Play
Various types of play are typical of this period, but preschoolers especially enjoy associative play (i.e., group play in similar or identical activities but without rigid organization or rules). Play should provide for physical, social, and mental development.
Play activities for physical growth and refinement of motor skills include jumping, running, and climbing. Tricycles, wagons, gym and sports equipment, sandboxes, wading pools, and activities at water parks can help develop muscles and coordination (Fig. 33-4). Activities such as swimming and skating teach safety and muscle development and coordination. Children involved in the work of play do not require expensive toys and gadgets to keep them entertained but often enjoy playing with common household items such as a broom handle or even items that adults consider junk (boxes, sticks, rocks, and dirt). The imaginative mind of the preschooler enjoys playing for play’s sake.
Manipulative, constructive, creative, and educational toys provide for quiet activities, fine motor development, and self-expression. Easy construction sets, large blocks of various sizes and shapes, a counting frame, alphabet or number flash cards, paints, crayons, simple carpentry tools, musical toys, illustrated books, simple sewing or handicraft sets, large puzzles, and clay are suitable toys. Electronic games and computer programs are especially valuable in helping children learn basic skills such as letters and simple words.
Probably the most characteristic and pervasive preschool activity is imitative, imaginative, and dramatic play. Dress-up clothes, dolls, housekeeping toys, dollhouses, play store toys, telephones, farm animals and equipment, village sets, trains, trucks, cars, planes, hand puppets, and medical kits provide hours of self-expression (Fig. 33-5). Probably at no other time is the reproduction of adult behavior so faithful and absorbing as in 4- and 5-year-old children. Toward the end of the preschool period children are less satisfied with make-believe or pretend objects and enjoy doing the actual activity such as cooking and carpentry.
Television and other media also have their place in children’s play, although each should be only one part of children’s total repertoire of social and recreational activities. Parents and other caregivers should supervise the selection of programs, watch and discuss programs with their children, schedule limited time for television viewing, and set a good example of television viewing (American Academy of Pediatrics [AAP], 2007). Children enjoy and learn from educational programs; however, television viewing may limit time spent in other meaningful activities such as reading, physical activity, and socialization (AAP, 2007). Prolonged television viewing by young children has been linked to an increase in psychologic distress and decreased time spent in active playing, which increases the risk for obesity among certain children (Hamer, Stamatakis, and Mishra, 2009). Fast-paced television cartoons have been linked to a temporary decrease in executive functioning in 4-year-olds (self-regulation and working memory) (Lilard and Peterson, 2011).
Although the potential negative effects of television viewing have been well documented in literature, research has also shown that prosocial behavior and later academic achievement can result from viewing educational media during the preschool years; however, positive effects depend on the media content, the age of the viewer, the length of viewing time, and the presence of a co-viewing parent (Kirkorian, Wartella, and Anderson, 2008). When parents view media with their children, the activity can become interactive, with parents and children discussing program content. Considering the significant increase in media accessibility through various portable electronic devices and cell phones, parents need to be aware of the potential positive and negative effects of media exposure.
Play is so much a part of young children’s lives that reality and fantasy become blurred. Make-believe is reality during play and only becomes fantasy when the toys are put away or the dress-up clothes are removed. It is no wonder that imaginary playmates are so much a part of this age period. The appearance of imaginary companions usually occurs between 2½ and 3 years of age, and for the most part such playmates are relinquished when the child enters school. Differences in birth order and gender have been noted in studies of imaginary companion play. Firstborn children have a higher incidence of imaginary companions as do young girls; young boys more often tend to impersonate characters (Trionfi and Reese, 2009).
Imaginary companions serve many purposes: they become friends in times of loneliness, accomplish what the child is still attempting, and experience what the child wants to forget or remember. It is not unusual for the “friend” to have myriad vices and be blamed for wrongdoing. Sometimes the child hopes to escape punishment by saying, “My friend George broke the glass.” At other times the child may fantasize that the companion misbehaved and play the role of the parent. This becomes a way of assuming control and authority in a safe situation.
Parents often worry about the imaginary playmates, not realizing how normal and useful they are. They need to be reassured that the child’s fantasy is a sign of health that helps differentiate make-believe and reality. Parents can acknowledge the presence of the imaginary companion by calling him or her by name and even agreeing to simple requests such as setting an extra place at the table, but they should not allow the child to use the playmate to avoid punishment or responsibility. For example, if the child blames the companion for messing up a room, parents need to state clearly that the child is the only one they see; therefore the child is responsible for cleaning up.
Children also benefit from play that occurs between them and a parent. Mutual play fosters development from birth through the school years and provides enriched opportunities for learning. Through mutual play parents can provide tactile and kinesthetic experiences, maximize verbal and language abilities, and offer praise and encouragement for exploration of the world. In addition, mutual play encourages positive interactions between the parent and child, strengthening their relationship.
Table 33-1 summarizes the major developmental achievements for children 3, 4, and 5 years of age.
