|
Age (years) |
Physical Development |
Social and Emotional Development |
Cognitive Development |
Teacher’s Role and Instructional Strategies |
|
0-2 |
After birth, the child steadily gains weight as he or she grows. By the first year, the child's physical development will be characterized by the ability to crawl, sitting without support, and in some cases, the child walks while assisted. The soft spot on top of the head closes by the time the child reaches two years (Kyle, 2008). | In the first year, the child reacts to positive and negative stimulation (Kyle, 2008). Through the months leading to the first year, the child begins to understand his or her environment and can distinguish strangers from familiar people. At two years, the child enjoys being attended to and prefers spending time with certain people. The children might play side by side, but they rarely interact with each other. | The attention span of the child is shorted, but he or she can recognize the difference between basic items such as a bottle and breast. They begin sensing the relationship between their hands and the objects they manipulate. At two years, the children start understanding the relationship between different objects and their use, during which they can recognize familiar people from pictures (Sprenger, 2013). | Since the children might be interested in showing their independence (Schaefer & Digeronimo, 2000). The preschool children should be allowed to develop their motor skills and creativity through activities such as modeling clay or using paper crayons. Instructional strategies involve finger-plays, songs, and imitations. |
|
3-5 |
Their primary teeth are likely to have grown completely. The children can walk steadily and even balance on one foot for a few seconds. By the time they are five, they can walk backward, bathe themselves, skip, or run. | At this age, the child is friendlier with the peers; they begin to understand the order of taking turns as well as sharing. This is indicative of the fact that simple rules apply in different settings (Schaefer & Digeronimo, 2000). They are also able to show emotion and play with other children or adults. | The children can speak clearly and can be understood by family members. They can formulate short sentences and identify or count numbers. Conversely, they can be familiar with shapes such as squares, circles, or triangles. | The role of the teacher is to provide instruction to the children during their learning process. The instructional strategies suitable for children within this age bracket include cooperative learning and differentiated instruction (Yopp, Yopp, & Bishop, 2009). The strategy can improve their vocabulary and numerical skills. |
|
6-8 |
The dexterity of the children increases, including an improvement of their motor skills, agility, and coordination (Sprenger, 2013). They like building things and are increasingly skillful with their hands. | The children at this age consider privacy as something important (Schaefer & Digeronimo, 2000). They also tend to worship their heroes. They start playing with peers based on their sexes. | Children this age are curious about the functioning and use of different objects. They are in their concrete operational stage that is characterized by relational thinking as well as concrete concepts (Sprenger, 2013). They are also able to read and write at this stage. | Teachers are responsible for providing students with instructional information. For this reason, instructional strategies applicable to this group of children should concentrate on literature, writing development, numeric development, and vocabulary development (Yopp, Yopp, & Bishop, 2009). For this reason, the teachers should emphasize cooperative learning and emphasize on group learning. |
References
Kyle, T. (2008). Essentials of pediatric nursing . Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins.
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Schaefer, C. E., & Digeronimo, T. F. (2000). Ages and stages: A parent's guide to normal childhood development . New York: John Wiley & Sons.
Sprenger, M. (2013). The Developing Brain: Building Language, Reading, Physical, Social, and Cognitive Skills from Birth to Age Eight . New York: Skyhorse Publishing, Inc.
Yopp, H. K., Yopp, R. H., & Bishop, A. (2009). Vocabulary instruction for academic success . Huntington Beach, CA: Shell Education.
