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Observations andDevelopmental Domains
EDUU325
Child Development Review
Prepared by Dr. Piper
Child Development
Four areas or domains of developmentPhysical domainCognitive domainSocial domainEmotional domain
Each child develops along a continuum in within each domain
Development Continuum
Not all children develop at the same “speed”
Most children develop in the same sequence
No two children are the same
Physical Domain
The physical domain includes various measures of physical growthHeight and weightDevelopment of muscle
coordinationFine Motor SkillsGross Motor Skills
Cognitive Domain
The way children’s thinking processes develop
How children learn to reason and solve problems.
Social Domain
The social domain is aboutHow children relate to othersHow children make moral decisions
Emotional Domain
How children learn to trust
How children recognize and express their feelings
How children understand and accept who they are
Factors Influencing DevelopmentMaturation The growth of a child determined in large part by genetics or
heredity Ongoing process of “the unfolding” of a child’s potential Not all children mature at the same rate!
Experience a child’s interaction with the environment, the world what happens to a child in the world. Not all children have had the same experiences
Culture Cultural experiences may influence child’s development.
Over time a child normally develops increasingly confident and complex reactions to what happens
around him/her.
Experiences
Some experiences can inhibit, delay, damage, or stop a child’s developmentPoor nutritionSerious illnessLack of opportunity to exploreAbusiveness
We have to observe children to find out where they are before we plan activities for them.
Predictable Patterns in Development
Development is sequential One thing has to happen before the next thing can. For example Examples
A student cannot learn to hop until after learning to walk. A student can write only after learning how to hold a pencil in a way to
control it.
Development is cumulative Development builds on itself Each new skill strengthens the foundation that supports the whole
child What a child can do and understand today is the basis for future
development. New experience build upon previous experiences
We should be sure a child is ready before we try to teach him/her something new.
Child Development
A child’s chronological age is only approximately related to his/her stage of development.Not all children have had the same experiencesAll children do not mature at the same rate.We have to observe children to find out where they are before we plan activities for them.
What is Physical Development?Gradually gaining control over large and small muscles.Gross Motor Skills sitting, crawling, walking, running,
throwing
Fine Motor Skills holding, pinching, flexing fingers and toes
Coordination Coordinate large and small muscles Using senses - sight, sound, and touch
A Child’s First Three Years
Learn to control body musclesPractice physical skills they will use for the rest of their livesNeed opportunities to learn and practiceUse senses to understand the world around them – sight, sound, touchImportant for developing self-esteem.
Caregivers Role
Schedule time for active play everyday
Help and encourage children when they are learning new skills.
Encourage children to use large and small muscles in a coordinated way
Help develop awareness of rhythm for coordination
Encourage children to use all senses to explore size, shape, volume, etc.
Give children time to practice new skills.
Set up room so infants have freedom and opportunities to explore safelyUse materials and equipment that require children to use large musclesPlay indoor and outdoor non-competitive games with childrenEncourage development of self-help skillsPlan increasingly difficult activities using large muscles – moving objects, furniture
Environment
Use materials that require children to use small musclesGive infants opportunities to develop small muscles like grasping, pulling, dropping, fingeringEncourage self-help skills – dressing, eatingPlan activities – fingerplays, cooking, etc.
Fine Motor
Young InfantsDo not have control over how they move
Some kicking, squirming, wiggling is random, without purpose
Reflexive movements – automatic
Begin to gain control over how they move
Develop at different rates
Follow head to toe general pattern
Gross motor skills come before fine motor skills
Lift Head
Sit
Crawl
Walk
From Newborn to 18 Months
Eye-hand coordination Bringing hands to mouth Reaching for things Letting go of things Moving a toy from one hand to another Grasping things with fingers and thumbs
Make physical contact with a piece of their world A sight and sound of a rattle, bell, book Crawlers feel soft rug, hard floor, sponge pillows New walkers discover places, things, toys
ToddlersWide range of large and small muscle skillsWalk, run, climb, and squat Move about without their hands to support themselvesBegin to throw and catchHop and jumpGain control of bladder and bowel muscles
Toddler Fine Motor SkillsFit pieces into simple puzzle Build with blocksPour juice from a pitcherHands free to touch, lift, grasp, push, etc.May show preference for right/left handReach for objects Use eating utensils Turn pages of book Pretend to write Draw and paint
Three-Year-Olds Gross Motor Skills
Usually sure and nimble on their feetWalk, run, turn sharp corners with easeOften hold arms out to their sides for balanceWalk up stairs using alternate feetJump from stairs and land on both feetGallop and dance to musicHop several times in a row on one footWalk along a line made of tapePush and pedal tricycles and swingThrow, catch, and kick large balls
Three-Year-Olds Fine Motor Skills
Prefer gross motor activitiesGaining control of fingers, hands, wristsFamily-style meals good for active participation – using spoons to serve, etc.Have learned to dress themselvesCan wash own handsString beads, build towers with blocks, play with puzzles, use scissors,Hold crayons and scribbleExplore through playdough, sand, water, clay
Four-Year Olds Gross Motor Skills
Greater control over their large musclesAble to start and stop suddenlyHopping which leads to skippingBalancing on a walking boardThrowing balls overhandClimbing ladders and play equipmentCan pedal, steer, and turn corners on tricycles
Four-Year Olds Fine Motor Skills
More refined small muscle movements and eye-hand coordinationCut easily with scissorsBegin to draw pictures that represent real thingsMay write recognizable letters and numbersCan lace shoes, zip and snapCan pour from small pitchersServe and eat with knife and forkBuild detailed block constructionsUse tools in their handsForm shapes with playdough and clay
Five-Year Olds Gross Motor Skills
Refining existing physical skillsRun fasterRide tricycles with greater speed and distanceSkip alternating feetWalk full-length of a balance beamEnjoy ball games, catching, kicking, throwingSome jump rope, do somersaults, and use the overhead ladder on a climber
Five-Year Olds Fine Motor Skills
Most have well-developed fine motor skillsDrawings and paintings represent real objects and include detailUse utensils properly in eatingHave little difficulty with dressing and undressing themselvesCan handle buttons, snaps, zippers, and bucklesLearning to tie shoesMost can draw some letters and numbers and possibly name
What is Cognitive Development?
