Appendix 4.02A
Memories of Childhood
Directions: What are some of your favorite childhood memories? Use this page to share a favorite
memory and to list words that could have been used to describe you when you were younger. There is
also a place to brainstorm a list of mementoes that could be brought to school to illustrate what you were
like at a younger age.
Use this space to share a favorite memory from your
childhood.
List words to describe you as a
child.
Brainstorm mementoes of your childhood that
could possibly be brought to school to
illustrate what you were like at a younger age.
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Appendix 4.02B
Review Quiz
Directions: Select one best answer for each question and circle the letter
from “a” to “d” in front of that answer.
Part One --- Infants
1. Paula is ten months old. She likes to test the caregiver’s limits and she enjoys playing with her
siblings. In which domain do these characteristics belong?
a. Language development and communication
b. Approaches to learning
c. Emotional development
d. Social development
2. Nine-month-old Susan has a fear of sound and a fear of heights. In which domain do these
characteristics belong?
a. Approaches to learning
b. Cognitive development
c. Emotional development
d. Social development
3. Infants do most of their learning through their senses – touching, seeing, tasting, hearing, and
smelling. In which domain does sensory learning belong?
a. Language development and communication
b. Cognitive development
c. Emotional development
d. Social development
4. An infant is able to show excitement, contentment, anger, and delight. In which domain do these
characteristics belong?
a. Language development and communication
b. Approaches to learning
c. Emotional development
d. Social development
5. A four-to-six-month-old child can make the first consonant sounds—p, b, m, and l. In which domain
do these characteristics belong?
a. Language development and communication
b. Approaches to learning
c. Emotional development
d. Social development
6. When the front door slammed, three-month-old Harry stopped sucking his bottle, grew still, and
listened attentively. In what domain does Harry’s obvious curiosity belong?
a. Physical development and health
b. Language development and communication
c. Approaches to learning
d. Social development
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7. The cries, grunts, and coos made by an infant are all part of the __________domain.
a. Language development and communication
b. Cognitive development
c. Emotional development
d. Social development
8. Six-month-old Shelley can sit on the floor for short periods and hold a ball in both hands. In what
domain do these characteristics belong?
a. Physical development and health
b. Language development and communication
c. Approaches to learning
d. Social development
Part Two --- Toddlers
9. Nancy is 34 months old. She helps her mother by
setting the table for mealtime. Which domain is this?
a. Language development and communication
b. Approaches to learning
c. Emotional development
d. Social development
10. Paula, a toddler, is eager to be a helper to her caregiver. Which domain is this?
a. Language development and communication
b. Approaches to learning
c. Emotional development
d. Social development
11. Susan, age 24 months, wants to do the opposite of whatever she is asked. Which domain is this?
a. Language development and communication
b. Approaches to learning
c. Emotional development
d. Social development
12. A toddler is eager to learn self-help skills. Which domain is this?
a. Language development and communication
b. Approaches to learning
c. Emotional development
d. Social development
13. Toddlers often show frustration at their lack of abilities and get upset with themselves. Which
domain is this?
a. Language development and communication
b. Approaches to learning
c. Emotional development
d. Social development
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14. A two-year-old toddler can use simple two-word sentences like, “Sit down.” Which domain is this?
a. Language development and communication
b. Approaches to learning
c. Emotional development
d. Social development
15. Scribbling with a crayon is a normal activity for a toddler. Which domain is this?
a. Physical development and health
b. Language development and communication
c. Emotional development
d. Social development
16. Thirty-month-old Susan lost her toy before she went to bed. When she woke up the next morning,
she found the toy beside the toy box. Which domain is this?
a. Language development and communication
b. Cognitive development
c. Emotional development
d. Social development
17. Putting round and square blocks in the correct place on a pegboard is a toddler’s way of illustrating
which domain?.
a. Approaches to learning
b. Cognitive development
c. Emotional development
d. Social development
Part Three --- Four- and Five-Year-Olds
18. Four- and five-year-olds make many gains in understanding the world around them. They are able
to use thinking skills and solve problems. These are part of which domain of development?
a. Approaches to learning
b. Cognitive Development
c. Emotional Development
d. Social Development
19. Cindy is a four-year-old and works hard at helping her mom make the bed, fold laundry, and do
other chores around the house. Which domain does this type of “can do” attitude represent?
a. Approaches to learning
b. Cognitive development
c. Emotional development
d. Social development
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20. Ann is three years old, can answer how and why questions, and understands the pronouns he and
she. These characteristics are part of which domain of development?
