Extends from two to six years.

Begins at the conclusion of babyhood, it is where dependency is a practically a thing of the past and is being replace by growing independence and ends at about the time the child enters first grade in school.
Alexandra Imperial

It as also called the pre-school age where young children become more self-sufficient to care for themselves in social readiness skills.

 Early

childhood is a problem or troublesome age.

- In this stage, children always involves in trouble because they cannot control their emotions and they are not ready to handle that situation.

 Early

childhood is the toy age.

- In this stage children always wanted to play. They spend their waking time in playing their toys, and even though they started to enter the first grade in school they still brings toys in their bag.

 Early

childhood is the preschool age.

- In this age children are consider old enough, physically and mentally to cope with the work they will be expected to do when they begin their formal schooling.

Early childhood is the pregang stage.

- This is the time that children are learning the foundation of social behaviour, This is also the preparation for the more highly organized social life. When children enter the first grade in school they must adjust.

Early childhood is the questioning age.

- In this stage a child always ask question to their parents, they would not stop asking about one thing they really want to know. Their awareness is high during this time.

 Early

age.

childhood is the exploratory

- Children wants to know about their environment, how it is works, how it feels, and hoe they can be a part of it.

 Early

age.

childhood is the imitative

- Children always imitate what they see because they know it is good, they will imitate what are the things saw in other people even if it is right or wrong.

 Early

age.

childhood is the creative

- Children show their talents or skills in playing their creativity is very great during this time because they can do something that we dont expect.

ACTIVITY AGE - If a child has a strong body they can join in any kind of activities and they can do all the kinds of task. DISCOVERY AGE - The young child starts to learn many things about himself and his environment, they can discover many things.

EXPLORATION AGE - The child manipulates his body and his environment. Children explore in this stage. SOCIALIZATION AGE - A child begins to meet different kinds of personalities that she will meet in her neighbor and to her community.

PLAY AGE - A child always wanted to play, young child engage in all kinds of play like for example playing hide and sick, damas and many more. VOCABOLARY AGE - When child talk to other people he can gets or know some words from them.

Control of elimination They can do things without much help like self feeding, self dressing and doing something. Develop of motor skills that allow him to explore and to do things to satisfy his curiosity.

Acquisition of adequate vocabulary to communicate his thoughts and feeling with those around him. Children must relate their emotional behaviour if they have problem to their parents, siblings and other people. Laying the foundations for conscience as a guide of right and wrong behaviour.

Growth during early childhood proceeds at a slow rate as compared with the rapid rate of growth during babyhood. Early childhood is at time of relatively even growth.

Height 3 inches - average annual increase in height 46.6 inches length of a child at 6 Weight 3-5lbs average annual increase in weight 7 times increase at age 6 of weight; 48.5lbs for average girl and 49lbs for average boy
Catrina Jimenez

The baby look disappears and baby proportions changed markedly. The muscles become bigger, stronger and heavier with the result that children look thinner even though the weigh more. Growth rate slows: the average child in this stage grows 2 inches in height and 5-7 pounds per year. Body fat declines during preschool years. Boys have more muscles while girls have more fat.

Gross and fine motor skills progress rapidly. Gross motor skills include running, skipping and jumping. Fine motor skills include turning pages of a book and learning to write and draw. The most important physical development during early childhood is the brain and nervous system growth. The average preschool child requires 1700 calories per day. Well balanced meals are important in this stage because their diet affects skeletal growth, body shape and susceptibility to disease.

Physical development in children follows a directional pattern: Large muscles develop before small muscles. Muscles in the body's core, legs and arms develop before those in the fingers and hands. Children learn how to perform gross (or large) motor skills such as walking before they learn to perform fine (or small) motor skills such as drawing.

The center of the body develops before the outer regions. Muscles located at the core of the body become stronger and develop sooner than those in the feet and hands. Development goes from the top down, from the head to the toes. This is why babies learn to hold their heads up before they learn how to crawl.

