Social and Emotional development
At the age of three children likes to do things without assistants, “enjoy family mealtimes “(Meggitt, 2006, pg.75). And ask when family members are absent, are able to think from someone else’s point of view. They are affectionate to younger siblings. The child is now able to use the toilet by themselves and is mostly dry thought out the night, they “enjoy helping adults “(Meggitt, 2006, pg.75). like to assist adults with tidying, they are willing to share and take turns with toys and other children, they have developed fears of things they do not understand they are starting to develop a gender role. They are starting to make friends.
At the age of four, children can eat skilfully with cutlery, they can wash, dry their own hands and can brush their own hands, they are able to dress and undress themselves apart from doing their laces and ties, they are developing a sense of humour and like to have a lot of freedom and a strong willed
At the age of five, the children are starting to choose their own friends and enjoy caring for pets. They are able to amuse themselves, and show sympathy for friends that are hurt.
At the age of six, the children “can carry out small tasks , such as peeling vegetable’s” (Meggitt, 2006, pg.100). they choose friends because of the type of person they are. They are starting to develop conversation length and taking turns to speak and listen, the children may compare themselves with others
They have learnt what emotions are and how to control them, they have started to think about who they would like to be , they also can be critical of work and for close friendships with their own sex
Intellectual development and learning
At the age of three the majority of children “can match two or three primary colours” (Meggitt, 2006, pg.74). While in practise I have observed this taking place at the creative table while children are drawing flowers and cars. They are also beginning to understand the concept of time, the children have started to ask questions about cause and effect an example of this is ‘why’. They can sort a small range of objects in to small categories. Children can repeat and remember nursery rhymes and some songs.
At the age of four can understand the concept of numbers up to three, they can count up to 20, they understand that objects are selected in to groups. They can about two tenses past and future, they have started to remember particular events that have taken place in the past. They “often confuse fact and fantasy.” (Meggitt, 2006, pg.84).
At the age of five, children have started to draw in little detail. They are starting to ask questions about abstract words. They can recite their full name, age and address and sometimes their birthdate. They are in interested reading and writing; they may recognise their name and try to write it.
At the age of six, children have started to explore with concepts of quality. they are able to understand the difference between reality and fiction started to understand the concept of what happens when everyday materials are soaked or heated they can also draw with increased detail
At the age of seven, the children have started to understand the concept of numbers, they can express themselves in writing and speech, they have begun to understand the ways and means of telling time, as well as preform simple calculations in their heads ”can use a computer mouse and keyboard for simple word processing” (Meggitt, 2006, pg.107).
Intellectual development and learning
Birth- three months
When the child is first born they start to understand concepts for example, when they are hungry they cry, use their senses to understand their environment and activities, they also keep eye contact and cry to indicate their needs. Smile in response to speech and show an increasing interest in toys.
Are able to