Mental Characteristics of Older Preschoolers

Fours and 5s are very curious. They actively try to discover how the world works. In many ways, their thought processes are limited; but even these limitations were designed by God to prepare them for future learning and thinking. These limitations mean we must be careful to share God’s Word with preschoolers in ways that match their level of understanding.

• The brains of preschoolers focus on one thing at a time. This allows them to develop the categories they will use for organizing their future learning. It also increases the risk of them missing the main point of our Bible stories. For instance, when hearing the story of Noah, children may remember rain, boat and animals, but miss Noah’s obedience and God’s provision for Noah and his family.

• Fours remember and think about one thing at a time; 5s can remember and consider two things at once. When giving directions to preschoolers, give one direction at a time. If you are giving two directions at once, give them in the order you want them completed.

• Planning and organizational skills begin to improve around age 5, but they are not yet strong. As a result, you will need to help the children think through the steps of their projects.

• Fours and 5s are trying to figure out the rules that govern their world. In most cases, they are not trying to make up new rules for the world, but are trying to figure out the ones their parents and teachers know. They are not always accurate in this effort.

• For preschoolers, what they see is what they believe is true. They consider videos just as real as their own experiences. Choose videos that accurately teach biblical concepts.

• Preschoolers tend to remember things in the exact words we use rather than the general meaning of what we say. We must be careful that the terms we use are simple and concrete enough to make sense to a preschool mind. A preschooler once brought me a Tinkertoy® circle on a stem with small sticks around the circle. “The sun of God,” he proudly announced. The words were correct, but the meaning was not.

• Each word has only one meaning in the mind of a preschooler. When using a word with multiple meanings, use only the meaning that is most familiar to them; for new ideas, choose a different word or explain what you mean by that word. For instance, children who hear that someone was fired may believe the person was burned.

• Vocabulary is developing rapidly in the preschool years. Children like new, big words but need help in understanding what these words mean.

• Preschoolers need multiple experiences with a new idea or concept in order for it to be remembered. Consequently, simply asking questions about the story may not be enough to help them remember. Children remember best when they are allowed to do something related to the story rather than just listen. (For instance, acting out the story rather than reviewing it or thinking of times when they have experienced something similar to a Bible event.) They also learn more readily if they are able to relate the concept to their own experiences.

Click here to read about Emotional Characteristics of Older Preschoolers.