**3. Preschool**

*"Children deserve to be loved and to know they are loved. They deserve to be cherished and to know they are valuable." Ramsey and Cruze [16]*

Preschoolers are silly, energetic, inquisitive, and tiring. They are still completely dependent on caregivers for food, hygiene, and other day-to-day needs. Many parents and caregivers opt to send their children to preschool between the ages the ages between 3 and 4 to capitalize on their sponge-like thirst for knowledge. When the child developing normally, this can be a time of great excitement and provide them with opportunities to socialize. Parents of children with disabilities have these same hopes, but they are often tempered with hesitation about difficulties that may lie ahead.

#### **3.1 Social and emotional development**

#### *3.1.1 Typical*

Typically developing preschoolers are able to express likes and dislikes and developing their own personalities. They are able to talk about emotions rather than just display them. However, even though they can put words to their feelings, they may still display emotions in an exaggerated way. They laugh hysterically when they are feeling silly and can have complete meltdowns if they are angry or frustrated. It is not until they are a little older that they have better control over their emotions. Preschoolers are impulsive and likely to take whatever they want and have total disregard for things they want nothing to do with. It is difficult for even typically developing preschoolers to fully understand the consequences and cause-and-effect relationships of their behavior, although this is the period of time when they learn this skill, as the adults in their lives guide them through making appropriate behavior choices. Preschoolers are able to display empathy and cooperation [17]. They are very creative in their free play and ability to pretend. They may have difficulty distinguishing what is real from what is imaginary. Socially, preschoolers love making new friends. They move from isolated play to choosing to play with others. It becomes easier for kids toward the end of this age span to separate from their parents for short periods of time and have fun playing at school or with caregivers while their parents are away.

#### *3.1.2 Atypical*

Once a child reaches 3 years of age, if they do not play pretend or make-believe or play with other children or with toys it is a cause for concern. If they do not have an interest in others (friends or adults), if their emotional responses seem "flat," or if they do not match the antecedent (e.g., in a funny situation, the child becomes angry), then a developmental evaluation is in order. It is normal for children of this age not to have complete control over their emotions, but mismatched reactions or a lack of reaction to emotional stimuli can be cause for concern [10, 13].

#### **3.2 Language and communication skills**

#### *3.2.1 Typical*

Typically developing preschoolers are fine-tuning their listening skills, which is the foundation for learning to read. They can follow simple verbal directions and repeat simple songs they have learned. Children from the ages 3 to 5 use most speech sounds

**259**

*Relationships and Resources: Supporting Exceptional Learners from Birth through Primary School*

correctly; they understand directional words such as "up," "around," and "behind"; and they use pronouns correctly. Rhyming is a very important skill acquired at this age. Preschoolers enjoy pretend reading and telling stories. Their propensity for talking sets the stage for their ability to read and write later on. They are able to articulate their wants and needs, and they are constantly adding new words to their vocabulary.

If the 3-year-old drools regularly or has very unclear speech, then a speech evaluation is in order. At this age he/she should be speaking in clear sentences and should understand simple multistep directions. Be particularly concerned if the

The physical development of preschoolers is marked by increased coordination. Preschoolers can move both large and small muscle groups in meaningful and strategic ways. They can hop on one foot, kick a ball forward, and throw overhead. Their ability to hold writing instruments and aim small objects toward targets becomes more consistent and accurate between the ages of 3 and 5. Their hand-eye

Developmental concerns should be noted if the child falls frequently while walking or does not run. Fine motor concerns should be explored if the child in this age range cannot eat independently using a spoon and cup or cannot hold a crayon [10, 13].

Preschoolers are sponges when it comes to learning. One of the most exciting stages of development a caregiver will see during this time period is the child's ability to move from literal to representational or symbolic thinking. Somewhere between 3 and 4, children are able to use objects to represent other things and to pretend that something (like a horse or a fire truck) is present when it is not. Children at this age are able to begin categorizing objects, although they may only focus on one attribute of the object rather than take several attributes into consideration. Preschoolers are very egocentric, meaning that they see the world only through their own point of view [14]. The memory of a 3-year-old requires more

Atypical cognitive development in a preschooler would be if they cannot sort things by color, shape, or size, understand the concept of size such as which is smallest or largest, and do not know the primary colors red, yellow, and blue. As with all developmental ages, if a child ever loses skills they once had, it requires a

child does not make eye contact with his/her parents [18].

coordination also becomes more accurate [12].

**3.4 Cognitive and academic skills**

recency than that of a 4-year-old.

trip to a physician to see if it is a concern [10, 13].

