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ECED 263 ~ Part Two. Learning and Developing from Birth to Age 8: Who we teach. Developmentally appropriate: Consider what is known about development and learning of children within a given age range - PowerPoint PPT Presentation
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LEARNING AND DEVELOPING FROM BIRTH TO AGE 8: WHO WE TEACH
ECED 263 ~ Part Two
INFORMED DECISIONS ABOUT WHO WE TEACH
1. Developmentally appropriate: Consider what is known about development and learning of children within a given age range
2. Individually appropriate: Consider what is known about each child individually ~ personality, strengths, interests, abilities
3. Culturally appropriate: Consider what is known about the social and cultural contexts in which children live ~Knowledge is substantial and changes over
time!
Chapter 4
APPLYING WHAT WE KNOW ABOUT CHILDREN’S LEARNING AND
DEVELOPMENT
YVONNE IN ACTION Planning…draws on children’s interests Integrated literacy instruction with science Small-group projects; large-group meetings Physically active; engages children’s minds Asks probing questions Meets and cooperates with special ed team Observes everyday; wonders Designs an experiment; records; contemplates Plans play sessions based on results
THEORY PRACTICE Theories of child development and
learning Inform and influence our practice Research on brain development &
implications Important role of play Reggio Emilia approach
WHAT IS DEVELOPMENT? Age-related change that results from an
interaction between biological maturation and physical and/or social experiences
Identifies and explains the persistent, cumulative, and progressive changes in the physical, cognitive, and social-emotional development of children and adolescents
Occurs as children grow, adapt, and change in response to various experiences
Basic Issues in Development
WHAT IS LEARNING? A change in knowledge, or skill that
results from experience or instruction Sometimes development leads learning Developmental levels can limit learning Sometimes learning can drive
development
RELATIONSHIP: THEORY, RESEARCH & PRACTICE
Where do theories come from? Theory derives from a hypothesis – a
tentative explanation of a phenomena Role of research…theories evolve, are
discarded, or replaced with new ones Role of culture – cautious
interpretation!
WHY STUDY CHILD DEVELOPMENT? Grow &
Change is rapid from birth – 8 yrs.
Helps teachers in many ways:
Set and evaluate achievable goals in an age range & challenge children
Accurately interpret children’s behaviors
Base planning on predictable sequences of development & learning
Predict kinds of experiences that are interesting & meaningful
Use information about typical and atypical development to identify and diagnose
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