Early Childhood (The Preschooler) PDF

Chapter 6 Early Childhood (The Preschooler) Intended Learning Outcomes: At the end of this chapter, the students are expected to: 1. Identify factors that enhance/impede the physical development of preschoolers; 2. Identify factors that enhance/impede the cognitive development of...

Chapter 6 Early Childhood (The Preschooler) Intended Learning Outcomes: At the end of this chapter, the students are expected to: 1. Identify factors that enhance/impede the physical development of preschoolers; 2. Identify factors that enhance/impede the cognitive development of preschoolers; 3. Describe the socio-emotional development of preschoolers. DEVELOPMENT IN EARLY CHILDHOOD (THE PRESCHOOLER) 6.1 Physical Development 1. There are significant changes in physical growth of preschoolers. 2. The preschoolers’ physical development is marked by the acquisition of gross and fine motor skills. 3. Preschoolers can express themselves artistically at a very early age. 4. Proper nutrition and the right amount of sleep are very important for the preschoolers. 5. Caregivers and teachers can do a lot in maximizing the growth and development of preschoolers. 6. Preschoolers with special needs in inclusive classroom can thrive well with the appropriate adaptations made in the classroom, materials and activities. Significant Changes in Physical Growth Physical growth increases in the preschool years, although it is much slower in pace than in infancy and toddlerhood. At around 3 years of age, preschoolers move, from the remaining baby-like features of the toddler, toward a more slender appearance of a child. The trunk, arms, and legs become longer. The center of gravity refers to the point at which body-weight is evenly distributed. Toddlers have their center of gravity at a high level, about the chest level. This is why they have difficulty doing sudden movements without falling down. Preschoolers on the other hand, have their center of gravity at a lower level, right about near the belly button. This gives them more ability to be stable and balanced than the toddler. The preschooler moves from the unsteady stance of toddlerhood to a more steady bearing. They no longer ”toddle”, that wobbly way that toddlers walk. This also allows the preschooler to move more “successfully” than the toddler. Some say that the later part of the preschooler years at around5 or 6 is the best time to begin learning skills that require balance like riding a bike or skating. By the time the child reaches 3 years old, all primary or deciduous or what are also called “baby or milk” teeth are already in place. The permanent teeth which will begin to come out by age 6 are also developing. The preschooler years are therefore a time to instill habits of good dental hygiene. Gross and Fine Motor Development Gross motor development – refers to acquiring skills that involve the large muscles 3 Categories: 1. Locomotor skills – those that involve going from one place to another like walking, running, climbing, skipping, hopping, creeping, galloping, and dodging  2. Non-locomotor skills – those where the child stays in place, like bending, stretching, turning, and swaying 3. Manipulative skills – those that involve projecting and receiving objects, like throwing, striking, bouncing, catching and dribbling Preschoolers are generally physically active. Level of activity is highest around 3 and becomes a little less as the preschooler get older. Preschoolers should be provided with a variety of appropriate activities which will allow them to use their large muscles. Regular physical activity helps preschoolers build and maintain healthy bones, muscles, and joints, control weight and build lean muscles, prevent or delay hypertension, reduce feelings of depression and anxiety and increase capacity or learning. Fine motor development – refers to acquiring the ability to use the smaller muscles in the arm, hands and fingers purposefully like picking, squeezing, ponding, and opening things, holding and using a writing implement. This also involves self-help skills like using the spoon and fork when eating, buttoning, zipping, combing and brushing. Different environments provide different experiences with fins motor skills. While other children use their fine motor skills in digging in soil, making toys out of sticks, cans and bottle caps, others enjoy clay, play dough, finger paint, and even keyboarding and manipulation of the mouse. By the end of the preschool years most children manage to hold a pencil with their thumb and fingers, draw pictures, write letters, use scissors, do stringing and threading activities, including self-help skills like eating and dressing up independently. Handedness, or the preference of the use one hand over the other, is usually established around 4 