WHAT PRESCHOOLERS LEARN AND THEIR INTELLECTUAL NEEDS

3 MAJOR AREAS PRESCHOOLERS DEVELOP CONCEPT LEARNING ARE: NOTING PHYSICAL ATTRIBUTES – preschoolers tend to see concepts such as size, shape, color and texture. They may see only what they want to see or what stands out to them but not the whole picture. Most preschoolers will see only parts of drawings but not the whole. UNDERSTANDING PHYSICAL KNOWLEDGE – this is knowledge that preschoolers acquire through watching the physical world around them and observing different phenomenon.

3 MAJOR AREAS PRESCHOOLERS DEVELOP CONCEPT LEARNING ARE: 3) LOGICAL THINKING CONCEPTS – these are concepts that preschoolers develop that are not directly related to the senses but are developed through thought. For example; a child might put objects together that are similar or because they are different.

LOGICAL THINKING CONCEPTS There are many different logical thinking concepts that preschoolers start developing. Below are a few of them: Sorting and classifying objects – preschoolers begin sorting objects that may relate to a past event, then they develop and can start sorting objects by sorting rules called cognitive flexibility. Such as sorting by circles or squares. Ordering by attributes – preschoolers start arranging objects by seriation which means arranging objects in increasing or decreasing order. For example putting rods in order from shortest to longest.

LOGICAL THINKING CONCEPTS c) Cause and effect – Preschoolers are not logical thinkers so they have a hard time with the cause and effect relationship. Preschoolers tend to develop their own explanation for different events. d) Understanding spatial concepts – preschoolers may understand words about spatial concepts but they still are not able to comprehend spatial concepts. They can create 3-D mental maps or images to help them solve problems, such as being able to walk through their house without really thinking because they know where the furniture is located.

LOGICAL THINKING CONCEPTS e) Understanding number concepts – the number concept for a 3 year old is they can count up to 3, they cannot count backwards and they are often misled if 3 items are placed differently maybe farther apart. The number concept of 4-5 year olds is they can count up to 10 and count backwards up to 5. Preschoolers have a hard time understanding that rows that have the same number of objects but display them in different ways contain the same amount. f) Time concepts – Preschoolers have a hard time with time concepts. Most preschoolers learn through rote memorization but have little meaning of what they learned.

COMMUNICATING Preschoolers are continuing to improve their language skills and communication with others. They are still using egocentric speech which means that they think others will know what they are trying to communicate in the same way as they understand it. Preschoolers will tend to talk out loud to themselves. Articulation – Most children are able to speak in a language that can be understood by others between the ages of 3-8.

COMMUNICATING Expanding vocabulary – preschoolers language is expanding as they grow and experience new things. A 3 year old has a vocabulary of about 900 words whereas a 5 year olds vocabulary is around 2,000 words. Most of their words are concrete words or words related to objects not emotions.

GRAMMAR It is critical that your child learn grammar development early as the window of grammar development closes at about age 6 which makes learning grammar more difficult later on.

INTELLECTUAL DEVELOPMENT MILESTONES 3 YEAR OLDS Knows 900 words Uses 4-5 word sentences Rationally counts 2-3 objects 4 YEAR OLDS Have vivid imaginations Sorts by size, shape and color Rationally counts 7-10 objects

INTELLECTUAL DEVELOPMENT MILESTONES 5 YEAR OLDS Uses props for pretend play Rationally counts 10 or more objects Knows 2000-2200 words Uses complex sentences

PRESCHOOLER’S NEEDS Preschool children are still learning daily. Their best learning happens at home, child care and education programs and neighborhood play programs. MOTOR ACTIVITIES Caregivers need to provide many different physical activities for their preschoolers. Physical play is necessary for learning opportunities as well as for physical health.

