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Piaget believed that children go through four universal stages of cognitive development. Age 5 falls under the pre-operational stage. Which consists of building experiences about the world through adaptation and working towards the (concrete) stage when it can use logical thought.

Thinking is still egocentric: has difficulty taking the viewpoint of others

Classifies objects by a single feature

Develop memory and imagination (allows them to understand the difference between past and future, and engage in make-believe).

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Gessell has studied children for several years now. He has come up with "milestones of development." These are the stages that children are believed to have accomplished by a certain time of their development in life. This helps parents track their children's development over time. These miletones are still being used today.
For example:
Children at the age of five should be able to do a somersault, skim, or even be interested in team sports.

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Learning based on the idea that all behaviors are acquired through conditioning

Environmental factors and corresponding responses shape behavior

Two types of conditioning operant and behavioral (classic)

Operant conditioning is when one learns through reward what behavior is desired

Behavioral or Classic conditioning is a natural reflex or response to stimuli

Behavior is molded through positive and negative reinforcement

A child’s behavior can be changed

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Positive & Negative Reinforcement/Punishment in the Classroom

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Children at this age will develop a love for imaginative play. They will create complex character roles and story lines when interacting with one another. For example, in my kindergarten classroom I observed two five year old boys using sticks and tanbark to create and act out an incredibly intricate fishing game. It was amazing to me to see how they were able to take such common objects and create a whole new world and scenario with them.

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Justin's completed transportation project. He cut out simple shapes that he chose, then pasted them together to create his race car.

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Improvement in fine motor skills which allow them to do things more independently: tying shoes, zipping zippers, brushing hair etc.

Hand preference is formed, dominant hand is chosen

Able to cut out simple shapes and paste them together

Use a fork and spoon and sometimes a table knife

They are more likely to be able to color within the lines

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Running and stopping with control

Galloping in a rhythm

Can do a somersault

Enjoy swinging and climbing

They are able to stand on one foot for ten seconds or longer

They can skip, and jump with balance

They are able to walk down steps using alternative feet and without assistance

Balancing while walking on a balance beam

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Love to show off new physical skills often saying "Look at me!"

Interested and able to play team sports

Loosing teeth

Gain better coordination (arms, body, and legs start to work together)

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Motor Development Milestones | Child Development

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Taken at my son's 5th birthday party, he has NO FEAR!

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Cognitive Skills and Fine Motor Skills at Work

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Cognitive Skills and Fine Motor Skills at Work

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Justin working on blending sounds, finding the missing letter and writing words.

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Cause-and-Effect

Spatial Relationships

Problem Solving

imitation

Memory

Number Sense

Classification

Symbolic Play

Attention Maintenance

Understanding of Personal Care Routines

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Physical

Body size and proportions, appearance

Functioning of body systems, health

Perceptual and motor capacities

Cognitive

Intellectual abilities

Emotional and Social

Emotional communication

Self-understanding knowledge about others

Moral reasoning and behavior

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Vygotsky maintained the child follows the adult's example and gradually develops the ability to do certain tasks without help or assistance. He called the difference between what a child can do with help and what he or she can do without the guidance the "zone of proximal development" (ZPD).

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Erik Erikson: Purpose, Initiative vs Guilt 

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Erik Erikson: Purpose, Initiative vs Guilt 

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Erikson believed that a child's personality developed in a predetermined order. He proposed  eight distinct stages of development that children will go through as they grow. Erikson believed that the successful completion of a stage allowed a child to gain a healthy personality and basic virtues. In this particular stage stage, pertaining to five year olds, "children begin to assert their power and control over the world through directing play and other social interaction." Children begin to plan activities and games, and initiate this play with their peers. According to the theory if a child is given the opportunity to lead and initiate play, they will gain a sense go confidence and security in their abilities to lead and interact with others. Conversely, Erikson believed that if children are not given the opportunity to lead or initiate play with others, either through control or criticism, they will develop a sense of guilt. Almost as if they are bothering others with asking them to play, and will take on the role of a follower. The impotence of a parent or caregiver in this stage is to respect a chill's natural curiosity and drive to intreat with their peers. An adult should never make a child feel ashamed when following their natural instincts, because it can lead to a feeling of unworthiness in the child.

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Emotional Development Erick Erickson one of the stages

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Use more complex language to express their feelings

Continue to expand their circle of trusted adults

Shows more independence

Wants to conform to the rest of their peers. May criticize those who do not fit the status quo or who appear to be different

Mimics/copies the actions and behaviors of adults

Friends become more important, they start acting and looking the same

More likely to show concern and sympathy for others

Like to describe themselves ex: I’m 5 years old or I know how to ride a bike

Can clean up after themselves

Can express and describe emotions like happy, sad, or angry

Offer comfort and show empathy to others

When playing games, they are able to give directions to others.

Uses physical, imaginative, and cognitive resources to comfort self - for example goes to their room when they are upset.

Show an understanding of right and wrong

Listen while others are speaking

Get better at sharing and taking turns with other children

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Thinking is still quite naïve, they do not think logically or at the same level as adults

Numbers take on meaning, for example they understand that the number 4 represents 4 of something

Imagination blossoms as they progress into more complex play

Able to write letters and match them with the corresponding sound

Can distinguish between imaginary and reality

Children may memorize stories and pretend to read books

They can persuade and argue

Can answer questions and understand what is being said to them

Understand the idea of having more or less of something

Learn basic counting skills

Seeks knowledge- curious and interested about learning

Confuse fantasy and reality at times

Asks deeper questions that address meaning and purpose

Able to give explanations, retell stories, and put together sentences to make himself understood.

Know about everyday things (money, cars, food, etc.)