Four-year-old[edit] [17] Physical development Head circumference is usually not measured after age three. Requires approximately 1,700 calories daily. Hearing acuity can be assessed by child's correct usage of sounds and language, and also by the child's appropriate responses to questions and instructions. Motor development Walks a straight line (tape or chalk line on the floor). Hops on one foot. Pedals and steers a wheeled toy with confidence; turns corners, avoids obstacles and oncoming "traffic." Climbs ladders, trees, playground equipment. Jumps over objects 12 to 15 cm (5 to 6 in) high; lands with both feet together. Runs, starts, stops, and moves around obstacles with ease. Throws a ball overhand; distance and aim improving. Builds a tower with ten or more blocks. Forms shapes and objects out of clay: cookies, snakes, simple animals. Reproduces some shapes and letters. Holds a crayon or marker using a tripod grasp. Paints and draws with purpose; may have an idea in mind, but often has problems implementing it so calls the creation something else. Becomes more accurate at hitting nails and pegs with hammer. Threads small wooden beads on a string. Can run in a circle Cognitive Can recognize that certain words sound similar Names eighteen to twenty uppercase letters. Writes several letters and sometimes their name. A few children are beginning to read simple books, such as alphabet books with only a few words per page and many pictures. Likes stories about how things grow and how things operate. Delights in wordplay, creating silly Language. Understands the concepts of "tallest," "biggest," "same," and "more"; selects the picture that has the "most houses" or the "biggest dogs." Rote counts to 20 or more. Understands the sequence of daily events: "When we get up in the morning, we get dressed, have breakfast, brush our teeth, and go to school." When looking at pictures, can recognize and identify missing puzzle parts (of person, car, animal). Very good storytellers. Counts 1 to 7 objects out loud, but not always in order follows two to three step directions given individually or in a group may put the "ed" on the end of words such as "I goed outside and I played." English Language Uses the prepositions "on," "in," and "under." Uses possessives consistently: "hers," "theirs," "baby's." Answers "Whose?", "Who?", "Why?", and "How many?" Produces elaborate sentence structures: "The cat ran under the house before I could see what color it was." Speech is almost entirely intelligible. Begins to use the past tense of verbs correctly: "Mommy closed the door," "Daddy went to work." Refers to activities, events, objects, and people that are not present. Changes tone of voice and sentence structure to adapt to listener's level of understanding: To baby brother, "Milk gone?" To Mother, "Did the baby drink all of his milk?" States first and last name, gender, siblings' names, and sometimes own telephone number. Answers appropriately when asked what to do if tired, cold, or hungry. Recites and sings simple songs like mangoes and rhymes. Social development Outgoing; friendly; overly enthusiastic at times. Moods change rapidly and unpredictably; laughing one minute, crying the next; may throw tantrum over minor frustrations (a block structure that will not balance); sulk over being left out. Imaginary playmates or companions are common; holds conversations and shares strong emotions with this invisible friend. Boasts, exaggerates, and "bends" the truth with made-up stories or claims of boldness; tests the limits with "bathroom" talk. Cooperates with others; participates in group activities. Shows pride in accomplishments; seeks frequent adult approval. Often appears selfish; not always able to take turns or to understand taking turns under some conditions; tattles on other children. Insists on trying to do things independently, but may get so frustrated as to verge on tantrums when problems arise: paint that drips, paper airplane that will not fold right. Enjoys role-playing and make-believe activities. Relies (most of the time) on verbal rather than Physical aggression; may yell angrily rather than hit to make a point; threatens: "You can't come to my birthday party" Name-calling and taunting are often used as ways of excluding other children. Establishes close relationships with playmates; beginning to have "best" friends.