Ages & Stages

How your child plays, learns, speaks, acts, and moves offers important
clues about your child’s development. Take this with you to learn the
milestones your child has reached, what to expect next, and tips to
help children develop a strong foundation for lifelong learning!
Reprinted with permission from National Network for Child Care -NNCC. Oes-
terreich, L. (1995). Ages & Stages. In L. Oesterreich, B. Holt, & S. Karas, Iowa family
child care handbook [Pm 1541]. Ames, IA: Iowa State University Extension.
 Table of Contents
Individual Differences...................................................................1
Newborn to One Year...................................................................2
12 to 18 Months...............................................................................7
18 to 24 Months...............................................................................9
Two-Year-Olds.................................................................................11
Three-Year-Olds..............................................................................15
Four-Year-Olds................................................................................18
Five-Year-Olds..................................................................................21
Six through Eight-Year-Olds..................................................25
Nine through Eleven-Year-Olds...........................................27

California Department of Education funds were used by CDA in the development of this booklet.
The booklet does not necessarily reflect the position of the California Department of Education.
 Individual
Differences
Developmental milestones give a general idea about what to expect from children of
different ages. However, there will always be differences between individual children. Some
children begin to walk at 10 months, some at 15 months. Some toddle along quickly and
smoothly, getting the “hang of it” right away. Others fall down a lot, hesitate, or even give up
for a few days. Some children talk before they are 2, others talk very little before they are 3
or so. Some will always be quiet people. Some abilities become clear in one child, but may
never be very strong in another.

Recognize the individual in the child and look

for differences based on the following:

SENSE OF SECURITY THINKING STYLE

Some children need more consistency, more Some children think quietly through possible solutions
reassurance, and more confidence and trust-building to a problem; others push in and try the first idea
than others. Insecurity sometimes can cause a child to that occurs to them. Some children are interested in
withdraw or behave aggressively. experimenting to find out how objects work; others
choose to ask friends or adults for help.

Developmental guidelines should be used as a

ACTIVITY LEVEL general rule of thumb. Do not confuse earlier or faster
development with better development. Early talking
Some children need more active play than others. They
by a 1-year-old does not mean that the child will be
need the opportunity to move around, jump, run, and
a chatterbox or a brilliant conversationalist at age 10.
bounce many times throughout the day. Other children
Later talking may mean that a toddler is putting more
need more quiet time or more rest.
energy into physical growth and motor exploration right
now.

RESPONSE TO STIMULATION Development or the lack of it that falls outside the

normal range may indicate a problem that requires
Children are inherently different in their tolerance to attention. You may need to recognize possible
noise, activity, visual stimulation, or changes in the problems and special needs, such as poor vision or
environment. An environment that is sensitive to this hearing. Familiarity with developmental norms and
need in children will provide interesting activities as with community resources can assist you in seeking
well as a quiet place to get away from the action. professional advice about developmental questions.

1
 Newborn to 1 Year
Throughout the first year, infants grow at a tremendously fast rate. In fact, by the end of the
first year they will have tripled in birth weight. Length can be expected to double. By their
first birthday, most infants will be crawling and even may be taking a timid first step!

The most essential ingredient in infant care is a warm, responsive, and dependable adult
caregiver. Try to spend lots of time holding, cuddling, and playing with your infant. You will
be richly rewarded with babbles, smiles, and squeals of laughter.

I AM A NEWBORN! YOU CAN HELP ME BY:

I will change a lot in this first year of life. At first I will • Giving me lots of hugs and cuddles
need milk, sleep, hugs and kisses and to hear your • Meeting my physical needs
loving voice. You cannot “spoil” me by giving me too • Removing temptations, before they become
much attention. problems
As I become mobile, I will need you to provide a safe
• Talking to me
and stimulating environment to explore. • Giving me lots of fresh air

Put toys just out of my reach and I will try to get them.
I need happy sounds and like to be near you.

By nine months, I may be crawling, and pulling up on

furniture and grasping objects. I can now understand
simple commands. I am busy. I need locks on cabinets
with medicines, household cleaners, etc.

I am curious about flowers, ants, grass, stones, bugs, dirt.

I will begin needing freedom to do it all myself...until I

need help, so please stay near.

2
 By 4 Months
What To Look Out For:
PHYSICAL SOCIAL AND EMOTIONAL INTELLECTUAL
DEVELOPMENT DEVELOPMENT DEVELOPMENT
• Sleeps about 6 hours before • Cries (with tears) to communicate • Explores objects with mouth
waking during the night pain, fear, discomfort, or loneliness • Plays with fingers, hands, toes
• Averages 14-17 hours of sleep • Babbles or coos • Reacts to sound of voice, rattle,
daily • Loves to be touched and held close bell
• Lifts head and chest when lying • Responds to a shaking rattle or • Turns head toward bright colors
on stomach bell and lights
• Holds both eyes in a fixed position • Returns a smile • Recognizes bottle or breast
• Follows a moving object or person • Responds to peak-a-boo games
with eyes
• Grasps rattle or finger
• Wiggles and kicks with arms and
legs
• Rolls over (stomach to back)
• Sits with support

My Weight: 10-18 pounds

My Length: 23-27 inches

3
 By 8 Months
What To Look Out For:
PHYSICAL SOCIAL AND EMOTIONAL INTELLECTUAL
DEVELOPMENT DEVELOPMENT DEVELOPMENT
• First teeth begin to appear • Responds to own name • Cries in different ways to say he is
• Drools, mouths and chews on • Shows fear of falling off high places hurt, wet, hungry, or lonely
objects such as table or stairs • Makes noises to voice displeasure
• Needs at least 3-4 feedings per • Spends a great deal of time or satisfaction
day watching and observing • And looks for familiar voices and
• Reaches for cup or spoon when • Responds differently to strangers sounds
being fed and family members • Learns by using senses like smell,
• Drinks from a cup with help • Imitates sounds, actions, and facial taste, touch, sight, hearing
• Enjoys some finely-chopped solid expressions made by others • Focuses eyes on small objects and
foods • Shows distress if toy is taken away reaches for them
• Mouth firmly or turns head when • Squeals, laughs, babbles, smiles in • Looks for ball rolled out of sight
no longer hungry response • Searches for toys hidden under a
• May sleep 11-13 hours at night • Likes to be tickled and touched blanket, basket, or container
although this varies greatly • Smiles at own reflection in mirror • Explores objects by touching,
• 2-3 naps during the day • Raises arms as a sign to be held shaking, banging, and mouthing
• Develops a rhythm for feeding, • Recognizes family member names • Babbles expressively as if talking
eliminating, sleeping, and being • Responds to distress of others by • Enjoys dropping objects over edge
awake showing distress or crying of chair or crib
• Eye color is established • Shows mild to severe anxiety at
• Rolls from back to stomach and separation from parent
stomach to back
• Sits alone without support and
holds head erect
• Raises up on arms and knees into
crawling position; rocks back and My Weight: 14-23 pounds
forth, but may not move forward My Length: 25-30 inches
• Finger and thumb to pick up an
object
• Transfers objects from one hand
to the other
• Hair growth begins to cover head

