EDE 301 Growth and Development Dr. Will Mosier Professor-Wright State University What you need to know to help young children learn.

EDE 301EDE 301Growth and DevelopmentGrowth and Development

Dr. Will MosierDr. Will Mosier

Professor-Wright State UniversityProfessor-Wright State University

What you need to know What you need to know

to help young children learnto help young children learn

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Five Basic Human DrivesFive Basic Human Drives

ActivityActivity ExplorationExploration

ManipulationManipulation ProductionProduction

Social InteractionSocial Interaction

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Critical facts of development in Critical facts of development in the first three years of lifethe first three years of life

50% of all human learning occurs in the 50% of all human learning occurs in the first three years of lifefirst three years of life

Rich conversation will stimulate language Rich conversation will stimulate language centers in the brain to build language centers in the brain to build language competencecompetence

Holding a crying infant is not “spoiling”: Holding a crying infant is not “spoiling”: Humans have a need for tactile Humans have a need for tactile stimulation in the first year of lifestimulation in the first year of life

Remember to nurture autonomy after age Remember to nurture autonomy after age oneone

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What do young children need?What do young children need?

To feel safeTo feel safe To be allowed the freedom to exploreTo be allowed the freedom to explore To playTo play Girls & boys have different patterns of Girls & boys have different patterns of

growth & development (genetic factors)growth & development (genetic factors) Freedom of expression through art Freedom of expression through art

(Avoid asking “What is it?”)(Avoid asking “What is it?”) Opportunities to exercise autonomyOpportunities to exercise autonomy

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How do young children think?How do young children think?

Perception-based thinkingPerception-based thinking Unidimensional thinkingUnidimensional thinking IrreversibilityIrreversibility Transductive reasoningTransductive reasoning EgocentrismEgocentrism

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What young children need to doWhat young children need to do

Young children need the opportunity to Young children need the opportunity to problem-solve: puzzles, blocks, counting games, problem-solve: puzzles, blocks, counting games, cooking experiences, scientific experimentscooking experiences, scientific experiments

Young children need elaborate dramatic play Young children need elaborate dramatic play areasareas

Young children need to be asked questions that Young children need to be asked questions that encourage language development(open-ended encourage language development(open-ended questions) & questions that build on memory & questions) & questions that build on memory & perception (What did you do yesterday? What perception (What did you do yesterday? What are you going to do tonight? How is a dog are you going to do tonight? How is a dog different from a cat?)different from a cat?)

Young children need assistance in reflecting on Young children need assistance in reflecting on & using words to express their feelings& using words to express their feelings

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We must respect the unique We must respect the unique learning style of each young learning style of each young

childchild

80% of children are predominately 80% of children are predominately visual learnersvisual learners

10% of children are predominately 10% of children are predominately auditory learnersauditory learners

10% of children are predominately 10% of children are predominately tactile-kinesthetic learnerstactile-kinesthetic learners

Each learning style must be respectedEach learning style must be respected

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How do play and cognition go How do play and cognition go together?together?

A circular relationship exists between play, A circular relationship exists between play, intelligence, creativity and languageintelligence, creativity and language

Play enhances language-language increases Play enhances language-language increases intelligence-intellectual growth results in intelligence-intellectual growth results in more complex play skillsmore complex play skills

The integration of work & play (make-believe)The integration of work & play (make-believe) Bilingual child development programs are Bilingual child development programs are

ideal for enhancing language development, ideal for enhancing language development, building communicative competence & building communicative competence & modeling respect for diversitymodeling respect for diversity

The best way to provide a readiness for The best way to provide a readiness for reading is to read to a childreading is to read to a child

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The relationship between The relationship between symbolic thought & playsymbolic thought & play

There is a complex relationship There is a complex relationship between play & cognitionbetween play & cognition

Play enhances Play enhances languagelanguagelanguage increases language increases intelligenceintelligenceintellectual growth intellectual growth results in more complex play skillresults in more complex play skill

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IntelligenceIntelligence

CreativityCreativity

PlayPlay

LanguageLanguage

Relationship between Play & Relationship between Play & CognitionCognition

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Developmental play capacitiesDevelopmental play capacitiesof young childrenof young children

(percentage & type of playtime activity related (percentage & type of playtime activity related to age)to age)

Age 0% 20% 40% 60% 80% 100%

2 Sensorimotor SymbolicSensorimotor Symbolic Construction

Sensorimotor Symbolic Construction



7

5

4

6

3

Games with rules

Symbolic (reading activity)

Construction

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Age line of social stagesAge line of social stages

Unoccupied behavior

Solitary independent

play

Onlooker Parallel activity

Associative play

Cooperative play

Games with rules

Sociodramatic play

Age 0 1 2 3 4 5 6 7 years

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Social stages of developmentSocial stages of development((Partern, 1971)Partern, 1971)

Stage 1 (Unoccupied Behavior) Stage 1 (Unoccupied Behavior) – The child is not actively playing, but The child is not actively playing, but

occupies himself with watching anything occupies himself with watching anything that happens to be of momentary that happens to be of momentary interestinterest

– When there is nothing exciting to When there is nothing exciting to observe, he/she plays with own body, observe, he/she plays with own body, gets on and off chairs, just stands gets on and off chairs, just stands around, follows an adult, or sits in one around, follows an adult, or sits in one spot glancing around studying the spot glancing around studying the immediate environmentimmediate environment

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Social stages of development Social stages of development (continued)(continued)

Stage 2, (Solitary independent Stage 2, (Solitary independent play) play) – The child plays alone, independently The child plays alone, independently

with toys that are different from those with toys that are different from those used by children within speaking used by children within speaking distance and makes no effort to get distance and makes no effort to get close to other childrenclose to other children

– Child pursues own activity without Child pursues own activity without reference to what others are doing reference to what others are doing (Partern, 1971)(Partern, 1971)

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Social stages of developmentSocial stages of development(continued)(continued)

Stage 3 (Onlooker) Stage 3 (Onlooker) – The child spends most of his time watching The child spends most of his time watching

other children playother children play– Child often talks to the children being Child often talks to the children being

observing, asks questions, or gives observing, asks questions, or gives suggestions, but does not overtly enter into suggestions, but does not overtly enter into their play their play

– This type of play differs from the unoccupied This type of play differs from the unoccupied in that the onlooker is definitely observing in that the onlooker is definitely observing particular groups of children rather than just particular groups of children rather than just anything that happens to be excitinganything that happens to be exciting

– The child stands or sits within speaking The child stands or sits within speaking distance of the group so that he can see and distance of the group so that he can see and hear everything that takes placehear everything that takes place (Partern, 1971)(Partern, 1971)

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Stage 4 (Parallel play activity)Stage 4 (Parallel play activity) – The child plays independently, but the The child plays independently, but the

activity he chooses naturally brings him activity he chooses naturally brings him among other childrenamong other children

– Child plays with toys that are like those Child plays with toys that are like those the children around him are using but he the children around him are using but he plays with the toy as he sees fit and does plays with the toy as he sees fit and does not try to influence or modify the activity not try to influence or modify the activity of the children near himof the children near him

– Child plays beside rather than with other Child plays beside rather than with other childrenchildren

– There is no attempt to control the coming There is no attempt to control the coming or going of other children in the groupor going of other children in the group (Partern, 1971)(Partern, 1971)

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Stage 5 (Associative play) Stage 5 (Associative play) – The child plays with other childrenThe child plays with other children– The conversation addresses the common activityThe conversation addresses the common activity– There is a borrowing and loaning of play There is a borrowing and loaning of play

materialsmaterials– Following one another with objectsFollowing one another with objects– There are mild attempts to control which There are mild attempts to control which

children may or may not play in the groupchildren may or may not play in the group– All group members engage in similar activityAll group members engage in similar activity– There is no division of laborThere is no division of labor– There is no organized group activity focused on There is no organized group activity focused on

any material goal or productany material goal or product (Partern, 1971)(Partern, 1971)

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Stage 5 - Associative play Stage 5 - Associative play (continued)(continued)

– The children do not subordinate their The children do not subordinate their individual interest to that of the groupindividual interest to that of the group

– Each child acts as he wishesEach child acts as he wishes– Conversations with other children indicate Conversations with other children indicate

child’s interest is primarily in association child’s interest is primarily in association with others, not in activitywith others, not in activity

– Occasionally, two or three children may Occasionally, two or three children may engage in no activity of any duration, but engage in no activity of any duration, but are merely doing whatever happens to draw are merely doing whatever happens to draw the attention of any of themthe attention of any of them

(Partern, 1971)(Partern, 1971)

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Stage 6 (Cooperative play)Stage 6 (Cooperative play)[organized supplementary play][organized supplementary play]

– The child plays in a group that is organized for:The child plays in a group that is organized for: making some material productmaking some material product striving to attain some competitive goalstriving to attain some competitive goal dramatizing situations of adults and group lifedramatizing situations of adults and group life playing formal gamesplaying formal games

– There is a marked sense of belonging to the groupThere is a marked sense of belonging to the group– The control of the group situation is in the hands of The control of the group situation is in the hands of

one or two members who direct the activity of the one or two members who direct the activity of the othersothers

– The goal, as well as the method of attaining it, The goal, as well as the method of attaining it, necessitates a division of labor, taking of different necessitates a division of labor, taking of different roles by the various group members and organization roles by the various group members and organization of activity so that the efforts of one child are of activity so that the efforts of one child are supplemented by those of another supplemented by those of another (Partern, 1971)(Partern, 1971)

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How do we nurture positive social How do we nurture positive social behavior in young children?behavior in young children?

We must create safe environments that nurture We must create safe environments that nurture active play that stimulates problem-solving active play that stimulates problem-solving abilities within a context of social competenceabilities within a context of social competence

We must provide experiences and activities that We must provide experiences and activities that are process-oriented not product-oriented are process-oriented not product-oriented (Experimentation & self-expression should be (Experimentation & self-expression should be emphasized, without regard to an end product)emphasized, without regard to an end product)

Teacher-directed art projects that result in all Teacher-directed art projects that result in all children producing the same finished product is children producing the same finished product is restrictive and developmentally inappropriaterestrictive and developmentally inappropriate

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Developmentally appropriate ways Developmentally appropriate ways to nurture social competence to nurture social competence

Teach kindness and reduce aggressive Teach kindness and reduce aggressive behavior by examplebehavior by example

Model the behavior you want children to Model the behavior you want children to displaydisplay

Young children respond best to messages Young children respond best to messages presented in first-person singular presented in first-person singular (Running is an outside activity. I walk (Running is an outside activity. I walk inside.) As opposed to: “Stop running” or inside.) As opposed to: “Stop running” or “We don’t run inside”.“We don’t run inside”.

