As mentioned in Chapter 5, Vygotsky believed that children build cognitive skills through their social interactions. Preschoolers are becoming more independent but they still need their caregiver’s guidance and support. Caregivers can continue to scaffold children’s learning experiences and guide their children towards more independence and confidence. These interactions not only increase how much a child learns but also help develop more complex mental functions. Vygotsky argued that a child could only develop these types of abilities through interactions with adults or knowledgeable older children.

During the preschool years, children develop a form of self directed speech, or private speech, in which they engage in a dialogue with themselves in order to solve a problem or to think something through. This type of verbal thought coincides with gains in language development. Vygotsky believed that once thought and language merged within a child’s development, they could use private speech to assist with their reasoning (Vygotsky, 1987). Children who are exposed to a variety of experiences and social settings will demonstrate increased use of private speech. Therefore, Vygotsky proposed that private speech is a product of a child’s social environment. Children who do not have the same social opportunities may demonstrate delays in private speech development (Vygotsky, 1987).

7.8.1 Cognitive Milestones

Researchers have seen that preschoolers across the United States experience skill development during specific age ranges. It is important to note that each child develops at their own pace and time and that cognitive milestones will vary between families, communities and cultures. Below are some typical cognitive milestones we expect to see at three years old to 6 years old.

Table 7.1. Cognitive Milestones.

Developmental Milestones by the CDC is in the public domain.