| The 3 Year Old Child Children develop intellectually, physically and socially, step by step, in a progressive manner. Skills are learned gradually as a child moves through the stages of development. In order to provide an age appropriate program with activities that enhance the numerous stages of growth and development in children, the adult should have a good understanding of where the child is coming from, where the child is at currently, and where he or she is heading in the near future, developmentally. The following information will provide a basic overview of patterns of development in the growing child. The 3-year-old is full of wonder and spends a lot of time watching, observing, and imitating. Their days are filled with busy exploration of their world. Three-year-olds are interested in perfecting motor skills, and it is common for them to spend the entire morning going down the slide or riding a favorite tricycle. Three-year-olds have very little memory for past events and do not understand "yesterday" and "tomorrow" the way adults do. They often repeat activities or may do and undo actions such as putting a puzzle together. These sequences are important to later understandings of change and consistency. Patterns of Development Express himself with intelligible speech most of the time, using three to four word sentences. Understands and follows simple commands and directions Asks questions Concentrate, and stay with an activity for five to 10 minutes Jump on the spot without falling, and balance on one foot Partially dress himself Control fingers to pick up small objects, and handle scissors to a degree Control pencil with improved skill Copy a circle from a drawing Reproduce a cross when shown how Build towers with a few small blocks Place round, square and triangular blocks in a form board Trace a diamond on a large piece of paper Use thin, uncertain lines in their drawings Count to three Begin matching pictures Understand size perceptions. Hand tremors, eye blinking, and poor visual coorindination are part of growth changes and are temporary. Large muscle development is ahead of small muscle development Enjoy musical activities, and especially large muscle movements like running, jumping, galloping Enjoy finger plays, dramatizing stories and other things that can be easily interpreted through body and creative movement Curious and inquisitive Likes worlds of fantasy - very imaginative, like to pretend dress up Enjoy talking, especially about their own interests Like to learn new words Still egocentric - self is very important Like to play alone, beside others Prefer to be close to adults Anxious to please - like praise Outwardly express negative or positive feelings Often cries easily Developing independence and self reliance Develop fears Appetite increases Toileting on their own with occasional accidents May not nap or rest in afternoons Cognitive Development talks so that 75 to 80 percent of his speech is understandable talks in complete sentences of 3-5 words. "Mommy is drinking juice. There's a big dog." stumbles over words sometimes - usually not a sign of stuttering enjoys repeating words and sounds listens attentively to short stories and books likes familiar stories told without any changes in words enjoys listening to stories and repeating simple rhymes able to tell simple stories from pictures or books enjoys singing and can carry a simple tune understands "now, soon, and later" asks who, what, where, and why questions stacks 5-7 blocks enjoys playing with clay or play dough (pounds, rolls, and squeezes it) can put together a 6-piece puzzle draws a circle and square recognizes common everyday sounds matches an object to a picture of that object identifies common colors such as red, blue, yellow, green can count 2-3 objects can solve problems if they are simple, concrete, real, and immediate, and if wants to interested in similarities and differences can distinguish, match, and name colors interested in features of animals that make them unique has good self-knowledge; can understand difference between self and younger children, but not between self and older children can say his age Repetition builds confidence: Preschoolers have so much they're trying to learn that they may need to hear a story many times before they really understand it. Pretty soon you'll both have it memorized! MAGIC KINGDOM Make-believe is now a way of life. A 3-year-old takes every object, person, and event and wonderfully transforms them into other things. He makes up little stories to explain events in his life that seem overwhelming, in an attempt to bring everything under control. IMAGINARY FRIENDS He's discovered the power of words to make things happen, and he uses his language skills to try to take charge of a life that seems complex, demanding, and ever changing. Imaginary friends who are completely at his beck and call help him handle this world. They are very healthy household additions. Language Development Physical Development weight: 25-44 pounds height: 34-43 inches develops a taller, thinner, adult-like appearance develops a full set of baby teeth needs approximately 1,300 calories daily sleeps 10-12 hours at night sleeps through most nights without wetting the bed (occasional accidents are still quite common) uses the toilet with some help (many boys may not be ready for toilet learning until sometime during their third year) puts on shoes (but cannot tie laces) dresses self with some help (buttons, snaps, zippers) feeds self (with some spilling) tries to catch a large ball throws a ball overhead kicks a ball forward hops on one foot walk short distance on tiptoes climbs up and down a small slide by self pedals a tricycle walks on a line