The process of learning to think and reason
How do children develop thinking skills?Actively explore their worldTry out new ideasObserve what happens
Jean Piaget Stages of Cognitive Development
Sensorimotor Stage Birth to twoObjects exist outside of their visual
field - object permanenceLearn strictly through sensory
experience within their environmentKINESTHETIC
Jean Piaget Pre-operational Stage
Ages 2 - 7Period of language
developmentEgocentrism - only see self
perceptionsCategorize by single obvious
feature
Concrete Operational Stage
Develop ability to handle complex logic and make comparisons
Hypothesize and reason ONLY about things they’ve experienced themselves
Ages 7 - 12
Formal Operational Stage
Age 12 – AdultAbstract thinking abilityOffer interpretationsDraw conclusionsFormulate hypotheses
Lev Vygotsky’s Theories
Children learn best through social interactions with children and adults
Adults provide mental scaffolding Give children a framework for understandingGives children support so they can use their
own cognitive skills
Adults are guides or facilitators who help children understand their world
Fostering Cognitive Growth
What do children need? Self-confidence and skills to explore their world To try out new ideas To make mistakes To solve problems on their own Take on new challenges
What can the teacher do? Build on child’s natural curiosity Create an environment for exploration Ask questions and talk with children Give children a chance to construct their own knowledge
A Child’s First Three Years
Provide children with opportunities to use all of their senses to explore the environment.Allow children to see how things workBuild on children’s natural curiosityHelp them feel good about expressing ideas and solving problems on their own.Help them develop new concepts and acquire thinking skills
Learn through everyday experiences
Think through daily routines
Explore through mouthing, dropping, banging, squeezing, etc.
Learn “object permanence” – Object exists even when it’s out of sight
Begin to understand cause and effect
Learn how to use one object to get another
Infants
Toddlers
Learning all the time!As they develop, the same experiences take on new meaningsJust beginning to understand how things and events relate to each other – in, out, underThink concretely and understand words very literallyCan anticipate what will happen next and learn order in daily routines and schedulesBeginning to understand cause and effect.
Active participants in the learning processLike detectives – trying to make sense of their experiencesConstructivism Learning takes place within the child Child’s mind is not an empty slate that we fill with
knowledge Children construct their own knowledge They apply what they already know Actively explore through the senses Build on prior experiences
Preschool Children
How do Preschool Children Learn?
Interact and teach each other Playing with water Building with blocks Finger painting Engaging in dramatic play Talking and sharing information Giving advice and correcting one another
Learn by doing – not by sitting and listeningLearn by observing, hearing, and putting their own ideas into word
Learning through play!
Functional play Examine physical properties of materials and objects Handling, experimenting, observing, etc.
Constructive play Use materials to create a representation of something Build a farm with blocks, paint a picture, make something
Socio-dramatic play Make believe and pretend Re-enact experiences, use props, role play
Games with rules Board games or active games Learn to understand rules and control their behavior
Social Development
Helping children learn to get along with others
Helping children understand and express their feelings and respect those of others
Providing an environment and experiences that help children develop social skills
Influences
Increased knowledge about self and others
Influenced by Experiences and
relationships that child have with significant adults in their lives
Cognitive development
Cognition Effects Social Development
Move from being egocentric – seeing the world from one’s one perspectiveGrowing ability to understand how other people think and feelIncreased understanding of cause and effect – connections between actions and consequencesChange from concrete thinking to abstract thinkingUnderstanding complex concepts like multiple relationships (mother is wife, daughter, aunt, etc.)
Social Competence: Infants
Forges strong bonds with adultsDevelops trustDevelops connection to secure attachment figureBegins to orient to people in the environmentBecomes socially responsiveParticipates in games like peekabooBecomes selective about who they response toResponds to another’s distress some of the time.
