milestones: Sawyer *ETA

 

 

 

 

 

 

<—back one for beau

he’s almost 4 so i did both 3 and 4

 

Three year old
 
 
[edit] Physical (I’m not sure about some of these-I haven’t measured his head LOL)

• Growth is steady though slower than in first two years.
• Adult height can be predicted from measurements of height at three years of age; males are approximately 53% of their adult height and females, 57%.
• Legs grow faster than arms,
• Circumference of head and chest is equal; head size is in better proportion to the body.
• "Baby fat" disappears as neck appears.
• Posture is more erect; abdomen no longer protrudes.
• Slightly knock-kneed.
• can jump from low step
• can stand up and walk around on tiptoes
• "baby" teeth stage over.
• Needs to consume approximately 6,300 J (1,500 calories) daily.

[edit] Motor development

• Walks up and down stairs unassisted, using alternating feet; may jump from bottom step, landing on both feet.
• Can walk on one foot, balance momentarily.
• Can kick big ball-shaped objects.
• Needs minimal assistance eating.
• Jumps on the spot.
• Pedals a small tricycle.
• Throws a ball overhand; aim and distance are limited.
• Catches a large bounced ball with both arms extended.
• Enjoys swinging on a swing (not too high or too fast).
• Shows improved control of crayons or markers; uses vertical, horizontal and circular strokes.
• Holds crayon or marker between first two fingers and thumb (tripod grasp), not in a fist as earlier.
• Can turn pages of a book one at a time.
• Enjoys building with blocks.
• Builds a tower of eight or more blocks.
• Enjoys playing with clay; pounds, rolls, and squeezes it.
• May begin to show hand dominance.
• Carries a container of liquid, such as a cup of milk or bowl of water, without much spilling; pours liquid from pitcher into another container.
• Manipulates large buttons and zippers on clothing.
• Washes and dries hands; brushes own teeth, but not thoroughly.
• Usually achieves complete bladder control during this time.

[edit] Cognitive development

• Listens attentively to age-appropriate stories.
• Makes relevant comments during stories, especially those that relate to home and family events.
• Likes to look at books and may pretend to "read" to others or explain pictures.
• Enjoys stories with riddles, guessing, and "suspense."
• Speech is understandable most of the time.
• Produces expanded noun phrases: "big, brown dog."
• Produces verbs with "ing" endings; uses "-s" to indicate more than one; often puts "-s" on already pluralized forms: geeses, mices.
• Indicates negatives by inserting "no" or "not" before a simple noun or verb phrase: "Not baby."
• Answers "What are you doing?", "What is this?", and "Where?" questions dealing with familiar objects and events.

[edit] Social development

• Stacks objects in sized order and can make a pyramid
• Seems to understand taking turns, but not always willing to do so.
• Friendly; laughs frequently; is eager to please.
• Has occasional nightmares and fears the dark, monsters, or fire.
• Joins in simple games and group activities, sometimes hesitantly.
• Often talks to self.
• Uses objects symbolically in play: block of wood may be a truck, a ramp, a bat.
• Observes other children playing; may join in for a short time; often plays parallel to other children. *
• Defends toys and possessions; may become aggressive at times by grabbing a toy, hitting another child, hiding toys.
• Engages in make-believe play alone and with other children.
• Shows affection toward children who are younger or children who get hurt.
• Sits and listens to stories up to ten minutes at a time; does not bother other children listening to story and resents being bothered.
• May continue to have a special blanket, stuffed animal, or toy for comfort.
• Know how to count to ten.  *ETA He can count to ten in french.
• Know how to name 6 colors. **

<div style=”margin: auto 0cm”>[edit] Four year old
 
 
[edit] Physical Development

• Head circumference is usually not measured after age three.
• Requires approximately 1,700 calories daily.
• Hearing acuity can be assessed by child’s correct usage of sounds and *Language also, by the child’s appropriate responses to questions and instructions.

