Development at 54 Months
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Activity 1
Age Appropriate Gross Motor Development
Hops Five Times on One Foot
 I am learning to hop on one foot! Observe if I am able to hop on one foot for at least 5 hops. You may need to demonstrate hopping to me first. Please let me choose which foot I want to hop on. That is probably my 'preferred foot'. I usually develop the ability to hop on one foot for at least 5 hops between 45 and 55 months (3 year 9 months and 4 year 7 months). |
Steps
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Observe if your child is able to hop on one foot for at least 5 hops.
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You may need to demonstrate hopping to your child first.
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It does not matter which leg your child chooses to hop on. That is probably his 'preferred foot'.
Feedback
Your child has developed sufficient strength, balance and coordination to achieve this gross motor skill in this activity. Expect your child to learn to hop comfortably on each foot, soon, as his body systems continue to mature and develop. You may look at the suggested activities for more ideas with this task.
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Continue to play games that require your child to hop on one foot so that he can master his skill.
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Let him try hopping on different surfaces for a greater challenge too!
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If your child needs a little help to hop on one foot, face your child and let him hold on to your hands as he hops on the spot. As his ability improves, gradually decrease the amount of support that you give him.
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Let your child hold your hands as before, but this time allow him to hop forwards as you move backwards. You may hold a stick horizontally in front of him and allow him to use it as a light support as he hops forwards.
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Draw a hopscotch grid on the ground using chalk or masking tape and let your child try hopping in the grid. Make it fun by picking up small, safe items like colored rubber bands at the end of the grid and bringing it back to the start.
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Activity 2
Age Appropriate Cognitive Development
Up to Four Pictures of Events in a Story
 I can organize my memory of everyday events in sequence; as if it is a film playing in my head. Give me 4-5 pictures of activities I am familiar with. I will sequence these pictures from the first thing that happens to the last. I will do this between 48 and 60 months (4 years and 5 years). |
Steps
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Sit down with your child to look at 4-5 picture cards about a familiar story.
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Go through each picture card describing each event of the story.
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By the end of the story, all 4 cards are laid out for the child to see.
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Then mix the cards and give them to the child.
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Asks, "Can you arrange the pictures in order of what happened as I have told you just now?"
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Observe the child's ability to place the 4 pictures in sequence. Also observe his ability to relate the story in words.
Feedback
The ability to complete this activity demonstrates that your child is able to sequence pictures to represent an event he remembered. He is progressing nicely in his ability to see the order of things as this ability usually develops between 4 years and 5 years old.
His success in this task reveals his ability to systematically organize his thoughts and explain objects or events in sequential order. At this age, it is advisable to stick to just 4 sequences, up to a maximum of 5.
Take a look at some of the suggested activities to further develop this skill.
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Buy commercially available sequencing picture cards of daily activities (e.g. bathing and drying) and social situations (e.g. birthday or when someone is sick). Let your child play with and arrange the sequence. Remember to incorporate language to describe the sequence of events. You can introduce ordinal (ordered) positions in describing the pictures such as "first, then, last".
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Use drawn out sequences to remind the child about certain daily activities that he may have a problem organizing himself to do, e.g. first go to the toilet, then wash your hands, then dry your hands. This makes the learning of sequences real for him.
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Use comic strips, blank out the words and create your own story. Point and show the child each frame as you tell your story. Afterwards, cut the strip up into single frames. Mix the frames up and then ask your child to rearrange the frames into the order of the story you just told him. Allow him sufficient time to work on it.
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 Pick a short story out of the child's collection of storybooks. Dramatize the events with the child. After an event, ask the child what happens next and see if the child is able to respond or act it out correctly.
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If you child has some difficulties in sequencing 4 pictures events, you could start with 2-picture sequences first, i.e. wear socks then shoes, take bag then walk away, etc. Once successful, move your child to 3-picture, then 4-picture sequences. This gradual introduction creates success and instills your child's interest in the activity.
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Organize how you show the child the pictures. Make sure the table is clean from clutter. Place all the pictures in a row. Demonstrate to the child first. Then ask the child to rearrange the pictures. You may want to use a template with the 4 squares, marked 1,2,3,4 to help your child organized his thoughts and focus on arranging the pictures in order.
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