a. Physical development and health
b. Language development and communication
c. Approaches to learning
d. Cognitive development
21. When Mandy was three, she was interested in adults. Since she turned five, she has found a best
friend and seems more interested in her peers. Which domain of development is this?
a. Physical development and health
b. Language development and communication
c. Emotional development
d. Social development
22. Arnie is four years old, understands that his birthday is still seven days away, but says that he
wishes it would be today. These characteristics are part of which domain of development?
a. Physical development and health
b. Language development and communication
c. Approaches to learning
d. Cognitive development
23. Four-year-old Tommy tends to be moody when he has to stay inside all day. He tries to tell his dad
how he feels by saying, “Tommy not happy.” Which domain of development do these characteristics
fit?
a. Physical development and health
b. Approaches to learning
c. Emotional development
d. Social development
24. Five-year-old Betty is proud of her parents and has a best friend. These characteristics are part of
which domain of development?
a. Physical development and health
b. Language development and communication
c. Emotional development
d. Social development
25. Four-year-old Judy is learning how to share and take turns. What domain of development is this?
a. Physical development and health
b. Language development and communication
c. Emotional development
c. Social development
26. Four-year-old Jerry is still afraid of the dark. What domain of development is this?
a. Physical development and health
b. Language development and communication
c. Cognitive development
d. Emotional development
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27. Five-year-old Diane can identify circles, squares, and triangles. What domain of development is
this?
a. Physical development and health
b. Language development and communication
c. Approaches to learning
d. Cognitive development
Part Four --- Six- and Seven-Year-Olds
28. Children in first and second grade are beginning to
see others’ points of view and learning to share and take
turns. What domain of development is this?
a. Physical development and health
b. Cognitive development
c. Emotional development
d. Social development
29. Children in first grade may have nightmares, seem withdrawn and moody, or feel everyone is
against them. They are sensitive and hurt by criticism. What domain of development is this?
a. Physical development and health
b. Cognitive development
c. Emotional development
d. Social development
30. Six-year-old children are generally willing to participate in new experiences and demonstrate an
eagerness to learn. What domain of development is this?
a. Physical development and health
b. Language development and communication
c. Approaches to learning
d. Social development
31. Six-year-old children can usually concentrate on one activity for a long period of time and have
improved memory. What domain of development is this?
a. Physical development and health
b. Cognitive development
c. Emotional development
d. Social development
32. Six-year-old children may have nightmares. What domain of development is this?
a. Physical development and health
b. Cognitive development
c. Emotional development
d. Social development
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33. Seven-year-old children tend to need approval from others. What domain of development is this?
a. Physical development and health
b. Cognitive development
c. Emotional development
d. Social development
34. Six-to-seven-year-old children tend to ask more complicated questions and want detailed answers.
What domain of development is this?
a. Physical development and health
b. Language development and communication
c. Emotional development
d. Social development
Part Five --- Eight- to Twelve-Year-Olds
35. The average height of a child increases from
47 inches at the age of six to 50 inches at eight.
What domain of development is this?
a. Physical development and health
b. Cognitive development
c. Emotional development
d. Social development
36. At the age of eight, children want to look and act like their peers. What domain of development is
this?
a. Physical development and health
b. Cognitive development
c. Emotional development
d. Social development
37. Eight-year-old children enjoy skating and jumping rope. What domain of development is this?
a. Physical development and health
b. Cognitive development
c. Emotional development
d. Social development
38. For nine-year-old children, being excited about learning and enjoying secrets are both examples of:
a. physical characteristics.
b. language development characteristics.
c. approaches to learning.
d. social characteristics.
39. For nine-year-old children, worrying about things, being sensitive to criticism, and having definite
likes and dislikes are all examples of:
a. physical characteristics.
b. approaches to learning.
c. emotional characteristics.
d. social characteristics.
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40. For eleven- to twelve-year-old children, moodiness with the possible onset of puberty and being less
self-centered are both examples of:
a. physical characteristics.
b. language development characteristics.
c. emotional characteristics.
d. social characteristics.
41. For eleven- to twelve-year-old children, grasping math concepts and applying them to daily
activities are examples of:
a. physical characteristics.
b. cognitive characteristics.
c. emotional characteristics.
d. social characteristics.
