YOUR FANTASTIC FIVE YEAR OLD Printable PDF

Although there are a wide variety of developmental levels achieved by different

five year olds, this is the time when public, private, or home school will become
a regular and significant part of your childs day, and for years to come. Many
who have participated in a structured day care or preschool setting to this point
may appear more socially or academically ready for formal schooling, but bear
in mind that most children this age are active and concrete learners. Hopefully
by now, any special developmental needs or lags will have been identified, and
any early intervention programs appropriate to the need started.
Developmental differences however, are not usually reliable criteria to assess
school readiness, and most formally administered readiness tests are poor
predictors of indergarten success. !f your child has motor sills that prevent
dangerous or embarrassing encounters, has fine motor sills that enable crayon
and scissors use, dressing sills, can match shapes, tell larger from smaller, copy
simple figures, understand and follow simple directions as well as e"press needs,
can orient to surroundings, retain basic rhymes and time concepts, and can
attend to tass with minimal reminders, he#she is probably school ready. $his
does not mean that any sills lacing above preclude school entry, but that most
should be achieved and the rest addressed before proceeding. Hyperactive,
impulsive, or distractible behaviors may be part of a normal spectrum of
behavior, or may re%uire prompt assessment and intervention. !n any child, a
cognitively stimulating and emotionally nurturing home contributes significantly
to success in school. &'ee end of handout for more on this(. !ts also time to
evaluate if you as parents are school ready)
Motor gains that are achieved throughout the year include ability to sip, wal
on tip*toe, catch a bounced ball most of the time, and balance on one foot
greater than ten seconds and well as one foot hopping. +ait includes a limited
arm swing now. More comple" motor sills emerge , &e.g. waling sideways(.
,ine motor coordination enable him#her able to copy a triangle and then a
diamond later in the year. He#she can or will soon cut in a straight line, draw a
person with a body, spread with a dull nife, fully dress and undress, as well as
improve in tooth brushing and washing.
Language at five may vary greatly - receptively . or / colors should be
recogni0ed by now, coins are identified, 12 ob3ects can be counted in se%uence
and a three step command is followed correctly. 4pposites are understood.
5"pressively, he#she nows age, can tell a simple story, define one to several
simple words &dog, table, ball, shoe(, nows several nursery rhymes, and can
often recite full A67s. 8nderstanding of time concepts such as yesterday
begins to appear9 speech should be fully comprehensible. Cognitive concepts
include understanding and participating in games with rules, participation in
maing believe and dress*up play, and comparison of things. Dreams are finally
recogni0ed as unreal. 5"perts will state the right and wrong are first
understood now, but in the home where moral consciousness has been a priority,
these sensitivities come earlier. +ender identify is well established by now.
Socially, companionship of the other children and adults alie is en3oyed,
separation is easily achieved for e"tended periods, and the ability to be fair &a
crucial sill( develops. $he ideal five year old is content, calm, stable, and en3oys
both giving and receiving instructions. :ealistically, many will have minor
difficulties with brashness, withdrawal, gender identity &particularly one parent
households - find a role model(, separation, tantrums, disobedience,
distractibility, destructiveness, aggressiveness, high activity, night terrors or
nightmares, 3ealously, and inability to remove from transitional ob3ect &thumb,
blany, etc.(. ,or any patterns, discuss them early and often with your
pediatrician and dont be too swayed by common nowledge.
Discipline techniques continue to center on the positive, and incorporation of
your child into family routines and responsibilities. $idying the room, small trash
can collection, dishwasher help, table setting, clean up, and personal hygiene are
all areas to structure his#her environment. !gnore or downplay shocing
attempts at attention &the first curse word(, but do not permit patterns of
behavior inconsistent with family standards. !t is a good time to review the
house rules, goals of discipline in all family members, and why you and your
child ought to be good and ind and cooperative. !t might be time to introduce
concepts of community to your child in volunteer wor, sacrificial giving of time
and energy, and neighborliness. &:emember, they learn what you live(. ;our
child wants to assume responsibilities - let him#her with loving guidance and
structure.
