Early Childhood Development

Feel free to chat with each other. We will start class at 9:00 PM ET!

Unit 9: Providing a Developmentally Appropriate Learning Environment

Unit 9 Course Outcomes

• CE114-3: Describe biological and environmental factors affecting infant, toddler, and early childhood development. Assessed in Unit 9 project

• GEL-1.1: Demonstrate college-level communication through the composition of original materials in Standard American English – Assessed in Unit 9 Project

Putting it all together

An ECP will work to meet the needs of the children under his/her

care

… nutritional needs, … identify special needs, … safe and healthy surroundings, … immunizations, doctor/dental exams, … healthy routines, … facilitate parent involvement, … inform about community services

(Black & Puckett, 2009)

Putting it all together

Motor Development: An EC professional will encourage large and small motor activities that are developmentally appropriate for age group.

Social Development: An EC professional will model and coach pro-social behaviors, encourage independence, facilitate play, and multi-cultural curriculums.

Emotional Development: An EC professional will respect the child’s feelings, nurture, provide security, provide instructive and authoritative discipline, and encourage individuality.

(Black & Puckett, 2009)

Putting it all together…

Cognitive Development: An EC professional will acknowledge each child’s uniqueness, identify cognitive needs, understand each child’s processing skills, and promote curiosity and thinking skills.

Language Development: An EC professional will respect linguistic abilities, identify literacy and language needs, promote developmentally appropriate skills in all subject areas, etc.

(Black & Puckett, 2009)

How can you create a cheerful environment in your early childhood classroom?

Identify strategies to address the developmental domains: cognitive, physical, and social/emotional.

Share ways to organize and manage your early childhood classroom to facilitate maximum

learning.

Learning Strategies

Look at how the child approaches a learning activity to develop an appropriate strategy for that particular child

Create developmentally appropriate activities

Give the child time to think before answering

Find out what motivates each child

Create a safe, print-rich environment that is well-organized and visually appealing

Build upon the child’s vocabulary with real life applications

Remember children learn through play…and interactions with you and their peers

Howard Gardner: Multiple Intelligences

Interpersonal IQ: People skills

Intrapersonal IQ: In touch with feelings

Spatial IQ: visually perceptive

Bodily-kinesthetic IQ: manipulates objects and body movements

Musical IQ: talented musically

(Black & Puckett, 2009, p. 283)

More Gardner: MI’s

Linguistic IQ: skills in word usage and meanings. Can be verbal or written skills.

Logical-mathematical IQ: good with figures, patterns, or logical equations.

Naturalist IQ: relate to plants, animals, or nature.

Spiritual IQ: relate to mysteries of life.

Existential IQ: ability to locate oneself in the cosmos

(Black & Puckett, 2009, pp. 283-284)

Lev Vygotsky: Zone of Proximal Development

11

First Two Stages of Piaget

Sensorimotor Stage: This level covers ages 0-2 years. The infant moves from involuntary reflexes to more controlled actions.

Preoperational Thought: This level covers ages 2-7 years. The young child develops language, but can not always express himself in a meaningful manner. The child’s imagination is evident. Simple mental operations can be performed

(Black & Puckett, 2009, p.190-193)

Erik Erikson: Psychosocial Development Autonomy Versus Shame and Doubt

• Develop trust in environment

• Develop trust in caregivers

• Develop trust in self

• Results in independence

(Black & Puckett, 2009, pp. 158-160)

Unit 9 Project

Unit 9 Project:

You will…

- Develop an appealing and informative handout for parents offering developmentally appropriate tips for dealing with young children.

- You may title it "Tips for Toddlers” or “Basics for Babies.” If you work with infants or children ages 4 and/or 5, you may create this handout at an age level that will be of use to you.

- You will want to begin with an introductory paragraph on why the topic you selected addresses important biological and environmental factors affecting, infant, toddler, and early childhood development.

Unit 9 Project

Unit 9 Project:

You will…

- This handout (single sheet flier form or tri-fold brochure style) may focus on one area of many key issues in infant, toddler, or early childhood growth and development. Following is a list of possible topics:

Community Support ServicesDiscipline Issues/TipsFamily Outings/Family TimeFitness and Exercise Issues/TipsHealth Issues/Tips/ServicesCommunication Issues/TipsMath/Science - At HomeRaising Readers - Activities/TipsSocial Emotional Issues/TipsTheories - What current research has to say

http://www.youtube.com/watch?v=9nZkq31J-GY&feature=related

References

Atherton, J.S., (2005). Learning and Teaching: Piaget's developmental theory. Retrieved June 8, 2007 from http://www.learningandteaching.info/learning/piaget.htm.

Black, J.K., & Puckett, M.P., (2009). The young child: Development from prebirth through age eight. Fourth Edition. Upper Saddle River, NJ: Pearson Education, Inc

Jupiter Images Corporation, (2007). Clipart.com. Retrieved August 28, 2007 from website: http://www.clipart.com