4
 By 12 Months
What To Look Out For:
PHYSICAL SOCIAL AND EMOTIONAL INTELLECTUAL
DEVELOPMENT DEVELOPMENT DEVELOPMENT
• Sleeps 11-13 hours at night • Imitates adult actions such as • Says first word
• Some babies will stop taking a drinking from a cup, talking on • Da-da and ma-ma or equivalent
morning nap; others will continue phone • “Dances” or bounces to music
both morning and afternoon naps • Responds to name • Interested in picture books
• Begins to refuse bottle or weans • Likes to watch self in mirror • Pays attention to conversations
self from breast during day • Expresses fear or anxiety toward • Claps hands, waves bye, if
• Needs 3 meals a day with 2 strangers prompted
snacks in between • Wants caregiver or parent to be in • Likes to place objects inside one
• Enjoys drinking from a cup constant sight another
• Begins to eat finger foods • Offers toys or objects to others but
• Continues to explore everything expects them to be returned
by mouth • May become attached to a favorite
• Enjoys opening and closing toy or blanket
cabinet doors • Pushes away something he does
• Crawls well not want
• Pulls self to a standing position
• Stands alone holding onto
furniture for support
• Walks holding onto furniture or
with adult help

My Weight: 17-27 pounds

My Length: 27-32 inches

5
 Ideas For Caregivers
Below are some tips you can use to help children learn
and develop a strong foundation for lifelong learning!

Help infants develop a sense of trust and security by Help babies develop a sense of movement and balance
responding to their cries. Feeling secure encourages by gently bouncing, swaying, swooping, and swinging
infants to try new things. Be consistent so that they will with them.
know what to expect.
Talk to infants. Face infants when talking to them so
Place babies in new places and new positions so that they can see you and smile with you. Talk about what
they can see you and others from different angles. you are doing, familiar objects, or people. You may even
want to babble back or echo sounds your baby makes
Hold and cuddle infants when feeding them. Even much as you would in a regular conversation. Even
infants who hold their own bottle need to be held. though an infant cannot understand everything you say,
Being held and cuddled frequently is extremely he will be learning many words that will form the basis
important in the development of baby’s sense of self- for language later on.
worth and security. Holding and cuddling a baby is also
a great stress releaser for an adult. Do not prop infants Read to infants. Babies enjoy cuddling on a caregiver’s
drinking from a bottle as it may cause choking. lap, looking at colorful picture books, and hearing
the rhythm of their voice. With time they begin to
Respect a baby’s natural schedule. Most babies will understand that words have meaning and can be used
settle into a regular routine for eating, sleeping, to identify objects.
and soiling their diapers, but the schedule will vary
depending on the baby. Some babies need to eat more
frequently than some others. Some will sleep more and Provide opportunities for infants to
take longer naps. smell different smells.
Baby-proof everything! Store toxic substances such as
Lemon, vanilla, and apple juice are wonderful
dishwasher detergent, make-up, paint, or medicine
kitchen smells. Babies also enjoy smelling tree
up high. Put safety latches on cabinets and covers on
bark, dirt, grass, and other natural things.
electrical outlets. Lower crib mattresses so that older
infants can’t fall over the rail. Cover sharp corners of
tables or shelves that infants might bump into. Encourage older infants to feed themselves by offering
pieces of banana and soft bread sticks. Give babies a
Expose babies to bright colors and a variety of objects spoon with some mashed potatoes or other sticky food,
to look at. Pictures, moving objects, brightly colored or and let them practice eating with a spoon. Yes, it will
contrasting color toys attract infants. be messy! Be patient. Learning this skill takes lots of
practice.
Provide an environment rich with sound. Help infants
learn to recognize common household sounds such as Play peek-a-boo. Hide your face behind a blanket and
a vacuum cleaner, a radio, a clock, a whistling tea kettle, then peek out at the baby. Older babies will learn to do
or a doorbell. this themselves and will enjoy this game for a long time.

Provide interesting objects for infants to feel, touch, Give babies the freedom to move around. Young infants
mouth, and explore. Square nylon scarves, cold metal enjoy being on their backs so that they can kick, wiggle,
bowls, plastic measuring cups, large wooden spoons, and look around. Older infants need space and time
and wet washcloths are favorite household toys. Keep to practice crawling, creeping, pulling up, and walking.
easy-to-swallow objects out of infant’s reach. Babies Spending too much time in a walker, playpen, or infant
should not be allowed to play with anything smaller swing may inhibit the development of these important
than a half dollar (about 1-1/4 inch). skills.

Expose older babies to a variety of tastes and Stay with infants when someone new is around.
temperatures in food. Offer cold sherbet, warm oatmeal, Encourage strangers to approach slowly. Introduce an
mashed peaches, and chopped cooked carrots. infant by name, and let your child explore someone new
in the safety of your presence.
6
 12 to 18 Months
One-year-olds are delightful. Babies this age are developing a real personality and will reward
you with laughter, funny faces, and affectionate hugs. First steps and first words are exciting
events. Growth during this time is still rapid, but height and weight gains are not as dramatic.
As growth decreases, appetite decreases and children may eat less.

What To Look Out For:

PHYSICAL SOCIAL AND EMOTIONAL INTELLECTUAL
DEVELOPMENT DEVELOPMENT DEVELOPMENT
• Crawls well • Becomes upset when separated • Says 8-20 words you can
• Stands alone, sits down from parent understand
• Gestures or points to indicate • Likes to hand objects to others • Looks at person talking to your
wants • Plays alone on floor with toys child
• Push, pull, and dump things • Recognizes self in mirror or • Says “hi” or “bye” if reminded
• Pulls off hat, socks, and mittens pictures • Uses expressions like oh-oh
• In a book • Enjoys being held and read to • Asks for something by pointing or
• Stacks 2 blocks • Imitates others, especially by using one word
• Likes to poke, twist, and squeeze coughing, sneezing, or making • Identifies object in a book
• Enjoys flushing toilets and closing animal sounds • Peek-a-boo
doors • Enjoys an audience and applause • Looks for objects that are out of
• Enjoys carrying small objects sight
while walking, often one in each • Understands and follows simple
hand 1-step directions
• Holds crayon and scribbles, but • Likes to take things apart
with little control
• Waves bye-bye and claps hands
• Walks without help
• Enjoys holding spoon when
eating, but experiences difficulty
in getting spoon into mouth
• Rolls a ball to adult on request

My Weight: 17-27 pounds

My Length: 27-32 inches

7
 Ideas For Caregivers
Below are some tips you can use to help children learn
and develop a strong foundation for lifelong learning!