can stand, balance, and hop on one foot jump over a 6" barrier can feed self with a spoon and small fork; often butters bread with a knife can use toilet independently can brush teeth, wash hands, get a drink interested in handling food and cooking procedures Social and Emotional Development seeks attention and approval of adults sometimes shows preference for one parent (often the parent of the opposite sex) accepts suggestions and follows simple directions enjoys helping with simple household tasks can make simple choices between two things enjoys making others laugh and being silly enjoys playing alone but near other children spends a great deal of time watching and observing enjoys playing with other children briefly, but still does not cooperate or share well enjoys hearing stories about self enjoys playing "house" enjoys imitating other children and adults answers whether he is a boy or a girl expresses interest in ethnic identities of self and others if exposed to a multicultural setting Stages of Awareness Regarding Differences Noticing differences among people Can identify and match people according to physical characteristics Ask "why" questions No gender, ethnic constancy Susceptible to believing stereotypes Make false associations and overgeneralize Mask fear of differences with avoidance, silliness Typical Problems How to encourage cooperative play Can be "clumsy" Feelings may be easily hurt Fears - unclear about what is real, and what is fantasy Goals Provide language Encourage assisted problem solving Praise child Play with them - teach cooperation Support child through fears Teaching Responsilbility: Chore Chart Pick up Toys Fold Dishtowels and Washcloths Match Socks Put small items in the garbage Give food to pets Water indoor plants REPAIRING THE HARM Discipline now means clearly linking wrongdoing to its consequence, by having a child clean up the mess he's made, for instance, or by taking away a toy he threw. Although time-out is still the appropriate method of discipline, having your child fix the harm done can now be added to your handling of misbehaviour. Taking away unrelated privileges won't make much sense to him. Clear and immediate responses will help him learn the rules of behaviour. YOU'RE THE ONE Manners are best learned by watching and imitating parents, and mealtimes are real opportunities for children to learn about manners while spending time with their parents. If you make the conversation at mealtimes fun and include your child in it, she's likely to want to cooperate. For manners at the table, get the whole family to agree on what goes. And don't expect too much! When bad manners occur, they are usually used in rebellion, and you are better off ignoring them as much as possible or saving the criticism for later. THE DOG GETS IN ON THE ACT You can lighten up and offer suggestions with a sense of humor: "You know why the dog stays so close to you while we're at the table? He knows you'll drop him all your food!" Be positive when you see your child trying to do better. Ideas for Caregivers Set up a special time to read books Encourage your child to engage in pretend play. Play parade or follow the leader with your toddler. Help your child to explore her surroundings by taking her on a walk or wagon ride. Encourage your child to tell you her name and age. Teach your child simple songs like Itsy Bitsy Spider, or other cultural childhood rhymes Be patient with toileting. Many children (especially boys) will not be ready for toilet learning until after age three. Accidents will happen for a while; treat accidents calmly and matter of fact ly. Avoid shaming a child. Encourage development of hand-eye coordination by providing large buttons or old beads to string on a shoe lace. Play ball - show children how to throw, catch, and kick balls of different sizes. 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. Talk frequently with children; use short sentences, ask questions, and listen. Add new information to your children's sentences. "Yes that's a flower - it's a tall, red flower and it smells so good." Teach children to memorize first and last names. Provide books for children to read, and read the 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. 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. Count objects of interest; for example cookies, cups, napkins, or dolls. When possible, move one at a time as you and the children count. Measure, and have children help measure and count as you follow a recipe. 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. Provide sets - toys and other objects that go together. Discuss similarities and differences. For example, point out sequences in cooking. Let children experiment with faucets, tools, light switches, knobs, latches, and toys that come apart. Sing simple songs. Make simple rhythm instruments: oatmeal box or coffee can drums, rattles of dry 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," "Ring-around-the-Rosie," and "Farmer in the Dell." 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. Ask parents to bring baby pictures. Talk about "When you were a baby." Draw a face on an old sock and show children how to "talk" with puppets. Talk about colors, numbers, and shapes in your everyday conversation. "We need ONE egg. That's a RED car. The butter is in this SQUARE box." Ask for help with very simple household tasks such as putting the napkins by each plate, putting socks in the drawer, watering plants, or stirring the muffin batter. |
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| "You can't depend on your eyes when your imagination
is out of focus." - Mark Twain |
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| Child Development |