Development at 60 Months
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Activity 1
Age Appropriate Cognitive Development
Gives Solutions To Problems
 When I am faced with simple problems in my daily life, I can actually come up with my own solutions! E.g. when someone in school snatches my toy, I may tell the teacher. Or when it suddenly rains before we go out, I may remind you to take the umbrella. Or when a toy is broken, I may ask daddy to fix it for me. Engineer a simple problem and watch me think for a solution! I can do this between 52 and 66 (4 year 4 months and 5 year 6 months). |
Steps
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Engineer a simple problem at home.
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For example, place a cookie jar out of reach from your child and yourself.
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Say to your child, "Oh dear, I am hungry. But look, the cookie jar is so high up. I cannot reach it. What can I do?"
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Note whether your child will provide a solution to the problem.
Feedback
Your child's responses in this activity reveal his ability to anticipate the needs of a simple problem and to provide a suitable solution to that problem. You can encourage him to provide different ideas to solve a problem, and praise him for his efforts whether or not the solutions are workable. The ability to provide at least a solution to a problem usually develops between 4 year 4 months and 5 year 6 months.
Take a look at the suggested activities to encourage this skill meaningfully in everyday lives.
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Engineer some problems for your child. Facilitate his thinking through possible solutions. Allow him to solve his own problems whenever he is with his peers. Do not interfere and let him come up with his own strategies. Read story books on how characters solve their problems.
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Engineer simple social problems when your child plays with you, e.g. pretend to be sad when you lose a game by crying. Or pretend to insist on getting your way in wanting to start first in a game. Such situations are good practice for your child to anticipate your and his peers' needs.
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When the child comes across a problem, sit down with him and create your own mind maps. Draw the problem in the middle of the sheet and circle it. Help your child to come up with one solution and draw it on the sheet. Link the solution back to the problem by drawing a line from one circle to the next. Discuss with the child what can happen next based on the available solution. Encourage the child to come up with more solutions and draw them all down. Allow the child to decorate each idea in any way he likes. At the end of it, you will have one big mind map full of solutions to that one single problem. You can stick it up on the wall and explain to the child how there can be so many alternatives to one problem. Don't forget to reward him for his efforts and achievements with a small treat.
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Buy age appropriate exercise books on "mazes". Mazes are good for planning and problem-solving abilities as it forces the child to think through the different ways to get out of the maze.
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Play "I Spy". Spy something with a problem, say, a broken chair, and after the child has identified what object you have spied upon, ask him what he can do about the broken chair. You can help by providing some solutions and then build upon those solutions with the child. Encourage the child to suggest as many solutions as he can. Try not to disagree with him, instead try saying something like, "I suppose that could work. How about trying it and see?
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Activity 2
Age Appropriate Gross Motor Development
Walks Heel-To-Toe On Balance Beam For At Least Seven Steps
I am learning how to walk on a beam balance! Observe if I am able to walk heel-to-toe on a beam balance of 10cm width for at least 7 steps. If you cannot find a beam balance, you may try this on a curb approximately 10cm wide, or mark out a narrow path of 10cm width on the floor instead. You may also need to demonstrate the activity for me first. Make sure there are no objects or wall nearby for me to hold on to, although I am allowed to hold my hands out to the side for balance. Please let me practice first if this is my first time on the beam balance. I usually develop this skill when I am between 48 and 64 months old (4 years and 5 year 4 months).
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Steps
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Observe if your child is able to walk heel-to-toe on a beam balance, curb or narrow path of 10cm width for at least 7 steps.
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You may demonstrate the activity for your child to imitate.
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Ensure there are no objects or wall nearby for your child to hold on to, although he is allowed to have his hands out to the sides for balance.
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Let your child practice if this is his first time on the balance beam.
Feedback
Your child is developing excellent balance and coordination skills in this activity! This activity demands your child to balance within a narrow base as he walks along. Remember that his good ability in balance here will serve as an essential foundation for many movement patterns and sporting skills he may learn later! You may look at the suggested activities for more ideas with this task.
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Provide lots of opportunities for heel-to-toe walking on beam balance and narrow paths by incorporating this movement into games and obstacle courses!
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 Let your child walk on narrow beams at playgrounds to master his balance!
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If you child needs a little help balancing himself, you can help by providing him with some physical support by holding his hand as he walks on the beam. Gradually decrease your support as he becomes more steady.
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If your child is unable to walk with an alternate foot (left, right, left, right) pattern on the balance beam, model the walking for him again and guide him with simple instructions like “left step, balance, right step, balance…”. If he is confused about his left and right sides, place 2 different colored stickers on the top of his feet (e.g. red on right, blue on left) to indicate which should move. Then, verbally cue him.
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Mark out a path wider than 10cm (use masking tape or colored tape) on the ground. Let your child practice walking heel-to-toe on the path. Gradually decrease the width of the path as his balance improves.
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