PRESCHOOLER’S NEEDS MEMORY ACTIVITIES – A preschoolers brain development increases so their memory increases as well. Memory is vital to all development and so it is critical that caregivers provide exercises for preschoolers to develop and practice memory skills. As the child questions after you read them a story. Ask your child questions about their day that require more than one word answers. Use photos to remind child of past experiences Repeat stories and instructions so that your child can collect them in their memory.

CONCEPT LEARNING ACTIVITIES CONCEPT LEARNING ACTIVITIES – preschoolers are learning a variety of concepts. Noting physical attributes – preschool children learn to recognize physical attributes through observation and through their senses. Understanding physical knowledge – preschoolers ask many questions in order to learn. One of their favorites is the“Why”question.

CONCEPT LEARNING ACTIVITIES c) USING LOGICAL THINKING CONCEPTS- The following are some activities that caregivers can give their preschoolers to help them develop their logical thinking concepts: Sorting and classifying – for example at the grocery store have the preschooler sort all the food that comes in boxes. Ordering by attributes – preschoolers can learn to put items together by attributes such as height, weight or appearance. For examples having a child put something in order from shortest to tallest.

CONCEPT LEARNING ACTIVITIES Cause and effect – the relationships of cause and effect that a child can see are easier for them to understand than those they cannot see. For example you can use regular household happenings to help your child understand cause and effect. You can open the drain in the bath tub and ask the child what will happen next. Understanding spatial concepts – as preschoolers understanding of spatial concepts deepens there are several activities that a caregiver can use to help develop their spatial concepts. For example: “Tell the child to put their hat on their head, or put your clothes in the closet.”

CONCEPT LEARNING ACTIVITIES Number Concepts – caregivers can help their children learn numbers by having them count backwards and forwards. Count items in rows, put items in sets of numbers, and show space between objects to show them that the number may be the same even if space makes one row look bigger. Time concepts – time concepts are still hard for preschoolers but caregivers can help by using descriptive words such as before, after and yesterday to help them learn.

SYMBOLIC LEARNING ACTIVITIES As preschoolers grow their symbolic thought processes grow and they are able to imagine scenarios and symbols outside their realms of experience. The following are some activities to help preschoolers develop their symbolic learning: Symbols in pretend play – preschoolers are able to use objects or props in pretend play to represent other objects or people. Symbols in art – preschoolers are able to use symbols in art or when they create something. Children can use a variety of objects such as crayons, paint, block, play-doh, clay to represent what or who they want.

LANGUAGE ACTIVITIES Preschoolers learn language by what they hear and by paying attention to articulation of others. For this reason caregivers need to be extremely careful to model only the best language for their children. Preschoolers need to be around other children but it is also necessary for them to be around adults so they learn the proper language skills. Reading readiness – this is where it is believed that children should be formally taught reading and writing when they are developmentally ready.

LANGUAGE ACTIVITIES Emergent literacy – this is where reading and writing is learned in interactive ways beginning in infancy and up through school-age years. Most research support the emergent literacy program more than reading readiness as it has had better results.

ELECTRONIC MEDIA ACTIVITIES Technology is found everywhere in a preschooler’s environment from the computers they play on to the television shows they watch. Some basic suggestions for caregivers to follow regarding technology and how to use it are as follows: Screen time – this is the amount of time that a preschooler should be allowed in front of any screen of technology – computer or television and it should be limited to 2 hours a day. Effect – caregivers should assess the effect the media has on their child.

ELECTRONIC MEDIA ACTIVITIES Purpose – media should always be used for learning. Media should support different learning techniques and help increase your child’s learning techniques. Type – more interactive media should be used as it requires some participation from the child. Interactive media example is a computer. It helps your child be more creative. Content – caregivers should make sure that the content is age appropriate for their child.

ELECTRONIC MEDIA ACTIVITIES Interactiveness – the media should emphasize the participation between adults and children. Inclusiveness – the use of media should be available to all children if they are in a child care facility as some children may not have access at home. Parents should keep in mind that anything in excess can be damaging so control your preschoolers media time. They need to have lots of physical activities each day that require movement and not just sitting around.