Child development 3-7 years?

Question

what are the physiacal developments of 3-7 year olds

Answer 1

They learn to discover the world around them, they go to school and there brains are expanded but new information.

Answer 2

Personal Development

As individuals, children need to learn

• how to take care of themselves, their personal

hygiene, and safety

• the skills of dressing and undressing

• independence when eating

• the importance of food and water to their bodies

• how to make healthy food choices

• the importance of exercise.

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This can be achieved through

• individual encouragement and support from an adult

• spontaneous and planned learning opportunities

• mealtimes and snack times

• physical activities indoors and outdoors.

In structured play activities children will

• learn to interact with others who are similar and

different from themselves

• gain awareness that all individuals are of equal value

and learn to respect and value individual and cultural

similarities and differences.

Frequent opportunities to express their views and to listen to

others, for example in circle time, will enable children to

develop

• confidence and assertiveness

• sensitivity and empathy to the needs of others

• the ability to challenge stereotypes related to culture,

gender or disability.

Opportunities to care for pets and plants will help children to

• understand that all living things have similar needs

• show care and respect for living things.

Social Development

• Initially children’s social development and learning occur

within the home as they form relationships with members

of their family group.

• Learning experiences in the home will be extended when

children start to attend settings but they will continue to

spend some of their time in solitary activities, acquiring

new skills and concentrating for increasing lengths of time.

• When engaged in small group activities, children should

have the opportunity to interact with and be supported

by an adult and should be encouraged to seek help if

they need it.

• The transition from home to a setting will be eased by

opportunities for role play in the home corner or other

familiar surroundings, such as a book corner, that is

suitably furnished with adult as well as child-sized furniture.

• Gradually children build up their vocabulary and develop

confidence at talking with other children and adults about

themselves and what they are doing.

• In group settings children may play alone or alongside

others, gradually interacting more with their peer group as

their language and communication skills develop and as

they begin to develop friendships.

• When children play happily together in small groups and

have acquired relevant communication skills, activities

can be planned that require them to solve problems or

play games together.

• The support of an adult will still be required until they

develop skills at taking turns and observing rules of a

game.

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• Adults also need to be sensitive to children’s needs for

support in developing attention skills. Some children will

require a range of stimuli and routines to gain and

maintain their attention, such as gestures, sounds or visual

aids.

• As children progress they will be able to contribute to a

variety of groups for different purposes and will be able to

undertake roles within those groups, for example reenacting

the parts of characters in a story or carrying out

a mathematical investigation.

• Children should have opportunities for undertaking

collaborative work on large-scale projects, that involve

considerable interpersonal skills including co-operative

learning, decision making, and undertaking different roles

and responsibilities.

• Children can provide mutual support for each other. They

learn to establish and maintain friendships and how to

participate in a variety of groups in the wider community.

• Children will benefit from opportunities to develop their

understanding of the roles of different members of the

community by learning about their roles, the different

workplaces in the locality and how they can help to care

for their environment.

Moral and Spiritual Development

• Children discover some of the boundaries for behaviour

(what they are / are not allowed to do) and what is

acceptable by observing positive behaviour and

attitudes of others.

• Sometimes expectations in a setting may not be

consistent with those at home but children need to

learn the reasons for particular conduct.

• Children also need to develop awareness of the

consequences of their actions, for example that it is

wrong to hit others because they will be hurt.

• Opportunities should be made to involve children in

devising a set of simple rules for behaviour in their

group.

• Children also need to develop respect for rules and

property.

• Ultimately, the aim is that children will be able to

discern between what is right and wrong themselves

and exercise self control.

• It is important when praising or reprimanding behaviour

that the approval or disapproval is clearly directed at

the act and not the child.

• Children should be encouraged to consider the needs

of others and participate in caring and sharing

activities.

• Learning to empathise with others firstly necessitates the

ability to recognise their own feelings and reflect on

them.

• The adult provides an important role model for the kind

of behaviour expected in different situations.

