How do children aged 4 to 7 develop?

Around the fourth birthday, a developmental phase begins that has a lot to offer: Gone are the days when children only perceive what is immediately in front of them. Gone is the time when they spend most of their time with their family. During these childhood years, their perspective expands in leaps and bounds and their imagination, range of movement and social environment grow.

Cognitive development: Children develop a better understanding of cause and effect, logical thinking and time. Memory and attention span also improve. They can remember and make plans. «Unlike three-year-olds, a four-year-old child can spend a large part of the morning role-playing with other children. They can build on previous play sequences, including those from the day before,» explains Heidi Simoni, a psychologist specialising in psychotherapy.

Imagination and abstract thinking also change: while a two-year-old thinks it is the greatest thing to imitate everything her parents do, just a few years later a five-year-old sits under the stairs in an imaginary sailing boat and sets course for the world.

Language development: Vocabulary expands considerably and children can formulate longer and more complex sentences. They also begin to tell stories and express their thoughts and feelings better.

Motor development: The muscles and bones become stronger, which also leads to better coordination and dexterity. Gross motor skills improve and children become more skilful at running, jumping, climbing, playing and catching balls. Fine motor skills become more precise, enabling children to manipulate objects, hold a pencil correctly and colour.

Some primary school pupils don't know a single letter yet, others read book after book.

Social and emotional development: Children begin to empathise more with others, they learn to take the perspective of a counterpart and show empathy. They develop friendships and practise interacting with others, following rules, sharing and resolving conflicts in an appropriate way. Emotional self-regulation improves and children can better control their feelings.

When and at what pace children master these developmental tasks varies from individual to individual. The older children in this age group get, the greater the differences between them become. Some four-year-olds can already ride a bike without any problems, while others have balance problems on a scooter. Some school starters go home on their own and do their homework, while others still need help going to the toilet. Some primary school children don't know a single letter yet, while others read book after book.

«The variability, i.e. the differences between children of the same age, is very large,» says Oskar Jenni, paediatrician and professor of developmental paediatrics at the University of Zurich. One example from Jenni's research shows: Five-year-old boys jump an average of 87 centimetres from a standing start in kindergarten. The strongest boys jump 115 centimetres, the weakest 47 centimetres. The range is therefore 68 centimetres.

These differences between children worry many parents, but according to experts, they are normal at this age. Claudia Roebers heads the Department of Developmental Psychology at the University of Bern. The professor has been teaching and researching the motor and cognitive development of children for over twenty years. She says: «Unfortunately, our society tends to take an increasingly narrow view of the concept of normality. Parents want their child to be at least exactly average or, at best, better.» The parents' task is not to exert pressure, but to support the children at their own pace.

This also applies to the development of social skills. When children communicate with their parents and learn to express their own needs and feelings, this helps them in their dealings with their peers.

As social relationships change, new worries arise. «It's no longer creepy shadows, small abrasions or cuddly toys that can't be found that bother the offspring - children of early school age have generally outgrown them,» says Hedvig Montgomery. The Swedish family therapist is the author of the book series «The Hedvig Formula». She states: «As children are now increasingly immersed in a new world characterised by school and friendships, they need comfort with everything that can go wrong in interpersonal relationships.»

New fears can arise

The change in mobility and the new environment can also lead to new fears - of injury or danger, for example. Fear of separation from parents can also play a role again, triggered by new contacts and an unfamiliar environment.

«These fears are a normal part of a child's development at this age,» says Moritz Daum, Professor of Developmental Psychology at the University of Zurich. «They show that the child is developing its imagination, has to learn to assess dangers and adapt to new social situations.» The bond with parents therefore remains important at pre-school and early school age. Children still need the closeness and protection of their parents, while at the same time developing their independence.