:eview contents of the toy chest and continue to add or subtract as necessary to
eep challenge and versatility there. 7ontinue to introduce concepts about the
world in a protecting way. +uard the heart by e"treme limitation of $<, video,
electronic games, and other entertainments. =lay good music. 5ducational wals,
outings, shopping trips, and library visits are ideal. 7ontinue to use tactile art
forms, &clay, finger paints, etc.( and try and play with, not 3ust supervise. 'ome
families find that a family night each wee dedicated to the merging needs of
the children, eeps the family unit concept firm, airs grievances, affirms inship,
tightens loyalty and broadens love among the participants. All family members
should participate with little distraction - it should be a longed for priority, not a
rushed obligation to be cemented between business and racet ball.
A small percentage of five year olds still wet the bed at night - if a history and
e"am do not suggest a specific medical reason for the problem, there are several
approaches to try towards achieving dryness &most of all, dont panic(. 6ed
wetting alarms are probably the most successful, but not all five year olds are
ready. Discuss with your pediatrician any concerns.
6y now youve learned to be creative and imaginative in
getting your child to consume his#her share of vegetables,
fruits, cereals, grains, dairy products and other protein
sources. =ortions slowly increase and along with that does
caloric intae &1>22*1?22 cal per day(. 7ontinue no sugared
drins) @ormal growth velocity in accord with family body
habitus coupled with reasonable health are good indicators
of basic calorie nutrition. Auality of food intae is the ey
however. 4besity at preschool age is much harder to reverse
than baby or adolescent overweight. !f this is an individual or
family problem, address it early with your doctor - the whole
familys eating patterns may need ad3ustment or reversal.
=hysical activity should be promoted as much as possible to eep energy balance
sound. 'hut the $< off as much as possible, provide lots of outdoor energy
outlets &even in cold weather(. @utrient dense foods are important &a lot of
good stuff for relatively little calories( - broccoli is the ing here. Beep fast food
tae out a treat, not a routine. Meal preparation is still fun for five year olds9
start using mi"es with directions with them9 safe mi"ers, utensils and supervised
appliance use are acceptable. $ry to eep mealtime fun, e"pect some piciness,
food 3ag &desire for the same food all the time(, and be a good e"ample. Beep
tooth brushing and flossing fre%uent, continue to teach about nutrition. ,luoride
supplements may be necessary - eep regular dental checups.
;our child should sleep in her#his own bed, and if possible, own room. Address
night terrors and nightmares as described - only in rare circumstances should
the child need access to your bed, and then only for a brief time. Beep a
flashlight in the room, one night light may help. A daily nap may still be re%uired
by some children.
!f necessary, vaccination completion or catch*up will be offered. $ravel plans
should be discussed with your pediatrician. A tuberculin sin test may be offered
or suggested in special circumstances. <ision and hearing checs are routinely
done at this time, as are blood pressures and perhaps urinalysis. 6lood testing
may be recommended. 6ring to your doctors attention any physical complaints
&headaches, body aches, abdominal pains, etc.(, or physical signs &changes in
birthmars, scalp problems, etc.(.
Safety checks include outdoor play e%uipment, fences, medicinal and chemical
checs, animal safety, avoidance of sharp or potentially dangerous tools and
utensils, stove and appliance supervision, fire safety plan and e%uipment chec,
car and car seat safety as well as water safety. Beep the child off tractors, A$<s,
riding mowers, etc. Cear bie helmets, supervise street crossing, unload and
loc away firearms, eep water temperature down in water heater, have a fire
escape plan &teach drop and roll techni%ue(, continue food safety. $each your
child how to respond to strangers with politeness and firmness. ;our child should
now address and phone number, and now safe persons to give it to. 8se
sunscreens and insect repellants.
