Emotionaland Social Development in Young Children
Research by UrbanChildren Institute (2014) indicates that initial years of a child’sdevelopment influences how a child relates with others, their brainfunctioning and response to stress. This report discusses howchildren aged between 3-4 years change over time to interact andreact to their immediate environment, basing on my observation duringinternship.
Childrenaged between 3-4 years tend to display low retention memory. It isdifficult for them to recall what they have learnt after two to threedays. In order to ensure effective teaching, a teacher has to repeatfrequently the content that being taught (Lightbown, Spada &Rand, 2013). For instance, during internship, the children couldbarely remember my name at the end of the fourth week. As a result,teachers should educate children through songs, which lead tolong-term memory. Repetition combined with songs also aids childrento master sounding of words or pronunciation at an early stage(Campbell, 2015). In addition, children aged 3 to 4 years expectolder people to be capable of explaining all the situations in theirenvironment in order to quench their curiosity (Baker et al. 2013). It important for one to avoid being ‘not knowing’. Even undertight commitment, one should respond to children’s questions inorder to boost their cognitive growth (Cameron, 2012). Teachers andparents should utilize this opportunity to educate children aboutmanners and safety, as they are willing to follow instructions given.
Children aged 3-4 years show compassion towards each other in termsof sharing their toys and playing. Thus, learning about safety is keyto reduce the chances of getting injured.
Childrenin the bracket of 3-4 years rarely enjoy reading alone. They love thecompany and direction of their instructors. Moreover, they havedifficulties matching words and pictures written in a paper. Thus,teachers should choose enjoyable and engaging tasks such as drawingof objects and naming them (Walker et al. 2014). The internship wasresourceful as it equipped me with knowledge of how preschoolchildren develop socially and emotionally.
Baker, B. L., McIntyre, L. L., Blacher, J., Crnic, K., Edelbrock, C.,& Low, C. (2013). Pre‐school children with and withoutdevelopmental delay: behaviour problems and parenting stress overtime. Journal of Intellectual Disability Research, 47(4‐5),217-230.
Cameron, L. (2012). Teaching languages to young learners.Ernst Klett Sprachen.
Campbell, P. S. (2015). Songs in their heads: Music and itsmeaning in children`s lives. Oxford University Press.
Urban Child Institute (2015). Social and emotional development inearly childhood: The first years last a lifetime.http://www.urbanchildinstitute.org/resources/publications/good-start/social-and-emotional-development
Lightbown, P. M., Spada, N., Ranta, L., & Rand, J. (2013). Howlanguages are learned (Vol. 998). Oxford: Oxford UniversityPress.
Walker, S. P., Wachs, T. D., Grantham-McGregor, S., Black, M. M.,Nelson, C. A., Huffman, S. L., … & Gardner, J. M. M. (2014).Inequality in early childhood: risk and protective factors for earlychild development. The Lancet, 378(9799), 1325-1338.