PHYSICAL
DEVELOPMENT: Three to Four Years |
Normal
Characteristics |
Suggested
Behaviors for Effective Parenting |
Runs, jumps, begins to climb
ladders; can start to ride tricycles; tries anything; is
very active; tends to wander away. |
Carefully supervise physical
activities. Set necessary limits. |
Scribbles in circles; likes
to play with mud, sand, finger paints, etc.; can begin to
put together simple puzzles and construction toys. |
Provide materials and
activities to develop coordination, e.g., sand, crayons,
paint, puzzles. |
Dresses self fairly well;
cannot tie shoes. |
Provide opportunities for
child to dress self. Let him or her pick clothes. |
Can feed self with a spoon
or fork. |
Let child feed self. |
Takes care of toilet needs
more independently; can stay dry all day but perhaps not
all night; becomes very interested in own body and how it
works. |
Label all body parts without
judgment, and answer questions about body functions
simply and honestly. |
INTELLECTUAL
DEVELOPMENT: Three to Four Years |
Normal
Characteristics |
Suggested
Behaviors for Effective Parenting |
Continues to learn through
senses. |
Provide many sensory
experiences, e.g., sand, water, pictures. |
Uses imagination a lot;
starts dramatic play and role playing; likes to play
grown-up roles, e.g., Mommy, Daddy, firefighter,
spaceman, Wonder Woman. |
Provide props for dramatic
play, e.g., old clothes, shoes, make-up. |
Begins to see
cause-and-effect relationships. |
Point out and explain common
cause-and-effect relationships -- how rain helps flowers
grow, how dropping makes glass break, how hitting hurts a
person. |
Is curious and inquisitive. |
Explain things to the child,
answer questions honestly, and help child put feelings
and ideas into words. |
EMOTIONAL
DEVELOPMENT: Three to Four Years |
Normal
Characteristics |
Suggested
Behaviors for Effective Parenting |
Is sensitive about the
feelings of other people toward self. |
Develop a warm relationship
with child. Express and show love for and confidence in
the child. |
Is developing some
independence and self-reliance. |
Encourage independent
activity. |
May have fear of strangers,
animals, the dark. |
Never force the child to
participate in frightening activities. Don't ridicule.
Provide a night light. |
Is anxious to please adults
and is dependent on their approval, love, and praise. |
Give approval through facial
expressions, gestures, and verbal responses. Avoid
negative remarks about the child. Emphasize the family's
love for the child. |
May strike out emotionally
at situations or persons when having troublesome
feelings. |
Offer love, understanding,
and patience. Help child work with and understand own
emotions.
(Note: Some temporary regression and jealousy are common
if a new baby arrives.) |
SOCIAL DEVELOPMENT:
Three to Four Years |
Normal
Characteristics |
Suggested
Behaviors for Effective Parenting |
Can leave mother for short
periods but mother is still very important. |
Express interest in what the
child has been doing while away from parent(s). |
Begins to notice differences
in the way men and women act. Imitates adults. |
Model the things you want
the child to do, since at the start of gender role
development the child will imitate adults. |
Starts to be more interested
in others; begins group play; likes company. Is not ready
for games or competition; groups are not well formed. |
Provide enough materials so
that several children can use them together. Help the
child find socially acceptable ways of dealing with
others. |
MORAL DEVELOPMENT: Three
to Four Years |
Normal
Characteristics |
Suggested
Behaviors for Effective Parenting |
Begins to know right from
wrong. |
Provide clear limits;
enforce them consistently, but not harshly. |
Finds other's opinions of
self to be important. |
Praise the child whenever
you honestly can. Focus on behavior; be explicit, e.g.,
"You ate all the peas, and peas are good for
you," or "That drawing has such beautiful
colors," instead of "I like that drawing."
|
Is more self-controlled and
less aggressive. |
Notice and reinforce child's
self-control, e.g., the ability to wait, to share
belongings. |
Uses extreme verbal threats
such as, "I'll kill you," without understanding
full implications. |
Don't take threats
personally or too seriously. |