UNDERSTANDING YOUNG CHILDREN AND HOW

CHILDREN LEARN2 to 8 years

PREMA DANIEL cenTRECE

predaniel64@gmail.com

Domains of Development and characteristics of Domains of Development and characteristics of childrenchildren

THE EARLY CHILDHOOD

COGNITIVE

LANGUAGE

SENSORY MOTOR

PHYSICAL GROSS

EMOTIONALSOCIAL

& PERSONAL

• Energetic, curious and eager to learn• Creative and imaginative• Attention span is 7 to 15 minutes.• Thinking is perception bond and egocentric.

Vocabulary limited and comprehension not adequate

• Fine muscle • co ordination needs strengthening.

• These skills are not sufficiently developed.• Need one to one adult attention.• Unique and have different styles of

learning.

Bones and muscles are in the process of development.

Bones in children are more porous than adults.A child's bones are more elastic. Bones in children permit a greater degree of deformation before they break.

THE BRAINTHE BRAIN

• In a brain, there are millions of neurons, which form the electrical

connections that let us think.

• These cells send their signals through  axons .

• Thicker the myelin sheath, quicker are the connections.     

THE BRAINTHE BRAIN

• In a brain, there are millions of neurons, which form the electrical

connections that let us think.

• These cells send their signals through  axons .

• Thicker the myelin sheath, quicker are the connections.     

Even before your child is born, all the nerve cells she will ever possess have been formed.

These nerve cells are like a mass of unconnected electrical wires. From the time your child is born, her brain will constantly strive to connect the wires

Healthy curiosity and good language skills in the early years will lay the foundation for learning.

The more a child explores and is exposed to new situations, the more that will matter to her, and the more she will want to learn.

                            

A POSITIVE CIRCLE

http://www.ndchildcare.org/providers/resources/growth-development.html

But what makes the wires connect and what does the connection mean to a growing child?But what makes the wires connect and what does the connection mean to a growing child?

Every time a child - is held, Is talked to Is read to

Every time a child - sings and dances or plays with a toy

Every time a child – has good nutrition has care and unconditional love

The brain develops

OPTIMUM BRAIN DEVELOPMENT COMPARED TO A WELL DESIGNED KOLAM

But what prevents the wire connection and what does this mean to a growing child?

• Every time you - • Scold a child• Hit or slap a child• List weak points of the child • Put undue pressure on the child • Make the child do things that her body is

not ready to do.

The brains stops growing

OVER STIMULATED –FORCED AND MADE TO DO THE DESIRES AND WANTS OF BOTH PARENTS AND TEACHERS

ABCD

17698

Cat, mat, bat

Some parents and educators believe that a child is like a huge

container. To insure the child's success, they think it their job

to fill it up with as much information as possible, as quickly as

possible. This misconception is damaging the brilliance of

millions of our youth."

                                          - JW Wilson, Advanced Learning Institute

MisconceptionMisconception

Multiple IntelligenceMultiple Intelligence

the intelligence of the writers, poets, journalists, authors, and storytellers etc WORD SMART

the intelligence of scientists and mathematicians,

statistician, accountant computer programmers.

LOGIC SMART

the intelligence of the environmentalists botanists, veterinarians, ayurvedic practitioners . NATURE SMART

the intelligence of artists and architects painter, chess player, sailor. PICTURE SMART

The intelligence of composers. MUSIC SMART

the intelligence of dancers and gymnasts Athletes,

sculptors, surgeons, martial arts practitioners.

BODY SMART

the intelligence of statesmen & social activists, counselors, politicians, faith healers, effective Parents and teachers. PEOPLE SMART

the intelligence of philosophers, Effective parents and teachers. SELF SMART

How do children learnHow do children learn

EXPERIENCE (HANDS ON) 3-D

LANGUAGE (the word you give)

PICTURE 2 - D

SYMBOL insect - ladybird

E – L – P - SE – L – P - S

ExperienceExperience

Where is there learning?

LanguageLanguage

PicturePicture

Symbol

Language

PicturePicture

Symbol

LanguageLanguage

PicturePicture

Experience

NEEDS OF CHILDREN

21

FREEDOM FROM UNDUE ADULT RESTRAINT THROUGH: -

ExplorationExperimentationEncouragementChallenge

ADAPTING TO BE A MEMBER OF A COLLECTIVE BY: -

CooperatingListeningSharingEmpathizing

HAPPINESS OF ACHIEVEMENT FOR THE INDIVIDUAL THROUGH: -

OpportunityGuidanceSupportSecurity and safety

SENSE OF SELF EMOTIONAL READINESS

PHYSICAL DEVELOPMENTPHYSICAL READINESS

FINE MOTOR DEVELOPMENT

RELATIONSHIPSSOCIAL READINESSPERSONAL DEVELOPMENT

UNDERSTANDINGMENTAL & PSYCHOLOGICAL READINESS

COMMUNICATIONSOCIAL READINESS

The Curriculum

• Focus on the child and not on the teacher the text books or the management

• Activity based – play based• Focus on the all round development • Age appropriate, developmentally appropriate• Thematic approach• Free exploration to develop imagination and creativity• Rhymes, songs, stories, drama, music and dance• Readiness for school - learning to listen, speak, read

and write and do math

pleasures of positive teaching

• PASSION - Love unconditional love• PATIENCE – Endless amount is needed• PRACTICE – Let children repeat activities• PING –PONG – Parent , Teacher / child

interaction

‘I do something, you do something.’• SETTING THE STAGE – Provide a safe,

interesting and learning environment.

Children say - DO

• Take care of me.• Talk to me and listen to me.• Sing songs and tell me stories.• Play games with me.• Be my friend especially when you

want to give advice.• Encourage me when ever possible• Help me to become independent.• Give me some of your time.• Be consistent in what you say and do.

CHILDREN SAY DON’T

• Scold me, because I am not sure of what I am doing.

• Never hit me or slap me.• Belittle me in front of strangers or friends or

my family.• List my weak points in front of them• Put pressure on me. I cannot always be

what you want me to be.• Make me do things that my body is not

ready to do.

PLAY BASED CURRICULUM