Preschoolers'

Physical
Development
 INTRODUCTION
The preschooler years is commonly known as “the
years before formal schooling begins”. It roughly covers 3-5 years of age.
Although it is known as the years before formal school, it is by no way less
important than the grade school years. The preschool years is very
important as it lays foundation to later development. At this stage,
preschoolers achieve many developmental milestones. As such, pre-service
teachers who might be interested to teach and care for preschoolers need to
be knowledgeable about them to be truly an intentional and effective
teacher.
This module on the physical development of preschoolers focuses on
the acquisition of gross and fine motor skills, artistic expression, proper
nutrition and sleep, and what teachers and caregivers should do to
maximize the preschoolers' development.
 BIG IDEAS ABOUT THE PHYSICAL
DEVELOPMENT OF PRESCHOOLERS
1. There are significant changes in physical growth of preschoolers.
2. The preschoolers' physical development is marked by the
acquisition of gross and fine motor skills.
3. Preschoolers can express themselves artistically at a very early
age.
4. Proper nutrition and the right amount of sleep are very important
for the preschoolers.
5. caregivers and teachers can do a lot in maximizing the growth and
development of preschoolers.
6. Preschoolers with special needs in inclusive classrooms can thrive
well with the appropriate adaptations made in the classroom,
 SIGNIFICANT CHANGES IN PHYSICAL GROWTH

Physical growth increases in the preschool years, although

it is much slower in pace than in infancy and toddlerhood. At
around 3 years of age, preschoolers move, from the remaining
baby-like features of the toddler, toward a more slender
appearance of a child. The trunk, arms and legs become longer.
The center of gravity refers to the point at which body-
weight is evenly distributed. Toddlers have their center of
gravity at a high level , about the chest level. This is why they
have difficulty doing sudden movements without falling down.
Preschoolers on the other hand, have their center of gravity at a
lower level, right about near the belly button.
 This gives them more ability to be stable and balanced than
the toddler. The preschooler moves from the unsteady stance of
toddlerhood to a more steady bearing. They no longer “toddle”,
that wobbly way that toddlers walk. That also allows the
preschooler to move more “successfully” than the toddler. Some
say that the later part of the preschooler years at around 5 to 6 is
the best time to begin learning skills that require balance like
riding a bike or skating.
By the time the child reaches three years old, all primary or
deciduous, or what are also called “baby or milk” teeth are
already in place. The permanent teeth which will begin to come
out by age six are also developing. The preschooler years are
therefore time to instill habits of good dental hygiene.
GROSS AND FINE MOTOR DEVELOPMENT

