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