Enjoy some “floor time” with one-year-olds each day. Use diapering time to point to some body parts and
Crawl around together, play peek-a-boo behind the say them with an infant. Nose, ears, arms, legs, tummy,
sofa, or roll a ball back and forth. Young children will toes....
love having you down on their level.
Talk frequently to children to increase language skills
Review your baby-proofing. Children’s increasing and encourage cooperation. You can make dressing
growth and mobility make it possible for them to reach time more interesting by pointing to and identifying the
unsafe heights and play with dangerous material. Get name of clothes or body parts. For instance, “See this
down on your knees in each room and look at things warm, red coat? Your arms go into the sleeves. See this
from a child’s perspective. Put toxic items like paint, soft, blue cap? It goes on your head!”
dishwashing detergent, medicine, and make-up in high
cupboards, preferably with a safety cabinet latch. Around 18 months a child may get anxious and clinging
about being separated from parents and other familiar
Put together an “everyday junk box” of items that are caregivers. This behavior is normal. If possible, minimize
fun to feel, poke, and squeeze. You might include separations during this time and stick to consistent
plastic margarine tubs, an old sock, tissue paper to routines.
crumple, measuring cups of different sizes, a turkey
baster, a nylon scarf, an egg carton, and paper cups.
Remember, items smaller than a half-dollar can cause
choking.

Relax and have fun

dancing to music!
Encourage children to bounce,
sway, and wiggle.

Encourage play with safe mirrors. Stand or sit with a

child before a mirror. Talk with your child, make funny
faces, and encourage movement.

Provide a variety of simple picture books. Children can

point at objects, animals, and people as you name
them. Encourage your child to name items and talk
about the activities in the pictures.

Provide equipment so that children can practice

placing small items into containers. For example, let
them drop clothespins into a plastic bottle. Provide
containers with loose-fitting lids, and encourage
children to open and close them.

8
 18 to 24 months
Children this age are truly on the go. A greater sense of independence begins to develop as
children begin to walk, run, and climb with greater skill. You also may notice that toddlers
this age love to imitate everything. Pretending to talk on the phone is a favorite activity.

What To Look Out For:

PHYSICAL SOCIAL AND EMOTIONAL INTELLECTUAL
DEVELOPMENT DEVELOPMENT DEVELOPMENT
• Walks well • Likes to imitate parents’ actions • Has a vocabulary of several
• Likes to run, but can’t always stop • Begins to show signs of hundred words, including names
and turn well independence; says “no” of toys
• Drinks from a straw • Has difficulty sharing • Uses 2-3 word sentences
• Feeds self with a spoon • Very possessive • Echoes single words that are
• Helps wash hands • Finds it difficult to wait and wants spoken by someone else
• Stacks 2-4 blocks things right now! • Talks to self and “jabbers”
• Tosses or rolls a large ball • Gets angry sometimes and has expressively
• Cabinets, drawers, and boxes temper tantrums • Shows preferences between toys
• Bends over to pick up toy without • Acts shy around strangers • Likes to choose between two
falling • Comforts a distressed friend or objects
• Walks up steps with help parent • Hums or tries to sing
• Takes steps backward • Refers to self by name • Listens to short rhymes or finger
• Enjoys sitting on and moving • Uses the words “me” and “mine” plays
small-wheeled riding toys • Enjoys looking at picture books • Points to eyes, ears, or nose when
• Begins to gain some control of • Tries to do many things by asked
bowels and bladder; complete themselves • Uses the words “please” and
control may not be achieved until • Enjoys adult attention “thank you” if prompted
around age 3. (Boys often do not • Enjoys simple pretend play like • Enjoys singing familiar songs
complete toilet learning until age wearing hats and talking on phone
3-1/2.) • Enjoys exploring, gets into
everything, and requires constant
supervision
• Generally unable to remember
rules
My Weight: 20-32 pounds • Often gets physically aggressive
My Length: 30-37 inches when frustrated - slaps, hits
• Shows affection by returning a hug
or kiss
• May become attached to a toy or
blanket

9
 Ideas For Caregivers
Below are some tips you can use to help children learn
and develop a strong foundation for lifelong learning!

Enjoy dancing with children to music with different Encourage language development by expanding on
rhythms. Provide simple musical instruments such as what a toddler says. When the child says “kitty,” you can
a rattle or an oatmeal box drum. Now is a good time say, “Yes, the kitty is little and soft.”
to teach children simple fingerplays such as “Eensy
Weensy Spider.” Play a simple game of “find.” Place 3 familiar toys in
front of a toddler and say, “Give me the --.” See if he tries
Read simple books with children every day. Choose to find it and hand it to you.
books made of cardboard or cloth pages. Stories that
have familiar objects are best. Encourage toddlers to Encourage the toddler to play dress-up by providing a
turn pages. full-length mirror on the wall and a “pretend box” filled
with caps, scarves, and old shoes.
Make your own scrapbook of objects or people your
toddler knows by using a small, sturdy photo album.

Talk with children about

everyday things

After 18 months, language

development seems to explode.
Children will be learning new words at
a very rapid rate.

10
 Two-Year-Olds
Two-year-olds like to be independent! Favorite words are “Mine” and “No” and “I do it!”
Emotions take on a roller coaster-like quality as 2-year-olds can go from excitement to anger
to laughter within a few moments. A great deal of time is spent exploring, pushing, pulling,
filling, dumping, and touching.

Two-year-olds are surer of themselves and of what they can do as they grow. Their bodies
stretch out, and most will lose the potbellied look during this third year of life. Their appetites
lessen, and they may be particular about food. They are still growing fairly rapidly.

Two-year-olds are usually interested in other children. However, social interest and physical
abilities sometimes collide as a hug becomes a tackle and a gentle pat becomes a whack.
You will need to teach children how to express affection appropriately.

