What are the characteristics of the intellectual development of children aged 4 to 5?

(1) Gross motor development

The gross muscle development of preschool children aged 4 to 5 years is relatively rapid, and their movement development has made a significant leap. Muscle strength, endurance, myocardial contractility, and lung capacity have improved to a certain extent.

The bones develop further, but the joints are still susceptible to injury.

The stability and flexibility of movements of preschool children gradually increase, and they can adapt to a certain amount of activity and activity time, but the accuracy and self-control ability of movements are still poor.

For preschool children, being active is a prominent feature of their age. They can master a variety of motor skills and are relatively coordinated, and their balance and control skills required for movement have also made remarkable progress. The coordination ability of various parts of the body of 4 to 5-year-old preschool children has been greatly improved than before. They often show amazing abilities in limb movement coordination, and can use it freely to dodge, move, climb, run, jump, etc. Their sense of balance is greatly enhanced, they can perform some quite complex movements that require muscle control skills, and they are very happy to show off their skills in various body shapes.

Preschool children aged 4 to 5 years old can not only alternately go up and down the stairs step by step, but also playfully jump to the bottom when they reach the last 2 to 3 steps when going downstairs; (She) can stand on one foot for 4 to 8 seconds, and can also jump on one foot; she can do both run-up and standing long jumps; she can jump from a height of two feet with both feet on the ground; she can also stand on tiptoes with both feet continuously Can jump quickly and lightly, 7 to 8 times in 5 seconds; can walk steadily for a distance of 1.5 to 3 meters on a 10 cm wide balance beam; can hang the horizontal bar; can practice shooting balls, reaching out to catch the ball, and Aim at the target and throw the ball, and be able to throw the ball over your head and 3 meters high; you can learn to use your hands and feet at the same time to perform full-body activities, such as skipping. Although you are not good at jumping yet, you can pull the rope from behind. Able to swing forward with both feet; able to take long strides, jump over low objects, run, and run on tiptoes; able to move freely in spaces with obstacles, able to change speed and direction, and run rhythmically , able to spin on the spot and walk with eyes closed; able to crawl sideways and climb various types of amusement and fitness equipment, complete various sports equipment games, and conduct team training with some simple rules. Some preschoolers can begin to learn to use roller skates, and some with better coordination can even ride a kid's bike (with the two rear assist wheels removed). These children can already use their legs with great strength, ease and proficiency, making their body movements quite coordinated and elegant. Most of them can already walk with long strides, and their steps are starting to swing like adults.

(2) Hand movement development

Although 4 to 5-year-old preschool children naturally like sports and tossing up and down, their attention span is also limited. increased, which allows them to focus on an activity for longer than before. In fact, despite his or her love of physical activity, he or she is still able to sit still for considerable periods of time, especially during some fun hands-on activities. In addition, the control of fingers is more flexible and proficient than before. Children can already handle small items, button and unbutton buttons, tie shoelaces by themselves, and can also thread small beads as big as mung beans with ropes. They can hold a glass of water flatly without Spill out. He or she can copy the pattern based on the color and shape of the beads. Most children can use scissors to cut straight lines, small squares, or triangles. At this time, his or her preference for using the left hand or the right hand has been determined. By the age of 5, children can not only copy simple patterns, but also write letters and numbers with crayons. He or she can draw lines between two parallel lines and can draw diagonal and "Z" shaped lines according to examples. He or she can match or select similar items based on the tactile sensation of circles, triangles and rectangles. He or she can match or select similar items based on the light or heavy tactile sensation. He or she can draw a picture of at least three objects. They are happy to play games that require fiddling with a lot of small things, such as assembling their favorite toys.

While learning to count, children also master the composition and ordinal numbers of numbers within 10.

Most children understand the principle of cardinality, which states that the last number in a sequence of numbers (such as 1, 2, 3, 4, 5) represents the number of items in the group. total. The development of children's counting skills is particularly important because it provides the basis for the emergence of simple mathematical strategies.

