Preschool Development Report

Emerging Abilities

Understanding

Thoughts, Desires &

Beliefs

3-year-old Child

-We see evidence that some

understanding is underway in

regard to the interconnected

inner plane of one’s thoughts,

feelings and actions (Boyd et al.,

2021a).

4-year-old Child

-It is clear that a working

understanding of one’s personal

reality is connected to their actions

(Boyd et al., 2021a).3

Expanding

Communicative

Abilities

3-year-old Child

-A significant amount of words

acquired (upwards of 600),

along with nonverbal

communication, is developing

and put in to practice (Boyd et

al., 2021a).

4-year-old Child

-An increasingly large number of

vocabulary words (between 600 and

15,000), result in complex sentences

and descriptive language in play

(Boyd et al., 2021a).

Physically Active

with Versatile

Movement Abilities

3-year-old Child

-Most children are running,

climbing, avoiding obstacles

while lifting or pushing large

toys (Boyd et al., 2021a).

4-year-old Child

-Taking stairs step by step, skipping,

tiptoeing, using pedals on a tricycle

and steering it successfully, are all

gross motor skills we see developing

(Boyd et al., 2021a).

Social Relationships

Solidifying

3-year-old Child

-Children develop group entry

skills, attention span and

emotional awareness and

regulation as peer relationships

call for these skills to be

successful. Preferred playmates

are commonplace (Ontario

Ministry of Education, 2014a).

4-year-old Child

-Children assume a distinct role in

group play and expand their attention

and emotion regulation abilities.

Preferred playmates blossom into

friendship dynamics (Ontario

Ministry of Education, 2014a).

Full Day Kindergarten

All children are unique, but norms are in place for a reason, and age is a reliable guide for

projected expectations based on evidentiary support. We see a 3 ½-year-old’s behaviour and4

body closer to that of a toddler’s and a 5-year-old’s will be closer to an early-school-ager’s

(Ontario Ministry of Education, 2014a). A key difference that dictates a lot of their differing

action patterns is highlighted in Chapter 8: Social and personality development in early

childhood presentation (Boyd et al., 2021b), wherein most children 4 years old and younger are

limited in their thought processes. This is specifically shown in how they are the central figure

who thinks. The thoughts of others and existing in the minds of others are not yet comfortable

concepts. Most children aged 5-7 years old do comprehend the communal experience of thought,

being on another’s mind, and increasingly more complex patterns of thought (Boyd et al.,

2021b). These cognitive factors play a role in the social settings we find 3 ½-year-olds versus 5-

year-olds occupying. Parallel play that dominated toddler years, as well as the struggle for

possession fades into seeking playmates and the exchange of ideas and materials during play

(Ontario Ministry of Education, 2014a). Setting up separate play centres in a kindergarten

classroom that reflect their cognitive abilities and continuously transforming play needs ensures

all of the children are supported on a physical level. Slightly varied activities at shared spaces

like the art centre would be supportive as well, for instance, engaging and supporting the

younger children with an activity like tracing their hand in a fist shape, and the older children

with tracing their hand with their fingers sprawled out. This assists them to see the great value of

both variations, the connection between them, and a low-pressure sense of encouragement to

scaffold their learning as they are ready (Ontario Ministry of Education, 2014b). Having

emotional literacy activities appropriate for the children at differing ends of the spectrum of

understanding is also key because emotional regulation plays a major role in the blossoming of

social relationships. As difficult behaviours decline or adapt in the face of an increasing amount

of empathy and social problem-solving skills, tools and activities to induce deeper understanding5

can be implemented. For younger children, a lanyard worn by educators with visual depictions of

feelings (photographs of facial expressions) can be a path towards easy identification and a

jumping-off point for helpful discussions. Arts activities for older kids can expand their

expressive self-understanding of emotions and connect them to colours or shapes. A 3 ½-year-

old is at the start of their full-fledged independence journey, after getting tastes in toddlerhood;

they can apply what they have learned and start building that foundation in supportive

kindergarten classrooms. 5-year-olds have more knowledge, confidence and the asset of

repetition (Ontario Ministry of Education, 2014a). Their foundation is well underway, and this is

reflected in their demeanor in kindergarten classrooms, and our place as educators is to respond

to their abilities and continually enrich their experiences.

