Child Growth and Development (CGDR)

Piaget's 3rd Stage- Concrete Operational

-7 to 11 years -children become more rational in their thinking (ex: thinking santa claus prob doesn't exist)

Can you think of any other ways you could use this emotion face chart with the children?

-Ask the children to show these emotions on their faces, one at a time. -Ask, "What does your face do when you are mad or tired or ...?" -Ask, "What does your mother say when your face looks like....?" -You could also take pictures of a child showing the different emotions. Then, make a poster for each child so they can use the chart to help them identify their feelings.

When considering how to work with children, it is important to:

-Become aware of the needs of a child that require accommodations - becoming well informed about modifications or additions you may need to make in activities will ensure the child's inclusion with other children -Accept the differences, rather than trying to change the child. You, and the other children, should show a willingness to treat the child as an equal member of the group -As the children work side by side, they will warm your heart as they express their appreciation of their friend who is different from them

approaches to learning domain for infants and toddlers

When an infant or toddler has an attachment to an adult, they tend to respond to the adult's actions by imitating them. Toddlers will typically: • Like to play "pretend" • Want their own toy cell phones, stoves, and tools, so that they can become just like the adults they are close to • Roam out of the sight of their adults for the first time • Wander, climb, explore, and sit in new and unfamiliar places • Need reinforcement that such explorations can be pleasurable As infants become increasingly aware of their surroundings, they vocalize, smile, and coo at the sight of familiar faces. They convey excitement when seeing their family and caregivers. As they get older, they show this same excitement at seeing familiar peers. Sometimes, a young toddler's excitement and energy does not convey their emotions as clearly as they wish

cross crawl

this exercise helps coordinate the right and left sides of the brain by exercising the info flow between the two sides -useful for learning beginning skills; as well as spelling, writing, listening, reading, and comprehension 1. stand or sit 2. put the right hand or elbow across the body to the left knee as you raise it, and then do the same thing for the left hand or elbow on the right knee, as if marching 3. continue this motion for about two minutes

benefits of routines

through routines, children develop cognitive and language skills; establishing a predictable schedule and a familiar set of routines helps children feel a sense of: -security and self-esteem ("My needs will be met"; "I am worthy of this person's attention") -time and space ("Toys go here; "This is when we have snack") -independence and competence ("I can do this by myself")

developmental windows

times in a child's growth when children are especially receptive to their surroundings and interactions with other people; these time periods are tied to brain development and readiness for learning that will directly affect the achievement of developmental milestones (ex: language skills depend on hearing other people speak. If there is not adequate verbal stimulation in the first years of life, language skills- especially grammar and pronunciation- are negatively affected. This is critically important for young children, since the window of opportunity for learning language skills begins to close around five years old and greatly diminishes around puberty)

development

typically refers to an increase in complexity, a change from relatively simple to more complicated; development usually involves a progression along a continuous pathway on which the child acquires more refined knowledge, behaviors, and skills; the sequence is basically the same for all children, however, the rate varies

domains

five domains (physical development, social and emotional development, approaches to learning, language and communication, and cognitive development and general knowledge) all blend to form the basis of a child's personality. This progress is seen by categorizing predictable growth, behavior, and skill into groups of similar and interdependent expectancies necessary for maturation

positive behavior support

framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students; three types of positive behavior supports are prevention, redirection, and positive reinforcement

Maslow's Hierarchy of Needs

from bottom to top of pyramid: (basic needs) -physical: shelter to protect, water to drink, food to eat, clothes to wear -comfort and safety: safety, security, stability (psychological needs) -social: belonging, love and attention, acceptance -esteem needs: adequacy, confidence, importance (self-fulfillment needs) -self-actualization: fulfill one's life with purpose and meaning, being all that one is able to be

daily physical routines

having a daily routine that includes physical activities is a great way to plan time for children to engage in physical play and get the exercise they need; this should include indoor and outdoor opportunities; the predictability in the daily schedule also helps children to stay focused during quieter activities, such s story time and arts and crafts, because they know when they will be given the opportunity to play

key point

health status is one of the largest contributing factors that affect a child's ability to grow and develop at a typical rate

Erikson's Eight Conflicts

-(infant) trust vs mistrust -(toddler) autonomy vs shame and doubt -(preschool) initiative vs guilt -(grade school) industry vs inferiority -(high school) identity vs role confusion -(early adult) intimacy vs isolation -(middle adult) generativity vs stagnation -(late adult) integrity vs despair (encouraging trust, autonomy, initiative, and industry can resolve conflicts at each stage. If parents fail to help resolve a conflict, children could experience mistrust, shame and doubt, guilt, and inferiority. A firm foundation of trust encourages autonomy; autonomy encourages initiative; and initiative encourages industry)

Piaget's 4th Stage- Formal Operations

-11 years and beyond -final stage of cognitive development, in which thinking becomes very abstract. Children think beyond the present and think about ideal situations

Piaget's 2nd stage- Preoperational

-2 to 7 years -children are bound by what they experience directly and not by what they think -children begin to use symbols (one thing represents another); ex: using sand to make a cake -children are egocentric; their thinking centers on themselves. They can't see things from another point of view or form another perspective (ex: they do not realize when they stand in front of the tv, no one else can see it)

Developmentally appropriate activities should be considered with the child's or group's cultural differences in mind. This can be done by designing activities that:

-Embrace ideas from many different cultures -Allow for children to explore their cultural heritage -Avoid stereotypes -Include examples that span all cultures, and are not too focused on any one culture -Remember that cultural differences generally include language, clothing, food, and religion.

We use Developmentally Appropriate Practice when planning for children because it:

-Helps children maintain a high level of attention -Assures learning while participating in age-appropriate activities -Encourages participation without causing feelings of frustration -Allows for individual developmental growth

Age Appropriate activities for Preschool- 3 to 5 Years

-Listening to a guest speaker -Pasting shapes or stickers -Visiting a vegetable garden -Practicing writing the ABC's -Identifying letters and sounds -Learning songs for parents' night

Age Appropriate activities for Infant and Toddler- Birth to 2 Years

-Listening to a story -Playing with play dough -Matching objects and pictures -Pointing to five body parts -Pouring water or sand from one container to another

There are a variety of strategies that result in a reduction of negative and challenging behaviors exhibited by children.

-Model appropriate behavior through books, role play, and conversations -Reinforce positive behaviors through genuine praise -Reduce the frustration in children's lives and help them feel more competent by providing developmentally appropriate activities and materials -Foster empathy among children by teaching them about feelings -Teach children prosocial behaviors -Help children recognize instances of accidental aggression and identify alternatives -Make it clear that aggression is unacceptable through clear expectations -Teach children alternatives to weapon play or aggressive play

When have you observed children rapidly learning a skill or idea through play?

-Play contributes positively to child development. -Learning in the Physical Development, Cognitive Development and General Knowledge, Language and Communication, Approaches to Learning, and Social and Emotional Development Domains is supported by play. -Early learning relies on play experiences in which children have many opportunities to make their own choices and decisions, initiate interactions, assume responsibilities, care about the needs of others, and be challenged by tasks that prompt them to stretch. -Developmental progress does not occur during repetitive, mindless activities.

Child care professionals who use Developmentally Appropriate Practice make decisions about the education and the well-being of children based on three important sources:

-What you know about how children develop and learn -What you know about the strengths, needs, and interests of individual children -What you know about the social and cultural contexts in which the children live

Age Appropriate activities for School Age- 6 to 12 Years

-Writing and acting out a simple play -Completing 500-piece puzzles -Using the Internet for research (with supervision) -Doing homework without continual supervision -Building a diorama -Matching ten inventors with their inventions

developmental disabilities

-a developmental disability is a chronic condition that is diagnosed in childhood and substantially limits major life activities in adulthood -not the same as a developmental delay -delays occurs when a child acquires skills and/or learns at a slower pace than typical children the same age -delays don't cause substantial restrictions or limitations like disabilities do -appropriate support in the first three years of life is called early intervention, and the sooner the intervention services begin, the better

Autism spectrum disorder

-a group of brain-based neurological disorders characterized by social impairments and communication difficulties; as well as restricted and repetitive patterns of behavior, such as rocking back and forth, twirling or spinning, and flapping or waving of arms -the characteristics of Autism can present in a variety of ways, combinations, and degrees in individual children

possible attention problems

-acts very quickly without thinking about consequences -very short attention span -cannot complete tasks -switches from one task to another -easily distracted by another situation -unable to return to original task -excessive movement -constant motion even when classroom is quiet

late adult- Integrity vs Despair

-after the age 65, adults seek meaning in their lives -adults are reflecting on their accomplishments and fulfillment in life -a lack of achievement may lead to despair in the final years

importance of routines

-all children need routines that are safe and predictable -a predictable schedule helps children know what is expected of them -display daily routines where children can see them, and use pictures to illustrate activities for younger children who cannot read -balance the daily routine with opportunities for both physical activities and quiet activities

brain development

-approximately 100 billion brain cells at birth, but minimal wiring between them -this wiring between nerve cells is called a synapse -synaptic connections are being formed throughout the brain during life -early on, these new pathways are simple, vulnerable and growing rapidly -later on, the brain begins to surround the synapse with an insulation that offers protection to the connections -messages between synapses are sent electronically; the chemicals involved seem to be specialized and indicate pleasure, pain, or alarm -stimulation and experience determine what synaptic connections are initially formed; stimuli that are encountered early and often, as well as the child's successful responses, get wired into the brain -practice and repetition help determine the strength and durability of a connection; imagine the saying "use it or lose it" for brain development -the brain of a newborn to age 3 will undergo an incredible amount of growth and change -at birth, the brain stem and spinal cord are developed and control vital bodily functions, such as breathing and heartbeat; they also control the kicking, crying, sleeping, and feeding that are characteristic of infants -the rest of the brain will undergo considerable development as the infant grows; the growth is influenced by the baby's environment and experiences