A positive attitude is the key to solving A positive attitude is the key to solving behavior problems in your centerbehavior problems in your center

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What isWhat isEarly Childhood Development?Early Childhood Development?

The process by which young The process by which young children change, over time, both children change, over time, both quantitatively & qualitativelyquantitatively & qualitatively

Children don’t just acquire more Children don’t just acquire more knowledge, social skill, physical knowledge, social skill, physical coordination as they age, their coordination as they age, their thinking & behavior becomes thinking & behavior becomes qualitatively different over timequalitatively different over time

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Understanding child development is Understanding child development is essential for effective teachingessential for effective teaching

Each child learns & behaves in a Each child learns & behaves in a unique mannerunique manner

Many children have challenging Many children have challenging conditions & special needsconditions & special needs

Variations in language skill, Variations in language skill, communication style, self-communication style, self-perception & physical competence perception & physical competence will influence learning will influence learning

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Children think & act differentlyChildren think & act differentlyfrom adultsfrom adults

The things that make young The things that make young children laugh & cry are unique children laugh & cry are unique and often unpredictableand often unpredictable

Their interests and motivations are Their interests and motivations are reflective of their level of reflective of their level of developmental readinessdevelopmental readiness

They have a strong “need” to run, They have a strong “need” to run, throw things, scream, giggle --PLAYthrow things, scream, giggle --PLAY

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Understanding the thinking & behavior of Understanding the thinking & behavior of young children is critical for designing young children is critical for designing

developmentally appropriate curriculumdevelopmentally appropriate curriculum

Without a deep understanding of what Without a deep understanding of what young children are like, adults will have young children are like, adults will have difficultydifficulty

Communicating effectively with themCommunicating effectively with them Comforting them appropriatelyComforting them appropriately Helping them to develop autonomyHelping them to develop autonomy Helping them develop a love for learningHelping them develop a love for learning Helping them develop effective problem-Helping them develop effective problem-

solving skillssolving skills Helping them develop social competenceHelping them develop social competence

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Observing young children at play is Observing young children at play is the cornerstone of effectivethe cornerstone of effectiveearly childhood educationearly childhood education

Curriculum planning and behavioral Curriculum planning and behavioral interventions should be based on careful interventions should be based on careful observation of the developmental needs observation of the developmental needs of young childrenof young children

Overlooking critical characteristics of child Overlooking critical characteristics of child development can lead to inappropriate development can lead to inappropriate curriculumcurriculum

Focused observation can identify potential Focused observation can identify potential learning problems, causes, & useful learning problems, causes, & useful remediationremediation

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Be sensitive to variations in Be sensitive to variations in developmentdevelopment

No two children are exactly alikeNo two children are exactly alike Behavior characteristics vary due Behavior characteristics vary due

to:to:• TemperamentTemperament• GenderGender• Socioeconomic statusSocioeconomic status• CultureCulture

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Appreciate DiversityAppreciate Diversity

African-Americans, Latinos, Asian African-Americans, Latinos, Asian Americans, & Native Americans Americans, & Native Americans constitute 33% of the U.S. constitute 33% of the U.S. populationpopulation

By 2020, those who are “labeled” By 2020, those who are “labeled” minorities will represent over 50% minorities will represent over 50% of the population in the U.S.of the population in the U.S.

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A wealth of research exists to A wealth of research exists to guide our thinking about how guide our thinking about how

children learn children learn

Child development research can guide Child development research can guide teachers:teachers:

To interact with children in ways that will To interact with children in ways that will promote learning & prosocial behaviorpromote learning & prosocial behavior

In creating developmentally appropriate In creating developmentally appropriate curriculumcurriculum

Identify children with special needsIdentify children with special needs To appreciate diversity & distinguish To appreciate diversity & distinguish

cultural differences from developmental cultural differences from developmental problemsproblems

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Conducting child development Conducting child development researchresearch

Quantitative research: children are Quantitative research: children are observed and their behavior is observed and their behavior is tallied or rated tallied or rated numerically(quantified)numerically(quantified)

Qualitative research: children are Qualitative research: children are observed and a detailed narrative observed and a detailed narrative describes what is observed within describes what is observed within a specific environmental contexta specific environmental context

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Studying young childrenStudying young childrenin your own classroomin your own classroom

Observing young children in an organized manner Observing young children in an organized manner can provide you with information useful for can provide you with information useful for curriculum planning: checklists of development & curriculum planning: checklists of development & behaviorbehavior

Event sampling: noting every time a particular Event sampling: noting every time a particular behavior is observedbehavior is observed

Time sampling: observing children at regular Time sampling: observing children at regular intervals, recording behavior observedintervals, recording behavior observed

Anecdotal Record: taking brief notes of observations Anecdotal Record: taking brief notes of observations of behavior or events(looking for patterns of of behavior or events(looking for patterns of behavior)behavior)

Case Study: an accumulation & interpretation of info Case Study: an accumulation & interpretation of info about a child that might include conclusions & about a child that might include conclusions & recommendationsrecommendations

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The Relationship betweenThe Relationship betweenTheory & PracticeTheory & Practice

It is a myth that theory is abstract & It is a myth that theory is abstract & of little value in the “real world”. of little value in the “real world”. Child development theory should Child development theory should guide professional practice. The guide professional practice. The developmentally appropriate developmentally appropriate practices derived from research are practices derived from research are very specific and useful.very specific and useful.

Research helps to clarify how Research helps to clarify how children: grow, learn, think, & children: grow, learn, think, & behavebehave

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KNOWLEDGE

ASSESSMENT TEACHING

PLANING REFLECTIONREFLECTION

REFLECTION

Developing a strong knowledge base for ECE

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What we know aboutWhat we know aboutchild growth & developmentchild growth & development

Human traits are determined by a Human traits are determined by a complex process of environmental complex process of environmental influences interacting with genetically influences interacting with genetically predisposing influencespredisposing influences

All behavior is sustained due to All behavior is sustained due to reinforcementreinforcement

We assimilate new ideas based on We assimilate new ideas based on prior learning & adjust prior thinking prior learning & adjust prior thinking to accommodate new informationto accommodate new information

Social interaction has a powerful Social interaction has a powerful influence over learninginfluence over learning

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An eclectic view helps us understand An eclectic view helps us understand how the research fits togetherhow the research fits together

Both genetics & maturation have a powerful Both genetics & maturation have a powerful effect on learning & behavior (twin studies)effect on learning & behavior (twin studies)

Genetically predetermined personality traits Genetically predetermined personality traits TEND TO persist into adulthood. However, TEND TO persist into adulthood. However, although unlikely, personality can changealthough unlikely, personality can change

Probable genetic linked factors: activity level, Probable genetic linked factors: activity level, attention span, introversion/extroversion, attention span, introversion/extroversion, impulsivity, mental health propensityimpulsivity, mental health propensity

There is a heritability ratio to IQ –plasticity of the There is a heritability ratio to IQ –plasticity of the brain(genetics: 49% / environment: 51%)brain(genetics: 49% / environment: 51%)

Environment is the most critical element in child Environment is the most critical element in child development (It is the one factor we can development (It is the one factor we can influence.)influence.)

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How research fits togetherHow research fits together(continued)(continued)

If a child’s preferred behavior is rewarded If a child’s preferred behavior is rewarded systematically, via an operant conditioning systematically, via an operant conditioning process, it is likely that it will occur again (It is a process, it is likely that it will occur again (It is a gradual process)gradual process)

Punishment should be avoided with childrenPunishment should be avoided with children Displaying patience with young children is very Displaying patience with young children is very

importantimportant Children are most apt to learn behavior that they Children are most apt to learn behavior that they

observe in others(model desired behavior)observe in others(model desired behavior) Praise tends to inhibit learning, creativity & Praise tends to inhibit learning, creativity &

healthy self-esteemhealthy self-esteem Emotional maturity results from adequate Emotional maturity results from adequate

nurturing & freedom provided in the first 3 years nurturing & freedom provided in the first 3 years of lifeof life

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Emotionally healthy babies come to view the Emotionally healthy babies come to view the world as safe & predictable (Grow up to be more world as safe & predictable (Grow up to be more trusting in relationships/feel more emotionally trusting in relationships/feel more emotionally secure)secure)

Children who do not develop this trust may be Children who do not develop this trust may be impaired from entering into healthy trusting impaired from entering into healthy trusting relationships as adultsrelationships as adults

A child who is overly restricted from attempts at A child who is overly restricted from attempts at autonomy will develop self-doubtautonomy will develop self-doubt

Intellectual functioning is extremely complexIntellectual functioning is extremely complex Learning involves intricate internal mental actionsLearning involves intricate internal mental actions Learning experiences should have elements of Learning experiences should have elements of

both familiarity & noveltyboth familiarity & novelty

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Intellectual development involves Intellectual development involves connecting language & thinkingconnecting language & thinking

Language is a fundamental tool for Language is a fundamental tool for constructing knowledgeconstructing knowledge

Thought is enhanced through speakingThought is enhanced through speaking Language is a powerful tool for learningLanguage is a powerful tool for learning Social interaction facilitates the learning Social interaction facilitates the learning

processprocess A quiet classroom where children sit & A quiet classroom where children sit &

listen is not conducive to optimal learninglisten is not conducive to optimal learning

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Applying Research to PracticeApplying Research to Practice

Some characteristics are genetically predisposed Some characteristics are genetically predisposed such as interpersonal style & temperamentsuch as interpersonal style & temperament

Teachers should adapt the learning environment Teachers should adapt the learning environment to the learning style of young children rather than to the learning style of young children rather than expect young children to adapt to the classroomexpect young children to adapt to the classroom

Teachers should use modeling & positive Teachers should use modeling & positive reinforcement to influence young children’s reinforcement to influence young children’s behaviorbehavior

Children are predisposed to “do as you do rather Children are predisposed to “do as you do rather than do as you say” (Adults should model than do as you say” (Adults should model desirable behavior)desirable behavior)

Adults must be responsive to infant need for Adults must be responsive to infant need for attentionattention

Adults must nurture toddler autonomy & initiativeAdults must nurture toddler autonomy & initiative

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Applying Research to Practice Applying Research to Practice (continued)(continued)

Teachers should pose challenges that Teachers should pose challenges that stimulate problem-solving & decision-stimulate problem-solving & decision-making skillsmaking skills

Teachers should “scaffold” learning Teachers should “scaffold” learning by using questions, hints, & prompts by using questions, hints, & prompts as “advanced organizers” within a as “advanced organizers” within a child’s level of developmental child’s level of developmental readiness to stimulate problem-readiness to stimulate problem-solving skillsolving skill

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Psychoanalytic

theory

Freud,

Erikson

Emotional development stems from an

ability to resolve key conflicts between

desires and impulses and pressures

from the outside world. Adults can

promote children’s emotional health by

providing appropriate opportunities for

the gratification of drives.

