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Principles of Development drawn from NAEYC (1996), & Berk (2006)

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Presentation on theme: "Principles of Development drawn from NAEYC (1996), & Berk (2006)"— Presentation transcript:

1 Principles of Development drawn from NAEYC (1996), & Berk (2006)

2 Developmentally appropriate practices result from the process of professionals making decisions about the well-being and education of children based on at least three important kinds of information or knowledge:

3 Developmentally appropriate practices 1. what is known about child development and learning — knowledge of age-related human characteristics that permits general predictions within an age range about what activities, materials, interactions, or experiences will be safe, healthy, interesting, achievable, and also challenging to children;

4 Developmentally appropriate practices 2. what is known about the strengths, interests, and needs of each individual child in the group – to be able to adapt for and be responsive to inevitable individual variation;

5 Developmentally appropriate practices 3. knowledge of the social and cultural contexts in which children live – to ensure that learning experiences are meaningful, relevant, and respectful for the participating children and their families.

6 1. Domains of children's development are closely related to each other PhysicalLanguageAestheticCognitiveEmotionalSocial Development in one domain influences and is influenced by development in other domains.

7 PhysicalLanguageAestheticCognitiveEmotionalSocial 1. Domains of children's development are closely related to each other

8 2. Development occurs in a relatively orderly sequence with later abilities, skills, and knowledge building on those already acquired.

9 3. Development proceeds at varying rates from child to child as well as unevenly within different areas of each child's functioning.

10 4. Early experiences have both cumulative and delayed effects on individual children's development optimal periods exist for certain types of development and learning.

11 5. Development proceeds in predictable directions toward greater complexity, organization, and internalization.

12 6. Development and learning occur in and are influenced by multiple social and cultural contexts

13 7. Children are active learners drawing on direct physical and social experience as well as culturally transmitted knowledge to construct their own understandings of the world around them.

14 8. Development and learning result from interaction of biological maturation and the environment, which includes both the physical and social worlds that children live in.

15 9. Play is an important vehicle for children's social, emotional, and cognitive development, as well as a reflection of their development.

16 10. Development advances when children have opportunities to practice newly acquired skills as well as when they experience a challenge just beyond the level of their present mastery.

17 11. Children demonstrate different modes of knowing and learning and different ways of representing what they know.

18 12. Children develop and learn best in the context of a community where they are safe and valued, their physical needs are met, and they feel psychologically secure.

19 Stages of Development InfantToddlerPreSchoolerKindergartnerPrimary School age Tweener

20 Infant begins at birth ends as the child gains movement and language (begins to walk and talk)

21 Toddler movement and language are hallmarks of this period emerging independence is capped by potty training, self-managing toiletries

22 PreSchooler independence crafted during toddler times becomes the basis for exploring the world, expanding the awareness of the world around

23 Kindergartner a unique creature in all the universe – this child is typically dependent on caregivers, while simultaneously being wholly independent of others

24 Primary where the pre-schooler is motivated by a sensory exploration of her world, the school age child is engaging her intellect

25 School age early primary school is about acquiring intellectual tools (learning to read, learning to count), later school age objectives take prior mastered tools and use them for application (reading to learn, counting to manipulate numbers and solve problems)

26 Tweener this pre-pubescent young adolescent is shaped by enormous forces within and without

27 Evaluating Development Consider the documentation you have produced for each domain of development.

28 Evaluating Development Evaluate your case study’s development in each domain.

29 Evaluating Development Choose a rating score for each of the six domains

30 Evaluating Development N/A = no evidence 0 = developmental delay 1 = some progress 2 = normal 3 = exceptional progress 4 = a savant

31 Evaluating Development Confer with your group, showing evidence to support your rating. Post your ratings on the chart.

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