$his is a crucial learning and growing time for your
child and your family. $he words of :obert
,ulghum help us at this time to bring into
perspective the importance of learning and
mastering these age*appropriate sills of woring
and playing well with othersD
Most of what ! really need to now about, how to
live, what to do and how to be ! learned in
indergarten. Cisdom was not at the top of the graduate school mountain, but
there in the sandpile at 'unday 'chool. $hese are the things ! learned -
=lay fair.
Dont hit people.
=ut things bac where you found them.
7lean up your own mess.
Dont tae things that arent yours.
'ay youre sorry when you hurt somebody.
Cash your hands before you eat.
,lush.
Carm cooies and cold mil are good for you.
Eive a balanced life - learn some and thin play and wor every day some.
$ae a nap every afternoon.
Chen you go out in the world, watch for traffic, hold hands, stic together.
6e aware of wonder.
,rom All I Really Needed to Know I Learned in Kindergarten - :obert ,ulghum
What Should a 5-Year-Old Child Know?
September 6, 2007 by gayla
Filed under Parenting
1 Comment
I may not remember many things about my childhood, but I remember much of hat happened during my
first year of school! I remember learning colors, numbers, the alphabet and the "o#ey Po#ey!
I remember learning that it as ic#y to atch Fran#ie eat glue and that my mother ma#ing me ear ruffled
panties to school as a complete humiliation that as cured by #ic#ing a boy in the shin!
I remember that standing against the school all at recess as much better than being sent to the
principals office for a paddling, but that the all only ser$ed as a three stri#es and your out policy until you
ere as#ed to bend o$er, grab your an#les and feel the crac# of splintering ood across your rear!
I remember that charging the boys a %uarter in e&change for my ser$ices of holding the bathroom door open
so they could pee# inside the girls restroom might ha$e been a profitable enterprise, but the price that had to
be paid as much to steap!
I remember that playing #issing tag as fun and not the form of se&ual harassment as it is today! 'o one
e$er got sued for their #id ha$ing a crush in (indergarden that resulted in a smooch here and there!
I remember the days in elementary school hen a #id ould call you a name or ma#e fun of you, you really
could ta#e the eye for an eye approach and sol$e the problem )ohnnie on the spot*
+imes ha$e changed so drastically though! ,hen I too# my on #ids to school for their pre-#indergarten
testing . I had no idea that for our little country school, #ids had to #no ho to do things li#e/
+ie their shoes
Count to 20
(no all primary colors
(no full name and ho to rite it
(no full address
(no full phone number
(no age and birthday
+he list goes on and on . Check out the stanar list !or "oursel!#
0oesn1t it seem so sad that #ids ha$e only 2 years to be #ids and not orry about e$erything being a lesson
to be learned3
+he site lin#ed abo$e offers a complete list of e&pectations for each year of school to gi$e you some idea of
hat your child should #no and s#ills they should ha$e mastered by that particular age!
4m I rong in thin#ing things ha$e gotten so much more comple& and that #ids are being forced into
learning too much too soon3
Developmental milestones: Ages 3 through 5
Knowing what to expect as your child grows can reassure you that your child is on
track with his peers or alert you to potential concerns. Below are some milestones
to watch for during the preschool years.
! "o!#e Deste$anis% &'A'% (an#! )ir#how% &'*'S'
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Since birth, you'e watched your child grow and deelop. !ou'e noted his height and weight,
when he crawled, stood, and walked, een when he spoke his first words " and perhaps
compared all of these milestones of his infant and toddler years to the #norms.# $he preschool
and early school years are also full of changes. %rom three to fie your child's motor
skills, language, thinking, and social deelopment change dramatically.
Knowing what to expect as your child grows can reassure you that your child is on track with his
peers or alert you to potential concerns. Below are some milestones to watch for during the
preschool years.
