Question

Which observation is an example of the expected development in early childhood? A. A two-year-old has a temper tantrum when he is told "no" B. A three-year-old gives his favorite toy to another child C. A four-year-old has real friends, not imaginary ones D. A five-year-old loudly protests and holds his breath when scolded

Short answer

Short Answer: C. A four-year-old having real friends instead of imaginary ones is an example of expected development in early childhood, as it shows the child is developing social skills and understanding relationships.

Step-by-step solution

Analyze Option A

A two-year-old having a temper tantrum when told "no" is a typical behavior observed in children around this age. This stage is often referred to as the "terrible twos." Children at this age are learning about their independence and boundaries, so it is common to see tantrums as a response to being told "no."

Analyze Option B

A three-year-old giving his favorite toy to another child is a more advanced behavior, requiring empathy and understanding. Most three-year-olds are still developing their social skills and understanding of sharing. It is relatively uncommon for a child this age to willingly give away their favorite toy.

Analyze Option C

A four-year-old having real friends instead of imaginary ones is expected at this age. Children around four years old begin to develop relationships with their peers and engage in cooperative play. While some children may still have imaginary friends, the development of real friendships is a normal part of early childhood development.

Analyze Option D

A five-year-old loudly protesting and holding his breath when scolded is an extreme reaction that could suggest emotional regulation issues. Most children around this age have developed better ways to cope with negative emotions, although occasional outbursts and tantrums are still common.

Determine the correct answer

Based on the analysis of each option, the correct answer is C. A four-year-old having real friends instead of imaginary ones is an example of expected development in early childhood. Real friendships show that the child is developing social skills and understanding relationships, which is important during this stage of development.

Key concepts

Early Childhood Behavior

In early childhood, behavior can range widely depending on the child's stage of development. Observing these behaviors can give insight into normal developmental milestones.

• For instance, during the "terrible twos," it is common to see children become more independent, leading them to express their frustration through tantrums, especially when they are denied something they want. This is a typical response as they learn about boundaries.
• At three years old, behaviors such as sharing begin to surface but remain less common since empathy is still developing. Children are often more focused on personal needs and desires, finding it challenging to part with their favorite possessions.
• As children reach four years, noticeable behavioral changes occur, such as forming friendships. This marks a shift from solitary or parallel play to more interactive and cooperative behavior with peers, showcasing their social skill development.

Understanding these behavior patterns can help in guiding children through their growth stages with appropriate expectations and support.

Social Skills Development

In early childhood, social skills development is crucial as children begin to interact more with their peers and the world around them.

• The transition from parallel to cooperative play around the age of four signifies a deeper understanding of social cues and cooperation. It allows children to form genuine friendships beyond transient or imaginary playmates.
• Key skills such as sharing, taking turns, and listening are gradually emerging at this stage, with opportunities for improvement as children engage more with peers.
• Children also start to navigate more complex social settings, learning to communicate their needs while considering others' feelings.

Parents and educators can facilitate this development by providing ample social interaction opportunities, fostering environments where children can practice social skills in real-life situations.

Emotional Regulation in Children

Emotional regulation refers to the child's ability to manage and respond to their emotional experiences appropriately.

• By around age four or five, children are expected to have begun developing better strategies for coping with emotions such as frustration or anger.
• While outbursts are still common, significant improvement in expressing emotions calmly and rationally is often witnessed. This growth is essential as emotional regulation is linked to successful social interactions and learning environments.
• Techniques such as deep breathing, verbalizing feelings, and taking breaks are helpful strategies that can be taught to manage intense emotions.

Supporting children through these stages aids in developing healthy emotional skills, which are essential for long-term emotional health and stability.