Theories of child Theories of child development development (continued)(continued)

Behaviorist

theory

Skinner,

Watson,

Bandura

Human traits are acquired through

experiences within the environment.

Adults can purposefully shape

desired learning and behavior

through positive reinforcement.

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Cognitive-

developmental

theoryPiaget

Intellectual development is internal and uniquely personal. Knowledge is conducted actively by learners who struggle to make sense out of experience. Learners assimilate new ideas into what they already know, but also adjust previous thinking to accommodate new information.


Maturation

theoryGessell

Human traits are determined

primarily by genetics. Children

simply mature with age; environ-

ment plays a secondary role.

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Sociocultural

theory

Vygotsky

Ecological

systems

theory

Bronfernbrenner


Adults and peers can “scaffold” children’s learning by asking questions or challenging thinking. Through social interaction and verbalization, children construct knowledge of the world.

Development is influenced by the personal, social, and political systems within which children live. Interactions between family, school, community, social and political systems and the individual child will determine development outcomes.

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The task is too difficult for the student to perform at all. Direct interventionfrom teacher or “expert” peer is needed.

“Zone of Proximal Development” The task requires thinking just above a student’s level of current mastery. This is the zone in which a student canlearn with help from others

The task is very simple for an individual student. No help is needed from the teacher. A student regulates own behavior in this zone. Little new

knowledge is constructed in this zone.

Vygotsky’s Zone of Proximal DevelopmentTask difficulty level

Very Difficult

Very Simple

Scaffolding of learning The zone of proximal development is a period during problem-solving when a task is just beyond a child’s level of mastery. This is a time when an indirect prompt or question can help children solve the problem independently(Vygotsky, 1978)

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Child

Family

Health services

Church group

Neighborhood play area

Peers

Day care center

SchoolFriends of family

Massmedia

Work-place

Community social services

School board

Legal Services

Neighbors

Various ecological systems interact with each other to influence child development (Bronfenbrenner)

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Prenatal DevelopmentPrenatal Development

Genetics & experience interact to affect Genetics & experience interact to affect who a child will become. However, who a child will become. However, physical, social, & emotional traits are physical, social, & emotional traits are passed from each parent to the child passed from each parent to the child through genesthrough genes

Genes are composed of deoxyribonucleic Genes are composed of deoxyribonucleic acid & are ordered along chromosomes in acid & are ordered along chromosomes in the nucleus of each human cellthe nucleus of each human cell

Typical cells contain 46 chromosomes that Typical cells contain 46 chromosomes that carry genetic information for influencing carry genetic information for influencing temperamenttemperament

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Prenatal DevelopmentPrenatal Development (continued) (continued)

Sperm & egg cells only contain 23 Sperm & egg cells only contain 23 chromosomeschromosomes

A fertilized egg (zygote) contains A fertilized egg (zygote) contains 23 chromosomes from each parent 23 chromosomes from each parent (This determines what is uniquely (This determines what is uniquely inherited from each side of the inherited from each side of the family.)family.)

The process of mitosis ensures the The process of mitosis ensures the blending of genesblending of genes

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Prenatal development Prenatal development (continued)(continued)

Conception through the first two weeks: Ovum period Conception through the first two weeks: Ovum period miscarriages (spontaneous abortions) are commonmiscarriages (spontaneous abortions) are common

Two – eight weeks: embryonic period (length: 1.5 in) Two – eight weeks: embryonic period (length: 1.5 in) body organs, facial features, placenta, umbilical cord, body organs, facial features, placenta, umbilical cord, amnionic sack, & rudimentary arms & legs formamnionic sack, & rudimentary arms & legs form

Eight weeks – birth: fetal period (brain development Eight weeks – birth: fetal period (brain development is most rapid, eyes open & close, thumb sucking is most rapid, eyes open & close, thumb sucking occurs) The period of least congenital risk.occurs) The period of least congenital risk.

Environmental hazards, congenital anomalies, Environmental hazards, congenital anomalies, genetic disorders, & oxygen deprivation at birth can genetic disorders, & oxygen deprivation at birth can impede normal developmentimpede normal development

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Birth of an infantBirth of an infant

In most societies children are born In most societies children are born outside of a hospital with a midwifeoutside of a hospital with a midwife

Fear-reduction techniques can reduce the Fear-reduction techniques can reduce the use of medication during labor & deliveryuse of medication during labor & delivery

Some genetic disorders are more Some genetic disorders are more prevalent in certain ethnic groups: sickle-prevalent in certain ethnic groups: sickle-cell anemia & Tay-Sachs diseasecell anemia & Tay-Sachs disease

Genetic testing can determine the Genetic testing can determine the presence of many disorders presence of many disorders (amniocentesis & chorionic villus biopsy)(amniocentesis & chorionic villus biopsy)

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Reflexes influence newborn Reflexes influence newborn developmentdevelopment

Grasp reflex: disappears with the ability to Grasp reflex: disappears with the ability to voluntarily grasp objects (@ 4voluntarily grasp objects (@ 4thth month) month)

Moro reflex: arms outstretched then Moro reflex: arms outstretched then pulled toward body in response to sudden pulled toward body in response to sudden noise or movement (disappears by 5noise or movement (disappears by 5thth month)month)

Rooting reflex: when object is brushed Rooting reflex: when object is brushed against cheek, head turns toward object & against cheek, head turns toward object & mouth opens (disappears @ 3mouth opens (disappears @ 3rdrd month) month)

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Reflexes Reflexes (continued)(continued)

Sucking reflex: when object comes in contact Sucking reflex: when object comes in contact with mouth or during sleep state – reflex is with mouth or during sleep state – reflex is stimulated (disappears after voluntary stimulated (disappears after voluntary control over sucking appears @3control over sucking appears @3rdrd month) month)

Step reflex: tendency to flex leg when Step reflex: tendency to flex leg when pressure is applied to bottom of foot pressure is applied to bottom of foot (disappears @ 3(disappears @ 3rdrd month) month)

Fencer pose: tendency to stretch-out one Fencer pose: tendency to stretch-out one arm holding the opposite arm above mid-arm holding the opposite arm above mid-chest while flexing one leg & extending the chest while flexing one leg & extending the otherother

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Newborn NeedsNewborn Needs

Newborns habituate to familiar sights & Newborns habituate to familiar sights & soundssounds

Once they come to know it, they become Once they come to know it, they become less interested in it & seek new stimulationless interested in it & seek new stimulation

Perceptual stimuli should be made Perceptual stimuli should be made available allowing for babies to become available allowing for babies to become familiar with the stimulifamiliar with the stimuli

Follow a baby’s lead for when he/she wants Follow a baby’s lead for when he/she wants more novel exposuremore novel exposure

Avoid over-stimulation, but provide Avoid over-stimulation, but provide adequate noveltyadequate novelty

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Infant Physical DevelopmentInfant Physical Development

Physical & perceptual skills are Physical & perceptual skills are acquired in a relatively fixed order acquired in a relatively fixed order (babies sit before they stand, (babies sit before they stand, stand before they walk, & walk stand before they walk, & walk before they run)before they run)

Brain becomes dense & develops Brain becomes dense & develops more complex connections than at more complex connections than at any other stage of developmentany other stage of development

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Motor Developmental MilestonesMotor Developmental Milestones

1 mo: able to raise chin up off of bed1 mo: able to raise chin up off of bed 2 mo: able to raise chest when prone2 mo: able to raise chest when prone 3 mo: able to sit with support3 mo: able to sit with support 3 mo: bats at objects3 mo: bats at objects 6 mo: reaches for and grasps objects6 mo: reaches for and grasps objects 7 mo: able to sit unassisted7 mo: able to sit unassisted 9 mo: able to stand with support9 mo: able to stand with support 10mo: able to creep10mo: able to creep 10-14mo: able to stand alone10-14mo: able to stand alone 12-15mo: able to walk alone12-15mo: able to walk alone 13 mo: able to walk up stairs13 mo: able to walk up stairs 26 mo: able to walk down stairs26 mo: able to walk down stairs

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Grasping AbilityGrasping Ability

16wks: swipes at objects without contact16wks: swipes at objects without contact 20wks: swipes at objects/makes contact20wks: swipes at objects/makes contact 20wks: attempts to grasp/not well coordinated20wks: attempts to grasp/not well coordinated 24wks: grasps objects between finger & palm24wks: grasps objects between finger & palm 28wks: squeezes objects between fingers & 28wks: squeezes objects between fingers &

thumbthumb 52wks: picks up objects with pincer grasp52wks: picks up objects with pincer grasp

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Cognitive Development in InfancyCognitive Development in Infancy(developmentally appropriate (developmentally appropriate

interventions)interventions)

The human face is an infants preferred The human face is an infants preferred object to observeobject to observe

Older infants should be allowed to explore Older infants should be allowed to explore the floor, not in walkerthe floor, not in walker

Carrying non-ambulatory infants stimulates Carrying non-ambulatory infants stimulates development and strengthens emotional development and strengthens emotional bondbond

Normal 3-yr-old has twice the number of Normal 3-yr-old has twice the number of synaptic connections among brain cells synaptic connections among brain cells than adultsthan adults

Adequate infant stimulation & physical Adequate infant stimulation & physical contact are needed to create & maintain contact are needed to create & maintain these brain cell connectionsthese brain cell connections

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interventions) interventions) (continued)(continued)

Language stimulation: talking, singing, Language stimulation: talking, singing, reading to, & engaging in direct play with reading to, & engaging in direct play with infants enhances synaptic connectionsinfants enhances synaptic connections

Over-stimulation can impede neural Over-stimulation can impede neural developmentdevelopment

Physical touch & responding quickly to Physical touch & responding quickly to cries enhance feelings of security & cries enhance feelings of security & protect brain tissue from over-stimulation protect brain tissue from over-stimulation

Early intervention & adaptations can Early intervention & adaptations can offset some developmental disabilities offset some developmental disabilities (This is why early diagnosis is vital for (This is why early diagnosis is vital for optimal development of child’s potential.)optimal development of child’s potential.)