42. Which is a physical characteristic of a nine-to-ten-year-old?
a. Knows the meaning of about 5400 words
b. Is excited about learning
c. Understands the meaning of truth
d. Is becoming more coordinated
43. Which is a physical characteristic of a nine-to-ten year old?
a. Can use his/her hands well
b. Enjoys mystery stories and shows
c. Likes to act like an adult
d. May show less interest in TV
44. Which describes the language development of a nine-to-ten year old?
a. Can talk easily with adults
b. Is able to consider more than one choice
c. Likes to act like an adult
d. May develop specific skills in sports
45. Which describes the language development of a nine-to-ten year old?
a. Enjoys mystery stories and shows
b. Is excited about learning
c. Likes to act like an adult
d. Uses and understands more abstract words
46. Which describes the approaches to learning of a nine- to ten-year-old?
a. Can run, throw, kick and hit
b. Is excited about learning
c. Uses and understands more abstract words
d. Understands the meaning of truth
47. Which describes the cognitive development of a nine- to ten-year-old?
a. Further develops small motor skills
b. Is able to use hands well
c. Likes games with mental challenge
d. Is happy with life in general
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48. Which describes the emotional development of a nine-to-ten year old?
a. Likes to be praised
b. May show interest in collecting things
c. Often competes with other children
d. Obeys adults with no problem
49. Which describes the physical development of an eleven- to twelve-year-old?
a. Grasps and applies math to daily activities
b. Is able to solve problems in daily life
c. Likes to test his/her own strength
d. Understands the concept of seriation
50. Which describes the language development of an eleven- to twelve-year-old?
a. Girls may begin to menstruate
b. Has vocabulary of about 7200 words
c. Likes to test his/her own strength
d. May like team projects based on cooperation
51. Which describes the cognitive development of an eleven- to twelve-year-old?
a. Becomes very conscious of his/her appearance
b. Enjoys long conversations with grownups
c. May like team projects and cooperative activities
d. Understands seriation and conservation
52. Which describes the social development of the eleven- to twelve-year-old?
a. Is able to solve problems in daily life
b. Likes team games
c. May become moody and show signs of turmoil
d. May express great excitement
53. Which describes the emotional development of the eleven-to twelve-year-old?
a. Boys may grow little in height
b. Has a strong desire to dress like peers
c. Is less self-centered
d. Likes team games
54. Which describes the social development of an eleven- to twelve-year-old?
a. Has vocabulary of 7200 words
b. Is becoming interested in the opposite gender
c. Likes to test his/her own strength
d. Understands seriation, conservation, and reversibility
55. Which describes the physical development of an eleven- to twelve-year-old?
a. Boys may grow little in height
b. Enjoys long conversations with grownups
c. Has vocabulary of about 7200 words
d. May like team projects and cooperative activities
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56. Which describes the physical development of an eleven- to twelve-year-old?
a. Babyhood physique continues to disappear
b. Likes to test his/her own strength
c. Loses baby teeth
d. Has frequent tumbles and scrapes
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Appendix 4.02C
Characteristics of Children by Age Groups and Domains
Infants
Birth through
3 Months
Physical Development
and Health
Average height: 20 inches
Average weight: 71/2 pounds
Shows active, but uncontrolled, reflexive body movements; can move arms and legs together
Keeps hands fisted or slightly open; grasps objects in reflex movements; holds object if placed
in hand, but drops quickly
Needs support for head; lifts head at one month, can hold up and turn vigorously at three
By three months, uses improved vision to look at objects more closely and for a longer time
Language Development and Communication
Cries deliberately for assistance, grunts and makes some sounds
Shows facial expressions; vocalizes by crying; laughs out loud
Begins cooing one syllable, vowel-like sounds – ooh, ah, aw
Approaches to Learning
Searches with eyes for sources of sounds; shows obvious preference for faces over objects
Stops sucking, listens attentively to sounds/voices
Cognitive Development
Prefers to look at human faces and patterned objects; listens attentively to sounds and voices
Cries deliberately for assistance: uses new forms of interacting
Emotional Development
Reacts to discomfort and pain; shows distress, excitement, contentment, anger and delight
Can quiet self by sucking; shows feelings of security when held or talked to
Whimpers when angry, chortles when content
Social Development
Does not understand self as a separate person
Is comforted by the human face; quiets in response to being held
Makes eye contact, looks at a person alertly and directly
Shows affection by looking at a person while kicking, waving arms, and smiling
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Appendix 4.02D
Characteristics of Children by Age Groups and Domains
Infants
4 through 6 Months
Physical Development and Health
