Early Childhood Development Holly Delgado, M.A.

Goals:  Explore the 4 primary domains of development  Identify reasons for developmental differences in children & discuss methods of individualization  Examine strategies for adult-child interactions

Domains of Development Language Social/ Emotional Physical Cognitive  What do you know about these domains of development?  How would you define them?  How do you see them working together?

Language Development  Expressive Language  How we share our information with the world  Receptive Language  How we comprehend information

Language Development  Expressive Language  How we share our information with the world  Receptive Language  How we comprehend information Speaking Writing Reading Non- Verbal Listening Conflicts

Language Development

 Expressive Language  How we share our information with the world  Receptive Language  How we comprehend information Speaking Writing Reading Non- Verbal Listening Conflicts Comprehension

Ityay oesday otnay attermay ifyay ildrenchay ancay earhay youyay ifyay eythay annotcay understandyay atwhay youyay areyay ayingsay. It does not matter if children can hear you if they cannot understand what you are saying.

Turn & Talk: What new vocabulary could you introduce?  House Area  Block Area  Sand & Water Area  Toy/Manipulative Area  Art Area  Book Area

Social Emotional Development  Sense of Self  Who Am I? Who Are You?  How are those related?  Oneself as a member of family or classroom?  Encouragement Builds Confidence, Initiative, & Persistence

Social Emotional Development  Self Regulation  Responsibility for Self & Others  Following Social Rules  Transitioning through the Routine

Social Emotional Development  Building Relationships & Learning Prosocial Behaviors  Conflict Resolution  Acknowledge Feelings  Gather Information to Determine Problem  Work Together to Develop a Solution

Physical Development  Gross Motor: Large Muscle Movements  Navigating Our Bodies in Space: Walking, Running, Jumping, Hopping, Skipping, Climbing  Manipulating Our Bodies & Objects: Throwing, Catching, Kicking  Fine Motor: Small Muscle Movements  Coordination: Writing, Cutting, Gluing, Stringing  Adaptive Skills:  Buttoning, Zipping, Tying

Cognitive Development  How children perceive the world around them & how they apply that knowledge Observing & Classifying Predicting, Experimenting, & Drawing Conclusions Number Sense & Operations Geometry: Shape Knowledge & Transformation Measuring: Making Comparisons Between Units History & Recall: Apply Previous Information Letter Sound Knowledge: Reading & Writing…..

Stand, Turn & Talk: What cognitive development is happening?  House Area  Block Area  Sand & Water Area  Toy/Manipulative Area  Art Area  Book Area  Outside Time

Learning Happens When We Partner In Play  Join in play by first observing & listening: Understand what is occurring  Imitate what children are doing, using materials in the same way  Repeat children’s words or phrases  Ask open ended questions  Encourage children to explain what they are doing  Extend children’s thinking to the next level

Individual Differences: Temperament  Level of Activity  Sleeping or Eating Patterns  Ability to Handle Frustration  Mood  Adaptability & Flexibility  Distractibility & Attention  Sensory Threshold

Individual Differences: Learning Styles  Auditory: Need to Hear!  Visual: Need to See!  Kinesthetic: Need to Do!

Individual Differences: Gender  Boys vs. Girls:  What we know about brain development  Examine our own stereotypes & expectations

Individual Differences: Life Experiences  Family Situation?  # of Parents at Home?  Parent’s level of education?  Age of Parents?  Siblings?  Living Situation?  Poverty: Food? Heat? Water?  Violence in Home?  Violence in Neighborhood?  Etc….

Individual Differences: Culture  “Norms” of Child Development:  Age of Toilet Training  Eye Contact  Mealtimes: Use of Utensils, Feeding Assistance  Getting Children Dressed  Values Placed on Education

Individual Differences: Early Childhood Special Education  Children with a diagnosed disability resulting in delays in one or more domains of development  Some disabilities may be visible, many are not  IEP

Share Time You Had to Individualize What did you do? What would you do different?

Questions?