The development of cognitive abilities of preschool children aged 4 to 5 years is reflected in various aspects. They recognize 8 to 10 colors; they can draw triangles and trapezoids; they can assemble 2 triangles into a rectangle; they can add numbers within 5; they recognize and can count numbers continuously; they can distinguish 6 types of geometric figures; they can take pictures Stack up more complex building blocks and rings in order of size; the concept of length begins to form, and they know which of the two lines is longer; they can distinguish between height and shortness, fatness and thinness, thickness, thickness, width and left and right; they can find out the incomplete parts in the picture Part, understand the relationship between parts and the whole; be able to draw grid mazes; be able to recognize coins; be able to speak complete sentences containing 10 words; be able to perform tasks without reminders or prompts; body rhythm can change with the change of music rhythm; Able to complete simple and regular graphics; Able to draw pictures freely and describe the content; Able to point out options that can help solve problems; Able to point out similarities and differences between objects; Notice changes in people and things in life; Able to learn to remember people's names, addresses and phone numbers ; Be able to understand the sequence of daily activities (such as breakfast before lunch, lunch before dinner, dinner before bed), understand the concept of time in the past and present; know one's own gender, name and age; be able to make accurate decisions through observation imitation.

As they grow older, especially when experiencing unusual events, children are better able to retain general and specific information for longer periods of time. Fivas and Hammond interviewed 3- to 4-year-old children who had visited Disneyland 8 to 16 months ago and found that 4-year-old children remembered more detailed information than 3-year-old children and needed to describe the event. There are fewer hints. However, the recollection of such special experiences is very beneficial to children because it is separated from the daily activities with which the children are familiar and is not easily confused with daily activities.

(4) Development of language and communication skills

Preschool children aged 4 to 5 have made great progress in pronunciation, grammatical structure, semantics, expression and communication.

1. Speech: 4 to 5 years old is the finalization period of preschool children’s speech and oral cavity. This period is a critical period for learning mother tongue and foreign language. At the age of 4, children can reach normal proficiency in their native language and show good language skills in their second language. Of course, this mainly depends on their exposure to the second language. Even if preschool children acquire a second language after learning their mother tongue (after the age of 3), it only takes less than a year to acquire language skills in the second language that are similar to their mother tongue.

The pronunciation ability is gradually strengthened throughout early childhood, but the improvement is particularly obvious at the age of 4 to 5 years. At the age of 4 to 5, most children can basically pronounce the finals in Mandarin clearly, but the accuracy of pronunciation of initial consonants is relatively low. Children's awareness of pronunciation has also developed significantly, and they have begun to treat pronunciation consciously and consciously. They like to correct and evaluate other people's pronunciation, and are particularly focused on their own pronunciation. They will consciously repeat the practice, or deliberately avoid difficult sounds, or defend their own mistakes.

2. Grammatical structure: Preschool children aged 4 to 5 begin to master compound sentences. On the basis of using simple sentences, their language gradually becomes coherent, and the number of compound sentences increases. A compound sentence refers to a sentence composed of two or more single sentences that are closely related in meaning. They can understand some simple compound sentences, such as parallel compound sentences, but they cannot understand many sentences with complex structures, such as passive voice, double negative sentences, etc.

Children’s compound sentences of this period have loose structures and lack conjunctions.

There are many forms of compound sentences in sense, among which the majority are parallel compound sentences (also... also... also..., and... and... and...), but the sentence pattern is too monotonous and has little meaning; conditional complex sentences (if ... only..., only... can...) have been mastered and used; cause-and-effect compound sentences are also reflected; transition compound sentences are quite rare.