promoting social interaction

-as a caregiver it is one of your responsibilities to ensure that children are provided with opportunities for social interaction and growth -creating situations for children to engage with others, including peers, should be a daily goal -desihn activities that foster social interactions -social activities should provide opportunities for children to learn appropriate behaviors, engage in entertaining and satisfying experiences, and foster self-esteem and a sense of belonging -guided interactions are essential to helping children develop positive peer relationships -encouraging cooperative play teaches children to take turns, to have positive interactions, and to share with and be polite to others -pairing children with other who share common interests helps form bonds and establish self-esteem -children who experience positive interactions during cooperative play will eventually begin to share toys and engage with others without prompting or guidance from adults and caregivers -maintain close supervision during social interactions and cooperative play to monitor children's progress towards social growth

developmental obstacles

-as a child care provider, you should always be on the lookout for sign of developmental delays and be aware of appropriate methods of dealing with children experiencing developmental delays -developmental obstacles vary widely but all affect development -other external influences can also affect development, such as having parents who cannot read or who do not frequently talk with their children, or living in homes where English is not spoken, which can affect the learning opportunities of a child and the child's ability to relate to others -also the quantity and nutritional value of food consumed affects the child's development through life -overcoming or reducing the effect of developmental obstacles requires teamwork between the child, parents, and the child care professional; such teamwork can promote more typical development

there are two developmental disabilities that you should be sure to remain knowledgeable about

-autism spectrum disorder -down syndrome

Maria Montessori

-believed that children should be able to work independently in a clean, beautiful, and organized environment filled with child-sized materials, and caregivers who help children understand order and responsibility -emphasis is placed on the preparation of the learning environment. This includes the space children use; and the furnishings, materials, children, and adults who occupy the environment -the learning environment should be beautiful and orderly. This allows children to learn about order fro the learning environment -furniture, tools, materials, and toys should be child-sized -children learn best by having sensory experiences -children should be provided with tools that work -materials should be organized and accessible to children. They should be allowed to find what they and and return it when finished -her theory focuses on the child's independence to engage them in a developmentally appropriate learning environment so they can advance their developmental skills

high school- Identity vs Role Confusion

-between ages 12 to 18, children are attempting to define who they are and where they are going -when children are given the opportunity to develop their own ideas and opinions, they can form their own identity -a lack of identity will lead to confusion about who they are

early adult- Intimacy vs Isolation

-between the ages 18 to 35, young adults are exploring the development of relationships -young adults need the opportunity to develop close relationships with family, friends, and partners -a lack of intimate relationships can lead to individuals feeling isolated and alone

middle adult-Generativity vs Stagnation

-between the ages of 35 to 64, adults are seeking a sense of accomplishment in life through family and career -adults need to see progress in their careers or success in their contributions to society -a lack of accomplishment often leads to feelings of resentment and regret

grade school- Industry vs Inferiority

-between the ages of 6 to 12, children show the ability to develop competencies. Children who are inhibited in developing these skills are abilities will experience inferiority -when children experience success, they attain a sense of adequacy and pride -a lack of industry can result in a feeling of low self-worth

Piaget's 1st stage- Sensorimotor

-birth to 2 years -children learn through sensory perception and motor activity

Why should child care professionals learn about principles of child development?

-care and the environment can support or hinder development -the knowledgeable caregiver can support a child in learning new skills -when a child is struggling with a new skills, timely intervention can help them overcome a problem and "catch back up" -the knowledgeable caregiver can "detect" indicators of possible delays and can help get the child the assistance he/she needs

possible physical disabilities

-difficulty with large muscle motor activities such as climbing stairs, crawling, riding a tricycle -frequently walking or bumping into things -shows a lack or energy -difficulty with activities such as building a tower of blocks

how can child care professionals use the information from Vygotsky's theory?

-caregivers ca develop learning environments where children play an active role in their own education, as well as the education of their peers. The adult collaborates with children in order to create meaning in ways that children can make their own -the environment is set up so children can work together in collaborative groups in a community of learners. Likewise, the learning materials have to support and encourage interaction and collaboration among children -scaffolding and reciprocal teaching are teaching strategies that access the Zone of Proximal Development, the area where Vygotsky says learning takes place -when using scaffolding techniques, the adult provides children with the opportunity to extend their current skills and knowledge -reciprocal teaching encourages a conversation between children and the adult. This conversation leads to children going beyond answering questions. It leads to the adult and children taking turns leading small group discussions. Reciprocal teaching is best understood as a dialogue between the child care professional and the child, in which participants take turns taking on the role of the teacher -caregivers should foster communication so the group talks their way through the learning material with frequent stops to ensure understanding

attachment theories and the importance of quality infant care

-caregivers serve a critical role in the development of young children that can impact all stages of life, including adulthood -its important that the impression you have on them is as positive and supportive as possible -infants need attentive, responsive adults in order to develop into well-adjusted individuals and adults -failure to provide these experiences may lead to mental health problems later in life -it is vital that you ensure all children feel loved and attended to -child care givers are in a unique position to soothe and comfort infants during times when their parents are experiencing stress -caregivers have the opportunity to form very significant bonds with children -this ability of children to form close relationships with adults during their early years creates the foundation for the child's self-esteem and prevents potential mental health issues later in life

nutrition

-child care facilities must ensure children are being fed ample amounts of nutritious foods and snacks, and drinking plenty of water -child care facilities must have a food and nutrition policy -all food must be properly stored and handled, and be free from spoilage and contamination -the Choose My Plate Campaign by the US Department of Agriculture has a wealth of info about planning appropriate meals and snacks -inspect the food a child brings for lunch or snacks to ensure it is consistent with the food and nutrition policy of your program -talk to parents about their child's food preferences and any food allergies they may have -create a weekly menu and share it with parents to keep them informed about the food and snacks being served -informing parents daily about the foods and snacks their child ate helps them meet their child's nutritional needs with the meals served at home

physical development ages 18 to 36 months

-children become more confident when they can wash and dry their own hands, feed themselves without help, and ride a tricycle -the "I can do it myself" stage manifests itself in dressing themselves without assistance, going up and down stairs independently, and engaging in simple conversations -it is important for you, as a child care professional, to support the independence needs of the older toddlers, even when you could do it much faster -it is your responsibility to make sure that the child care environment safely supports older toddlers' exploration

physical development of infants and toddlers

-children change a great deal during the first few years of life -in the early years of development, discovery and exploration take center stage -during the first few month, a child begins to gain control over parts of the body -motor development begins at the head and works its way down. This means that an infant will develop control of the head before they learn to control the hands. The use of arms will develop before the legs -at this young toddler stage, children are very busy exploring and investigating their environment. This newfound mobility has opened up a new world for the young toddler -at 8 to 18 months, children move from beginning to crawl, to standing while holding on, to climbing up and down stairs with assistance, and eventually, walking with or without assistance -during this stage, it is very important to support a child's sense that "I can do it." It is also important that you focus on a positive aspect of this stage: increasing independence

principle 1- developmental sequence is similar for all

-children develop in relatively the same ways -there is a typical sequence of development that occurs as a child grows -while the sequence is similar, and the behaviors or skills emerge in the same order, children can take more or less time with each behavior or skill -they can move forward, regress for a short time, then move forward again -some children may skip a behavior or skill as they move forward

physical activity

-children need sufficient physical activity to ensure they are strong, happy, and healthy -physical activity contributes to physical, as well as emotional health and stability -sports, games, exercises, ad workouts can help keep their bodies strong and their minds relaxed -when performed regularly, they can help their heart, lungs, bones, muscles, and circulation system develop, as well as help children focus on their learning activities -be sure to allow plenty of time in the daily schedule for indoor and outdoor activities -ensure an appropriate environment is available that can accommodate physical play and activities -provide materials that facilitate physical activities, such as sports balls, jump ropes, and playground equipment -encourage children to engage in physical games with each other, like leap frog, catch, and tag -always maintain close supervision of children at play to ensure safety and prevent injuries

specific growth changes

-during the first year of a child's life, babies can grow ten inches in length and triple their birth weight -after the first year, a baby's growth in length slows to five inches each year -a major growth spurt occurs at the time of puberty -girls generally enter puberty between 8 and 13 years of age -boys usually enter puberty between 10 and 15 years of age

principle 4- development proceeds at different rates

-each child is different and the rates at which individual children can develop are different -although the sequences for development are usually the same for all children, the rates at which individual children reach each stage will be different -some children will walk at ten months of age, while others walk at eighteen months of age -development is never uniform, but it is constant

social interaction and children with disabilities

-children with disabilities may sometimes have an increased difficulty engaging in social interactions with their peers -because of a perceived difference, whether physical or mental, the peers of a child with a disability may be reluctant or shy about engaging in social interactions with them -be sure to remain aware of opportunities to encourage children with disabilities to be involved in activities and interactions with their peers whenever possible -preschool children with disabilities have a potential risk of challenges in the development of social skills and peer interactions -including children with disabilities in a group with typical peers is not sufficient for building social skills, facilitating emotional development, and promoting interactions -you can assist all children in developing socially by analyzing the nature of the toys or play activities; including children at varying developmental levels; teaching the children with disabilities to make eye contact, smile, take turns, and share; and teaching the typically-developing peers to initiate and maintain social interactions with the students with disabilities -ensure that there are a variety of activities children with disabilities can participate in

accommodating special needs

-children with special needs can be accommodated in a child care environment with the help of assistive technologies and additional training of the staff -overcoming or reducing the effect of developmental obstacles requires teamwork between the child, parents, and the child care professionals

age ranges

-children's development progresses at irregular intervals, with progress periodically starting and stopping -its quite normal for their to be variation in the patterns and timing of growth and development, rather than a smooth progression -development is uneven, as children do not progress in all skills at the same time -a child grows and learns as a whole, not in pieces -skills such as sitting up, grasping, or walking are examples of increasing maturation -these skills involve muscle strength and coordination that, in turn, are influenced by things such as nutrition and opportunities to practice

how can you, as a child care professional, support a positive outcome in each of Erikson's first four conflicts?

