Objective 2: Learn about the developmental stages of the different age groups.
Activities/Resources:
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Research the developmental stages of the different age groups
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Observe each age group, taking notes about their behavior as well as emotional and social tendencies
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Discuss developmental stages with lead teachers of the different age groups and take notes, observing how children of each age group would, for example, draw a picture of a simple geometric shape, or objects in the room (making sure each age group draws the same object, enabling a comparison of how the children specially reason and process geometric shapes).
Evidence:
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Provide the pictures drawn by each age group, showing how differently each child of each age group specially reason and process geometric shapes
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Provide information about the developmental stages of different age groups to go along with the drawing comparisons.
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Evidence Overview:
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In order to meet my objective of learning about the developmental stages of different age groups, I wanted to create an activity that I could immplement in three different classrooms that I could later compare to one another. What I wanted to compare was the way each child specially reason and process depending on their age or stage of development. Specifically, I had each classroom (age three- the "Pandas", age four- the "Lions", and age five- the "Tigers") write their name, age, and then draw a square, triangle, and a circle on a piece of paper. I gave the same instructions for each, having one child go at a time in the Tigers room, three children at a time in the Lions room, and the Pandas worked together. Initially, I was focused on the shapes, but I realized that I was also able to compare the older childrens' ability to write their names as well as their ages. Additionally, I gave them the freedom to draw these shapes wherever they liked on the piece of paper, as I was interested in their perception of what I was asking them to do. Below is my evidence of the activity, split up between each classroom/age group. I have also included my observations and research pertaining to the developmental stages of the three separate age groups. To view the photos, hover your mouse over the ends of the photo until they begin to slide or simply click on one of the photos to view them more closely.
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Pandas (age 2-3)
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The Pandas are a part of a classroom of seven children. I have spent the most time with the children in this room over the course of the summer and have grown to know each of them individually. I initiallty wanted to have three children participate at a time, but because they got so excited I gave them each a different color to differentiate their work for both myself and the viewers of my portfolio. Below I have uploaded the drawings of our shapes. I was also given permission by the director and parents to include a few photos of three of the children busy at work (before the rest of the class realized they couldn't wait to get in on the action!).
By age three, children are able to identify shapes when shown to them, which is where I began this activity. (In red) I drew a square, circle, triangle, rectangle, and an oval, asking them to identify the shapes. As each of them were succesful in identifying all of the shapes, I moved forward asking them to find a space and to begin drawing the shapes themselves. In the image labeled "IMAGE 2," you can see in the top left corner a shape that almost resembles a square. Others did a great job tracing the shapes I had already drawn, for example the oval in "IMAGE 2". The oval happens to be one of the most predominant and most advanced shapes drawn--the second being a circle. Developmentally, the expectation of children aged three is to master drawing a circle.
As they develop futher, children begin to hold an image in their mind and proceed to make it come to life on a page. As they get older, children plan their drawings prior to begining to create their masterpiece. However, at this stage, the children label their drawings with people, animals, or objects that they are familiar with, after having completed them. An excellent example of this is in "IMAGE 3" on the top of the drawing where I labeled an image "rocket ship" drawn by Maggie, in which she first drew the picture and then looked at me and said ...."this is a rocket ship." In the middle of our "Space" themed week, I couldn't help but love how she made that connection, letting her imagination soar (even though we were practicing our shapes!).
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Lions (age 3-4) & Tigers (age 4-5)
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The Lions classroom was the first classroom I was placed in when my internship began at the beginning of the summer. The Tigers classroom was also one I spent most of my time in the first few weeks of my internship. Because the children are older, the child-to-teacher ratio is a bit higher, and therefore there are more children in the class. So, for my activity I chose to split them up, having three children go at once. I began by asking the children to write their name and age anywhere on the page, again, to observe their perception of my instructions. As you can see in the photos below, the children took advantage of this freedom, some getting a bit creative!
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Compared to the Pandas, the children in the Lions and Tigers classroom were able to draw the shapes so that they were recognizable, having the ability to differentiate between a square, triangle and a circle (for the most part). Another difference was their ability to write their names and ages, and (may I add) in pencil! Although the Lions were not quite at the point in which they could hold the pencil with their thumb and fingers near the tip, they were able to have more control over the direction of their writing than the Pandas did. By the age of five, children are expected to be on their way to holding their pencil like an adult.
In terms of writing, according to my research, a child first learns to print letters through imitating geometric shapes, initially starting out by drawing vertical strokes at the age of two. As I mentioned above, by age three, children are able to draw circles. The copying of a cross comes next, expected to occur at around four years of age. At the age of five, children are able to copy a square, and roughly at the age of five and a half, a triangle. The ability to copy geometric shapes, specifically the model of a cross, indicates a child is developmentally on course to begin writing. Children at the age of four can usually start to copy simple and horizontal and vertical letters. As it was the end of the year, all the children in the Lions room were successful in spelling and printing their names fully, without needing to copy. The Tigers however had written their names with much more ease, as you can see below.
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Because the drawing of geometric shapes expected from children of the ages of four-five revolves around copying, I had drawn each shape on a separate piece of paper for them to use as a reference for both classrooms, which was only used by a few, while others tried to sneak a peek at their friend's paper. However, for the most part, the children drew these shapes from their own imagination. As you can see in the photos below, most of the Lions and Tigers were experts at drawing circles, and most did well with their squares. A few mastered the triangle in the Lions room, while the Tigers were more advanced overall. As a side note, I had a seven year old helper the day I did this activity in the Tigers room, which gave me the opportunity to have his paper to compare to as well. He also was really excited to "correct" the papers, which is where the orange colored-pencil came from.
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Lions (age 3-4)
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Tigers (age 4-5)
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*References
​​​ZERO TO THREE: National Center for Infants, Toddlers and Families