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activities)activities)

Malnutrition, environmental deprivation, genetic Malnutrition, environmental deprivation, genetic & congenital disorders can interrupt cognitive & congenital disorders can interrupt cognitive developmentdevelopment

Early intervention can offset some of the Early intervention can offset some of the negative impact of these influencesnegative impact of these influences

Goal: Identify any challenging condition that Goal: Identify any challenging condition that might need special interventionmight need special intervention

Provide experiences that facilitate developing an Provide experiences that facilitate developing an understanding of cause & effect & understanding of cause & effect & action/reaction: peek-a-boo, hiding games, drop action/reaction: peek-a-boo, hiding games, drop the object)the object)

Use learning tools (toys) that stimulate the Use learning tools (toys) that stimulate the

senses: (action toys: sound toys, balls)senses: (action toys: sound toys, balls)

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Stages of BabblingStages of Babbling

““Fussy” sounds: crying-like sounds that are not Fussy” sounds: crying-like sounds that are not true criestrue cries

Vowel cooing: long strings of open vowel sounds Vowel cooing: long strings of open vowel sounds (e.g., “ooooooh”, “aaaaaah”)(e.g., “ooooooh”, “aaaaaah”)

Consonant cooing: strings of consonant-like Consonant cooing: strings of consonant-like sounds (e.g., “bbb”, “ggg”)sounds (e.g., “bbb”, “ggg”)

Lallations: long strings of consonant-vowel-Lallations: long strings of consonant-vowel-consonant sounds (dadadada, mamamama, consonant sounds (dadadada, mamamama, babababa)babababa)

Shortened lallations: shorter consonant-vowel-Shortened lallations: shorter consonant-vowel-consonant sounds (dada, mama, papa)consonant sounds (dada, mama, papa)

Expressive jargon sounds: long expressive Expressive jargon sounds: long expressive babbles that sound identical, in intonation to babbles that sound identical, in intonation to adult speechadult speech

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Learning two Languages Learning two Languages at the same timeat the same time

Children raised in a bilingual home put the words Children raised in a bilingual home put the words they learn from two languages into one mental they learn from two languages into one mental dictionarydictionary

This results in toddlers from bilingual homes often This results in toddlers from bilingual homes often engaging in “language switching” (However this is engaging in “language switching” (However this is not an indication that any damage to language not an indication that any damage to language competence will result from this practice.)competence will result from this practice.)

In fact, by age 4, bilingual children reach a level of In fact, by age 4, bilingual children reach a level of cognitive development that permits them to cognitive development that permits them to effectively separate multiple languages at the same effectively separate multiple languages at the same timetime

The challenge of sorting-out the rules of two or The challenge of sorting-out the rules of two or more languages is cognitively challenging in a more languages is cognitively challenging in a positive waypositive way

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Language AcquisitionLanguage Acquisition

By the second half of the first year of life, By the second half of the first year of life, babies acquire receptive language. This is babies acquire receptive language. This is long before they are able to talk. Adults long before they are able to talk. Adults should provide infants with a language-should provide infants with a language-rich environment.rich environment.

Talking directly to babies should begin at Talking directly to babies should begin at birth. Conversation directed toward birth. Conversation directed toward infants stimulates language centers in the infants stimulates language centers in the brain & promote later development of brain & promote later development of communicative competence.communicative competence.

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Language Acquisition Language Acquisition (continued)(continued)

Responding quickly to infant utterances & Responding quickly to infant utterances & smiling communicates the power of social smiling communicates the power of social interchanges & reinforces the infant for interchanges & reinforces the infant for refining communicative ability.refining communicative ability.

The first “true” words appear @ 12-The first “true” words appear @ 12-monthsmonths

Usually, first words are names of objects Usually, first words are names of objects that have action-reaction stimulation that have action-reaction stimulation (e.g., ball), or words with social meaning (e.g., ball), or words with social meaning (e.g., NO, bye-bye)(e.g., NO, bye-bye)

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Best Practice ActivityBest Practice Activity

Stimulate turn-taking Stimulate turn-taking conversation with objectsconversation with objects

Handing objects back and forth Handing objects back and forth to an infant/toddler teaches to an infant/toddler teaches the social rules of the social rules of communicationcommunication

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Infant TemperamentInfant Temperament

Active: Infant demonstrates a need for Active: Infant demonstrates a need for constant activity. Wiggles & bangs constant activity. Wiggles & bangs objects, seeks frequent stimulationobjects, seeks frequent stimulation

Bold: Initiates interaction with adults, Bold: Initiates interaction with adults, risk-taking in exploration & playrisk-taking in exploration & play

““Difficult”: Expresses upset forcefully, Difficult”: Expresses upset forcefully, demonstrates negative reactions to demonstrates negative reactions to change, not easily consoled when cryingchange, not easily consoled when crying

““Easy”: Smiles frequently, adjusts happily Easy”: Smiles frequently, adjusts happily to change, no separation anxietyto change, no separation anxiety

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Temperament Temperament (continued)(continued)

Fearful: Is easily frightened by novel Fearful: Is easily frightened by novel situationssituations

Shy: Is reticent to interact with others, Shy: Is reticent to interact with others, tends to be quiet & less vocaltends to be quiet & less vocal

Slow-to-warm-up: Exhibits clinging Slow-to-warm-up: Exhibits clinging behavior, demonstrates a less positive behavior, demonstrates a less positive affectaffect

Timid: Demonstrates stranger anxiety, Timid: Demonstrates stranger anxiety, takes less initiative, is more cautious in takes less initiative, is more cautious in exploration & playexploration & play

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Egocentrism in InfancyEgocentrism in Infancy

The inability to understand the perspective of The inability to understand the perspective of othersothers

The predominate characteristic influencing social The predominate characteristic influencing social relationships during infancyrelationships during infancy

Infants assume that they are the center of the Infants assume that they are the center of the universeuniverse

This characteristic does not inhibit the This characteristic does not inhibit the development of kindness toward others & sharingdevelopment of kindness toward others & sharing

During infancy, egocentrism is a cognitive trait, During infancy, egocentrism is a cognitive trait, not a personality flawnot a personality flaw

Egocentric behavior should be tolerated during Egocentric behavior should be tolerated during infancy (Infants should NOT be forced to display infancy (Infants should NOT be forced to display cooperative interactions.) cooperative interactions.)

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Social/Emotional Social/Emotional DevelopmentDevelopment

in Infantsin Infants

Infants form early attachments to significant Infants form early attachments to significant adults (significant others)adults (significant others)

Early attachments are critical to later ability to Early attachments are critical to later ability to form intimate relationshipsform intimate relationships

It is crucial to respond to infant cries for It is crucial to respond to infant cries for attention as soon as possibleattention as soon as possible

The opposite is true for the second year of life. The opposite is true for the second year of life. A toddler’s need to strive for a sense of A toddler’s need to strive for a sense of autonomy must be allowed(tolerated).autonomy must be allowed(tolerated).

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Social/Emotional DevelopmentSocial/Emotional Developmentin Infantsin Infants (continued)(continued)

Tolerating assertive behavior & allowing freedom Tolerating assertive behavior & allowing freedom of choice are critical to healthy development.of choice are critical to healthy development.

An infant’s social interactions are influenced by An infant’s social interactions are influenced by genetically predisposed temperament.genetically predisposed temperament.

Raising babies requires significant patience & Raising babies requires significant patience & tolerance. tolerance.

If your goal is to have a happy child who grows up If your goal is to have a happy child who grows up to be a happy adult - engage in up-close, face-to-to be a happy adult - engage in up-close, face-to-face, eye-to-eye interactions with the infant & face, eye-to-eye interactions with the infant & demonstrate expressions of happiness-frequently!demonstrate expressions of happiness-frequently!

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Social/Emotional Social/Emotional DevelopmentDevelopment

in Infantsin Infants (continued)(continued)

React quickly to upset & initiate positive React quickly to upset & initiate positive touching (snuggling, holding, bouncing) & touching (snuggling, holding, bouncing) & distract with physical play (This is distract with physical play (This is especially vital for special needs infants.)especially vital for special needs infants.)

Provide a soothing & predictable, yet Provide a soothing & predictable, yet stimulating environment (This is stimulating environment (This is especially vital for special needs infants.)especially vital for special needs infants.)

Modeling a positive affect, kindness, & Modeling a positive affect, kindness, & sharing will help infants develop positive sharing will help infants develop positive emotions & social skillsemotions & social skills

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Development from two-fiveDevelopment from two-five

How do young children change physically, How do young children change physically, from ages 2 thru 5?from ages 2 thru 5?

What are the major gross motor abilities What are the major gross motor abilities that emerge during this period?that emerge during this period?

How do the major gross motor abilities How do the major gross motor abilities develop through this period?develop through this period?

How does perceptual development affect How does perceptual development affect fine motor skills from ages 2-5?fine motor skills from ages 2-5?

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DevelopmentDevelopmentAges 2-5 Ages 2-5 (Continued)(Continued)

How do males & females differ in motor How do males & females differ in motor development during this period?development during this period?

What can teachers do to adapt the What can teachers do to adapt the classroom environment to support classroom environment to support motor development of children with motor development of children with special needs?special needs?

