The development rate of children is often an impressive thing to explore. There are remarkable discoveries one can make during the transition period of children. As they move from one stage of development to another, they explore and learn new things. They are exposed to different environments, which equip them further with the basic knowledge that they require in their growth. The more they are exposed, the more they become experienced and are able to deal with challenges that face them. In this paper, I made observations of two groups of children playing during their holiday. I made keen observations on how they behaved their activities and interests. One group of children were those in the age bracket of three to four year-old years while the other one consisted of seven to eight-year old ones. The difference in their level of growth and development; their behaviors, activities and interests varied significantly. The table below lists some of the developments that I found remarkable in these two groups of children as shown:
In all these changes observed among children of different age groups, the cognitive change/development was particularly remarkable. Majority of the children are born with personalities that can be easily recognized as they grow which is seen from the way they behave, carry out activities and react to things that are of interest to them. Therefore, it is extremely clear from the way the two age groups behave that they are still in the development transition. The younger group’s cognitive development is based on the elder people and peers around them which are by imitation of their personalities, behaviors as well as how they carry out activities and react to certain issues. The older group is relatively autonomous whereby their behaviors vary, and this is evident from the different family background, cultures and values they have long been exposed to and learnt, as well. These family issues lead to children having different experiences hence, adapt to different situations and circumstances. For instance, in deciding on a game to play; the game plan or task, where to take positions, who would lead, how to follow through the entire game plan, all are more independently decided and maintained by the older group while in the younger group, leader of the game to be is determined by his/ her peers and the rest of the group in terms of movement, speed, interactional attitude and even tone of voice and thought pattern which is remarkable in the transition from dependence to interdependence where they depend on each other to make solid decisions that fit their scenario.
Using the time frame in the meantime, the observed rate of development indicated that there was a progress in self awareness as well as that of the surrounding patterns, active information processing and organizing of input, idea and abstract understanding, and emotional sense of restraint in context. Children were observed accomplishing activities in a logical way, and to some extent, they had plans of what they were supposed to do the next time. In the case involving a small number of children, leadership instinct is also observed, in such a way that, the person that has a majority of support from the peers which is seen from their co ordinations takes over the leadership position. This is the person to make decisions on what game to play, and who should take which role in the play.
Students of this age learn mainly by mimicking language or actions which shows that the elder people and their fellow peers act as an example to them as they mimic their behaviors and actions. Since they learn more through association of ideas or objects in the real world, they need to be given an explicit or implicit sense of ideas or language connecting to real life action and phenomenon. In order to provide this education to the required standards that ensure excellence, I would prefer a classroom with a section that is well equipped with real props, pictures, and other TPR instruments, which can be used by students in learning. This boosts their understanding level as it is based on what they look at which is reflected in their memory in that when they see the same thing the next time they see the same thing they are able to remember or recognize it.
In this stage, four year old children begin to know the immense environment in which they co-exist. Things like race, sex and relationship become known to them. They ask lots of questions with an aim of knowing much and why things seem to be the ways they see them. This is the age where they become curious and want to know many things. They love playing with other peers, talks a lot, experiment things, narrate stories even make up some. They are also, extremely funny and try to accomplish tasks on their own while showing others what they accomplish by their own.
The classroom for these children should be designed to meet their various features like social, emotional, and intellectual as well as their various family backgrounds. A section in the classroom should be set aside to meet the functions crucial to the children. They should be beautiful, and spacious enough to allow them move freely in groups and as individuals.
This section should be organized in such a way as to reflect the real image at home, therefore, should be arranged and organized like the home place. Teaching and learning activities always cultivate interest among students of this age. This also ensures better comprehension and the paths should be clear with described boundaries to allow for free movement. There should be opportunities to explore new things, flexibility which calls for the provision of enough free space. The place should also be welcoming which will ensure that the children are comfortable leading to them venturing and exploring materials and things around them. The place should allow for privacy issues since at this age they have started knowing things, and they may be shy from others concerning private things.
The walls of this section should be painted with beautiful and attractive colors. Pictures, graphics, paintings, drawings, and other materials should be provided to enhance the color of the section.
The materials that should be equipped in this section are: toys, learning books, children’s magazines, journals, shelves, playing kits, tables, charts, pictures, drawings, and paintings of prominent people, animals as well as beautiful scenes of nature.
All these materials should be arranged in an organized way so ensure efficiency usage of the space. Enough space should be left for play. Shelves are used to house the materials used throughout the learning session, therefore, they should be well and clearly labeled by use of color schemes to facilitate easy identification and retrieval of materials. Children at this stage like using tables which should be placed at specific intervals to ensure free movement.
Elements like flash cards with compelling content and features trigger intrinsic motivation for enhanced effort on students. Use of props or regalia used with verbal imperative or directions work extremely well in terms of assessing the rate of comprehension and information processing.
Above all, I would like the incorporation of technologies like audio- visual aids to be adapted in the teaching and learning environments for children to ensure greater, more perceptual and conceptual input and learning through animation and interactive teaching content. Also, Education resources should be chosen according to the abilities of children, and age. Those chosen for children with disabilities should be specialized with features that assist them in carrying out their education properly and successfully.
