Child developmental Milestones Preschoolers Three Years

GROWTH AND PHYSICAL DEVELOPMENT

• height increases 2 to 3 inches per year; average height is 38 to 40 inches or nearly double the child’s original birth length
• gains 3 to 5 pounds per year; weighs and average of 30 to 38 pounds
• heart rate (pulse) averages 90-110 beats per minute
• respiratory rate is 20-30 depending on activity level; child continues to breathe abdominally
• blood pressure reading is 84-90/60
• growth of legs is more rapid than arms giving the three year old a taller, thinner, adult-like appearance
• has full set of “baby” teeth
• needs to consume approximately 1500 calories daily visual acuity is approximately 20/40 using the Snellen E chart
• pot bellied due to position and size of the internal organs
• swaybacked-the spinal cord is not fully developed
• boys tend to vary in height more than girls
• growth slows down, the baby fat begins to shed, and the child looks leaner
• child is less top-heavy
• height and weight should rise together
• arms, trunk, and legs lengthen
• legs grow faster than the rest of the body
• bones become denser
• walks erect
• toilet trained
• more verbal and more social than the 2 year old

MOTOR DEVELOPMENT

• walks up and down stairs independently, using alternating feet; may jump from bottom step, landing on both feet
• feeds self without assistance
• jumps in place
• shows improved control of crayon or markers when drawing; uses vertical, horizontal and circular motions
• holds crayon or marker between first fingers and thumb (tripod grasp)
• turns pages of a book one at a time
• enjoys building with blocks
• builds a tower of eight or more blocks
• enjoys playing with clay; pounds, rolls and squeezes it
• may begin to show preference for use or right or left hand
• manipulates large buttons and zippers on clothing
• washes and dries own hands; brushes own teeth
• usually achieves complete bladder control during this time
• balance is more stable
• better coordination, balance and stronger legs
• learn to pedal properly
• learn to run
• beginning to learn to jump-first jumps will be all leg and no arm movements, but with practice will start to use arms
• some children can thread large wooden beads on a shoelace
• may hold a pencil in the adult way
• hop with both feet
• pedals a tricycle
• throws a ball underhanded
• cuts paper
• works a puzzle of several pieces
• draws simple shapes
• sits on chair, ankles crossed
• walks forward, sideways, or backwards, pulling big toys
• pedals and steers a tricycle
• may jump off bottom step
• prefers much more complex activities
• can ride tricycle and push a wagon
• runs, but her stopping and starting are controlled
• does not bump into people or things

PERCEPTUAL-COGNITIVE DEVELOPMENT

• listens attentively to age-appropriate stories
• likes to look at books and my “read” to others or explain pictures
• plays realistically - feeds doll, puts it down for nap, covers it up
- hooks truck and trailer together, loads truck, drives away making motor noises
• attempts to draw, copies circles, squares, and some letters
• sorts objects logically on the basis of design, shape or color; however, chooses color or size predominantly as basis for classification
• names and matches primary colors: red, yellow, blue
• counts objects out loud
• sight and hearing continue to improve
• visual acuity is approaching adult levels
• can use complex cues to help them determine relative distance, or depth of field
• uses symbols in play (ie: feeding a doll)
• animistic and egocentric, unable to reason, incapable of perceiving the way groups of objects are similar
• capable of discriminating between animate and inanimate objects
• able to share with other children
• recognizes and remembers objects seen before and engages in deferred imitation
• mentally works out steps involved in solving a simple problem
• begins to develop representational skills, recognizing symbols and words and forming mental images
• begins categorizing by forming concepts and sorting and labeling objects and events by group
• begins to develop a sense of right and wrong
• cuts paper with scissors
• build a nine brick tower
• controls pencil between thumb and first two fingers
• makes and names pictures
• visual-motor coordination is more advanced than it was at 2
• in her block play, her drawings and her imitations shows more direction than a year before

SPEECH AND LANGUAGE DEVELOPMENT

• talks about known objects, events and people not present
• answers simple questions appropriately
• calls attention to self, objects or events in the environment
• asks for desired objects or assistance
• vocabulary has grown to 300 to 1000 words
• recites nursery rhymes, sings songs
• speech is 80% intelligible
• uses the preposition “in”
• indicates negatives by inserting "no" or "not" before a simple noun or verb phrase, "not baby"
• answers “what are you doing?” “what is this?” and “where?” questions dealing with familiar objects and events
• ability to communicate complex ideas
• child’s vocabulary, both understood and spoken grows at a fast rate
• abstractions and concepts such as past and future become real
• children talks at this age about people, in particular their mothers and fathers
• can understand more than they can say
• language becomes more difficult than
• more language they have, the faster thinking will progress
• begins speaking in short, simple sentences
• identifies and explains use of household objects
• understands more vocabulary words than he or she can say
• recognizes that language has a specific structure and rules
• loves hearing favorite stories
• speaks with modulated pitch and volume
• can repeat some nursery rhymes
• may count to 10
• language is truly phenomenal
• 3 year olds language is still more circumscribed than what it will be later
• young children talk to themselves while they are playing, eating or engaging in activities with other children
• language is an accompaniment to action
• language is a form of practice

PERSONAL-SOCIAL DEVELOPMENT

• seems to understand taking turns, but not always willing to do so
• friendly; laughs frequently; is eager to please
• joins in simple games and group activities, sometimes hesitantly
• uses objects symbolically in play; block of wood may be pushed as a truck, aimed as a gun, used as a ramp
• engages in make-believe play alone and with other children
• shows affection toward children who are younger or children who get hurt
• sits and listens to stories up to 10 minutes at a time; does not bother other children listening to story and resents being bothered
• sense of self deepens
• early stages of fear of not being able achieve may become evident, as the first signs of fearing ridicule
• may be frightened by everyday objects
• uses spoon and fork at table
• affectionate and less rebellious
• begins to grasp differences between past, present, and future
• may be dry day and night
• no longer needs to assert individuality
• accepts her separateness as she does that of others
• wants to be accepted and liked by others and tries hard to please
• takes great pride in doing little errands

DEVELOPMENTAL ALERTS

Check with a health care provider or early childhood specialist, if by the fourth birthday, the child does not:

• have intelligible speech most of the time
• understand and follow simple commands and directions
• use 3 to 4 word sentences
• ask questions
• help with dressing self