1. CHILD DEVELOPMENT PRINCIPLES CHAPTER 1

2. UNIT 1: LIFESPAN DEVELOPMENT Chapter 1: Child Development Principles Chapter 2: Adult Development Principles Chapter 22: Caring For Special Needs Children (Charlton Collaboration)

3. UNIT 2: CAREER OPPORTUNITIES Chapter 3: Human Services Careers Chapter 4 Employability Skills Chapter 5: Professional Skills

4. UNIT 3: HUMAN SERVICES BASICS Chapter 6: Health and Safety Chapter 7: Observation Skills Chapter 8: Abuse and Neglect Chapter 9: Schedules and Routines

5. WHY UNDERSTAND DEVELOPMENT? 1.As an early childhood professional, you must pay attention to children’s development so you can help them learn and grow. 2.Professionals can give extra help to children with developmental delays and tell their parents about special services

6. PIES While studying development, we will focus on the four main areas: PHYSICALINTELLECTUAL EMOTIONALSOCIAL Activity: Create this chart in your notes and come up with at least 2 items that will fall under each category

7. PHYSICAL Includes the ways a child’s body grows and what all the body can do. The greatest period of growth occurs during infancy and the teen years

8. PHYSICAL : FINE VS. GROSS MOTOR SKILLS Gross Motor Definition: Move and Control large muscles Run, Kick or Jump Learning to Crawl and then Walk Infants hold up their heads

9. FINE MOTOR Finger control Infant holds a rattle Child holds a pencil Wrist control Writes his or her name Child feeds themselves

10. Eyesight and balance affect how well their large and small motor skills help them perform tasks! For example: students who hop, skip or throw have also learned to coordinated, or use many muscles at the same time. Children are constantly refining and strengthening their large and small motor skills to complete more complex motions (riding a bike or playing the piano) BALANCE AND COORDINATION

11. Create an activity that helps a young child (ages 1-5) strengthen their fine motor skills Next, Create an activity that helps an older child (ages 6- 9) strengthen their fine motor skills Each Activity must include the following: 1.A sample of the activity 2.Directions for the activity 3.a description of how this activity will strengthen the fine motor skills for that age group. PHYSICAL DEVELOPMENT ACTIVITY RESEARCH AND CREATION : **These will be assembled into a booklet of activities at the completion of Chapter 1

12. Definition: E.D. takes place as children form feelings about themselves and others. In learning effective ways to react to children’s emotions, early childhood professionals are more helpful to children in understanding their feelings and accepting them in positive ways. EMOTIONAL DEVELOPMENT: REVIEW

13. Definition: includes how children think, communicate, make decisions and solve problems. Children learn best as they move within their surroundings. They explore it through their senses of sight, touch, taste, hearing, or smell. INTELLECTUAL (COGNITIVE) DEVELOPMENT This is called SENSORI- MOTOR learning.

14. Formulate a question that will drive your research which relates to the intellectual development of children. This question may relate to the way children think, how we learn or the various factors that impact the two. INTELLECTUAL DEVELOPMENT RESEARCH Key Words to consider when formulating a question: heredity, health, prenatal drug use, the birth process, economic resources, children at risk.

15. Locate and read at least five (5) online sources on the intellectual development of children. Summarize the information you find in these five articles. Some key words to include in your search are sensory skills, concept development, language development and thinking skills. INTELLECTUAL DEVELOPMENT ASSIGNMENT

16. SOCIAL DEVELOPMENT