Milestones: 3-Year-Olds
Motor Development: Gross Motor Skills
walks with an agile, almost adult style
runs around obstacles
catches large balls and throws oerhead
climbs ladders& uses slide independently
rides a tricycle
alternates feet when climbing stairs
Motor Development: Fine Motor Skills
assembles simple pu''les
manipulates clay& finger paints
copies simple shapes, such as a cross or circle
stacks blocks up to nine high
Language and Thinking Development
understands most of what is said and () percent of speech is
understandable
speaks in complete sentences of three to fie words
matches pictures to ob*ects
learns by doing and through the senses
understands concepts of #now,# #soon,# and #later#
begins to recogni'e cause+and+effect relationships
Social and Emotional Development
follows simple directions& en*oys helping with household tasks
begins to recogni'e own limits " asks for help
likes to play alone, but near other children
does not cooperate or share well
able to make choices between two things
begins to notice other people's moods and feelings
Tips for Parenting 3-Year-Olds
,o longer a toddler, your -+year+old takes in knowledge about himself and the world around
him.
$ransitions are difficult at this age. Proide warning of changes so your
child has time to shift gears. #/e're leaing in 01 minutes.#
2ituals are important. 3ousehold routines and schedules gie your -+
year+old a sense of security.
Point out colors and numbers in the course of eeryday conersation.
#!ou're wearing your blue shirt# or #/e made six cupcakes.#
Encourage independent actiity to build self+reliance.
Proide lots of sensory experiences for learning and deeloping
coordination " sand, mud, finger paints, pu''les.
Milestones: 4-Year-Olds
Motor Development: Gross Motor Skills
running is more controlled& can start, stop, and turn
turns somersaults& hops on one foot& gallops
can easily catch, throw, and bounce a ball
can brush teeth, comb hair, wash, and dress with little assistance
Motor Development: Fine Motor Skills
copies crosses and s4uares
prints some letters
uses table utensils skillfully
cuts on a line
Language and Thinking Development
uses a 0,)11+word ocabulary& speaks in relatiely complex sentences
5#6ommy opened the door and the dog ran out.#7
understands words that relate one idea to another " if, why, when
continues to learn through experience and the senses
understands, mostly, the difference between fantasy and reality
understands number and space concepts " more, less, bigger, in, under,
behind
thinks literally& starting to deelop logical thinking
begins to grasp that pictures and symbols can represent real ob*ects
starts to recogni'e patterns among ob*ects " round things, soft things,
animals
grasps the concepts of past, present, and future but does not understand
the duration of time
Social and Emotional Development
takes turns, shares, and cooperates
expresses anger erbally rather than physically
can feel *ealousy
may sometimes lie to protect herself, but understands the concept of
lying
en*oys pretending and has a iid imagination
Developmental milestones: Ages 3 through 5
Knowing what to expect as your child grows can reassure you that your child is on
track with his peers or alert you to potential concerns. Below are some milestones
to watch for during the preschool years.
! "o!#e Deste$anis% &'A'% (an#! )ir#how% &'*'S'
Print
Email

Since birth, you'e watched your child grow and deelop. !ou'e noted his height and weight,
when he crawled, stood, and walked, een when he spoke his first words " and perhaps
compared all of these milestones of his infant and toddler years to the #norms.# $he preschool
and early school years are also full of changes. %rom three to fie your child's motor
skills, language, thinking, and social deelopment change dramatically.
Knowing what to expect as your child grows can reassure you that your child is on track with his
peers or alert you to potential concerns. Below are some milestones to watch for during the
preschool years.
Milestones: 3-Year-Olds
Motor Development: Gross Motor Skills
walks with an agile, almost adult style
runs around obstacles
catches large balls and throws oerhead
climbs ladders& uses slide independently
rides a tricycle
alternates feet when climbing stairs
Motor Development: Fine Motor Skills
assembles simple pu''les
manipulates clay& finger paints
copies simple shapes, such as a cross or circle
stacks blocks up to nine high
Language and Thinking Development
understands most of what is said and () percent of speech is
understandable
speaks in complete sentences of three to fie words
matches pictures to ob*ects
learns by doing and through the senses
understands concepts of #now,# #soon,# and #later#
begins to recogni'e cause+and+effect relationships
Social and Emotional Development
follows simple directions& en*oys helping with household tasks
begins to recogni'e own limits " asks for help
likes to play alone, but near other children
does not cooperate or share well
able to make choices between two things
begins to notice other people's moods and feelings
Tips for Parenting 3-Year-Olds
,o longer a toddler, your -+year+old takes in knowledge about himself and the world around
him.