Indigenous Practices

Indigenous practices that support healthy development emphasize the circle of support

(including all members of the family, community and the environment) that places the child at

the centre. Resources flow to the child because they need it most right now (Manitowabi, 2020).

There is also the featured importance of the spiritual aspect of the child. This general

commonality that Elders in Sense of belonging (Best Start Resource Centre, 2011) bring forward,

highlights the need for the spiritual nurturing of young children because they are so close to the

spirit world, having just been a part of it, or by Creator’s side as it is often put. Therefore,

looking out for children’s gifts and potent teachings is key to ensuring their holistic development

(Manitowabi, 2020). Unique personal experiences are a guarantee for every individual, and so

we must approach each child with this is mind. Participating in stereotyping is not only

disrespectful but dangerous, in that we could be fueling harmful systems originally set in place to

impose unfair limits on certain cultural groups. Asking questions, getting to know families and6

assuming the role of listener (rather than posing as the expert) opens the doors for children from

all cultures to be understood and respected on every level (Best Start Resource Centre, 2011).

Supporting the families really starts with respecting, understanding and listening to their needs.

Directing these virtues towards the primary caregivers is a crucial task because stronger

caregivers mean stronger children, and stronger children mean stronger communities (Best Start

Resource Centre, 2011).

Social Dynamics

Peer relationships are beginning to take a front-seat role for 4-6-year-old school-agers.

Their observance skills are developed so entering group play is more commonplace and easeful.

Taking on roles in dramatic play and understanding their place in things are becoming second

nature as they have the opportunity to practise in play centres regularly. Burgeoning empathetic,

cognitive and communicative abilities (Ontario Ministry of Education, 2014a) open the door to

preferred playmates, which in turn result in good friendships. They can perceive and respond to a

host of emotional and verbal messages that serve as a foundation for building these connections.

Their ability to focus for extended periods of time, and persist even when frustrated, alongside an

increased interest in their peers, means these newfound skills are directed towards other school-

agers. They are also beginning to form a sense of their value or worthiness and goals they may

have; these factors contribute their idea of self and how their person is interacting with the world

around them (Ontario Ministry of Education, 2014a). School structures provide opportunity for

self-exploration, recreation and time for bonding, and these increasingly social 4-6-year-olds are

responsive to these environments. Adults are a source of stable support and knowledge, but they

take a more backseat role as the social lives of early-school-agers expand on the peer-to-peer

plane (Ontario Ministry of Education, 2014a).

Parenting Style

Parenting style creates a social-emotional environment that can coax both the best and the

most challenging qualities a child possesses to the forefront. The four most documented

parenting styles of authoritative, authoritarian, permissive, and uninvolved, are seen cross-

culturally, and the effects of such approaches are also recorded. The authoritative approach has a

good amount of both nurturance or warmth, and rules or control. According to Boyd et al., by

being attentive and high in acceptance, the authoritative parent affirms a more compliant and

self-confident child (2021c, p. 216). Authoritarian approaches involve more fear-based control

and demands. There is less communication and warmth, with a significantly low threshold of

acceptance. The negative effects cling to the psyche of the child and can be seen reflected in

patterns of mental health issues like anxiety, depression, and other problems (Cherry, 2022).

According to Cherry (2022), this can contribute to the likelihood of bullying others or even

abusive partner dynamics as they age. In academic settings children raised by authoritarian

caregivers are noted to have lower rates of success (Boyd et al., 2021c, p. 216). A permissive

style of parenting is full of warmth and allowance, but with extremely high acceptance, skills

associated with maturation, firm guidance and communication are lacking. We see self-control

and academic success are limited in children raised with permissive parenting being the

dominant style (Boyd et al., 2021c, p. 216). Uninvolved parenting is severely lacking nurturance,

and engagement is virtually nonexistent, which means there is little to no communication,

control or encouragement. The results are understandably layered with negative influences on the

child. The numerous possible effects include social dynamic difficulties throughout the life

cycle, antisocial or impulsive behaviours, and academic struggles (Boyd et al., 2021c, p. 216).