Toddlers are very attached

to their caregivers.
You may find them trying out new ideas
and exploring their surroundings, but still
staying close to you as they need a base
of support and trust.

11
I AM TWO YEARS OLD!
I am TWO years old. I like to have evening routines; In the playhouse I chatter at great length with my best
music, story, quiet time. I will explore everything. I can friends ...... Others may be in the playhouse with me
be fearful and cling to my mommy or daddy. I love to but we all play by ourselves together. Sharing is a most
imitate others, especially Mom and Dad. I am learning difficult concept.
to talk, more to myself than others. I am developing
imagination about everything around me. I like to do the same activity, again, again and again. I
am loving, affectionate and I may even like to please
My vocabulary is limited. I often make my needs and you. I am often directly against what you want.
desires known in physical ways that are not always
acceptable in group situations like preschool. I will I may be rigid, not willing to wait or give in. I may
resort to hitting, biting, and screaming when unable to even be bossy. I can have strong emotions and I hate
verbalize. opposite extremes at the same time.

I love to play with building things and play-doh. They I may have fears, especially sounds, separation,
make such good loud pounding noises. Water play moving household objects, or a big dog. I can be very
can keep me occupied for longer periods of time than independent, a little individual at times.
stories can. Such fun!!!

YOU CAN HELP ME BY:

• Setting up daily routines - noticing what I do well - praising me
• Giving me two OK. choices - distracting me when I begin to say “No”
• Firm with me about the rules, but calm when I forget or disagree.
• Being tolerant while I grow socially
• Encourage me to use words while expressing myself
• Keeping the room environment stimulating with things to satisfy my curiosity and
encourage my desire to learn by doing
• Me with experiences to learn about the world around me
• Not talking down to me. I may not be able to talk well but I hear quite well
• Remembering we earned the title “terrible two’s” but it’s all part of growing up and we are
really quite special!

12
 What To Look Out For:
PHYSICAL SOCIAL AND EMOTIONAL INTELLECTUAL
DEVELOPMENT DEVELOPMENT DEVELOPMENT
• Has almost a full set of teeth • Plays alongside others more than • Enjoys simple stories, rhymes, and
• Walks up and down stairs by with them songs
holding onto railing • Acts shy around strangers • 2-3 word sentences
• Feeds self with spoon • Likes to imitate parents • Names of toys
• Experiments by touching, • Easily frustrated • Hums or tries to sing
smelling, and tasting • Affectionate - hugs and kisses • Enjoys looking at books
• Likes to push, pull, fill, and dump • Insists on trying to do several tasks • Points to eyes, ears, or nose when
• Can turn pages of a book without help asked
• Stacks 4-6 objects • Enjoys simple make-believe like • Repeats words
• Scribbles vigorously with crayons talking on phone, putting on hat • Interested in learning how to use
or markers • Very possessive - offers toys to common items
• Many children (but not all) will other children but then wants
learn to use toilet them back
• Walks without help • Needs considerable time to
• Walks backwards change activities
• Tosses or rolls a large ball • Capable of frequent tantrums,
• Stoops or squats which are often a result of an
• Opens cabinets, drawers inability to express themselves
• Can bend over to pick up toy even though he has ideas
without falling • Can show aggressive behavior and
the intent to hurt others
• Can be extremely demanding and
persistent
• Destructive to objects around your
child when frustrated and angry
• Possessive about caregiver’s
attention; show feelings of jealousy
• Has fears and nightmares
• Has sense of humor; capable of
laughter
My Weight: 22-38 pounds • Shows interest in dressing,
My Length: 32-40 inches brushing hair and teeth
• Cannot sit still or play with a toy
for more than a few minutes

13
 Ideas For Caregivers
Below are some tips you can use to help children learn
and develop a strong foundation for lifelong learning!

Baby-proof your house again. Two-year-olds are taller Encourage them to identify noises like vacuum, tap
and more skillful at opening doors and getting into water, dogs barking, thunder, airplane, and car.
mischief.
Let toddlers help you with simple chores such as
Read aloud to your child every day. Encourage toddlers picking up toys or putting clothes in the laundry basket.
to look at books with large pictures and sturdy pages. Encourage them to name things that you are using.
Simple story lines are best.
Add new information to what a child is saying. “Yes
Try to expand a 2-year-old’s knowledge of words and that’s a blanket, a soft, warm blanket.”
sentence structure. Let her hear the correct word order, Give toddlers clear and simple choices. “Do you want to
but don’t demand that she imitate you. For example, drink milk or juice? Do you want to wear green or blue
if she says “more juice,” say “Anna wants more orange socks?”
juice.”

Know how to handle a temper tantrum:

1. Do not yell or hit the child,
2. Remain calm,
3. Talk in soothing tone,
4. Put your hand gently on child’s arm if possible.

Provide newspaper, flattened grocery sacks, and Provide safe outlets for physical activity and space
computer scraps for drawing and painting. Color books, exploration like small steps, boxes, barrels, tires, pulling
workbooks, and ditto sheets are not recommended. and pushing toys, ride-on and ride-in toys.

Avoid making models of clay or drawing pictures for Provide opportunities for learning about cause and
children to copy. They learn more by working out their effect by giving your toddler many opportunities to fill,
own ideas, and adult-induced items can actually hinder dump, collect, gather, give, hide, and seek.
learning.
Play “parade” or “follow the leader.”
Do not expect toddlers to share or take turns. Right now
he is focused on learning how to physically handle your Sing sequential songs like “Old MacDonald” to explain
themselves and on learning to talk. Learning to share sequences.
will come later.
Encourage verbal skills by giving simple directions like
Provide spaces where the toddler can spend time alone. “Close the door, please” or “Would you pick up the doll?”
An old cardboard box or a blanket over a card table
works great. Encourage your toddler’s love for imitation by teaching
finger plays and songs. Play “you are a mirror.” Stand or
Avoid pressuring the child to be right or left handed. sit facing the child and have your child copy everything
A few 2-year-olds will begin to show preference for you do. Reverse roles and let the child lead while you
one hand, but many children will continue to use both mirror the actions.
hands for a few years.
Encourage sand, mud, clay, and water play. Toddlers
enjoy messy play and learn a great deal from mixing,
sifting, pouring, stirring, and shaping.
14
 Three-Year-Olds
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.