years of age. Preschoolers’ Artistic Development Stages of Drawing as studied by Viktor Lowenfeld: Stage 1. Scribbling stage. This stage begins with large zig-zag lines which later become circular markings. Soon, discrete shapes are drawn. The child may start to name his/her drawing towards the end of this stage. Stage 2. Preschematic stage. May already include early representations. At this point adults may be able to recognize the drawings. Children at this stage tend to give the same names to their drawings several times. Drawings usually comprise of a prominent heal with basic elements. Later, arms, legs, hands and even facial features are included. Stage 3. Schematic stage. More elaborate scenes are depicted. Children usually draw from experience and exposure. Drawings may include houses, trees, the sun and sky and people. Initially, they may appear floating in air but eventually drawings appear to follow a ground line. Preschoolers’ Nutrition and Sleep The kind of nutrition a preschooler gets has far-reaching effect on his physical growth and development. The preschooler’s nutritional status is the result of what nutrients he or she actually takes in checked against the nutritional requirement for his or her age. Celebration of Nutrition Month every July is aimed at advocating for proper nutrition. Each year a theme is put forth to advocate good nutritional habits while government programs on giving out fortified bread, milk and even noodles aim to address malnutrition among children.  It is important for preschoolers to get sufficient amount of rest and sleep. Preschoolers benefit from about 10-12 hours of sleep each day. It is when they are asleep that vital biological processes that affect physical and cognitive development take place. During sleep, especially in the dream state (rapid eye movement stage), growth hormones are released. Blood supply to the muscles are likewise increased helping preschoolers regain energy. At this stage while dreaming, increased brain activity is also attained. A Quick Look at What Preschoolers Can Do (physical skills) (Adopted for use by the Early Childhood Care and Development Council) Gross Motor: 36-48 months  Hops 1 to 3 steps on preferred foot  Skips (with alternating feet)  Jumps and turns  Stands on one leg without falling for at least 5 seconds  Throws a ball overhead with control of direction  Throws a ball overhead with control of speed  Kicks a ball with control of speed Fine Motor Skills: 36-48 months  Consistently turns pages of a picture or story book one page at a time, looking at pictures with interest  Purposefully copies diagonal lines  Purposefully bisects a cross  Purposefully copies a square  Purposefully copies a triangle  Cuts with scissors following a line 49-60 months  Copies a simple pattern of different basic shapes  Draws a human figure (head, eyes, mouth, trunk, arms, legs, etc.) without prompts  Draws a house without prompts using geometric forms  Colors with strokes staying within the lines Personal Care and Hygiene (Self-help Skills) 36-48 months  Pours from pitcher without spillage  Feeds self using spoon without spillage  Dresses without assistance except for buttons and tying laces  Puts on socks independently 49-60 months  Feeds self using fingers without spillage  Prepares own food  Dresses without assistance, including buttoning and tying  Wipes/cleans him/herself after a bowel movement  Brushes teeth after meals without having to be told  Washes and dries face independently without having to be told   Takes a bath independently without having to be told The Role of Caregivers in the Growth and Development of the Preschooler (Suggested by Lesia Oesterreich, M.S., Family Life Extension Specialist, Human Development and Family Studies, Iowa State University) For all preschoolers: a. Engage preschool children in simple games that involve running and walking. b. Provide them with toys for catching and throwing such as soft large balls and bean bags. c. Have balancing activities for preschoolers. Use low balance beams and lines on the classroom floor or playground. Montessori schools have blue or red lines on their preschool classroom floors. d. Allow opportunities for rough and tumble play like in a grassy area or soft mats. Keen observation and monitoring is, of course expected to keep them safe from injury. e. Ensure that preschoolers get enough rest and sleep. Setting routine for bed time is ideal. f. Model good eating habits to preschoolers. Encourage more fruits, vegetables, water and fresh juices, rather than processed foods, sugary snacks and sodas. 