Older Preschoolers (45-60+ months):

Older Preschoolers (45-60+ months) Favors Parents more than Peers. Older preschooler’s time is spent with parents doing chores, playing games and acting as companions. The older preschoolers spend less time on play activities that are child initiated. They have more one on one contact with adults.

Favorites: imitative-play group preferred by children 45-60 months old.

INITIATIVE, EFFORT, ENGAGEMENT, AND PERSISTENCE:

The child initiates and persists more in school activities.

REASONING:

Children 45-60 months of age displayed “more mature thinking” than their younger counterparts. They demonstrated the ability to reason through a problem, complete tasks, and focus for extended periods on one activity. Children of this age will not be led away from an activity because of distraction and they will try to solve problems on their own. They become more skilled at the ability to recognize cause and effect relationships, understanding changing perspectives and ideas, can identify similarities and differences between objects or events as well as discriminate between right and wrong actions.

INVOLVEMENT:

Children 45-60 months old do not give up after failures or setbacks. They are better able to plan for an activity, understand what is seen in pictures or what happens in a story. When asked questions about things that occurred during school activities these children demonstrated higher levels of recall than other ages. By age 53-75 months children’s play becomes more organized and interactive with less fragmentation which then leads into greater cooperation among peers. The goal is not to win or be first but to share and play together.

PEER RELATIONSHIPS:

By age 45-60 months children are more focused on interacting with peers than younger children. They take turns talking, listening, and waiting for their turn in conversation. They also begin to use peer pressure as they negotiate through which activities they will engage in. Children of this age see themselves as part of the larger social context where relationships are made up of recurring patterns of give and take that affects everyone’s role within the group. It appears that the older preschooler is learning how to better understand their place in a group environment and relate to others around them while earlier ages spend more time engaged in developmentally appropriate but solitary activities such as coloring or reading. This focus on the social aspects of their surroundings will continue to develop until adulthood.

Age 45-60 months children become more aware that rules exist for group activities and that those rules apply to everyone. New findings suggest that children who understand the need for rules show more self-control; they can listen, follow instructions and work with a group.

The children in the 45-60 month range have shown that they have an increased ability to understand rules and learn to be more mature in playing with others. Their improved communication skills allow them to appreciate the qualities of others including their capacity to share, take turns and play on the same team.

The role of the parents within the school environment changes as children age. Initially they are becoming aware of the school environment. As they become comfortable with that, their focus turns to activities and interactions within the classroom setting.

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