*DOI: http://dx.doi.org/10.5772/intechopen.80809*

*3.2.2 Atypical*

*3.3.1 Typical*

*3.3.2 Atypical*

*3.4.1 Typical*

*3.4.2 Atypical*

**3.3 Fine and gross motor skills**

*Relationships and Resources: Supporting Exceptional Learners from Birth through Primary School DOI: http://dx.doi.org/10.5772/intechopen.80809*

correctly; they understand directional words such as "up," "around," and "behind"; and they use pronouns correctly. Rhyming is a very important skill acquired at this age. Preschoolers enjoy pretend reading and telling stories. Their propensity for talking sets the stage for their ability to read and write later on. They are able to articulate their wants and needs, and they are constantly adding new words to their vocabulary.

#### *3.2.2 Atypical*

*Early Childhood Education*

**3.1 Social and emotional development**

at school or with caregivers while their parents are away.

**3.2 Language and communication skills**

*"Children deserve to be loved and to know they are loved. They deserve to be* 

Preschoolers are silly, energetic, inquisitive, and tiring. They are still completely dependent on caregivers for food, hygiene, and other day-to-day needs. Many parents and caregivers opt to send their children to preschool between the ages the ages between 3 and 4 to capitalize on their sponge-like thirst for knowledge. When the child developing normally, this can be a time of great excitement and provide them with opportunities to socialize. Parents of children with disabilities have these same hopes, but they are often tempered with hesitation about difficulties that may lie ahead.

Typically developing preschoolers are able to express likes and dislikes and developing their own personalities. They are able to talk about emotions rather than just display them. However, even though they can put words to their feelings, they may still display emotions in an exaggerated way. They laugh hysterically when they are feeling silly and can have complete meltdowns if they are angry or frustrated. It is not until they are a little older that they have better control over their emotions. Preschoolers are impulsive and likely to take whatever they want and have total disregard for things they want nothing to do with. It is difficult for even typically developing preschoolers to fully understand the consequences and cause-and-effect relationships of their behavior, although this is the period of time when they learn this skill, as the adults in their lives guide them through making appropriate behavior choices. Preschoolers are able to display empathy and cooperation [17]. They are very creative in their free play and ability to pretend. They may have difficulty distinguishing what is real from what is imaginary. Socially, preschoolers love making new friends. They move from isolated play to choosing to play with others. It becomes easier for kids toward the end of this age span to separate from their parents for short periods of time and have fun playing

Once a child reaches 3 years of age, if they do not play pretend or make-believe or play with other children or with toys it is a cause for concern. If they do not have an interest in others (friends or adults), if their emotional responses seem "flat," or if they do not match the antecedent (e.g., in a funny situation, the child becomes angry), then a developmental evaluation is in order. It is normal for children of this age not to have complete control over their emotions, but mismatched reactions or a

Typically developing preschoolers are fine-tuning their listening skills, which is the foundation for learning to read. They can follow simple verbal directions and repeat simple songs they have learned. Children from the ages 3 to 5 use most speech sounds

lack of reaction to emotional stimuli can be cause for concern [10, 13].

*cherished and to know they are valuable." Ramsey and Cruze [16]*

**3. Preschool**

*3.1.1 Typical*

*3.1.2 Atypical*

*3.2.1 Typical*

**258**

If the 3-year-old drools regularly or has very unclear speech, then a speech evaluation is in order. At this age he/she should be speaking in clear sentences and should understand simple multistep directions. Be particularly concerned if the child does not make eye contact with his/her parents [18].

#### **3.3 Fine and gross motor skills**

#### *3.3.1 Typical*

The physical development of preschoolers is marked by increased coordination. Preschoolers can move both large and small muscle groups in meaningful and strategic ways. They can hop on one foot, kick a ball forward, and throw overhead. Their ability to hold writing instruments and aim small objects toward targets becomes more consistent and accurate between the ages of 3 and 5. Their hand-eye coordination also becomes more accurate [12].

#### *3.3.2 Atypical*

Developmental concerns should be noted if the child falls frequently while walking or does not run. Fine motor concerns should be explored if the child in this age range cannot eat independently using a spoon and cup or cannot hold a crayon [10, 13].

#### **3.4 Cognitive and academic skills**

#### *3.4.1 Typical*

Preschoolers are sponges when it comes to learning. One of the most exciting stages of development a caregiver will see during this time period is the child's ability to move from literal to representational or symbolic thinking. Somewhere between 3 and 4, children are able to use objects to represent other things and to pretend that something (like a horse or a fire truck) is present when it is not. Children at this age are able to begin categorizing objects, although they may only focus on one attribute of the object rather than take several attributes into consideration. Preschoolers are very egocentric, meaning that they see the world only through their own point of view [14]. The memory of a 3-year-old requires more recency than that of a 4-year-old.

