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Characteristics of age levels (kindergarten from 3 years to 6 years) | my baby

Characteristics of age levels  (kindergarten from 3 years to 6 years) | my baby


Characteristics of age levels

  (kindergarten from 3 years to 6 years)


Physical characteristics

Characteristics of age levels  (kindergarten from 3 years to 6 years) | my baby

1- Children of this age are extremely active, have good control over their bodies, and enjoy the same activity.
You must provide children at this stage with many opportunities for running, climbing, and jumping. And arrange things so that these activities take place as much as possible within the scope of your 

supervision and control of the situation. And if you follow the policy of complete freedom, you may discover that thirty children between the ages of 3 and five can turn from freedom into an annoying 

nightmare. Some games and activities that you can use to create an appropriate amount of control over children's toys at this stage have been recorded in the preparation brochure.

Children are vital and enthusiastic

Characteristics of age levels  (kindergarten from 3 years to 6 years) | my baby

Children in kindergarten indulge in activity with life and enthusiasm to the point of exhaustion. Hence, they need rest periods and they do not realize their need to slow down the activity and seek comfort.

It is your duty as a teacher to put in the schedule quiet activities, exhausting arduous and strenuous activities, and to allocate periods of rest. The teacher must be vigilant because arousal may reach the level of the rebellion if it does not occupy the attention of the rioters and assign them to other tasks.

 And in the activity brochure, the indicators that require you to stop the ongoing violent activity and transfer them to a controllable activity, such as walking down the national anthem, for example instead of loud music, were recorded.

The growth of the child's muscles in this stage

Characteristics of age levels  (kindergarten from 3 years to 6 years) | my baby

The child's large muscles are at this stage more developed than the fine muscles that control his fingers and hands and from here, children may falter or even physically unable to perform skills such as tying shoes and buttoning shirts

That is, the child at this stage is fluent in movements that need strength, such as running, jumping, and climbing. As for the precise practical movements that require simple handicrafts, as well as works that need skill and accuracy, despite the child’s interest in them and their practice, they do not 

provide him with adequate satisfaction, such as running, jumping, etc. With age, the child's delicate movements increase in differentiation. Giselle says of the five-year-old, "He can pick up twelve tablets of the drug to drop them in a bottle skillfully in about twenty seconds of time, using his 

favorite hand. In the drawing, we find the fifth child still unable in front of the rhombus lines, but he can draw straight lines in All directions: convey a square or triangle drawing (not a diamond) and draw a picture of a person that others can understand as a human being.

The teacher must avoid activities that require the use of fine muscles as sticky paper chains and provide children with large brushes, pens, and tools. You can register in the preparation brochure other activities and large-sized tools suitable for the level of muscle maturity of children at this stage.

Kindergarten children find it difficult for them to focus their eyes on the little things, so the synergy or harmony between the eye and the hand may be inept or uneducated.
As a teacher, you have to reduce the need for children to look at small things because the child’s

 vision at this stage and beyond is characterized by long-sightedness, and he sees distant objects clearly beyond seeing near things and sees big words, and it is difficult for him to see small words, and this is why children find this stage and in the previous stage difficult In reading, they sometimes 

experience headaches as a result of the effort they make to see writing and direct eye movements to the near narrow field of vision.

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