PYC2612
Assignment 1
Semester 1
Due March 2026
, CASE STUDY B1: REFLECTIVE QUESTIONS ON PRESCHOOL DEVELOPMENT
B1.1 Reflection on Kanesha’s interactions in the kitchen centre
Kanesha’s play in the kitchen centre reflects typical socio-dramatic play found in early
childhood. She pretends to scrub pots and serves “spaghetti” and “cake,” which shows
symbolic thinking and imagination. According to cognitive developmental theory,
children around three years old are in the preoperational stage, where they use objects
to represent real-life experiences (Piaget, 1952).
Her response, “You know!” suggests egocentrism, meaning she assumes others share
her knowledge and perspective. This is normal at this stage because young children
struggle to understand that others may not have the same thoughts or information.
The confusion about who “Nadia” is also illustrates how preschoolers often blend
imagination and reality. Through this pretend play, Kanesha practices language, social
interaction, and role understanding. For example, assigning roles like cook or parent
helps children rehearse real-life social scripts.
Thus, Kanesha’s interaction demonstrates:
• Symbolic thinking
• Emerging language skills
• Egocentric communication
• Social role experimentation
These behaviours are developmentally appropriate and support cognitive and social
growth (Berk, 2018).
B1.2 Supporting children in expressing and understanding feelings
Educators can further support emotional development by intentionally teaching
emotional literacy. This means helping children name, understand, and regulate
feelings.
Assignment 1
Semester 1
Due March 2026
, CASE STUDY B1: REFLECTIVE QUESTIONS ON PRESCHOOL DEVELOPMENT
B1.1 Reflection on Kanesha’s interactions in the kitchen centre
Kanesha’s play in the kitchen centre reflects typical socio-dramatic play found in early
childhood. She pretends to scrub pots and serves “spaghetti” and “cake,” which shows
symbolic thinking and imagination. According to cognitive developmental theory,
children around three years old are in the preoperational stage, where they use objects
to represent real-life experiences (Piaget, 1952).
Her response, “You know!” suggests egocentrism, meaning she assumes others share
her knowledge and perspective. This is normal at this stage because young children
struggle to understand that others may not have the same thoughts or information.
The confusion about who “Nadia” is also illustrates how preschoolers often blend
imagination and reality. Through this pretend play, Kanesha practices language, social
interaction, and role understanding. For example, assigning roles like cook or parent
helps children rehearse real-life social scripts.
Thus, Kanesha’s interaction demonstrates:
• Symbolic thinking
• Emerging language skills
• Egocentric communication
• Social role experimentation
These behaviours are developmentally appropriate and support cognitive and social
growth (Berk, 2018).
B1.2 Supporting children in expressing and understanding feelings
Educators can further support emotional development by intentionally teaching
emotional literacy. This means helping children name, understand, and regulate
feelings.
