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The theory that everything in a child environment affects the child, and the child affects the environment.

The Theories of the model consists of 5 systems:

Microsystem: the child

-The Microsystem is the child's core of a world thats affecting him/her personally. At age five children begin to identify themselves and begin to categorize in their mind what's right, what's wrong, and what they are confused of.

Mesosystem: the immediate environment (immediate family, school, day-care center, etc.)

-At age five a child's Mesosystem begins the process of molding into thinking in a certain way. For example if a child is not used to being left alone or left behind, once they start kindergarten it will be harder for the child to have a hard time separating from their caregiver.

Exosystem: The extended environment (extended family, neighborhood, parents job, etc.)

-At age five a child begins to understand why money is necessary, they may see dad coming home looking tired and feel empathy and want to make them a plato dinner.

Macrosystem: Ideologies, laws, culture, and social class

- At age five a child begins to be more curious about their surroundings. Being race and color, they begin to ask questions like "why can't I use the boy's bathroom, or why can't I use the girls bathroom."

Chronosystem: the change over time

-The older they get the more everything begins to make sense, but at age five it is just the beginning. A five year old may say something like "I understand how the world works and you can't tell me otherwise". They may even ask questions that they know the answers too just so they can be able to understand the concept.

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Schema: defined as a "cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning." In more simple terms, Piaget called the schema the basic building block of intelligent behavior – a way of organizing knowledge. It is useful to think of schema as “units” of knowledge, each relating to one aspect of the world, including objects, actions and abstract concepts.

Stages of Development: Piaget believed that children think differently than adults, and stated they go through 4 universal stages of cognitive development. Development is therefore biologically based and changes as the child matures. Cognition therefore develops in all children in the same sequence of stages. Each child goes through the stages in the same order, and no stage can be missed out - although some individuals may never attain the later stages. There are individual differences in the rate at which children progress through stages.

5 year old children are in the Pre-operational stage. The key features of this stage include:

Centration: This is the tendency to focus on only one aspect of a situation at a time. During this stage children have difficulties thinking about more than one aspect of any situation at the same time.

Egocentrism: Childrens' thoughts and communications are typically egocentric. Egocentrism refers to the child's inability to see a situation from another person's point of view. According to Piaget, the egocentric child assumes that other people see, hear, and feel exactly the same as the child does.

Play: At the beginning of this stage you often find children engaging in parallel play. That is to say they often play in the same room as other children but they play next to others rather than with them. Each child is absorbed in its own private world and speech is egocentric. That is to say the main function of speech at this stage is to externalize the child’s thinking rather than to communicate with others.

Symbolic Representation: The ability to make one thing - a word or an object - stand for something other than itself. Language is perhaps the most obvious form of symbolism that young children display.

Pretend (or symbolic) play: Toddlers often pretend to be people they are not (e.g. superheroes, policeman), and may play these roles with props that symbolize real life objects. Children may also invent an imaginary playmate. As the pre-operational stage develops egocentrism declines and children begin to enjoy the participation of another child in their games and pretend play becomes more important. For this to work there is going to be a need for some way of regulating each child’s relations with the other and out of this need we see the beginnings of an orientation to others in terms of rules.

Animism: This is the belief that inanimate objects (such as toys and teddy bears) have human feelings and intentions.

Artificialism: This is the belief that certain aspects of the environment are manufactured by people (e.g. clouds in the sky).

Irreversibility: This is the inability t reverse the direction of a sequence of events to their starting point.

Assimilation & Accommodation:

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-Skinner uses Behaviorism to be able to explain why a child is responding to certain event in such a way. At five years old children begin to identify themselves and others by gender and color. Children begin to question and worry about their appearance.

-At age five children also begin to care about other people feelings, they want to please their family and friends.

-Which is when at age five they begin to create friendships, they begin to also compare each other to their friends so they will say "Tommy has a short hair cut, can I cut my hair like tommy!"

- Also at age five they begin to understand why others have to do things, such as mom and dad have to go to work to pay bills, they may not be able to understand fully what that means but they know it's important.