Social Competence: Toddlers
Concerned about the presence of principal attachment figurePrefers to play along with the exclusive attention of favorite adults (solitary play)Begins to enjoy nearby company of other children in play (parallel play)Tries to do something for a distressed person – pattingMakes vocal exchanges in social play – turn-taking, social imitation, conflicts over toysBegins to develop genuine friendship
Social Competence: PreschoolMore flexible, able to separate from significant adultsAt 3 enjoys adult but plays with other children (associative play)At 4-5 prefers peers Learning to cooperate, share, and negotiate with other
children Has friendships depending on proximity and shared
activitiesAt 3 expresses aggression physicallyGrowing ability to recognize needs and wishes of othersProsocial behavior increasing At 4 – bases decisions on self interest At 5 – sees conflict between what they want and external
rulesMoral judgments based on the amount of damage done rather than intentions.
Social Knowledge and Understanding
Social knowledge is needed to form friendships.Children should have knowledge of norms and customsInvolves having the ability to predict and anticipate other’s preferences. Children should be able to express feelings openly.Involves children being able to understand other’s feelings as well.
Social Competence
The ability to initiate and maintain satisfying, reciprocal relationships with peers and adults. Children who lack social competence are at riskacademic failure dropping out of school delinquencymental health problems
Emotional Development
Develop as individuals who have: Characteristic needs Ways of expressing feelings Perceptions of themselves
Develop a sense of Indentity Self esteem Impulse control Capacity for autonomous responses
Influenced by experience
Milestones of Emotional Development - Infant
Signals need with crying and gazing
Establishes attachment to primary caregiver
Expresses a wide range of emtions through body movements and facial expressions
Cannot tolerate frustration or control impluses
Develops stranger anxiety between 6-9 months
Amiable from 1 year
Emotional Development: Toddlers
Vociferous and demanding at 2
Calmer and more sociable at 3
Begins to assert self strongly
Can seem stubbornly self-centered and resistant to change
Has little control of impulses
Easily frustrated
Emotional Development: Preschool
Beginning to tolerate frustrationDeveloping self controlDeveloping humorTends to be curiousGenerally positive in disposition by 3Seems to display a different personality from minute to minute at 4Becomes more aware of the effects of behavior on others by 4-5
Lev Vygotsky
Advocate of preschool programs that meet the needs of the whole childChildren need to acquire a set of fundamental competencies that shape their minds for further learning: Cognitive Linguistic Social-emotional
Lifelong process of development dependent on social interaction with adults and peers
1896-1934
Explicit Instruction
Skills for preschoolers need explicit instruction: Oral language Deliberate memory Focused attention Self regulation
Preschool thinking is reactive – immediate response to what children see and feelPreschoolers ability to learn depends on: repetition or an experience that is personally meaningful
Bodrova and Leong, 2005
Vygotsky
Self Regulation
Goal of Preschool Education
Children move from reactive thinking to the ability to think before they act.
Children are able to reflect and draw on past experience to engage in thoughtful behaviors.
Bodrova and Leong, 2005
Vygotsky
“Children who do not develop the ability to regulate their attention and
their behavior before they enter kindergarten face a higher risk of
falling behind academically.”
Positive Self Esteem
Develop a positive and supportive relationship with each childHelp children accept and appreciate themselves and othersProvide opportunities for children to be successful and feel confident
Observation
How professionals learn about children by watching what children doThe word “observation” comes from the Latin. to watch or be present without
participating.being detached from what you are
observing so you do not influence what is going on.
Observation Based on Knowledge and Understanding
Draw on knowledge of child development Use that knowledge to make careful observations and assessments of children Support healthy development. Make interventions when necessary Communicate to other professionals and
parents as needed. Enhance the lives of children under their
care.
Maintain Detachment
Do not let your own biases, prejudices, and points of view interfere with seeing what is actually going on with children.
Recording continues the process of detachment.
Records reflect what actually happened, not any interpretation of what happened.
Gathering Information
Monitor children’s development and progressChoose and evaluate teaching strategies and equipmentPlan appropriate learning experiencesLearn about and solve problemsHave informed discussions with family members and other professionalsMake informed decisions about seeking other sources of help for children
Interpreting ObservationsKey to good judgments about what is best for children
Judgments should be based on documented evidence.
Judgments should reflect your professionalism
Three Stages of ObservationObserving The detached process of watching without
participating
Recording Making reproducible records of what you have seen
Interpreting Final step after observing and recording Based on professional knowledge and expertise
Processes and Procedures
Legal and ethical practice established by daycare or preschool administration
Often need parental permission to administer tests.
Need to become familiar with the instruments that your program uses and the process for administering them
Reporting Information
How do you working with parents share information about their children Focus on the facts (observations) and your
common concern about the well-being of the children
Review this information and make decisions about children with your director and childhood study team.
Maintain professional focus
ConfidentialityMaintain confidentiality of the information about children and families Use “Need to know” criteria whenever telling anyone something about children and/or familiesLegal and ethical considerationsReview the confidentiality policies of your program
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