What types of conversation are most What types of conversation are most effective to promote artistic effective to promote artistic development that grows out of fine development that grows out of fine motor expression?motor expression?

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Gross Motor Abilities of Young Gross Motor Abilities of Young Children ages 2-5Children ages 2-5

• Run with both feet leaving the ground at Run with both feet leaving the ground at the same timethe same time

• Hop on one foot for at least 10 repetitionsHop on one foot for at least 10 repetitions• Gallop (using one lead foot)Gallop (using one lead foot)• Swing on a swing independentlySwing on a swing independently• Throw a ball stepping forward with the Throw a ball stepping forward with the

leg opposite the throwing armleg opposite the throwing arm• Catch a ball with one handCatch a ball with one hand• Riding a tricycle with pedalsRiding a tricycle with pedals

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Fine Motor Abilities of Young Fine Motor Abilities of Young Children ages 2-5 Children ages 2-5

Self-help skills such as buttoning, Self-help skills such as buttoning, zipping, & eating with utensils (to zipping, & eating with utensils (to include: spreading food with a knife)include: spreading food with a knife)

Cut with scissorsCut with scissors Grasp with thumb & index finger gripGrasp with thumb & index finger grip Write ones own nameWrite ones own name Create representational drawingsCreate representational drawings Sculpt with claySculpt with clay

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Stages of DrawingStages of Drawingin Early Childhoodin Early Childhood

Scribbling---controlled circular strokes---Scribbling---controlled circular strokes---discrete shapesdiscrete shapes

This evolves as children learn to use This evolves as children learn to use pincer grasp instead of fist grasp & pincer grasp instead of fist grasp & place arm on table as they drawplace arm on table as they draw

Drawing can be a valuable outlet for Drawing can be a valuable outlet for creative and emotional expressioncreative and emotional expression

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Developmental stages of Developmental stages of drawingdrawing

1-2 years: random scribble marks simply as a sensorimotor activity

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2-21/2 years: controlled scribbling. The child begins to develop some control of his fine motor abilities, and the scribbles gain some direction and control. After some experience with controlled scribbling, a child may name his picture a “motorcycle” or a “big wheel”, although there appears to be no resemblance. This is an intellectual accomplishment for the child, an indication that he is taking his first step toward being able to do representation

Developmental stages of Developmental stages of drawing drawing (continued)(continued)

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2 1/2 -3 years: the face. The next mayor development is for the circle to become a face

3 ½ -4 years: arms and legs. The circle “person” develops sticks arms and legs, which protrude from the circle, or the head; there is no body yet

4 years: the body. The human figure begins to acquire a body. Gradually more and more body parts are added (hands, feet, hair, ears, etc.)

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5 years: the floating house: First “house” drawings usually resemble a face, with windows placed like eyes and door like a mouth. These first houses are usually somewhere in the middle of the paper and seem to be floating in space

5 ½ - 6 years: the house on a bottom line. The bottom of the paper is used as a baseline and the house rests on it

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5 ½ -6 years: a baseline supports the house. A baseline appears within the drawing and the house rests on it

6 -7 years: two-dimensional drawing. The baseline begins to take on the quality of a horizon, which indicates the child’s awareness of two-dimensional space

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Gender differencesGender differencesin motor developmentin motor development

Boys tend to lose “baby” fat and acquire Boys tend to lose “baby” fat and acquire increased muscle tone more quickly than girlsincreased muscle tone more quickly than girls

Boys tend to be larger than girls at this stageBoys tend to be larger than girls at this stage Girls tend to have more competent fine motor Girls tend to have more competent fine motor

skill (The brain areas responsible for perceptual-skill (The brain areas responsible for perceptual-motor ability are more fully developed in motor ability are more fully developed in females at this stage of development.)females at this stage of development.)

However, there is great variability in individual However, there is great variability in individual difference.difference.

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Attention Deficit Hyperactivity Attention Deficit Hyperactivity DisorderDisorder

Any typically active young child may be Any typically active young child may be mislabeled as hyperactive by uninformed mislabeled as hyperactive by uninformed individuals. individuals.

Don’t confuse high activity level with ADHDDon’t confuse high activity level with ADHD

Classic Signs:Classic Signs: Inability to sustain focused attentionInability to sustain focused attention Cognitive or physical restlessnessCognitive or physical restlessness Exaggerated distractibilityExaggerated distractibility

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Classroom interventions that Classroom interventions that support learning in kids with support learning in kids with

ADHDADHD Provide extended periods of time & Provide extended periods of time &

adequate space for active motor playadequate space for active motor play Keep periods that require “sitting still” Keep periods that require “sitting still”

briefbrief Keep waiting periods briefKeep waiting periods brief Provide a predictable schedule (maintain Provide a predictable schedule (maintain

routineroutine Avoid unexpected changesAvoid unexpected changes Ignore “minor” disruptivenessIgnore “minor” disruptiveness Be consistent with enforcing rules (use Be consistent with enforcing rules (use

logical consequences) Don’t use logical consequences) Don’t use punishment or verbal aggression.punishment or verbal aggression.

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The Effects of Early The Effects of Early InterventionIntervention

Early intervention of special needs Early intervention of special needs is critical.is critical.

To minimize the negative effects of To minimize the negative effects of developmental delays, intervention developmental delays, intervention strategies must be initiated during strategies must be initiated during infancy.infancy.

However, it is never too late for However, it is never too late for intervention.intervention.

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Promoting artistic Promoting artistic development:development:

one component of fine motor one component of fine motor skillskill

Adults talking with children, in an appropriate Adults talking with children, in an appropriate manner about their drawings, not only can manner about their drawings, not only can promote artistic development, it can also promote artistic development, it can also facilitate the expression of thoughts & feelingsfacilitate the expression of thoughts & feelings

Some adult-child interactions can, actually, stifle Some adult-child interactions can, actually, stifle artistic expressionartistic expression

Questioning a child’s art work can be destructive. Questioning a child’s art work can be destructive. Positive, as well as negative evaluation can, Positive, as well as negative evaluation can, potentially, inhibit artistic development!potentially, inhibit artistic development!

Never compare children’s efforts and avoid praiseNever compare children’s efforts and avoid praise

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How should adults interact with young How should adults interact with young children to promote artistic children to promote artistic

development?development?

First rule of thumb: Say NOTHING!First rule of thumb: Say NOTHING! Demonstrate enthusiasm by smilingDemonstrate enthusiasm by smiling Allow for the child to initiate a discussionAllow for the child to initiate a discussion Adults should restrict comments to Adults should restrict comments to

references to the media, the theme, references to the media, the theme, compositioncomposition

Avoid evaluation related to quality.Avoid evaluation related to quality. Any judgment should be limited to accepting Any judgment should be limited to accepting

responsibility for your reaction. (e.g.:“I responsibility for your reaction. (e.g.:“I like…”like…”

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Motor Development: key pointsMotor Development: key points

Children acquire gross motor & fine motor skills in Children acquire gross motor & fine motor skills in a predictable sequencea predictable sequence

Climbing, running, catching, throwing, & practicing Climbing, running, catching, throwing, & practicing balancing (using a balance beam) promote motor balancing (using a balance beam) promote motor development and therefore, should be accepted as development and therefore, should be accepted as developmentally necessary activitiesdevelopmentally necessary activities

Drawing, painting, sculpting with clay, cutting, Drawing, painting, sculpting with clay, cutting, stacking blocks, working with puzzles & other stacking blocks, working with puzzles & other manipulatives, and looking at picture books should manipulatives, and looking at picture books should be facilitated daily to promote fine motor be facilitated daily to promote fine motor development development

The arts should be integrated into all components The arts should be integrated into all components of the curriculum of the curriculum

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Key Points about Key Points about Motor DevelopmentMotor Development

(Continued)(Continued)

Because motor development can vary, care Because motor development can vary, care must be taken to not misinterpret must be taken to not misinterpret developmental differences as deficitsdevelopmental differences as deficits

Although girls & boys tend to demonstrate Although girls & boys tend to demonstrate different patterns of motor development (both different patterns of motor development (both genetically & experientially acquired), Care genetically & experientially acquired), Care must be taken NOT to promote stereotypic playmust be taken NOT to promote stereotypic play

Boys & girls should be afforded the same play Boys & girls should be afforded the same play opportunitiesopportunities

Early identification & prompt intervention of Early identification & prompt intervention of any exceptionalities is the most important any exceptionalities is the most important responsibility of early childhood educatorsresponsibility of early childhood educators

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Indicators ofIndicators ofatypical motor developmentatypical motor development

Gross motor indicator: Poor eye-Gross motor indicator: Poor eye-hand coordinationhand coordination

Fine motor indicator: Still scribbling Fine motor indicator: Still scribbling without recognizable figures by age without recognizable figures by age sixsix

Limited self-help skills: Continuing Limited self-help skills: Continuing to depend on adults for dressing & to depend on adults for dressing & toileting, beyond age 4 toileting, beyond age 4

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Characteristics ofCharacteristics ofPreoperational ThoughtPreoperational Thought

Perception-based thinking: unable to use Perception-based thinking: unable to use abstract reasoning (What you think you see is abstract reasoning (What you think you see is what you believe.)what you believe.)

Unidimensional thinking: limited ability to Unidimensional thinking: limited ability to consider more than one idea at a timeconsider more than one idea at a time

Irreversibility: difficulty reversing sequence of Irreversibility: difficulty reversing sequence of thoughts & actions (Can dismantle but limited thoughts & actions (Can dismantle but limited ability to reconstruct.)ability to reconstruct.)

Transductive reasoning: limited understanding of Transductive reasoning: limited understanding of cause & effect (Assigns cause of an occurrence to cause & effect (Assigns cause of an occurrence to most immediate event, rather than to original most immediate event, rather than to original trigger) trigger)

Egocentrism:What’s mine is mine & yours is Egocentrism:What’s mine is mine & yours is mine, too!mine, too!