TABLE 33-1
GROWTH AND DEVELOPMENT DURING PRESCHOOL YEARS
PHYSICAL | GROSS MOTOR | FINE MOTOR | LANGUAGE | SOCIALIZATION | COGNITION | FAMILY RELATIONSHIPS |
Age 3 Yr | ||||||
Usual weight gain of 1.8-2.7 kg (4-6 lbs) Average weight of 14.5 kg (32 lbs) Usual gain in height of 7.5 cm (3 inches) per year Average height of 95 cm (37.5 inches) May have achieved nighttime control of bowel and bladder | Rides tricycle Jumps off bottom step Stands on one foot for a few seconds Goes up stairs using alternate feet; may still come down using both feet on step Broad jumps May try to dance, but balance may not be adequate | Builds tower of 9-10 cubes Builds bridge with three cubes Adeptly places small pellets in narrow-necked bottle In drawing, copies a circle, imitates a cross, names what has been drawn; cannot draw stick figure but may make circle with facial features | Has vocabulary of about 900 words Uses primarily telegraphic speech Uses complete sentences of three or four words Talks incessantly regardless of whether anyone is paying attention Repeats sentence of six syllables Asks many questions | Dresses self almost completely if helped with back buttons and told which shoe is right or left Pulls on shoes Has increased attention span Feeds self completely Can prepare simple meals such as cold cereal and milk Can help to set table; can dry dishes without breaking any May have fears, especially of dark and going to bed Knows own gender and gender of others Play is parallel and associative; begins to learn simple games but often follows own rules; begins to share | Is in preconceptual phase Is egocentric in thought and behavior Has beginning understanding of time; uses many time-oriented expressions, talks about past and future as much as about present, pretends to tell time Has improved concept of space, as demonstrated by understanding of prepositions and ability to follow directional command Has beginning ability to view concepts from another perspective | Attempts to please parents and conform to their expectations Is less jealous of younger sibling Is aware of family relationships and sex-role functions Boys tend to identify more with father or other male figure Has increased ability to separate easily and comfortably from parents for short periods |
Age 4 Yr | ||||||
Pulse and respiration rates decrease slightly Growth rate is similar to that of previous year Average weight of 16.7 kg (36.8 lbs) Average height of 103 cm (40.5 inches) Birth length has doubled Maximum potential for development of amblyopia | Skips and hops on one foot Catches ball reliably Throws ball overhead Walks down stairs using alternate footing | Uses scissors successfully to cut out picture following outline Can lace shoes but may not be able to tie bow In drawing, copies a square, traces a cross and diamond, adds three parts to stick figure | Has vocabulary of 1500 words or more Uses sentences of four or five words Questioning is at peak Tells exaggerated stories Knows simple songs May be mildly profane if associates with older children Obeys four prepositional phrases such as under, on top of, beside, in back of, or in front of Names one or more colors Comprehends analogies such as, “If ice is cold, fire is _______.” | Very independent Tends to be selfish and impatient Aggressive physically and verbally Takes pride in accomplishments Has mood swings Shows off dramatically, enjoys entertaining others Tells family tales to others with no restraint Still has many fears Play is associative Imaginary playmates are common Uses dramatic, imaginative, and imitative devices Sexual exploration and curiosity demonstrated through play such as being “doctor” or “nurse” (see text) | Is in phase of intuitive thought Causality is still related to proximity of events Understands time better, especially in terms of sequence of daily events Unable to conserve matter Judges everything according to one dimension such as height, width, or order Immediate perceptual clues dominate judgment Is beginning to develop less egocentrism and more social awareness May count correctly but has poor mathematic concept of numbers Obeys because parents have set limits, not because of understanding of right or wrong | Rebels if parents expect too much such as impeccable table manners Takes aggression and frustration out on parents or siblings Do’s and don’ts become important May have rivalry with older or younger siblings; may resent older sibling’s privileges and younger sibling’s invasion of privacy and possessions May “run away” from home Identifies strongly with parent of opposite sex Is able to run simple errands outside the home |
Age 5 Yr | ||||||
Pulse and respiration rates decrease slightly Average weight of 18.7 kg (41.2 lbs) Average height of 110 cm (43.5 inches) Eruption of permanent dentition may begin Handedness is established (about 90% are right-handed) | Skips and hops on alternate feet Throws and catches ball well Jumps rope Skates with good balance Walks backward with heel to toe Jumps from height of 12 inches and lands on toes Balances on alternate feet with eyes closed | May begin to tie shoelaces but still needs some help Uses scissors, simple tools, or pencil very well In drawing copies a diamond and triangle; adds seven to nine parts to stick figure; prints a few letters, numbers, or words such as first name | Has vocabulary of about 2100 words Uses sentences of six to eight words, with all parts of speech Names coins (e.g., nickel, dime) Names four or more colors Describes drawing or pictures with much comment and elaboration Knows days of week, months, and other time-associated words Knows composition of objects, such as “A shoe is made of _____.” Can follow three commands in succession | Less rebellious and quarrelsome than at age 4 yr More settled and eager to get down to business Not as open and accessible in thoughts and behavior as in earlier years Independent but trustworthy, not foolhardy; more responsible Has fewer fears; relies on outer authority to control world Eager to do things right and to please; tries to “live by the rules” Has better manners Cares for self totally, occasionally needing supervision in dress or hygiene Not ready for concentrated close work or small print because of slight farsightedness and still unrefined eye-hand coordination Play is associative; tries to follow rules but may cheat to avoid losing | Begins to question what parents think by comparing them with age-mates and other adults May notice prejudice and bias in outside world Is more able to view other’s perspective but tolerates rather than understands differences May begin to show understanding of conservation of numbers through counting objects regardless of arrangement Uses time-oriented words with increased understanding Cautious about accepting or believing information | Gets along well with parents May seek out parent more often than at age 4 yr for reassurance and security, especially when entering school Begins to question parents’ thinking and principles Strongly identifies with parent of same sex, especially boys with their fathers Enjoys activities such as sports, cooking, and shopping with parent of same sex |