Family life plays the most significant role in shaping a child; the effects of certain childrearing

approaches result in identifiable differences and trends. It is crucial to be aware of the effects

parental styles produce and ensure the team of caregivers are making cohesive choices for the

benefit of the child.

Cultural Influence

Culture in the context of parenting is the amalgamation of approved, tried-and-true

methods that uphold and represent the morals and values that are most important to the members

of said cultural group. The environmental influences that feed into a culture’s expression

determine physical elements like food, clothing and bodily characteristics. Everyone is raised in

a culture of some kind, and it affects the way we see the cultures of others. Whether they are

contrasting, similar, or congruent with the values of your culture or propose different areas of

importance, a child is raised within a set of cultural beliefs that guide their caregivers. Some of

these beliefs and their corresponding methods of application conform to a documented parenting

style like authoritative, authoritarian, permissive, or uninvolved. There are also the factors of

colonization and forced assimilation that are still impacting the integrity of cultures worldwide

and leaving a legacy of intergenerational trauma. Traumatized people cope the best ways they

can with what is available to them (Best Start Resource Centre, 2011). We must consider all of

these factors influencing cultural impact on parenting styles. Traditional cultural elements that

inform parenting can supersede the language and frameworks that are a part of the dominant

culture as the most documented styles are not inclusive of these other approaches. When

traditional cultural practices are preserved or rekindled and applied correctly, the child rearing

impact is fiercely positive (Best Start Resource Centre, 2011).

Developmental Areas

The physical exercise needs of a child between the ages of 4-6 are on par with a toddler’s

needs, both requiring 180 minutes of activity, but the preschooler needs more rigorous active

play with the suggested amount of time for that being 60 minutes (Boyd et al., 2021a). This

places an emphasis on the physical area of development as the needs are increasing, and the

results in their growing bodies are evident. We see a dramatic shift from a baby-like appearance

in toddlerhood to a small-adult-like appearance, featuring muscle development, fat loss and

lengthening of the limbs. There is also a massive jump in the cognitive ability evident in the 2½-

year-old’s approximately 600 known words to the 5- or 6-year-olds 15,000 words (Boyd et al.,

2021b). The fast-mapping linking of words to life events, getting instantaneous feedback fleshes

out their vocabulary (Boyd et al., 2021b). Theory of mind is also a window into the cognitive

processes becoming increasingly complex. Language, memory and accepted ideas come together

in a 4-6-year-old’s mind to form a working understanding of what they absorb in the surrounding

social learning circles. Theory of mind within each child is found to expand as they engage with

their peers, and specifically during sessions of pretend play. The ability to converse and

comprehend assists in a social context as well, and we see the prevalence of preferred playmates

dramatically increasing, eventually blossoming into full-fledged friendships.

Experience

Tree-climbing is a seemingly simple experience to initiate but the effects are numerous,

like the positive shift in perspective, power of will, testing limits, and experiencing independence

and strength. It is a rewarding exertion of energy on the way to satisfaction, and with the

potential extension of considering inviting others to climb alongside; after they do, there are the

additional virtues of bonding, helping and admiring others. We start with fostering the interest or

excitement as they are prompted to look up at trees. This is an easy conversation that invites

appreciation and invokes awe as they take in their surroundings, and then assisting to verbally

and sensorily create the experience of being at the top. This includes open-ended questions,

exploring goals or dreams about the experience, and what or who (as the optional extension) this

imagined scenario involves. Then, we take the steps to get there; they are verbally instructed, and

we are there to guide them and ensure they are doing it the safest way possible. Independence is

encouraged and safety is nurtured within the child themselves in relation to their natural

surroundings, as well as between them and the educator. No meaningless phrases like “be

careful” (that could instill fear without providing a solution) are uttered, but instead, instructional

and inspirational affirmations are offered as needed. Once the tree is climbed to the individual

child’s limit and there is progress fitting to their abilities, they are given space to integrate what

they learned from the experience. They can reflect on how they can rinse and repeat and possibly

include others. A follow-up activity could be to discuss how they can now help others to

successfully climb, and possibly the most helpful instructions they would share with them.