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The link between cognitive The link between cognitive development & languagedevelopment & language

The thinking of young children is highly The thinking of young children is highly influenced by interaction with other personsinfluenced by interaction with other persons

Inner-directed language (self-directed Inner-directed language (self-directed speech) helps organize ideas and channel speech) helps organize ideas and channel attentionattention

Self-directed speech (self talk) facilitates Self-directed speech (self talk) facilitates higher level thinkinghigher level thinking

Problem-solving is facilitated by talking & Problem-solving is facilitated by talking & social interactionsocial interaction

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Cognitive Development: key Cognitive Development: key conceptsconcepts

Elaborate dramatic play areas should be Elaborate dramatic play areas should be available for use on a daily basis to assist available for use on a daily basis to assist in problem-solving/decision-making skills in problem-solving/decision-making skills facilitated by both internal reflection and facilitated by both internal reflection and social interaction social interaction

Open-ended questions that encourage Open-ended questions that encourage young children to think about past and young children to think about past and future encourage practice in problem-future encourage practice in problem-solving via internal reflection solving via internal reflection

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Cognitive Development: key Cognitive Development: key conceptsconcepts

Elaborate dramatic play areas should be Elaborate dramatic play areas should be available for use on a daily basis to assist available for use on a daily basis to assist in problem-solving/decision-making skills in problem-solving/decision-making skills facilitated by both internal reflection and facilitated by both internal reflection and social interaction (There is no more social interaction (There is no more helpful perspective-taking activity than helpful perspective-taking activity than role-playing.) role-playing.)

Open-ended questions that encourage Open-ended questions that encourage young children to think about past and young children to think about past and future encourage practice in problem-future encourage practice in problem-solving via internal reflection solving via internal reflection

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Cognitive Development:Cognitive Development:key conceptskey concepts (Continued) (Continued)

Children ages 2-5 still rely on feel, touch Children ages 2-5 still rely on feel, touch smell, taste, sound, & appearance (based smell, taste, sound, & appearance (based on perception) to problem solveon perception) to problem solve

Therefore, ALL learning experiences for Therefore, ALL learning experiences for young children should involve using the 5 young children should involve using the 5 senses (Learning will occur best if a child senses (Learning will occur best if a child is allowed to touch, examine, & is allowed to touch, examine, & experiment with concrete objectsexperiment with concrete objects

Expecting young children to “sit still & Expecting young children to “sit still & listen” to instruction should be avoidedlisten” to instruction should be avoided

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Plan activities that encourage children to Plan activities that encourage children to categorizecategorize

Ask questions that induce thinking about Ask questions that induce thinking about more than one attribute at a time (use more than one attribute at a time (use attribute blocks)attribute blocks)

Provide activities that prompt children to Provide activities that prompt children to practice reversibility (tell stories or recite practice reversibility (tell stories or recite rhymes backwards)rhymes backwards)

Provide frequent cause & effect Provide frequent cause & effect experimentsexperiments

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Curriculum should be planned to match each Curriculum should be planned to match each child’s cognitive style (Visual, auditory, or child’s cognitive style (Visual, auditory, or tactile-kinesthetic)tactile-kinesthetic)

Provide opportunity for social/cooperative Provide opportunity for social/cooperative problem-solvingproblem-solving

Assist young children to reflect on & express Assist young children to reflect on & express their feelingstheir feelings

Assist young children to reflect on the feelings of Assist young children to reflect on the feelings of othersothers

Hold children’s interest by providing novel Hold children’s interest by providing novel objects when interest in familiar objects wanesobjects when interest in familiar objects wanes

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Indicators ofIndicators ofatypical cognitive developmentatypical cognitive development

Receptive language delay: Receptive language delay: difficulty understanding / difficulty understanding / interpreting feelings, intentions, interpreting feelings, intentions, meaning, or thoughts of othersmeaning, or thoughts of others

Expressive language delay: Expressive language delay: difficulty manipulating language to difficulty manipulating language to clearly express thoughtsclearly express thoughts

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First & Second Language First & Second Language AcquisitionAcquisition

Children’s language develops in four Children’s language develops in four fundamental ways:fundamental ways:

1.1. Phonology (speech sounds): over-time Phonology (speech sounds): over-time pronunciation, fluency, & articulation pronunciation, fluency, & articulation improvesimproves

2.2. Semantics (understanding of word Semantics (understanding of word meaning)meaning)

3.3. Syntax (clauses & complex word endings Syntax (clauses & complex word endings that used to enhance self-expression & that used to enhance self-expression & understanding)understanding)

4.4. Pragmatics (Using language to Pragmatics (Using language to communicate ideas)communicate ideas)

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First & Second Language First & Second Language AcquisitionAcquisition (Continued) (Continued)

Phonology: Children learn what are acceptable Phonology: Children learn what are acceptable sounds by hearing them patterned over & over in sounds by hearing them patterned over & over in the words they most frequently hear (The first 200 the words they most frequently hear (The first 200 words that most children learn will contain almost all words that most children learn will contain almost all of the key sounds of what will become their spoken of the key sounds of what will become their spoken languagelanguage

Semantics: Children know 200 words by age 2 & Semantics: Children know 200 words by age 2 & 10,000 words by age 610,000 words by age 6

Syntax: By age 5, children have learned almost all Syntax: By age 5, children have learned almost all the rules of adult syntax. This includes: Morphemes, the rules of adult syntax. This includes: Morphemes, the small words or parts of words that hold meaning the small words or parts of words that hold meaning (past tense ending - (past tense ending - eded, plural - , plural - ss, articles, articles- a - a && the) the)

Pragmatics: The most significant language Pragmatics: The most significant language advancement in early childhood is the ability to useadvancement in early childhood is the ability to use words to influence other peoplewords to influence other people

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First & Second Language First & Second Language AcquisitionAcquisition (Continued) (Continued)

Most children in the world are bilingualMost children in the world are bilingual Bilingual classrooms are ideal for Bilingual classrooms are ideal for

language developmentlanguage development English-only teachers should become English-only teachers should become

conversant in a child’s primary conversant in a child’s primary language (at least learn key phrases)language (at least learn key phrases)

Promote the learning of standard Promote the learning of standard English, while respecting each child’s English, while respecting each child’s unique communication patternunique communication pattern

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Stages of Reading ReadinessStages of Reading Readiness

A child believes that words of a story A child believes that words of a story come from the picturescome from the pictures

A child realizes that stories come from A child realizes that stories come from printed text that accompanies a storyprinted text that accompanies a story

A child memorizes the textA child memorizes the text A child begins to “map” the story across A child begins to “map” the story across

the printed text by attempting to match the printed text by attempting to match the words in print to the memorized story the words in print to the memorized story

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Play & Language Development:Play & Language Development:key conceptskey concepts

To stimulate the development of symbolic To stimulate the development of symbolic thought (using symbols or verbal images thought (using symbols or verbal images to represent objects), young children to represent objects), young children should be exposed to adult language that should be exposed to adult language that is “rich” with symbolsis “rich” with symbols

Children should see the printed word Children should see the printed word throughout the classroom environmentthroughout the classroom environment

Art, music, & writing experiences and Art, music, & writing experiences and dramatic play should be facilitated to dramatic play should be facilitated to enhance symbolic thinking enhance symbolic thinking

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Play & Language Development:Play & Language Development:key conceptskey concepts (Continued) (Continued)

Curriculum-relevant play activities should be Curriculum-relevant play activities should be facilitatedfacilitated

Dramatic play area should contain nonrealistic “raw” Dramatic play area should contain nonrealistic “raw” materials instead of “real” objects to encourage materials instead of “real” objects to encourage symbolization & enhance symbolic reasoningsymbolization & enhance symbolic reasoning

To enhance language learning, classrooms should To enhance language learning, classrooms should be filled with conversationbe filled with conversation

Adults should model the application of language Adults should model the application of language concepts rather than “teach” language sessionsconcepts rather than “teach” language sessions

Scribbling is an important writing-readiness activityScribbling is an important writing-readiness activity Reading to children & children “pretending” to read Reading to children & children “pretending” to read

are extremely important reading-readiness activitiesare extremely important reading-readiness activities Children should be read to, DAILY! Children should be read to, DAILY!

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Play & Language Development:Play & Language Development:key conceptskey concepts (Continued) (Continued)

Every classroom should have a writing center Every classroom should have a writing center equipped with movable alphabet letters, plenty of equipped with movable alphabet letters, plenty of paper for making books, pens & markers, paper for making books, pens & markers, clipboards, & computers (set for word-processing)clipboards, & computers (set for word-processing)

Scribble-writing & invented spelling should be Scribble-writing & invented spelling should be acceptedaccepted

Books should be available for children to look at & Books should be available for children to look at & “read”, on their own, throughout the day“read”, on their own, throughout the day

Adults should be willing to read & reread favorite Adults should be willing to read & reread favorite storiesstories

Children should be allowed to turn pages & point Children should be allowed to turn pages & point toto illustrations and printed words (Lap reading is illustrations and printed words (Lap reading is best!)best!)

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Indicators ofIndicators ofatypical language atypical language

developmentdevelopment Unclear articulation of speech sounds & an Unclear articulation of speech sounds & an

inability to imitate the speech sounds heard by inability to imitate the speech sounds heard by othersothers

Limited vocabularyLimited vocabulary Reliance on using the word “Reliance on using the word “thingthing” to refer to ” to refer to

words that a child cannot rememberwords that a child cannot remember Continuing to express needs with a prevalence of Continuing to express needs with a prevalence of

one-or two-word sentences at age 4one-or two-word sentences at age 4 Young children with articulation errors, disfluency Young children with articulation errors, disfluency

in expressive language, difficulty remembering & in expressive language, difficulty remembering & retrieving words, or who, typically, speak in fewer retrieving words, or who, typically, speak in fewer than three word sentences, by age 4, will need than three word sentences, by age 4, will need special intervention. Start intervention now!special intervention. Start intervention now!

