NIOS Class 12 Early Childhood Care and Education Chapter 9 Stages of Child Development: Three to Six Years and Six to Eight Years

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NIOS Class 12 Early Childhood Care and Education Chapter 9 Stages of Child Development: Three to Six Years and Six to Eight Years

Also, you can read the NIOS book online in these sections Solutions by Expert Teachers as per National Institute of Open Schooling (NIOS) Book guidelines. These solutions are part of NIOS All Subject Solutions. Here we have given NIOS Class 12 Early Childhood Care and Education Solutions, NIOS Senior Secondary Course Early Childhood Care and Education Notes for All Chapter, You can practice these here.

Stages of Child Development: Three to Six Years and Six to Eight Years

Chapter: 9

INTEXT QUESTIONS 9.1

Fill in the blanks. 

(a) Attributing life-like characteristics to non-living objects is called _______________. 

Ans: Animism.

(b) ___________ refers to children’s ability to identify similarities and differences in objects. 

Ans: Categorisation.

(c) Preschoolers quickly understand the meaning of any difficult word that they hear for the first time, from the context of the sentences. This is called __________.

Ans: Fast mapping.

(d) _______________ deals with practical usage of language.

Ans: Pragmatics.

INTEXT QUESTIONS 9.2

Match Column A with Column B to understand the development of children during the early primary stage.

Column A	Column B
(i) Physical development	(a) Invent new phrases and words
(ii) Social development	(b) Can remember routes to familiar places
(iii) Emotional development	(c) Engaged in competition
(iv) Language development	(d) Verbalise conflictive emotions
(v) Cognitive development	(e) Grow about 1″ – 3″ per yearP

Ans: 

Column A	Column B
(i) Physical development	(e) Grow about 1″ – 3″ per year
(ii) Social development	(c) Engaged in competition
(iii) Emotional development	(d) Verbalise conflictive emotions
(iv) Language development	(a) Invent new phrases and words
(v) Cognitive development	(b) Can remember routes to familiar places

Terminal Exercises

1. What do you understand by play? Discuss the role of play in early childhood development.

Ans: Play offers many valuable opportunities to children that contribute to their development and learning. Evidence shows that play can support learning across physical, social-emotional and cognitive areas of development. Particularly in the first three years, play helps children to learn about the world through listening, looking, touching, tasting and smelling. During play, children also increase their social competence and emotional maturity.

Play is an essential and critical part of all children’s development. Play is how children learn to socialise, think, solve problems, mature and most importantly, to have fun. All early childhood practitioners need to know the significance of play and implement a play-based programme. According to Froebel, play is not a trivial pursuit but a serious occupation for a child. It has a deep significance on the development of children. Maria Montessori also stresses free and spontaneous play as an important activity for the development of children. Piaget defines play consisting of responses repeated purely for functional pleasures.

Play lays the foundation for literacy, nurtures development and fulfils children’s inborn need to learn. It gives children choice, helps them practice physical movement and balance, allows adults to learn children’s body language, and most importantly, it is fun.

Play contributes to physical, socio-emotional, cognitive, language, and artistic development. It helps refine motor skills, fosters self-esteem and cooperation, improves reasoning and problem-solving, builds communication skills, and allows children to appreciate art and creativity.

2. Explain the different aspects of cognitive development of preschoolers.

Ans: The complexity of children’s thoughts increase considerably by the end of infancy and at the beginning of pre-school. According to Jean Piaget, the period between two and seven years of age is termed as pre-operational stage. At this stage, their thinking is illogical, rigid and unsystematic. One of the abilities that develops is their ability to engage in symbolic thought, i.e. they no more need to be in actual contact with an object, person or event in order to think about it.

(i) Spatial Thinking: They become better at understanding spatial relationships and that a picture represents something not present.

(ii) Causality: They can think about causes of familiar events but cannot yet reason logically about cause and effect.

(iii) Categorisation and Identities: They can identify similarities and differences in objects but have not yet fully mastered it. They may classify objects as good or bad, friend or non-friend, etc., and may attribute life-like characteristics to non-living objects (animism).

(iv) Egocentrism: Preschoolers centre on their own viewpoint and cannot understand another person’s perspective, as shown in Piaget’s “Three Mountain Task.”

They lack the ability to conserve and focus their thought on one aspect of a situation at a time.

3. List the abilities of a seven year old child in the following domains:

Ans: (i) Cognitive:

(i) Ability to describe experiences and talk about thoughts.

(ii) Ability to focus on the past and future as well as the present.

(iii) Increasing attention span and developing selective attention.

(iv) Planning ahead.

(v) Questioning based on observation and anticipation of events.

(vi) Ability to read and write and to acquire information through the media.

(ii) Language:

(i) Comprehension and use of language becomes more sophisticated.

(ii) Share opinions in clear speech.

(iii) Conversational and narrative skills improve.

(iv) Try to visualise what is being described.

(v) Invent new words and phrases.

(iii) Socio-emotional:

 (i) Developing sense of right and wrong.

(ii) Wanting emotional freedom and space from parents.

(iii) Becoming better at controlling and concealing feelings.

(iv) Beginning to form a broader self-concept based on recognition of one’s strengths and weaknesses.

(v) Sustaining peer group interactions and friendships.