3. Semantics: The meaning of words gradually becomes clear. The age of 4 to 5 is a period of rapid development of preschool children’s vocabulary. Children can already understand the meaning of ordinary sentences and paragraphs in daily life, and the number and types of vocabulary they master are increasing rapidly. By the age of 4, it is amazing that children can know the meaning of thousands of words and construct a series of grammatical sentences. Children at this stage acquire a large number of language concepts of specific objects and actions, and on this basis, develop a certain ability of abstract induction.

Among the vocabulary mastered by young children, there are active vocabulary (vocabularies that can be understood and used correctly) and passive vocabulary (vocabularies that do not understand the meaning of the word, or that cannot be used correctly although they understand it somewhat) , preschool children aged 4 to 5 years old master far more active vocabulary than those aged 3 to 4 years old, which is a favorable condition for the development of their language ability.

4. Expression: The development of communication skills. As the scope of children’s interactions expands, 4 to 5-year-old preschool children can actively, independently and boldly tell stories and retell various things, but their expressions are still situational. sex.

The age of 4 to 5 is an important period for the internal language development of preschool children. They are highly motivated, but they are prone to disappointment and guilt when their initiative fails. When they encounter difficulties and doubts in the game, they often talk to themselves. Preschool children aged 4 to 5 have initially learned the basic rules for effective communication, that is, they must adapt their words to the level of the listener. Children as young as 4 years old have begun to adjust their speech according to the understanding level of the listener. When speaking to 2-year-olds, they use short sentences and carefully choose phrases such as "look," "look there," and "look here" that will capture and hold the infant's attention. In contrast, when they explained to adults how to play with the toy, they used complex sentences. Furthermore, they were able to infer the speaker's intention even when the literal meaning of the speaker's words provided few clues.

Preschool children aged 4 to 5 can recite a passage containing 4 consecutive sentences, understand and describe vocabulary; know antonyms, such as the road is wide and the alley is narrow; and can find out the words in the picture logical errors; pronunciation is basically accurate and mature. At this time, their vocabulary can reach more than 2,000 words. They have a deep and comprehensive understanding of the meaning of words, such as relatives, and they can also use adjectives appropriately, such as "long rope" instead of "big rope."

For the understanding of time vocabulary, "today" and "tomorrow" have been mastered very well, but the understanding of "yesterday" and "the day before yesterday" is still somewhat vague. Among various subordinate compound sentences, the first to appear is the compound sentence expressing time, such as "at... time". Later, the causal compound sentence appears, such as "because... so..." and "if..." appears at the end. . They can talk freely with adults, understand more complex stories, continue stories, and look at pictures for creative narration and composition. Children's monologue speech at this age begins to develop, but they usually use "later...later...", "this...this...", etc.

Their coherent language begins to develop, as does the ability to tell and retell stories at this age. They can complete things according to the instructions of adults, can listen quietly and repeat what others say, like to listen to stories, and can briefly repeat the stories they have heard. In kindergarten, they tell children about their situations and use complete sentences to describe their experiences and feelings. Children will adjust the content and tone of their speech according to different conversation situations and objects. For example, they will be more polite when speaking to the teacher. When they lose their temper or are dissatisfied, they usually go to the person who is most pampering and accommodating to them.

(5) Emotional and social development Preschool children aged 4 to 5 can apply social behavioral norms and initially evaluate their own behavior. They can also regulate their own behavior with the help of adults, and their self-control begins. Formation, a preliminary sense of responsibility and morality.

They can be responsible for simple tasks assigned by the group, can queue up and wait in turns, and are willing to abide by the rules of group games. Preschool children aged 4 to 5 years old can gradually express their rich inner emotions using spoken language, facial expressions and body movements, and can detect the emotions of others and give comfort and care to others. Children as young as 4 years old also have a certain understanding of some trait labels and can use them to make correct psychological inferences. For example, if you tell them that there is a boy who is very shy, they will know that this boy will choose to go to the swimming pool when there are few people, and he will be very embarrassed if he meets a lot of people.