I. BODY GROWTH A. Changes in Body Size and Proportions

1. On the average, 2 to 3 inches in height and about 5 pounds in weight are added each year. 2. The child gradually becomes thinner; girls retain somewhat more body fat, whereas boys are slightly more muscular.

3. Posture and balance improve, resulting in gains in motor coordination.

4. Individual differences in body size are even more apparent during early childhood than in Infancy.

5. To determine if a child's atypical stature is a sign of a growth or health problem, the child's ethnic heritage must be considered.

 Heredity

if the parents are tall, the children would also be tall.

Heredity is the passing of traits to offspring

(from its parents or ancestor). This is the process by which an offspring cells or organism acquires or become predisposed to the characteristics of its parent cells or organism.

Heredity and Hormones

1. Children's physical size and rate of growth are related to that of their parents.

2. The pituitary gland is a gland located near the base of the brain that releases hormones affecting physical growth.
Growth hormone affects the development of almost all body tissues, except the central nervous system and the genitals. Short children with GH deficiency can be treated with injections of genetically engineered GH. b. Thyroid stimulating hormone stimulates the thyroid gland to release thyroxine, which is necessary for normal brain development and body growth.
a.

Body build small-boned children usually more grow slowly. Small-boned children means being short or overly thin can also be used to refer to a small, a reference to the penis and other name.

Sex - boys tend to be heavier than girls. But in some cases, girls tend to be heavier and taller than boys.

Nutrition proper nutrition especially protein intake effects growth and development.
Nutrition (also called nourishment or aliment) is the provision, to cells and organisms, of the materials necessary (in the firm of food) to support life. Many common

health problem can be prevented or alleviate with the healthy diet.

1. Preschoolers' appetites decrease because growth has slowed. 2. In addition, they become picky eaters. This is adaptive as young children are still learning which items are safe to eat and which are not. 3. Because caloric intake is reduced, preschoolers need a high-quality diet.

4. The social environment and emotional climate at mealtimes have a powerful impact on children's eating habits. 5. Insufficient amounts of iron, calcium, vitamin C, and vitamin A are the most common diet deficiencies of the preschool years.

Health healthy children grow and develop faster than the poor health.
Health is a level of functional or metabolic

efficiency of living beings. In humans it is the general condition of a persons mind, body and spirit, usually meaning to be free from illness, injury and pain (as in good health or healthy).

Infectious Disease and Malnutrition:

a. In well-nourished children, ordinary childhood illnesses have no effect on physical growth. b. In developing nations, many children do not receive a program of immunizations. c. Disease is a major cause of malnutrition, and, through it, affects physical growth.

d. Most growth retardation and deaths due to diarrhea in developing countries can be prevented with oral rehydration therapy , in which sick children are given a glucose, salt, and water solution that replaces lost body fluids.

Emotional State children from happy home grow faster than those who are suffering from stressful condition.
It is the state of a persons emotions (especially with

regard to pleasure or dejection); his emotional state depends on her opinion; he was in good spirits; his spirit rose.

Emotional Well-Being

1. Preschoolers with very stressful home lives suffer more respiratory and intestinal illnesses, as well as unintentional injuries. 2. Deprivation dwarfism is a growth disorder observed between 2 and 15 years of age that is caused by emotional deprivation. It is characterized by very short stature, weight that is usually appropriate for height, immature skeletal age, and decreased GH secretion.

Teething may affect appetite and slow down growth and development.
Teething is the process by which infants first teeth (the

deciduous teeth, often called baby teeth or milk teeth) sequentially appear by emerging through the gums. Teething may start as early as three months or as late as twelve months.

Physical and Play Activity those who are encouraged to explore and engage in play activity grow and develop faster.

Play is a term employed in Psychology to describe to a range of vocabulary, intrinsically motivated activities normally associated with re-creational pleasure and enjoyment. Play is commonly associated with children and their juvenile-level activities, but play can also be a useful adult activity, and occur among higher functioning animals as well.