-create a relationship with your children that is based on trust -allow your children to exercise autonomy whenever it is safe and practical -guide your children to initiate activities or portions of activities whenever it is safe and practical -promote the building of your children's creativity during activities

how can you implement the theories of Montessori in your child care environment?

-create an environment that is full of beauty and order -provide child-sized furniture and materials -allow children to access the materials they need, and help them learn to return those materials to where they belong when they are finished -provide opportunities for sensory experiences

caregivers can create opportunities to develop fine motor skills through:

-creating bead chains with one-inch beads -cutting and pasting paper chains -making Valentine's Day and thank you cards -coloring or painting during art activities -writing with pencils and crayons

erik erikson

-developed 8 emotional and personality development stages through which humans develop during their lifetimes -assumes humans are driven by, and constantly trying to channel, powerful inner forces -describes emotional development as a series of 8 stages, called conflicts, which must be "resolved" before proceeding to the next conflict -moving successfully through these conflicts ensures that an individual becomes socially and emotionally stable

Lev Vygotsky

-developed the social development theory of learning -theorized that social and cultural interactions are the primary sources of learning and behavior -a child's learning development is affected by culture, including the family environment, in which they are raised -children learn through problem-solving experiences shared with a knowledgeable adult or peer. Initially the person interacting with the child assumes more responsibility for guiding the learning. As the child learns, the responsibility is gradually transferred to him/her. This is an instructional technique called scaffolding -a difference exists between what a child can do on his/her own and what she/he can do with the help of a knowledgeable adult of peer. A child can perform a task under adult guidance, or with peer collaboration, that he/she could not achieve alone. Vygotsky called this the Zone of Proximal Development and claimed that learning occurred in this zone. In summary, Vygotsky focused on the connections between people and the culture in which they interact

principle 5- all areas of development are interrelated

-development in children is interrelated -there are several examples in principles 1 through 4 that show how the body has to grow and develop before new behaviors and skills can occur -these examples also demonstrate the first two of five areas of development, called domains -these five domains of development are Physical Development, Cognitive Development and General Knowledge, Language and Communication, Social and Emotional Development, and Approaches to Learning. Each area of development influences development in other areas -each of these developmental domains can be defined by one or more characteristics. The characteristics of the Physical Development Domain involve increase physical growth and abilities -there are many characteristics of the Cognitive Development and General Knowledge Domain, and the Approaches to Learning Domain, which include thinking, planning, creating, exploring, and questioning -the Language and Communication Domain includes a child's abilities to see, hear, speak, read, and write -the Social and Emotional Development Domain is defined by forming relationships and attachments

principle 2- development proceeds from general to specific

-development progresses from a beginning point moving in a forward direction -just as growth of an infant proceeds from the top down and from the center of the body to the limbs, development of behaviors and skills moves from general to specific -as children mature, their bodily changes occur in a sequential order and give children new abilities -as the brain and nervous system develop, a child's thinking (cognitive) skill and motor skills improve -in the Physical Development Domain, an infant's large muscles develop first and result in the ability to wave the arms and kick the legs -development continues in the smaller muscles in the fingers and toes, and results in the ability of the fingers to grasp objects and the toes to help with balance when standing and walking

possible visual problems

-difficulty in seeing distant things clearly -holds toys or books very close to eyes -rubs eyes frequently -blinking eyes often when doing work

toilet training readiness signals

-excitement over learning to walk and run -able to sit down and play quietly for about five minutes -able to help dress and undress self (as long as process doesn't include complicated unbuttoning or untying) -shows imitative behavior -wants to put toys and other possessions where they belong -able to understand and follow simple directions -takes pride in accomplishments -has bowel movements at regular times every day -bowel movements are well-formed -able to remain dry for about two hours at a time -able to urinate a good amount at one time -aware of the process of elimination -has a name for urine and bowel movement

preschool- Initiative vs Guilt

-four or five year olds begin to develop an interest in exploring beyond themselves -children who are not allowed to pursue their natural curiosity will be prone to feel guilt for their actions -when initiative is encouraged, a person experiments within one's environment -a lack of encouragement for initiative can result in a feeling of guilt for acting on one's natural curiosity

Vygotsky's four main strategies for success

-generating a question for understanding -clarifying that they are understanding what they are reading -stopping to predict from clues what they think will happen in the learning material -summarizing what they have learned

similarities in growth

-growth proceeds from the head downward and from the center of the body outward -children gain control of the head and neck first, then the arms, and finally the legs -at birth, the brain, heart, and spinal cord are fully functioning to support the infant -as children grow, the arm and leg muscles develop, followed by the finger and toes muscles

types of activities and interactions with children that have an effect on their development and learning

-how you diaper, feed, and put them to sleep -the way you greet children and the way you comfort them -the amount of space the child has to play in, and the ambient lighting -the songs you sing -the toys you provide -the meals you serve -your attitude and cheerfulness

principle 3- development is continuous

-in children who develop typically, behaviors and skills they have already acquired become the basis for new behaviors and skills -there is continuity from one phase of development to the next -children continue to add new behaviors and skills as they perfect their abilities to walk, to write or draw, and to speak. For example, speech development proceeds from gurgles and coos to chattering, then to words, then phrases, and finally, sentences. Sentences become paragraphs and stories, both oral and written -in order for children to write or draw, they must have developed the control of their hands and fingers to hold a crayon and a pencil. Holding a pencil develops into writing and drawing -the continuation of development can easily be seen in children as they mature from age two to age twelve

factors of child development

-internal: heredity and health status -external: environment (knowing development rates and expectations can help child care professionals recognize if a child needs professional help, such as vision correction, physical therapy, hearing aids, or speech therapy; also helps you tailor activities and expectations for the children in your care)

childhood obesity

-is a growing concern as it can lead to a variety of health problems later in life -obese children can develop heart disease, type 2 diabetes, asthma, sleep apnea, as well as social discrimination -helping children establish healthy habits ad exercise routines allows children to more easily maintain healthy lifestyle trends throughout adulthood -while some children may have medical conditions that result in weight gain or loss, the majority of weight gain is the result of too many calories and too little exercise -overexposure to marketing of candy, sodas, and fast food has resulted in children who have inaccurate interpretations of healthy food choices -due to busy schedules, inaccurate nutritional perceptions, and other socioeconomic factors, some parents struggle with providing well-balanced meals for their children -increased access to technology, such as television programming, video games, movies, and computers, can distract children from engaging in appropriate amounts of physical activity and exercise -there are several practices you can use to assist overweight children, such as avoiding using food or candy as a reward or to encourage behavior -encouraging children to finish all the food on their plates is an outdated practice; allow children to eat as much or as little as they like -always have healthy foods, snacks, and drinks available to children -educate children about healthy food choices -provide plenty of opportunities for both indoor and outdoor physical activities -share info with parents about healthy nutritional practices and the importance of daily physical exercise -discuss possible changes and improvements that parents could make at home

brain gym

-just as your muscles need to be exercised to keep them strong, your brain also needs a workout to ensure it is performing at its full potential -learning is not an isolate "brain" function -every nerve and cell in the body is a network contributing to our intelligence and our learning capacity -brain gym exercises can be used before and during any learning activity; they are simply, but effective -brain buttons, cross crawl, hook up, drink water

how can child care professionals use the info from Piaget's theory?

