Using one’s hands and fingers in cutting, writing and art. Their tactile senses are very developed and acute.
By the age of five, most children have clearly advanced beyond the fine motor skill development of the preschool age. They can draw recognizably human figures with facial features and legs connected to a distinct trunk. Besides drawing, five-year-olds can also cut, paste, and trace shapes. They can fasten visible buttons (as opposed to those at the back of clothing), and many can tie bows, including shoelace bows. Their right- or left-handedness is well established, and they use the preferred hand for writing and drawing.

      Interest in and admiration of the adult world: they want to copy and mimic adults, such as parents and teachers.
The task of each human is to fully develop himself.
To begin to actualize this lifelong endeavor, the child first seeks grounding in his body, in the environment and in reality. Additionally, the child seeks out respectful, sensitive adults who will accompany him through his formative years. These sensitive adults offer the world to the child in small, manageable chunks that balance the child's need for emotional and physical safety with his impulse to explore. Hopefully,these foundations are present in the family setting.

      Works well incorporating all five senses for learning and adapting to environment.
As soon as they are born, infants begin learning to use their senses to explore the world around them. Most newborns can focus on and follow moving objects, distinguish the pitch and volume of sound, see all colors and distinguish their hue and brightness, and start anticipating events, such as sucking at the sight of a nipple. By three months old, infants can recognize faces; imitate the facial expressions of others, such as smiling and frowning; and respond to familiar sounds.

      Very mobile with greater coordination and refinement of movement, increased interest in language and communication(they enjoy telling stories),aware of spatial relationships, matching, sequence and order of objects. Communication is the process by which information is exchanged between individuals. It requires a shared understanding of symbol systems, such as language and mathematics.Communication is much more than words going from one person's mouth to another's ear. In addition to the words, messages are transferred by the tone and quality of voice, eye contact, physical closeness, visual cues, and overall body language.

      Development and coordination of fine and large muscle skills, advanced developing grasp and release skill spawns an interest in any small object. Fine motor skills generally refer to the small movements of the hands, wrists, fingers, feet, toes, lips, and tongue. Motor skills are actions that involve the movement of muscles in the body. They are divided into two groups: gross motor skills , which include the larger movements of arms, legs, feet, or the entire body ( crawling, running, and jumping); and fine motor skills, which are smaller actions, such as grasping an object between the thumb and a finger or using the lips and tongue to taste objects. Both types of motor skills usually develop together, because many activities depend on the coordination of gross and fine motor skills.

      From birth up to the age of five, children develop language at a very rapid pace. The stages of language development are universal among humans. However, the age and the pace at which a child reaches each milestone of language development vary greatly among children. Thus, language development in an individual child must be compared with norms rather than with other individual children. In general girls develop language at a faster rate than boys. More than any other aspect of development, language development reflects the growth and maturation of the brain. After the age of five it becomes much more difficult for most children to learn language.

      The absorbent mind: the mind soaks up information like a sponge. Sensory learning and experiences: the child uses all five senses-touch, taster, smell, sight, and hearing-to understand and absorb information about his or her environment. Maria Montessori observed that young children learn in a unique way from prenatal life to about six years old. The absorbent mind is the image she created to describe, "this intense mental activity." Since the neonate has to learn everything (he has no tools other than reflexes to survive), but has no language or conscious will to learn the way adults do, he must acquire his survival skills in some other way. Montessori said that the child learns by unconsciously taking in everything around him and actually constructs himself.

      Do you believe in character theory? Do you agree with the influence of toys on children? If your answer to the above two questions is "Yes", please continue to read. The following discussion may enlighten you.