Sleep Habits and Problems 1. Sleep contributes to body growth, since GH is released during sleeping hours.

2. Total sleep declines from 12 to 13 hours at ages 2 and 3 to 10 to 11 hours at ages 4 to 6. 3. Bedtime rituals, such as using the toilet, listening to a story, and kissing before turning off the light, help Western preschoolers adjust to being left by themselves in a darkened room.

4. Almost all children begin to have a few nightmares between ages 3 to 6. 5. About 15% of preschoolers experience difficulty falling and staying asleep. Family stress can also prompt childhood sleep disturbances.

Childhood Injuries

1. Auto accidents, drowning, and burns are the most common injuries during early childhood. 2. Motor vehicle collisions are the leading cause of death among children over I year of age.

Proper physical development of young children requires the progression of both gross- and fine-motor skills. Gross-motor skills are large-scale movements that involve using most of the body, while fine-motor skills are smaller movements that require the hands to make motion. All children develop at different rates.

Gross-Motor Development
Gross-motor activities such as crawling, walking

and jumping require several parts or the whole body to move simultaneously to make a motion. Some factors that might affect this development include the childs muscle tone and strength, the childs ability to execute smooth or jarring maneuvers and the childs range of motion.

Gross (or large) motor skills involve the larger muscles including the arms and legs. Actions requiring gross motor skills include walking, running, balance and coordination. When evaluating gross motor skills, the factors that experts look at include strength, muscle tone, movement quality and the range of movement.

1. As children's bodies become more streamlined and less top-heavy, their center of gravity shifts downward toward the trunk and, as a result, their balance improves.

2. By age 2, the preschooler's gait becomes smooth and rhythmic, leading to running, jumping, hopping, galloping, and skipping. 3. As children become steadier on their feet, their arms and torsos are freed to experiment with new skills-throwing and catching balls, steering tricycles, and swinging on horizontal bars and rings.

4. Five-year-olds run about twice as quickly as they did at age 2. Around age 4, gallops and one-step skips appear, and around age 6, children can skip in a well-coordinated manner.

5. The first jumps appear around age 2. During the middle of the third year, the first two-foot takeoffs and landings can be seen. Between ages 2 and 3, children can hop a few times in succession, and 5and 6-year-olds can hop skillfully. 6. At ages 2 and 3, catching and throwing are awkward and stiff. Gradually, children use their shoulders, torso, trunk, and legs to support throwing and catching; consequently, the ball travels faster and further.

Fine-Motor Development
It refers to a child that can do age-appropriate

activities that require the use of his hands. Finemotor skills include those that require eye-hand coordination, the ability to use writing devices and the childs ability to plot, organize and execute motor activities he hasnt performed.

Fine (or small) motor skills involve the smaller muscles in the fingers, toes, eyes and other areas. The actions that require fine motor skills tend to be more intricate, such as drawing, writing, grasping objects, throwing, waving and catching.

1. Self-Help Skills: a. During early childhood, children gradually become self-sufficient at dressing and feeding. b. Shoe tying, mastered around age 6, requires a longer attention span, memory for an intricate series of hand movements, and the dexterity to perform them.

2. Drawing and Writing: a. As the young child's ability to mentally represent the world expands, marks on the page take on definite meaning. b. From Scribbles to Pictures: 1) Scribbles Western children begin to draw during the 2nd year. At first, action, rather than the scribble itself, contains the intended message. 2) First Representational Shapes and Forms-By age 3, scribbles start to become pictures. Use of lines to represent object boundaries permits children to draw their first pictures of a person by age 3 or 4.