Overall, this experience supports their natural curiosity and exploration of the outdoors by

allowing them to use their strengths, test their limits and play.

Reflection

The preschooler is in an increasingly agile, strong and competent body that allows them

to be independent in a growing number of areas and beckons them to be active and test their

limits regularly. We should never shut down this kind of experimentation and exploration.

Nurturing their abilities and curiosities, while setting realistic expectations and being firm as

needed, is the supportive and responsive care they require. Their socializing and cognitive

strengths are in full bloom as they share their perspectives, thoughts, memories and bright ideas

with each other. They are capable of utilizing language and other non-verbal communication as a

tool to converse with their peers and caregivers. They can access social emotional skills like

empathy and emotional literacy to make meaningful exchanges with their peers and build

relationships beyond preferred playmates where patience and vulnerability are exercised.

Preschoolers are remarkable, and there is a lot to seriously consider as these young

children begin overtly communicating and reflecting back to you what they are absorbing from

their surroundings. Therefore, one must be intentional and well-informed in all areas covered

during this assignment. They are actively and dynamically engaging with the world, and their

physical, mental, emotional and spiritual responses are often overt. Reflecting upon what we are

noticing in childcare settings is enriched by this layered feedback. We have the gift of supporting

and attempting to totally understand the whole child as they are challenged, stimulated and held

by the childcare environment.

References

Best Start Resource Centre. (2011). A sense of belonging: Supporting healthy child development

in Aboriginal families. https://resources.beststart.org/wp-content/uploads/2019/01/K04-

A.pdf

Boyd, D., Bee, H., & Johnson, P. (2021a). Chapter 7: Physical and cognitive development in

early childhood. [PowerPoint slides]. Pearson Canada.

https://learn.humber.ca/ultra/courses/_238358_1/outline/edit/document/_17618536_1?co

urseId=_238358_1&view=content

Boyd, D., Bee, H., & Johnson, P. (2021b). Chapter 8: Social and personality development in

early childhood. [PowerPoint slides]. Pearson Canada.

https://learn.humber.ca/ultra/courses/_238358_1/outline/edit/document/_17618538_1?co

urseId=_238358_1

Boyd, D., Bee, H., & Johnson, P. (2021c). Revel Lifespan Development (7th ed.). Pearson

Canada.

Cherry, K. (2022, December 1). How different styles of parenting impact children. Verywell

Mind. https://www.verywellmind.com/parenting-styles-2795072#toc-the-impact-of-

parenting-styles

Manitowabi, E. (2020, February 10). The creation story and seven grandfather teachings.

[Conference session]. Indigenous Education & Engagement Traditional Teaching Series,

Humber College: Etobicoke, ON.

https://humber.ca.panopto.com/Panopto/Pages/Viewer.aspx?id=99ab15ef-bd72-4959-

ba7a-adbf013aa75913

Ontario Ministry of Education. (2014a). Excerpts from “ELECT” foundational knowledge from

the 2007 publication of Early Learning for Every Child Today: A framework for Ontario

early childhood settings. https://www.dufferincounty.ca/sites/default/files/rtb/Excerpts-

from-Early-Learning-for-Every-Child-Today.pdf

Ontario Ministry of Education. (2014b). How does learning happen? Ontario’s pedagogy for the

early years: A resource about learning through relationships for those who work with

young children and their families. https://files.ontario.ca/edu-how-does-learning-happen-

en-2021-03-23.pdf