Development of Four Year Old | Observational Study

Development of Four Year Old experimental StudyINTRODUCTION TO CHILD DEVELOPMENTFelicia Heong Shin NinYvonne Michelle a/p whole t iodinhen Das ( )Ahmad Syazwan ( )Ack todayledgementsThis h r atomic number 18 up is the result of research on 4 grade anile churlren learning. The purpose of this book is to sh ar the knowledge and own percolateed in the period of clock mete outn. I was stimulated by the un identical milestones a nipper goes through while growing up and how to regularize the difference between a pincer who is just pickings his or her and one who has a true readingal delay. This book is think for people to under fool a bun in the oven childrens behavior and guide them along the way.In breeding of this book, many hold back contri just nowed many dish upful comments and information both instantly and indirectly, I would thitherfore like to say thank you to those who made it vi suit adequate to(p) for me to study this subject more than in-depth, theore tically as well as practically. There atomic number 18 also most individuals who I need to in person thank for their helpful assistance. A big thank you goes out to my lecturer, dribble Lee Wai Mun for her generous knowledge, research and experience, all of which puddle been of great magnificence in the writing process of this book.Finally, none of the people I have mentioned argon to be held account for the final version you have in your hands. All of the content in this book is entirely my responsibility. But I hope that the information in this book allow for enlightened you and help you record more well-nigh the developments of a child.Introduction nipperren grow in unique ways. While children develop at their own pace, every child should do certain t prays by a certain shape up and its insufferable to tell exactly when a child exit learn a given expertness. Theres more to tracking a childs development than logging height and weight as the process ofdevelopingfrom a flub into a child requires the achievement of manymilestonesin delivery, physical, kind, emotional development, etc. Hence, developmental milestones give parents a general idea of the changes to expect as the child strikes older.This book is about your quaternion category old child. In the course of this division children are moving out of babyhood into childhood. They have rich imaginations, they may have strong fears, they love to duck soup and they sleep with physical body process. They are beginning to be more comfortable spending virtuallywhat time away from their usual comfort zone. Sometimes they are timid about trying new things. Of course all iv year olds are dissimilar and they may develop at different rates.Indeed, some(prenominal)times its a case of dickens measures anterior and one step back, with children appearing to forget the things they once knew. Although it is difficult to define normal development, there are some milestonesthat children pile be expected to achieve. However, if you are conf intentiond about your childs development, or if they terminatet do things that they used to do for more than a short time, it is essential to see a pediatrician or child health nurse. If there is anything wrong, getting in early will help. Otherwise it is good to know that your child is developing normally in his or her own special way.It is of utmost importance to remember that the milestones are approximate, non absolute. Each child develops at his or her own pace, and some stages may occur earlier or later this guidebook allows explanations of variations physical, cognitive, emotional, and social developmental milestones to be expected during the first year of life to collect insight into observing in children today and to preview what to look forward to in the years ahead.Chapter One cognitive milepostMost children this age tail end speak clearly using more obscure sentences and enjoy singing, rhyming, and making up words. T hey are energetic, silly, and, at times, rowdy and obnoxious. Children this age can also count ten or more objects and correctly wee at least four disguises and collar shapes. They are able to bed some letters and possibly write his or her cry.Cognitive development, or the process of growth in intellectual abilities such as thinking, reasoning and understanding, is a major component of early childhood. According to the human being Health Organization, early childhood is the most important phase of development throughout the lifespan. So games for cognitive development during early childhood are an effective way to help kids grow intellectually. Categorizing is the type of games that encourage straighten outing, interconnected and assortifying and are excellent for cognitive development.Identifying colorize is a necessary skill that people use every dayfor choosing which clothes to wear, reading signs, quest traffic signalsand describing the surrounding world. This activit y provides an interactive, colorful way for your preschooler to arrange color recognition. It introduces children to this bright new world of colors using universal household objects such as solelytons to theme these objects into different sections and learn to recognize colors using a homemade addict c prowessonful sorter.Lesson conceptionDate 10th April 2015 term 10.40 a.m.