During their third year, many children can tell their age and hold up that many fingers to demonstrate. During the fourth year, many can accurately count up to five items, some can count up to 10, and a few can count to 20. Many four-year-olds can tell what number comes after a given number in a sequence up to 10. For example, if asked “What comes after 1-2-3-4-5-6?” many four-year-olds can answer “7,” and so forth. Given two numbers between one and 10, many five-year-olds can tell which of the two is larger.
During the third, fourth and fifth years, children physically explore and gain understanding of the directional words “up,” “down,” “front,” “back,” “over,” “under,” “above,” “on,” “beside,” “next to,” “in front,” “behind,” “inside,” “outside,” “between,” “left,” “right,” etc. By the fifth year, they can accurately use the words in a sentence. During the fourth year, many children can recognize and name shapes with different sizes and orientations (for example, circles, squares, rectangles, and triangles). Many four-year-olds will naturally make shapes that show symmetry without necessarily understanding the concept. For example, they might make a structure with blocks where one side of the structure is identical to the other because it appeals to them. When asked, some four- and five-year-olds can copy a shape from memory after looking at it for several seconds. Some four- and many five-year-olds can use a simple, two-dimensional picture map to find an object hidden in an actual, three-dimensional room.
Patterns, Reasoning & Algebra
During the third year, some children figure out how to follow a simple sequence of familiar events. For example, they can describe the steps they follow in taking a bath. “First we plug the drain, then we run the water, and finally we take the bath.” During the fourth year, many children can follow, and make their own, simple patterns that repeat. For example, if shown a color pattern like red-blue, red-blue, children will know that another red-blue comes next. Children may also be able to follow and make their own sound patterns, such as clap-stomp-clap-stomp. By the fourth year, most children can place a small group of objects in order from biggest to smallest and talk about what they are doing using the words “big,” “bigger,” and “biggest.” Four- and five-year-olds can sort a group of items by one or more characteristics. For example, given a bag of socks (or even a basket of laundry), children can sort them by color, and perhaps by size as well. Or they can sort forks, knives, and spoons and be able to explain how they sorted the objects.
|ID||Course Name||Duration||Start Date|
|Dramatic Play||January 01, 1970|
|Various Activities||January 01, 1970|
|EV6||Social and Emotional Development||January 01, 1970|
|EV3||Blocks by Shape||January 01, 1970|
|EV7||Clay Modelings||January 01, 1970|
|EV8||Language and Literacy||January 01, 1970|
|EV8||Blocks in Shape Sorter||January 01, 1970|
|EV7||Art||August 09, 2015|