#### *3.4.2 Atypical*

Atypical cognitive development in a preschooler would be if they cannot sort things by color, shape, or size, understand the concept of size such as which is smallest or largest, and do not know the primary colors red, yellow, and blue. As with all developmental ages, if a child ever loses skills they once had, it requires a trip to a physician to see if it is a concern [10, 13].


#### **Table 3.**

*Challenges and actions to identifying and treating diagnoses in preschool.*


#### **Table 4.**

*Resources for preschool children with special needs.*

#### **3.5 Challenges and resources**

Preschool lays the foundation for the remainder of a child's school journey. A positive start can set the stage for many happy and fulfilling experiences for everyone involved; a negative beginning can create a rocky road for all participants to travel on during future academic endeavors. When a child with a disability reaches 3 years of age, they will transition from an IFSP to an Individual Education Program (IEP) if they are eligible. This plan will identify goals and services for the child. All services are provided for the child free of charge. Below are common considerations and challenges associated with this age span, suggested actions a caregiver can take to help address the concern, and resources caregivers can use to find more information (**Tables 3** and **4**).

## **4. Primary school**

*"Parents with their words, attitudes, and actions possess the ability to bless or curse the identities of their children." Craig Hill [19]*

Five-year-old children are full of energy and enthusiasm. Typically developing children have a bubbling excitement for being "big" enough to go to "real" school. They have heard so much from their neighbors and siblings about what school days are like that many little ones are anxious to be a part of the official school-kid crowd. Dreams of bus rides, recess games, and eating in the cafeteria are only eclipsed by their parents' anxieties of how things will go. These anxieties can be exacerbated when special needs are present. Depending on the disability, the child's level of excitement can go from nonexistent to hyper-exaggerated. Students with intensive needs may not even be aware that a change is coming or have extreme difficulty adjusting to the change when it does. Those on the autism spectrum may perseverate

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*Relationships and Resources: Supporting Exceptional Learners from Birth through Primary School*

with excitement or stress on different aspects of issues related to school. The parents of these children have the same range of emotions and stressors as they face the myriad of decisions to be made as they enroll their children in primary school.

Socially and emotionally, typically developing children entering primary school have an interest in other children. They can share and make friends and begin to take "ownership" of their friends. They pay attention to rules and want their opinions to be listened to. Kindergarteners like to sing, dance, and act [10]. In the upper grades of primary school, typically developing students behave in a more independent manner, they are eager to please, and they demonstrate an understanding of knowing right from wrong. They constantly seek attention and approval from

adults. They like to please friends and be like their friends [10].

Students with exceptionalities at this age vary greatly in their social and emotional development. Those with severe cognitive delays may have difficulty forming relationships due to a variety of factors, such as language delays or lack of social skills such as inviting others to play or being aware of comfortable zones of proximity when meeting others. Students with special needs at this age may not be as independent as their peers when it comes to social play. They may have difficulty with turn-taking and following rules, which can lead to arguments, ostracism, and bullying. Their attempts to make friends can often be awkward and cause them to be stressed or anxious about social situations. These difficulties are a source of much angst for parents. It can be heartbreaking to see your child bullied or left out by other children. Friendships are such an integral part of life; it is devastating to think that your child may not be able to form these important bonds with other

Typically developing children in primary school can clearly use language as a tool to communicate their needs. They understand the role of letters in learning to read and grow from non-readers to fluent readers and writers within this time frame. Typically developing learners in primary school add new words to their vocabularies constantly, learning between 540 and 11,260 a year [4]. This vocabulary acquisition opens new worlds for them in books, in conversations, and through their own writing. Primary-aged students are able to connect their life experiences to the stories they hear and read, and they like to talk and write about stories. In this

Students with disabilities often experience language delays [20]. Depending on the severity, this can affect their ability to learn to read and write, as well as their effectiveness in communicating with others using speech and text. Disabilities involving receptive and expressive language skills can cause significant gaps in

stage, they move from learning to read to learning from reading.

*DOI: http://dx.doi.org/10.5772/intechopen.80809*

**4.1 Social and emotional development**

*4.1.1 Typical*

*4.1.2 Atypical*

people [10, 13].

*4.2.1 Typical*

*4.2.2 Atypical*

**4.2 Language and communication skills**

with excitement or stress on different aspects of issues related to school. The parents of these children have the same range of emotions and stressors as they face the myriad of decisions to be made as they enroll their children in primary school.