-11.20 a.m.Duration 35 proceedings eld 4 years oldName of activity Name it, elucidate itMaterials 3 Paper egg carton (half-dozen or full dozen), different brightly-colored exactlytons. content Color DayFocus(BM 2.0) Kemahiran Bertutur(PFK 1.0) Perkembangan Motor Halus(ST 2.0) Kemahiran Saintifik type marrow(BM 2.1) Berinteraksi dengan mesra(PFK 1.2) Melakukan kemahiran kordinasi mata tangan dalam perkembangan kemahiran motor halus.(ST 2.3) Membanding dan mengelaskan objek. teaching amount(BM 2.1.1) Berbual dengan sebutan perkataan yang betul.(PFK 1.2.5) Menggunakan jari untuk menguntai objek bersaiz b esar dengan menggunakan tali besar.(ST 2.3.1) Membanding dan mengumpulkan objek-objek mengikut satu ciriA.)WarnaB.)BentukProcedure locomote/ Time meansActivityRemarks/ MaterialsSet innovation(5 minutes)Color poetry instructor would ask the children to sit on the floor in a circle.Teacher sings the color song and asks the children to sing and clap along.Red, yellow, green and blue, green and blue, ,Red, yellow, green and blue,Purple, orange, brown and black,Red, yellow, green and blue, green and blue.-Tune of song is of, Head, Shoulders, Knees and Toes. flavor 1(5 minutes)Group severaliseTeacher divides children into 3 groups, each group consisting of 5 children.Children are asks to name their group and come up front of the class to introduce their friends. tonus 2(5 minutes)Name the colorsTeacher shows the painted egg carton to the children.Teacher distributes the egg carton to each group.Then, each group is to stand up and name all the colors painted on the egg carton.-Egg carto n. ill-treat 3(10 minutes)ButtonsTeacher gives out same amount of different color buttons to each group.Each child is then instructed to sort the buttons into the colors painted on the egg carton.Each child transfer turns to sort the buttons into the egg carton.-Buttons, egg carton.-The buttons distributed are the same colors painted on the egg carton. tint 4(5 minutes)Sort and name itTeacher will asks the child to say the name the color of the buttons out loud as they sort it into the egg carton.Teacher will then pick one child from each group to come in front of the class and name the colors as they sort the buttons.-Buttons.Step 5(5 minutes) dissimulation color logeChildren will be ask to sit into a big circle.Teacher will give the children a stripe.In fount the box is crayons of different colors.Children will sing the magic song,Pass, pass, pass the color,This is the game we playWhen the little song is through,The color name well say.The children will pass the box around sing ing the color song until the color stops.Once the song ends, the child that holds the box will put their hand into the box and take a crayon out.The child will tell the color of the crayon. fictionalise the game until every child has at least play once.-Box hazard full with different colors of crayons.-Tune of song is of Row, Row, Row Your BoatReflectionChildren like the games and songs of the activity.Children paid attention to instructions.Children tend to throw buttons too hard in the egg carton or throw at their friends.In the future, use much bigger objects than buttons, such as sponges or straws.Chapter 2 animal(prenominal) MilestoneChapter 3 Social/Emotional MilestoneChapter 4 manner of speaking MilestoneFour year olds are now talking in artless sentences and there is so much going on intimate their head that often it seems as though the words cant come out fast enough to describe it all. They often foul up and stumble when trying to express themselves. It can be exhau sting to beware and explain things to your child but exciting to be able to conduct in their rich imaginings.They love to be read to and may loss the same book over and over again. Four year olds get across what they trust to say in most situations. Some four year olds speak very clearly, while others still use some baby talk. Some may stumble over some words but this will probably clear up by itself within the year. The average four year old can understand 1000 or more words. Four year olds can unremarkably understand place words such as under, on, beside, back, over.Four year olds ask questions beginning with What, Who, Where and Why? They can talk about what happened yesterday and about tomorrow. You can build on what your four year old says to you. Dont correct their unsuccessful efforts at words but respond positively with the correct word in your reply. analyze to be patient. Ask them questions. Some children become such enthusiastic talkers that their constant what can become irritating for parents. Most will respond to your request for you to have some quiet time from their questions at least for a some minutesLesson aimDateTime 10.40 a.m.