3-year-olds g. Encourage development of hand-eye coordination by providing large buttons or old beads to string on a shoe lace. h. Play ball. Show children how to throw, catch, and kick balls of different sizes. i. Show children how to hop like a rabbit, tiptoe like a bird, waddle like a duck, slither like a snake, and run like a deer. j. Encourage free expression in art projects. Avoid asking “what” children are drawing. Three-year-olds may not know or care, but simply enjoy the process of drawing. k. Provide a variety of art experiences. Make play dough. Create collages from magazine pictures, fabric, wallpaper, and newsprint. Encourage children to experiment with new media like wire and cork, soda straws, string, or yarn. Teach children to mix different colors with paint. 4-year-olds l. Encourage physical development. Play follow the leader. Pretend to walk like various animals. m. Set up an obstacle course indoors with challenges such as crawling, climbing, leaping, balancing, and running across stepping stones. n. Encourage walking with a beanbag on the head. 5-year-olds o. Encourage body coordination and sense of balance by playing “Follow the Leader” with skipping, galloping, and hopping. Skip or jump rope to music, teach folk dances and games, provide a balance beam, a tree for climbing, and a knotted rope suspended from a sturdy frame. p. Teach sack-walking and “twist-em”, “statue”, or “freeze” games to provide an outlet for their drive for physical activity. q. Play games that can teach right and left directions, like “Hokey-Pokey”, “Looby- Loo” and “Simon Says”. r. Help children learn to use a pair of scissors by letting them cut out coupons. 6.2 Cognitive Development There are 2 substages of Piaget’s preoperational thought, namely, symbolic substage and intuitive substage. In the symbolic substage, preschool children show progress in their cognitive abilities by being able to draw objects that are not present, by their dramatic increase in their language and make-believe play. In the intuitive substage, preschool children begin to use primitive reasoning and ask a litany of questions. The development in their language ability facilitates their endless asking of questions. While preschool children exhibit considerable cognitive development, their improved cognitive processes still show some aspects of immaturity or limitations. At this stage, preschool children make significant advancements in their cognitive abilities like the acquisition of symbolic thought. Symbolic thought is shown in preschool children’s ability to mentally represent an object that is not present. The Young Children’s Theory of Mind Theory of Mind – refers to individual’s thoughts about how mental processes work (Santrock, 2002). By the age of 2 or 3, children become aware that the mind exists. They refer to needs, emotions, and mental states. When a preschool child says, “I forgot my doll,” “I want my ice cream,” these imply that he/she is aware that a mind exists. Cognitive terms such as know, remember, and think usually appear after perceptual and emotional terms, but are used by age 3 (Santrock, 2002). As their representation of the world and ability to remember and solve problems improve, children start to reflect on their own thought processes. They begin to construct a theory of mind or a set of ideas about mental activities (Preschoolers Cognitive Development, 2007). This develops markedly between the ages of 3 and 5. It includes awareness of one’s own thought processes, social cognition, understanding that people can hold false beliefs, ability to deceive, ability to distinguish appearance from reality and ability to distinguish fantasy from reality (Preschoolers Cognitive Development, 2007) How do children manage to develop a theory of mind at such a young age? Various speculations and research findings suggest that social experience is very important. Social experience includes: 1) early forms of communication; 2) imitation; 3) make-believe play; 4) language, and 5) social interaction (Preschoolers Cognitive Development, 2007). Receptive Language Standards Age (in Indicators months) Standards 1: 31-36 months:  Speaks in simple sentences The child is able 3-4 years old  Talks about an event and is understood to understand both verbal and  Uses some prepositions non-verbal 37-48 months  forms of  Uses plurals communication.  Uses past tense  Uses newly learned words appropriately in sentences  Uses newly learned words appropriately when in group conversations 49-60 months:  Draws and tells a story about his drawing 4-5 years old Pre-Reading and Pre-Math (Matching) Standards Age (in Indicators months) Standards 1: 31-36 months:  Matches identical objects with 2 attributes (e.g., color & The child is 2 ½ to 3 years shape) able to old  Matches identical uppercase letters match  Matches identical lowercase letters identical objects, 37-48 months:  Copies simple patterns with 2 or more attributes (e.g., colors, 3-4 years old color, shape, sequence) and continues this without shapes, guidance symbols.   