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Physical development for a three year old: 

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Physical development for a three year old: 

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Can perform gross motor skills:
-Running
-Jumping, with 2 feet
-Climbing
-Use stairs, usually with alternating feet
-Balance on one foot
-Walk on a line

Fine motor skills:
-Drawing a line
-Build block towers
-Pour water

Self care skills:
-Wash hands
-Put on easy clothing
-Can undress self
-Use tissue
-Can use toilet with assistance
-Can clean up own dishes after snack time

Below are examples of physical development.

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Cognitive development for a three year old: 

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Cognitive development for a three year old: 

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-Know most colors
-Know some numbers
-Remember stories/tell stories
-Understand same and different
-Know their name, starts to print or copy their name
-Ask why questions
-Makes scribbles and names the scribbles as writing
-Starts to copy letters
-Can make vowel sounds
-Can make most consonant sounds
-Can use tense
-Is beginning to have awareness of how to use language for different purposes, pragmatic language knowledge
-Can follow 2-3 step instructions

Below are examples of cognitive development.

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Physical development: gross motor jumping 

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Physical development: gross motor jumping 

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In this photo it shows the girl jumping in the air with both feet in order to launch the rocket into the air. She shows gross motor competency by jumping with both feet which requires balance.

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This photo shows the child playing with play dough. She has rolled the dough into a ball and is now using a cut out to press into it. These skills demonstrate that she has fine motor skills in her hands.

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Social and Emotional development for a three year old: 

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Social and Emotional development for a three year old: 

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-Parallel play and associative play
-Functional play is common, with constructive play and simple dramatic play emerging
-Egocentric perspective
-Empathy
-Connecting with others
-Communication
-Greater understanding of emotions
-Can label emotions
-Can talk about emotions
-Conflict resolution
-Can show concern for a friend
-Can use problem solving skills

Below are examples of social/emotional development.

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Theorist of Social/Emotional Development 

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Theorist of Social/Emotional Development 

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Eric Erickson: Erickson's eight stages of development were constructed through his wide range of experience with children in low, middle, and high social classes. He explains each of the eight stages requires attention and resolution before a child is able to successfully move to the next one. Each stage, once mastered, acts as a foundation for the next to fully and correctly develop personality. Helping each child through every stage and the positive learning that comes with is is crucial.

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This video talks about cognitive milestones that most three year olds reach. For example, one milestone mentioned is that children are starting to understand time as in current, now, and later. https://youtu.be/mHKejGbTRc8

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Social and emotional development: Connecting with others 

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Social and emotional development: Connecting with others 

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These children are demonstrating making connections with their peers both through communication and associative play.

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Children at three years old can began to recognize letters. In this project the children used bugs to trace the letter. The teacher explained to the children that bug starts with the letter B.

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At the age of three children start to understand that they have emotions, and they even start to understand that those around them have emotions of their own. At my field study sight they have many of these posters up so that children can began to understand their emotions.

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This shows the children all sitting together, focusing on the teacher. This requires them to sit still and pay attention to one topic together, which in this case is the teacher's lesson on Rosh Hashanah.

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Social development: associative play through dramatic play 

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Social development: associative play through dramatic play 

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The children are pretending like they are astronauts in the dramatic play room. They are communicating with each other about how they are going to blast off into space. They were using associative play.

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Physical Development: Gross motor skill 

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Physical Development: Gross motor skill 

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The children are walking on buckets holding onto strings, this works on the gross motor skills and their balance which is an example of developing physical abilities.

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Cognitive Development: Anecdotal Record 

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Cognitive Development: Anecdotal Record 

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Background: We were working on a project that we needed glue sticks for
A said Miss. Alyssa why is there a yield sign on the glue stick? I said back show me where you are looking. A then pointed to choking hazard sign printed on the glue stick. I replied that that is a choking sign to tell children that they should not put glue sticks in their mouth because they might get stuck in your throat. A said Oh thats nice they are trying to keep us safe.

A used something that he was familiar with in order to try and understand what was printed on the glue stick.

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Vygotsky believed that culture and play played a large role in a child developing. For example the book says, he saw pretend play as representations in practice for literacy and that it helps children explore social roles.
He also developed the Sociocultural Theory which was based on Vygotsky believing that social learning comes before cognitive development, and that children construct knowledge actively.
He is also known for his concept called Zone of Proximal Development, this zone is when the child can almost perform the task independently put needs a little help to complete the task. A three year old in this zone may be able to stack blocks on-top of one another but may need help understanding how to stack them straight so that they don't fall over.

