Module 16 Part 2

The Child and Adolescent
Learner and Learning

Principle
Preschoolers Cognitive Development
Cyrill Mico C. De Guzman

2-BEED
Receptive Language
Standards 1: The child is able to understand both verbal and non-

verbal forms of communication.
3-4 years old

• Speaks in simple sentences
• Talks about an event and is understood
• Uses some preposition
• Uses plural
• Uses past tense
• Uses newly learned words appropriately in sentences
• Uses newly learned words appropriately when in group
conversation
4-5 years old

• Draws and tells a story about his drawing
Pre-Reading and Pre Math (Matching)
Standards 1.1: The child is able to match identical objects, colors, shapes and
symbols.
2-1/2 to 3 years old

• Matches identical objects with 2 attributes (color and shape)
• Matches identical upper case letter
• Matches identical lower case letter
3-4 years old

• Copies simple patterns with 2 or more attributes (Color,shape,sequence) and
continuous without guidance
• Recognizes familiar logos (McDonalds,Coke)
• Recognizes signs (male and female restrooms , stop and go, danger/poison)
• Matches identical 2 to 4 letter words
• Matches identical single digit numbers
• Matches identical 2 digit numbers
Pre-Reading and Pre-Math (Copying Letters and Numbers)
Standards 1.2 : The child is able to recite the alphabet and numbers in sequence.
3-4 Years Old

• Prints upper case letters with a model with some reversals
4-5 Years Old

• Prints complete name without model
• Prints upper case letters with a model with no reversals
• Print lower case letters with a model with some reversals
5-6 Years Old

• Prints upper case letters without a model and with no reversals
• Print lower case letters without a model and with no reversals
• Prints numbers 1-5 without a model and with no reversals
Domain: Cognitive Development Attention and Activity Level
Standards 1 : The child is able to sustain an attention and modulate his activity at age
expected levels.
2 ½ to 3 Years Old
• Complete simple task without prodding
3-4 Years Old

• May be distracted but re-focuses on his/her own
• Remains settled while leafing through a picture book for 5 minutes
• Remains settled while listening to a story using picture books for 5 minutes
• Sustains attention and concentration on a tabletop activity for 10 minutes
• Can work on a school assignment with minimal supervision
4-5 Years Old

• Sustains attention and concentration on a table top activity for 15-20 minutes
5-6 Years Old

• Can work on a school assignment independently
Higher-Ordered Mental Abilities (Concept Formation)
Standards 1 : The child develops basic concepts pertaining to object constancy, space,
time, quantity, seriation and uses this as the basis for understanding how materials are
categorized in his/her own environment
2 ½ - 3 Years Old
• Knows the difference between a recent event and one that happened in a long time
ago
• Counts with one to one correspondents
• Understands the concept of number-quantity relations from 1 through 5 (Hands over 5
objects when asked)
• Arranges objects by length
• Arranges objects according to size
• Can tell in what way 2 things are the same
• Can tell in what way 2 things are different
3-4 Years Old
• Can tell which is prettier/nicer of 2 items based on his/her criteria
• Groups pictured objects according to category
• Can tell which is right and left with him/herself
• Understand more and less
• Understand the concept of concervations of matter at a rudimentary level
4-5 Years Old

• Can tell which is right and left of people facing him/her
• Knows the difference of yesterday,today and tomorrow
• Understands the concept of number quantity relations for 1-10
• Demonstrates concept of addition using finger or objects
• Demonstrates concept of subtraction using fingers or objects
Higher-Ordered Mental Abilities (Cause and Effect
Relationship)
Standards 1 : The child is able to understand the cause and effect

relationships.
2 ½ to 3 Years old
• Can complete a simple pattern (beads, picture, shapes)
3 to 4 Years old
• Understand reasons behind rules and practices in school
• Understand reasons behind rules and practices in the community, like
those pertaining to sanitation and environmental preservation.
Memory : (Episodic Memory)
Standards 1 : The child is able to recall people he has

met, events, and places he has been to
2 ½ to 3 Years old
• Talks about things that happened during a particular
event occurred some time back.
Memory : (Memory For Concept Based Knowledge-
Semantic Memory)
Standards 1 : The child is able to store a verbal information in short and