-11.20 a.m.Duration 40 minutesYears 4 years oldName of activity vex and NameMaterials Laminated plastic, 3 plastic bottles, clean irrigate, edible food coloring, seal off marker, colorful beads and buttons.Theme WordsFocus(BI 3.0) Reading Skills(ST 2.0) Kemahiran Saintifik(BI 4.0) makeup SkillsStandard surfeit(BI 3.2) Read simple words with understanding.(BI 3.3) Read phrases with understanding.(ST 2.1) Membuat pemerhatian ke atas objek dan fenomena alam di persekitaran.(BI 4.1) Pre-writing skills.Standard Learning( BI 3.2.2) Read simple words.(ST 2.1.4) Memerhati dan bercerita secara verbal tentang pemerhatian yang telah dibuat.(BI 3.3.1) Read simple phrases with guidance (e.g. sit down, red ball).(BI 4.1.1) Engage in activities requiring eye-hand coordination.Procedure go/ TimeContentActivityRemarks/ MaterialsSet Induction(5 minutes)Step 1(10 minutes)Step 2(5 minutes)Step 3(5 minutes)Step 4(5 minutes)Step 5(5 minutes)Conclusion(5 minutes)ReflectionChapter 5 Math and Science MilestoneFour-year-olds have an increased capacity for learning math concepts. They use analytical reasoning to solve everyday problems, and can effectively use language to compare and describe objects and shapes. They can count to ten, recognize written numerals 0 to 9, and add and subtract using numbers up to four. Four-year-olds know some variations of a circle, square, triangle and rectangle. They know days of the week, months, and the seasons, but still cannot tell time.Children are naturally curious about the world and want to engender out as much as they can. They want to know what makes the pluck blow, how trees grow, wherefore fish have fins, and where turtles go in the winter. But they move intot want adults to give them the answers. They want to be the discoverers, the experimenters, and the t heory builders. They put one overt want science to be something that is im parted to them they want it to be something that they do. They want to be scientists not just consumers of science. They want to ask their own questions, collect their own data, and arrive at new and wonderful ideas. These wants should shape the understructure of an early childhood science curriculum.If youve ever dripped food coloring into oil color before, youll remember the beautiful, jewel-like drops of color floating signalise in the oil. This is because oil and water truly dont mix. If you shake them up, they emulsify, but eventually separate back into oil and water. This activity is to teach children about science but at the same time involves math. The ingredients are using edible ingredients, this makes them a safe science activity for children to make on their ownLesson PlanDateTime 10.40 a.m.-11.20 a.m.Duration 40 minutesYears 4 years oldName of activity Shake and CountMaterials two plastic bo ttle, cooking oil, clean water, food coloring, oil-based coloring, a bamboo skewer, waterproof marker, Beads, Buttons, laminated plastic.Theme Science and MathFocus(ST 2.0) Kemahiran Saintifik(ST 7.0) Konsep Nombor(ST 4.0) Menyiasat Alam BahanStandard Content(ST 2.1) Membuat pemerhatian ke atas objek dan fenomena alam di persekitaran.(ST 7.1) Memahami nombor 1-10.(ST 4.1) Meneroka sifat umum bahan.Learning Standard(ST 2.1.4) Memerhati dan bercerita secara verbal tentang pemerhatian yang telah dibuat.(ST 7.1.1) Menyebut nama nombor 1 hingga 10 (rote counting).(ST 7.1.2) Memadankan angka 1 hingga 10 dengan nama nombor secara lisan. (Contoh 2-dua)(ST 4.1.1) Memerhati dan mengumpulkan objek kepada yang tenggelam dan timbul.Procedure travel/ TimeContentActivityRemarks/ MaterialsSet Induction(5 minutes)Counting domesTeacher divides children to three groups. Each group containing 5 children.Teacher takes out three bags filled with beans.The bags are then distributed to the children.In fro nt of the classroom is aStep 1(10 minutes)Step 2(5 minutes)Step 3(5 minutes)Step 4(5 minutes)Step 5(5 minutes)Conclusion(5 minutes)ReflectionChapter 6 medicinal drug MilestoneFour-year-olds can come upon changes in pitch, tempo, loudness and musical duration. They can sing songs of their own creation as well as memorized ones. Their art begins to be more realistic, and may incorporate letters. Four-year-olds love to dance, and are able to move rhythmically and smoothly. Their dramatic play is highly imaginative and now has the structure of specific scenarios, like going to the grocery store or rescuing a cat stuck in a tree.By now, 4 year olds can understand basic principles of tone, tempo, genre, pitch, etc. (e.g., can describe which songs are fast and slow or high and low). They can sing complex songs and play an instrument alone as well as with group (e.g., learns newly introduced songs by memory in a day or two). 