[edit] Motor Development

• Walks a straight line (tape or chalk line on the floor).
• Hops on one foot.
• Pedals and steers a wheeled toy with confidence; turns corners, avoids obstacles and oncoming "traffic."
• Climbs ladders, trees, playground equipment.
• Jumps over objects 12 to 15 cm (5 to 6 in) high; lands with both feet together.
• Runs, starts, stops, and moves around obstacles with ease.
• Throws a ball overhand; distance and aim improving.
• Builds a tower with ten or more blocks.
• Forms shapes and objects out of clay: cookies, snakes, simple animals.
• Reproduces some shapes and letters.
• Holds a crayon or marker using a tripod grasp.
• Paints and draws with purpose; may have an idea in mind, but often has problems implementing it so calls the creation something else.
• Becomes more accurate at hitting nails and pegs with hammer.
• Threads small wooden beads on a string.
• Can run in a circle

[edit] Cognitive

• Can recognize that certain words sound similar
• Names eighteen to twenty uppercase letters. Writes several letters and sometimes their name. `
• A few children are beginning to read simple books, such as alphabet books with only a few words per page and many pictures. ETA: he can read/recognize his name
• Likes stories about how things grow and how things operate.
• Delights in wordplay, creating silly Language.
• Understands the concepts of "tallest," "biggest," "same," and "more"; selects the picture that has the "most houses" or the "biggest dogs."
• Rote counts to 20 or more.
• Understands the sequence of daily events: "When we get up in the morning, we get dressed, have breakfast, brush our teeth, and go to school."
• When looking at pictures, can recognize and identify missing puzzle parts (of person, car, animal).
• Very good storytellers.

[edit] Language

• Uses the prepositions "on," "in," and "under."
• Uses possessives consistently: "hers," "theirs," "baby’s."
• Answers "Whose?", "Who?", "Why?", and "How many?"
• Produces elaborate sentence structures: "The cat ran under the house before I could see what color it was."
• Speech is almost entirely intelligible.
• Begins to correctly use the past tense of verbs: "Mommy closed the door," "Daddy went to work."
• Refers to activities, events, objects, and people that are not present.
• Changes tone of voice and sentence structure to adapt to listener’s level of under-standing: To baby brother, "Milk gone?" To Mother, "Did the baby drink all of his milk?"
• States first and last name, gender, siblings’ names, and sometimes own telephone number.
• Answers appropriately when asked what to do if tired, cold, or hungry. ***
• Recites and sings simple songs and rhymes.

[edit] Social development

• Outgoing; friendly; overly enthusiastic at times.
• Moods change rapidly and unpredictably; laughing one minute, crying the next; may throw tantrum over minor frustrations (a block structure that will not balance); sulk over being left out.
• Imaginary playmates or companions are common; holds conversations and shares strong emotions with this invisible friend.
• Boasts, exaggerates, and "bends" the truth with made-up stories or claims of boldness; tests the limits with "bathroom" talk. ****
• Cooperates with others; participates in group activities.
• Shows pride in accomplishments; seeks frequent adult approval.
• Often appears selfish; not always able to take turns or to understand taking turns under some conditions; tattles on other children.
• Insists on trying to do things independently, but may get so frustrated as to verge on tantrums when problems arise: paint that drips, paper airplane that will not fold right.
• Enjoys role-playing and make-believe activities.
• Relies (most of the time) on verbal rather than P

hysical aggression; may yell angrily rather than hit to make a point; threatens: "You can’t come to my birthday party"

Name-calling and taunting are often used as ways of excluding other children.

Establishes close relationships with playmates; beginning to have "best" friends.

[edit] Psychological
Initiative Vs. Guilt. During this third stage, the "play age," or the later preschool years (from about 3½ to, in the United States culture, entry into formal school). During it, the healthily developing child learns: (1) to imagine, to broaden his skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to follow. Immobilized by guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the development of play skills and in imagination.
 
 
*plays with, not alongside, other kids 
 
**names some colours in French  too
 
***haha when I asked him, he said “you ask somebody” and I said “ask them what?” and he replied “for some pancakes.”
 
****a little bit

 

i’d say the only thing he’s not doing really well is writing letters but he’s never been interested in drawing or colouring really. he has drawn ghosts and people and he wrote S and D on his and daddy’s water bottle caps at the club a couple weeks ago. he’ll get there, i’m sure, when he’s good and ready 😉

ETA he also knows what letters people’s names start with, including classmates (he knows most of their last names too) like M for Mommy etc.

***