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Piaget discovered the idea that children think differently than adults. His theory is broken up into 4 different stages.
The Sensorimotor Stage - This stage is between birth and age 2. At this time children discover things through the senses. Specifically, taste. This is why babies often put everything new in their mouths.
The Preoperational Stage - This stage is from age 2 to 6, meaning this is the stage children are in during preschool. At this point, they begin to develop language skills. They also are still not able to recognize concrete logic or think about other people's point of view.
The Concrete Operational Stage - From age 7 to 12. This is when children begin to understand logic, but find it difficult to switch between logic and hypothetical thoughts.
The Formal Operational Stage - This is when children begin to recognize abstract ideas and are able to use deductive reasoning. This usually occurs after age 12.

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The child on the right hurt herself out on the yard, so the child on the left came up to her to help. He said she could put a band aid on him first, so that she could see that it does not hurt.

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This child is showing the teacher her sad face while they were reading a book about emotions.

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This child was showcasing her angry face for the teacher who was reading a Pete the Cat book, where Pete was frustrated.

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For circle time, the children practiced sorting different items by color and shape. Later, this child sorted the toy fruit.

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After a child is done in the bathroom, but the rest of the kids are not finished, the children that are done are asked to sit criss cross apple sauce on the rug outside the bathroom. This is a picture of two kids focusing on staying still.

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The teacher is having the children practice running by having them chase her around the yard. The children are using their gross motor skills.

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This is a picture of one child practicing cutting apples. This uses his fine motor skills. This child did this project for 40 minutes, which is a big deal as he often has a difficult time focusing.

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These children are in a circle time activity, where they are dancing to the teacher playing the bongos. This helps the with their gross motor skills of learning balance, as well as being aware of space.

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Mildred Parten  classified 6 stages of social play.  These stages are now more accepted as 'forms' that can occur at any time, however they do tend to develop as the child develops.
The 6 types of play are:
Unoccupied Play:  not interested in play and will wander around the room
Onlooker Play:  watches others play
Solitary Play:  play is focused on objects or movements and not involved with others
Associate Play:  play that is similar to those playing near, but it is playing their own game
Cooperative Play:  play where children are engaged in the same game with the same goals

Play can show an observer the social competencies that a child can have.  In their third year children are engaging in associative play.  They are learning how to play with others by first playing alongside of others.  This lead to social abilities like explaining to others what they are doing and learning how to invite others to play.  Then they will start cooperative play as they move towards their fourth year, being able to play the same game together with shared goals for the game. As a teacher, you can help children learn cooperation and concern for others by making sure you support the different types of play occurring in your classroom. Having enough of toys and space for solitary and parallel play can help the children move to associative play by allowing like objects to be played with at the same time. You can start to use language to help the children notice other's play. This can lead to cooperative play as they learn how to adjust their play to other's play.

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Cognitive Development- Asking Questions 

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Cognitive Development- Asking Questions 

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When a child is playing outside and see's a ladybug on the table, the child will ask "why's the bug here?" "why's it red?" as it fly's away he asks "Why does it fly?" "Where does it go?" Through asking questions the child is demonstrating he recognizes common objects and correctly names colors that are familiar.

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Cognitive Development:  Pragmatic Language Knowledge

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Cognitive Development:  Pragmatic Language Knowledge

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During dramatic play when a child takes on a role and they use language appropriate to the role, this shows an awareness of how language is used, pragmatic knowledge.  The following is an anecdotal record of a child showing pragmatic awareness:
Anecdotal Record
Setting:  Preschool classroom
Date & Time:  9/27/19  9:45 am
Background:  3 children playing in the loft area where there are dramatic play items set up, the theme being "doctors".  The children are 3 and 4, 2 girls and 1 boy.
Anecdote: The 3 children are playing a scene from a doctor visit, on is instructing the "patient" to lie down so they can get a shot and a bandaid.  The child playing the patient is younger and is being directed by the other two children.  The doctor child is using a lower voice to mimic a serious doctor. The third child is answering the phone and asking how they can help whom ever is calling, pretending to be the nurse/receptionist and making an appointment for the imaginary patient on the phone. This play was for about 10 minutes.
Reflection/Interpretation:
The children have an idea about how a doctor's office work, they probably have all been to one.  They are using language that matches their role, showing that they know that language has different uses.  This knowledge is call pragmatic language knowledge.

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This is a video that was put out by the state of Minnesota to help parents be informed about important milestones and also what to be concerned about if they do not see a developmental milestone. It gives a good overview of all the information that was collected and presented here.

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Three Year Old Child Development Stages & Milestones | Help Me Grow MN

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What cognitive, language, and emotional skills should you child have completed by age three? Recognize the various developmental stages and signs of a child who may be behind so you can help them grow. Is your child developing on track? No two children develop, grow, and learn in the same way or at the same pace.

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Social/ Emotional Development- Dramatic Play

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Social/ Emotional Development- Dramatic Play

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This child's dramatic play is structured as she is provided a chef's hat and apron to explore and create. She is able to act out and recreate scenes she may have seen in real life.