teaching proper cleaning routines, like washing hands after going to the bathroom, can help.

TIPS ON PROPER FOOD SAFETY • Clean. Wash hands and surfaces often. • Separate. Don’t cross-contaminate. For example, after cutting meat, wash the

knife before using it to cut vegetables. • Cook. Cook to proper temperature using a food thermometer. • Chill. Refrigerate properly.

Source: ChooseMyPlate.gov. (n.d.). Food safety: Preschoolers’ immune systems are still developing. Retrieved from ht tp://w w w.choosemyplate.gov/preschoolers/food-safet y.html.

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Section 7.6 Developmental Red Flags and Where to Get Help

Regular bathing should also be part of the routine. Making bathtime fun and allowing enough time to play can be crucial for keeping it a pleasant part of the day.

Paul has made such great progress with his morning and evening routines! It used to be such a struggle just to get him to brush his teeth. He would do what- ever he could to get out of it. It took a long time, but trying to make it fun rather than a chore and being persistent with the routine has really paid off. We sing a little song together while we get the toothbrush ready, and after we are done we finish the song. It’s much more bearable for both of us!—Brian (father)

Dressing Children ages 4 and 5 can mostly dress themselves and should be given the opportunity to do so, as long as they are safe and supervised. As fine motor skills continue to develop, children may still need assistance with small snaps, buttons, and zippers, but allowing them to try for

themselves will help to develop these skills. Caregivers can offer alternative methods to help put on coats, shoes, and other cloth- ing if a child needs some assistance. Inde- pendence is important for developing skills related to these tasks, but support should be given when the task gets too frustrat- ing. A particular teaching strategy has the caregiver take the task to the final step and then the child completes it. This technique is called backward chaining. For example, a child learning to button can have the adult line up the button with the hole and push it partly through. Then the child pulls it the rest of the way. Next time the child can be encouraged to push and pull the button through the hole. After several successes, the child learns to do all steps in buttoning,

including aligning the button with the hole, pushing, and finally pulling it through. This is an alternative to forward chaining, in which a child is taught the first step in a task, with each successive step taught in the correct sequence. Learning can also take place by observing peers or an adult complete a task, and can also be encouraged with the use of prompting (verbal or physical) from step to step (Shrestha, Anderson, & Moore, 2013). The technique selected must be individualized to the child’s unique strengths and needs.

7.6 Developmental Red Flags and Where to Get Help By age 4, a typically developing child should have achieved multiple milestones in all of the developmental domains. Red flags may be more apparent to a parent, teacher, or caregiver during this time than previously. Because the earliest interventions hold the most promise for addressing developmental concerns, it is important to recognize developmental red flags as early as possible. Table 7.4 describes some observable red flags in various domains.

© monkeybusinessimages/iStock/Thinkstock

▶ Preschoolers increasingly have the ability to dress themselves but may still need assistance from adults for buttons, buckles, snaps, or zippers.

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Section 7.6 Developmental Red Flags and Where to Get Help

Table 7.4: Developmental red flags in children ages 4 and 5

Domain Red Flag

Motor Movements seem shaky or stiff

Arms and hands seem very weak

Not able to cut along a straight line

Not holding crayons or pencils with thumb and fingers

Not able to draw a circle, square, and cross

Not able to put on own shirts, pants, socks, and shoes (with some help with fasteners)

Not able to feed self well with a spoon and fork

Cognitive Not able to name the basic colors and shapes

Does not understand the concept of past, present, and future

Not interested in pretend play

Constantly moves from one activity to another and can stay with an activity only for brief periods

Not able to understand the rules of a basic game, such as memory or other preschool games

Not able to tell basic facts about self (e.g., full name, age, city in which the child lives, street name)

Not able to count five objects

Does not recognize name when seeing it printed

Communication Not easily understood by others

Has difficulty putting sentences together

Has lots of grammatical difficulties in sentences

Has difficulties with concepts such as prepositions (position words such as behind, beside, etc.), colors, size, categories

Does not ask questions

Does not follow verbal directions

Social-emotional Not interested in playing with other children

Not able to share or take turns with other children

Wants to be dependent on caregivers for everything

Extremely “rigid” about routines; becomes extremely upset when things are changed

Has extreme difficulty separating from primary caregiver

Is too passive or fearful, and does not want to try things other children the same age are doing

Has extreme fears that interfere with daily activities

If any of these red flags are observed, parents should be advised to consult with the child’s doctor or a developmental specialist.

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Summary and Resources

backward chaining A particular teaching technique in which the caregiver takes a task to the last stage and allows the child to complete it.

early literacy A set of skills developed in early childhood that form the foundation for later reading and writing.

enunciation Speaking in a clear and com- prehendible manner.

gender typing Mentally assigning specific characteristics to males and other specific characteristics to females.

grammar A set of rules for a spoken and written language.

inclusive programs A classroom or pro- gram that integrates children with special needs and challenges with typically develop- ing children.

social dominance The tendency for some children to take over and for others to will- ingly follow their lead.

stuttering Involuntarily repeating a syllable or the first consonant of a word.

