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Follow the characteristics of the child's age levels (social characteristics 2) | my baby

Follow the characteristics of the child's age levels (social characteristics 2) | my baby


Follow the characteristics 

of the child's age levels (social characteristics)


Follow social characteristics (2)

Follow the characteristics of the child's age levels (social characteristics 2) | my baby

Most of the child's daily behavior is directed to satisfying his primary needs (sleep and eating) or educated needs (seeking aid to solve problems) or to respond to frustration and abuse or to implement the demands of social normalization imposed by adults. Besides, we find that the child spends part of

 his day in responses to free situations in which he is not bound by reasonable behavior, and this unrealistic behavior is usually called playing and has three main functions:

A - It is a way to drain energy, as modern life forces the child to adjust his motor activity for a long time (such as sitting sane and preventing himself from running unguided) and this restriction exposes him to frustration and hence he needs violent and enjoyable periods of violent activity.

B - Play is useful for training in new skills. The little boy plays Bubbly and the little girl sews a towel for her bride and doing this behavior leads to the acquisition of new skills and satisfies the child's need for competence

C: The desire to train in the types of behavior that emanate from a typical role (real or imagined), the young girl may play the role of a nurse or the role of a mother, and the child plays a military or pilot 

role. Many of the children's toys include adult life roles that allow the child to participate in fictitious participation in the adult world and feel for brief periods of their feelings.

And when most children reach the age of five, they become aware of many types of behavior commensurate with their gender, even if they were presented with a series of images that illustrate things or aspects of activity consistent with toys that are appropriate for boys and girls (such as brides

 and cooking tools) if it happened that the vast majority Of children ages three, four, and five say that they prefer things and activities that are appropriate for their gender.

Moreover, the preference for activities that are appropriate to the sex of the individual increases during the pre-school years. For example, the children of the fourth show greater preference for 

things and activities that are appropriate for their gender than do the children of the third. In addition, boys and girls between the ages of 4 years and 9 months to 5 years and 9 months say in individual articles that they feel that their parents prefer them to simulate sexually stereotyped behaviors.

Ways to enjoy the child at this stage

Follow the characteristics of the child's age levels (social characteristics 2) | my baby



Children enjoy at this stage the representation of some stories that they see in TV programs or draw from their experiences. As a teacher, you have to help children play and play the desired roles. You have to register in the preparation brochure some types of plays or plays that want to encourage 

children to play their part. And those that should not be represented. What do you feel about war games, for example, and a thief? This is because some see the games that represent aggression as 

desirable because they help children to release their stress. While others see that these games expose children to violence and make them not emotionally involved in those who are subjected to suffering and cruelty.

The beginning of a child's sexual awareness

Follow the characteristics of the child's age levels (social characteristics 2) | my baby

Awareness begins with sex roles - “sexual stereotyping”: when children enroll in kindergarten, that most of them have the first understanding of behavior that is appropriate for boys and girls in their 

society and until recently we recognized that this distinction between the requirements of the role of men and the requirements of the role of women is desirable and that what Other than that, it is 

desirable and we have to encourage sexual stereotyping, but some thinkers put this submission into question. We see Florence Howe (1971) after analyzing the educational materials and activities used 

in primary schools that boys are portrayed as active, adventurous, self-confident, and ambitious, while girls are mainly portrayed as housewives. She says that starting from kindergarten, girls are 

formed to accept the work of housewives as their only role, and by the end of primary school, this rigid generalization is very strong, dominant, and difficult to set aside. As a result, daughters prepare for the role of housewives to fulfill a duty.

However, when she reaches her twenties, she discovers that she wants something beyond that, and from here some educators believe that intensive efforts must be devoted by educators and parents in order to stop focusing on the numbers of girls for this single role and until the boys and girls 

themselves achieve. If she studies children in kindergarten, she must curb your tendency to respond to the little girl who is asking for help. Of course, if you need help, you should provide it, but if it is able to do the work, it should encourage that, and it should encourage girls to be more oriented 

towards achievement and achievement, and encourage boys to be more sensitive to the needs of others. Through these efforts, you can help children resist some unwanted forms of sexual profiling.

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