Gross motor development - Refers to acquiring skills

that involve the large muscles. These gross motor skills are
categorized into three: locomotor, non-locomotor and
manipulative skills. Locomotor skills are those that involve
going from one place to another like walking, running,
climbing, skipping, hopping, creeping, galloping and
dodging. Non-locomotor ones are those where the child stays
in place, like bending, stretching, turning and swaying.
Manipulative skills are those that involve projecting and
receiving objects like throwing, striking, bouncing, catching
and dribbling.
 Preschoolers are generally physically active.
Level of activity is highest around three and
becomes a little less as the preschooler gets older.
Preschoolers should be provided with a variety of
appropriate activities which will allow them to use
their large muscles. Regular physical activity helps
preschoolers build and maintain healthy bones,
muscles and joints, control weight and build lean
muscles , prevent or delay hypertension, reduce
feelings of depression and anxiety and increase
capacity for learning
 Fine motor development - Refers to acquiring the ability to
use the smaller muscles in the arm , hands and fingers purposefully.
Some of the skills included here are picking, squeezing, pounding,
and opening things, holding and using a writing implement. It also
involves self-help skills like using the spoon and fork when eating,
buttoning, zipping, combing and brushing.
Different environment provide different experiences with fine
motor skills. For example, the availability of information and
communication technology in largely urban areas makes younger and
younger children proficient in keyboarding, manipulation of the
mouse and the use of smart phones and tablets. While other children
use their fine motor skills in digging in soil, making toys out of
sticks, cans and bottle caps. still others, enjoy clay, play dough, and
finger paint.
 By the end of the preschool years most children manage to
hold a pencil with their thumb and fingers, draw pictures, write
letters, use scissors, do stringing and threading activities. They
can also do self-help skills like eating and dressing up
independently. Significant progress in fine motor skills can be
expected of preschoolers especially if they are aptly supported
and appropriate activities are provided for them.
Handedness, or the preference of the use of one hand over
the other, is usually established around 4 years of age. Earlier
than this, preschoolers can be observed to do tasks using their
hands interchangeably. We can observe a preschooler shifting the
crayon from left to right and back again while working on a
coloring activity.
 Preschoolers' Artistic Development
At the heart of the preschooler years is their interest to draw and make
other forms of artistic expressions. This form of fine motor activity is
relevant to preschoolers. Victor Lowenfeld studied this and came up with
the stages of drawing in early childhood:
Stage 1: Scribbling stage. This stage begins with large zigzag lines which
later become circular markings. Soon, discrete shapes are drawn. The child
may start to name his/her drawing towards the end of this stage.
Stage 2: Preschematic stage. May already include early representations
(This also becomes very significant when we discuss about cognitive
development). At this point adults may be able to recognize the drawings.
Children at this stage tend to give the same names to their drawings several
times. Drawings usually comprise of a prominent head with basic elements.
Later, arms, hands, legs and even facial features are included.
Stage 3: Schematic stage. More elaborate scenes are depicted. Children
usually draw from experience and exposure. Drawings may include houses,
trees, the sun and sky and people. Initially, they may appear floating in air
but eventually drawing appear to follow a ground line.
Everyone who observes a preschoolers go through these stages of
drawing would surely say one thing: that the preschooler drew the same
drawing maybe a hundred times! Repetition is the hallmark of early drawing.
one wonders if the supply of scratch papers, crayons and pens will ever be
enough. Adults should remember to have a neat supply of these or they will
find the preschoolers' drawings on the furniture and walls. This affords the
preschoolers opportunities to gain mastery of the fine motor skills involved.
Also important to remember is that the preschoolers' representations
or drawings does not only involve fine motor skills, but also cognitive skills.
Children's drawings allow us to have a glimpse of how they understand
themselves and the world around them.
 Preschoolers' Nutrition and Sleep
The kind of nutrition a preschooler gets has far reaching effect
on his physical growth and development. The preschooler's nutritional
status is the result of what nutrients he or she actually takes in
checked against the nutritional requirement for his/her age. Obviously,
having too much or too little both have their negative effects. Here in
our country, we can see the extreme of preschoolers not having
enough food and those on the other hand on the extreme where we
find preschoolers who are not just over weight but obese. The
celebration of the Nutrition month every July is aimed at advocating
for proper nutrition. Each year a theme is put forth to advocate good
nutritional habits while government programs on giving out fortified
bread, milk and even noodles aim to address malnutrition among
 It is important for preschoolers to get sufficient
amount of rest and sleep. Preschoolers benefit from about
10-12 hours of sleep each day. It is when they are asleep
that vital biological processes that affect physical and
cognitive development take place. During sleep, especially
in the dream state (rapid eye movement stage), growth
hormones are released. Blood supply to the muscles are
likewise increased helping preschoolers regain energy. At
this state while dreaming, increased brain activity is also
attained.
 A Quick Look at What Preschoolers Can Do :
(physical skills)