3) More Realistic Drawing5-More conventional figures, in which the body is differentiated from the arms and legs, appear by age 6. However, drawings at this age still contain perceptual distortions, such as a missing third dimension.

c. Cultural Variations in Development of Drawing 1) Children's drawings reflect the interest in art demonstrated by other members of their culture. Children in cultures with little interest in art produce simpler forms. 2) Schooling provides opportunities to draw and write, see pictures, and grasp the notion that artistic forms have meanings shared by others.

d. Early Printing:

1) As young children experiment with lines and shapes, notice print in picture books, and observe people writing, they try to print letters and, later on, words. 2) Often the first word printed is the child's name.

Two to Three Years Old By the time a child turns 3, he should have such finemotor skills as building a nine-block tower, holding a crayon using three fingers, copying a circle and cross after seeing one on paper, and cutting a piece of paper with scissors. Gross-motor skills development includes using both feet to jump, kicking a ball placed in front of her and riding a tricycle. Three to Four Years Old Preschool children in this age range have the ability to do fine-motor skills that include building 10-block towers, stringing together small beads, copying a square after seeing one drawn, and dressing and undressing on her own, with the exception of buttons and zippers. Gross-motor skills include hopping on one foot three times and playing catch with a large ball.

Hand Skills- Self feeding and dressing skills, begun in babyhood are perfected in early childhood. The greatest improvement in dressing skills generally comes between the ages of 2 to 4 years. By the time the time children reach kinder-garden age, they should be able to bath and dress themselves with a fair degree of proficiency to tie their shoelaces and comb their hair with no assistance.
Clarissa Leonardo

Leg skills- Once Young children have learned to walk they turn their attention in other movements requiring the use of their legs.

Handedness- Early Childhood maybe regarded as a critical period in establishment of handedness. The reason is that, during this period children abandon, to a large extend, the tendency to shift from the use of one hand to the use of other, and begin to concentrate on learning skills with one hand as the dominant hand and other as the auxiliary or helping hand.

Ideal age to learn skills for three reasons:

1. Young Children enjoy repetition and are willing to repeat an activity until they have acquired the ability to do it well. 2. Young Children are adventuresome and are not held back by fear of heuting themselves or being ridiculed. 3. Young Children learn easily and quickly because their bodies are still very pliable and because they have acquired few skills.

Forcing the Child to shift from left to right - may imprint some negative attitude. Children should be given adequate training in the use of both hands.

Improvements of Speech

Speech or language impairment - communication disorders such as shuttering, impaired articulation, language impairment or a voice impairment. Children often make speech error that adversely affects a child development or its educational performance.

Two reasons why there is a strong motivation on the children to learn to speak:

1. Learning to speak is an essential tool in socialization, in communicating easily with their peers and be accepted as members of the groups. 2. Learning to speak is a tool in achieving independence for children can make known their needs, wants and capability of doing things alone.

Three major tasks of learning to speak:

1. Building up a vocabulary. 2. Through listening a radio and watching television, they can improve their pronunciation. 3. Forming sentences through combination of words as early as 2-3 years of age.

Early Childhood is popularly known as chatter box age because once a young children are able to speak with ease, they talk incessantly. Silent Sams- by contrast called to the non talkers. 2 Main Types of Speech: Social Speech- intented to be understood by someone. Private Speech- is speech spoken to oneself for communication, self guidance and self regulation of behavior.

The terrible twos can be an emotional time for both you and your child. But the teaching, warmth and security you provide now will help her feel comfortable, capable and special.

2-3 years- Children shows interest in watching other child and make contact with them.

Play - Is an essential part of every child life and important to their development it practices their linguistics, cognitive, social skills and contributes to their general personality development.

- One of the ways children learn about themselves, the people around them, their environment and their community. It's an essential part of every childs life and important to their development. Through play, children learn to explore the world around them, develop and practice skills they will use throughout their lives.

Why is Play important? Play is important because it helps children grow strong and healthy. When children run, jump, roll, throw, catch, or swing they are building muscles. They burn energy that makes them tired and hungry. Physical play improves strength, endurance and balance. Body coordination improves when children play in physical ways. Physical play helps children to sleep and eat better.

