Preschoolers Physical Development  At around 3 years of age, preschoolers

move, from the remaining baby-like

“A CHILD REMINDS US THAT PLAYTIME IS ESSENTIAL
features of the toddler, toward a more-
PART OF OUR DAILY ROUTINE”
slender appearance of a child (the trunk,
 The preschooler years (3-5 years of age) is arms, and legs become longer).
commonly known as “the years before  They no longer “toddle”.
formal schooling begins.”  It is the best time to begin learning skills
 The preschool years is very important as it that require balance.
lays foundation to later development
2. GROSS AND FINE MOTOR DEVELOPMENT
 This lesson focuses on the acquisition of
gross and fine motor skill, artistic Gross Motor Development- refers to acquiring skills
expression, proper nutrition and sleep, and that involve the large muscles.
what teachers and caregivers should do to
These gross motor skills are categorized into three:
maximize the preschooler’s development
 Locomotor
ABSTRACT
 Non- Locomotor
 Preschoolers loves to move, they enjoy  Manipulative skills
being active. They are also interested to
LOCOMOTOR SKILLS- are those that involve going
work with their fingers, like with block. They
from one place to another.
have more balanced stance than toddlers.
Ex. running, walking, galloping, and hopping.
BIG IDEAS ABOUT THE PHYSICAL DEVELOPMENT OF
PRESCHOOLERS NON- LOCOMOTOR- are those where the child stays
in place.
1. There are physical changes in physical
growth of preschoolers. Ex. bending, stretching, turning, and swaying.
2. The preschoolers’ physical development is
marked by the acquisition of gross and fine MANIPULATIVE SKILLS- are those that involve
motor skills. projecting and receiving objects.
3. Preschoolers can express themselves
Ex. throwing, striking, catching, and dribbling.
artistically at a very early age.
4. Proper nutrition and the right amount of Fine Motor Development- refers to acquiring the
sleep are very important for the ability to use the smaller muscles in the arm, hands
preschoolers. and fingers purposefully.
5. Caregivers and teachers can do a lot in
maximizing the growth and development of PRESCHOOLERS’ ARTISTIC DEVELOPMENT
preschoolers.  At the heart of preschooler years is their
6. Preschoolers with special needs in inclusive interest to draw and make other forms of
classrooms can thrive well with the artistic expressions.
7. Preschoolers with special needs in inclusive  Viktor Lowenfeld studied the interest to
classrooms can thrive well with the draw of preschoolers and came up with the
appropriate adaptations made in the stages of drawing in early childhood
classroom, materials and activities
STAGES
SIGNIFICANT CHANGES IN PHYSICAL GROWTH
Stage 1: Scribbling stage. This stage begins with
 Physical growth increases in the preschooler large zig-zag lines which later become circular
years, although it is much slower in pace markings. The child may start to name his/her
than in infancy and toddlerhood. drawing towards the end of this stage.
Stage 2: Pre-schematic stage- May already include  not getting enough sleep at night
early representations. Children at this stage tend to  rubbing their eyes or looking tired
give the same names to their drawings several times.  cranky, whiny, or moody
Adults may be able to recognize the child’s drawing.  hyperactive
Comprise of basic elements like head, arms, legs.
A Quick Look At What A Preshoolers Can Do:
Stage 3: Schematic stage. More elaborate scenes are (Physical Skills)
depicted. Children usually draw from experience and
 The physical skills for preschoolers are
exposure. Drawings may include trees, houses, sky
based on the Philippine Early Learning and
and people.
Development Standards (ELDS), developed
 Repetition is the hallmark of early drawing. through a study by UNICEF and the Child
This affords the preschooler opportunities Welfare Council (CWS), now adopted by the
to gain mastery of fine motor skills. Early Childhood Care and Development
 Representations or drawings does not only Council.
improve fine motor skills, but also cognitive
skills. GROSS MOTOR SKILLS- 36 MONTHS (3
YEARS) TO 48 MONTHS (4 YEARS)
PRESCHOOLERS’ NUTRITION AND SLEEP

