Learning and Developing from Birth to Age 8: Who we teach

1. ECED 263 ~ Part Two Learning and Developing from Birth to Age 8: Who we teach

2. Developmentally appropriate: Consider what is known about development and learning of children within a given age range Individually appropriate: Consider what is known about each child individually ~ personality, strengths, interests, abilities Culturally appropriate: Consider what is known about the social and cultural contexts in which children live ~ Knowledge is substantial and changes over time! Informed Decisions about who we teach

3. Chapter 4 Applying what we know about children’s learning and development

4. 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 Yvonne in action

5. Theories of child development and learning Inform and influence our practice Research on brain development & implications Important role of play Reggio Emilia approach Theory practice

6. 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 What is development?

7. Basic Issues in Development

8. BROWNIES Genetic Material = Flour Genetic Constraints = Egg, Oil, Water, Salt, Cocoa Environmental Influences = Baking

9. 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 What is learning?

10. 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! Relationship: Theory, Research & practice

11. 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

12. 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

13. Double Entry Journal