Play is important because children can learn about the meaning of things in the world. Games help children learn what words mean like stop, go, please, excuse me. They learn to collect and use information. They discover how things feel and taste. they learn about art, science, math, music, nature, and animals and people when they play.

Play is important because it helps children learn about people.

.

Children will learn to take turns and share. They will act out their feelings listen and talk to playmates, and follow rules. They will try leading and following. They can pretend what its like to be someone else like a teacher, mother, doctor or grandfather.

Play is important because it helps children learn and grow in a way that helps them feel good about themselves.

Children enjoy play. It is easier to learn when we are relaxed. We remember things weve done when the things were fun. Even when play is hard, children are excited when they discover that they can control their bodies and actions. Good play offers children success.

Play is important because it is practice for being grown-up.

Children at play learn to pay attention and to stick with job. They learn to face problems and solve them. Play helps them learn what is right and wrong. They learn to be good sports, honest and not to cheat. Children develop their imagination when they play. They learn to follow directions. All these skills will be important when children become grown-ups.

I think that most of the play research supports the notion that play is essential to the physical, social, cognitive and emotional aspects of a childs development. In what ways? I have included some specific examples below:

When children run, play ball or jump, they develop large motor skills.

By stringing beads, cutting with scissors or playing with clay, children develop fine motor skills (necessary for writing).

When children run, play ball or jump, they develop large motor skills. By stringing beads, cutting with scissors or playing with clay, children develop fine motor skills (necessary for writing). Play that involves taking turns, sharing, listening to and cooperating with others develops important social skills and helps children learn to get along with others.

Children can use play to resolve their own inner conflicts. By interacting with others in play, children have opportunities to learn to self-regulate. When children sing songs and play name games or tell stories, they build language and vocabulary skills. During dramatic play, children can act out social roles they have observed at home, at school and in the community.

While they are playing, children can engage in non-verbal and verbal communication thus increasing their ability to use language effectively. When they are playing, often children can relax and feel free from stress.

Ellie Rose Magtoto

 Any

simple repetitive muscle movement with or without object as rolling a ball or pulling a pull toy

 Manipulation

of object to construct or to create something.

 Substitution

of an imaginary situation to satisfy the childs personal wishes and needs.

 Children

begin to prefer rulegoverned pretending and formal games.

The child is now able to communicate with the person that surrounds him.

1. 2. 3. 4.

The child training method used in the home the aspirations parents have for their children the ordinal position of children in a family environmental insecurity due to divorce, separation, social inability

This children showed regular eating, sleeping, elimination cycles, a positive approach response to new situations.

 This

child showed irregular eating, sleeping and elimination cycles. They displayed a negative approach response to new situations.

This child showed negative responses of mild intensity when exposed to new situation, but slowly came to accept them with repeated exposure.

Morality is defined as principles for how individuals ought to treat one another, with respect to justice.

First stage, children are obedient and punishment-oriented in the sense that they judge acts as right or wrong in terms of physical consequences. Second stage, children conform to social expectations in the hope of gaining rewards.

Rules and laws which serves as guidelines for approved behavior. Punishment for willful violation of rules and laws. Rewards for behavior or attempt to behave on a socially approved way.

it is where rules are established, where are children are expected to form with no attempts to explain.

instead of trying to discourage inappropriate behavior through punishment, good behavior is facilitated.

the rules, regulations and standards of behavior are made entirely by the children.

neglect can be seen as a form of abuse, depending on the extent that it is used.

 abuse can be verbal as well; telling your

child that s/hes not worthy, talking down, or insulting them can often do as much damage as a slap to the face.

this discipline style recognizes that children are equal to their parents. Not in sameness of intellectual or experience but in value as a human.

Child Discipline
Erishmae S. Magtoto

Is the set of rules, rewards and punishments administered to teach selfcontrol, increase desirable behaviors and decrease undesirable behaviors in children. While the purpose of child discipline is to develop and entrench desirable social habits in children.

