Core Child Development Knowledge: What Early Childhood Educators Need to Know

1. Core Child Development Knowledge: What Early Childhood Educators Need to Know Abigail M. Jewkes University of Michigan October 1, 2004

2. Human Ecological Model (Bronfenbrenner, 1979) Microsystem Mesosystem Exosystem Macrosystem

3. Transactional Model(Sameroff & Chandler, 1975) P P P C C C Time

5. Committee on Early Childhood Pedagogy “Produce a coherent distillation of the knowledge base and develop its implications for practice in early childhood education programs, the training of teachers and child care professionals”

6. Current Understandings • Multiple theoretical perspectives • Individual differences • Capabilities of young children • Interaction of biology and experience

7. Functional Temperament Learning style Motivation Status Gender Race/ethnicity Social class Child Characteristics

8. Quality Preschool Programs • Cognitive, social-emotional, and physical development are complementary, mutually supportive areas • Responsive interpersonal relationships with teachers nurture early learning and development

9. Specific and integrated curriculum • Broad-based experiences in domain-specific knowledge • Extensive language development • Variety of classroom structures, thought processes, and discourse patterns

10. Principles of Learning • Engage and build on children’s existing understandings • Link key concepts to acquisition of knowledge and skills • Encourage metacognition

11. Recommendations • Teacher education programs that focus on specific foundational knowledge • Development of content standards based on current research

12. Foundational Knowledge • Teaching, learning, child development and integration with practice • How to provide rich conceptual experiences that promote growth in specific content areas and areas of development

13. Foundational Knowledge (cont.) • Effective teaching strategies that promote social-emotional relationships • Subject-matter content appropriate for preschool children

14. Teacher Knowledge • Classroom practices • Quality of early childhood programs • Program quality predicts children’s developmental outcomes

15. Empirical basis • Positive relationship between coursework focusing on child development and teacher beliefs and practices • Teacher rationales for classroom practices

16. CDA Competency Goals • II. To advance physical and intellectual competence • III. To support social and emotional development and to provide positive guidance

17. NAEYC Associate Degree Standards(2003) • Promoting child development and learning • Knowing and understanding young children’s characteristics and needs • Knowing and understanding the multiple influences on development and learning • Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments

18. NAEYC Associate Degree Standards(2003) • Teaching and learning • Connecting with children and families • Using developmentally effective approaches • Understanding content knowledge in early education • Building meaningful curriculum

19. Conclusion • Strong knowledge base of child development is essential to education of early childhood professionals, program quality, and young children’s learning and development