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When to Transition from 2 Yr Old Preschool to 3 Yr Old Preschool

February 26, 2019

by Little Sunshine’s Playhouse and Preschool

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When Is the Best Time to Transition to the Next Preschool Classroom? Annual vs. Development Based

Along with selecting a quality preschool, another important question many parents have is “When should my child move to the next class?”

Most preschool programs, both locally and across the country, follow a traditional once-a-year model of only transitioning kids in August when schools start up.

But children with February birthdays would be 2 ½ on the first day in the two’s classroom and would spend the entire year with children who are younger, rather than a more appropriate learning environment with peers of a similar age and developmental level.

Researchers have found that a higher proportion of kids just one year younger may impede academic progress for older children in a preschool setting.

To ensure we provide the best learning environment for young students, we use a developmental or age-based criteria, so if a child is ready for a 3-year-old preschool classroom in February or March, we go ahead and make the transition instead of having to wait until August.

Developmental Milestones for 2- and 3-Year-Olds

Early childhood is a time of rapid learning, development and growth. Even children just a few months to a year apart can have very different learning needs. On top of that, each individual child will learn at his or her own pace.

As an example, below is a summary of some of the typical milestones that take place between the ages of 2-3 and 3-4.

• Movement
• • Between ages 2-3. Children can climb, walk up a staircase, run and bend over without falling. They also become adept at pedaling a tricycle
  • Between ages 3-4. The child can hop, stand on one foot, kick and throw a ball, and use most riding toys, as well as move forward and backward

• Social/emotional
• • Between ages 2-3. The child learns to separate more easily from parents and expresses a wide range of emotions. However, children this age may still have trouble with major changes in routine.
  • Between ages 3-4. Children become more independent and learn to cooperate with others. Fantasy play becomes more inventive and includes role-playing such as pretending to be a mom or dad.

• Hand and finger skills
• • Between ages 2-3. The child learns to hold a pencil, draw various shapes and turn pages in a book. He or she can build a short tower from blocks and unscrew a jar lid.
  • Between ages 3-4. This is when kids learn to copy some capital letters, circles and squares and draw a person with 2-4 body parts. The child can also use scissors and feed him or herself with a spoon.

• Language
• • Between ages 2-3. The child knows his or her name, age and sex, and uses pronouns like I, me, we, you and they. Children begin to recognize and name familiar objects and understand most spoken sentences.
  • Between ages 3-4. As children begin to master basic grammar rules, they speak in longer sentences and can be understood by most strangers. They start to make up stories and can understand concepts like same and different.

• Cognitive
• • Between ages 2-3. Children begin playing make-believe with dolls, and can sort objects by color. They can complete simple puzzles of less than five pieces and understand the concept of two.
  • Between ages 3-4. The child has a better sense of time and causality, can follow three-part commands and recalls more elements of a story. He or she understands the concept of counting, correctly identifies some colors and knows a few basic numbers.

Choosing a Developmentally Appropriate Curriculum

Spending time in a preschool class with peers of a similar age and developmental level means kids get to participate in lessons that are challenging enough to provide a sense of accomplishment, but not so advanced that the child becomes discouraged.

For 2-year-old preschoolers, routine and structure make a big difference. Lessons should stimulate the imagination through play using interactive educational materials while also developing skills in a number of subjects. The curriculum should promote social skills like sharing and self-control.

• Age-appropriate experiences with math, science, language, drama and music
• Songs, puzzles and games, such as singing the Alphabet Song
• Increase vocabulary and introduce a second language
• Identifying animals
• Learning to count
• Assistance with toilet training in cooperation with the child’s family

When kids move up to the 3-year-old classroom, they need an even greater variety of hands-on activities to encourage both continued learning and socialization. Teachers must stay a step ahead of these eager learners to keep students engaged.

• How to write one’s name
• Recognition of letters, numbers, colors and shapes
• Introduction of concepts like opposites
• Basic directional concepts like over/under and front/back
• Identify emotions and learn about self-awareness
• Learning self-help skills to promote independence

Do you have questions about when your child should start preschool or when it’s time to transition to the next level?