On tummy, can lift head and chest using arms for support; may roll from side to side; by 6
months, can roll from tummy to back
Can maintain a sitting position for several minutes if given proper support
On back, can lift head and shoulders off surface; by 6 months, rolls from back to tummy
On tummy, moves by pushing with legs and arms
Gets up on hand and knees, but may fall forward
Is able to stand while supported
Language Development and Communication
Babbles responsively; makes first consonant sounds — p, b, m, l
Varies volume, pitch, and rate while babbling
Acquires sounds of native language in babbles
Approaches to Learning
Grabs objects within reach, studies them intently
Explores toys by grasping, sucking, shaking, and banging
Cognitive Development
Likes to repeat enjoyable acts, like shaking a rattle
Can recognize people by their voices
Smiles and coos when talked to; smiles at self in mirror
Emotional Development
Expresses delight, laughs
May begin to show fear
Social Development
Enjoys playing with children
Likes attention, cries for attention
Smiles at familiar faces, stares at strangers
Laughs when socializing
Responds to and imitates signs of affection
Builds trust when cries are answered, becomes anxious or demanding when cries are unanswered
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Appendix 4.02E
Characteristics of Children by Age Groups and Domains
Infants
7 through 9 Months
Physical Development and Health
Crawls awkwardly
Likes to bounce when in standing position
May be able to pull self to a standing position
Sits alone steadily for longer period of time
Improves hand-to-mouth coordination
Language Development and Communication
May say mama or dada, but does not connect words with parents
Produces gestures to communicate
Points to desired objects
Approaches to Learning
Enjoys looking at familiar books/pictures
Is curious about/looks for contents in a container
Has an increased desire for independence
Cognitive Development
Anticipates events
Imitates and acts
Empties, fells, and finds objects in a container
Finds objects that are totally hidden
May label objects in imitation of sounds, such as choo-choo for train
Emotional Development
Exhibits fear of strangers
May show fear of heights
Shows fear of new sounds
Social Development
Shows desire for social contact
Prefers caregiver to strangers
Recognizes the social nature of mealtimes
Performs for others, repeats act if applauded
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Appendix 4.02F
Characteristics of Children by Age Groups and Domains
Infants
10 through 12 Months
Physical Development and Health
Stands alone; likes to walk holding caregiver’s hands
Climbs on furniture, up and down stairs
Likes to grasp feeding utensils and cup
Can release grasped object instead of dropping it
Is able to stand and pick up objects
May show preference for one hand
May be able to take off clothes
Finds partially hidden objects
Language Development and Communication
Speaks first recognizable word
Adds actions to words
Approaches to Learning
Begins to solve problems
Shows curiosity about objects, pictures in books
Cognitive Development
Can point to body parts
Can link specific acts or events to other events
Likes to look at pictures in a book
Puts nesting toys together correctly
Looks for things in a permanent location
Waves good-bye
Emotional Development
Cries less often; expresses happiness, sadness, discomfort, anger
Recognizes the difference between good/naughty
Tries to avoid disappointment
Begins to develop self-identity and independence
Fears strange places
Social Development
Tests caregiver’s limits
Enjoys playing with siblings
Seeks approval, self-identity and independence
Demonstrates symbolic thought by showing love to a stuffed toy
Objects to having play stopped
Enjoys music, may mimic movements others make
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Appendix 4.02G
Characteristics of Children by Age Groups and Domains
Toddlers
1 to 3 Years
Physical Development and Health
Average height: 32-36 inches
Average weight: 28 pounds
Walks independently
Climbs up stairs, walks down stairs
Pushes self on wheeled toys; pedals a tricycle
Stacks five to eight blocks
Scribbles with a crayon
Assembles a six-piece puzzle
Takes off, then later puts on, clothes
Language Development and Communication
Understands simple questions
Expressive language develops from knowing four to ten words to being able to use simple
short two- or three-word sentences
Begins to use pronouns
Approaches to Learning
Helps adults with tasks, such as setting table for mealtime; wants to learn self-help skills
Attention span is growing longer
Cognitive Development
Can attend or focus for longer spans; can search for favorite toy from day before
Can do pretend play alone
Can do simple puzzles of two or three shapes; can line up objects in a design
Can point to parts of a doll’s body
Can put round and square blocks in correct places on pegboard
Emotional Development
Tolerates various types of touch
Shows frustration at lack of abilities; shows signs of fear
Responds appropriately to reasonable choices
Social Development
Participates in parallel play
Resists cooperating or does the opposite of what is asked
Is eager to be a helper to the care provider
May have imaginary friends
