LEARNING MATERIAL 15

Preschoolers’ Physical Development

- Maria Rita D. Lucas, PhD

“A child reminds us that playtime is an essential part of our daily routine.”

- Anonymous

LEARNING OUTCOMES

At the end of this Module, you should be able to:

 describe preschool children's physical growth.

 identify the different gross and fine motor skills.
 draw implications of these concepts on physical development on teaching preschoolers.

INTRODUCTION

The preschooler years is commonly known as "the years before formal schooling
begins." It roughly covers 3-5 years of age. Although it is known as the years before formal
school, it is by no way less important than the grade school years. The preschool years is very
important as it lays foundation to later development. At this stage, preschoolers achieve many
developmental milestones. As such, pre-service teachers who might be interested to teach and
care for preschoolers need to be knowledgeable about them to be truly an intentional and
effective teacher.

This Module on the physical development of preschoolers focuses on the acquisition of

gross and fine motor skills, artistic expression, proper nutrition and sleep, and what teachers
and caregivers should do to maximize the preschoolers' development.

Big Ideas about the Physical Development of Preschoolers

1. There are significant changes in physical growth of preschoolers.

2. The preschoolers physical development is marked by the acquisition of gross and fine
motor skills.
3. Preschoolers can express themselves artistically at a very early age.
4. Proper nutrition and the right amount of sleep are very important for the preschoolers.
 5. Caregivers and teachers can do a lot in maximizing the growth and development of
preschoolers. 6. Preschoolers with special needs in inclusive classrooms can thrive well
with the appropriate adaptations made in the classroom, materials and activities.

Significant Changes in Physical Growth

Physical growth increases in the preschool years, although it is much slower in pace
than in infancy and toddlerhood. At around 3 years of age, preschoolers move, from the
remaining baby-like features of the toddler, toward a more slender appearance of a child. The
trunk, arms and legs become longer.

The center of gravity refers to the point at which body-weight is evenly distributed.
Toddlers have their center of gravity at a high level, about the chest level. This is why they have
difficulty doing sudden movements without falling down. Preschoolers on the other hand, have
their center of gravity at a lower level, right about near the belly button. This gives them more
ability to be stable and balanced than the toddler. The preschooler moves from the unsteady
stance of toddlerhood to a more steady bearing. They no longer "toddle," that wobbly way that
toddlers walk. This also allows the preschooler to move more "successfully" than the toddler.
Some say that the later part of the preschooler years at around 5 or 6 is the best time to begin
learning skills that require balance like riding a bike or skating.

By the time the child reaches three years old, all primary or deciduous, or what are also
called "baby or milk" teeth are already in place. The permanent teeth which will begin to come
out by age six are also developing. The preschooler years are therefore a time to instill habits of
good dental hygiene.

Gross and Fine Motor Development

Gross motor development refers to acquiring skills that involve the large muscles.
These gross motor skills are categorized into three: locomotor, non-locomotor and
manipulative skills. Locomotor skills are those that involve going from one place to another,
like walking. running, climbing, skipping, hopping, creeping, galloping, and dodging. Non-
locomotor ones are those where the child stays in place, like bending, stretching, turning and
swaying. Manipulative skills are those that involve projecting and receiving objects, like
throwing, striking, bouncing, catching and dribbling.

Preschoolers are generally physically active. Level of activity is highest around three and
becomes a little less as the preschooler gets older. Preschoolers should be provided with a
variety of appropriate activities which will allow them to use their large muscles. Regular
physical activity helps preschoolers build and maintain healthy bones, muscles, and joints,
control weight and build lean muscles, prevent or delay hypertension, reduce feelings of
depression and anxiety and increase capacity for learning.

Fine motor development refers to acquiring the ability to use the smaller muscles in the
arm, hands and fingers purposefully. Some of the skills included here are picking, squeezing,
pounding, and opening things, holding and using a writing implement. It also involves skills like
using spoon fork when eating, buttoning, zipping, combing and brushing.

