Child Growth and Development

CM²C Nevada Mentoring Project

Presentation Objectives

To review the developmental stages of children.

Learning to develop classroom environments that support the growth

and development of children. Supporting mentees with

understanding the critical importance of growth and development.

Theories of Development

Piaget Children develop in 4 stages. Early childhood falls within the

first 2 stages. Stage 1: Sensori-motor

(Birth-2 years old) Differentiation of self from objects. Self as agent of action (i.e., shaking a

rattle to make noise).

Stage 2: Pre-Operational (2-7 years old)

Learns to use language and represents objects by images and words.

Egocentric thinking – unable to take the viewpoint of others.

Classifies objects by a single feature.

Vygotsky Social Developmental Theorist.

Social development theory argues that social interaction comes before development. The cognitive processes of a child, as well as their awareness are the results of socialization.

http://www.youtube.com/watch?v=yY-SXM8f0gU&feature=player_detailpage

Theories of Development

Erickson’s Stages of Development:1. Infancy: Birth to 18 Months (Oral-Sensory Stage)

Ego Development Outcome: Trust vs. Mistrust; Basic strength: Drive and Hope

2. Early Childhood: 18 Months to 3 Years Ego Development Outcome: Autonomy vs. Shame; Basic

Strengths: Self-control, Courage, and Will

3. Play Age: 3 to 5 Years Ego Development Outcome: Initiative vs. Guilt; Basic

Strength: Purpose

4. School Age: 6 to 12 Years (Latency) Ego Development Outcome: Industry vs. Inferiority; Basic

Strengths: Method and Competence

Theories of Development

Constructivist Humans generate

knowledge and meaning from an interaction between their experiences and ideas.

Piaget is considered a

cognitive constructivist.

Vygotsky is considered a social constructivist.

Normative Based in a sociological

perspective.

Statements and hypotheses regarding what is right/wrong,

desirable/undesirable, just/unjust in society.

Developing socially aware children based on

teacher practices.

Discussion

The current trend in education is focusing on academic skills and

student progress.

How would you respond to the current debate about a play-based approach to education given the information you have learned about theories of development, as well as what you have observed in practice?

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Theory in Practice

Students have an active role in their own learning. (Center-based classroom)

Focused around play and socialization in the early years.

Students develop self-awareness and academic skills through

experiences.

Chronological Age “Chronological age refers to the period that has elapsed beginning with an

individual's birth and extending to any given point in time. Chronological age is used in research and in test norm development as a measure to group individuals. Developmental research looks for age-related differences or behavior changes as a function of age.”

“Using chronological age provides a means to roughly assure the equivalence of such factors as physical experience, social interaction, learning, and acculturation among others. Chronological age is not necessarily a predictor of an individual's stages of development, as the rate at which individual's progress through stages may not be identical.”

From: http://social.jrank.org/pages/134/Chronological-Age.html#ixzz1C5f0NiRn

Developmental Age “The concept of developmental age, as opposed to chronological

age, is an important one. To measure developmental age, there is need of some way of determining how far along his own path to maturity a given child has gone.”

From: http://www.britannica.com/EBchecked/topic/275624/human-development/63851/Physical-and-behavioral-interaction?anchor=ref526720

Developmental age looks more in depth into how a child is functioning socially, emotionally, and cognitively.

Though a child’s chronological age may be 4 years, 6 months, their developmental age may be at a 2 year, 8 month range.

There are implications on practice when we consider a child’s developmental age as opposed to their chronological age. This is especially of importance for teachers to be aware of when working with Special Education populations.

Discussion

Chronological Age vs. Developmental Age

What are the struggles you have with adapting the curriculum you are

using in practice to the diverse range of needs/levels in your classroom?

What have been successful strategies you have used to support you with those struggles?

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Stages of Growth

More focused on the physical

development of a child.

Motor skills are considered of

importance.

Bones and joints continue to

develop.

There are hormonal

considerations, as well.

Physical Development

Changes in a child’s physical body

have an impact on their functioning.

Children become more self-aware and identify their physical attributes more readily.

Stages of Development

Use developmental age to assess functioning.

Considerations for: Social/Emotional Cognitive Adaptive Behavior Skills (Independent

Functioning)

Social/Emotional

Overview

Children learn how to socialize within their environment.

Children will begin their experiences with make-believe play.

Children move from parallel play to interactive play with other children.

Children learn how to ask for what they need/want.

Cognitive

Overview

Children will begin to learn new things (Language and Communication are vital!).

Children will begin to understand how to solve problems.

The brain is growing rapidly during the first few years of a child’s life.

Adaptive Behavior Skills

Overview

Children develop self-help skills (i.e., holding a cup, brushing teeth,

getting dressed, etc.).

