2. CHAPTER 1 Emerging Skills

3. Chapter objectives Describe the broad course of physical development from early childhood to adolescence Give examples of links between physical, cognitive and academic development Explain links of development of the brain over time in relation to physical, cognitive and academic development

4. Chapter objectives (2) Broadly describe the course of language acquisition Explain how the teaching of literacy and mathematics can build on earlier development Identify and comment on key principles of development

6. Physical development Overview: Infancy: the first 2 years Early childhood: 2–5 years Middle childhood: 5–12 years Adolescence: 12 years to adulthood

7. Infancy: the first 2 years Physical development: changes in growth, motor skills, and body and brain structures Cognitive development: thinking skills Emotional development

8. Early childhood: 2–5 years Rate of physical growth slows Increases in physical size, strength and coordination Gross motor skills: large muscle groups, e.g. rolling, jumping, running Fine motor skills: small muscle groups, e.g. writing

9. Middle childhood: 5–12 years Continued increases in size, strength, flexibility and coordination Refine and recombine existing skills to suit new challenges at school Motor skill development and physical activities

10. Adolescence: 12 years to adulthood The period between childhood and adulthood Rapid physical growth Significant muscle growth – greater in boys Puberty: biological changes associated with sexual maturity Sex differences are more pronounced

11. Adolescence: 12 years to adulthood (2) Girls: rapid increases in height and weight menarche (first menstruation) development of breasts and reproductive organs

12. Adolescence: 12 years to adulthood (3) Boys: increases in height (typically later than for girls) sexual maturity – changes to genitalia semenarche (first ejaculation) development of facial and body hair; deepening of voice

13. Socioemotional development Cognitive development Physical development Adolescence

14. Physical development: –Rapid physical changes –Hormonal changes Cognitive development: –Self-reflection, introspection – Adolescent egocentrism Adolescence (2)

15. Socioemotional development: –Changing roles and responsibilities in families and among peers –Peer influences –Self-confidence; anxiety related to physical changes and increased capacity for self-reflection Adolescence (3)

16. Variations in physical development Environmental influences: –developed versus developing countries – standard of living, poverty issues; Aboriginal? Gender differences: –physical development –motor-skill development –physical activity and exercise

17. Brain development Brain directs course of overall development and responds to environmental stimuli to promote its own growth Increases in brain networks and nerve pathways contribute to physical skill development Growth spurts in brain coincide with milestones in thinking abilities and physical coordination abilities Physical maturation and environmental stimulation contribute to brain development

19. The internal brain structures

20. Bohlin, Durwin, & Reese-Weber Ed Psych: Modules Copyright 2009: McGraw-Hill Publishers Fetal Alcohol Syndrome

21. How does language emerge? http://www.ted.com/talks/patricia_kuhl_the_linguist ic_genius_of_babies.html http://www.ted.com/talks/patricia_kuhl_the_linguist ic_genius_of_babies.html

22. Language and numeracy development Language building blocks: 1. Phonology: Sound 2. Semantics: Meaning 3. Morphology: Units of meaning 4. Syntax: Grammatical system 5. Pragmatics: Rules of use

23. Language development Infancy: early cries, ‘visual conversations’, telegraphic speech Early childhood: three-word sentences, grammar development Middle childhood: increasing vocabulary, metalinguistic awareness Adolescence: more complex language use, abstract thinking reflected in language

24. Adults’ role in language development Joint attention Child-directed speech Expansion and recasting Language input

25. Critical or Sensitive Periods? https://www.ecmap.ca/Early-Childhood-Development/Pages/How-the-Brain-Develops.aspx

26. School-based skills Children arrive at school with knowledge or skills Skills central to learning in schools: second-language acquisition, literacy and numeracy Children’s knowledge is built upon in schools Each skill is needed for learning across the curriculum

27. Second-language development Similarities between first- and second-language acquisition: –early dependence on routine phrases such as those in telegraphic speech –The overgeneralisation of grammatical rules Differences between first- and second-language acquisition: –children bring with them understandings about language and the way it operates

28. Second-language development (2) Challenges of learning a second language: –emotional –motivational –social issues –cognitive issues Bilingualism and ESL

29. Literacy development Literacy: the written language skills of reading and writing Multiliteracies: the variety and types of language needed to be literate in our society Emergent literacy: understandings about and attitudes towards reading and writing

30. Literacy development and the school years The following resources reflect the four practices of literate people: Code breakers: combine graphophonic cues, spelling and grammar with other cues to meaning, such as pictures and context to decode or create a text Participants: apply knowledge of culture and society to make meanings in texts

31. Literacy development and the school years (2) The following resources reflect the four practices of literate people: Users of text: recognise and use different genres of text for different purposes Analysts of text: read between the lines to judge the point of view of the writer, and to write for particular purposes

32. Numeracy development Numeracy: the ability to use mathematics effectively in a range of contexts Emergent numeracy: awareness and understandings of mathematical principles

33. Numeracy development (2) Numeracy also builds on children’s language development Children are active in developing mathematical understandings and strategies for operating in their world Exposure at school to more formal numeracy systems, with written rules and procedures, parallels learning to read and write, and the formal systems of language Numeracy concepts should be addressed across all curriculum areas and at all levels of schooling

34. Numeracy: The curriculum and schooling Incorporation of numeracy concepts: Early years: development of number concepts, counting and arithmetic skills Middle school: developing competence in working with number and applying numeracy Secondary school: make links between classroom learning and practical applications to social, personal, education and work contexts

35. Principles of numeracy development Numeracy development: involves a series of progressive and orderly changes leading to maturity is continuous but uneven is a lifelong process can vary from one individual to another

36. What contributes to development? Development: results from both maturation and learning occurs in context and is influenced by environment is a process children are active in is cumulative

37. Chapter review Physical development (early childhood to adolescence): – links between physical, cognitive and academic development Language and numeracy development: – language acquisition – similarities in language and mathematics development Principles of development: – what contributes to development?