Development at 47 Months
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Activity 1
Age Appropriate Gross Motor Development
Rides A Tricycle Well
 I am learning to ride a tricycle well using its pedals! Help me into a tricycle with pedals and observe if I am able to ride the tricycle well using the pedals. I should be able to steer well and avoid the obstacles in my way! You may place a few obstacles in my path and see if I am able to turn and maneuver around them without putting my feet on the ground! I should also be able to stop, start and pedal continuously easily. The skill of riding a tricycle well should be developed between 36 and 52 months (3 years and 4 year 4 months). |
Steps
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Help your child into a tricycle with pedals and observe if he is able to ride the tricycle well using the pedals.
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Place a few obstacles in his path and observe if he is able to turn and maneuver around them without putting his feet on the ground.
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Observe also if your child is able to stop, start and pedal continuously easily.
Feedback
Your child is advancing well with his motor skills in being able to ride a tricycle! As your child pedals and steers, he needs to coordinate many different aspects of his sensory and motor systems. This activity is certainly much more challenging than it looks! You may look at the suggested activities for more ideas with this task.
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1. Provide your child with lots of opportunities to ride a tricycle, indoors and outdoors over different surfaces and even on little slopes for a greater challenge!
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Be sure to guide your child with one hand on the back of his seat and the other on his handlebar initially until you are sure that he is safe enough to ride on more challenging surfaces. Always remember, safety first (especially when he is going down an incline)! Always ensure close supervision or wearing of protective gear if your child is riding in a challenging area.
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Activity 2
Age Appropriate Cognitive Development
Puts Shapes Together To Form A Design As Demonstrate
 I can put together different shapes to form a simple design after you have shown me once how to do it. I will start putting together simple shapes like squares, triangles and circles to form a design shown on paper between 44 and 54 (3 year 8 months and 4 year 6 months). |
Steps
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Show a large paper design of a fish that is made up of 5 triangles of different sizes.
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Demonstrate to your child how you make the fish with 5 triangles placed in front of you while you refer to the model.
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After you have finished, ask him to put the shapes together to form the same design.
Feedback
Your child's visual spatial and problem solving abilities for this task usually develop between 3 year 8 months and 4 year 6 months. His responses in this task show that he is spatially aware that the shapes he is putting down will form the picture which is defined by the shapes and lines drawn.
Let him go to more complex designs which involve a wider variety of shapes and take a look at the suggested activities for more ideas on this task.
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Create success whenever possible. This is important in encouraging your child's interest in learning.
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Use large shapes (at least 8 cm in size)
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Start with basic shape pictures of 2 blocks. Move to 3, 4 and 5 when your child is more successful.
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Also start with simple placement of the shapes, like from the left to right before moving on to more complex placements combining both left to right and top to bottom designs.
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It is also easier for your child to copy from a concrete model than a picture model of shapes.
Do not be afraid to start at the level where your child can achieve. Then pace him steadily towards more difficult pictures.
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 Allow your child to create his own designs from lego blocks and shapes. Marvel at his design and copy from him. Then ask him to copy your design.
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Use your child's interest. If he is interested in birds, have a diagram of a bird made up of a big circle (body), two small circles (eyes), a triangle (beak) and two long sticks (legs). Have fun putting the picture together.
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Have fun using beans to form an outline shape of an airplane (or other things he is interested in) and filling the outline with glued torn paper.
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