Recognizes familiar logos (e.g., McDonald’s, Coke, etc.)  Recognizes signs (e.g., female and male restrooms; stop and go; danger/poison, etc.)  Matches identical 2-to 4-letter words  Matches identical single-digit numbers  Matches identical 2-digit numbers Pre-Reading and Pre-Math (Copying Letters and Numbers) Standards Age (in Indicators months) Standards 37-48 months:  Prints upper-case letters with a model with some reversals 1.2: The child 3-4 years old is able to recite the 49-60 months:  Prints complete name without model alphabet and 4-5 years old  Prints upper-case letters with a model with no reversals numbers in  Prints lower case letters with a model with some reversals sequence.  Prints numbers 1-5 with a model with some reversals 61-71 months:  Prints upper-case letters without a model and with no 5-6 years old reversals  Prints lower case letters without a model and with no reversals  Prints 1-5 numbers without a model and with no reversals Domain: Cognitive Development Attention and Activity Level Standards Age (in Indicators months) Standards 31-36 months:  Completes simple tasks without prodding 1.2: The child 2 ½ to 3 years is able to old sustain 37-48 months:  May be distracted but re-focuses on his/her own attention 3-4 years old  Remains settled while leafing through a picture book for 5 and minutes modulate his  Remains settled while listening to a story using picture activity at books for 5 minutes age-expected  Sustains attention and concentration on a tabletop activity levels. for 10 minutes  Can work on a school assignment with minimal supervision 49-60 months:  Sustains attention and concentration on a tabletop activity 4-5 years old for 15-20 minutes  Can work on a school assignment with minimal  supervision  Can work on a school assignment independently 61-71 months: _________ 5-6 years old Higher-Ordered Mental Abilities (Concept Formation) Standards Age (in Indicators months) Standards 1.2: 31-36 months:  Knows the difference between a recent event and one The child 2 ½ to 3 years that happened a long time ago develops old  Counts with one-to-one correspondence basic  Understands the concept of number-quantity relations concepts from 1 through 5 (e.g., hands over 5 objects when asked) pertaining to  Groups objects by shape object  Arranges objects by length constancy,  Arranges objects according to size space, time,  Can tell in what way 2 things are the same quantity,  Can tell in what way 2 things are different seriation, etc., and uses  Can tell which is prettier/nicer of 2 items based on his/her these as the 37-48 months: criteria basis for 3-4 years old  Groups pictured objects according to category understanding  Can tell which is left and right on him/herself how materials  Understands “more” or “less” are  Understands the concept of conservation of matter at a categorized in rudimentary level his/her environment. 49-60 months:  Can tell which is the left and right of people facing 4-5 years old him/her  Knows the difference between yesterday, today, and tomorrow  Understands the concept of number-quantity relations for 1-10  Demonstrates concepts of addition using finger or objects  Demonstrates concept of subtraction using fingers or objects Higher-Ordered Mental Abilities (Cause and Effect Relationships) Standards Age (in Indicators months) Standards 31-36 months:  Can complete a simple pattern (e.g., beads, pictures, 1.2: The child 2 ½ to 3 years shapes) with occasional guidance is able to old understand  Understands reasons behind rules and practices in school the cause- 37-48 months:  Understands reason behind rules and practices in the effect 3-4 years old community, like those pertaining to sanitation, relationships. environmental preservation, etc. Memory: (Episodic Memory) Standards Age (in Indicators months) Standards 1: 31-36 months:  Talk about things that happened during a particular event The child is 2 ½ to 3 years that occurred some time back able to recall old people he has met, events, and places he has been to. Memory: (Memory for Concept-Based Knowledge-Semantic Memory) Standards Age (in Indicators months) Standards 37-48 months:  Repeats 5- to 7-word sentences correctly 1.2: The child 3-4 years old  Memorizes the lyrics of a short song is able to  Memorizes a short rhyme store verbal  Remembers the gist and many details of stories told or information read in short and long-term 49-60 months:  Can recite the days of the week with some errors memory. 