-knowledge of the four stages helps you understand how babies and children may perceive their environment -it also helps you understand why children make thinking "mistakes" -discovery learning and supporting the developing interests of children are two primary instructional techniques that are based on Piaget's theory -adults should challenge children's abilities, but not present material that is too far beyond the children's level -children should be exposed to a wide variety of concrete experiences- such as use of manipulatives, field trips, and working in groups- to help them learn -it is wise to keep in mind a child's stage of cognitive development when planning developmentally appropriate learning activities

Abraham Maslow

-known as the father of humanistic psychology -his theory assumes that humans are more than the sum of their parts -made a hierarchy of needs -in a hierarchy, one set of things is dependent on the next, both of which are dependent on the next, and so on -Maslow's hierarchy has five levels, pictured as a pyramid, and goes from bottom (human need 1) to top (human need 5) -like a pyramid, the upper levels are supported by the lower levels -satisfying the needs on the second level depends upon the first level needs being satisfied -studied monkeys and realized some needs take precedence over others: water over food, air over water

ensuring health in children

-maintaining good nutrition -ample amounts of exercise opportunities -involvement in physical activities -predictable daily routines

nature vs nurture

-nature refers to genetics, while nurture refers to environment and experiences; both determine how children develop -negative experiences create one set of connections in the brain, and positive experiences create a different set -an infant who is picked up and cuddled might learn to call attention to himself/herself when they want to be comforted. A different infant who is essentially ignored might learnt that he/she cannot count on their caregiver to meet his/her needs -since you do not have any control over heredity/nature, you can only have an environmental influence on a child's development

possible speech or language problems

-no speech by age 2 -does not use two or three word sentences by age 3 difficulty understanding after age three -stutters after age 5 -has poor voice quality -problems understanding what is said

effects of health on growth and development

-not every child is free of health problems or developmental delays -these can inhibit the growth and development of an otherwise typically developing child -as a caregiver, you are in a unique position to help them develop the attitude and skills required to overcome and adapt to these types of challenges -a child in good health has a better opportunity to grow with fewer developmental challenges than an unhealthy child -the higher the number of illness, accidents, injuries, and diseases that affect a child, the more likely it is that the child will encounter a developmental delay -health status has a critical influence on the growth and development of a child beginning in the pre-natal period -factors such as socioeconomic status, gender, and race also seem to affect the health of a child -being healthy generally happens when a child eats well, gets plenty of physical activity and exercise, and maintains a healthy weight -developing healthy behaviors early in childhood helps children maintain a healthy lifestyle through adulthood -healthy behaviors that should be encouraged in young children include establishing appropriate sleep and nap periods, understanding and following rules and expectations, exhibiting appropriate behaviors and responses to discipline, showing respect to peers and adults, and practicing good oral and physical hygiene -if a child is healthy, their body works well; they feel good; appear happy; and can do many things they want to do, like run, learn, have fun, and play with friends

to ensure the children in your care are healthy and well nourished, its important to:

-observe their eating patterns and bodily functions -serve healthy and nutritious meals and snacks -provide many opportunities to be physically active -encourage good hygiene practices -demonstrate and practice safety rules

addressing special needs of children

-physically challenged/child who wears leg braces: ensure learning centers have ample space for movement -socially challenged/child with autism: reduce the number of transitions throughout the day -emotionally challenged/shy: ensure the environment feels safe for the child -a child who is gifted: provide activities that are slightly challenging to the child -mentally challenged: provide activities to increase development without causing frustration

possible hearing problems

-poor speech, omits sounds, loud voices -does not understand directions -does not answer when called -trouble paying attention in large group activities -often gives the wrong answers to the questions -avoids playing with other children -becomes tired early in the day

there are actions you can take on a daily basis to promote good health

-practice handwashing and tooth brushing on a regular basis -encourage children to exercise through activities such as jogging, walking, jumping, running, and dancing -create and enforce safety rules for the indoor and outdoor learning environment -promote activities that encourage children's sense of independence

physical development of preschoolers and school-agers

-preschoolers can do many things independently -this is a time for the exuberance of jumping, running, hoping, and bike riding -they become better listeners and can understand and explain the importance of avoiding common dangers, such as sharp knives and playing with fire -they still need child care professionals to stay close and help with difficult tasks; and they often want to help with chores, such as setting the table or cleaning up messy projects -although it takes time and energy to show them how to do a new job, its worth the effort -school age children continue to act more independently each year; you want to provide carefully structured opportunities to foster this growing independence -one way to do this is to pair the older children with younger children as mentors or teachers -as a child care professional, you should choose activities that train children to improve their physical and motor development

communication with parents is vital in the areas of health and safety

-records on regular medical care and immunizations should be up to date -be alert to symptoms of illnesses -have conversations with families about home and child care routines -inform parents of each child's daily eating patterns

physical development domain

-refers to typical growth patterns, changes in weight and height, motor development, general health and safety, visual perception, and hearing, and any other area related to a child's physical well-being. It refers to a child's ability to move around and control various body parts; examples include abilities such as grasping, rolling over, sitting up, hopping on one foot, writing, and using tools for tasks -reflexes control most of a newborn's movements, while an eight month old may already be pulling up onto furniture and taking their first steps -a newborn does very little at first; most movements are reflexive and automatic -each infant is born with a set of reflexes that allow response to environment, even before they have had a chance to learn; most of these disappear after a few months -motor development refers to a child's ability to move around and control various body parts; instruction in and practice of motor skills are effective only after the appropriate physical development has occurred (ex: grasping can only occur after the muscles in the hand and fingers have developed) -children learn the specifics of each motor skill once their bodies are sufficiently mature; once the final stage for each gross motor or fine motor skill is learned, children continue to refine the movement and increase in strength and power -remember children develop at different rates that are genetically determined

routines and developmental level

-routines for older infants and toddlers should take into account the child's efforts to become independent -toddlers are quickly learning to do things for themselves, such as feed themselves, wash their hands, and pull up their pants -try to let them do as many things as they can by themselves -toddlers can be quite cooperative one minute, then running from you the next. As a result, routines should be carried out in a way that is open and flexible, yet there is a predictable sequence to the routine -in any routine, making a smooth transition from one activity to the next can help minimize the stress -let children know what will be happening next with statements such as, "In a few minutes, we are going to stop and I am going to change your diaper." This helps children feel safe and secure -routines are built on daily activities like feeding, toileting, and dressing

can you find other examples of maturing skills using objects that cross over at least two age ranges?

-running -throwing a ball -getting dressed -washing hands

social needs examples

-sense of belonging, being connected -adult to adult affiliation, companionship (significant other) -parent to child relationship -positive relationships with extended family -positive informal social support network -positive formal social support network

self-esteem needs examples

-sense of competency as parent, worker, significant other -sense of efficacy, capability -sense of resiliency, hopefulness -ability to cope and problem solve -sense of well-being (individual to family levels) -opportunities for enjoyment

physical needs examples

-sleep -food -water -heat -health care -income -clothes

social influence on child development

-social interactions form the basis of our need for belonging, acceptance, and self-esteem -interacting with peers helps children learn about themselves and others while they establish that they belong as part of a larger group -interactions with parents ad adults help children to learn appropriate behaviors and expectations, which forms the basis for adapting to societal norms -social interactions with family, peers, adults, caregivers, adn neighbors have an influence on a child's behavior and personality -Vygotsky theorized that social and cultural interactions are the primary sources of learning and behavior -you can use the child care environment to arrange gatherings with parents and family members -field trips to a fire station, police department, or hospital are opportunities for children to safely engage with adults performing in a professional capacity, which exposes children to the behaviors that will eventually be expected of them -opportunities for dramatic play foster children's imaginations and encourage role playing expected behaviors

differences in growth

-some children are taller, some shorter; some children are smaller, while others are larger -these differences are completely typical; typical growth is supported by good nutrition, adequate sleep, and regular exercise -children do not grow at perfectly steady rates throughout childhood -children will experience weeks or months of slightly slower growth, followed by growth spurts -differences in the amount of growth can be a source of self-consciousness for some children -it is important to help children understand that differences in growth patterns are typical; because each child is different and special, it is important to help them understand this concept in order to develop a sense of self-acceptance

self-actualization needs examples

-spirituality -personal emotional response -refinement of interpersonal skills (empathy, communication, relating) -enhancement of understanding of relationships with child(ren), family, community, self

temperament vs personality

-temperament describes the emotional response of a child -temperament is different than personality -it is a prevailing or dominant quality that characterizes a person, such as shy or bold -personality is the totality of a person's attitudes , interests, behavioral patterns, emotional responses, social roles, and individual traits that endure over a long time -temperament can affect personality; a child who has a quiet and sensitive temperament, may be led towards solitary sports, reflective reading, and a career where they work alone -while a child's temperament may remain the same, they can become more outgoing as they learnt to trust and work with others, which is a reflection of their developing personality

heredity

-the blend of physical and temperamental characteristics inherited by a child from the birth parents, which affect their personality and may have positive or negative influences on a child -some children inherit characteristics that help their development, such as ability with language and strong bones; others inherit characteristics that can hinder development, such as health conditions; while some inherited characteristics have no influence on development, such as eye and hair color

understanding domain charts

-the charts cover children's ages, birth to 12 years old -the age range represents a period of months or years, rather than an exact point in time when typical expectancies will be achieved -generally the info presented in the charts should be interpreted as occurring at the approximate mid-point within the range of months or years -under each age column are the typical growth, behavior, or skill expectancies within each characteristic at the given age range -these domains are guides and should never be used as a checklist -remember its the sequence of growth and development, not the age that is the important part in evaluating a child's progress

fine and gross motor development

-the development of motor skills, both gross and fine, are important to the overall physical development of a child -gross motor skills involve development of large muscles, such as those found in the arms and legs. Gross motor skills include running, throwing, climbing and jumping -fine motor skills involve the development of small muscles, such as those found in the fingertips, lips, and toes. Fine motor skills include grasping, writing, and eating -to aid in this development: --provide as many opportunities as possible for the children to run, jump, throw, and climb --demonstrate and provide practice in the use of simple tools, such as a fork, spoon, scissors, and writing and drawing materials --encourage children to use all five of their senses, both indoors and outdoors --provide activities and opportunities for children to improve all five of their senses --caregivers can provide opportunities to improve gross motor skills through games such as leap frog, duck duck goose, hopscotch, simon says, red light green light, and tag --growth occurs in spurts; a child may suddenly be able to accomplish a task they couldn't a week ago