Contact a Little Sunshine’s Playhouse® near you for more information!

Read our previous blog posts to learn more about choosing a preschool & our Creatively Shine™ curriculum for different ages:

Wondering What to Look for in a Preschool?

Toddler Curriculum Fosters Exploration and Growth

What Makes an Effective Pre-K Curriculum?

upbringing, psychological characteristics, age characteristics, neoplasms, learning, emotional and mental development of the individual

Preschool children (PE) are children from 3 to 6–7 years old. In psychology, preschool age is divided into several periods:

• junior DV – 3-4 years;
• medium DV – 4-5 years;
• senior DV – 5-7 years.

Throughout all stages, the child’s body is actively growing and developing. By the age of seven, the child grows by about 20-25 cm, body weight and brain volume increase. nine0003

Psychological features of preschool children

At this age, the nervous system is improved, as well as the processes of higher nervous activity. The harmonious development of physiological and mental processes is very important for the subsequent formation of personality and the acquisition of skills in new activities. All children of preschool age are characterized by a high level of cognitive activity. And an increase in brain volume contributes to the development of such higher thought processes as:

• perception and analysis of the surrounding world;
• visual thinking;
• logical thinking;
• arbitrary attention;
• semantic memory.

Speech begins to play a key role in the process of cognition of the surrounding world. Through communication, the child learns the basics of various activities. In order to successfully perform various actions, verbal instructions and explanations are enough for the child, if he already has clear visual examples. nine0003

Education of preschool children is built around the processes of sensory cognition and visual thinking. Depending on the degree of development of figurative thinking and the ability to assimilate information using illustrative examples, it is possible to assess the current cognitive abilities of the child and his readiness for more complex, logical forms of thinking.

Psychology of preschool age studies the main activities in the Far East, including:

• games: development of motor skills, thought processes, learning; nine0006
• visual activity: drawings, crafts, plasticine figures and other objects made by the child, which are the result of his first productive activity.

Labor activity activates the process of development of personality and willpower in preschool children. At this life stage, children receive the first ideas about morality and norms of behavior in a social group. Parents and other adults are role models. By the end of preschool age, the child should be fully prepared for schooling. Various educational games and feasible work will help to teach a child to be independent. nine0003

Helping parents with everyday tasks, children deepen their knowledge and skills, as well as acquire new skills that they will need at the stage of schooling. A feature of preschool age is the constant desire to master new activities. The main activity of preschool children is the game, imitation of adults. In the game, first of all, the child learns to fully communicate with peers, he teaches to subordinate himself to the rules of the game, his moral assessments are improved (the concepts of “good”, “bad” appear), new needs are formed, new types of creative activity are mastered (drawing, modeling from plasticine). Children in a playful way imitate the life of adults. nine0003

Many children of this age go to kindergarten, thus gaining their first experiences of social interaction.

At this age, the child begins to more fully perceive the world around him. The main object of his observations are parents.

Preschool children develop memory, but it is still involuntary. Everything that causes an emotional outburst in a child, he remembers.

Character change in the process of development of preschool children

After reaching the age of three, the child begins to actively interact with adults. He can perform simple tasks of maintaining his own life and strives to realize this share of independence. Satisfaction of this need is necessary for the easy transition of the child from early age to preschool and the beginning of the formation of the character of the personality.

The development of preschool children should take place within the framework of a role-playing game. This strategy is called the concept of leading activity. Its essence lies in instilling in the child the abilities for various forms of labor activity. Thanks to game learning, children acquire basic skills in modeling various objects, drawing, modeling, etc. An integral part of the development of consciousness during this period is the compilation of a certain hierarchy of motives and desires, among which more and less significant ones are clearly distinguished. nine0003

Compiling the characteristics of preschool age, it should be noted that impulsive and situational behavior in children is gradually replaced by personal behavior, which is provoked by the received ideas and images. The activity of the child is aimed at achieving a certain result, which is especially clearly manifested in such activities as drawing, designing, etc. Over time, children move from imitating existing models to embodying their own projects created by their imagination. nine0003

Middle East is the period of maximum activation of the imagination and abilities for creative forms of activity. The psychological feature of preschool children is predominantly figurative and visual-effective thinking. However, in this period, the foundations of logical thinking, semantic memory and coordination of the functions of the psyche are also laid. 4-5 years is a kind of peak in the emotional development of the child.