4-5 years old  Remembers lesson learned in school even after several days have passed 61-71 months:  Can recite the days of the week with no errors 5-6 years old  Can recite the months of the year with some errors Higher-Ordered Mental Abilities (Logical Reasoning) Standards Age (in Indicators months) Standards 31-36 months:  Can complete a simple pattern (e.g., beads, pictures, 1.2: The child 2 ½ to 3 years shapes) with occasional guidance is able to old follow the 37-48 months:  Can tell what is silly or wrong with absurd pictured scenes logic of 3-4 years old  Relates experiences in sequence or as these happened events (i.e.,  Can appreciate humorous stories or jokes that his/her reasons why peers also find funny (e.g., “knock-knock” jokes) these  Knows that certain things are the same and therefore can happen) and be substituted for each other (e.g., liquid and powdered draw detergents) accurate  Can state opposite relationships conclusion  Can give substantive reasons why he/she likes something by evaluating or not the facts  Can argue a point/stand logically presented to  Can complete a simple pattern (e.g., beads, pictures, him. shapes) without guidance  Knows that certain elements remain the same even if their positions change (e.g., 2+3 and 3+2 equals 5)  Able to predict what will happen next in a story 49-60 months:  Can predict how a story will end half-way through 4-5 years old Higher-Ordered Mental Abilities (Planning and Organizing) Standards Age (in Indicators months) Standards 31-36 months:  Can plan how he/she will carry out an activity with adult 1.2: The child 2 ½ - 3 years old guidance (e.g., eating, household chores and putting is able to structure in activities) plan and  Has almost everything he/she needs before starting an organize a activity simple, familiar 37-48 months:  Can dress following an organized sequence activity. 3-4 years old  Can bathe following an organized sequence 49-60 months:  Can plan how he/she will carry out an activity without 4-5 years old adult guidance Higher-Ordered Mental Abilities (Creative Thought) Standards Age (in Indicators months) Standards 31-36 months:  Pretends to be engaged in “grown up” activities (e.g., 1.2: The child 2 ½ to 3 years playing office) is able to old generate 37-48 months:  Can make a pun or joke new ideas or 3-4 years old  Creates some dance moves concepts, or  Creates lyrics of songs using familiar melody new  Pretends to be a character in his/her own made-up story associations  Formulates rules to implement in a game between existing ideas  Can draw things or scenes from experience but with no or concepts. 49-60 months: actual model or reference (i.e., from memory) 4-5 years old  Can draw or paint things that do not exist in real life (i.e., 61-71 months: fantasy or imagination) 5-6 years old Higher-Ordered Mental Abilities (Cognitive Flexibility) Standards Age (in Indicators months) Standards 37-48 months:  Modifies actions based on new experiences (e.g., change 1.2: The child 3-4 years old block structure that falls) is able to  Explores alternative solutions to a problem and selects shift to more one option adaptive  Is able to shift activities without much fuss cognitive  Is able to know when the topic of conversation has processing changed and adjust accordingly strategies in order to effectively deal with new and unexpected conditions in his/her environment, including problem situations. The Role of Caregivers (Parents and Teachers) in the Cognitive Development of Preschoolers (Suggested by Lesia Oesterreich, M.S., Family Life Extension Specialist, Human Development and Family Studies, Iowa State University) For three-year-olds 1. Speak with children as often as possible. Use short sentences, ask questions, and listen. 2. Add new information to your children’s sentences. 3. Teach children to memorize first and last names. 4. Provide books for children to read, and read same books to them. Read poetry and nursery rhymes. Encourage a child to repeat a story and discuss the ideas and events. Read titles and point to important words on pages, packages, and street signs. 5. Encourage interest in reading and writing by sharing a grocery list or note for parents. Provide paper, small notebooks, and markers for use in dramatic play. 6. Count objects of interest for example, cookies, cups, napkins, or dolls. It is better to use objects that you can move one at a time as you and the children count. Measure, and have children help measure and count as you follow a recipe. 7. Explain why and how things happen with the help of a reference book. Help them do simple science activities like magnetic attraction, freezing water, planting seeds, making a terrarium, and flying kites on a windy day. 8. Provide sets – toys and other objects that go together. Discuss similarities and differences. For example, point out sequences in cooking. 9. Sing simple songs. Make simple rhythm instruments: shoe box or milk can drums, rattles of mongo beans in a box, etc. Encourage a variety of body movements and dance to music of many kinds. Play musical games such as “London Bridge”, and “Ring-around-a-Rosie”. For four-year-olds 1. Read aloud each day and encourage children to look at books on their own. Provide alternative reading material with a collection of outdated coupons, junk mail, newspaper ads, and old cereal boxes. 