P
|
May seem "hyper" and fidgety
Growth
rates differ markedly
Children begin to become very definitely lean or common
More
physical illnesses common mild "feigning" is common
Increase
in allergies and upper respiratory complications
Good
large motor skills - love to use the body in broad strokes
Small
muscle and eye-hand coordination just beginning
Few
toileting accidents
Boys
may still wet the bed
Awareness
of opposite sex and interest in body - make take rectal temperature
playing Rx
Interest
in "baby" process
Play
best in "twos"
Hate
to lose at games
Messiness
is common
Intensity
in work, play, refusals
|
E
|
Loving and defiant
Falsely
sure of self, brash
Seems
warm and enthused when getting own way, but slightest turn of events
may turn on tears, anger, temper tantrums
Oppositional
more often than complaint, "wears a NO"
Very
extreme in emotions - loving one moment, hating the same person
the next
Wants
to be loved "the most" do the "best" and receive everything s/he
sees
Winning
becomes crucial - naturally competitive
Bravado
mixed with many anxieties as fears - many of them new to the child
General
fidgeting and may chatter constantly
Motivation
to work and do is easily thwarted, subverted
|
P
|
Usually unaware of second person perspective, so still premoral
Sways
to extremes of egocentricity
Engages
in many power struggles
High
levels of structure and ritual calm, soothe the child
Specific
rules and consistent consequences help
Child
may tend to express a pessimistic view of life
Needs
help overcoming own rigidity
Petty
theft and lying begin or frequently increase - child expresses embarrassment
if caught
Cheating
usually increases since child "has" to win
Recognition
and restitution work best to effect change
|
S
|
Parent is no longer center of the world, and child may place self
here.
Often
does not like self
Has
difficulty being social
"Reverts"
to poor manner, asocial stance, rudeness
Child
insists on being right and "knowing" - may tell parent "My teacher
said!~" and teacher may hear- "My dad knows!"
If
child did not build a sense of trust as a young child, may be "street
wise"
Poor
at adapting to friend's needs or admitting any guilt
Child
tends to boss others, begins to tattle and eggs others to fighting,
then crying and blaming
|
I
|
Usually still in the intuitive stage
Mental
imagery may be used to begin integration of ideas
Practice
of logic may be helpful during a task, but child is seldom ready
to initiate
Concentration
of energy is focused on either reading or hand writing for mastery
instead of both
Child
wants to learn to read if not too hard
Thinking
process is very susceptible to "shutting down". If child does not
feel successful, emotions may causes a shunt closure in the brain
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