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Appendix 4.02H
Characteristics of Children by Age Groups and Domains
Three-year-olds
Physical Development and Health
– age three
Average height: 37.7 inches
Average weight: 32.4 pounds
Body coordination improving
Can catch large balls
Has better drawing skills
Balances on one foot
Language Development and Communication – age three
Follows two-step directions
Answers how, who, why questions
Comprehends pronouns – she, he, him, and her
Approaches to Learning
– age three
Describes or acts out a memory
Takes on pretend roles in play
Takes delight in beauty
Generates ideas and suggestions
Cognitive Development – age three
Recognizes and describes common shapes
Recognizes and identifies the role of community helpers
Counts while pointing to three objects
Expands knowledge of their environment through play
Uses one or more of the senses to learn
Can imitate and recall
Emotional Development – age three
Is usually happy, cooperative, and agreeable
Feels less frustrated because motor skills have improved
Uses pretend play to express thoughts and feelings
Will play alone
May still be afraid of the dark
Social Development – age three
Makes friends easily; is learning to share and take turns
Takes pride in doing things for others; responds to others’ feelings, shows empathy
Seeks status among peers
Recognizes the classroom as a caring place
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Appendix 4.02I
Characteristics of Children by Age Groups and Domains
Four- and Five-year-olds
Physical Development and Health
Age four --- average height: 40.7 inches
Age four --- average weight: 36 pounds
Age five --- average height: 43.5 inches
Age five --- average weight: 40.5 pounds
Walks down stairs with alternating feet, climbs fences
Rides a bicycle, marches to music
Language Development and Communication – ages four and five
Develops knowledge about their world
Shows preferences for favorite books
Independently engages in reading behaviors
Has a vocabulary of 1500 to 2000 words
Approaches to Learning
– ages four and five
Demonstrates persistence with challenging activities, showing a “can do” attitude
Demonstrates resilience in the face of challenge
Works toward completion of a task; seeks and accepts help or information
Appreciates and uses humor
Thinks more openly and creatively
Cognitive Development – ages four and five
Demonstrates awareness of ideas and language related to time
Understands the uses of forms of technology
Recognizes and duplicates simple patterns using manipulatives
Follows three commands in order
Understands the passage of time within their daily lives
Uses a variety of strategies to solve problems
Shares experiences, ideas, and thoughts
Emotional Development – ages four and five
Strives for independence, resents being treated like a baby
Moody; tries to express emotions verbally; expresses and manages anger appropriately
Develops skills for coping with adversity and change
Social Development – ages four and five
Is less cooperative than at age three; is proud of parents
Becomes more interested in friends than adults; may pick a best friend
Develops a sense of fairness and an awareness of personal behavior and its effects on others
Can balance their own needs with those of others in the group
Follows social rules, transitions, and routines once they are explained
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Appendix 4.02J
Characteristics of Children by Age Groups and Domains
Six- to Eight-year-olds
Physical Development and Health
Age six --- average height 47 inches; average weight 47 pounds; lose baby teeth; replaced by first
permanent teeth; is constantly active; prefers running over walking; may have frequent minor
tumbles and scrapes
Age seven --- average height 48 inches; may look lanky due to thin body and long arms and legs;
becomes better coordinated; movements become more fluid and graceful; develops improved
sense of balance and timing
Age eight --- average height 50 inches; enjoys sports, especially boisterous games; enjoys skating,
skipping, and jumping rope; can handle simple tool; girls developing faster than boys
Language Development and Communication
Age six --- asks more complex questions and wants detailed answers; can understand and follow
rules; begins reading, writing, and math at school
Age seven --- Has a longer attention span; favors reality; is less interested in fairy tales; enjoys
reading animal stories and science fiction; begins to understand cause and effect
Age eight --- enjoys chapter books; enjoys telling and hearing riddles and jokes; grammar skills
are improving; sentence structure includes using pronouns, plurals, and verb tenses
Approaches to Learning
– ages six through eight
Uses multiple strategies and all available senses to explore the environment
Eager and interested in learning while playing, listening, questioning, and interacting
Chooses to participate in an increasing variety of experiences
Demonstrates a willingness to choose a variety of both familiar and new experiences
Is able to tell the difference between appropriate and inappropriate (or dangerous) risk-taking
Demonstrates resilience in the face of challenge; appreciates reading; uses humor
Works toward completion of a task despite distractions or interruptions
Develops a sense of purpose and the ability to follow through