Different environments provide different experiences with fine motor skills. For example
the availability of information and communications technology in largely urban areas makes
younger and younger children proficient in keyboarding and manipulation of the mouse and the
use of smart phones and tablets. While other children use their fine motor skills in digging in
soil, making toys out of sticks, cans and bottle caps. Still others, enjoy clay, play dough, and
finger paint.
By the end of the preschool years most children manage to bol a pencil with their thumb
and fingers, draw pictures, write letters, t scissors, do stringing and threading activities. They
can also do self-help skills like eating and dressing up independently. Significant progress is fine
motor skills can be expected of preschoolers especially if they are aptly supported and
appropriate activities are provided for them.

Handedness, or the preference of the use of one hand over the other, is usually
established around 4 years of age. Earlier than this, preschooler I can be observed to do tasks
using their hands interchangeably. We can observe a preschooler shifting the crayon from left to
right and back again while working on a coloring activity.

Preschoolers' Artistic Development

At the heart of the preschooler years is their interest to draw and make other forms of
artistic expressions. This form of fine motor activity is relevant to preschoolers. Viktor
Lowenfeld studied this and came up with the stages of drawing in early childhood:

Stage 1. Scribbling stage. This stage begins with large zig-zag lines which later
become circular markings. Soon, discrete shapes are drawn. The child may start to name
his/her drawing towards the end of this stage.

Stage 2. Preschematic stage. May already include early representations (This also
becomes very significant when we discuss about cognitive development). At this point adults
may be able to recognize the drawings. Children at this stage tend to give the same names to
their drawings several times. Drawings usually comprise of a prominent head with basic
elements. Later, arms, legs, hands and even facial features are included.

Stage 3. Schematic stage. More elaborate are depicted. Children usually draw from
experience and exposure. Drawings may include houses, trees, the sun and sky and people.
Initially, they may appear floating in air but eventually appear to follow a ground line.

Everyone who observes a preschooler go through these stages of drawing would surely
say one thing: that the preschooler drew the same drawing maybe a hundred times! Repetition
is the hallmark of early drawing. One wonders if the supply of scratch papers, crayons and pens
will ever be enough. Adults should remember to have a neat supply of these or they will find the
preschoolers' drawings on the furniture and walls! This affords the preschooler opportunities to
gain mastery of the fine motors skills involved.

Also important to remember is that the preschoolers' representations or drawings does

not only involve fine motor skills, but also cognitive skills. Children's drawings allow us to have a
glimpse of how they understand themselves and the world around them.

Preschoolers Nutrition and Sleep

The kind of nutrition a preschooler gets has far-reaching effect on his physical growth
and development. The preschooler's nutritional status is the result of what nutrients he or she
actually takes in checked against the nutritional requirement for his her age. Obviously, having
too much or too little both have their negative effects. Here in our country, we can see the
extreme of preschoolers not having enough food and those on the other end of the extreme
where we find preschoolers who are not just over weight but obese. The celebration of the
Nutrition month every July is aimed at advocating for proper nutrition. Each year a theme is put
forth to advocate good nutritional habits while government programs on giving out fortified
bread, milk and even noodles aim to address malnutrition among children.

It is important for preschoolers to get sufficient amount of rest and sleep. Preschoolers
benefit from about 10-12 hours of sleep each day. It is when they are asleep that vital biological
processes that affect physical and cognitive development take place. During sleep, especially in
the dream state (rapid eye movement stage), growth hormones are released. Blood supply to
the muscles are likewise increased helping preschoolers regain energy. At this state while
dreaming, increased brain activity is also attained.

A Quick Look at What Preschoolers Can Do: (physical skills)

This bulleted list of preschoolers' physical skills is lifted from the Physical Domain
component of the Philippine Early Learning and Development Standards (ELDS). This set of
standards was based on a study commissioned by UNICEF and the Child Welfare Council
(CWC). This is now adopted for use by the Early Childhood Care and Development Council.

