Shazia Saleem Roll No.

D - 13003 Module -1

PILES
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What is PILES?
Each human being will undergo changes according to the process of growth and
development. Development as in a change in characteristics cannot be measured but can
be observed through a characteristic different from previous stage. At the stage of
development child is improving in several areas at the same time. He is learning to walk
(Physical development), is learning colors (Intellectual development), is trying to use
different forms of communication (Language development), is expressing feeling of
independence (Emotional development) and is comfortable with strangers (Social
development). Collectively known as PILES. It is the scientific study of age related
changes.

In general development progresses:

 From head to toe, beginning at the top of body and moving downwards
 From inner to outer, firstly gaining control of muscles close to the trunk/head and
then moving outwards so the large muscles in the shoulders and upper arms/thighs
are first and extremities last.
 From simple to complex; children progress from simple words to complex
sentences.
 From general to specific; emotional responses involve the whole body in young
babies but may involve only faces in an older child.

It is important to understand how child develops physically, intellectually, emotionally

and socially to know that all areas of development are equally as important as each
other and that all impact on one another. Researchers say that better developed the
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nervous systems are the more complex behavioral and cognitive abilities children are
capable of.

Milestones
Milestones mark the achievement of certain mental and physical abilities such as walking
or being able to form a sentence, and signal the end of one developmental period and the
beginning of another. Researchers who have studied the accomplishment of many
developmental tasks have determined the typical ages that are associated with each
developmental milestone. However they have also found that time spans in which some
milestones are achieved can vary, with some milestones being more variable than others.

Following is a general guide to how children develop within 3 to 6 years range;

1. Physical development
Physical development provides children with the abilities they need to explore and interact
with the environment. The body grows and acquires movement, including fine and gross
motor skills.

Children begin to lose their baby fat, or chubbiness. The child’s trunk and limbs grow
longer and the abdominal muscles form, tightening the appearance of the stomach. The
preschooler’s physical proportion also continue to change, with their heads still being
disproportionately large but less than in toddlerhood. May grow to be about 38 inches tall
and weigh about 32 pounds.

For the next 3 years healthy child grows an additional 3 to 4 inches per year and gain from
4 to 6 pounds per year. By age of 6 they reach a height of about 46 inches and weigh about
46 pounds. Of course these figures are averages and differ from child to child depending
upon socioeconomic status, nourishment and heredity factors.

In three years child:

Shazia Saleem Roll No. D - 13003 Module -1

 Jumps with feet together,

 Walks on tip toes,
 Walks up and down stairs,
 Climb with increasing confidence,
 Paints,
 Threads beads on a lace,
 Gains control on eating tools,
 Spatial awareness becomes good

In four years child:

 Pedals,
 Throws with aims,
 Uses scissors,
 Runs upstairs with total efficiency,
 Holds a pencil and can draw.

In five years child:

 Hops, dances,
 Kicks with aim,
 Catches ball,
 Handles pencil with control,
 Copy shapes and writes some letter,
 More energetic and lively in general.

In six years child:

 Skips,
 Rides bicycle,
 Jumps from height,
 Can do buttons, shoe laces.
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2. Lingual development
It’s all about following child’s lead as he shows you what he is interested in by waving,
pointing, babbling or using words.

At the age of 3 to 4 child will learn and use:

 More connecting words like ‘because’, ‘so’, ‘when’, ‘and’ or ‘if’

 More numbers and symbols
 Names of group of things like vegetables and animals
 Family terms like aunty or uncle
 Basic emotions like happy, sad or angry
 Contrasting concepts like hot, cold, day, night etc.
 More colors
 Starts to use pitch and tone and begins to use language in role play,
 Vocabulary extends to 1000 to 1500 words

At the age of 4 to 5:

 Grammar is becoming more accurate, uses the words that explain complex emotions
like upset, confused, delighted
 Child’s questions become more abstract and complex
 Uses the words that explain things where they are like between, above, under etc.
 Able to communicate his ideas by explain things going on in his brain like don’t
know, remember etc.
 Able to learn home addresses
 Will understand instruction having more than one step as long as they are about
familiar things e.g. turn off TV, put on pajamas and get into bed.

At the age of 5 to 6:
Shazia Saleem Roll No. D - 13003 Module -1

 Understands slightly complicated explanations as long as he can see the results

himself e.g. he will understand an explanation like when the sun shines on things, it
makes them hot. Feel how warm water is in dog’s bowl, from being in the sun.
 Tells stories that follow a theme and often have a beginning and an end. Child will
often need a lot of prompting to keep the story moving.
 Child will be able to do simple negotiations
 Will use words that explain when things happen like before, after, next week etc.
 Starts to understand figurative speech like leg pulling, couch potato etc.
 Makes requests more politely e.g. he might say “That smells good”, when he wants
to eat something.

3. Intellectual development
It is easy to track the physical and language development but not so easy to track his mental
growth. The intellectual development in early childhood is divided into phases by the
famous psychologist, Piaget. It includes attention span, understanding information,
reasoning, developing memory, logical thinking and questioning. As child matures,
changes in the ways they think about their world can have a profound effect on their ability
to cope with the demands of the society. Their ability to process complex information gives
them the opportunity to learn new skills and gain new knowledge.

A 3-4 years old

 Has a limited concept of time describing all of the past as ‘yesterday’ and all of the
future as ‘tomorrow’
 May name all the colors but mixed green and blue.
 Likes to paint but unable to produce recognizable pictures. Decides what it is after
painting.
 Understands two or three simple instructions
 Sorts objects by size, color or type e.g. animals or by color or shape.
Shazia Saleem Roll No. D - 13003 Module -1

A 4-5 years old

 Has ability to picture things when they are not around

 Understands that something still exists even though it can’t be seen
 Understands that actions have a cause and effects
 Has ability to pay attention and concentrate

A 5-6 years old

 Has ability to draw a picture and surroundings

 Skilled at jigsaws
 Begins to understand about sameness and differences in various aspects of life,
 Understands that differences can exist side by side
 Sees different perspectives on the same object e.g same amount of water looks
different in different containers.
 Gain confidence in their ability to express themselves
Shazia Saleem Roll No. D - 13003 Module -1

References

https://en.wikipedia.org/wiki/Child_development

https://childdevelopment.com.au/areas-of-concern/what-is-child-development/

https://study.com/academy/.../what-is-child-development-definition-theories-stages.ht...

https://www.nidcd.nih.gov/health/speech-and-language

https://childdevelopment.com.au/.../child-development.../stages-of-language-develop...

http://www.kidsdevelopment.co.uk › Learning & Thinking 3+