The Stages of Childhood Development

CHAPTER 01: Preschool child

1.1 Preschool child
Preschool age is basically identified as year three to six. In psychology this age group categorize as “early childhood”. This early childhood stage is more imperative in the child development and their learning procedure. That’s why the concept of preschool has come to play.
Preschoolers are always on the move, exploring their world with excitement, curiosity, and an apparently endless source of energy. The capacity of learning in this stage is enormous. They learn and develop from each experience, association, and adventure that they meet. Having the enough space and opportunity to discover objects and playing environments helps preschool child to develop their imagination and help the motor, language, cognitive, and psychosocial skills that are necessary for his future development.
There are significant physical changes happen in this stage, their height increases by two inches and weight increases by five pounds per year. Female children are comparatively bigger than male children. But there are individual changes in their appearance. The growing rate of human brain in this stage is very high. At the age of five is completed, 90% of adult brain is already grown.
Nutrition is very important in this stage but food demand is very low for preschool child. Their demand is totally focus on intellectual curiosity and social skills. Their pattern is different than adults. For an example: They tend to eat others food, ask more food at others houses but they don’t eat them at their own home.
There are some common behavioral patterns can be identified in this early childhood. They speak, suddenly scream and walk while sleep. It is not a problem in behavior but a normal condition. And t...

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...he classroom must be designed to "focus concentration and keep away from conflicts and distractions." The physical structure is closed and pathway must direct preschoolers to specific activities. These activity areas are separated from each other to provide privacy and both group and individual work.
In cognitive programs, activity areas are "a combination of open maturation spaces and the more proper controlled work areas of behaviorist program." These areas must define carefully to provide children opportunities for surviving with difference, to keep away from uncertainty and competition. Pathways allow children to move "with a sense of purpose".
Relationship between physical environment and philosophy also offer a theoretical framework to understand the more specific interactions between the environment and child behavior and development.