School-Age Appropriate Practices 1 Revised 4/18/2013

School-Age Appropriate Practices


1Revised 4/18/2013

School-Age Appropriate Practices 2

Several icons are used throughout this course as a visual reference.

This icon represents a new topic in the text. This is a visual cue for you to answer any questions about the previous section before moving along to the next one.

This icon is used to identify an exercise that involves in-class practices and feedback.

This icon is used to identify a specially designed activity that requires active class participation.

This icon is used to identify a section that is accompanied by a video.

Icons


IconsThis icon is used to identify the use of an overhead related to the material in this section.

This icon is used to identify a key point in the material.

This icon is used to identify an online resource. You will need a computer with an internet connection to view these resources.

This icon is used to identify an exercise that involves a role-playing scenario.


Module 1: IntroductionLearning Objectives:

•Participants will describe how developmentally appropriate practice applies to school- age children.

•Participants will create methods for creating enthusiasm for learning.

•Participants will develop methods for helping children draw real world conclusions through curriculum activities.

TG - 4


Key PointAs a caregiver it is essential to be familiar with the concepts and curriculum that children are experiencing in school in order to reinforce those concepts in your learning environment.

5

TG - 5


The Sunshine State Standards are currently under revision by the State Board of Education to review and adopt Next Generation Sunshine State Standards that prepare Florida’s students to effectively engage, communicate, and compete globally with students around the world. You can access the Next Generation Sunshine State Standards here:

http://www.fldoe.org/BII/curriculum/SSS/

TG - 5


Key PointIt is essential to inspire an enthusiasm for learning in school age children in order to maximize their potential for learning.

7

TG - 6


One way to inspire enthusiasm is to use field trips. An alternative to off-site field trips is to use virtual fieldtrips. For example: “KidVision VPK makes learning Florida’s Voluntary Pre-Kindergarten Education Standards lively and fun for teachers and their students. Our interesting virtual field trips around the community establish meaningful learning opportunities that are extended into the classroom through hands-on lesson plans and student assessments.” http://www.kidvisionvpk.org/home.cfm

TG - 6


Key PointCreating exciting opportunities for learning ensures that children stay motivated and enthusiastic.

9

TG - 8


Key PointIdentifying real world connections with curriculum helps children realize that what they are learning has applications outside the classroom.

10

TG - 9


Key PointRemember to keep children interested in learning activities.

11

TG - 10


Module 1 SummaryModule 1 introduced:

•How developmentally appropriate practice applies to school-age children.

•Methods for creating enthusiasm for learning.

•Methods for helping children draw real world conclusions through curriculum activities.

12

TG - 11


Module 2: Learning and Development Theories and Stages

for School-Age Children

13

Learning Objectives:

•Participants will identify the main theories of Erikson and Piaget and how they apply to school-age children.

•Participants will recognize milestones for the five developmental domains as they apply to school-age children.

•Participants will identify indicators of developmental alerts for school-age children.

TG - 12


Key PointDuring the preoperational and concrete-operational stages, school age children are developing a deep understanding of the world around them.

14

TG - 15


TG – 16 & 17


Key PointAs a caregiver you must provide opportunities for children to succeed and build confidence in order to overcome Erikson’s industry vs. inferiority conflict.

16

TG - 18


Physical Development• During this stage children will grow 2-3 inches and

gain 3-5 pounds per year, on average. • Growth occurs mostly in the arms and legs, and you

may also notice some lengthening in the face, which accommodates for their adult teeth.

• During the early school-age years children’s brains typically grow to about 90% of their full size, which results in an increase in thoughts and emotions.

• Children also begin to experience growth in the development of their immune systems, and you may notice a decrease in the number of children who are sick from infections or colds.

17

TG - 19


Motor DevelopmentGross Motor Skills

• Becoming more interested in, and proud of, improving their physical proficiency.

• Children at this age begin to become interested in sports, both competitive and cooperative.

Fine Motor Skills

• This proficiency in basic fine motor skills allows children to focus on the improvement of these skills, although children will vary in the rate at which they improve in fine motor skills.

18

TG - 20


Social & Emotional• It is during these early school years that it is

important for you as a caregiver to provide opportunities and create situations for children to work together cooperatively, discuss and share ideas, show respect and learn empathy for the people around them.

• School-age children are beginning to form close relationships with their peers in the learning environment and in their communities.