Education and training of preschool children

By the end of the preschool period, the child is fully aware that he is able to control his own behavior. This is a new stage of self-awareness, which allows you to move on to the assimilation of the rights of behavior and norms of morality that operate in society. The actions of the child begin to be guided not only by his desires, but by the requirements of others. Difficulties with behavior in preschoolers are associated with increased emotionality. An effective means of solving this problem is communication with other children. At this stage of development, peers are more interesting partners for joint activities for the child than adults. nine0003

Education of preschool children is one of the key directions in pedagogy. Education of preschoolers has certain specifics:

• The assimilation of new knowledge and skills occurs in the form of a game or with the help of other methods of objective activity.
• The development of mental functions, imagination and thought processes is carried out in the process of drawing, designing, modeling, modeling applications, etc.
• A characteristic feature of all creative activities is that they can successfully compensate each other, which makes it possible to choose the type of activity that is most interesting for the child. nine0006
• The main task in the senior Far East becomes preparation for school.

In the process of developing the skills of educational activity, such abilities as performing tasks according to the model, focusing on a certain method of action, developing fine motor skills of the hand, etc. are improved. Due to this, further cognitive mental processes occur in an arbitrary order and are deposited in memory faster, which is an age-related feature of preschool children.

The child learns about the existence of such an institution as a school. By the end of the preschool period, you need to somehow interest the child in his admission to school. The child must have a basic level of knowledge to enter the school. It has been proven that children who have gone through kindergarten are more calm about entering school and the new environment of their peers.

Children of preschool age require more attention to themselves, they want to be loved more, understood, treated as a friend and partner. You should not think that the more time you spend with your child, the better he will be brought up. It’s not the quality that matters, but the quantity. nine0003

Communication among preschoolers, formation of authorities

Speech develops intensively in preschool children. Although the intensity of this development depends on its living conditions. The number of words used from 3 to 6 years increases three times. The child accurately picks up the speech of adults. He creates his own words, which are very similar to the grammar of the words of his native language.

Most often, preschool children are not very conflicts. At least they won’t do it without a special reason. However, do not forget that the child during this period is still very emotional. Compared with an earlier period, children of this age are more restrained in emotional reactions. They are already worried not because of what is happening now, but also what may happen in the future, or has already happened. nine0003

Preschool children develop not only self-esteem, but also self-identification and a sense of “I”. The child is aware of gender differences. He identifies himself as a boy or a girl.

Psychologists name several main factors that influence the formation of self-esteem and self-awareness in a child. Among them:

• gained experience of communication with adults;
• gained experience of communication with peers and children of other ages;
• personal experience; nine0006
• level of mental development.

Communication with adults plays a key role in the formation of adequate self-perception in preschool children. Under the influence of their parents, they accumulate various knowledge, assimilate certain models of behavior, form a holistic perception of themselves and their role in the surrounding society. Thus, it is in the preschool period that a certain type of self-esteem is laid, which later affects the entire process of personality formation. The task of parents at this stage is:

• providing the child with information about his or her individual personality traits;
• formation of an assessment of his behavior and performance;
• modeling the system of values ​​and social norms, which will later become guidelines for behavior in society;
• the development of the child’s ability to analyze their own actions, comparing them with the actions of others.