Children begin to develop their independence (i.e., separate from parents/caregivers, begin doing things

alone, etc.).

May also include fine and gross motor skills.

Discussion

Stages of Development Recent considerations have emphasized the

importance of social/emotional growth and development (i.e., teaching social skills,

addressing problem behavior, etc.). Do you agree with the trend towards this

focus? Why or Why not? Do you believe there is a link between the

different areas of development, and do you feel the focus on social/emotional growth supports a link?

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Developmental Milestones

The skills that a child develops within a specific time frame are considered developmental milestones.

Every child is UNIQUE! Every child will develop at a different rate.

Developmental Milestones

Physical Cognitive Language Social/Emotional

AdaptiveBehavior

Birth – 3 months

•Begins to hold head up on their own (still needs support)•Begins to grab objects

•Turns head when hears a noise

•More expressive with face•Begins to coo

•Begins to smile•Enjoys playing with people; may cry when play stops

•Starts using hands and eyes in coordination

3 months –

6 months

•Vision increasing (full color!)•Holds head up•Begins to roll over

•Explores with hands and mouth•Tries to grab objects away from them

•Responds to their name•Responds to noise by making sounds

•Responsive to people’s expressions•Enjoys social play

•Transfers objects from hand to hand

6 months –

9 months

•Teeth begin to come in•Getting ready to crawl!

•Brings objects to mouth•Repeats actions over and over

•Begins to babble•Enjoys blowing bubbles

•Smiles and laughs when they see you•Not affectionate with unfamiliar people

•Reaches out to be picked up

9 months –

1 year

•Begins crawling and may even start taking steps on their own•Pulls self up to standing position

•May try and find objects you hide by crawling behind you•Likes to look at pictures

•Begins to point at things and will look where you point•May start saying first words

•Understands the word “no,” but may not obey•Begins to imitate (waves bye)•May want only a parent

•Begins to use a “sippy” cup•Begins picking up small objects (thumb and finger grasp)

Developmental MilestonesPhysical Cognitive Language Social/

Emotional

AdaptiveBehavior

1 – 2 Years •Walks alone•Begins to run•Pulls toys behind them

•Finds objects when hidden from view•Begins make- believe play•Begins to sort shapes and colors

•Points to an object when it is named•Says several single words (increasing as time passes)•Follows simple instructions

•Imitates others’ behavior•More aware of self as separate from others•Happy to be around other children

•Scribbles on their own•Builds towers•Begins to use one hand more than the other•Beginning potty training

2 – 3 Years •Climbing•Runs easily•Kicks objects•Bends over without falling

•Matches objects with pictures•Make-believe play with objects•Completes small puzzles•Understands “two”

•Follows a 2-3 part command•Understands most sentences•Uses 4-5 word sentences•Understood by strangers (most of words used)

•Becomes familiar with other children•Can take turn in games•Expresses affection•Expresses a range of emotions•Separates from parents/caregiver (by 3)

•Turns book pages one at a time•Holds a pencil in writing position•Still needs help with brushing teeth•May be a picky- eater•Better at using the potty

3 – 4 Years •Can stand on one foot•Throws a ball over their head•Dresses and undresses

•Correctly names some colors•Begins counting•Begins more complex imaginary play•Recalls parts of stories

•Answers simple questions•Complete sentences are used•Tells stories •Clearly understood by strangers

•Cooperates with others•Begins to solve problems•Becoming more independent

•Copies square shapes•Begins to copy letters•Draws people with 2-4 body parts

Developmental MilestonesPhysical Cognitive Language Social/

Emotional

AdaptiveBehavior

4 – 5 Years •Hops, swings, climbs•Can stand on one foot for longer than 10 seconds•Gain approx. 3 in. and 4-5 lbs.

•Counts 10+ objects•Names 4 colors•Understanding time•Knows about things used in the home

•Recalls parts of stories•Tells longer stories•Says name and address•More than 5 word sentences

•Wants to please peers•Agrees more readily with rules•Shows more independence

•Brushes teeth•Washes and dries hands•Uses fork & spoon•Cares for own toileting needs

5 – 6 Years •Jumping, skipping, hopping more controlled•Gain approx. 2.5 in. and 6 lbs.

•Longer attention span•Better at deciphering between fantasy and reality

•Questions are fewer and have more meaning•Complete sentences with 5-6 words

•Begins to interpret the feelings of others•Enjoys playing with same-aged peers•Physical aggression decreases

•Toileting accidents usually end•Can fasten buttons

6 – 8 Years •Physical growth slows down•Body proportions and motor skills become more and more refined

•Able to think situations through, without having had a personal experience of the situation

•Increased competency in completing simple tasks•Follows multiple step directions

•Understanding rules and consequences•Solving problems with more logical solutions•Compares self to others•Developed a sense of what is fair

•Begins to build more confidence in academic skills such as reading and writing•Developing a sense of individuality•More independent

Discussion

As an expert in early childhood education:

How do you use your knowledge of

developmental milestones in designing lessons for the children in your classroom?