Approaches tasks and experiences with increasing flexibility, imagination, and inventiveness
Cognitive Development
Age six --- concentrates on doing one activity for long periods of time; draws on everyday
experiences and applies knowledge to other situations; has improved memory; has a better
understanding of the concept of time; is inquisitive and eager to learn in school; may begin to
understand concepts of seriation, conservation, reversibility, and multiple classification; usually
can distinguish between fantasy and reality; can understand and follow rules
Age seven --- accepts idea of rules; knows harm may result if rules not followed; understands
concept of time; begins to show interest in collecting objects; likes to help teacher
Age eight --- understands the value of money and may be ready for an allowance; refines
concepts of seriation, conservation, reversibility, and multiple classification; attempts various
strategies to solve problem; forms hypotheses about cause and effect; thinks more openly and
creatively by comparing and contrasting solutions
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Appendix 4.02J
Characteristics of Children by Age Groups and Domains
Six- to Eight-year-olds, continued
Emotional Development
Age six --- may feel less jealous of siblings as outside interests become more important; is still
egocentric, but is becoming interested in criticism upon failure, but recovers quickly; wants all of
everything; making choices is difficult; may have nightmares
Age seven --- may seem withdrawn and moody; may feel that everyone is against him or her; is
sensitive and feels hurt by criticism
Age eight --- shows more spirit, is willing to try just about anything; is very sensitive to what
others think
Social Development – ages six to eight
Becomes more socially independent
Chooses own friends
May still have a hard time waiting and taking turns
Wants desperately to be right and to win
Often expresses sense of humor in practical jokes and riddles
Begins to see others’ points of view
Learns to share and take turns
May feel jealous of siblings as outside interests become more important
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Appendix 4.02K
Characteristics of Children by Age Groups and Domains
Nine- to Ten-year-olds
Physical Development and Health
Continues to improve coordination
Improves sense of balance and timing
May develop particular physical skills
Enjoys organized game
Can run, kick, throw, catch and hit
Further refines fine motor skills
Is able to use hands skillfully
Language Development and
Communication
Has a vocabulary of about 5400 words
Has better use of language
Is able to converse well with adults
Uses more abstract words
Approaches to Learning
Is enthusiastic about learning
Enjoys mysteries and secrets
May show less interest in TV programs
Cognitive Development
Is able to consider more than one conclusion to problems or choices
Understands more about truth and honesty
Likes to act in an adult manner
Likes games that involve mental competition
Enjoys quizzing parents, impressing them with new facts
May show interest in collecting certain objects
Emotional Development
Age nine --- is relatively quiet; worries about everything; is sensitive to criticism; has definite
likes and dislikes
Age ten --- is happy with life in general; likes praise and encouragement; likes teacher
attention and approval
Social Development
Age nine --- begins a new drive for independence; resents being “bossed” by parents; shows
increased interest in friends and decreased interest in family; is interested in group activities
and concerns; often competes with others
Age ten --- likes people and is liked by others; is dependable and cooperative; obeys adults
easily and naturally; has a strong group spirit, but may be diminishing
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Appendix 4.02L
Characteristics of Children by Age Groups and Domains
Eleven- to Twelve-year-olds
Physical Development and Health
Likes to test strength and daring
Becomes very conscious of overall appearance
Boys may grow little in height
Girls may experience a growth spurt
Girls may begin menstruation
Language Development and Communication
Uses language to discuss feelings
Has vocabulary of about 7200 words
Enjoys lengthy conversations with adults
Approaches to Learning
Likes active learning, reading aloud, reciting and science projects
May like group projects and classes based on cooperative learning
Cognitive Development
Is able to detect problems in daily situation and work out solutions
Grasps math concepts and applies them to daily activities
Understands concepts of seriation, conservation, reversibility, and multiple classification
Emotional Development
Is less self-centered
May express great enthusiasm
If puberty has begun, may become moody and show signs of Emotional Development turmoil
Social Development
Likes to plan and carry out activities with a group
Is willing to reach out to others for friendship
Has improved social skills
Is patient and friendly with younger children
Has a strong desire to conform to peers in dress and behavior
Likes team games
Is becoming interested in opposite gender, girls more interested than boys
7111 Early Childhood Education I Unit B: Child Development Birth to Age Twelve Summer 2008, Version 2 149