$ransitions are difficult at this age. Proide warning of changes so your
child has time to shift gears. #/e're leaing in 01 minutes.#
2ituals are important. 3ousehold routines and schedules gie your -+
year+old a sense of security.
Point out colors and numbers in the course of eeryday conersation.
#!ou're wearing your blue shirt# or #/e made six cupcakes.#
Encourage independent actiity to build self+reliance.
Proide lots of sensory experiences for learning and deeloping
coordination " sand, mud, finger paints, pu''les.
Milestones: 4-Year-Olds
Motor Development: Gross Motor Skills
running is more controlled& can start, stop, and turn
turns somersaults& hops on one foot& gallops
can easily catch, throw, and bounce a ball
can brush teeth, comb hair, wash, and dress with little assistance
Motor Development: Fine Motor Skills
copies crosses and s4uares
prints some letters
uses table utensils skillfully
cuts on a line
Language and Thinking Development
uses a 0,)11+word ocabulary& speaks in relatiely complex sentences
5#6ommy opened the door and the dog ran out.#7
understands words that relate one idea to another " if, why, when
continues to learn through experience and the senses
understands, mostly, the difference between fantasy and reality
understands number and space concepts " more, less, bigger, in, under,
behind
thinks literally& starting to deelop logical thinking
begins to grasp that pictures and symbols can represent real ob*ects
starts to recogni'e patterns among ob*ects " round things, soft things,
animals
grasps the concepts of past, present, and future but does not understand
the duration of time
Social and Emotional Development
takes turns, shares, and cooperates
expresses anger erbally rather than physically
can feel *ealousy
may sometimes lie to protect herself, but understands the concept of
lying
en*oys pretending and has a iid imagination
Tips for Parenting 4-Year-Olds
Silly, imaginatie, and energetic, your child loes to try new words and new actiities.
8+year+olds crae adult approal. Proide lots of positie
encouragement.
9isplay calendars and analog clocks to help your child isuali'e the
concept of time.
Play word games to deelop his growing ocabulary& oerlook his
fascination with bad words.
:ffer opportunities for sorting, matching, counting, and comparing.
Proide lots of play space and occasions to play with other kids.
Milestones: 5-Year-Olds
Motor Development: Gross Motor Skills
runs in an adult manner
walks on tiptoe, broad *umps
walks on a balance beam
skates and *umps rope
Motor Development: Fine Motor Skills
hand preference is established
laces 5but cannot tie7 shoes
grasps pencil like an adult
colors within lines
cuts and pastes simple shapes
Language and Thinking Development
speaks fluently& correctly uses plurals, pronouns, tenses
ery interested in words and language& seeks knowledge
understands and names opposites
uses complex language
still confuses fantasy and reality at times
thinking is still na;e& doesn't use adult logic
Social and Emotional Development
distinguishes right from wrong, honest from dishonest, but does not
recogni'e intent
plays make+beliee and dresses up
mimics adults and seeks praise
seeks to play rather than be alone& friends are important
plays with both boys and girls but prefers the same sex
wants to conform& may critici'e those who do not
Tips for Parenting 5-Year-Olds
!our cooperatie, easy+going )+year+old loes to play and that's how he learns.
<oin in actiities that deelop coordination and balance " skipping and
hopping, walking on the curb or crack in the sidewalk, or climbing trees.
Encourage fine motor skills by letting your child cut pictures out of
maga'ines, string beads, or play with take+apart, put+together toys.
$ake adantage of his interest in numbers by counting anything and
eerything& teach simple addition and subtraction by using ob*ects, not
numerals.