long period of time.
3 to 4 Years old
• Repeat 5 to 7 word sentences correctly
• Memorizes the lyrics of a short song
• Memorizes a short rhyme
• Remembers the gist and many details of the stories told or read
4 to 5 Years old
• Can recite the days of the week with some errors
• Remembers lessons learned in school even after several days have
passed
5 to 6 Years old
• Can recite the days of the week with no errors
• Can recite the months of the year with some errors
Higher-Ordered Mental Abilities (Logical Reasoning)
Standards 1 : The child is able to follow the logic of events (Reasons why these happen)
and draw accurate conclusion by evaluating the facts presented to him.
3 to 4 Years old
• Can tell what is silly or wrong with absurd pictured scenes
• Relates experiences in sequence or as these happens
• Can appreciate humorous stories or jokes that his/her peers also find funny (Knock
knock jokes)
• Knows the certain things are the same and therefore can be substituted for other
(liquid and powder detergent)
• Can state opposite relationship
• Can give substansive reasons why he/she like something or not
• Can argue a point/stand logically
• Can complete a simple pattern (beads, pictures, shapes)
4 to 5 Years old
• Knows that certain elements remain the same evern if their position changed (2 plus 3
and 3 plus 2 equal 5)
• Can predict how the story will end halfway through
Higher-Ordered Mental Abilities (Planning and
Organizing)
Standards 1 : The child is able to plan and organized a simple, familiar

activity
2 ½ to 3 Years old
• Can plan how he/she will carry out an activitywith adult guidance
(eating,household chores and putiing structure activities)
• Has almost everything he/she needs before starting an activity
3 to 4 Years old
• Can dress following an organized sequence
• Can bathe following an organized sequence
4 to 5 Years old
• Can plan how he/she will carry out an activity without adult guidance
Higher-Ordered Mental Abilities (Creative Thought)
Standards 1 : The child is able to generate new ideas or concepts, or new
associations between existing ideas or concepts.
2 ½ to 3 Years old
• Pretends to be engaged in “grown up” activities ( playing office)
• Creates new words or names for people or objects
3 to 4 Years old
• Can make a pun or joke
• Create some dance moves
• Create lyrics of songs using familiar melody
• Pretends to be a character in her own story
• Formulates rules to implement in a game
4 to 5 Years old
• Can draw things or scenes from experience but with no actual model or
reference ( from memory)
5 to 6 Years old
• Can draw or paint things that not exist in real life (fantasy,imagination)
Higher-Ordered Mental Abilities (Cognitive Flexibility)
Standards 1 : The child is able to shift to more adaptive cognitive processing strategies in
order to effectively deal with new and unexpected conditions in his/herenvironment
including problem situations
2 ½ to 3 Years old
• Modifies action based on new experiences (change block structure that falls)
• Explores alternative solutions to a problem and selects one option
• Is able to shift activities without much fuss
• Is able to know when the topic of a conversation has changed and adjust accordingly
The Role Of Caregivers
(Parent and Teachers)
In The Cognitive Development Of
Preschoolers
You do note cassie , hindi sya mukang dragon

For three year-olds
1. Speak with children as often as possible
2. Add new information to your children’s sentences
3. Teach children to memorize first and last names
4. Provide books for children
5. Encourage interest in reading and writing (grocery list)
6. Count off objects of interest
7. Explain why things happen
8. Provide sets of objects (toys)
9. Sing simple songs
For four year-olds
1. Read aloud each day and encourage children to look at book at their own
2. Say nursery rhymes and fingerplays together
3. Encourage interest in writing and words (Print letters and numbers)
4. Space concepts (under,behind,beside,before,after,larger than)
5. Teach children the correct use of phones
6. Encourage to help you plant and plant a garden
For five year-olds
1. Add drama to your reading sessions (different voices for different characters)
2. Ask 5 year old to tell you a story
3. Ask “what if” questions
4. Involve children in writing “thank you” notes
5. Expose them to games involving matching pairs
6. Take questions seriously (what happen and why)
7. Encourage them to count anything (leaves,rock,cups,bells)
8. Encourage interest in jokes
9. Teach to move body to dramatize (opening flower, rain, snake, laundry)
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The Child and Adolescent

Learner and Learning

Preschoolers Cognitive Development

Cyrill Mico C. De Guzman

Standards 1: The child is able to understand both verbal and non-

3-4 years old

4-5 years old

2-1/2 to 3 years old

3-4 years old

3-4 Years Old

4-5 Years Old

5-6 Years Old

3-4 Years Old

4-5 Years Old

5-6 Years Old

4-5 Years Old

Standards 1 : The child is able to understand the cause and effect

Standards 1 : The child is able to recall people he has

Standards 1 : The child is able to store a verbal information in short and

Standards 1 : The child is able to plan and organized a simple, familiar

You do note cassie , hindi sya mukang dragon

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