drink water

-the human brain is composed mostly of water; this means staying hydrated is paramount to ensuring high brain performance -encourage children to drink water during the day to help them stay hydrated -drinking water is very important before any stressful situation; we tend to perspire under stress or when actively playing or exercising -dehydration ca negatively affect concentration -ensuring that children stay hydrated is especially important when children experience stress due to learning new concepts, taking tests, or facing deadlines

a child's family can have an impact on their health status in a variety of ways

-there are a number of health issues the family controls, such as serving healthy meals, frequency of doctor visits and getting the necessary immunizations -parental responsibility begins with good pre-natal care. Unfortunately, some children are victims of bad choices made by parents -one of the more devastating examples of how health status influences child development is the affect of alcohol on the developing child (Fetal Alcohol Spectrum Disorders FASD result in a variety of mental and physical defects that develop in unborn babies when the mother drinks too much alcohol during pregnancy; growth, skeletal, facial, organ, and central nervous system abnormalities can be symptoms of FASDs; a baby born with FASDs may be seriously disabled and require a lifetime of special care)

brain buttons

-this exercise helps improve blood flow to the brain to "switch on" the entire brain before learning begins -the increased blood flow helps improve concentration skills required for learning 1. position one hand so there is as wide a space as possible between the thumb and index finger 2. place the index finger and thumb of this hand into the slight indentations below the collarbone on each side of the sternum. Press lightly in a pulsing manner 3. at the same time, put the other hand over the navel area of the stomach 4. gently press on these points for about two minutes or 20 times each; 5. switch hands and repeat

toddler- Autonomy vs Shame and Doubt

-toddlers need to explore their own bodies and environment in order to become confident about themselves -when autonomy is allowed, a person can become comfortable with his/her choices -a lack of autonomy can result in a feeling of shame or insecurity

comfort and safety needs examples

-transportation -neighborhood -safe relationships (not domestic violence, abuse) -child care

Infant- Trust vs Mistrust

-trust is developed over time by providing an infant with a consistent, comforting environment -when needs are met, trust is established -trust builds an emotional foundation -a lack of trust can result in poor emotional stability

possible learning problems

-unable to follow directions because they cannot remember what was said -frequently bumping into things, knocking things over -unable to see differences in size, shape, and color -cannot remember what is seen or heard -cannot tell the difference between sounds and textures

Jean Piaget

-was interested in how children develop an intellectual understanding of the world -his theory was based on the concept of cognitive structures -cognitive (meaning "to learn") structures are patterns of physical or mental action that inspire acts of intelligence and correspond to stages of child development -Piaget assumes that humans take the information they receive and process it, then react to it -believes children develop the ability to learn in four basic stages -in each stage, development focuses around acquiring a different set of characteristics and abilities; each stage represents a change from one type of thought or behavior to another, with each stage building on the one before -his four stages explain how children interact with their environment to construct knowledge

what are some questions child care professionals need to ask themselves, or the family regarding the child with special needs?

-what information can you share about the disability? -what accommodations do you make at home? -what are your biggest worries, as a parent? -what specialized equipment or devices will we need to accommodate?

inclusive child care programs

-when child care programs fully support children with developmental disabilities -inclusion means to ensure that all children are involved in activities -the Americans with Disabilities Act, or ADA, is a federal law that requires child care programs to comply with specific accessibility guidelines to support children with disabilities -the Individuals with Disabilities Education Act, IDEA, ensures that all children with disabilities ages 3 to 21 receive free and appropriate public education and that early intervention services are provided to eligible infants and toddlers -additionally, child care professionals: use developmentally appropriate practice (DAP), establish a routine and schedule, foster friendships, nurture language development, facilitate imaginative play, and assist families in meeting their children's needs

developmental domains

-young children are developing in all the domains simultaneously -each domain is equally important to the growth and development of a child -not only are the developmental domains equally important, but they are also interwoven -rapid physical growth leads to increased and more refined motor development -early brain development research states that social and emotional development, and cognitive development, are interdependent in the development of intellect -physical development- and social and emotional development- must be supported by caring adults, if a child's intellectual abilities and learning are to be maximized -it is essential that the child care environment sustains a child's curiosity, creativity, evolving language and communication skills, and growing knowledge about the world

Piaget's Stages of Cognitive Development

1. sensorimotor (birth to 2 years) 2. preoperational (2 to 7 years) 3. Concrete-operational (7 to 11 years) 4. Formal operations (11 years and older)

principles of child development

5 principles related to the progression of general development that children will typically experience; these help us understand how children are alike and the characteristics that are typical within age groups. No two children are exactly alike but we know that two year old children are more like other two year old children than they are like six year old children

Promoting Self-Discipline in Children

Adults and caregivers are the primary people who contribute to a child's ability to become self-disciplined. They must help children learn the positive benefits of prosocial behaviors by rewarding them when they act appropriately, and by using positive guidance strategies to deal with inappropriate or unwanted behaviors and actions. Caregivers should take an active role in encouraging children to engage in desirable actions and behaviors, such as sharing with others, comforting their peers, and being honest and respectful. Desirable actions and behaviors can be rewarded with praise and appreciation. Conversely, undesirable actions such as aggression, tattling, or selfishness should be discussed with children, putting an emphasis on the negative effects it has on them and others around them. When children learn to act and react appropriately, resulting in positive relationships and a healthy sense of self-esteem, they gain the ability to function successfully in the wide variety of situations they will experience throughout their lives. Adults and caregivers who successfully instill a sense of self-discipline help children learn to take responsibility for acting appropriately on their own, without a need for others to do it for them.

Many child care professionals use this lesson chart format—or one similar to it—when planning lessons, to ensure that:

All domains are reflected in the children's activities each day There are a variety of activities and materials in use You can keep track of what materials and activities have been used with a specific age group Your notated charts (what worked, what did not) are used as the basis for making improvements in next year's planning Reading activities must be implemented every day You vary activities to include: whole group, small group, and individual In summary, child care professionals know that little is learned in isolation. Learning activities can emphasize several or all of the domains at one time.

Learning Experience Planning

As a child care professional, you use the developmental domain charts to plan learning opportunities and activities for the children in your care. Child care professionals need to plan a variety of activities and materials for each day by using a planning tool to ensure that learning is central to the activities experienced by the children.

social and emotional development in toddlers

As babies progress into the toddler years, their social and emotional needs will also develop into a more complex set of expectations for parents and caregivers. Since children are beginning to establish their personality during this stage, its important to know what to expect from toddlers, and how to react appropriately. Between 12 and 18 months, you can expect toddlers to show affection and warmth to their parents, caregivers, and others who are familiar to them. They may begin to engage in parallel play, or play alongside their peers without much interaction with them. From 18 to 24 months, toddlers begin to wander away from a caregiver voluntarily. As they become more independent because of establishing positive bonds with people in their environment, this may lead to an increased interest in exploring their environment and interacting with others, including their peers. Toddlers like to establish a connection with a parent or caregiver who makes them feel safe. Since toddlers are beginning to develop their personalities during this stage , its important that caregivers are prepared with appropriate learning opportunities for the children in care. They tend to assert themselves to parents and caregivers by being resistant. Do not worry, this resistance is a normal part of the toddler's efforts to establish his own identity and to gain some control over what happens to him. Parents and caregivers can help support children's self-confidence, independence, and self-esteem by allowing toddlers to make simple choices whenever possible

approaches to learning domain for school-agers

As children reach the age of six and enter school, they are becoming excited about learning, making new friends, and engaging in new experiences. They are becoming able to accomplish more challenging and complicated tasks, and are experiencing the rewards that follow. As they develop a new and increasingly complicated set of skills, they begin to apply their newly gained knowledge in more complex and complicated ways six year olds: -Are learning to read and experiencing emergent literacy as they recognize and learn to write symbols and letters -Enjoy and learn from sensory experiences, such as building blocks, art supplies, puzzles, and musical instruments -Need to have hands-on learning experiences so they can learn through trial and error, and enjoy the rewards of experiencing success and accomplishment -Show increasing attention spans, and can concentrate for longer periods of time without becoming distracted seven year olds: -Are becoming aware of themselves as individuals -Are developing concepts of space and time in logical and practical ways -Are gaining a better concept of cause and effect ("If I do this, then this will happen...") -Can tell time and make plans in advance eight year olds: -Enjoy collecting and organizing items, such as toys or baseball cards, and putting them on display; they also enjoy comparing and trading these items with peers -Collect and save money for future purchases, and are willing to perform tasks or jobs for payment -Like to work independently and delight in achieving success -Willingly accept challenges and responsibilities, and enjoy being rewarded for their work

Developing Questions That Help Children Think

Carefully crafted questions can encourage creative thinking. Because language and thought are closely intertwined, more elaborate, and fully articulate answers help children practice higher-level thinking skills. Many of the examples below require children to wrestle with uncertainties, make connections, or create their own definitions. 1. Applying/matching • How could you use...? • What job uses this ...? • When would you need this...? 2. Comparing/contrasting • What is similar to ...? • How is this like ...? • How is this different from ...? .3. Connecting Ideas • What things do you think about? • What do you already know about ...? 4. Evaluating/Judging • What do you like/dislike about ...? • What is your favorite ...? Why? 5. Alike/Different • How is ... like ...? • What else looks like ...? • What part of ... is like you? 6. Symbolizing • Can you draw a picture of this? • What song would match this? • Could you write a sentence/story/poem about this?