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Social & Emotional Social & Emotional Development of young Development of young

children ages 2-5children ages 2-5 Early childhood is a crucial period for formation Early childhood is a crucial period for formation

of self-esteemof self-esteem Young children who are nurtured, encouraged, & Young children who are nurtured, encouraged, &

accepted with unconditional positive regard will accepted with unconditional positive regard will grow up to become emotionally well-adjustedgrow up to become emotionally well-adjusted

Young children who are abused, neglected, or Young children who are abused, neglected, or rejected can suffer mental health difficultiesrejected can suffer mental health difficulties

One’s emotional state during early childhood can One’s emotional state during early childhood can have a powerful impact on developing social have a powerful impact on developing social relationshipsrelationships

Young children who are emotionally healthy are Young children who are emotionally healthy are better able to enter into positive relationships better able to enter into positive relationships with otherswith others

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Initiative versus GuiltInitiative versus Guilt

From ages 2-5, young children encounter a struggle From ages 2-5, young children encounter a struggle between initiative & guiltbetween initiative & guilt

Emotionally healthy young children will want to Emotionally healthy young children will want to assert themselves to pretend, take risks, engage in assert themselves to pretend, take risks, engage in active exploration, create, invent, & discover new active exploration, create, invent, & discover new thingsthings

The urge to create is called initiativeThe urge to create is called initiative When adults encourage active efforts to take When adults encourage active efforts to take

initiative, a child’s sense of initiative is strengthenedinitiative, a child’s sense of initiative is strengthened When young children are lead to believe that their When young children are lead to believe that their

efforts are “wrong”, they develop a sense of guilt for efforts are “wrong”, they develop a sense of guilt for taking individual initiativetaking individual initiative

A sense of guilt can inhibit emotional growthA sense of guilt can inhibit emotional growth

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Initiative versus GuiltInitiative versus Guilt (Continued) (Continued)

Young children who are criticized or Young children who are criticized or punished for their initiative will eventually punished for their initiative will eventually stop trying & construct an image of “self” stop trying & construct an image of “self” as “bad”as “bad”

Teachers must create a non-judgmental, Teachers must create a non-judgmental, non-critical environment in the classroomnon-critical environment in the classroom

More emphasis should be placed on More emphasis should be placed on creative processes than on finished productcreative processes than on finished product

Praise can also threaten initiative by giving Praise can also threaten initiative by giving implicit messages about which creative implicit messages about which creative efforts are “correct”efforts are “correct”

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Self-Concept & InitiativeSelf-Concept & Initiative

An individual’s self-concept includes all An individual’s self-concept includes all self-perceptions about one’s competence, self-perceptions about one’s competence, basic character, & personhoodbasic character, & personhood

A young child with a positive self-concept A young child with a positive self-concept will be happy with who he or she is & feel will be happy with who he or she is & feel good about his or her self-perceptionsgood about his or her self-perceptions

Only children whose initiative is Only children whose initiative is discouraged or harshly criticized by discouraged or harshly criticized by adults will suffer from a negative self-adults will suffer from a negative self-concept & have a low self-esteemconcept & have a low self-esteem

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Social CompetenceSocial Competence

Social competence refers to two interrelated Social competence refers to two interrelated aspects of human development: aspects of human development:

1.1. Being liked by othersBeing liked by others2.2. Having social skills that are conducive to Having social skills that are conducive to

relationship buildingrelationship building

Research indicates that children who display Research indicates that children who display aggressive behavior toward others or are aggressive behavior toward others or are impulsive in their social interactions, during impulsive in their social interactions, during this stage of development, are more likely to this stage of development, are more likely to display psychological & antisocial behavior as display psychological & antisocial behavior as adults adults

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Social & Emotional Social & Emotional Development:Development:key conceptkey concept

The impact of child care programs on the The impact of child care programs on the social & emotional development of young social & emotional development of young children hold great promise as a way to children hold great promise as a way to resolve societal problems caused by resolve societal problems caused by damaged social developmentdamaged social development

However, research indicates that the vast However, research indicates that the vast majority of child care programs in the majority of child care programs in the U.S. are environments that lack adults U.S. are environments that lack adults who consistently demonstrate warmth & who consistently demonstrate warmth & responsiveness to young childrenresponsiveness to young children

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Development during theDevelopment during thePrimary GradesPrimary Grades

What to look for What to look for

andand What to doWhat to do

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Motor Development of Young Motor Development of Young Children from ages 6-8Children from ages 6-8

Motor activity should be integrated into the Motor activity should be integrated into the curriculumcurriculum

Fine motor activity such as sculpturing with clay & Fine motor activity such as sculpturing with clay & woodworking as well as gross motor activity such woodworking as well as gross motor activity such as dance can be related to social studies & scienceas dance can be related to social studies & science

Aiming games using beanbag tossing & bowling Aiming games using beanbag tossing & bowling can also be used in all aspects of the curriculum can also be used in all aspects of the curriculum while enhancing eye-hand coordinationwhile enhancing eye-hand coordination

Periods of sitting & listening should be followed by Periods of sitting & listening should be followed by blocks of time that allow for physically active blocks of time that allow for physically active experiences experiences

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Motor movement fostersMotor movement fostersbrain developmentbrain development

Motor activity stimulates cognitive Motor activity stimulates cognitive developmentdevelopment

Play via physical exercise promotes Play via physical exercise promotes learninglearninglearning supports learning supports academic successacademic success

When the brain becomes organized When the brain becomes organized during motor activity, it enhances during motor activity, it enhances thinking & thinking enhances thinking & thinking enhances learninglearning

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The Brain-Body ConnectionThe Brain-Body Connection

A child performs a physical movement (large A child performs a physical movement (large muscle or small muscle action) muscle or small muscle action)

This activates specific neurons (brain cells) which This activates specific neurons (brain cells) which activate other neuronsactivate other neurons

This coordinated effort, if repeated, form an This coordinated effort, if repeated, form an organized pattern (neural cluster)organized pattern (neural cluster)

A neural cluster is a collection of connected brain A neural cluster is a collection of connected brain cells that retain memory for a specific movementcells that retain memory for a specific movement

When that movement is combined with another When that movement is combined with another movement (skill) the neural clusters connect & movement (skill) the neural clusters connect & become part of a larger network, called a neural become part of a larger network, called a neural mapmap

A neural map is a complex web of cells A neural map is a complex web of cells connecting an entire brain regionconnecting an entire brain region

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Brain-Body Connection Brain-Body Connection (Continued)(Continued)

Organized in this manner, the brain is better Organized in this manner, the brain is better able to learn (building new understandings able to learn (building new understandings on the foundation of prior learningon the foundation of prior learning

(Example: Crawling through a maze creates (Example: Crawling through a maze creates a neural cluster, which helps understanding a neural cluster, which helps understanding of spatial relationships & movementof spatial relationships & movementthese these same neural clusters stimulate the formation same neural clusters stimulate the formation of other clusters that refine the of other clusters that refine the understanding of other spatial tasks, such as understanding of other spatial tasks, such as recognizing the separation of letters that recognizing the separation of letters that form words & the spacing of words to form form words & the spacing of words to form sentences)sentences)

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Milestones inMilestones inMotor Developmental ( ages 6-Motor Developmental ( ages 6-

8)8)

Bilateral skipBilateral skip Kick a ball with a full leg follow-throughKick a ball with a full leg follow-through Hop alternating from one foot to Hop alternating from one foot to

anotheranother Hop with accuracy (play hopscotch)Hop with accuracy (play hopscotch) Balance on one foot with eyes closedBalance on one foot with eyes closed Walk along a 2X4 balance beamWalk along a 2X4 balance beam

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Milestones inMilestones inMotor Developmental ( ages 6-8)Motor Developmental ( ages 6-8)

continuedcontinued

Catch a small ball only using handsCatch a small ball only using hands Throw a ball accurately, over-hand, at Throw a ball accurately, over-hand, at

least 40 feet, stepping forward with the least 40 feet, stepping forward with the foot opposite the throwing armfoot opposite the throwing arm

Swing a bat & strike a ball, rotating the Swing a bat & strike a ball, rotating the trunk & shifting body weight forwardtrunk & shifting body weight forward

Run, at least, 14 feet per secondRun, at least, 14 feet per second Perform jumping jacks correctlyPerform jumping jacks correctly

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Classroom adaptations for Classroom adaptations for students with ADHDstudents with ADHD

Use learning centers that are partitioned to reduce Use learning centers that are partitioned to reduce distractiondistraction

Place quiet areas away from more active activitiesPlace quiet areas away from more active activities Announce transitions before they occurAnnounce transitions before they occur Maintain a predictable routine/Use an activity Maintain a predictable routine/Use an activity

checklistchecklist Avoid sudden changes in the scheduleAvoid sudden changes in the schedule Allow relative freedom of movement & positioning Allow relative freedom of movement & positioning

of their body in spaceof their body in space Allow more time to complete tasksAllow more time to complete tasks Break-down projects into smaller stepsBreak-down projects into smaller steps Provide periods that allow for physically active playProvide periods that allow for physically active play

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Encouraging Cooperative PlayEncouraging Cooperative Play

Introduce games that have no Introduce games that have no loserslosers

Communicate that winning is not Communicate that winning is not as important as having funas important as having fun

Give children the option of playing Give children the option of playing games without winners & losersgames without winners & losers

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Cognitive DevelopmentCognitive Development(ages 6-8)(ages 6-8)

Movement from unidimensional Movement from unidimensional thought to decentration ( ability to thought to decentration ( ability to coordinate two thoughts at the same coordinate two thoughts at the same time) Ex: reproduce shapes of letters time) Ex: reproduce shapes of letters correctly, turning them in the correctly, turning them in the appropriate direction in space, while appropriate direction in space, while at the same time, attend to the at the same time, attend to the sound the letter represents, while sound the letter represents, while contemplating the meaning of the contemplating the meaning of the story that the letters are reflectingstory that the letters are reflecting

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Cognitive Development from Cognitive Development from 6-8 6-8 (Continued)(Continued)

Reversibility (mentally & physically Reversibility (mentally & physically reverse steps of a process) Ex: add & reverse steps of a process) Ex: add & subtract the same numberssubtract the same numbers

Causality (understanding cause & Causality (understanding cause & effect)effect)

Time interval continues to be a Time interval continues to be a challenge (the distinction between challenge (the distinction between long ago and different time periods)long ago and different time periods)

During the primary grades, young During the primary grades, young children construct knowledge children construct knowledge through action upon concrete objectsthrough action upon concrete objects

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3 Different Kinds of 3 Different Kinds of IntelligenceIntelligence

Componential intelligence (the basic Componential intelligence (the basic processes of thinking, attending to detail, processes of thinking, attending to detail, & remembering)& remembering)

