Social/emotional development
The family is still the centre of the world for your five-year-old. Although she’ll want to play with other children and might form some friendships, her important emotional life is still found at home. Your five-year-old is still very attached to you and might be upset when she begins school.
Once at school, your child will come into contact with different ideas and ways of behaving. He’ll also have to fit in to a whole new system or set of rules that might be very different from those at home. This can be confusing and tiring, so don’t be surprised if your five-year-old is clingy, bossy or teary, especially after school. Children respond to pressure in their own ways.
Five-year-olds often feel sympathetic to others, although they’re not able to be responsible for younger brothers and sisters.
Your child will notice a lot about being a boy or girl, and often the sexes will play separately. At this age, children love to play together, rather than playing by themselves.
Your five-year-old is becoming more independent and in control of his behaviour. There will be fewer arguments and few tantrums, if any. He’s beginning to understand what it means to be fair and to follow rules in a game. But you can still expect that it might be too much to cope with sometimes, so he might cheat, get upset or not want to play every once in a while.
Your child can now be reasoned with. She can ask serious questions, and wants to be taken seriously. She’ll often ask for your permission before she does something, because she’s starting to learn about rules and the idea of being right and wrong.
Playing and learning
Five-year-olds enjoy a wide range of play options, so have lots of dress-ups, props, puppets and so on. Give your child opportunities for cutting, drawing and colouring, sorting objects, matching shapes and letters, and enjoying music. It’s important to keep reading stories to her too. Children this age like to know a lot of facts, and you can be a guide, resource and teacher for your child.
3 to 5 Years
Initiative vs. Guilt - Purpose
During this period we experience a desire to copy the adults around us and take initiative in creating play situations. We make up stories with Barbie's and Ken's, toy phones and minature cars, playing out roiles in a trial universe, experimenting with the blueprint for what we believe it means to be an dult. We also begin to use that wonderful word for exploring the world - 'why?'
The most significant relationship is with the basic family.
Types of play
The thing to notice is that the first four types of play don’t involve much interaction with others, while the last two do.While children shift between the types of play, what Parten noticed was that as they grew up, children participated less in the first four types of play and more in the last two – those which involved greater interaction.
- Unoccupied play: the child is relatively stationary and appears to be performing random movements with no apparent purpose. A relatively infrequent style of play.
- Solitary play: the child is are completely engrossed in playing and does not seem to notice other children. Most often seen in children between 2 and 3 years-old.
- Onlooker play: child takes an interest in other children’s play but does not join in. May ask questions or just talk to other children, but the main activity is simply to watch.
- Parallel play: the child mimics other children’s play but doesn’t actively engage with them. For example they may use the same toy.
- Associative play: now more interested in each other than the toys they are using. This is the first category that involves strong social interaction between the children while they play.
- Cooperative play: some organisation enters children’s play, for example the playing has some goal and children often adopt roles and act as a group.
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