I AM THREE YEARS OLD! YOU CAN HELP ME BY:

I am full of motion. I love to twirl, tumble and jump • Having a lot of music and movement activity
around. When I investigate things I often express ideas • Providing small group experiences
through body activity. Sometimes I get irritable or • Being aware of my limitations both physically and
overactive when I get overtired. socially
• Giving me suggestions for play with simple, specific
I am getting big now and can dress and undress myself directions
with a little help. Running, jumping, climbing, and • Giving me opportunities to develop small muscle
building with big blocks are easier for me than doing control by painting and coloring
puzzles and other little things with my hands.

When you read stories to me, I like them to be about

things that are familiar to me. And--I like to hear them
again, again, and again!

I am starting to get some friends and enjoy doing

things with them in small groups. Sometimes we do
have trouble getting along because I am just beginning
to learn how to share and take turns.

15
 What To Look Out For:
PHYSICAL SOCIAL AND EMOTIONAL INTELLECTUAL
DEVELOPMENT DEVELOPMENT DEVELOPMENT
• Develops a taller, thinner, adult- • Seeks attention and approval of • Talks so that 75 to 80 percent of
like appearance adults his speech is understandable
• Develops a full set of baby teeth • Sometimes shows preference for • Talks in complete sentences of 3-5
• Approximately 1,300 calories daily one parent (often the parent of the words. “Mommy is drinking juice.
• Sleeps 10-12 hours at night opposite sex) There’s a big dog.”
• Sleeps through most nights • Accepts suggestions and follows • Stumbles over words sometimes -
without wetting the bed simple directions usually not a sign of stuttering
(occasional accidents are still • Enjoys helping with simple • Enjoys repeating words and
quite common) household tasks sounds
• Uses the toilet with some help • Can make simple choices between • Listens attentively to short stories
(many boys may not be ready for two things and books
toilet learning until sometime • Enjoys making others laugh and • Likes familiar stories told without
during their third year) being silly any changes in words
• Puts on shoes (but cannot tie • Enjoys playing alone but near • Enjoys listening to stories and
laces) other children repeating simple rhymes
• Dresses self with some help • Spends a great deal of time • Able to tell simple stories from
(buttons, snaps, zippers) watching and observing pictures or books
• Feeds self (with some spilling) • Enjoys playing with other children • Enjoys singing and can carry a
• Tries to catch a large ball briefly, but still does not cooperate simple tune
• Throws a ball overhead or share well • Understands “now, soon, and
• Kicks a ball forward • Enjoys hearing stories about self later”
• Hops on one foot • Enjoys playing “house” enjoys • Asks who, what, where, and why
• Walks short distance on tiptoes imitating other children and adults questions
• Climbs up and down a small slide • Answers whether he is a boy or a • Stacks 5-7 blocks
by self girl • Enjoys playing with clay or
• Pedals a tricycle • Expresses interest in ethnic play dough (pounds, rolls, and
• Walks on a line identities of self and others if squeezes it)
• Can stand, balance, and hop on exposed to a multicultural setting • Can put together a 6-piece puzzle
one foot • Draws a circle and square
• Jumps over a 6” barrier • Recognizes common everyday
• Can feed self with spoon and sounds
small fork; often butters bread • Matches an object to a picture of
with knife that object
• Can use toilet independently • Identifies common colors such as
• Can brush teeth, wash hands, get red, blue, yellow, green
a drink • Can count 2-3 objects
• Interested in handling food and • Can solve problems if they
cooking procedures are simple, concrete, real, and
immediate, and if wants to
• Interested in similarities and
differences
• Distinguish, match, and name
My Weight: 25-44 pounds colors
My Length: 34-43 inches • 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

16
 Ideas For Caregivers
Below are some tips you can use to help children learn
and develop a strong foundation for lifelong learning!

Be patient with toileting. Many children (especially Provide sets - toys and other objects that go together.
boys) will not be ready for toilet learning until after age Discuss similarities and differences. For example, point
3. Accidents will happen for a while; treat accidents out sequences in cooking. Experiment with faucets,
calmly and as a matter of factly. Avoid shaming a child. tools, light switches, knobs, latches, and toys that come
apart.
Encourage development of hand-eye coordination by
providing large buttons or old beads to string on a shoe Sing simple songs. Make simple rhythm instruments:
lace. Play ball - show child how to throw, catch, and oatmeal box or coffee can drums, rattles of dry beans
kick balls of different sizes. in a box, etc. Encourage a variety of body movements
and dance to music of many kinds. Play musical games
Show child how to hop like a rabbit, tiptoe like a such as “London Bridge,” “Ring-around-the-Rosie,” and
bird, waddle like a duck, slither like a snake, and run “Farmer in the Dell.”
like a deer. Talk frequently with your child; use short
sentences, ask questions, and listen. Encourage free expression in art projects. Avoid asking
“what” children are drawing. Three-year-olds may not
Add new information to your child’s sentences. “Yes know or care, but simply enjoy the process of drawing.
that’s a flower - it’s a tall, red flower and it smells so
good.” Teach your child to memorize first and last Share baby pictures. Talk about “When you were a
names. baby.”

Encourage interest in reading and writing by sharing Ask for help with very simple household tasks such as
a grocery list. Provide paper, small notebooks, and putting the napkins by each plate, putting socks in the
markers for use in dramatic play. drawer, watering plants, or stirring the muffin batter.

Count objects of interest; for example cookies, cups,

napkins, or dolls. When possible, move one at a time as
you and your child count. Measure, and have your child
help measure and count as you follow a recipe.

Provide books for your child to read,

and read the same books to them.
Read poetry and nursery rhymes. Encourage your
child to repeat a story and discuss the ideas and
events. Read titles and point to important words on
pages, packages, and street signs.

Draw a face on an old sock and show your child 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.”

Explain why and how things happen with the help of

a reference book. Help your child do simple science
activities like magnetic attraction, freezing water,
planting seeds, making a terrarium, and flying kites
on a windy day.
17
 Four-Year-Olds
“Energetic” and “imaginative” best describe the 4-year-old. Often impatient and silly, they
discover humor and spend a great deal of time being silly and telling you “jokes.” A 4-year-
old’s language may range from silly words such as “batty-watty” to profanity. Loud, boisterous
laughter may accompany such language.

Imagination suddenly becomes greater than life for the 4-year-old, who often confuses reality
and “make-believe.” Wild stories and exaggerations are common.

Four-year-olds feel good about the things they can do, show self-confidence, and are willing
to try new adventures. They race up and down stairs or around corners, dash on tricycles
or scooters, and pull wagons at full tilt. You still need to watch them closely as they cannot
estimate their own abilities accurately and are capable of trying some outlandish and
dangerous tricks.