How to Promote Prosocial Behavior

Caregivers are in a unique position to act as role models to children and to model desirable, appropriate behaviors that we want to see reflected in the actions and behavior of the children in care. Since caregivers spend a great deal of time with children, they are also in a position to create a learning environment with an atmosphere that is conducive to encouraging prosocial behaviors in children. According to Guiding Children's Social Development, "In group settings, the atmosphere most likely to promote nurturing, sharing, cooperating, and rescuing has the following characteristics: -Participants anticipate that everyone will do his or her best to support one another. -Both adults and children contribute to decisions made, practices, and procedures. -Communication is direct, clear, and mutual. -Individual differences are respected. -Expectations are reasonable. -People like one another and feel a sense of belonging to the group. -There is an emphasis on group as well as individual accomplishments." Caregivers who design appropriate learning environments and create an atmosphere that encourages these positive, rewarding behaviors help children establish prosocial behaviors as a positive habit that will benefit them throughout their lives. Be sure to discuss appropriate behaviors and attitudes with children, model prosocial behavior, clearly define expectations, and use appropriate discipline techniques when necessary.

DAP for Children with Special Needs

Developmentally Appropriate Practice can be modified for children who have developmental delays or special needs: -Many times, their specific needs or delays will not impair their ability to participate in group activities. -Simple accommodations are often possible. -It is not acceptable to initiate activities that isolate a child with special needs. -Children with special needs require an added level of consideration because they: --May be at a different developmental level than most children in their age group. --May have one or more developmental challenges that restrict their participation in group activities. --Require more focus on a specific developmental aspect. --May feel an added level of frustration with some activities.

DAP Defined

Developmentally Appropriate Practice is age appropriate. In Module 4, you learned about how children in the age ranges of birth to 12 develop and learn. With this information in mind, you can develop activities, routines and strategies that meet the needs of children in the age ranges you serve. DAP should be interesting, safe and achievable while still being challenging for children to accomplish. The DAP are valuable general guidelines to support the learning of children. Developmentally Appropriate Practice is individually appropriate. Since children do not always develop at the same rate, it is important for child care professionals to carefully observe the children to determine if they are simply lagging behind and will probably catch up, or if they have more serious issues that require intervention and accommodations. In addition, a child's background, past experiences, talents, and interests all affect which activities match a certain child. If a child has had little or no experience in a certain area, he/she will not perform as well as a child who has had lots of experience in that same area. For example, a child who has never seen snow will not know how to play snow games or completely understand stories about children in snow. Developmentally Appropriate Practice is socially and culturally appropriate. The richness of a diverse classroom offers many opportunities for children to share their heritage with others while requiring you to be alert to culturally sensitive areas and taboos, which may affect children's interactions with adults or their peers. For example, some children of Asian descent are taught that looking an adult in the eyes is rude. Activities should relate to children's past experiences so that strategies and content build on what is familiar to children and their families. Developmentally Appropriate Practice (DAP) is defined as curriculum and environments that are age, individually, socially, and culturally appropriate.

identifying facial expressions

Expressions vary from person to person. Infants and toddlers use expressions as a means to interpret and understand the adults and children around them. Expressions can also confuse toddlers. It is important to teach children about emotions to ensure they understand them correctly. The Social and Emotional Domain is important because it builds the foundation for how individuals will regulate their emotions and build emotions for their entire life.

cognitive development and general knowledge: Infants and Toddlers

Infants and toddlers try everything and can inflict some damage in an innocent attempt to get closer to objects that are out of their reach. Learning is their aim and play is the vehicle they use to learn. Remember, all of the domains are developing at the same time. Early brain development research says that social-emotional development and cognitive development go hand in hand. A child can only learn when there is no threat to their well-being. Twelve- to twenty-four-month-old children are beginning to exhibit much more obvious signs of cognitive development, such as cause and effect, and object recognition. Between the ages of two and three years old children will display their cognitive progress through a variety of increasingly complex behaviors. They will pretend to read, sort objects, repeat rhymes and songs, talk about books, tell their ages and names, and ask an increasing number of questions. As a child care professional, you need to surround the children in your care with objects that can be held, sorted, counted, and combined. These may be as simple as a bag of clothespins or as complex as a manipulative kit

Characteristics of Developmentally Appropriate Learning Environments

It is important to value the ages and abilities of children in order to make appropriate choices in planning your early childhood classroom. Developing and utilizing high-quality materials and research gives us an understanding of the children in our care, and of the stimulating and responsible curriculum they need to help them reach their maximum potential.

Language Development: Infants

Language development occurs in gradual steps as children age. All infants advance at their own pace; no two infants will reach a particular milestone, such as their first word or their first steps, at exactly the same time. The stages that infants progress through do happen in the same order. • As a baby grows older, the crying becomes more differentiated into a variety of sounds. You become better able to discriminate what certain cries and sounds mean. • The timing of early babbling seems to be due to maturation since all infants, even those who are deaf, start babbling around the same age.

Toddlers, Preschoolers, and School-Agers

Language development occurs rapidly during the toddler and preschool ages. • At 24 months, a child's receptive vocabulary—the words he/she understands—contains about 300 words. His/ her expressive vocabulary—the words he/she uses to express himself/herself—is not as large, but is growing every day. • Around 36 months, children will respond when spoken to, tell lots of stories, and enjoy rhyming and singing. They will ask lots of questions and be eager to learn new words. They will begin to speak in increasingly longer sentences and begin to show an increase in the ability to use grammar correctly. • School-age children will begin to show an increased understanding of grammar in their speech around the age of six. Their language and speech skills will allow them to use words and language that are appropriate for who they are speaking to, whether adults or peers.

Learning Centers

Learning centers are designated areas in a child care program that are devoted to a particular domain of play. "Learning center" is only one name for these spaces. They may be called activity areas, stations, or play areas. Learning centers should support all of the learning domains. The number and kinds of learning centers you have depends on your program goals, the number of children, and the space available. Some learning centers may be permanent, while others are set up temporarily. Learning centers may include areas that focus on topics such as dramatic play, cooking, outdoors, art/creative expression, sand/water, quiet/working alone, wood working, manipulative or table toys, music and movement, library/books/language, discovery/science, computers, or blocks. Learning centers can also be identified by the type of play that can occur in that center. For example, exploratory play could be labeled the "Look and See Center;" the language play area could be called the "Reading and Writing Center;" and the constructive play area might be called the "Let's Build It Center." Learning centers should not be stagnant. Materials should be rotated periodically. Learning centers may be combined so activities can flow through multiple areas.

Implications for the Cognitive Development and General Knowledge Domain

Learning depends, in part, on the quality of the experiences and opportunities children have, both at home and with their child care professionals. With safety in mind, environments that stimulate them to explore and discover maximize the learning possibilities. Remember to: • Use math and science vocabulary words when appropriate • Look for read-aloud books that reinforce math, science, social studies, and art and music • Use positional vocabulary, and refer to maps and location charts • Organize an art and music learning center or station with appropriate supplies and tools • Involve children's creativity in and connect their creative experiences to concepts they are exploring • Provide children with classroom activities, materials, and discussions that address a wide range of diversity • Teach children about rules and have appropriate rules for children's safety and learning

What kinds of objects can be used in the child care environment to stimulate children to engage in cognitive play?

Many objects can be used as makeshift toys that toddlers can shake, fill, push, pull, and squeeze. These can include: -Toilet paper rolls -Large pieces of uncooked pasta -Empty plastic tubs with lids -Empty boxes -Wooden blocks

Cognitive Development and General Knowledge: Preschoolers

Math is a big part of the world of a preschooler. Numbers are everywhere, and three-year-olds are interested in solving math problems. Diversity in race, ethnicity, gender, and out-of-school experiences must be considered as you plan activities and learning experiences. Additionally, children may vary in their math vocabulary, such as being limited to "big" and "little" versus using a variety of terms to compare attributes of an object. Children are interested in the world around them. While we touched on examples of the expectancies in the Cognitive Development and General Knowledge Domain, there is a much larger body of information in this domain that should be studied. You must know what to expect from all of the children in your care, regardless of if their development seems typical, or indicates developmental delays or special needs. This information is at the very core of your decisions about setting up your child care environment, designing the curriculum and learning strategies, and assisting parents in evaluating their children's progress.

Play as a Developmentally Appropriate Practice

People learn fastest by doing. The level at which a child is involved in play can vary from watching and listening to actively participating. The more involved a child is in a learning experience, the faster the child will learn. Ways that the domains are supported by play: -Physical Development: developing healthy bodies with well-controlled functions; and gross and fine motor development with toys and tools of learning -Cognitive Development and General Knowledge: inquiring, experimenting, exploring, practicing, identifying patterns, and representing ideas through art and taking on pretend roles -Language and Communication: listening, speaking, reading, and writing -Approaches to Learning: eagerness, curiosity, persistence, creativity, and inventiveness -Social and Emotional Development: self-confidence, self-control, interaction with others, and social problem solving

Prosocial Behavior

Prosocial behavior in adults and children represents the most positive attributes of society. Acts of kindness—such as helping, sharing, sympathizing, cooperating, and comforting—benefit all persons, the givers and the receivers. When adults and children work towards a common goal, or help someone in distress, they are working towards a positive environment. Children who learn to be kind usually are not selfish or aggressive. Providing instruction in prosocial behavior within the child care environment creates a setting in which all learning is enhanced. People once believed that if we were taught to think about the needs of others, corresponding behaviors would follow. Unfortunately, this is not true. Good thoughts do not necessarily lead to good deeds. As a child care professional, you can increase children's kindnesses to others by creating situations in which you model the behaviors and attitudes you expect of children. Look for instances of positive behaviors and acknowledge them. Actively teach children to think and act with social responsibility. Positive, respectful attitudes are the result of successful, healthy growth and development. As described by Maslow through his hierarchy of needs, once the higher levels of the pyramid are achieved, individuals attain self-actualization, or the realization of their potential. This often results in a happy demeanor, a positive outlook, and overall healthy development. Helping children achieve this is established by promoting prosocial behaviors in the learning environment and helping children practice them in their daily lives.