How can you encourage your mentees to do the same?

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Scenario

**Two students in your four-year-old program are told that they have to leave a classroom center focusing on imaginary play and move to the next activity. One student’s response is to follow directions, moving from one activity to the next. The other’s response, however, is to yell out and begin to throw a toy across the room.**

Compare the two children’s actions. At what developmental stage would each child fall into?

How should you approach the behavior of the second student, taking into consideration their developmental age?

Communication with Professionals

Early childhood educators need to be aware of developmental stages

and milestones. When there are concerns for a child’s

development, educators need to turn to individuals who may have a different knowledge-base on how to support the child amongst their peers.

Communication with Professionals

We know best practices for the students in our classrooms, but when we have students who present with differing levels of functioning, we may need to learn new strategies to support ALL students!

Collaboration between with Early Childhood Educators, Special Educators, and Related Service Personnel is key!

Communication with Parents

Helps educators to: Understand any changes in the child’s home environment. (How might they be impacting the student?) Learn from parents strategies that may work for supporting a child! Empower parents with successful tools they can use

at home. Communicate any concerns with development.

Video: http://www.youtube.com/watch?v=iE-

D3pFlMe4&feature=player_detailpage

Supporting Children Through Development

Resource for Play in the Classroom: http://www.naeyc.org/play/teachers

Relevant Studies: “…exposure to a highly formal teaching program at an early age

leads to an acceleration of development” (de Lemos, 2002).

“By scaffolding make-believe play and making sure it does exist in its most mature form, we can positively impact not only the development of play itself, but also the development of early academic skills” (Bodrova, 2008).

“…the influence of age composition may be dynamically related to

teachers’ modes of instruction, to the extent that teachers are influenced by classroom age composition” (Moller, Forbes-Jones, & Hightower, 2008).

Creating Classroom Environments to Support Growth and Development

Classroom environments should support the development of:

Early literacy skills Communication skills Social/Emotional skills Fine and Gross Motor skills

How? You already know the answer!!!!!Additional articles of interest: Koppenhaver, D. A., & Erickson, K. A. (2003). Natural emergent literacy supports for preschoolers with autism and severe communication

impairments. Top Lang Disorders, 23(4), 283-292. Kaiser, A. P., Hester, P. P., McDuffie, A. S. (2001). Supporting communication in young children with developmental disabilities. Mental

Retardation and Developmental Disabilities Research Reviews, 7, 143-150.

Creating Classroom Environments to Support Growth and Development

Video: http://www.youtube.com/watch?v=or10f-YcM8Q&feature=player_detailpage

The classroom environments you create are based in what you know to be beneficial for children’s growth and development. Continue to enrich the environments by further investigating the research on evidenced-based practices!

“The art of teaching is the art of assisting discovery.”  ~Mark Van Doren

Discussion

What are some evidence-based practices you are currently using in your

classroom? Where do you turn to find more strategies

to support your professional growth? Are your mentees using strategies that

they have learned which you are unfamiliar with? How might you learn from your mentees?

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Supporting Mentees

Observing their practices and making

recommendations. Reading through their

lessons and making sure that they are including supports for emergent skills.

Linking them with the appropriate

resources.

Supporting Mentees

“Good teaching is one-fourth preparation and three-fourths theater.”  ~Gail Godwin

Video: http://www.youtube.com/user/teachertipster?feature=mhum#p/u/10/T0xp5yxZu58

What are your “tricks of the trade?” Those tried and true strategies….Share them!

Supporting Mentees

Do they know how to make referrals to related service personnel/special educators

should a concern arise? Do they know how to communicate

concerns with parents in a non-judgmental, un-biased manner?

Are their lessons including a variety of activities for the range of developmental levels within their classroom?

Are they assessing children’s growth and development effectively?

Scenario

Your mentee comes to you with a concern about a student in their classroom. They share that they have noticed the child isn’t speaking as clearly as the other students in the classroom and is only uttering two to three words at a time. Additionally, the child is easily frustrated and cries frequently.

What is your initial response to the child’s behavior?

What supports can you offer your mentee?

Conclusion

As an expert in early childhood education:

I will remember to assess a child’s growth and development and consider developmental age when designing lessons!

I will support my mentees with identifying supports and strategies that will aid in the continual growth

and development of the students in their classrooms. I will remember to continue to grow as a professional

by learning new and important techniques that are founded in evidence-based research!