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Child Development
Theory and Milestones
Importance of Early Years Conception to age
six is the key to subsequent Growth Development Productivity
Developmental Needs Infants need:
Protection from physical danger Adequate nutrition Adequate health care Adults with whom to form an attachment Adults who understand and respond to their
signals Things to look at, touch, hear, smell, and
taste Opportunities to explore the world Appropriate language stimulation
Donohue-Colletta, 1992
Developmental Needs
Toddlers need all of the above and: Support in acquiring new motor, language,
and thinking skills A chance to develop some independence Help in learning how to control their
behavior Opportunities to begin to learn to care for
themselves Daily opportunities to play with a variety of
objects Donohue-Colletta, 1992
Developmental Needs Preschoolers need all of the above and:
Opportunities to develop and refine fine motor skills
Encouragement of language through talking, singing, books
Activities which will develop a positive sense of mastery
Opportunities to learn cooperation, helping, sharing
Experimentation with pre-writing and pre-reading skills
Donohue-Colletta, 1992
Child Development Principles Development begins
prenatally and learning is occurring at birth
Development has several interrelated dimensions
Children are active participants in their own development and learning
Development proceeds in predictable steps and learning occurs in recognized sequences, within which there is a great deal of individual and social variability
Development and learning occur continuously through interactions with people and objects in the environment
The Consultative Group on Early Childhood Care and Development
Rethinking the Brain Old Thinking
How a brain develops depends on the genes you were born with
New Thinking How a brain
develops hinges on a complex interplay between the genes you are born with and the experiences you have
Direct quotes from Shore, 1997 as cited in the Early Years Study, Final Report, 1999
Rethinking the Brain Old Thinking
The experiences you have before age three have a limited impact on future development
New Thinking Early experiences
have a decisive impact on the architecture of the brain, and on the nature and extent of adult capacities
Direct quotes from Shore, 1997 as cited in the Early Years Study, Final Report, 1999
Rethinking the Brain Old Thinking
A secure relationship with a primary caregiver creates a favorable context for early development and learning
New Thinking Early
interactions don’t just create the context, they directly affect the way the brain is “wired.”
Direct quotes from Shore, 1997 as cited in the Early Years Study, Final Report, 1999
Rethinking the Brain Old Thinking
Brain development is linear: the brain’s capacity to learn and change grows steadily as an infant progresses towards adulthood
New Thinking Brain
development is non-linear: there are prime times for acquiring different kinds of knowledge and skills
Direct quotes from Shore, 1997 as cited in the Early Years Study, Final Report, 1999
Rethinking the Brain Old Thinking
A toddler’s brain is much less active than the brain of a college student
New Thinking By the time
children reach age three, their brains are twice as active as those of adults. Activity levels drop during adolescence.
Direct quotes from Shore, 1997 as cited in the Early Years Study, Final Report, 1999
Brain Development Facts Development taking
place before age one is more rapid and extensive than once thought
Development is much more vulnerable to environmental influences than suspected
Carnegie Corporation of New York, 1994
Brain Development Facts, continued Early environment has
long-lasting influences on brain development
Environmental influences are not limited to number of brain cells and connections among them, also the way connections are “wired”
Carnegie Corporation of New York, 1994
The Newborn Maintain life sustaining functions
Supply oxygen Root, suck, and swallow (reflexive) Sneeze, cough, blink (reflexive) Regulation of body temperature Elimination of waste
Habituate Taste See Hear Other reflexes (e.g., Moro, grasp)
The Kindergartner Beginning Kindergartner’s
Knowledge and Skills Reading proficiency Print familiarity Engagement in prosocial behavior Approaches to learning
U. S. Department of Education, National Center for EducationStatistics, Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999
SO . . . . . . . . . . . . . . . . . .
What concepts and skills enable children to move from the reflexive stage of infancy to the stage of a kindergartner?
Principles and Patterns of Development highly competent socially
interactive active learners sequence is
universal skills become
more specialized
plasticity critical learning
periods transitions occur individual
differences are seen in children
Composition
skills
complexity
fluidity/quality
Developmental areas
motor language cognition social activities of daily living
(adaptive)
Motor Development
Components flexion extension adduction abduction internal rotation external rotation
Tonicity Stability/mobility Movement
qualities reflexive
movements goal directed
movements
Language Development
Components of language syntax semantics pragmatics morphology phonology
Early language development perlocutionary illocutionary locutionary
Refinement of language
Cognitive Development
Sensorimotor period of development
Pre-operational period of development
Social Development
Attachment initial pre-
attachment attachment-in-the-
making clear-cut attachment multiple
attachments Peer relationships Play
Activities of daily living (Adaptive skill
development)
Eating and drinking Toileting Self-help skills