Benefits of Prosocial Behavior

Prosocial behavior is the opposite of antisocial behavior, and includes behaviors such as sharing, cooperating, sympathizing, and comforting. Children, as well as adults, experience positive, rewarding relationships and increased self-esteem as the results of engaging in prosocial behaviors. Engaging in prosocial behaviors: -Creates feelings of satisfaction -Builds perceptions of competence -Provides entry into social situations -Promotes ongoing relationships -Increases chances of receiving help or cooperation -Leads to a positive group atmosphere

Developing Literacy Skills

Reading is one of the most important skills that contributes to education. Literacy is a key skill involved in the learning process and the earlier this skill is developed, the better the chances a child will have a successful academic career. It is never too early to start reading to children. It is critical that child care professionals create a learning environment that is designed to nurture the emergent literacy of infants, toddlers, and preschoolers. Studies show that the more children read, the better readers and writers they become. You can encourage the growth of language and cognitive abilities by reading. Infants and toddlers need to be exposed to learning activities that teach them skills in preparation for reading. Preschoolers need to be provided with strong support of their emerging reading ability. When children become good readers in the early grades, they are more likely to become better learners throughout their school years and beyond. It is important to remember that some children may come from a literacy-poor home environment. Their experiences with your child care environment may be the only contact they have with books and reading. Daily reading is essential! Older toddlers show growing interest in print and books. They demonstrate some book-reading skills such as holding a book upright and turning pages right to left. These book-reading skills are important and include reading a book from front to back and from the top of the page to the bottom. Three-year-old children are growing into their own as they begin to engage in dramatic play. They are also demonstrating phonological awareness by saying the sounds of letters. Phonological awareness is a term used to describe a person's knowledge of the sound structure of words. Phonological awareness activities should be connected to words children are familiar with, especially when these activities are also connected to daily reading of good children's literature. While children may understand some of the concepts of print—such as reading from the top down and from left to right—at five years old, they have gained additional knowledge about the printed page. They have learned that letters are used to make words, letters are used to write words, and words are the things we read. They see that letters stand for the sounds we say and letters can be used more than once in a word. They are beginning to see that words are separated by spaces; and there are periods, question marks, and exclamation marks at the ends of sentences. If they have not already mastered the alphabet, four-year-olds should be taught the alphabet song and be able to identify uppercase letters. Studies have shown that a child's knowledge of the alphabet by the time they reach kindergarten is one of the single best predictors of eventual reading success.

Cognitive Development and General Knowledge: school-agers

Six-year-olds enjoy both structured and unstructured activities, and have an attention span of up to 30 minutes. Seven-year-olds show interest in a growing variety of subjects, including computers, games, jokes, riddles, maps, globes, and graphs. Eight-year-olds enjoy completing projects and learn more from hands-on experiences than from listening to a speaker; and can engage in research activities, such as observing, exploring, questioning, and recording information.

Implications for the Language and Communication Domain

The implications that literacy has on language and communication extend beyond reading and writing, and can be seen in children's spoken communications. Listen to and talk with each child every day. Make it a habit to speak individually to each child throughout the day; this will make it easier to find a moment for each child, no matter how busy your day may be. Speaking individually with each child will help you gain an understanding of what they are learning, and how they are progressing with their literacy skills. Be sure to set aside some time to devote to children who need it, such as quiet, shy children; or children who speak English as a second language.

writing skills

There should be time designated each day to practice writing. Daily practice is essential to help children become more proficient in writing letters, words, and sentences. Reading and writing skills develop in children at the same time.

supporting social and emotional development

To strengthen feelings of attachment and help the infant build a close, trusting relationship with his/her caregiver, it is important to: • Recognize the need for a primary caregiver for each child. • Move in quickly to comfort the infant when he/she is distressed. You can rock, sing, or walk with him/her to soothe. • Be attentive to the infant's signals and cues and respond quickly to his/her need for food and comfort. Separation can be a very emotional time for both children and parents. Here are some suggestions helping to smooth that separation: • Acknowledge to parents how hard it must be to leave their baby. • Invite parents to call during the day to check in and let them know they are welcome to drop in unannounced at any time. • Allow the child to bring a stuffed animal or blanket from home. • Help the child close the door or say goodbye from the window. • Let the infant look at your face and see your expressions. Try different expressions, such as blinking your eyes, using big mouth movements, or sticking out your tongue. Throughout the day, there are many opportunities for baby and caregiver to be intimate and get better acquainted. Here are just a few suggestions: -Play social games, such as Pat-a-Cake or Peek-a-Boo. -Infants should be held and talked to while being bottle fed. -During diapering, pay close attention to the child. Talk to them about what you are doing; for example, say, "First, I'm going to unsnap your pants." -Show affection with hugs. -Respond to the infants' coos and gurgles with talking Children are known for their developing independence and sense of self. Here are some ideas for supporting this stage of development: -Support individuality by providing simple, reasonable choices whenever possible. -Provide opportunities for sharing, caring, and helping; such as making cards for a sick child or teacher, or caring for pets. -Provide materials/equipment that encourage cooperation and social play, such as puzzles, dress-up clothes, or a double slide. In addition to ensuring their physical safety, supporting children's social and emotional development is one of the most important tasks you have, as a child care provider

DAP for Culturally-Diverse Classrooms

Using Developmentally Appropriate Practice contributes to meeting the needs of a culturally diverse classroom. Culture is the impact that a person's immediate society has on how a person perceives and reacts to the world. Florida has people from many diverse cultural groups, so it is important to consider the impact of a child's cultural background when involving them in an activity. The cultural differences that children bring to a child care setting are important because they bring a different perspective of the world in which we live. Cultural differences are significant because they define the identity of the child. It is the responsibility of child care professionals to: -Be aware of and respect each family's/child's cultural practices -Provide opportunities for children to learn about their own culture and each other's cultures through stories, songs, poems, pictures, and visitors to the classroom; and toys, materials, props for dramatic play

Early Communication Development

When you are sensitive to this early communication and are able to respond with interest to the infant's attempts at communication, it will help them become competent communicators. It should be noted that "hearing" matures to "listening." Infants hear sound in their environment. As they grow, they begin to listen. They begin to attach meaning to words and other sounds. The same process occurs with seeing. Infants see objects in their environment. As they mature, they construct an understanding of the things around them that they see, so their vision becomes a window to understanding the world.

approaches to learning domain for preschoolers

Young children are most likely to strengthen their natural interest in learning by interactions with the adults in their lives. As we assist children in their learning process, we should encourage them to make sense of their environment. Children need to: -observe and investigate (eagerness and curiosity) -record and represent (persistence) -explain and draw conclusions (creativity and inventiveness) Preschoolers, ages three to five are full of questions. Their natural curiosity, the "why?" we hear so often, can become repetitive. As adults, we need to always answer these questions.

social and emotional development domain

a broad area that focuses on self-esteem, how children feel about themselves, and their relationships with others. It refers to children's individual behaviors and responses regarding play and work activities, attachment to parents and caregivers, relationships with siblings and friends, and prosocial behaviors. Young children are developing in all of the domains simultaneously. Early brain development research states that social and emotional development and cognitive development are interdependent. A child is unable to learn when their emotional and social well-being are threatened

what should a child care professional do if they suspect a child has an undiagnosed developmental disability?

a child care professionals role in the intervention process is to recognize the signs of the most prevalent developmental disabilities; ensure families are aware of intervention services; and provide individualized, compassionate, and developmentally appropriate care at the child care at the child care program -its important to remember that child care professionals should never try to diagnose children or attempt to treat or remedy a developmental disability on their own -they should however learn to recognize the characteristics of some of the most prevalent disabilities so they can make referrals appropriately in accordance with their child care program's policies and procedures

down syndrome

a genetic disorder that results in a number of physical characteristics and intellectual impairments -children with downs may have flattened facial features and a small mouth and ears -they might have broad hands, a single crease in their palms, and short fingers -a child born with downs always has intellectual impairments, with varying degrees of severity from mild to profound

routine

a predictable sequence of steps or activities that are performed to complete a task; based on the children's developmental level and skill, and helps them feel secure and comfortable by letting them know what to expect;

theory

a set of facts or principles analyzed in relation to one another and used to explain phenomena (a phenomena is a fact or behavior that can be observed)

positive reinforcement

a strategy in which desired behaviors are rewarded so that the child is encouraged to repeat them

redirection

a strategy that is used to guide children's behavior by recognizing challenging behavior at its earliest stages and taking steps to stop it from escalating

prevention

a strategy that stops challenging behaviors before they begin, and it is the primary method child care professionals use to encourage children to discard these behaviors

