Physical
Children at this developmental level are beginning to become more physically like adults. Many crucial physical changes occur at this age level. It is important for Kindergarten teachers to consider these changes when planning classroom activities.
· Average weight:
31-57 pounds
· Average height:
39-48 inches
· Requires
approximately 1,700 calories per day
· Sleeps 10-11
hours per night
· Begins to
lose baby teeth
· Has almost
mastered gross motor skills (skipping, throwing, and catching)
· Beginning
to improve fine motor skills (eating w/utensils, tying shoe, cutting on
lines)
· Right or
left hand dominance is established
· Very active
· By age 6,
proportions of a child’s body are much like that of an adult
· Males are
generally more active than females
· Changes in
maturation of brain and central nervous system
· May be able
to copy simple designs and shapes
Intellectual
Children in Kindergarten are curious learners who like to know how and why things happen. At this age level, students are beginning to develop concrete operational thought patterns. They are intellectually becoming more complex thinkers.
· Understands
about 13,000 words
· Uses 5-8
words in a sentence
· Likes to
argue and reason; use words like “because”
· Knows basic
colors (red, yellow, blue, green, and orange)
· Able to memorize
address and phone number
· Understands
that stories have a beginning, middle, and end
· Able to remember
and repeat stories
· Enjoys creating
and telling stories
· Draws pictures
that represent people, animals, and objects
· Can place
objects in order from shortest to tallest
· Understands
and uses comparative terms (big, bigger, biggest)
· Sorts objects
by size
· Identifies
some letters of alphabet and a few numbers
· Understands
quantity (more, less, and same)
· Counts up
to ten objects
· Very attentive
· Recognizes
categories
· Understands
relative position
· Interested
in why things happen
· Can understand
time concepts like yesterday, today, and tomorrow
· Uses symbolic
thinking
· Begins to
coordinate different points of view
· Visual aids
are important
· Children
demonstrate understanding before they can verbalize it
Social/Emotional
4-6 year olds are becoming more social. They like to play, interact, and try new things. This is a very emotional age for children because they are going through a number of changes. Although, this is a very interactive age for children, they still need time alone.
· Invents games
with simple rules
· Participates
in pretend play
· Still confuses
fantasy with reality sometimes
· Has phobias
(dark, strangers, animals)
· Can share
but has difficulty doing so
· Expresses
emotions physically
· Not emotionally
ready for competition
· Carries on
conversations
· Excludes
other children in play (best friends only)
· Uses bad
language to get attention
· Sometimes
bossy
· Likes to
try new things
· Likes to
be independent
· Sensitive
to feelings of others
· Likes to
feel grown up
· Begins to
understand right and wrong
· Plays w/out
constant supervision
· Respects
authority
· Understands
giving and receiving
· Enjoys collecting
things
· Sometimes
needs to be alone
· Can understand
similarities and differences in families and relationships
· Seeks adult
approval
· Sometimes
critical of other children and embarrassed by own mistakes
· Has a good
sense of humor
Teacher Tips
· Develop activities
that allow children to practice using motor skills
· Provide students
w/opportunities to investigate how things are made and put together
· Ask students
to tell you a story. Write it down for them.
· Ask “What
if” questions
· Involve students
in writing activities (“thank-you” notes, greeting cards, and letters)
· Set up real
life situations that allow children to sort, group, match, count, and sequence
· Address student
feelings and recognize them as valuable
· Teach to
request, bargain, negotiate, and apologize
· Praise students
· Show interest
in students’ stories, jokes, and ideas
Resources
National Network for Child Care -Provides tips and characteristics for various developmental stages.
Parents Place -Provides parents and teachers with ideas on child development.
Berger. The Developing Person Through the Life Span. Third Edition. Worth Publishers. New York: 1994.
We also observed Kindergarten
classes at Bethel and Mabel schools in Watauga County, North Carolina.
From these observations and observations of individual children at this
developmental level, we found evidence to support our research.