image letters, although many will have learned to read before they are six. Most like to learn
and to practice, be factual and be accurate. They like to explore what interests them. They’re
capable of self-criticism. Many still have trouble telling time, tying shoes, putting on a coat,
and crossing the street safely. Five-year-olds might still need a nap. Most are calmer than
they were at age four, but school may be stressful, resulting in stomachaches.
Kindergartners love games like Duck, Duck, Goose and Ring Around the Rosie. Boys
three through seven identify with characters like firefighters, police officers, train engineers,
doctors, teachers, kings, knights, sports figures, magicians, soldiers, adventurers, superheroes,
funny animal characters (like Bugs Bunny), and male family members. Girls the same ages
identify with dancers, ice-skaters, female fashion doll characters (like Barbie), entertainment
icons, brides, princesses, good fairies, magicians, horse trainers, teachers, babies, cooks, and
female family members. Three- through seven-year-old males are interested in places like
the zoo, the jungle, the circus, carnivals and amusement parks, hospitals, fire stations, police
stations, farms, beaches, raceways, stores, gas stations, outer space, and prehistoric times. Girls
the same ages are interested in home, friends’ homes, castles, dollhouses, toy stores, amuse-
ment parks, the circus, farms, schools, the stage, elegant balls, and parks.
Age Six
Play is a good indication of what six-year-olds are thinking, although they rarely play freely
in front of adults. This is typically a brash and aggressive age. The use of shock words
increases. Six-year-olds could be curious about sex; they might play at marriage. Gender
becomes important, and girls tend to play with girls and boys with boys. Grade-school-age
boys are more antigirl than girls this age are antiboy. Boys begin to test each other. Who
can run the fastest or hold their breath the longest? Six-year-olds usually like physical activ-
ities. They may fear change, like old stories read and reread. They want the opportunity to
choose their own friends, and language is used more in a social context. They probably like
imaginative rhythms. Fantasy and a love of magic are still strong. From three to seven chil-
dren can identify easily with animals. They enjoy anthropomorphism, giving animals and
objects human characteristics.
The child of six often sees people and events as either all good or all bad, since kids
from three to seven are likely to fix on a single aspect of anyone or anything they encounter.
This fixation includes things like a shiny star, a bright red heart on a doll, or big eyes on a
favorite TV character. They will choose toys or television shows on the basis of this one
attribute. Also, somewhere around ages five to seven, children become very aware of what
is “in” or what is “out.” A few girls are already beginning to outgrow animation.
Six-year-olds may be defiant about routines and say, “Make me!” They might have
trouble choosing what they’ll wear or eat. They could look untidy and have a short atten-
tion span. Children are likely to be size and shape conscious. Arguing and lying to escape
punishment are normal as is breaking a promise. Six-year-olds may steal small items and
begin to ask questions about death. They’re apt to be insecure and need frequent praise and
assurances of love.
Skills may vary a great deal. Most three- to seven-year-olds can’t retrace their thinking
processes, so logic skills are still absent. The three- to seven-year-old might be impulsive and
reactive rather than logical, although the logical left brain is starting to develop in some. A
Human Development 49