 The kind of nutrition a preschooler gets has  hops 1-3 steps on preferred foot
far-reaching effect on his physical growth  skips (with alterating feet)
and development.  jumps and turns
 The preschooler’s nutrition status is the  stands on one leg without falling for at
result of what nutrients he or she actually least 5 seconds.
takes in-checked against the nutritional  throws a ball overhead with control of
requirement for his/her age direction
 Preschool-age children (ages 3 to 5) are still  throws a ball overhead with control of
developing their eating habits and need speed
encouragement to eat healthy meals and  kicks a ball with control of direction
snacks. These children are eager to learn.
They will often imitate eating behaviors of FINE MOTOR- 36 MONTHS (3 YEARS) TO 48
adults. They need supervision at mealtime MONTHS (4 YEARS)
as they are still working on chewing and
swallowing skills.  consistently turns pages of a picture or
 It is important for preschoolers to get a story book one page at a time, looking
sufficient amount of rest and sleep. at pictures with interest
 It is when they are asleep that vital  purposefully copies diagonal lines
biological processes that affect physical and  purposefully bisects a cross
cognitive development take place.  purposefully copies a square
 Preschoolers need about 10 to 13 hours of
 purposefully copies a triangle
sleep each day, including naps.
 cuts with scissors following a line
 Many preschoolers get all their sleep at
night and may give up their afternoon naps.
FINE MOTOR- 49 Months (4 years) to 60
Biological and Cognitive development takes
Months (5 years)
place.

Growth hormones are released, and Blood supplies  copies a simple pattern of different
are regained helping them to regain the energy. basic shapes
Kids may need to nap if they are:
  draws a human figure (head, eyes, E. Ensure that preschoolers get enough rest
mouth, trunk, arms, legs, etc.) without and sleep.
prompts F. Model good eating habits to preschoolers.
 draws a house without prompts using
geometric forms FOR THREE-YEAR-OLDS:
 colors with strokes staying within the
line G. Encourage development of hand-eye
coordination by providing large buttons or
Personal Care and Hygiene (Self-help skills) 36 old beads to string on a shoe lace.
MONTHS (3 YEARS) TO 48 MONTHS (4 YEARS) H. Play ball. Show children how to throw,
catch, and kick balls of different sizes.
 pours from a pitcher without spillage I. Show children how to hop like a rabbit,
 feeds self-using spoon without spillage tiptoe like a bird, waddle like a duck, slither
 dresses without assistance except for like a snake, and run like a deer.
buttons and tying laces J. Encourage free expression in art projects.
 put on socks independently K. Provide a variety of art experiences

Personal Care and Hygiene (Self-help FOR FOUR-YEAR-OLDS:

skills) 49 Months (4 years) to 60 Months
(5 years) L. Encourage physical development
M. Set up an obstacle course indoors with
 feeds self-using fingers without spillage challenges such as crawling, climbing,
 prepares own food leaping, balancing, and running across
 dresses without assistance, including stepping stones.
buttoning and tying N. Encourage walking with a beanbag on the
 wipes/clean him/herself after a bowel head.
movement O. Encourage body coordination and sense of
 brushes teeth after meals without balance by playing "Follow the Leader" with
having to be told skipping, galloping, and hopping.
 washes and dries face independently P. Teach sack-walking and "twist-em,"
without having to be told "statue," or "freeze" games to provide an
 takes a bath independently without outlet for their drive for physical activity.
having to be told Q. Play games that can teach right and left
directions, like "Hokey-Pokey," "Looby-Loo,"
THE ROLE OF CAREGIVERS and "Simon Says."
R. Help children learn to use a pair of scissors
A. Engage preschool children in simple games by letting them cut out coupons.
that involve running and walking.
B. Provide them with toys for catching and
throwing such as soft large balls and bean
bags.
C. Have balancing activities for preschoolers.
Use low balance beams and lines on the
classroom floor or playground.
D. Allow opportunities for rough and
tumble play like in a grassy area or soft
mats.