Most children aged three and four are building relationships with peers through rapidly developing social and language skills. They are often very involved in joint pretend play, which provides an important support for both their relationships and their thinking. In taking on a role, they are practising seeing the world through someone else’s eyes, while pretending requires an ability to think beyond the here and now into a world of abstract possibilities.
They are still centred in their bodies and need to move, and are neither physically nor emotionally ready for extended periods of sitting still. While 3-year-olds may be in a variety of settings, most children are still age four when they enter a school Reception class, with some summer-born children still in this age group through the whole Reception year.
3-4-year-olds are enthusiastic explorers and movers. As their balance and stability get stronger, they thrive on opportunities to practice moving through space alone and with others. They practise catching and manipulating objects as they move and play, and benefit from freedom to practise skills on a variety of surfaces in a variety of positions. They learn through first-hand experiences, and as they construct, deconstruct or arrange materials they make plans, experiment and find out about objects, quantities, materials and forces.
3-4-year-olds are playing to learn. In their imaginative play – either inventing their own scenarios or acting out favourite stories – there are no wrong or right answers, but built-in rules keep the play going. Children practise self-regulation when they stick to their role and behave appropriately. They can also help others by stepping briefly out of character to keep the play on track, with talk as an important regulatory part of role play. They need interested adults who notice and comment on these skills and perhaps join the discussion – Who shall I be? What shall I do? – but do not take over the play. With adult support, children at three and four are also interested in playing simple turn-taking games with rules which help build their group social skills.
3-4-year-olds are keen communicators and talkers. Their language is now much more complex, as many become adept at using longer sentences. They use their language for thinking and can often be heard talking through ideas and plans to themselves and/or with their friends.
To expand their ability to express their thoughts, children need someone who is interested and interesting to talk to. The role of the adult is to be a sensitive and stimulating communication partner who can scaffold learning during everyday activities, through adult-led games or by joining in play. When it is not appropriate to join children’s play, the adult can reflect on the play with the children afterwards. The adult who says things like ‘I saw you spent a lot of time making the bridge stand up. What did you learn?’ is recognising the value of effort and opening a conversation which helps the children to reflect on their own learning. This sort of interaction supports critical thinking. Conversations about concrete experiences also increase vocabulary in a meaningful way. Research shows that good oral language skills in the early years are the basis of good literacy skills both in early years and beyond.
The secure base of loving relationships with their key person and other staff members is still essential for children to feel a sense of belonging and wellbeing in the setting. Their relationships with their peer group and the development of special friendships are also very important to them, as they gradually widen their awareness of the communities to which they belong.