This post will finish the posts on development for 4 to 5 years olds finishing the discussion of the component - Physical Science. Remember I am taking my information from the Tennessee Early Learning Developmental Standards (TN-ELDS).
We will start with the learning expectation: Recognizes that objects have observable properties that can change over time and under different conditions. The performance indicator for this one is: Develops growing abilities to collect, describe, and record information through a variety of means, including discussion, drawing, maps, and charts. Wow! Unless a child is in a very high quality program that includes this type of instruction on a weekly basis, there is no way a 4 to 5 year old will meet this performance indicator. This involves yet another way that lack of outside play, unsupervised outside play, has hurt this upcoming generation. They barely notice anything that is not specifically pointed out to them. They basically do not have enough unhindered alone time with nature to notice the change of plants, rocks, sticks, etc. over time. This must be demonstrated to them in a classroom setting and/or allow them to just play outside without adults hovering over their every activity. We have helicoptered an entire generation completely out of their natural curiosity. It is sad!
The next learning expectation is: Recognizes that the sun gives us light. The performance indicator for this one is: Begins to describe and discuss predictions, explanations, and generalizations based on past experiences. For this one the performance indicator does not really match the learning expectation. Most 4 to 5 year old children recognize that the sun gives us light. However, discussing, explaining, and generalizing might be a stretch for a great deal of them. This generation does not notice a great deal of what goes on around them. Some four year olds do not have the language skills to discuss, explain, or generalize. Children must be given the opportunity to develop these skills with an adult that actually engages and listens to them. That would require the adults in their life to put down their phones. I pray that you the teacher or caregiver will engage these children and help to look up from their phones and tablets and notice the world around them.
The last learning expectation is: Recognizes that sound is produced when two objects collide. The performance indicator is: Uses senses to observe and explore classroom materials and natural phenomena. Again, I believe this performance indicator does not really match the learning expectation. Most children of 4 and 5 do understand that sound is produced when two objects collide. Most of them have that much life experience even if they are constantly distracted by screens. However, observing and exploring do not really happen organically anymore. They can be prompted into observing and exploring, but most of the time the cattle prod is needed. I pray our culture soon realizes the damage all these technological devices have done to our children. Preschool children do not need screen time people or very little of it. Send those children to play and put up with their hissy fits until they understand you mean business.
I hope you have enjoyed this series on childhood development. This finishes the posts on 4 to 5 year olds. We will now switch gears to 2 to 2 and 1/2 year olds.
I hope you enjoyed this post. Goodbye and God bless!!
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