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Howard Gardner's Multiple Intelligence Theory:

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Howard Gardner's Multiple Intelligence Theory:

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The theory that a person's intelligence is complied of eight different forms of intelligence: Linguistic intelligence, logical-mathematical intelligence, Spacial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence.

The idea is that a person can have more of one intelligence than another but that they have different levels of each intelligence. Also that each person is different in the amount of each intelligence they use.

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---At five years old they are starting to really understand what their body can do.  They are working to get better at their current skills and learn new skills.  They know what they are currently capable of doing and they are looking at their peers and older children to learn what they can work towards eventually accomplishing.

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---At five years old they are working on their problem solving skills.  They are learning how to do things on their own and know when they need help from another.  They are learning to accomplish physical and mental tasks on their own.

---Five year old children will try to do things on their own or solve problems on their own before seeking help from an adult. Children this age are learning that independence is a good thing and they are trying to be independent at all times. Of course it is not possible for a 5 year old to be independent 100% of the time, and they can become frustrated when they require help.

---At age five children begin to be more independent meaning they have to start doing things like washing their hands after going to the bathroom, and brushing their own teeth morning and night.

--The Zone of proximity helps teachers and peers understand where the child's cognitive development stands. It helps teachers make notes of what the student needs help with and then will directly apply assignments that will focus on the students needs.

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---At five years old, children can speak clearly, they are just starting to learn to read and write.  Children are learning their letters, numbers, and how words go together.

---The language skills of five year old children are well-developed. They are able to pronounce words clearly, speak in complex sentences, use correct grammar, and have large vocabularies that are continuing to grow.

---At age five a child is able to communicate better, they are able to ask for things rather than to just grab. They are also more clear when they speak and are able to add past/present/future tense into their sentences.

---Children at this age are able to tell short stories using full sentences. They usually use future tense when doing so.

---At age five, children are able to express themselves more clearly and vocabulary will begin to expand.  Also at age five, children begin to read simple words.

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---Five year old children are full of energy. Their increased balance and coordination allows them to do things like ride a bike with training wheels, jump rope, and perform ball-related skills.

---Five year old children are more able to balance and have better control with their feet. They can learn how to skip or hop at this age.

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---At this age, children are able to grasp larger pencils, markers, and crayons using the pincer grasp.

---Five year old children are starting to have the ability to use scissors to cut out large shapes.

---Children at this age are able to tie shoelaces, fold paper, thread small bead onto string, eat with a fork.

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---Five year old children can manage feelings and social situations with greater independence. For example, they might decide on their own to go to another room to calm down or try strategies to negotiate and compromise to resolve a conflict before seeking adult help. They also have improved skills for forming and maintaining friendships with adults and other children.

---At five years old, children are more able to participate in dramatic play and create scenes based on their understanding of life. Here is a video of a child i estimate to be five years old playing doctor with someone I assume is his younger sister. He is able to understand what different instruments are for and direct his own play without help.

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---At five years old they are working with other people, and making friends.  They are able to empathize with other people.  They are also starting to understand their feelings and learning to understand how to control and regulate their feelings.

---Five year old children have a understanding of their own coping mechanisms and are able to feel worried or feel guilt.

---At five years old children are more able to understand religion and religious practices.  The best way to teach them about these practices is through story.  children are able to retell the general idea of the story as well as memorize small parts and understand the idea and meaning behind them.

---Children at this age are able to show concern and compassion for others. Children at this age have learned that others have feelings too; they've looked past just the "me."

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---At five years old, children are starting to understand things around them such as patterns.  These patterns consist of the way letters go together to create words and sounds.  They are also starting to understand how the words work around them such as chores, jobs, money, distances.

---Five year old children have a greater understanding of shapes and numbers. They can count a collection of up to 20 items, are starting to write number, and can identify the largest number in a set.

---5 year olds can sequence events in a chronological manner.

---They can sort items based on more than one characteristic.

---Five year old children are able to understand day to day necessities. They know that if they want to get skittles from the candy machine they need quarters.

---Children at this age are able to draw a person's body with at least 6 different body parts rather than just the basic head and stick figure body. Example: