学龄前儿童发展里程碑

学龄前儿童发展里程碑

（参考于https://www.360docs.net/doc/2e15807306.html,/health/child-development/MY00136）

Age 2 2岁Age 3

3岁

Age 4

4岁

Age 5

5岁

Language skills 语言技巧

Links two words together

将连个词联系在一起Speaks in three-and

four-word sentences

说3-4个词的句子

Speaks in

complete

sentences

能说完整的句子

Uses compound

and complex

sentences

使用复合、复杂

的句子

Uses some adjectives (big, happy)

使用一些形容词（大、快乐）Uses pronouns (I,

you, we, they) and

some plurals

使用代词和复数

Uses prepositions

(under, beside, in

front) 使用介词

（在……下面，

在……旁边，在前

面）

Uses future tense

使用未来时态

Speaks clearly enough for parents

to understand some of the words

能清楚地讲一些词语，使得父母能听懂States first name

说出自己的名字

Speaks clearly

enough for

strangers to

understand

能清楚地让陌生

人明白讲的话

States full name

and address

说出全名和地址

Social skills 社会技巧

Becomes aware of his or her identity as a separate individual

开始意识到自己是独立的个体Imitates parents

and playmates

模仿父母和玩

伴

Cooperates with

playmates

与玩伴合作

Wants to be like

friends

想要成为朋友

May become defiant 可能行为会变得挑衅Takes turns

轮流

Tries to solve

problems

尝试解决问题

Follows rules

依据规则行事

Becomes interested in playing with other Expresses

affection openly

May have a best

friend

Understands

gender

children

变得喜欢与其他孩子玩耍公开表达情感可能有了一个最好

的朋友

理解性别的概念

Separation anxiety begins to fade

分离焦虑开始消退Easily separates

from parents

能容易地与父

母分离

Becomes more

independent

变得更为独立

Wants to do

things alone

想要独自做事情

Cognitive skills

Begins to play make-believe

开始玩过家家的游戏Asks "why"

questions

问出“为什么”

的问题

Becomes involved

in more complex

imaginary play

开始参与更为复杂

的想象的情节中

Uses imagination

to create stories

利用想象力创造

故事

Begins to sort objects by shape and color 开始以形状和颜色分类物品Correctly

names some

colors

正确命名颜色

Prints some capital

letters

能写一些大写字母

Correctly counts

10 or more

objects

正确地数10个或

以上的物品

Scribbles 乱画Copies a circle

复制一个圆圈

Draws a person with

two to four body

parts

能画一个人物，并

画出人物2-4个身体

部分

Copies a triangle

and other

geometric

patterns

能复制一个三角

形及其他集合图

形

Finds hidden objects 能找到藏起来的物品Understands the

concepts of

same and

different

理解相同和不

同的概念

Understands the

concepts of

morning, afternoon

and night

理解上午、下午和

晚上的概念

Understands the

concepts of time

and sequential

order

能理解时间顺序

和顺序次序的概

念

Physical skills 身体技巧

Walks alone and stands on tiptoe

独自行走并能脚尖站立Walks up and

down stairs,

alternating feet

交换脚上下楼

梯

Stands on one foot

for at least five

seconds

能单脚站立至少5

秒

Stands on one

foot for at least

10 seconds

能单脚站立至少

10秒

Climbs on furniture and begins to run 爬上家具并能开始跑步Kicks, climbs,

runs and pedals

a tricycle

能踢、爬、跑和

踩三轮车

Throws ball

overhand, kicks ball

forward and catches

bounced ball most of

the time

从头顶扔球，将球

往前踢并大多数情

况下能接住弹跳的

球

Hops, swings and

somersaults

能单脚跳，旋转

并翻跟头

Builds a tower of six or more blocks

建一个6块以上积木的塔Builds a tower

of nine or more

blocks

能建一个9块以

上积木的塔

Dresses and

undresses

穿衣服，脱衣服

May learn to ride

a bike and swim

可能学会骑自行

车和游泳

Empties objects from a container

能将物品从器皿中清空Manipulates

small objects

and turns book

pages one at a

time

操作小物品，并

能一次翻几张

书页

Uses scissors

能使用剪刀

Brushes own

teeth and cares

for other personal

needs

自己刷牙并能照

顾自己其他的需

求

General Developmental Sequence T oddler through Preschool

（from https://www.360docs.net/doc/2e15807306.html,/child-development/devsequence.shtml）

This page presents typical activities and achievements for children from 2 to 5 years of age. It is important to keep in mind that the time frames presented are averages and some children may achieve various developmental milestones earlier or later than the average but still be within the normal range.

This information is presented to help parents understand what to expect from their child. Any questi ons you may have about your child’s development should be shared with his doctor or teacher.

There are many programs available touting to raise IQ and speed up child development in general. 研究表明儿童健康发展的关键在于儿童与父母一起游戏顺带学习所花的时间.每日幼儿电子产品的使用不能超过2个小时（包括多媒体教育操作的时间）。Here are some suggestions: Activities for Toddlers & Parents. Reading to children develops language skill and pre-reading

skills. Y ou will find these resources on reading to children to help you make the most of this special time. Here is a great preschool book list.

Children at this stage also need lots of playtime. 这包括独自游戏、与父母游戏和与同龄人游戏的时间. Please see our articles on “Play the Work of a Child.” Here are suggestions for Toys & Games for this crowd. Listening to music and playing with musical toys is also great. Finally, get our kids playing outside as much as possible. Just a couple of well chosen outdoor play items such as these Outdoor Fun can lead to hours of fun, exploration and physical development.

Physical Development

Walks well, goes up and down steps alone, runs, seats self on chair, becoming independent in toileting, uses spoon and fork, imitates circular stroke, turns pages singly, kicks ball, attempts to dress self, builds tower of six cubes.

Emotional Development

非常以自我为中心，刚刚开始形成一种个人身份、所有物的概念。往往会有占有欲、常常是负面的，经常沮丧，无法在不同条件中做出选择，享受物理刺激的魅力，抵抗改变，变得独立，与纪律或理由相比更能对幽默和干扰物做出回应。

Age 2

Social Development

社会发展

Solitary play, dependent on adult guidance, plays with dolls, refers to self by name, socially very immature, little concept of others as “people.” May respond to simple direction.

独自游戏，依赖成人的指引，玩娃娃，用名字指称自己，社会功能很不成熟，对他人几乎没有对方是“人”的概念。可能可以回应简单的方向。

Intellectual Development

智力发展

Says words, phrases and simple sentences, 272 words, understands simple directions, identifies simple pictures, likes to look at books, short attention span, avoids simple hazards, can do simple form board.

能说词语、短语和简单的句子，会272个词语，能理解简单的方向，识别简单图像，喜欢看着书本，短暂的注意广度，能避开简单的危险，能做简单的模板游戏。

Physical Development

身体的发展

Runs well, marches, stands on one foot briefly, rides tricycle, imitates cross, feeds self well, puts on shoes and stockings, unbuttons and buttons, build tower of 10 cubes. Pours from pitcher.

能好好地跑步，能走，短暂单脚站立，骑三轮车，模仿交叉（？），自己能较好地吃东西，穿鞋子、袜子，解开纽扣和扣上纽扣，建10块积木的塔，从水罐中倒水。

Emotional Development

Likes to conform, easy going attitude, not so resistive to change, more secure, greater sense of personal identity, beginning to be adventuresome, enjoys music.

Age 3

Social Development

Parallel play, enjoys being by others, takes turns, knows if he is a boy or girl, enjoys brief group activities re quiring no skill, likes to “help” in small ways–responds to verbal guidance. Intellectual Development

Says short sentences, 896 words, great growth in communication, tells simple stories, uses words as tools of thought, wants to understand environment, answers questions, imaginative, may recite few nursery rhymes

Physical Development

Skips on one foot, draws “Man”, cuts with scissors (not well), can wash and dry face, dress self except ties, standing broad jump, throws ball overhand, high motor drive.

Emotional Development

Seems sure of himself, out-of bounds behavior, often negative, may be defiant, seems to be testing himself out, needs controlled freedom. Age 4

Age 4

Social Development

Cooperative play, enjoys other children’s company, highly social, may play loosely organized group games – tag, duck-duck-goose, talkative, versatile.

Intellectual Development

Uses complete sentences, 1540 words, asks endless questions, learning to generalize, highly imaginative, dramatic, can draw recognizable simple objects.

Physical Development

Hops and skips, dresses without help, good balance and smoother muscle action, skates, rides wagon and scooter, prints simple letters, handedness established, ties shoes, girls small muscle development about 1 year ahead of boys.

Emotional Development

Self-assured, stable, well-adjusted, home-centered, likes to associate with mother, capable, of some self-criticism, enjoys responsibility. Likes to follow the rules.

Age 5

Social Development

Highly cooperative play, has special “friends”, highly organized, enjoys simple table games requiring turns and observing rules, “school”, feels pride clothes and accomplishments, eager to carry out some responsibility.

Intellectual Development

2,072 words, tells long tales, carries out direction well, reads own name, counts to 10, asks meaning of words, knows colors, beginning to know difference between fact and fiction-lying, interested in environment, city, stores, etc.

（参考并翻译自

https://www.360docs.net/doc/2e15807306.html,/child-development/language_development.shtml）言语发展表

Age of

Child

T ypical Language Development

6 Months ?V ocalization with intonation

?Responds to his name

?Responds to human voices without visual cues by turning his head and eyes ?Responds appropriately to friendly and angry tones

12 Months ?Uses one or more words with meaning (this may be a fragment of a word)

?Understands simple instructions, especially if vocal or physical cues are given ?Practices inflection

?Is aware of the social value of speech

18 Months ?Has vocabulary of approximately 5-20 words

?V ocabulary made up chiefly of nouns

?Some echolalia (repeating a word or phrase over and over) ?Much jargon with emotional content

?Is able to follow simple commands

24 Months 24个月（2岁）?能命名环境中熟悉的物品

?至少能用至少两个介词，一般如下：在……里面，在……下面，在……上面；

?能将词语组合成一个简短的名词动词结构的句子，句子的平均长度在1.2个词。

?大约三分之二的话能让人明白，词汇量在150-300之间；

?节奏和流利度往往较差；

?音量和音高无法很好地控制

?可以正确使用两个介词：我、你，虽然我和你经常搞混。

?“我的”开始出现

?能够开始回应“把你的眼睛（鼻子等）只给我看？”这样的命令

36 Months 36个月?正确使用代词：你、我

?会使用一些复数和过去时

?至少知道3个介词：常常是：在……里面，在……上面，在……下面

?知道身体的主要部分，如果不会命名也会相应指出

?能简单掌握运用3个词语的句子

?拥有大概900—1000个词的词汇量

?儿童90%所说的话可以被理解

?动词的使用开始占优势

?能理解有关环境和活动的大多数简单问题

?能叙述自己的经历，从而这些经历都能有理由

?能推理出一些问题的答案，例如“当你困、饿、冷或渴的时候你会怎么做？”?能给出自己的性别、名字、年龄

?但是不能期待他回答出所有的问题，即使他明白问题的意思

48 Months ?知道常见动物的名字

?能至少使用四个介词或能够在要求下展示自身对这些词的理解

?能命名图书或杂种的常见物体

?知道一种以上的颜色

?能重复4个慢慢呈现的数字

?Can usually repeat words of four syllables

?能展示对“在……上方”和“在……下面”的理解

?Has most vowels and diphthongs and the consonants p, b, m, w, n well established

?常沉溺于过家家的游戏

?当他/她参与活动的时候广泛使用言语表达

?当对比存在时，能够理解类似“更长”、“更大”之类的概念

?即时当刺激物不在视线内时，仍然能够跟随简单的指令

?常常对词语、短语、音节甚至声音进行重复

60 Months ?可以同时使用许多修饰性词语——包括形容词和副词；

?知道一般的反义词：大—小，硬—软，重—轻等；

?对4及以上的数字有概念；

?可以数到10

?讲话能被完全理解，即使会有发音清晰度的问题；

?Should have all vowels and the consonants, m,p,b,h,w,k,g,t,d,n,ng,y (yellow) ?能够重复9个词长的句子

?能够根据功能定义一般物品（帽子、鞋、头发）

?在不被打断的情况下，能够遵照连续三个命令

?应当知道自己的年龄

?能有简单的时间概念：造成、下午、晚上、白天、晚一些、之后、当…时、明天、昨天、今天

?能使用比较长的句子和一些复合、复杂的句子

?讲话在语法上应该总体正确

6

Y ears ?In addition to the above consonants these should be mastered: f, v, sh, zh, th,1 ?除了60个月时状况外，对7有了概念；

?讲话完全可以被理解，并且在社会交往中发挥作用

?能够对着图讲一个很连贯的故事，并且能看到其中事物之间的关系和发生的事情

7

Y ears ?Should have mastered the consonants s-z, r, voiceless th, ch, wh, and the soft g as in George

?能够很好地掌握反义词：女孩—男孩，男人—女人，飞翔—游泳，钝—锋利，短—长，甜—酸等。

?理解类似“相似、不同、开始、结束”等词

?能够分辨小到一刻钟为单位的时间

?能够简单阅读，并能书写许多词语

8

Y ears ?Can relate rather involved accounts of events, many of which occurred at some time in the past

?Complex and compound sentences should be used easily

?Should be few lapses in grammatical constrictions-tense, pronouns, plurals

?All speech sounds, including consonant blends should be established

?Should be reading with considerable ease and now writing simple

compositions

?Social amenities should be present in his speech in appropriate situations

?Control of rate, pitch, and volume are generally well and appropriately

established

?Can carry on conversation at rather adult level

?Follows fairly complex directions with little repetition

?Has well developed time and number concepts

ACTIVITIES TO TRY 应当尝试的活动

（参考并翻译自https://www.360docs.net/doc/2e15807306.html,/child.dev/presch.dev.html）

3岁儿童：

?学龄前儿童需要时间爬、跳、骑三轮车

?让他们玩不同大小和形状的积木

?让他们玩玩具，玩具要有组成结构，包含一些较小的部分（比如洞洞板、拼图）?教他们自己穿衣服、脱衣服

?让他们帮忙做家事，例如摆放桌子上的物品、给植物浇水

?给他们提供在家里玩的玩具

?当你在做家事的时候，鼓励他们数家庭用品（例如，当你摆放桌子的时候数勺子、杯子等）

?给他们读故事

?唱歌，并让他们自己编属于自己的歌曲

?鼓励他们随着音乐跳舞、摆动

?诚实回答他们的“为什么”和“怎么样”的问题。和他们一起在书中寻找问题的答案

?提供颜料、蜡笔、粉笔、彩色笔、拼图材料和橡皮泥给他们使用.

4岁儿童

?带他们出去游戏

?让他们在直线、曲线或低矮的平衡梁上走以测试自身的平衡感

?设置活动让他们根据特征挑选物品（例如纽扣、种子）

?让他们编故事或编故事的结尾.

?帮助他们混合颜料以创造出新的颜色

?带他们拜访社区里感兴趣的地方（例如，消防站或图书馆）

?帮助他们设置游戏中的商店、农场或村庄

?帮助他们种下种子并一起照料好它们

?在游戏角准备一盒扮演角色的衣服（看孩子们如何用这些衣服做游戏，他们可能会模仿他们认识的人，你可以观察他们的游戏学到很多）

?做纸袋玩偶。然后和孩子们一起表演布偶秀。孩子们可以常常通过这种游戏表达他们的感受

?和他们一起玩简单的棋类游戏。

自我发展（self-development）

儿童的活动分为两种：

1.儿童自己的活动，全然由儿童自己和其内部状态定义 The child’s own activity, which is completely defined by the child and determined by the child’s inner states.

2.由成人刺激发生的儿童的活动。成人组织学龄前儿童的活动，由成人告诉儿童该做什么、如何做，儿童活动的结果也由成人事先确定，整个过程中不包含反复试验，并且没有问题探索行为。Children’s activities stimulated by an adult. The adult organizes the preschooler’s activity and shows and tells the child what must be done and how.

两种活动彼此间存在紧密联系，大多数情况下没有绝对的区分，互相支持、互相影响。儿童能够从成人指导的活动中学到很多技能、能力等，从而变成自己的所有物，影响自己的活动。

早在3-4岁，儿童就能很好地分辨什么活动是他自己的，什么是大人让做的活动。

在他们自己的活动中，儿童对成人的打扰表现得很负面。这对儿童自我满足和独立、创造力的发展具有基本的重要意义，并且也是他们成为完全成熟的具有高自我概念及自尊的个体的基础。

他们更看重自己独立完成的活动的结果，而不是有成人给予了帮助的活动，即使后者的结果更为喜人。

Definition of Preschooler development:

The normal social and physical development of children ages 3 - 6 years old includes many milestones. 3-6岁儿童的社会及身体发展，其中包括了多个发展里程碑。

Information:

PHYSICAL DEVELOPMENT 身体发展：

?3至6岁大致包含的运动发展：

o在跑、跳、早期投掷、踢等动作上变得更有技巧

o抓住一个弹跳起来的球

o踩三轮车（3岁）；在4岁左右能够很好地驾驶

o单脚跳（在4岁左右），然后再一只脚独立保持平衡5秒钟

o能以脚跟到脚趾地行走（5岁左右）

?良好的运动发展里程碑应包括：Fine motor development milestones should include: o3岁左右：At about age 3:

?画一个圆圈Drawing a circle

?画出具有3部分的人Drawing a person with three parts

?开始使用儿童的钝边剪刀Beginning to use children's blunt-nose

scissors

?自己穿衣服（有人监督）Self-dressing (with supervision)

o4岁左右：At about age 4:

?画一个方形Drawing a square

?使用剪刀，并终于能剪出一条直线Using scissors, and eventually

cutting a straight line

?能正常地穿上衣服Putting on clothes properly

?在吃东西的时候能保持调羹、叉子（筷子）的干净Managing a spoon

and fork neatly while eating

o5岁左右：At about age 5:

?用餐刀涂酱（？）Spreading with a knife

?画一个三角形Drawing a triangle

LANGUAGE DEVELOPMENT言语发展

?3岁会使用：The 3-year-old uses:

o合理使用代词和介词Pronouns and prepositions appropriately

o3个词语的句子Three-word sentences

o复数词语Plural words

?4岁能开始The 4-year-old begins to:

o理解大小关系Understand size relationships

o听从3步指令Follow a three-step command

o数到4Count to four

o命名4种颜色Name four colors

o能欣赏韵律和文字游戏Enjoy rhymes and word play

?The 5-year-old:

o表现出对时间概念的早期理解Shows early understanding of time concepts

o数到10 Counts to 10

o知道电话号码Knows telephone number

o回答“为什么”的问题Responds to "why" questions

3-4岁的学步儿童的正常语言发展中会发生口吃的现象。这是因为，想法出现在脑海里的速度快于儿童表达的速度，尤其当他们在压力下或感到兴奋的时候。

当儿童说话的时候，请注意给予你全部的、即时的注意。别谈论他们的口吃。当然正常而言，儿童的口吃现象不应当包括痉挛、鬼脸或极端的自我意识。并且口吃不应当持续超过6个月。如果有上述现象发生应当给予重视。

BEHA VIOR 行为：

The preschooler learns the social skills needed to play and work with other children. As time passes, the child is better able to cooperate with a larger number of peers. 学龄前儿童会学习很多与其他儿童游戏、合作所需的社会技能。随着时间发展，儿童更可能与更多的同龄人合作。虽然4-5岁的儿童可能能够开始参与有规则的游戏，但是这些规则很可能随着游戏中主导儿童的突然的想法而发生变化。

在一小群学龄前儿童中，一般会出现一名倾向于领导其他儿童的主导儿童，他/她的领导一般不会受到其他儿童的抵抗。

对于学龄前儿童来说，尝试测试自身的物理、行为、情绪极限是很正常的现象。所以对他们来说，拥有一个安全的、结构化的环境以供他们探索和面对新挑战是十分重要的。但他们需要良好定义的限制条件。

