Development at 63 Months
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Activity 1
Age Appropriate Cognitive Development
Identifies Today, Tomorrow And Yesterday
 It is easier for me to learn about days of the week by attaching specific activities to the day. E.g. today is Monday. Monday is the day the whole family goes to the park after dinner. Yesterday was Sunday and Sunday is the day we go swimming. Tomorrow is Tuesday and we visit Grandmother on Tuesdays. Being able to name days and relate it to TODAY, TOMORROW and YESTERDAY are skills I will learn between 60 and 68 months (5 years and 5 year 8 months). |
Steps
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Stand in front of a calendar with your child each morning.
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Tell your child, "TODAY is ___. We go to grandma's house on ___". Draw a picture of grandma on the box using 1 colored marker.
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Do this for subsequent days for a week.
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The following week, ask your child, "Today is _____. We go to _____". You may draw a picture of the activity to trigger his memory of the word.
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Ask your child, "Can you tell me the days of the week one by one?"
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Praise his efforts.
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Note his responses.
Feedback 1
Understanding the passing of time is an abstract concept. This skill usually develops between 5 years and 5 year 8 months. Your child first understands the passing of time by remembering the sequence of days. The next step is to help him associate the days to today, tomorrow and yesterday. In a couple of months' time, he will grasp the passing of time using hours and half hours.
Use the suggested activities for more ideas in developing this skill with your child.
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If you are using specific activities to clue your child onto the days, you can phase out the activity descriptions after a period of time or as soon as the child shows understanding of the relationship of days to the week.
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You can also introduce the months of the year. To help the remembering of months, relate months to holidays and special events in that month, such as Christmas, New Year’s Day, Father’s and Mother’s Day.
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Talk about which are your favorite days and what makes that day your favorite.
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Incorporate any plans, e.g. family holidays, your overseas work trips, special outings, etc., by drawing them on the calendar. Count down the days with him to that special day by striking yesterday off. This helps your child to see concretely the passing of time and to use time to manage his interest or anxieties.
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Feedback 2
If you child has some difficulties learning about today, yesterday and tomorrow, try the following ideas :
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Permanently stick the large calendar in a visible part of your child's room.
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Use large calendars with boxes on them. Buy calendars of characters or pictures that he likes.
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Permanently stick the large calendar in a visible part of your child's room.
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Use visual strategies. Use different colors to represent TODAY, TOMORROW and YESTERDAY. Make this visual cue larger.
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Use the calendar daily to practice and refer to days. Use a visual cut-out of Today, Yesterday and Tomorrow to shift and paste onto the correct days. Cultivate the habit of looking at the day and what he can look forward to that day, and the next day. You can also say at the same time ""goodbye"" to yesterday.
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Incorporate any plans, e.g. family holidays, your overseas work trips, special outings, etc., by drawing them on the calendar. Count down the days with him to that special day by striking yesterday off. This helps your child to see concretely the passing of time and to use time to manage his interest or anxieties.
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Make up a "days of the week" song, e.g. “Monday, Tuesday happy days, Wednesday, Thursday happy days, Friday, Saturday happy days, what a day, what a day, what a day is Sunday", to help him verbally remember the auditory sequence of days.
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Once your child can remember the days of the week in sequence, start teaching him to relate TODAY, TOMORROW and YESTERDAY to the days of the week. Start by making a habit and using a visual cue to teach this concept. Use the calendar daily to practice and refer to days. Use the cut-out of Today, Yesterday and Tomorrow to shift and paste onto the correct days. Cultivate the habit of looking at the day and what he can look forward to that day, and the next day. You can also say at the same time "goodbye" to yesterday.
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Activity 2
Age Appropriate Gross Motor Development
Walks Up And Down Stairs While Carrying An Object With Both Hands
 I am learning to walk up and down stairs while carrying an object in both hands! Bring me to a flight of stairs and let me hold a large object (e.g. a large book or shoe box) with both hands. Observe if I am able to walk up and down the stairs while carrying the object using both hands. I should be able to walk up and down the stairs using an alternate feet pattern (i.e. both feet do not land on the same step at the same time). Please ensure close supervision at all times and be ready to catch me in case I lose my balance. I usually develop the ability to walk up and down stairs using an alternate feet pattern while holding an object with both hands between 60 and 65 months (5 years and 5 year 5 months). |
Steps
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Bring your child to a flight of stairs and let him hold a large object (e.g. a large book or shoe box) with both hands.
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Observe if he is able to walk up and down the stairs while carrying the object using both hands.
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He should be able to walk up and down the stairs using an alternate feet pattern (i.e. both feet do not land on the same step at the same time).
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Please ensure close supervision at all times and be ready to catch your child in case he loses his balance.
Feedback
Your child is developing good balance, strength and body coordination in this activity. He is able to negotiate stairs efficiently, safely and independently while carrying an object with both hands. He is already beginning to multi-task! You may look at the suggested activities for more ideas with this task.
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Allow your child to ferry items up and down stairs to give him opportunities to practice this skill. Always ensure close supervision until your child is fully safe and independent on the stairs.
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Let your child hold on to a small object with one hand while his other hand may hold on to the rail or your hand for support. Gradually decrease his hand support. When his ability improves even further, let him hold a larger object using two hands.
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Practice going up and down a flight of low steps with your child first, if possible. If he needs to hold on to a support with one hand, allow him to do so until he gains more confidence. Practice until he is confident going up and down the low flight of stairs without holding on to anything or anyone. Be sure to allow him to rest when he is tired.
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Make climbing stairs into a fun game. For example, get your child to transport pieces of jigsaw up the stairs so that he eventually completes a 10-15 piece jigsaw puzzle at the top of the stairs. Allow him to take several pieces of puzzle each time. Ensure his safety at all times, making sure that he does not rush.
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Walk up and down slopes, inclines and stairs with your child whenever you have the opportunity.
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