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What's Happening at 3
Your child grows by leaps and bounds this year — among many others, large-motor skills are developing quickly. By Marian Edelman Borden
Remember: Every child develops at her own pace. These guidelines are general. There is a broad range of what is considered "normal." It's not unusual for a child to be advanced in one area, lag slightly in another. Check with your doctor if you have any concerns.
What a delightful age! They are becoming social animals — interested in playing with other children, beginning to share and take turns. They are learning to separate from you. Small-group activities are more effective than large-group activities. The preschool curriculum should focus on language, activity, and movement. Large-motor skills are developing quickly: threes need to ride wheel toys, climb, jump, run, kick a ball. For any activity, the process is more important than the finished product.
Language They are learning about:
- writing their own name (may be able to write first letter)
- pretend writing (scribble)
- sitting and listening to a book in a group
- speaking to a group
- looking at books
- playing rhyming games and songs
- new vocabulary
- telling a story to accompany their artwork
- drawing stick figures (may not have anatomical details, such as fingers)
Physical
- large-motor skills. They can run, jump, climb, ride a tricycle, walk up stairs with one foot on each step.
- small-motor skills. They can use a brush, crayon, marker, (preferably with a fat shaft); string beads; build with large Legos; unzip; draw a circle.
Intellectual They are learning about:
- colors, shapes
- things that are alike and those that are different
- spatial relationships: over/under; near/far
- the world around them: seasons, weather, animals, plants
- counting from 1 to 10
Social/Emotional They are learning about:
- separating from home
- making a transition to a new setting
- themselves, their families, other families
- the classroom as a community
- interacting with new adults
- following classroom routines (e.g., snack time, cleanup)
- identifying body parts, feelings (happy, sad, angry), and needs ("I want to paint"; "I want more juice")
- self-control ("use your words, not your hands") — although they may still have problems remembering the rules)
- self-help skills (putting on coat, washing hands)
- following one-step directions ("put a napkin at each chair")
- sharing and cooperating (although don't expect them to give up favorite items or always wait patiently)
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