儿童应当表现出创新精神、好奇心和想要去探索的欲望，并且能够毫无内疚感、不被阻止地去享受这个过程。

当儿童想要取悦他们的父母或其他重要的人时，他们就发展出了早期道德感。这就是有名的“好男孩”或“好女孩”阶段。

煞费苦心的讲故事可能会发展成说谎。如果这个没能在学龄前阶段解决的话，这种行为可能持续发展到成年期。顶嘴常常是学龄前儿童为了得到成人的注意或反应时采取的办法。

安全SAFETY

对学龄前儿童来说安全是十分重要的。Safety is very important for preschoolers.

?学龄前儿童是非常好动的，并且可能很快进入危险的情境中。在这个年纪父母的监控非常重要，就像这一时期前的那几年一样。

?汽车安全也很关键。坐车时，学龄前儿童必须始终坐在合适的位置并戴好安全带。

?摔倒是学龄前儿童受伤的主要诱因。Falls are a major cause of injury in preschoolers.

Climbing to new and adventurous heights, preschoolers may fall off playground equipment, bikes, down stairs, from trees, out of windows, and off roofs. Lock doors that access

dangerous areas (such as roofs, attic windows, and steep staircases) and have strict rules for the preschooler about areas that are off-limits.

?Kitchens are a prime area for a preschooler to get burned, either while trying to help cook or coming in contact with appliances that are still hot. Encourage the child to help cook or learn cooking skills with safe, cool recipes. Have other activities for the child to enjoy in a nearby room while you are cooking. Keep the child away from the stove, hot foods, and other appliances.

?Keep all household products and medicines safely locked out of the reach of preschoolers.

Know the number for your local poison control center. The National Poison Control Center (1-800-222-1222) can be called from anywhere in the United States. Call if you have any questions about poisoning or poison prevention. It does NOT need to be an emergency. Y ou can call for any reason, 24 hours a day, 7 days a week.

小知识：

?Because sex role development is based in the toddler years, it is important for the child to have appropriate role models of both sexes. 因为性别角色的发展基于学步时期。对于儿童来说两种性别合适的角色榜样的存在时很重要的。所以，单亲父母应当保证孩子有时间能与另一性别的亲人或成人朋友相处。离异父母不应对另一方挑剔批判。当儿童表现出与性有关的行为游戏或与同龄人进行探索时，父母应当更改知道儿童的行为并告诉他们这是不合适的，但是注意不要因为这种自然的好奇心羞辱孩子。

?Because language skills develop quickly in the preschooler, it is important for parents to read to the child and talk with the child often throughout the day. 因为学龄前儿童的言语技巧发展迅速，所以父母一天里常常读书给他们听或和他们谈天能很好地帮助他们发展言语技能。

?Discipline should give the preschooler chances to make choices and face new challenges, while maintaining clear limits. 当保证明确的限制时，纪律同时应当让学龄前儿童有机会做出选择或面对新的挑战。结构对他们来说也很重要。让儿童参与日常事务（包括适合他们年龄的家务）能够帮助他们感受到自己是家庭的一部分，并提高他们的自尊感。但是儿童可能需要提醒或监督才能完成家务。记下儿童做家务时的出色表现，并且因此奖励他们。

?From age 4 to 5, many children backtalk. 很多4-5岁的儿童会顶嘴。父母如果想改变这种状况就应当针对这种行为而不要对他们的词语或态度做出反应。如果孩子们感到他们说的这些词语会给他们凌驾于父母之上的权利，那么这种行为就会继续。所以，父母在努力改变这些行为的时候应当保持冷静，虽然这很难。

?When a child is starting school, parents should keep in mind that there can be big

differences among children ages 5 - 6 in terms of 当他们开始进入学校时，5至6岁的儿童在注意力广度，阅读的敏捷度，小肌肉运动技能上都会表现出很大的不同。

来源：马里兰大学医学中心

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