I AM FOUR YEARS OLD! YOU CAN HELP ME BY:

I am in an active stage, running, hopping, jumping and • Giving me freedom within established guidelines
climbing. I love to question “Why?” and “How?” • Listening to my side of the story
I need room to grow and to explore. I need lots of
• Providing opportunities for me to socialize and work
opportunities to see, touch and do things. I like to do cooperatively with friends
things for myself. I need room to grow, but this doesn’t • Remembering that what you tell me I will tell the
mean letting me do anything. I still need limits set for world
my own protection and for others. • Knowing that I am concerned about what you think
of me
I’m interested in numbers and the world around
me. I love being read to. Time is beginning to mean
• Labeling objects and describe what’s happening to
something to me. Morning, afternoon, tomorrow, me, so I can learn new words and things
yesterday all are understandable to me now. • Reading to me
• Listening to me
Friends are important to me. I like playing with a few • Showing genuine interest in me
friends more than a whole lot of them. I need to learn • Being loving, affectionate, and understanding.
to give and take and play cooperatively with others.

I am quite versatile and can easily change from

one thing to another. I can be quiet, noisy, cozy,
independent, social, indifferent, cooperative, fanciful,
literal, silly and competitive. I like to know the rules.
It gives me a feeling of sureness and confidence. I get
stimulated very easily and get tired easily.

My imagination is working overtime now. When I tell

stories I sometimes mix up real and make believe and
need to be reminded about the difference. But--I love to
exaggerate. 18
 What To Look Out For:
PHYSICAL SOCIAL AND EMOTIONAL INTELLECTUAL
DEVELOPMENT DEVELOPMENT DEVELOPMENT
• Uses a spoon, fork, and dinner • Enjoys playing with other children • Can place objects in a line from
knife skillfully • Takes turns and shares (most of largest to smallest
• Needs 10-12 hours sleep each the time); may still be rather bossy • Can recognize some letters if
night • Out adult approval taught, and may be able to print
• Dresses self without much • Understands and obeys simple own name
assistance (unzip, unsnap, rules (most of the time) • Recognizes familiar words in
unbutton clothes; lace but not tie • The rules of a games as she goes simple books or signs (STOP sign)
shoes) along • Understands the concepts of
• Feed self, brush teeth, comb hair, • To talk and carries on elaborate “tallest, biggest, same, more, on,
wash, dress, hang up clothes with conversations in, under, and above”
little assistance • Capable of feeling jealous • Counts 1-7 objects out loud - but
• Walks a straight line • Persistently asks why not always in the right order
• Hops on one foot • Boastful - enjoys showing off and • Understands the order of daily
• Steers a tricycle skillfully bragging about possessions routines (breakfast before lunch
• Jumps over objects 5-6 inches • Fearful of the dark and monsters before dinner before bed time)
high • Begins to understand danger - at • Speaks in fairly complex
• Jumps, hops, and skips around times can become quite fearful sentences. “The baby ate the
obstacles with ease • Has difficulty separating make- cookie before I could put it on the
• Stacks 10 or more blocks believe from reality table.”
• Play dough, sometimes human • To protect self and friends, but • A lot of questions, including ones
and animal figures doesn’t truly on birth and death
• Threads small beads on a string • The concept of lying - imagination • Enjoys singing simple songs,
• Catches, bounces, and throws a often gets in the way rhymes, and nonsense words
ball easily • May name call, tattle freely • Adapts language to listener’s level
• Likes to gallop, turn somersaults, • Likes to shock others by using of understanding. To baby sister:
climb ladders and trees, hop on “forbidden” words “Daddy go bye-bye.” To Mother:
one foot • Expresses anger verbally rather “Daddy went to the store to buy
than physically (most of the time) food.”
• Still throws tantrums over minor • Learns name, address, and phone
frustrations number, if taught
• Imitates parent of the same sex, • Asks and answers who, what,
particularly in play when, why, and where questions
• Enjoys pretending, often with • One activity for 10-15 minutes
imaginary playmates • Names 6-8 colors and 3 shapes
My Weight: 27-50 pounds • Beyond “playing house” to more • Follows 2 unrelated directions
My Length: 37-46 inches elaborate settings like fire station, (put your milk on the table and
school, shoe store, ice cream shop get your coat on)
• Loves to tell jokes that may not • Basic understanding of concepts
make any sense at all to adults related to number, size, weight,
• Can feel intense anger and colors, textures, distance, position,
frustration and time
• Has vivid imagination and • Immediate passage of time as in
sometimes imaginary playmates what happened yesterday, but
• Enjoys dramatic play and role does not understand calendar
playing time
• Has long attention span and
finishes activities
• Understands and remembers own
accomplishments
• May add “ed” to words. “I go-ed
to the door” and “put-ed the cat
outdoors” or “He hurt-ed me.”

19
 Ideas For Caregivers
Below are some tips you can use to help children learn
and develop a strong foundation for lifelong learning!

Read aloud each day and encourage your child to look Promote respect for life and living things by letting
at books on their own. Provide alternative reading your child help you build a bird feeder and hang it up.
material with a collection of outdated coupons, junk Record the kinds of birds observed, and teach your
mail, newspaper ads, and old cereal boxes. child to identify birds by significant characteristics like
the red male and green female cardinals, the black caps
Say nursery rhymes and finger plays together. and white cheeks of the chickadee.
Encourage your 4-year-old to tell stories to younger
children. Encourage help in planning and planting a garden. He
will love to water plants daily and will enjoy measuring
Encourage interest in writing and words. Provide your plant growth.
child with paper and notebooks for writing. Print letters
and numerals on art work, and label toy shelves with Encourage multicultural awareness through
pictures and words that describe objects. representative dolls, puppets, pictures, and books.
Encourage cultural aspects of all the families, and
Provide a variety of art experiences. Make play dough. learn recipes, songs, and information about cultural
Create collages from magazine pictures, fabric, celebrations.
wallpaper, and newsprint. Experiment with new media
like wire and cork, soda straws, string, or yarn. Teach Expand dramatic play by providing a variety of props for
your child to mix different colors with paint. themes like grocery store, pizza parlor, birthday party,
and firefighter.

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.

Teach the use of landmarks to find his way around your

neighborhood. Teach the correct use of the telephone.

Four-year-olds have a strong need to feel important

and worthwhile. Praise accomplishments, and
provide opportunities to experience freedom and
independence.

Encourage physical development. Play follow the leader.

