PHYSICAL

SOCIAL
Gross-motor skills
Interaction with teachers  They stumble because of too
They call their attention by
 They are already aware of
More aware of being
 Develop interests and enhance
Show respect to adults
much jumping and running; how to use the staircase. their skills by joining the drum
saying
loves totheir
move names and
around. courteous and having good especially their arts,
and lyre, doing teachers.
become naughty when they behavior towards others. participating in sports.
Fine-motor skills were not given the attention
 immediately.
They can write the letters  Elementary pupils have a
 Their handwriting is neater than

Interaction with classmates / and numbers and draw  Start

bettertohand
buildwriting
and keep
and their  the elementary and
They would use inappropriate
friends  Preschoolers
different shapesinteract with
clearly but drawing are more
relationships clear peers
with their and
preschoolers. They have
language/words
mastered cursivewhen having
writing and
they can’t
each otherconstruct
by playingthem
and if understandable
mostly with the same age and conversations withimages.
can draw different their
Self-help skills with awant
straight line.something
they to show gender. But in times of group classmates or friends and
 new or interesting to their activities they work together as  They can already
sometimes would perform
make pranks
Others have some help with
classmates.
their parents in eating and
 one with their
Elementary groupmates.
pupils don’t need harder tasks without asking for
help dong simple tasks such any help with adults.
tying their hair.
Interests  They would often talk about

as cutting papers, opening
Something
their snacksthat
andisdoing
related
thein  They talk about the things that
how great their toys are, who
activities
school given
such as by their teacher
outputs, interests them like a movie or
gave it to them and how
many toys they have. assignments and projects. book and some would talk about
computer or mobile games.
EMOTIONAL
Moods and temperament,
expression of feelings
 Expresses his/her feelings by  They react to every situation  Their emotions are based from
his/her facial expressions. If differently such as having a the situation they experience
their teacher or parents give high or a low score. Students and are more responsible and
them something they like, would sometimes be aware of their emotions.
they are already happy and disappointed or feel relieved.
would even jump out of joy.
 They can figure out what to
Emotional independence react during a certain
situation.
 They are able to control their  They can control their feelings
feeling sometimes. and be sensitive towards their
peers and others during certain
situations.
COGNITIVE
Communication skills
 Able to communicate with  Elementary pupils can  High school students are able to
their teacher and parents. communicate with their communicate easily with their
Although they cannot teacher using English teachers or other adults. They
construct a sentence, they language though sometimes can use words with deeper
can still use simple words there are still incorrect use of meanings and use it in a
that can be understood by words. sentence.
adults.
Thinking Skills
 If they cannot figure out  They can figure out things if  They could accomplish tasks by
things they would ask their there are some instructions following the methods and steps
teacher or parents about it. given because they can provided but they would think of
already read and understand the result or possible
what were written and they will consequences to be
perform these instructions to encountered when they follow
accomplish the task. those methods.
Problem-solving skills
 They find it hard to solve
 If they encountered a problem,  They can already solve some
they would use another more difficult problems that
problems if it is their first method to solve it. requires critical thinking and
time to encounter such wise decision making skills.
situation.