2. Say nursery rhymes and fingerplays together. Encourage 4-year-olds to tell stories to younger children. 3. Encourage interest in writing and words. Provide children with paper and notebooks for writing. Print letters and numerals on art work, and label toy shelves with pictures and words that describe object. 4. Teach important number and space concepts. Sort and count everything in sight, like silverware, socks, rocks, leaves, etc. talk about things being in, on, under, behind, beside, before and after, larger than, too far, etc. 5. Teach children the correct use of the telephone. 6. Encourage 4-year-olds to help you plan and plant a garden. They will love to water the plants daily and will enjoy measuring plant growth. For five-year-olds 1. Add drama to your reading sessions each day by using different voices for different characters. While reading a familiar story, stop before the end and ask children to add their own end to the story.  2. Ask 5-year-olds to tell you a story. Write it down and post it on the wall or refrigerator. You can also record the child telling the story and let him listen to himself later. 3. Ask “what if” questions. What if there were 5 little pigs instead of 3? What is Little Red Riding Hood saw a rabbit instead of a wolf? 4. Involve children in writing “thank-you” notes, holiday greeting cards, and letters. If a 5-year-old enjoys copying letters, let him dictate a short message to you and copy it from your writing. 5. Give 5-year-olds opportunities to sort, group, match, count, and sequence with real life situations such as setting the table, counting the number of turns, sorting out socks, and matching fabric swatches. Expose them to games involving matching pairs. 6. Take questions seriously. Talk to children about what happens and why. Give answers they can understand. 7. Five-year-olds will show an increasing interest in numbers. Encourage them to count anything of interest – cups, leaves, drums, bells, number of children absent, etc. 8. Encourage interest in jokes, nonsense, and riddles by reading humorous stories, riddles, and nonsense rhymes. Join them in jokes from school, books, and TV. 9. Give opportunities to express dramatic and creative interest. Teach children how to move their bodies to dramatize the opening of a flower, falling leaves, or rain; wiggly worms and snakes; and laundry blowing in the wind. 6.3 Socio-Emotional Development 1. The development of initiative is crucial to the preschooler. 2. A healthy self-concept is needed for preschoolers to interact with others. 3. Environmental factors influence gender identity in young children. 4. Preschoolers’ social development is shown through the stages of play. 5. The care-giving styles of parents and teachers affect the preschoolers’ socio- emotional development. 6. Preschoolers are interested in building friendships. Parten’s Stages of Play Play is the main agenda of the preschool years. Play has a social dimension. As the preschooler develops, social interaction with playmates increases. Mildred Parten, in the early 1930’s, did a study on children’s play behavior which led to Parten’s stages of play. Since then, numerous studies have followed using these stages as framework. The stages describe the play development of children and the gradual increase of social interaction as they go through these stages. It begins with the very young child’s unoccupied stage, then solitary play, then parallel play, associative and cooperative play. Play becomes an important venue for the child’s development of social skills like entering or joining a play situation, taking-turns, sharing, helping, saying sorry, and working together. Play is indeed the child’s major business!  Parten’s Stages of Play 1. Unoccupied The child appears not to be playing but directs his attention on anything that interests him. 2. Onlooker The child spends time watching others play. He may talk to them but does not enter into play with them. 3. Solitary Play The child starts to play on his own. He seems not to notice other children playing nearby. 4. Parallel Play The child plays with toys similar to those near him, but only plays beside and not with them. No interaction takes place. 