19

TG - 21


Language & Communication

• Experiencing a growth in reading skills, concentration on reading, writing and vocabulary is essential for language and communication growth.

• Children can benefit from including reading books independently, working cooperatively in groups and working directly with a caregiver, whether individually or in a group setting.

20

TG – 21 & 22


Cognitive Development and General Knowledge

• Children are experiencing rapid cognitive development during this stage.

• Beginning to use their knowledge to draw connections and conclusions about the world around them.

• Children are building their self-esteem and confidence as they develop their sense of independence by experiencing both successes and failures.

21

TG - 22


Approaches to Learning• To accomplish this you can provide a wide variety

of learning materials for children to use and explore.

• Be sure that in addition to books and curriculum materials there are an adequate supply of materials such as games, art supplies, and computer software.

• Knowing the children in your care on an individual level also allows you to assess their individual skill level in all areas so that you can appropriately increase the challenge of learning activities to keep a child motivated.

22

TG – 22


Developmental Alerts Some indicators of a possible developmental delay

in a school-age child include, but are not limited to:

• Not growing or gaining weight over the course of the year

• Unable to learn the alphabet• Unable to find words that rhyme• Cannot hold a pencil or form letters correctly• Has a very limited vocabulary/does not speak often• Does not laugh at jokes/seldom appears happy• Unable to follow directions

23

TG - 24


For more information about developmental delays, you can visit the Center for Disease Control website:

http://www.cdc.gov/ncbddd/actearly/index.html

TG - 24


For more information about autism you can visit the National Institute of Neurological Disorders and Stroke website:

http://www.ninds.nih.gov/disorders/autism/detail_autism.htm

TG - 26


Module 2 Summary

Module 2 introduced:

•The theories of Piaget and Erikson and how they apply to infants and toddlers.

•The developmental domains and they apply to school-age children across five key areas of development.

•Developmental delays typical of how a school-age child.

26

TG - 27


Module 3: Enhanced Development and Learning

27


•Participants will explain the concept of play as it applies to children.

•Participants will describe the four stages of play and how they apply to school-age children.

•Participants will list ways to encourage learning by creating opportunities for play.

•Participants will create ways to develop appropriate curriculum for school-age children.

TG - 28


Description and Reasonsfor Play

• Play provides pleasure

• Play focuses more on the enjoyment of the process than the acquisition of some particular product

• Play is voluntary and freely chosen

• Play involves active engagement

Garvey, C. Play. (1977) Cambridge, MA: Harvard University Press

28

TG - 30


Stages of Play Development

• Solitary play – playing alone

• Parallel play – playing beside other children, but not interacting with them

• Associative play- children play together with materials and some talking (3-5 years old).

• Cooperative play - children play together by planning and working toward a common goal (5 years old through adolescence).

29

TG - 31


Key PointSchool age children engage in cooperative play because of the increase in social and cognitive development they are experiencing at this stage.

30

TG - 31


Key PointIt is not unusual to observe school age children participating in all four stages of play, even if a stage is identified as typical for younger children.

31

TG - 33


Key PointUsing cooperative play strategies is an excellent way to increase children’s enthusiasm and motivation for learning.

32

TG - 34


Key PointCurriculum for school age children should provide challenging but achievable objectives, reinforce concepts taught in school, and be interesting and exciting to children.

33

TG - 36


Activity: Domains in Practice

34

TG - 36


Module 3 Summary


•The concept of play as it applies to children.

•The four stages of play and how they apply to school-age children.

•Methods to encourage learning by creating opportunities for play.

•Methods to create appropriate curriculum for school-age children.

35

TG - 37


Module 4: Quality Learning Environments

36


•Participants will define learning environment and learning centers.

•Participants will list the elements of a quality learning environment.

•Participants will describe elements of an appropriate playground environment.

•Participants will identify appropriate toys and materials for school-age children.

TG - 38


Learning Environments• Learning environment – The physical space used

to provide care for children. The learning environment is composed of both inside and outside areas including learning centers, the playground and field trip destinations.

• Learning centers – The spaces used for specific types of learning activities. Examples of school-age learning centers are: computer center, book center, science center, homework center.

37

TG - 39


Key PointThe learning environment for school age children must be safe, clean and organized in order to provide the best opportunity for learning.