Contextual intelligence (adapting the Contextual intelligence (adapting the thinking process to the demands of the thinking process to the demands of the environment) This is needed for “real- life environment) This is needed for “real- life problem-solvingproblem-solving

Experiential intelligence (using prior Experiential intelligence (using prior learning to gain new learning) learning to gain new learning)

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Multiple Intelligences Multiple Intelligences (Gardner)(Gardner)

Linguistic: using written & oral language Linguistic: using written & oral language (Ex: Storytelling, journalism)(Ex: Storytelling, journalism)

Logical-mathematical: using reasoning to Logical-mathematical: using reasoning to solve problems Ex: Computer solve problems Ex: Computer programming, physics programming, physics

Spatial: ability to perceive visual-spatial Spatial: ability to perceive visual-spatial phenomena (achitecture, interior design)phenomena (achitecture, interior design)

Bodily-kinesthetic: using body to express Bodily-kinesthetic: using body to express ideas or create (athletics, dance, art, ideas or create (athletics, dance, art, mechanicsmechanics

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Gardner’s Gardner’s Multiple Intelligences Multiple Intelligences (continued)(continued)

Musical: ability to perceive, create, &/or Musical: ability to perceive, create, &/or perform music (composer, musician)perform music (composer, musician)

Interpersonal: ability to accurately identify & Interpersonal: ability to accurately identify & interpret behavior, motives, feelings, intention interpret behavior, motives, feelings, intention of others (counseling) of others (counseling)

Intrapersonal: self-knowledge, self-awareness, Intrapersonal: self-knowledge, self-awareness, able to accurately see one’s own competencies, able to accurately see one’s own competencies, motivations, self-perception, emotional motivations, self-perception, emotional honesty, temperament, desires (useful for honesty, temperament, desires (useful for assessing personal strengths & challenges & to assessing personal strengths & challenges & to make constructive personal life decisions)make constructive personal life decisions)

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Characteristics of Young Characteristics of Young Children with Learning Children with Learning

DisabilitiesDisabilities Poor academic achievement: difficulty with Poor academic achievement: difficulty with

specific subject areas/performance often specific subject areas/performance often uneven/excel in math,struggle in writinguneven/excel in math,struggle in writing

Perceptual-motor difficulties: lack of motor Perceptual-motor difficulties: lack of motor coordination/confusion with left/right distinction coordination/confusion with left/right distinction difficulty interpreting sensory stimulidifficulty interpreting sensory stimuli

Speech & language delays: word retrieval delaySpeech & language delays: word retrieval delay Faulty logic & poor memory: difficulty Faulty logic & poor memory: difficulty

remembering & problem-solvingremembering & problem-solving Cognitive &/or physical restlessness: difficulty Cognitive &/or physical restlessness: difficulty

sustaining focused attention/extreme degrees sustaining focused attention/extreme degrees of activityof activity

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Indicators of atypical Indicators of atypical development (ages 6-8)development (ages 6-8)

Poor articulation so that you have difficulty Poor articulation so that you have difficulty understanding a child’s attempts at verbal understanding a child’s attempts at verbal communicationcommunication

Limited VocabularyLimited Vocabulary Unable to solve social problems using Unable to solve social problems using

languagelanguage Absence of conventional spelling by age 8Absence of conventional spelling by age 8 Unable to read by age 8Unable to read by age 8 If the letter sounds If the letter sounds b, p, m, & nb, p, m, & n are not are not

articulated by age 7 articulated by age 7

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Classroom adaptations for Classroom adaptations for special needs childrenspecial needs children

Primary-grade classrooms should Primary-grade classrooms should contain activities & materials that contain activities & materials that provide graded challenges – varied provide graded challenges – varied tasks or problems that reflect the tasks or problems that reflect the different cognitive competency different cognitive competency levels of the students in the roomlevels of the students in the room

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Language DevelopmentLanguage Developmentin Young Children (6-8)in Young Children (6-8)

Primary-grade children should have a classroom Primary-grade children should have a classroom filled with the written wordfilled with the written word

Writing should be encouraged via letter-writing Writing should be encouraged via letter-writing to friends & family, written observations of to friends & family, written observations of science experiments, & language experience science experiments, & language experience stories rather than skill instruction exercisesstories rather than skill instruction exercises

Children should be read to for at least 20 Children should be read to for at least 20 minutes a dayminutes a day

Time should be available, daily, for children to Time should be available, daily, for children to read to themselvesread to themselves

These two activities out-perform reading skill These two activities out-perform reading skill instructioninstruction

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Addressing language delaysAddressing language delaysin the classroomin the classroom

Teachers should coordinate classroom Teachers should coordinate classroom activities with speech & language activities with speech & language pathologistspathologists

The incorporation of speech & language The incorporation of speech & language games in the regular classroom that games in the regular classroom that address specific delays enhance address specific delays enhance communication more effectively than communication more effectively than pull-out lessons & carry less social pull-out lessons & carry less social stigmastigma

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Bilingual Education for 6-8 year Bilingual Education for 6-8 year oldsolds

Bilingual students should be Bilingual students should be encouraged to speak in both idioms encouraged to speak in both idioms throughout the school daythroughout the school day

Early linguistic errors by bilingual Early linguistic errors by bilingual children should be accepted at this agechildren should be accepted at this age

Only when a child is competent in Only when a child is competent in reading & writing in his 1reading & writing in his 1stst language language should he receive reading & writing should he receive reading & writing instruction in his 2instruction in his 2ndnd language language

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Emotional Development in Emotional Development in Young Children ages 6-8Young Children ages 6-8

Emotionally healthy young children between Emotionally healthy young children between ages 6 & 8 acquire a sense of industry & ages 6 & 8 acquire a sense of industry & competence-a belief that they are competence-a belief that they are knowledgeable & skilledknowledgeable & skilled

Young children who experience harsh Young children who experience harsh evaluation from adults & feelings of failure evaluation from adults & feelings of failure develop feelings of inferioritydevelop feelings of inferiority

Young children who have secure emotional Young children who have secure emotional attachment to at least one adult (parent attachment to at least one adult (parent figure) tend to have higher self-esteem than figure) tend to have higher self-esteem than children who do not develop such children who do not develop such attachment attachment

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Common practices in American Common practices in American schools that tend to foster feelings schools that tend to foster feelings

of inferiorityof inferiority

Evaluative symbols: stickers & letter gradesEvaluative symbols: stickers & letter grades Comparing children: classroom charts, Comparing children: classroom charts,

checkmarks by namecheckmarks by name Ability groupings: “smart group” / “slow group”Ability groupings: “smart group” / “slow group” Whole-class instruction: some cannot keep upWhole-class instruction: some cannot keep up Teacher/student relationship more formal: less Teacher/student relationship more formal: less

demonstration of unconditional acceptancedemonstration of unconditional acceptance To decrease some of these threats to self-To decrease some of these threats to self-

worth/self-esteem use individualization, small worth/self-esteem use individualization, small group activities, avoid comparisons, ability group activities, avoid comparisons, ability groupings, & public evaluation groupings, & public evaluation

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Self-Esteem in the Primary Self-Esteem in the Primary YearsYears

Self-esteem is a psychological traitSelf-esteem is a psychological trait Self-esteem is a person’s overall Self-esteem is a person’s overall

evaluation of selfevaluation of self Positive feelings of self-worth=high self-Positive feelings of self-worth=high self-

esteemesteem Feeling doubtful about self=low self-Feeling doubtful about self=low self-

esteemesteem During the primary years, self-worth is During the primary years, self-worth is

intimately tied to feelings of competenceintimately tied to feelings of competence

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Locus of ControlLocus of Control

Internal locus of control: Person believes Internal locus of control: Person believes she/he has personal power to control she/he has personal power to control what happens to themwhat happens to them

External locus of control: belief that what External locus of control: belief that what happens to you is determined by external happens to you is determined by external forces beyond your controlforces beyond your control

If a young child’s attempts to be If a young child’s attempts to be successful at her/his endeavors are successful at her/his endeavors are consistently hampered during early consistently hampered during early childhood, by age 8 he/she will quit trying childhood, by age 8 he/she will quit trying & assume that failure is inevitable& assume that failure is inevitable

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Evolution of Self-EsteemEvolution of Self-Esteem

Emerging Self

Social Acceptance

Locus of Control Sense of Self-worth

Perception of Competence

Parents,peers,teachers Academic,physical

Internal or External Parents,peers,teachers

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Moral Development in Early ChildhoodMoral Development in Early Childhood (Kohlberg)(Kohlberg)

Level 1: Preconventional (What is right is what you Level 1: Preconventional (What is right is what you get rewarded for. What is wrong is what you get get rewarded for. What is wrong is what you get punished for.)punished for.)

Stage 1: What is right is obeying & not getting Stage 1: What is right is obeying & not getting punishedpunished

Stage 2: Being nice to others so they are nice to youStage 2: Being nice to others so they are nice to you Level 2: Conventional (Social rules define what is Level 2: Conventional (Social rules define what is

right. Breaking rules is wrong.)right. Breaking rules is wrong.) Stage 3: What is right is what pleases othersStage 3: What is right is what pleases others Stage 4: What is right is obeying society’s lawsStage 4: What is right is obeying society’s laws Level 3: Postconventional (What is right is Level 3: Postconventional (What is right is

determined by higher-order moral principlesdetermined by higher-order moral principles Stage 5: If rules are bad it is morally correct to Stage 5: If rules are bad it is morally correct to

changechange Stage 6: What is right are universal moral principlesStage 6: What is right are universal moral principles

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Maslow’s Hierarchy of NeedsMaslow’s Hierarchy of Needs

5. Self-Actualization5. Self-Actualization (achieving your (achieving your maximum potential) Becoming the best maximum potential) Becoming the best

possible person you can becomepossible person you can become 4. Self-Esteem4. Self-Esteem (self-acceptance) (self-acceptance) 3. Affiliation3. Affiliation (need to be loved) (need to be loved) 2. Security2. Security (sense of personal safety) (sense of personal safety) 1. Physiological1. Physiological (biological needs) (biological needs)

EDE 301 Growth and Development Dr. Will Mosier Professor-Wright State University What you need to know to help young children learn.

Documents

language n play

play cognition n play

diversity n

n opportunities

safe n

young child n

language competence

complex play skills