Activity 1-1: The Child
Development Universe

Purpose: In this activity, participants review the ecological model of child development (based on the work of Urie Bronfenbrenner) and use it to understand how families, the community, and cultural beliefs and practices influence the growth and development of children in their Head Start programs.

Outcomes:
Participants identify factors that influence each child's development.

Participants observe how Head Start experiences encourage children's growth and development.

Materials:
Chart paper, markers, tape
Handout 1: The Child Development Universe

1. Explain to participants that this activity will focus on how families, communities, and cultures influence children's development.
 

Trainer Preparation Notes:  Review the Background Information to identify the key points to emphasize in the workshop.

2. Draw the graphic depicted in Handout 1: The Child Development Universe on chart paper and use this picture to explain Dr. Urie Bronfenbrenner's ecological model of child development. During your presentation, ask participants to offer real-life examples to illustrate the following points:

• Children are at the center of development. Each child's development is influenced by his or her health; gender; genetic characteristics; and individual time clock for physical, cognitive, social, and emotional development.
  
• Children's growth and development are influenced directly by experiences in their families, with peers, at the center, during group socialization sessions, and in their neighborhoods.
  
• Experiences that affect families, the Head Start program, and community services and institutions can indirectly affect children's development.
  
• Cultural values and practices affect a child's development. Children tend to flourish when their culture is valued-and reflected in Head Start environments, activities, and interactions.

3. Distribute Handout 1: The Child Development Universe. Ask participants to work in pairs to examine how the ecological model applies to children enrolled in the program. Participants might benefit from focusing on a child with disabilities. Have each participant select a child and discuss with a partner how the model applies. Next, have the partners compare and contrast the influences on the development of each of the selected children. Explain that every child is a unique individual, in part because the influences on his or her development are also unique. An example of using the model to identify factors influencing a child's development follows:

Child: Girl with allergies, born six weeks prematurely; responded to early intervention for developmental delays; now eighteen months old.

Immediate Environment: Family lives in trailer on the grower's property (housing -is adequate, but at some of the other sites where this family works, it is not). Focus child has older brother and younger brother. Mother and father attended school through seventh grade. Child is enrolled in infant-toddler group at Migrant Head Start program.

Community: Area is very rural; nearest town has grocery store, library, playground, and elementary school.

Culture: Parents were born outside the United States and speak the language of their native country; children are bilingual; religious beliefs guide their daily activities; children are expected to respect and obey parents and Head Start staff; parents express hope that their children will complete high school and perhaps go on to higher education.

4. Ask participants to continue working in pairs to identify strategies for supporting the growth and development of the two children they focused on in Step 3. They should develop at least three strategies that they can implement at the center or during group socialization sessions and at least three that parents could use at home.

5. Have participants share and discuss their strategies. Some examples of the kinds of strategies that the participants can develop include:

• Complete frequent, systematic observations and recordings to keep track of a child's developmental gains and health status.
  
• Invite family members to participate in planning.
  
•  Encourage the family to make use of community resources such as libraries and playgrounds.
  
•  Offer materials that reflect children's families and cultures.
  
•  Hold meetings and home visits at times that are convenient for families.
  
•  Ask parents to provide input and recipes for meals and snacks.

6. Close the session by reinforcing the following key points:

• Parents and other family members are the primary influences in children's lives. Head Start staff work in partnership with families to support children's development.
  
• Head Start delivers its comprehensive services by developing strong linkages with resources in the community.
  
• Each community has its own goals for children. Head Start should consider these goals when planning its child development approach.
  
• Head Start's individualized approach responds to each child's immediate environment, relationships or connections, indirect influences, and culture.

Encourage participants to apply what they have learned in this activity by:

• Implementing the strategies developed in Step 4
  
• Using The Child Development Universe to get to know all the children with whom they work
  
• Sharing what they have learned with families during home visits, conferences, and parent meetings