This bulleted list of preschoolers' physical skills is

lifted from the Physical Domain component of the
Philippine Early Learning and Development Standards
(ELDS). This set of standards was based on a study
commissioned by UNICEF and the Child Welfare Council
(CWC). This is now adopted for use by the Early
Childhood Care and Development Council.
Gross Motor: 36-48 months
• Hops 1 to 3 steps on preferred foot
• Skips (with alternating feet)
• Jumps and turns
• Stands on one leg without falling for at least 5 seconds
• Throws a ball overhead with control of direction
• Throws a ball overhead with control of speed
• Kicks a ball with control of speed
Fine-motor SKILLS:
36-48 months
– Consistently turns pages of picture or story book one page at a time,
looking at pictures with interest
– Purposely copies diagonal lines
– Purposely bisects a cross
– Purposely copies a square
– Purposely copies a triangle
– Cuts with scissors following a line
49-60 months
– Copies a simple pattern of different basic shapes
– Draws a human figure (head, eyes, mouth, trunk, arms, legs, etc.) without
prompts
– Draws a house without prompts using geometric forms
– Colors with strokes staying within the lines
Personal Care and Hygiene (Self-Help Skills)
36-48 months
– Pours from pitcher without spillage
– Feeds self using spoon without spillage
– Dresses without assistance except for buttons and tying laces
– Puts on socks independently
49-60 months
– Feeds self using own fingers without spillage
– Prepares own food
– Dresses without assistance, including buttoning and tying
– Wipes/cleans him/herself after a bowel movement
– Brushes teeth after meals without having to be told
– Washes and dries face independently without having to be told
– Takes a bath independently without having to be told
 The Role of Caregivers in the
Growth and Development of the Preschooler
Optimum physical development of preschoolers is largely influenced
by the supportive caregivers (parents and teachers) who provide a
stimulating environment and appropriate activities for the children. If you
have friends and relatives who are responsible for preschoolers, read and
share the following tips: (This collection includes those suggested by Lesia
Oesterreich, M.S., Family Life Extension Specialis, Human Development
and Family Studies, Iowa State University)
For all Preschoolers:
a. Engage preschool children in simple games that involve running and
walking.
b. Provide them with toys for catching and throwing such as soft large
balls and bean bags.
c. Have balancing activities for preschoolers. Use low balance
beams and lines on the classroom floor or playground.
Montessori schools have blue or red lines on their preschool
classroom floors.
d. Allow opportunities for rough and tumble play like in a
grassy area or soft mats. Keen observation and monitoring is,
of course expected to keep them safe from injury.
e. Ensure that preschoolers get enough rest and sleep. Setting
a routine for bed time is ideal.
f. Model good eating habits to preschoolers. Encourage more
fruits, vegetables, water and fresh juices, rather than
processed foods, sugary snacks and soda.
For three-year-olds:
g. Encourage development of hand-eye coordination by providing
large buttons or old beads to string on a shoe lace.
h. Play ball. Show children how to throw, catch and kick balls of different
sizes.
i. Show children how to hop like a rabbit, tiptoe like a bird, waddle liike a
duck, slither like a snake and run like a deer.
j. Encourage free expression in art projects. Avoid asking “what” children
are drawing. Three-year-olds may not know or care, but simply enjoy the
process of drawing.
k. Provide avariety of art experiences. Make play dough. Create collages
from magazine pictures, fabric, wallpaper, and newsprint. Encourage
children to experiment with new media like wire and cork, soda, straws,
string or yarn. Teach children to mix different colors with paint.
For four-year-olds:
l. Encourage physical development. Play follow the leader. Pretend to walk like
various animals.
m. Set up an obstacle course indoors with challenges such as crawling, climbing,
leaping, balancing, and running across stepping stones.
For five-year-olds:
o. Encourage body coordination and sense of balance by playing “Follow the
Leader” with skipping, galloping, and hopping. Skipor jump rope to music, teach
folk dances and games, provies a balance beam, a tree for climbing and a knotted
rope suspended from a sturdy frame.
p. Teach sack-walking and “twist-em”, “statue”, or “freeze” games to provide an
outlet for their drive for physical activity.
q. Play games that can teach right and left directions, like “Hokey-Pokey,”
“Looby-Loo,” and “Simon Says”.
r. Help children learn to use a pair of scissors by letting them cut out coupons.