Social-Emotional Developmental Milestones in Preschool
Age 3 Age 4 Age 5
Copies adults and friends Enjoys doing new things Wants to please friends
Shows affection for friends Is more and more creative with Wants to be like friends
without prompting make-believe play
Is more likely to agree with
Takes turns in games Would rather play with other rules
children than alone
Shows concern for a crying Likes to sing, dance, and act
friend Cooperates with other children
Is aware of gender
Dresses and undresses Plays “Mom” or “Dad”
Can tell what’s real and what’s
Understands the idea of “mine” Often can’t tell what’s real and make-believe
and “his” or “hers” what’s make-believe
Shows more independence
Shows a wide range of emotions Talks about what he or she likes
and is interested in Is sometimes demanding and
Separates easily from family sometimes cooperative
members
May get upset with major
changes in routine
Children’s emotional well-being during their preschool years has this three major development, in
terms of socioemotional development:
Powerful impact on their social relationships. Children who are emotionally healthy are better
able to establish and maintain positive relationships with adults and peers (Trawick-Smith, 2014).
Preschool-age children are learning to talk about their feelings and the feelings of others.
Social-emotional development, however, involves more than just expressing emotions. It entails
taking turns, becoming independent in following routines, interacting more with peers, engaging
in meaningful relationships with others, controlling emotions, and developing a positive self-
image. (These skills are crucial for children’s successful participation in school and home
experiences and for their overall growth.)
Preschoolers also entails that whatever they observed from their environment, they tend to
copy and imitate them. It is because, the thoughts of a preschooler towards a person's behavior,
especially if he/she is an adult, is always right and correct.
Age 3 Age 4 Age 5
Copies adults and friends Enjoys doing new things Wants to please friends
Shows affection for friends Is more and more creative with Wants to be like friends
without prompting make-believe play
Is more likely to agree with
Takes turns in games Would rather play with other rules
children than alone
Shows concern for a crying Likes to sing, dance, and act
friend Cooperates with other children
Is aware of gender
Dresses and undresses Plays “Mom” or “Dad”
Can tell what’s real and what’s
Understands the idea of “mine” Often can’t tell what’s real and make-believe
and “his” or “hers” what’s make-believe
Shows more independence
Shows a wide range of emotions Talks about what he or she likes
and is interested in Is sometimes demanding and
Separates easily from family sometimes cooperative
members
May get upset with major
changes in routine
Children’s emotional well-being during their preschool years has this three major development, in
terms of socioemotional development:
Powerful impact on their social relationships. Children who are emotionally healthy are better
able to establish and maintain positive relationships with adults and peers (Trawick-Smith, 2014).
Preschool-age children are learning to talk about their feelings and the feelings of others.
Social-emotional development, however, involves more than just expressing emotions. It entails
taking turns, becoming independent in following routines, interacting more with peers, engaging
in meaningful relationships with others, controlling emotions, and developing a positive self-
image. (These skills are crucial for children’s successful participation in school and home
experiences and for their overall growth.)
Preschoolers also entails that whatever they observed from their environment, they tend to
copy and imitate them. It is because, the thoughts of a preschooler towards a person's behavior,
especially if he/she is an adult, is always right and correct.