5. Associative Play The child plays with others. There is interaction among them, but no task assignment, rules & organization are agreed upon 6. Cooperative The child plays with others bound by some agreed upon rules and roles. The goal is maybe to make something, play a game, or act out something. Friendships in Preschool As they continue to grow, preschoolers become interested in having friends. This should be encouraged in the preschool years as friendships benefit the preschoolers’ development by providing stimulation, assistance, companionship, social comparison and affection (Kostelnik, 2010). Through friendships, preschoolers are able to practice different social roles like being a leader, a follower, someone who takes risks and someone who helps out and comforts. Friendships are very important because they provide added sense of belongingness and security. Parents and teachers must expose children to experiences that help them learn skills in establishing friendships, maintaining positive relationships and resolving conflicts. Caregiving Styles Caregiving or parenting styles affect the socio-emotional development of the children. Caregivers here refers to both parents and teachers and even other adults that care for the child. Diana Baumrind gave a model that describes three (3) different types of caregiving styles: authoritarian, authoritative, and permissive. This was based on longitudinal study that looked into the adult authority and the development of children that Baumrind conducted which began in the 1960’s. Decades later, she identified varying degrees of demandingness and responsiveness as determinants of four styles of caregiving. A fourth style, neglectful, was later added in the 1980s by Stanford researchers Eleanor Maccoby and John Martin. Responsiveness refers to caregiver behaviors that pertain to expression of affection and communication. It refers to how warm, caring and respectful the adult is to the child. It involves openness and communication and the willingness to explain things in ways that the child will understand.  Demandingness refers to the level of control and expectations. This involves discipline and confrontation strategies. Authoritative Permissive high demandingness/ low demandingness/ high responsiveness high responsiveness Authoritarian Negligent shigh demandingness/ low demandingness/ low responsiveness low responsiveness Baumrind’s Caregiving Styles Baumrind’s Caregiving Styles and Their Effects on Children Caregiving Style Description Effect on the The caregiver/parents/teachers with Preschooler this caregiver style has the following descriptions: Authoritative  Expect behavior appropriate to the  Makes the (high age of the child preschooler feel safe demandingness,  Maintain reasonable and fair limits and secure high  Closely monitor the activities of the  Teaches the child to responsiveness) child take responsibility for  Warm and nurturing his/her actions “Let’s discuss this”  Have realistic expectations of the child  Develops good self-  Communicate messages in a kind, firm control and consistent manner  Develops a realistic  Discipline approach focuses more on view of oneself teaching than punishing  Builds the child’s capacity for empathy Authoritarian  Set objective or unreasonable limits  Lead to aggressive (high  Communicate messages behavior of the child demandingness,  Strive to have strong psychological  Brings about poor low control over the child self-control responsiveness)  Do not supervise children’s activities  Results in poor self- very well and then get upset if they esteem “Because I said so” make a mistake  Use corporal punishment, sarcasm, withdrawal of love, threats  Not able to teach children a better way to behave Permissive  Permit the preschoolers to regulate  Has difficulty (low their own behavior and make their controlling his/her demandingness, own decisions even when impulses high preschoolers are not yet ready to do  Tends to be responsiveness) so dependent  Do not set rules or very few if any  Tends to be “Whatever you  Do not demand good behavior or task demanding of their want” accomplishment caregivers  May lack confidence in their ability to  Tends not to persist influence the child or easily gives up on a  May be disorganized and ineffective in task managing the family and household/  Does not easily follow class  May be rebellious  Shows undemanding, indifferent and  Does not handle rejecting action towards the child frustration well  Has little commitment to their roles as  Has inadequate parents/ caregivers emotional control  May be depressed or overburdened  Difficulties in school by many concerns like poverty, marital performance problems, or absence of support from others When parents’ behavior is to the extreme or if child experiences this style early, the child may have:  attachment problems  delayed cognitive development  poor social and emotional skills  delinquent behavior later in adolescence Negligent (low  Uninvolved or absent; neglectful  face mental health demandingness;  Provides little nurturance or guidance and emotional low  Indifferent to child’s social-emotional regulation challenges; responsiveness) and behavioral needs often report