=et your child know what to expect from an upcoming eent or actiity
so he can prepare. >oid springing things on him.
3elp him recogni'e his emotions by using words to describe them. #? see
you're angry at me right now.#
A "Snapshot" of Two 5-Year-Olds
$his story of <immy and 6aria illustrates the range of skills, interests, and abilities considered
typical deelopment for this age.
<immy pressed his forehead against the window as he watched his neighbor 6aria drie away in
the car with her mother on their way to her first day of kindergarten. 3e sighed and waed. 3e
hoped 6aria would see him, yet he didn't want to go outside to make sure.
<immy felt sad and disappointed that he was't going, too. >t the same time he was glad that he
could stay home.
Motor Activit
<immy had asked his mother why he wasn't going to school. 3e was going to be fie soon, *ust
like 6aria. >nd he could do all kinds of things. 3e was good at running, *umping, and climbing.
3e could roller skate and ride a tricycle. 6aria could do some of those things, too, but not like
<immy.
6aria couldn't really climb a tree, but <immy was the best tree climber eer. 3e didn't tell his
mom, but he had climbed the tall tree in 6aria's back yard. She didn't een try to climb it. She
*ust yelled at him to come down. She thought he was going to hurt himself.
#@irlsA 6aybe it's a good thing that 6aria is going to school,# <immy thought. #?t's better to play
with boys anyway. Boys do more fun things. @irls like to sit and color and write and play house
and cut out paper dolls and all those yucky things.# But <immy had to admit that 6aria liked to
play ball and chase and run, too.
?f only Billy lied closerA But mom said he's too young to walk all the way oer to Billy's by
himself.
!eadiness S"ills
#!oung, heckA $hat's what 6om told me about school " ?'m too young to go to kindergarten. ?'m
going to be fie in two weeksA $hat's not too young,# <immy had told his mother.
She replied that she wasn't talking about being *ust fie years old. She said that he was a
#young fie.#
#/hateer that isA# thought <immy.
6om explained that there were things he still needed to learn before he went to school.
#/hat thingsB# asked <immy.
#=ike sit and listen,# said 6om.
#? can sit and listen when ? want to. /hy do you hae to sit and listen to something you don't
like anywayB# <immy wondered.
6om had said it was :K to stay home and *ust go to preschool until kindergarten. She told him
that not all fie+year olds do eerything at the same time. 6aria can draw and write numbers
and letters and cut with scissors, but <immy was *ust beginning to do those things.
3e told her that he could run, *ump, and stand on his head better than 6aria could. 6om said
that was great, but in school they want you to sit in a chair and write and cut and paste. $hat
made him ery, ery sad, and he cried a little. 6om hugged him and told him that he was *ust
fine and soon he'd be able to do all the things that 6aria could do.
#=ook at all the wonderful things you can do,# she said. #!ou build great castles in the sand and
ama'ing ob*ects with =egos. !ou tell wonderful stories, and you listen ery carefully when ?
read books to you. >nd you're a super *oke teller.# 6om always laughs and laughs at <immy's
funny *okes.
She told him that next year would be a fun year, and he would grow and learn a lot. ?n
preschool, she called it pre+kindergarten to make him feel better, he'd learn all those things
that he'll need to know for kindergarten. She said she would help him with the alphabet and
numbers and writing at home. She said he already knew his colors and shapes and that he uses
grown+up words when he talks.
#6om is always telling me all the things ? can do. $hat makes me feel good. ? know she really
loes meA#
And #inall$$$
2emember that these milestones represent aerages, not rigid deelopmental deadlines.
Children moe through these changes at arying rates, some sooner, others later. !ou're the
best *udge of your child's deelopment and what is #normal# for him, but if you hae any
concerns, discuss them with your child's pediatrician. <ust when you think you'e figured out
your child, something changes. $oday he demands constant attention& six months from now he
may be pushing you away. !ou may find strategies that once worked no longer hae any impact
on him. 9on't worry, this is normalA