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• Spiritual development is less easily defined than moral

development, as the innermost thoughts are involved.

• Children can be provided with opportunities to

experience and respond to quiet and still times. They

should be encouraged to observe and reflect on

natural phenomena (such as autumn colours, or

shadows), close their eyes and listen to sounds around

them (such as birdsong or classical music), or just be

very quiet and think of something they think is beautiful.

All responses should be respected and valued.

• Values can be developed by giving children

opportunities to share their ideas about things that are

important to them or something they are pleased

about in a piece of work they have done.

• Circle Time is an ideal way of enabling children to take

turns at speaking in a group situation and to listen to

each other’s ideas. Collective worship is another

opportunity of sharing beliefs and ideas.

• Special times such as birthdays and religious occasions

can be celebrated by creating a special atmosphere

to make the event memorable, for example by using

candles and music.

Well Being

Self Identity / Self Esteem

• In order to feel happy about who they are and how

they fit into groups, children need to develop selfawareness

as individuals and as part of wider society.

This will include self esteem, self knowledge,

confidence, feeling valued and accepted by others,

an ability to express their views and feelings and make

sense of them, an ability to relate to others and work

with them.

• Children will begin to develop a sense of identity if they

can see themselves in mirrors and photographs in a

variety of activities.

• Children will begin to develop a sense of belonging as

they interact with others in their family, their friends and

members of the local community. This includes

developing awareness of the cultural heritage of Wales

and beginning to speak Welsh.

• If children feel safe and secure, without fear of failure or

criticism, they will be able to benefit from the learning

experiences provided for them by venturing into new

activities, making decisions, taking necessary risks and

developing increasing control over their own lives.

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Physical Well Being

• Children will need to learn how to keep themselves

physically safe and healthy. Their learning programme

should include information about:


what to do or to whom they should go if they feel

unsafe


the importance of healthy eating and exercise

and the foods that should feature in a balanced

diet


road safety, water safety and hazards in the home


the different parts of the male and female body

and distinguishing between appropriate and

inappropriate touching


the dangers of medicines, drugs, smoking,

alcohol, and other dangerous substances.

Learning to learn / Dispositions to learning

• Children are naturally motivated to learn by curiosity and

a desire to explore and discover more about their

environment, initially in a physical way and, as their

language develops, through asking questions and talking

about their experiences.

• Children readily acquire skills at using Information and

Communication Technology (ICT) and should be provided

with a programme of taught skills and opportunities to use

ICT independently in their activities.

• The skills of enquiry, questioning and information seeking

should be nurtured and developed as the tools for lifelong

learning.

• If activities are suitably challenging, but not too difficult,

they will engage children’s interest, as will be evident in

their concentration and perseverance to achieve new

skills and explore new opportunities.

• Learning how to learn, adapting learning to, and tackling

new situations and experiences in a non-threatening

environment will establish long - lasting skills that will

enable children to progress and adapt to the continually

changing demands of society as they grow up.

• When activities are suited to their needs and interests

children will be relaxed, enjoy learning, motivated and

involved in what they are doing.

• Positive dispositions to learning, which are influenced by

children’s feelings, rely on children wanting to learn

because they find their learning experiences intrinsically

rewarding. This has implications for the teaching

approaches used and the educator’s sensitivity to

children’s interests, their developing knowledge,

understanding and skills.

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Observation of children’s well being and their involvement in

the process of learning will indicate how well learning

activities are matched to children’s developmental level.

• Professor Laevers of the Leuven Centre for Experiential

learning introduced the term ‘involvement’ to describe

children’s deep level of concentration when learning

activities meet their needs.

Independence

• Independence will be promoted through the provision of

a well organised, stimulating learning environment where

resources are easily accessible to children.

• Children who are involved in choosing resources, being

responsible for looking after them and returning them after

use, will develop initiative and a sense of responsibility.

• As part of a varied and interesting curriculum, allowing

children to initiate some of their own activities, in

negotiation with an adult, helps to promote a high level of

involvement and positive dispositions to learning, both

immediately and in the longer term.

