The Development of the Child’s Life



The school program is designed to enable the child to development of the child initiated activities and the teacher facilitated development activities for various children. The preschool program is tailored to the individual need of the child and the developing child in all aspects of milestone development. This paper will discuss on how the development of various age-group is involved in the program that is used for the development of the child’s life. 

The pre-school program is program offers the preschool children with the variety of choices to facilitate both the outdoor and indoor environments. The weight is put on the development and learning through independence, environment planned to encourage discovery and through social interaction. 

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Ages Three to Five Years

Preparations of Learning Charts 

According to the Jean Piaget theory of cognitive development, this is the stage of the Preoperational stage, in this stage, the child is not in a position to conceptualize theoretical aspects and needs a tangible physical situation, the charts help in the cognitive development of the child (Brainerd, 2008). In this program there is a high need to classify the objects in the uncomplicated ways; this is by determining the important features that are shown in the chart that are easily assessable.


The preschool program in this stage of development needs a supportive preschool partnership to achieve the continued shared aims for the youngsters. This can be achieved by the use of games and programs that enables the child to plan and do simple games programs. These shared goals are for the schools, families and the community at large.  According to the Erik Erikson theory of milestone development the children at this particular stage begin to plan activities, initiate activities with others and they make up the games the program is designed to provide policies and structures that do support and encourage partnerships between school and home. At home, the family members are taking part in the program design and the governance which include the management teams and advisory councils. In this program, opportunities are to be provided to the preschoolers to have the skills necessary to participate in the governance process. The parent’s programs and the advisory council meetings are held at a times in the program design. 

Culture and Religious Activities

Basing on the Lawrence Kohlberg theory of moral development, this is the stage of Pre-conventional where the child’s sense of is externally controlled. The stage is divided into obedience-punishment orientation stage and instrumental orientation stages. The preschooler’s programs in the age of three years and five years have a program that is designed to provide the recognition of the morality that varies from culture to culture. The classroom materials do reflect the practice, values, and characteristics of various cultural groups that are diversified to define their morality. This is demonstrated through the provision of books in various languages, cultures, lifestyle, and careers. The religious and cultural practices are also allowed throughout the year. In this, the practices help children to understand the moral values and make them know what is accepted in their society. The moral values are shared in the classroom and throughout the program. This is exemplified by the specific cultural activities pictures being displayed in the classroom. 

Sounds for Communication

According to Piaget’s theory of milestone cognitive development, the preschool children at this age between three to five years have the program design the gives two ways system of communication that is simple and accessible. The information is provided in the lay terms and in the language that is most comfortable for each family. The program design also provides a system with multiple strategies for the presentation such as handbooks, videos, and even newspaper.

The Environment Design

A good preschool learning environment promotes the better development of the youngster student at the age of three years and five years. The environment will foster awareness of the diversity, help in enhancing thinking and support enthusiasm. When we consider the Vygotsky theory of the development stages, it is at this stage that the child learns through the simple surrounding features which make up the environment. The student play for the child to play happens to be the most suitable tool for the child to develop the emotional, social and cognitive development and this includes even the children with disabilities. The environment should also allow the children to develop physically by providing the accessible food supply.

Provision of Toys to the Children

The toys are provided to the children to help in the development of social activities development through interaction with the sociocultural environmental (Vygotsky, 2017). According to the Vygotsky’s theory of the development, the social and cultural activities are developed into more effective and sophisticated mental processes which form the strategies which are known as ‘higher mental functions’ by Vygotsky’s.  The toys are always are also used to the development of the cultural and social development of the children as the girl-child using the child dolly to show the sociocultural activity of the mother.

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  1. Brainerd, C., (2008). Cognitive Development is Abrupt (But Not Stage-Like). Journal of the Monographs of the Society for Research in Child Development 9(58) 170-190
  2. Vygotsky, S, L., (2017). The Problem of Teaching and Mental Development at School Age. The Journal of  Changing English (4) (24), 359-371. 
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