1. I would keep in mind that children ages 3-4 are in the preoperational stage of cognitive development. That would mean that egocentricism, animism, and artificialism are common. I would do my best to make sure that any conflict between students would allow them to see the other child's reason for behaving the way they did ( egocentricism) I would incorporate the use of their imagination and not dismiss their reasoning for saying things like "Rain was made by my mommy!" ( example of artificialism).
2. At the age of 3 or 4, Initiative vs. guilt would come into play (Erik Erikson). To ensure positive development regarding that psychosocial stage, I would make sure they are comfortable with expressing curiosity in the world. if I made them feel guilty, they would no longer feel inquisitive which is a very negative consequence. You want children to learn and be curious!
3. Knowing that children at this age cannot focus on multiple dimensions of a problem or story, I would keep things simple when it came to working with toys, blocks, arts & crafts etc. Doing so will not make them feel guilty or frustrated for not being able to understand.
4.Children also in preoperational stage don't quite grasp the idea of the law of conservation so I would attempt to create little simulations involving weight, height, volume, etc although I know most students might not understand that concept. Doing so might possibly stimulate their mind.
5. Going back to Erik Erikson, I'd allow the children to try to control their own bodies through toilet training and asking the instructor to go to the bathroom. This is an example of autonomy vs shame & guilt,they will develop a healthy will once they learn to control themselves in a reasonable way!
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