• This enables children to pursue an interest in depth; they

may wish to return to an activity on successive occasions,

and provision should be made for this.

• Encouraging children to be active partners in planning

their learning activities, in their capacity to undertake

responsibilities and develop the skills required for

independent learning shows respect for Children’s Rights,

as identified in the United Nations Convention on the

Rights of the Child (1989).

• When children have completed their activities, they

should be encouraged to share their learning with others

and evaluate what they have enjoyed, are pleased with

or what they might improve in the future. This introduces

an element of self-evaluation and personal target setting

from an early age. Children are also encouraged to listen

to others and learn that there are different ways of doing

things.

Answer 3

Do your own homework!

Answer 4

Use a child development book like Meggit and Sunderland, or Tassoni et al.

Answer 5

PHYSICAL DEVELOPMENT - GROSS MOTOR:

3 years -

Jumps from bottom step with 2 feet together.

Can walk upstairs & down carrying a large toy.

Rides tricycle using pedals.

Can walk on tiptoe.

Can catch large ball on or between extended arms.

4 years -

Walks or runs alone up & downstairs, one foot to a step in adult fashion.

Climb ladders.

Can stand, walk & run on tiptoe.

Hops on one preferred foot.

Sits with knees crossed.

Shows increasing skill in ball games, e.g. throwing, catching, bouncing, kicking, etc & can use a bat.

5 years -

Walks easily on narrow line.

Skips on alternate feet.

Can stand and balance on one foot with arms folded.

Can hop 2/3 metres forwards on each foot separately.

Moves rhythmically to music.

6 years -

Rides a two-wheeled bicycle.

Kicks a football well.

Makes running jumps.

7 years -

Can climb and balance well on the apparatus

Hops easily on either foot, keeping well balanced.

PHYSICAL DEVELOPMENT - FINE MOTOR

3 years -

Builds tower of 9/10 cubes.

Threads large wooden beads on show lace.

Draws person with head & usually indication of 1 or 2 other features/parts.

Enjoys painting with large brush on easel.

Cuts with toy scissors.

4 years -

Builds tower of 10+ cubes & small bridges.

Holds &uses pencil with good control.

Copies cross & letter ‘v’, ‘h’, ‘t’ & ‘o’.v

Draws a person with head, legs & tummy, & usually arms & fingers.

Draws a recognisable house on request.

5 years -

Good control in writing & drawing with pencils & paintbrushes.

Copies square & letters ‘v’, ‘t’, ‘h’, ‘o’, ‘x’, ‘l’, ‘a’, ‘c’, ‘u’ & ‘y’’.

Writes name & a few letters spontaneously.

Draws recognisable person with head, tummy, legs, arms & features.

Draws house with door, windows, roof & chimney.

Colours pictures neatly, staying within outlines.

6 years -

Can catch a ball with one hand.

Writing hold is similar to the adult.

7 years -

Writes well.

Can sew neatly with a large needle.

Answer 6

I know at 3-4 is whenever they begin to have sexual curiosity. That's when most kids start masterbating. Now I'm not saying it's like what an older person does, but it's just a fact. Learned that in my pediatrics class I had to take for nursing. I can't remember other physical developments about that age range.

Answer 7

being able to run skip and hop ride a bike hold a pencil jump kick a ball  clime  walk on tip toe dance  throw a ball paint etc

Answer 8

Co-ordinated movement - running, catching a ball, throwing a ball etc

Hands - should be able to grasp, fingers nimble

Facial expression should now be in full use

Answer 9

Check out a book called "Birth to Five" by Mary Sheridan-its great for development milestones.

Also see if you can get hold of your local curriculum guidance in England its called QCA Foundation Curriculum which goes up to REception years and then NAtional Curriculum for over that age.

They should outline "expectations" in development.

Its a wide age range for me to write it all own for you! Also if ur doing an essay the books would be good for referencing!