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School-age Development

School-age Development. Entry-Level Training Module II Lesson Four. Developmental Milestones. The skills that school-agers can perform are too numerous to list here! For a list, go to: http://www.nncc.org/Child.Dev/child.dev.page.html and click on: Ages & Stages – Five-Year-Olds

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School-age Development

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  1. School-age Development Entry-Level Training Module II Lesson Four

  2. Developmental Milestones • The skills that school-agers can perform are too numerous to list here! For a list, go to: http://www.nncc.org/Child.Dev/child.dev.page.html and click on: • Ages & Stages – Five-Year-Olds • Ages & Stages – Six Through Eight-Year-Olds

  3. Developmental Alerts • If, by the sixth birthday, a child DOES NOT: • Alternate feet when walking downstairs • Speak in a moderate voice (not too loud or soft, etc.) • Sometimes follows a series of 3 directions • Use 4-5 words in acceptable sentence structure • Cut on a line with scissors • Sit still and listen to an entire story (5-7 minutes) • Play well with other children • Perform most self-grooming tasks independently

  4. Developmental Alerts • If, by the seventh birthday, a child DOES NOT: • Show signs of ongoing growth (height/weight, etc.) • Show interest in reading, trying to reproduce letters • Follow simple, multi-step directions • Follow through with simple tasks • Begin to develop alternatives to excessive use of inappropriate behaviors in order to get own way • Decrease behaviors that a caused by tension (eye-twitching, grinding teeth, toilet accidents, stomach-aches, etc.)

  5. Developmental Alerts • If, by the ninth birthday, a child DOES NOT: • Attend and concentrate on the task at hand • Express ideas clearly and fluently • Handle stressful situations without undue emotional upset • Enjoy school and challenge of learning • Make friends, play with other children, join in activities • Assume responsibility for personal care/hygiene • Show improved motor skills

  6. Developmental Needs • Opportunities to develop a sense of industry (vs. inferiority) • Self-paced skill development • Group participation, peer interactions, cooperation • Opportunities to develop communication and literacy skills

  7. School-age Care Environments • Learning Centers, choices • Planning Boards, responsibilities • Academic support, time for homework • Print-rich, literacy opportunities • Peer friendship opportunities, socialization • Mixed age groupings, clubs/recreation • Quiet/active

  8. Appropriate Materials • Job charts • Writing supplies • Books • Dramatic play props • Creative scraps/junk for their own “inventions”

  9. Schedules/Routines • Large time blocks for long-term (integrated) projects • Individually-paced learning • Minimum interruptions, scheduled breaks • Meaningful, self-paced routines • Whole-group activities later

  10. Hope NOT to See… • Subject areas, too much emphasis on the 3 R’s, excluding other areas • Teacher-directed, large group, pencil-paper activities • Projects and recess used as rewards/punishment • Few choices • Too many segments, short time blocks

  11. External Support Empowerment Boundaries and Expectations Constructive Use of Time Internal Commitment to Learning Positive Values Social Competencies Positive Identity Developmental Assets

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