Summary and Resources Children ages 4 and 5 years are typically joyful and driven by their newfound curiosity. Skills across domains work together to help children at this age explore their world and become social creatures. Increased fine motor skills allow children to engage in crafts and play games together while communication helps children convey their ideas and talk about their emo- tions. Imagination begins to filter through much of their play and adds a tinge of drama to their actions. Children at this age are beginning to understand the rules and properties of the world around them. Night versus day, summer versus winter, right versus wrong, and likes versus dislikes all begin to emerge in children’s minds.

Children ages 4 and 5 are also energetic and ready to learn. They are eager to try out their new skills and have an urge for independence, but they still need considerable support to stay safe and navigate the world around them. Their caregivers play a large role in showing them how to interact with others, how the day should be structured, how to show caring and com- passion, and how to solve problems. Simple conversations with 4 and 5 year olds can have significant positive impacts on their cognitive, communication, and social-emotional devel- opment. Children at this age can be great conversationalists and will usually continue to ask questions as long as they are receiving age-appropriate answers.

At this age, children have the cognitive ability and physical coordination to take care of many of their daily needs. They can feed themselves, sleep regularly, clean and dress themselves, and use a toilet. Although these tasks are completed with little support, children at this age still need help knowing when it is time for a nap, when to have a healthy snack, and when to practice their cleaning routines.

Key Terms and Concepts

Discussion Questions

1. Discuss ways that caregivers can support a 4 or 5 year old’s development of auton- omy and independence while still maintaining necessary boundaries. What strate- gies could be used?

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Summary and Resources

2. Imagine a group of children ages 4 and 5 years playing a game of duck, duck, goose. What domains of child development are at play during this game? Considering this example, discuss the importance of play for a child’s developmental progress.

3. Why is discussing everyday events important for a 4 or 5 year old’s cognitive devel- opment? How does this strategy compare with the more structured teaching of academic-related topics during these years?

4. What are some possible benefits and some possible challenges of caring for children in an inclusive classroom?

5. Why is it important to consult with a doctor or developmental specialist as early as possible if there are concerns with a child’s development? What might be the conse- quences if concerns are not addressed?

6. What are some ways caregivers can support a 4 or 5 year old’s efforts to make friends and interact with them?

7. In what ways are children at ages 4 and 5 years very different from toddlers? In what ways are they similar?

Observational Activities

The following activities encourage opportunities to see child development in action. Arrang- ing occasions to observe or interact with children of various ages creates critical moments to synthesize the learning in this text.

1. Witnessing fine motor advancements; bon appetit. Improving fine motor skills allows children ages 4 and 5 years to perform new activities. One endeavor that children tend to enjoy is assisting with cooking. Even greater pride is seen when they get to take the lead. With the parent’s permission, arrange a time to don your chef ’s hat with a child. Making “ants on a log” is an excellent adventure in fine motor skills. Coach the child through the cutting in half (in a sawing motion) of a washed celery stalk using a small knife. Instruct the child to spread peanut butter or cream cheese along the inside of the celery. Finalize the concoction by having the child place raisins along the peanut butter or cream cheese. This may be the child’s first opportunity to demonstrate these particular skills. Watch the child’s dexterity and adjustments as he or she maneuvers this task.

2. Witnessing language progression; rhyme time. Many children are quite used to hearing nursery rhymes or stories that have a rhyming pattern. Making up their own rhyme words can be even more fun. With a child age 4 or 5, recite the first lines of a nursery rhyme, but when you come to the point in the second line pause and have the child say aloud the rhyming word (e.g., Hickory dickory dock, the mouse ran up the ______ ). After going through the standard responses, encourage the child to think of other words that rhyme. Children commonly make up some inventive words, which is fine, but more important is their grasping of the rhyming concept. Notice how many rhyming words the child can insert.

3. Witnessing social development; tea for two. Children age 4 or 5 will start to display new patterns in play. At this age they will gain the skills needed for interactive or coopera- tive play versus their prior parallel-play skills. Further emerging is the development of their imagination, which makes dramatic play like dress-up or tea parties a good way to practice these new skills. Schedule a time to partake in either of these activi- ties with a child of this age and ask the parents if they have dress-up clothes or child tea sets (substitute plastic or unbreakable cups, if needed). Note the child’s ability to take turns with you and ask you questions (e.g., asking you if you would like more

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Summary and Resources

tea). Although children at this age are often egocentric, this game often elicits their directed interactions with you. This is also a wonderful time to role-play and practice manners; don’t forget to say “please” and “thank you.”

Web Resources

Fred Rogers Center Early Learning Environment

http://ele.fredrogerscenter.org/ This website provides resources for understanding early literacy and activities for adults to do with children to promote early literacy skills.

National Sleep Foundation

http://www.sleepforkids.org/html/tips.html This website offers tips for healthy sleep habits for kids.

National Institute of Neurological Disorders and Stroke

http://www.ninds.nih.gov/disorders/autism/detail_autism.htm This government website provides information on the inheritance, symptoms, and treatment of autism.

Center for Early Literacy Learning

http://www.earlyliteracylearning.org/ This organization promotes the use of evidence-based early literacy learning practices. The website includes resources for early childhood intervention practitioners, parents, and caregivers.

Center on the Social and Emotional Foundations for Early Learning

http://csefel.vanderbilt.edu/ The center aims to support and improve young children’s social-emotional outcomes. The website includes extensive resources for states, trainers, families, teachers, and caregivers.

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