Gross Motor:
36-48 months
 Hops 1 to 3 steps on preferred foot
 Skips (with alternating feet)
 Jumps and turns
 Stands on one leg without falling for at least 5 seconds.
 Throws a ball overhead with control of direction
 Throws a ball overhead with control of speed Kicks a ball with control of speed

Fine-motor Skills:
36-48 Months
 Consistently turns pages of a picture or story book one page at a time, looking at
pictures with interest
 Purposefully copies diagonal lines
 Purposefully bisects a cross
 Purposefully copies a square
 Purposefully copies a triangle
 Cuts with scissors following a line

49-60 months
 Copies a simple pattern of different basic shapes
 Draws a human figure (head, eyes, mouth, trunk, arms, legs, etc.) without prompts
 Draws a house without prompts using geometric forms
 Colors with strokes staying within the lines

Personal Care and Hygiene (Self-Help Skills)

36-48 months
 Pours from pitcher without spillage
 Feeds self using spoon without spillage
 Dresses without assistance except for buttons and tying laces.
  Puts on socks independently

49-60 months
 Feeds self using fingers without spillage
 Prepares own food
 Dresses without assistance, including buttoning and tying
 Wipes/cleans him/herself after a bowel movement
 Brushes teeth after meals without having to be told
 Washes and dries face independently without having to be told
 Takes a bath independently without having to be told

The Role of Caregivers in the Growth and Development of the Preschooler

Optimum physical development of preschoolers is largely influenced by the supportive

caregivers (parents and teachers) who provide a stimulating environment and appropriate
activities for the children. If you have friends and relatives who are responsible for preschoolers,
read and share the following tips: (This collection includes those suggested by Lesia
Oesterreich, M.S., Family Life Extension Specialist, Human Development and Family Studies,
Iowa State University).

For all preschoolers:

a. Engage preschool children in simple games 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 on the
classroom floor or playground. Montessori schools have blue or red lines on their
preschool classroom floors.
d. Allow opportunities for rough and tumble play like in a grassy area or soft mats. Keen
observation and monitoring is, of course expected to keep them safe from injury.
e. Ensure that preschoolers get enough rest and sleep setting a routine for bed time is
ideal.
f. Model go eating habits to preschoolers. Encourage more fruits, vegetables, water and
fresh juices, rather than processed foods, sugary snacks and sodas.

For three-year-olds
g. Encourage development of hand-eye coordination by providing large buttons or old
beads to string on a shoe lace.
h. Play ball. Show children how to throw, catch, and kick balls of different sizes.
i. Show children how to hop like a rabbit, tiptoe like a bird, waddle like a duck, slither like a
snake, and run like a deer.
j. Encourage free expression in art projects. Avoid asking "what" children are drawing.
Three-year-olds may not know or care, but simply enjoy the process of drawing.
k. Provide a variety of art experiences. Make play dough. Create collages from magazine
pictures, fabric, wallpaper, and newsprint. Encourage children to experiment with new
media like wire and cork, soda straws, string, or yam. Teach children to mix different
colors with paint.

For four-year-olds
l. Encourage physical development. Play follow the leader. Pretend to walk like various
animals.
 m. Set up an obstacle course indoors with challenges such as crawling, climbing, leaping,
balancing, and running across stepping stones.

n. Encourage walking with a beanbag on the head.

For five-year-olds
o. Encourage body coordination and sense of balance by playing "Follow the Leader" with
skipping, galloping, and hopping. Skip or jump rope to music, teach folk dances and
games, provide a balance beam, a tree for climbing, and a knotted rope suspended from
a sturdy frame.
p. Teach sack-walking and "twist-em," "statue," or "freeze" games to provide an outlet for
their drive for physical activity.
q. Play games that can teach right and left directions, like "Hokey. Pokey," "Looby-Loo,"
and "Simon Says."
r. Help children learn to use a pair of scissors by letting them cut out coupons.