This is also the stage when children have an animistic view of the larger world and believe that the trees, plants, moving clouds, and rolling stones can have motives and intentions. Children at this stage use concrete props and a lot of audio-visual materials.

Here, providing prompts and cues to the children will help them to recall or frame their answers when they are stuck.

Running, walking, and jumping are examples of gross motor skills.

Make-believe play can be majorly seen among pre-schoolers. It is a type of pretend play that involves social interactions. It is also known as pretend play, which generally includes role-play, object substitution and nonliteral behaviour. Make-believe play allows children to show better social competence, cognitive capabilities, and an ability to take the perspective of others.

Assisted discovery is when a child learns or makes a discovery on both the individual study and the guidance on the subject matter by the peers. It can be aided by peer collaboration, and peer collaboration is a type of peer learning situation in which students work together face-to-face in a classroom.

It helps the students to broaden their branch and get inclusive. It allows students to focus on understanding rather than solving.

Intrapersonal intelligence is the process of getting to know you, identify what you want and don't want, and to accept your strengths and weaknesses. When we understand and accept ourselves, we can work to build on our strengths. Knowing our own capabilities and intentions or ambitions also allows us to surrender the concept that a perceived weakness is a dead-end. Instead, we can view it as a blind spot that can be developed if we want to, or need to, to reach our life and career goals.

Constructivism is a hypothesis about how people learn that is based on observation and scientific research. People develop their own understanding and knowledge of the world by experiencing things and reflecting on those experiences, according to this theory. When we come across something new, we must reconcile it with our prior beliefs and experiences, maybe changing our minds or dismissing the new knowledge as irrelevant. We are active creators of our own knowledge in any circumstance. To do so, we must ask questions, investigate, and evaluate what we already know. All other given options are inappropriate.

 This system welcomes all the students, regardless of disability severity or type.

 Here, all the students are taught together in their age-appropriate classes but with special attention to their special needs.

 It not only focuses on mainstream education but also gives equal stress to the participation of all the students.

 This system provides equal opportunities to all the students and necessary accommodations and support to the students who need it.