Pretend to walk like various animals. Set up an obstacle
course indoors with challenges such as crawling,
climbing, leaping, balancing, and running across
stepping stones. Encourage walking with a beanbag on
the head.

20
 Five-Year-Olds
Five-year-olds are cheerful, energetic, and enthusiastic. They enjoy planning, and spend a
great deal of time discussing who will do what. They especially enjoy dramatic play, usually
with other children. Five-year-olds are more sensitive to the needs and feelings of others
around them. It is less difficult for them to wait for a turn or to share toys and material. “Best
friends” become very important.

Many 5-year-olds will be going to kindergarten. Be sensitive to the needs of a 5-year-old

returning from school. She may want to rest, play by herself, be free for a while from adult-
directed activity, or catch up with the group happenings. Pace afternoon kindergarten
children during the day with a balance of rest and activity. All-day kindergarten children
need to be given every consideration when they return to your home as they may be tired,
talkative, hungry, or wanting to share the day’s happenings.

I AM FIVE YEARS OLD! YOU CAN HELP ME BY:

I am more self-assured and conforming now. I respect • Answering my questions
you and your authority. I can be cooperative and self- • Encouraging me to try new things
reliant but at the same time enjoy being “silly” and a
• Allowing me the opportunity to show my
“show-off’. Now that I am so grown up, I like to take care
of little kids. “expertise”
• Understanding my strong feelings about “fair
I have a perception of order, form, and detail and can play” and rules
ask questions to get information I want to know. I am
realistic. My sense of humor has developed to a point
where I thoroughly enjoy and laugh heartily at funny
pictures.

I feel pretty good about my world and am content

with myself. I like to please you and usually try to stay
on your good side. I prefer doing things I know I can
accomplish successfully.

I am really into learning. Going to school is a big deal to

me. Any opportunity to show off what I have learned I
will take.

21
 What To Look Out For:
PHYSICAL INTELLECTUAL
DEVELOPMENT DEVELOPMENT
• Requires approximately 1,700 calories daily • Understands about 13,000 words
• Sleeps 10-11 hours at night • Uses 5-8 words in a sentence
• May begin to loose baby teeth • Likes to argue and reason; use words like
• Able to dress self with little assistance “because”
• Learns to skip • Basic colors like red, yellow, blue, green,
• Throws ball overhead orange
• Catches bounced balls • Able to memorize address and phone
• Rides a tricycle skillfully; may show interest number
in riding a bicycle with training wheels • Understands that stories have a beginning,
• Balances on either foot for 5-10 seconds middle, and end
• Uses a fork and knife well • Able to remember stories and repeat them
• Cuts on a line with scissors • Enjoys creating and telling stories
• Left or right hand dominance is established • Understands that books are read from left to
• Walks down stairs, alternating feet without right, top to bottom
using a handrail • Enjoys riddles and jokes
• Jumps over low objects • Draws pictures that represent animals,
• Can run, gallop, and tumble people, and objects
• Can skip and run on tiptoe • Enjoys tracing or copying letters
• Can jump rope • Can place objects in order from shortest to
• Interested in performing tricks like standing tallest
on head, performing dance steps • Can understand and use comparative terms
• Capable of learning complex body like big, bigger, or biggest
coordination skills like swimming, ice or • Sorts objects by size
roller skating, and riding bicycles • Identifies some letters of the alphabet and a
• May be able to tie shoelaces few numbers (if taught)
• May be able to copy simple designs and • Understands “more,” “less,” and “same”
shapes • Counts up to 10 objects
• Recognizes categories (“These are all
animals; these are all toys.”)
• Understands before and after, above, and
My Weight: 31-57 pounds below
My Length: 39-48 inches • Block and dramatic play is much more
elaborate and complex
• Has good attention span and can
concentrate well
• Is project minded - plans buildings, play
scenarios, and drawings
• Interested in cause and effect
• Can understand time concepts like
yesterday, today, and tomorrow 22
 SOCIAL AND EMOTIONAL
DEVELOPMENT
• Invents games with simple rules
• Organizes other children and toys for pretend play
• Still confuses fantasy with reality sometimes
• Often fears loud noises, the dark, animals, and some people
• Can take turns and share, but doesn’t always want to
• Expresses anger and jealousy physically
• Likes to test muscular strength and motor skills, but is not emotionally ready for competition
• Carries on conversations with other children and adults
• Excludes other children in play - best friends only
• Uses swear words or “bathroom words” to get attention
• Sometimes can be very bossy
• Likes to try new things and take risks
• Likes to make own decisions
• Notices when another child is angry or sad - more sensitive to feelings of others
• Prefers company of 1 or 2 children at a time; may become bossy or sulky when others join in
• Likes to feel grown up; boasts about self to younger, less capable children
• Begins to have a very basic understanding of right and wrong
• Plays contentedly and independently without constant supervision
• Takes turns and shares (sometimes)
• Understands and respects rules - often asks permission
• Understands and enjoys both giving and receiving
• Sometimes needs to get away and be alone
• Can understand relationships among people and similarities and differences in other families
• Seeks adult approval
• Sometimes critical of other children and embarrassed by own mistakes
• Less fearful of the world than toddlers because understands the world better
• Has a good sense of humor, and enjoys sharing jokes and laughter with adults

23
 Ideas For Caregivers
Below are some tips you can use to help children learn
and develop a strong foundation for lifelong learning!

Encourage body coordination and sense of balance by Help your child learn to make rules and play simple
playing “Follow the Leader” with skipping, galloping, games by providing opportunities for your child to play
and hopping. Skip or jump rope to music, teach folk in small groups.
dances and games, provide a balance beam, a tree for
climbing, and a knotted rope suspended from a sturdy Observe how your child plays with other children. Teach
frame. your child to request, bargain, negotiate, and apologize.

