In this period, there is a significant development of three dimensions of language: semantics (accelerating word acquisition), syntax (combination of words) and pragmatics (how we use language for communication purposes - adapting language to context). Proper pronunciation is a prerequisite for understanding the notion of letter and their graphic representation, respectively. Motor development has a visible increase in pre-school, in two stages: basic or coarse motor functions (jumps, turns, throws, etc.) and complex or fine motor functions (drawing, writing, tying laces etc.). Socio-emotional development requires a lot of resources, both of the child and of the adult, as well as an increased focus on how to evolve. Autonomy, self-control, positive social attitudes encompass many socio-emotional elements and ultimately lead, following a systematic process, to desirable behaviors.

The psychic processes that dominate during this period are sensory (perceptions, representations), but important are also the superior ones (thinking, memory). Involuntary attention is a predominant pre-school child, and the voluntary one is gradually developing. Children generally copy adult behaviors, but it is very important to encourage them to get their input, to say how they would do in that situation. Accepting as a fact everything that is offered to him means, in fact, for the child, a lot of boundaries, closing him in an environment that is not encouraging.