social and emotional development in forming friendships

children are not born knowing how to form friendships, nor do they come into this world understanding the rules their society has established. Remember that much of what children learn about making friends and getting along with others is learned by watching others. Even young children notice notice basic qualities, such as kindness, friendliness, and cooperation. Modeling appropriate pro-social behaviors is a very important tool for teaching young children how to get along with others -when difficulties do arise between children, parents and caregivers should resist the temptation to get involved too quickly, but be ready to intervene if the situation escalates -learning to handle disputes and resolve conflicts are important skills for children to learn -if a child seems unable to solve the problem, you may then want to help the child by making gentle suggestions such as, "Why don't you try... If that does not work, come back and we will think of something else." This technique helps children work out their differences and learn to settle disagreements on their own. Learning to get along with others and develop friendships are good indicators of a child's healthy development. Children who have difficulty making friends early on are often at risk for later difficulties. A child who is isolated from the playgroup or rejected by classmates may need some support and assistance from an adult. Because social and emotional development is linked with cognitive development, it is extremely important that children are given every opportunity to establish healthy relationships with both adults and peers

dressing routines

dressing and undressing are good opportunities for one-on-one interaction that help make the caregiver-child relationship a special one young infants: -dressing and undressing a young infant can be rather frustrating -their hands and elbows stick out at strange angles and catch in their sleeves -they become more cooperative partners and dressing/undressing becomes much easier young toddlers: -dressing and undressing the young toddler can be quite tricky -they often do not want to stand still and may even try to get away -they are likely to be more cooperative with undressing than dressing -can usually push arms through armholes and legs through pants -they can untie shoes and pull off socks -tying, buttoning, and snapping comes much later. You can help the process by providing dolls with easy to handle clothing; and button boards or frames with a variety of fasteners, such as buttons, snaps, or zippers young toddlers: -older toddlers have improved dressing skills and some children may be able to dress themselves, if the clothes are simple and large enough -most children still need help. Again, remember that independence and autonomy are an issue at this age, and children should be allowed to make choices if possible (ex: "Do you want to wear the red shirt or the blue one?") preschoolers: -can usually dress and undress without assistance -are able to zip a coat and button a shirt -can usually tie shoes with some coaching -are able to brush teeth and comb hair without assistance

social and emotional development in preschoolers

during the preschool years, children begin to exhibit the early signs of a developing personality. They are establishing preferences for the people, foods, and activities that they enjoy, as well as dislike for things they find unfavorable. Their developing personalities in combination with increasing physical abilities means that parents and caregivers can expect to see children exhibit a wealth of new behaviors during the preschool years

social and emotional development in school-agers

during the school age years, children are making great leaps in their social and emotional development. They shift out of the egocentric phase of their earlier years, as they begin to understand the desires and motivations of others in their environment and respond to that. They are becoming increasingly independent and enjoy trying new things. Friendships are formed and broken more frequently during the school age years, as children learn more about themselves and others-including their likes and dislikes-and as they seek out companionships with others like themselves

identifying children with special needs

each child develops at different rates, but sometimes what we see in a certain child is not slower development, but rather a signal that the child is having a problem

social and emotional development in infants

infants come into the world ready for relationship. they like to look and listen . they are able to recognize the voices of their mothers, fathers, and others who may have been present during the pregnancy. During the first three to four months, infants demonstrate a strong preference for parents and primary caregivers. They begin to establish bonds with the people who attend to their needs, and comfort them when they cry. This special attachment between infants and caring adults provides a foundation for developing trust and forming relationships. Also around this time, infants learn to understand the emotions of others. The infant will look to you for clues about how to respond in a situation that is unfamiliar; for example meeting a dog for the first time, or hearing a loud noise. Adults who remain calm and relaxed often influence similar attitudes in the children they care for. It's important to exhibit desirable attitudes and emotions while caring for newborns and infants, since they learn how to react from the adults they trust

feeding routines

infants: -young infants should always be held for feeding -most infants will be bottle fed by caregivers, regardless of whether the bottle contains breast milk or formula -new foods should be introduced gradually, one at a time young toddlers: -most toddlers can communicate when they re hungry and when they have had enough -they may be able to sit for feedings -young toddlers may begin to drink from cups, as well as bottles; and they like to practice using the spoon as you feed them older toddlers: -are ready for a wider range of foods -continue to ear cereal, fruits, and vegetables, adding other foods to create more of a variety -through feeding themselves finger food and using bowls and spoons, they are developing greater coordination and independence preschoolers: -children's appetites diminish as they grow more slowly -they have become more independent and often assert their wills by rejecting foods offered to them

approaches to learning domain

refers to a child's eagerness to learn. It includes curiosity, persistence, creative problem solving, and the ability to create and complete long-term projects. As a child care professional, you know that our long-term goal is to have healthy, productive competent adults who are contributing members of the community. The approaches to learning domain refers to how children approach learning experiences. During the first years of a child's life we can usually discover these characteristics in a child by observation: -We see infants lifting their heads and turning toward their parents and caregivers -They reach for toys and objects that catch their attention -They begin to turn or crawl towards these objects -Their attention and focus are usually on simple objects -This is the age when they like the box as much as they like the toy inside

cognitive development and general knowledge domain

refers to a child's intellectual or mental abilities. It involves exploration, discovery, concept and memory formation, problem solving, and creative expression. It includes knowledge of mathematics, scientific thinking, awareness of social studies, and the arts. A child is born an explorer. From the earliest stages of life, they are ready to see, feel, smell, and taste the world around them. If they can get close enough—without supervision—they will chew, push, poke, stare at, and examine everything in their environment.

growth

refers to specific body changes and increases in the child's size, such as a child's height, weight, head circumference, and body mass index; these changes can usually be easily measured

language and communication domain

refers to the child's ability to communicate with others. It involves a child's ability to see, hear, speak, write, and construct an understanding of things around them. From the very first day of an infant's life, he/she is trying to communicate with the world around him/her. He/ she will strive to make connections with the people in his/her life that satisfy his/her needs for food, comfort, and companionship.

why might you see the same expectancy in more than one age group? For example, "staying awake except during rest periods" is found under ages three to school age

the ability is important at any age; loss of the ability can indicate a problem; it is an ability that can get more defined, or be performed independently as the child ages

toileting routines

when considering toilet training, consider readiness signals, and remember that a child should not be experiencing a stressful situation when toilet training is started, such as weaning from the breast or bottle, the birth of a new baby in the family, or changes in child care arrangements (wait four to six weeks after situation passes to begin training) older toddlers: -most children have the muscle control to regulate themselves between eighteen months and three years of age -children with disabilities may not have this ability until a later age -certain medical problems may delay or prohibit a child from developing the muscle control needed for self-regulation

hook-up

works well for nervousness before a special event, such as speaking in front of the class. Any situation that will cause nervousness calls for a few "hook-ups" to calm the mind and improve connections 1. stand or sit. Cross the right leg over the left at the ankles 2. take your right wrist and cross it over the left wrist, then link up the fingers so the right wrist is on top 3. bend the elbows out and gently turn the fingers in towards the body until they rest on the sternum in the center of the chest. Stay in this position 4. keep the ankles crossed and the wrists crossed, then breath evenly in this position for a few minutes. You will be noticeably calmer after that time

Implications for the Approaches to Learning Domain

• Approaches to learning requires child care professionals to be alert to opportunities to encourage and praise children who are demonstrating persistence, intellectual curiosity, and creativity. • The habits and attitudes in this domain are not learned only through formal instructions, but are encouraged in children by being around people who exhibit them. • As the child care professional, you need to acknowledge a child when you see them completing a task or being persistent in their dedication to solving a problem. • You can help support eagerness, curiosity, persistence, problem solving, and creativity with effective modeling by adults; also by giving praise to children when they exhibit use of these habits and attitudes. It is important to: • Model a sense of excitement at attempting a task and being successful • Use art and music as learning tools on a regular basis • Provide activities that explore the child's environment and then extend them through science-oriented, mathoriented, and social studies-oriented lessons • Offer lots of playtime involving manipulatives that the children can grasp and sort and match by color or pattern

Vision and Hearing in Infancy

• Young infants are able to see at a distance of approximately eight to fifteen inches. Objects held at this distance are most clear. Since this is the distance at which you typically hold or feed a young infant, your face is one of the objects that an infant will see best. • Young babies like looking at the human face and find it very interesting. • Infants have some difficulty focusing their eyes on things beyond fifteen inches. They are unable to pick up the details of objects. • Babies are interested in objects that move and that have high contrast in areas of light and dark. • Babies are born with the ability to hear. This ability begins to develop in the womb. • Mothers frequently report that they notice the unborn baby moving right after a loud noise. • Long before a baby is born, he/she is hearing sounds such as his/her mother's voice and his/her mother's heartbeat. • Newborns are especially fascinated by the human voice. They come into the world ready to listen to the sounds of human language. • Before babies utter their first word, they are preparing for language in many ways. They listen attentively to human speech and they begin to make speech-like sounds.

reading to children

• model a joy of reading and writing for children. • Create a high-quality, diverse library of books for story time and individual reading. • Encourage parents to read aloud to their children and have plenty of books and reading materials available in the home. • Create a print-rich environment with plenty of art, books, vocabulary strips, maps, posters, and alphabet signs. • Use a computer to find stories, learning activities, and games that can become a part of the daily schedule. When planning for story time: • Preview the material. Ensure that all materials are fun, engaging, and age appropriate. • Practice reading with plenty of expression. This helps make story time a more engaging experience for children. • Choose books with pictures that will interest children and fuel their imaginations. • Stories and poems that rhyme are fun and appeal to children