Teach sack-walking and “twist-em,” “statue,” or “freeze” Take questions seriously. Talk to your child about what
games to provide an outlet for his drive for physical happens and why. Give answers he can understand.
activity. Play games that can teach right and left Specific praise helps children understand the true value
directions, like “Hokey-Pokey,” “Looby-Loo,” and “Simon of their actions. Say “Stacking those toys on the shelf
Says.” that way really helped - thanks!” rather than “You did a
good job!”
Help your child learn to use a pair of scissors by
letting your child cut out coupons. Provide a plastic Provide a comfortable place to be alone. A large
needle, thread, and beads to encourage small muscle cardboard box makes a wonderful hideaway. Take fears
development. Provide carpentry, take-apart, and put- seriously. Reassure that you will make sure that nothing
together experiences with junk clocks and old small bad will happen to your child.
appliances. Teach how to repair toys and books.
Allow some privacy in the toilet. Remind your child to
Add drama to your reading sessions each day by using wash his hands until it becomes a habit.
different voices for different characters. While reading a
familiar story, stop before the end and ask your child to Be patient with the untidiness and clutter. Allow plenty
add his own end to the story. of time to clean up. It helps to store and organize
materials on low, open shelves so that they can be
found and put away easily.
Help your child understand
Five-year-olds will show an increasing interest in
and cope with strong feelings. numbers. Encourage your child to count anything of
interest - cups, leaves, drums, bells, meters, etc.
Give your child words to use when he is
angry. “I can see you are SAD about going Encourage interest in jokes, nonsense, and riddles
home, ANGRY at your friend....” by reading humorous stories, riddles, and nonsense
rhymes. Join them in jokes from school, books, and TV.
Ask your child to tell you a story. Write it down and post
it on the wall or refrigerator. Ask “what if” questions. Give opportunities to express dramatic and creative
What if there were 5 little pigs instead of 3? What if interest. Teach your child how to move his body to
Little Red Riding Hood saw a rabbit instead of a wolf? dramatize the opening of a flower, falling snow, leaves,
or rain; wiggly worms and snakes; and laundry blowing
Involve your child in writing “thank-you” notes, holiday in the wind.
greeting cards, and letters.

Give your child 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. Lotto games
and card games such as “fish” involve matching pairs.

24
 Six Through
Eight-Year-Olds
Six, seven, and eight-year-olds build on the important developments of the first 6 years
of life and seem to settle down to a steadier pace of growing and learning. Young school-
age children are interested in real life tasks and activities, and pretend and fantasy lessen
considerably. School-agers want to make “real” jewelry, take “real” photographs, and create
“real” collections.

School-age children have longer attention spans. They are more likely to stick with things
until the project is finished, the problem solved, or the argument resolved. Doing things
together with friends, teamwork, and following rules become very important. This age group
is fascinated by rules and can develop games with extensive rules and rituals.

What To Look Out For:

PHYSICAL SOCIAL AND EMOTIONAL INTELLECTUAL
DEVELOPMENT DEVELOPMENT DEVELOPMENT
• Skilled at using scissors and small • Being with friends becomes • May reverse printed letters (b/d)
tools increasingly important • Enjoys planning and building
• Development of permanent teeth • Interested in rules and rituals • Doubles speaking and listening
• Enjoys testing muscle strength • Girls want to play more with girls; vocabularies
and skills boys with boys • Reading may become a major
• Good sense of balance • May have a best friend and an interest
• Can catch small balls enemy • Increased problem-solving ability
• Can tie shoelaces • Strong desire to perform well, do • Interested in magic and tricks
• Enjoys copying designs and things right • Longer attention span
shapes, letters and numbers • Begins to see things from another • Enjoys creating elaborate
• Can print name child’s point of view, but still very collections
• Long arms and legs may give self-centered • Able to learn difference between
gawky awkward appearance • Finds criticism or failure difficult to left and right
handle • Can begin to understand time
• Views things as black and white, and the days of the week
right or wrong, wonderful or
terrible, with very little middle
ground
• Seeks a sense of security in groups,
organized play, and clubs
• Generally enjoys caring for and
playing with younger children
• May become upset when behavior
25 or school-work is ignored
 Ideas For Caregivers
Below are some tips you can use to help children learn
and develop a strong foundation for lifelong learning!

Provide opportunities for active play. Throwing at Encourage sense of accomplishment by providing
targets, running, jumping rope, tumbling, and aerobics opportunities to build models, cook, make crafts,
may be of interest. practice music, or work with wood.

Provide opportunities to develop an understanding of Encourage collections by allowing your child to make
rules by playing simple table games: cards, dominoes, special boxes or books in which to store his collections.
tic-tac-toe, etc.
Encourage reading and writing by allowing your child to
Provide opportunities for non-competitive team produce stories with scripts, create music for plays and
activities such as working a jigsaw puzzle or planting a puppet shows, produce a newspaper, record events, go
garden. on field trips, or conduct experiments.

Help children
explore their world.
Take field trips to museums, work
places, and other neighborhoods. Invite
community helpers to your home.

26
 Nine Through
Eleven-Year-Olds
Children of this age develop a sense of self and find it important to gain social acceptance
and experience achievement. Friends become increasingly important. Secret codes, shared
word meanings and made up languages, passwords and elaborate rituals are important
ways to strengthen the bonds of friendship. Close friends are almost always of the same
sex, although children in this age group are usually increasingly interested in peers of the
opposite sex.

Be prepared to use all your “patience” for children this age, as they tend to think that they do
not need any adult care or supervision. Yet, when they are left to care for themselves, they are
lonely, unhappy, and sometimes frightened.

PHYSICAL SOCIAL AND EMOTIONAL INTELLECTUAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT
• Girls are generally as much as 2 • Begins to see parents and • Interested in reading fictional
years ahead of boys in physical authority figures as fallible human stories, magazines, and how-to
maturity beings project books
• Girls may begin to menstruate • Rituals, rules, secret codes, and • May develop special interest in
• Increased body strength and hand made-up languages are common collections or hobbies
dexterity • Enjoys being a member of a club • May be very interested in
• Improves coordination and • Increased interest in competitive discussing a future career
reaction time sports • Fantasizes and daydreams about
• Girls are generally as much as 2 • Outbursts of anger are less the future
years ahead of boys in physical frequent • Capable of understanding
maturity • May belittle or defy adult authority concepts without having direct
• Girls may begin to menstruate hands-on experience
• Increased body strength and hand
dexterity
• Improves coordination and
reaction time

27
 Ideas For Caregivers
Below are some tips you can use to help children learn
and develop a strong foundation for lifelong learning!

Provide time and space for child to be alone. Time to Encourage child to help you with younger children, but
read, daydream, or do school work uninterrupted will don’t overdo. Avoid burdening with too many adult
be appreciated. responsibilities. Allow time for play and relaxation.

When possible, allow your child to make a short call to Provide opportunities for games of strategy, checkers,
a school friend. chess, and monopoly are favorites.

Encourage your child to participate in an organized Remember to provide plenty of food. Older children
club or youth group. have larger appetites than younger children and will
need to eat more.

Provide opportunities to
help out with real skills.
Cooking, sewing, and designing dramatic
play props are useful ways to utilize their
skills.

28
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