38

TG - 40


Key PointThe arrangement of your room, including learning centers, placement of furniture and allowance for smooth foot traffic must be designed to facilitate learning activities.

39

TG - 42


Key PointChildren must be comfortable in order to participate in, and benefit from, learning activities. This requires furniture that is appropriately sized for the children in your care.

40

TG - 43


Key PointSchool age children need appropriate toys and activities that offer challenging, but achievable goals that require the use of their newly developing cognitive ability.

41

TG - 45


Key PointThe playground is a very enjoyable place for children, but it is also a potentially dangerous one. You must maintain constant supervision at all times in order to prevent accidental injuries.

42

TG - 47


Key PointAlternating between quiet and physical activities allows children to work off excess energy, which results in an increased ability to focus during quiet activities.

43

TG - 50


Key PointDo not feel pressured to adhere to a strict schedule. Flexibility is the key to creating a relaxed environment in which children are allowed time to accomplish their goals.

44

TG - 50


Key PointSuccessful transitions are the key to effectively carrying out your daily routine and maintaining order.

45

TG - 50


Module 4 Summary


•The concept of a learning environment and learning centers.

•The elements of a quality learning environment.

•The elements of a playground environment.

•Appropriate toys and activities for school-age children.

•The elements of a daily routine and transitions.

46

TG - 51


Module 5: Positive Guidance Strategies

47

Learning Objective:

• Participants will list challenging and difficult behaviors.

• Participants will explain the importance of being a role model for acceptable behavior.

• Participants will describe positive milestones in behavior for school-age children.

TG - 52


Dr. Becky Bailey is an expert in childhood education and developmental psychology. She has developed a comprehensive classroom management program titled Conscious Discipline®. This program is designed to help childcare professionals learn relationship skills that encourage good disciplinary practices in the home, school and community. You can learn more about the Conscious Discipline® program at: http://www.beckybailey.com/

TG - 54


For more information about NAEYC’s positions on Early Childhood issues, you can visit the National Association for the Education of Young Children’s website:

http://www.naeyc.org/ and select “Position Statements.”

TG - 55


Key PointRole modeling and specific examples may encourage a child to exhibit appropriate behaviors

50

TG - 56


Key PointChildren are experiencing a variety of increasingly positive milestones in their development during the school age years. Model appropriate behavior.

51

TG - 57


Key PointIt is your responsibility as a caregiver to foster a positive self-image and reinforce a child’s self-worth.

52

TG - 58


Key PointClose relationships between children and caregivers results in good social skills and academic achievement. Positive social interactions and academic achievement result in good behavior.

53

TG - 59


Key PointBullying can cause emotional damage to children when they are bullied either physically or emotionally. There should be a no tolerance policy for bullying in your program.

54

TG - 63


The U.S. Health Resources and Services Administration has a great website about bullying at: http://www.stopbullying.gov/ . This website is a great resource for both children and adults in the child care field.

(Keyword: bullying)

Positive Behavioral Support is a program designed to eliminate challenging behaviors in children and encourage positive and desirable behaviors in their place. You can learn more about this program by visiting the website at:

http://www.nasponline.org/resources/factsheets/pbs_fs.aspx.

TG - 63


Module 5 Summary


•Challenging and difficult behaviors.

•The importance of being a role model for acceptable behavior.

•Positive milestones in behavior for school-age children.

56

TG - 64


Module 6: Positive Community Building in the

ClassroomLearning Objectives:

•Participants will describe the benefits of building a classroom community.

•Participants will create methods for encouraging positive social and emotional development in young children.

•Participants will develop ways of establishing communication with parents.

57

TG - 65


Key PointThe classroom community is built upon a positive attitude, knowledge of each child in care, and the inclusion of all children.

58

TG - 67


Key PointEncouraging children to spend time with each other builds confidence, self-esteem and a sense of belonging.

59

TG - 69


Example of a daily note for parents:

60

TG - 72


Key PointCommunication with parents is essential for creating a positive community atmosphere in your learning environment.

61

TG - 72


Key PointCreating an appreciation for diverse cultures encourages respect and decreases discrimination.

62

TG - 74


Module 6 Summary


•The benefits of building a classroom community.

•Methods for encouraging positive social and emotional development in young children.

•The importance of establishing communication with parents.

63

TG - 75

Documents

School-Age Appropriate Practices 1 Revised 4/18/2013