The parents approach to discipline and to conflict resolution has important effects on the quality of the parent-child relationship and the childs early personality growth. Developmental scientists have found that when parents frequently exercise power and authority to overcome their childrens assertiveness, the children comply but are also likely to become angry and frustratedand to be defiant when the parent is not present.

Parental strategies that emphasize communicating firm and consistent expectations and their rationale, as well as listening receptively to the childs views, foster the childs cooperation and a more harmonious parent-child relationship.

An affectionate parent-child relationship, in turn, enhances the childs compliance and cooperation. Young children are motivated to comply with an adults expectations when they are emotionally committed to maintaining a strong, warm relationship with that person.

Conflicts with others can be valuable sources of social and emotional understanding for young children. Nothing focuses a childs attention on what another is thinking or feeling more than the realization that conflict must be resolved.

The 12 Disciplinary Elements

Pay attention to your child.

Respect your children and yourself

Be reasonable, gentle, and firm.

Prevent and minimize problems through understanding, communication, and modeling.
Use positive reinforcement to encourage and reward proper behavior.

Teach ways to make choices

Set reasonable personal expectations and goals for your child Set reasonable expectations for yourself and your family Communicate effective and reasonable limits. Understand misbehavior. Provide related, respectful, reasonable responses. Be consistent.

Five Things a Family Should Do for Their Young Children

Spend time with your child

You should play with them. Talk & listen.

Children needs attention, communication, and stimulation.

Read your Child

Reading helps develop language, understanding, verbal intelligence and a love of books.

Set RULES and say NO

Children have to learn the difference right and wrong; and between safe and dangerous.
You have to firmly correct them when they do bad things.

You have to set rules & restrictions, explain them and make sure the child understands.

Children learn from those around them and especially their parents.

Teach them good manners and behavior through your actions as much as your words.

Encourage a healthy lifestyle

Encourage your children to walk, cycle and play and they will love exercise
Give them nutritious food and they will grow up liking them.

A. Physical Hazards

1. MORALITY- often the results of accidents than of illnesses. 2. ILLNESS- young children are highly susceptible to all kinds of illness, though respiratory disease are the most common. 3. ACCIDENTS- cuts, bruises, infection, burns, strained muscles and disability are results of accidents.
4. UNATTRACTIVENESS/AWKWARDNESS- due to skinny look, where baby teeth have fallen out and permanent teeth proportionally large having good time them keeping themselves neat and clean and because of delayed motor development.

5. OBESITY- medical condition characterized by storage of excess body fat. The human body naturally stores fat tissue under the skin and around organs and joints.

6. LEFT HANDEDNESS- likely to become confused about how to imitate models which worsen as the child grows older.

B. PSYCHOLOGICAL HAZARDS

1. Speech hazards- since speech is essential to social belongingness, one who cannot communicate with others will become socially handicapped and leads to feelings of inadequacy and inferiority.
2. EMOTIONAL HAZARDSdominance of unpleasant emotions like anger, development, of too strong affection for some person/inanimate objects will make children feel anxious and insecure.

3. SOCIAL HAZARDS- socially acceptable speech/behavior may make them feel lonely. 4. PLAY HAZARDS- few playmates deprived the childs opportunities to be social kind of toys that offer learner little opportunity for creativity and harmful effects resulting from watching on television.

5. HAZARDS in CONCEPTING DEVELOPMENT- its development below the level of those of their peers, inaccuracy in understanding will affect their social relationships.
6. MORAL HAZARDS- inconsistent discipline slows down the process of learning to conform to social expectations, too much punishment for misbehavior and little emphasis in rewards of good behavior.

7. HAZARDS in SEX-ROLE TYPING- not learning the sex stereotypes commonly accepted by peers can be a social handicap. 8. FAMILY RELATIONSHIP HAZARDSdeterioration in human relationship especially in family is hazardous. 9. PERSONALITY HAZARDS- the most serious in the development of an unfavorable self-concept, unrealistic aspirations and persistent. egocentricism