Preschool children aged 4 to 5 can care about the emotional reactions of others and their peers, and their interpersonal relationships have undergone significant changes. Their social behavior is generally to seek attention or recognition from peers, they are no longer dependent on adults, and they can cooperate friendly with peers. They like to play with their peers. During the activities, they gradually learn to communicate, can share happiness with their peers, can share or share items with their peers, can help their peers, and have gained the skills of leading peers and obeying peers. experience. At this point, they begin to feel jealous and can feel intense anger and frustration. Sometimes, they also like to show off what they have. They begin to recognize differences between themselves and their peers, and in many ways they use social comparison information to learn about their own strengths and weaknesses and those of their peers. For example, they will look at other people's test papers and ask "How many mistakes did you make" or say "I was faster than you" after winning a race. Of course, in group activities they also gradually understand and learn how to interact and cooperate with others.

In terms of self-awareness, they begin to experience their own inner psychological activities, emotions and behavioral reactions, and can control their own behavior according to the requirements of others, and their self-control ability begins to develop. However, most of their psychological activities use their own life experience as the logical basis for judgment and reasoning. They associate changes in anything with their own changes. They understand changes from their own point of view. For example, seeing a duck motionless , he will say "the duck is sick"; he likes to drink milk, and will think that puppies also like to drink milk, etc.

Children's self-evaluation further develops. They realize their status among their peers, and at the same time realize the teacher's evaluation of themselves. They also have their own evaluation of other peers rather than the teacher's evaluation. . Their self-esteem further develops, and under the guidance of their self-esteem, they will develop feelings of guilt based on their good or bad behavior. Physical aggression will gradually decrease between the ages of 4 and 5, and will be replaced by ridicule, bad words, slander, nicknames, and other forms of verbal aggression. Aggression appears to be a fairly stable trait; aggressive infants and toddlers have been found to remain aggressive as young as five years old.

Preschool children aged 4 to 5 already have strong empathy ability and can put themselves in other people's situations, put themselves in other people's shoes, and accept other people's emotions. Children with empathic abilities are more likely to convert empathic arousal into concern for the grieving person, which ultimately helps promote behavioral development. For example, when a child sees a peer feeling sad because an interesting toy has been damaged and lost, he or she will think: "I would also be sad if I lost such a toy." The sadness at this time is egocentric. Empathy, transferring the situation of the companion to oneself. At the same time, he (she) will also think: "He (she) is my companion and good friend. He (she) is sad, so I am also sad and should help and comfort him (her)."

In addition, due to the development of language, 4 to 5-year-old preschool children have learned more words to express emotions, such as happy, scared, uncomfortable, angry, like, hate, love, disgust, etc. They often use these emotional words to describe Emotional experiences of themselves and others; they can also use various emotional languages ??to appease others or influence other people's behavior. Children can also correctly infer from body movements whether a person is happy, angry, or sad. In addition, they also began to understand that a person's current emotional state (often negative emotions) may not be caused by current events, but may be caused by his or her thoughts about past events.

Children aged 4 to 5 years can comfort a sad playmate, use playground equipment safely, follow the rules of the game and participate in the game step by step, and express any danger to adults with words or gestures or hurt; they can communicate and negotiate with other children and can whisper with good friends; they can speak with appropriate pitch and volume on different occasions, and can stay on topic when talking; they can also name the street where they live, and know You cannot cross the road by yourself. When you are lost or lost on the street, you will ask the police for help. You know who to call in an emergency and can recite the phone numbers of your loved ones. When necessary, children can accept and change routine tasks; they can try new activities alone; they can stay in designated play areas; they can also change their mentality and do tasks they do not like; regardless of whether the person giving orders or not When present, they will still abide by the established rules; in group activities, they will not easily follow people they do not know, and can refuse rides or gifts from strangers; they know not to play with fire, can recognize fire alarm signals, and When the alarm sounds, they follow the teacher's instructions to avoid danger; they also know how to care for animals; they can create their own activities.