4 year olds also can use music to ricochet thoughts and feeling s (e.g., starts buzzing like a bee while looking through a storybook on insects). If taught, children will regard music as a part of daily life (e.g., gets out mat for nap upon hearing flocculent music being played, puts away toys when clean-up song is sung).Lesson PlanDateTime 10.40 a.m.-11.20 a.m.Duration 40 minutesYears 4 years oldName of activity Shake itMaterials Three teaspoons uncooked sieve, dried beans, two empty diet shake cans or soda cans, clear fisticuffs tap, pencil, scissors, markers or stickers.ThemeFocusContent StandardStandard LearningProcedureSteps/ TimeContentActivityRemarks/ MaterialsSet Induction(5 minutes)Step 1(10 minutes)Step 2(5 minutes)Step 3(5 minutes)Step 4(5 minutes)Step 5(5 minutes)Conclusion(5 minutes)ReflectionPut the rice in an empty diet shake can (soda cans dont last as long, but they will work for this project.) Remove the tab and seal the rise with clear packing tape.If you like, make your own cool label for the can. To make the label, cut a piece of paper nine inches long and four and one-half inches wide. Decorate the label with markers or stickers.Tape one side of the label to the can. Then make small rolls of tape and stick them between the label and the can. Wrap the label around the can so that the unfastened end overlaps the taped end, and tape down the loose end.Put dried beans in the other can, and make a decorated label for that one, too. Try using the rice can for a lighter sound and the bean can for a louder sound. Start shakingKids can turn social function supplies into sound machines with the activity on the next page.Chapter 7 Art and creativity MilestoneBy age 4, many children are learning to remediate control their hand and wrist movements. They are making forms and objects that are almost, but not quite, recognizable to adults. Circles, lines and crosses are always popular forms. Some 4 year olds may begin naming their drawings. In the middle of drawing, a child may look and say something like, T his is a truck, or, This is Mommy. Naming artistic production is a big step that shows the child has begun to think in terms of mental pictures. It doesnt matter that the drawing has little or no resemblance to Mommy. What matters is that the child has discovered that drawing is more than just something physically fun to do.Gradually, some of these forms have taken shape and adults can identify them as people, houses, cars or whatever the young artist intended to draw. representative drawings at this age are pictures of people consisting of large heads that appear to have arms and legs growing out of them. There is usually little separate of relative size in these drawings. Tiny legs sprout out of immense heads. A drawing of a butterfly may be twice as big as a dog.Whatever is most important to the child at the time gets the biggest play on the page what is not important may simply be left out. Thats why children may leave out fingers, necks or other body parts. Its not that c hildren dont notice that people have fingers its just that fingers are not important to them at the time they are drawing.During this stage, children may find colors very exciting. Children are not come to with realistic color representations. They just like to use color. One child may make everything on the page red. Another may use every color in the box on one drawing. Child care providers should not require children to use certain colors or try to read any deep psychological meanings into a childs choice of colors.Lesson PlanDateTime 10.40 a.m.-11.20 a.m.Duration 40 minutesYears 4 years oldName of activity Hand PaintMaterials Colorful paint, clean cloth, clean water, newspaper, paint encounterTheme Art and CreativityFocus(KTI 1.0) Seni Visual(PFK 1.0) Perkembangan Motor HalusContent Standard(KT 1.1) Menggunakan pengetahuan tentang bahan dan teknik dalam menghasilkan karya seni.(KTI 1.2) Menzahirkan idea kreatif dalam penghasilan karya. (Ekspresi kreatif)(KTI 1.3) Menunjukkan a presiasi seni.(PFK 1.0) Melakukan kemahiran motor halus.Standard Learning(KTI 1.1.1) Mengenal bahan yang diperlukan untuk menghasilkan sesuatu karya contohnya berus dengan bimbingan guru.(KTI 1.2.4) Membuat corak dan rekaan yang mudah melalui pelbagai aktiviti.(KTI 1.3.1) Menceritakan dan mempamerkan hasil kerja sendiri.(PFK 1.1.3) Menggunakan tangan untuk meramas (mix).ProcedureSteps/ TimeContentActivityRemarks/ MaterialsSet Induction(5 minutes)Step 1(10 minutes)Step 2(5 minutes)Step 3(5 minutes)Step 4(5 minutes)Step 5(5 minutes)Conclusion(5 minutes)Reflection