ELLN-PPT-Session-1-Principles-of-Child-Development.pptx

This is a very helpful slide so please read.

1. SESSION 1: PRINCIPLES OF CHILD GROWTH AND DEVELOPMENT

2. K What I K now W What I W ant to know L What I have L earned

3. Child development helps teachers understand the changes they see as children grow and develop.

4. The study of child development helps teachers in fundamental ways:

5. Knowing and understanding how children learn at different ages and stages of development can guide teachers in many curriculum decisions they need to make. Community of Learners

6. Studying child development helps teachers explain individual variations in rate of development of their students.

7. The study of child development helps teachers understand how children influence their environment and in turn, how the environment influences them.

8. Child development is a process of change in which the child learns to handle more complex levels of moving, thinking, feeling and interacting with people and objects in the environment.

9. Developmental changes have three characteristics: 1. Orderly - They occur in a sequence.

10. 2. Directional - It is cumulative. Each change in a sequence builds on the results of the preceding changes.

11. 3. Stable - Children’s behavior is reasonable stable over time. It implies that early behavior and personal characteristics are good predictors of later development.

12. Development is wholistic. It is often divided into four categories that makes it easier to observe and understand children’s behavior.

13. All are interwoven in a child’s life and develop simultaneously and synergistically.  Physical Dimension - the ability to move and coordinate Intellectual/Cognitive Dimension - the ability to think and learn  Social Dimension - the ability to relate to others Emotional Dimension - the ability to develop a positive concept of self and others

14. The Cephalocaudal Principle – development starts from the head down to the toes. Ex. infant – face movements first, then learns to life himself using their arms then learns how to crawl, walk or stand. The Proximodistal Principle – involves the belief that development starts from the center of the body going outwards

15. The principle of maturation Maturation – sequence of development involving biological change Highly influenced by the development in the nervous system and primarily the brain Developmental milestones cannot be attained until the different parts of the body mature

16. Development in the brain occurs from simple to more complex tasks. Physical development starts from the development of general skills before specific skills. Ex. child will simply start to grasp toys using his hands. Later on, he will be able to pick toys using his fingers.

17. Every child is a unique person with a unique temperament, learning style, family background, and pattern and timing growth.

18. While sequence is the same, the RATE of development may varies from child to child. Rate and quality of development is influenced by: physiological maturity, heredity, environmental factors; together these factors account for the tremendous range of variation in children’s development

19. Children’s development is cumulative in nature and not necessarily progressive. Early attention to child’s development = less problems will be encountered in later development and learning There are limits to what can be achieved if intervention comes later Later intervention must have to be intensive to have a positive impact.

20. A child’s development begins in the womb but learning begins at birth.

21. Development and learning occur as a result of the child interacting with people and objects in his or her environment.

22. Children live within a context- family, community, culture and their needs are most effectively addressed in relation to that context.

23. THE EARLY YEARS The first eight years of a child’s life form the foundation for all later development; early attention to the child’s needs is critical. * In the early years, the child develops all the basic brain and physiological structures upon which later growth and learning are dependent. * Early support ⇨ benefits of intervention are greater

24. The early years – from birth through age eight - are critical because they are the formative years when growth and development are the most rapid * brain growth – unmatched by any other developments that occur during the life span; age 6 -70% of the adult brain weight

25. TIMING OF EXPERIENCE Timing of experience can be critical . periods in life when the brain is particularly open to new experiences negative experiences or the absence of good or appropriate stimulation are more likely to have serious and sustained effects

26. WINDOWS OF OPPORTUNITY Window for Optimal window Next best opportunity Further rewiring possible EMOTIONAL INTELLIGENCE 0-24 mos 2-5 years any age MOTOR DEVELOPMENT 0-24 mos 2-5 years Decreases with age VISION 0-2 years 2-5 years EARLY SOUNDS 4-8 mos. 8 mos-5 years any age MUSIC 0-36 mos 3-10 years any age THINKING SKILLS 0-48 mos 4-10 years any age SECOND LANGUAGE ACQUISITION 5-10 years any age There are certain critical periods that are conducive to developing specific skills.

27. References: Wilson,Donna, “Flourishing in the First Five Years” Shiller,Pam, “Start Smart:BuildingBrain Power in the Early Years Galinsky, Ellen, “ Mind in the Making” Healy, Jane, “ Your Child’s Growing Mind” Evans,Judith, “Early Childhood Counts”, (The International Bank for Reconstruction and Development) Brazelton, T.BerryM.D. and Greenspan, Stanley M.D, “The Irreducible Needs of Children: What Every Child Must Have to Grow, Learn and Flourish”

28. WHAT YOUNG CHILDREN NEED Community of Learners Foundation SESSION 2: HOW DO CHILDREN GROW , DEVELOP AND LEARN ? 7K PARA SA BATA

29. What Young Children Need ?

30. SESSION 3 DEVELOPING THINKING SKILLS : FOUNDATION S OF LITERACY LEARNING