Child Development Essay Research Paper Physical development

Child Development Essay, Research Paper

Physical development during the preschool years has

the most obvious aspects of changes. Children generally

become slimmer as the lower body lengthens and some of

the fat accumulated during infancy is burned off. The

Kindergarten children no longer have the protruding

stomach, round face, disproportionately short limbs, and

relatively large head that are characteristic of a toddler.

By age 6, the proportions of a child’s body are not very

different from those of an adult. As their bodies grow

slimmer, stronger, and less top heavy, and as their brain

maturation permits greater control and coordination of

their extremities, children between the ages of three and

six are able to move with greater speed and grace, and

become more capable of focusing and refining their activity.

The result is an impressive improvement in their various

motor skills. Gross motor skills, involving large body

movements such as running, jumping, climbing, and throwing

improve dramatically during the preschool years. For example

a 3 year old can be quite clumsy, falling down quickly, and

sometimes bumping into stationary objects when running

around, but by age 6, the child can be both skilled and

graceful. Most 6 year olds can ride a tricycle more the less

a bicycle, go across the monkey bars on a school playground,

In addition, throw, catch, and kick a ball. Most of them can

even ice skate, ski, and roller-blade, activities that

demand balance and coordination. Most young children

practice their gross motor skills wherever they are, whether

in a well equipped nursery school with climbing ladders,

balance boards, and sand boxes, or on their own, with

furniture for climbing, side walk curbs for balancing, and

gardens or empty lots for digging up which are typical

skills in a three year old. Generally preschool children

learn basic motor skills by teaching themselves and learning

from other children.

Fine motor skills, involving small body movements,

especially those of the hand and fingers, are much harder

for preschoolers to master than gross motor skills. For

example such things as pouring juice from a pitcher into a

glass without spilling, cutting food with a knife and a

fork, and achieving anything more artful than a scribble

with a pencil are difficult even with great concentration

and effort. Preschoolers could spend hours trying to tie a

bow with their shoelaces, often producing knot upon knot

instead. They experience these difficulties because they

have not yet developed the muscular control, patience, and

judgement needed for the exercise of fine motor skills as do

most 6 year olds. For many 3 year olds, having short fat

fingers can result in frustration and destruction causing

them to burst into tears when they cannot button there

sweaters, or mash a puzzle piece into place when they are

unable to position it correctly.

In children’s artwork for example, 3 year olds often

just plunk, their brushes into the paint, pull them out

dripping wet, then pushes them across the paper without much

forethought or skill, by age 6, most children took care to

get just enough paint on their brushes, planned just where

to put each stroke and stood back from their artwork to

examine the result. Older children also show an

eagerness to practice their skills, drawing essentially the

same picture repeatedly. Such mastery of drawing skills

is related to overall intellectual growth.

Cognitive development is intimately related to the

development of speech. Words not only help the toddler to

say what they are thinking and later to say what they are

feeling but also help them to think. Three-year-olds can

notice the differences a horse and a dog, between various

toys, or between beloved and feared people. The ability for

the toddler to sort into categories and describe things and

people, to put names to their characteristics, and to use

words to compare them, however, enormously increases the

possible complexity and consistency of this kind of

thinking. Toddlers have to grow up. They have to learn that

they are separate people with individual ideas and

preferences that will sometimes clash with those of others,

Nevertheless, to feel happy about this, they also have to

learn that arguments about socks do not put the love between

themselves and their parents at risk.

Toddlers do not understand that other people have

feelings; they certainly do not see others as having

feelings like their own or as being affected by there

behavior. That is why they cannot be good or bad on purpose,

Alternatively, be taught that biting people is wrong by

being bitten themselves. The beginning of pretend pl

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