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

BROWNIESGenetic Material = FlourGenetic Constraints = Egg, Oil, Water, Salt, Cocoa Environmental Influences = Baking

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

EXPERIENCES & ASSIGNMENTS

Sept. 27 - Read Ch. 4 Sept. 29 – Read Article,

Brain development; group work

October 1st – no class Observation & Personal Statement (Oct. 4)

October 4th – Theories and Play

October 6th – Reggio Emilia

Observation #1 – Due October 8th

Choose Group #1, Infant and

Toddler Stage (Birth to 3)

Group #2, Early Childhood Stage (3 to 8)

Parts Cover sheet Double Entry Journal Rubric = Expectations

DOUBLE ENTRY JOURNAL