sadness  Exert low levels of control over and have the lowest “I don’t care” children self-esteem  Inconsistent or no boundaries  poor physical health  Little interaction  more at risk of  Most harmful to children’s academic behavior problems achievement and delinquency A Quick Look at What Preschoolers Can Do (From the Philippine Early Learning Standards, ECCD Council, 2010) Emotional Expression Expression of Basic Emotions 37-48 months (3-4 years)  expresses what he/she likes  expresses what he/she dislikes  can talk about difficult feelings (e.g., anger, sadness, worry) he/she experiences Self-regulation of feelings/emotion   willing to try something in order to learn more even if unsure of a successful outcome  perseveres when faced with challenging or new tasks  accepts briefly delays in gratification  accepts defeat well; is not a sore loser  may have some fears but is not overly fearful, anxious or nervous  may feel sad at times but not to the point where he/she is depressed Display of Self-Appraisal Emotions (shame, pride, guilt)  plays to learn a game  plays to gain mastery of a game  shows pleasure and enjoyment over his/her successful attempts or efforts  confidently joins small groups especially if situation is competitive  seeks assistance from an adult or child to solve a problem Receptivity to Others’ Emotions Receptivity to emotions and having empathy 37-48 months  feels others’ distress and acts appropriately (e.g., helps, comforts, gives suggestions, etc.) Emerging Sense of Self  knowledge of self and basic roles of people in his environment Talks about parts of the body and their functions  talks about own specific abilities and characteristics (e.g., sings, dances, is helpful, studious, etc.)  describes what primary caregiver can do, what they like and don’t like  defends possessions with determination  can give reason or justify why he/she acted the way he/she did Forming attachments  shows preference for the company of significant adults and children (other than the primary caregiver) over unfamiliar adults and children Interaction with other children  plays with 2 or 3 children using the same play equipment  participates in games with other children but plays in his own way  chats/converses with other children  takes turns and shares toys with others  actively participates in classroom and group routines  plays organized group games fairly Interaction with Adults 36-48 months  verbalizes feelings related to events that arise in classroom, home, and environment in a positive way  speaks respectfully with adults using “po” and “opo” and/or appropriate titles  recognizes the importance of adult’s ideas and experiences by listening and asking questions when they share these  clarifies rules and routines before abiding by them  shares personal perspective when he/she does not agree with or see the value of a rule or routine   can take on another person’s viewpoint Pakiramdam (Sensitivity)  knows when to stop questions or when he is being “makulit”  cooperates to minimize conflict or tension Appreciating Diversity  asks questions that indicate he/she notices differences in socio-economic status  asks questions about new/different words (dialects) and practices in the community  talks about gender differences and roles  regards everyone respectfully, using proper titles/ labels, and does not resort to name-calling  willing to make friends with other children and adults in different situations and locations (e.g., schools, neighborhood) The Role of Caregivers in the Socio-emotional Development of the Preschooler 1. Greet each child with his or her name each day. Be sincere and respectful to each child. 2. Read storybooks that deal about friendships and different feelings. 3. Develop routines in the home or school that encourage working together and getting along. 4. Help children learn to make rules and play simple games by providing opportunities for them to play in small groups. 5. Play games that involve social interaction and team work. 6. Observe how a child plays with other children. Teach him to request, bargain, negotiate, and apologize. 7. Help children understand and cope with strong feelings by giving them words that they can use to express how they feel. “I can see you are sad about your pet, angry at your sister…” 8. Use dolls, puppets or pictures to demonstrate to children how to express feelings appropriately. 9. Acknowledge how the child feels. Doing this enables us to model to the preschooler that it is important to listen and that having feelings, even negative ones, are okay. 10. Catch children doing good. Affirm the efforts they make to accomplish something. Be specific in your praise. 11. Read storybooks that deal about friendships. 12. For teachers, develop routines that encourage working together and getting along.