For preschoolers, adults are the most authoritative persons, whose opinion cannot be challenged. In the younger DV, children are not critical of the value judgments of adults due to the lack of individual experience and a low level of self-awareness. Self-acquired knowledge is unstable and can be completely destroyed under the influence of adult authority. nine0003

A neoplasm of preschool age at 5-7 years old (middle preschool age) is an individual experience gained in the course of a particular activity. At this stage of development, the child actively compares all value judgments of adults with his own perception of the world around him. In the event of contradictions, children express an explicit or hidden protest, which is a sign of an aggravation of the crisis of 6-7 years. As a rule, in this period, the preschooler’s judgments about himself are erroneous due to the lack of abilities for deep introspection. nine0003

An important characteristic of older preschool children is their verbal familiarization with one or another category of people. So, for example, parents who call their child beautiful or smart automatically assign him to a social group that has a certain set of attractive features or mental characteristics. Such verbal designations are deposited in the mind of the child, so the judgments of adults pass into the category of his own knowledge about himself. The composed image can be both positive and negative, which forms the further behavior of the child in society. nine0003

Emotional development of preschool children

Responsibility for the formation of an adequate self-image in a preschool child lies largely with the parents. As a rule, the idea of ​​a child’s behavior model is formed at the stage of pregnancy, which provokes the choice of one or another style of parenting in the family. Thus, the characteristics of a child of preschool age are formed by parents under the influence of their own ideas about how he should be. Children perceive themselves as their parents dictate to them. Another factor in the formation of personality in the Far East is the rule of morality and ethics that exist in the outside world. The child receives a system of ideals and standards, which must be equal. Given this, preschoolers form:

• certain plans to be carried out;
• clear standards for the performance of assigned tasks;
• generalized and individual goals.

The psychological feature of preschool children is their desire to immediately implement all the plans. If these tasks are realistically achievable and correspond to the current capabilities of the child, the achievement of the goal forms a positive self-awareness. In the case when the set goal cannot be achieved, the preschooler feels a decrease in self-esteem, as a result of which he develops a negative perception of himself. In such a situation, additional criticism from parents is contraindicated. Their task is to help to cope with the problem that has arisen or to explain the impossibility of achieving the set goals. However, the development of personality in preschool age should not take place under the motto of permissiveness and admiration for the child. The formation of inadequately high, as well as low self-esteem, leads to the lack of children’s ability to realistically evaluate and analyze their abilities, as well as control their own behavior and actions. nine0003

Another factor in the formation of self-awareness in preschoolers is the experience of communication with peers. If at early preschool age the experience of parents and other adults plays a decisive role, and the opinion of peers is partially or completely ignored, then at subsequent stages it becomes increasingly important.

The emotional development of preschool children is influenced by a group of people, namely peers. So, a striking example of children’s conformism is the refusal to wear certain things that cause a negative reaction among his friends on the playground or in the kindergarten group. The older preschool age is characterized by a significant expansion of the child’s individual experience, when he can independently evaluate the actions and behavior of other people. An adequate perception of certain actions is possible only if they do not contradict the preschooler’s own experience. nine0003

The ability to form an adequate idea of ​​oneself, as well as the behavior of other members of society, is one of the first transitional periods in the psychological characteristics of preschool age. Thus, the correct mental development of preschool children is possible only if the following factors are present:

• Optimization of relations between the child and parents. Children need an atmosphere of love, respect for his individual abilities, care and interest in his achievements. At the same time, the educational process must be consistent and moderately demanding. nine0006
• Building a child’s relationship with his peers. In case of violations of the usefulness of communication with the team, it is necessary to immediately find out the cause of the current situation and help the child feel confident in a peer group.
• Enrichment of individual experience. Accumulation of experience is faster when there are opportunities for various activities. Parents need to provide the preschooler with space for independent actions, with the help of which he can test his own skills and form an opinion about himself. nine0006
• Development of analytical abilities. Through internal analysis, the child gets an idea of ​​the causes of his own experiences, actions and deeds.

The task of parents is to teach a preschooler to adequately assess his behavior, to help find mistakes and ways to correct them. A feature of the development of preschool children is the fact that the formation of positive self-awareness occurs only if parents give the child confidence in the successful result of his undertakings, even when they are initially associated with certain difficulties. nine0003

Features of the development of preschool children

2022-04-04 23:46:15
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