Activity 1-3:
Constructing Child
Development KnowledgePurpose:In this activity, participants will learn how children develop across four domains: social, emotional, cognitive, and physical. Understanding how development is interrelated will help participants plan programs that encourage children's growth and development in all areas.
Outcomes:
Participants recognize that children develop in four interrelated domains: social, emotional, cognitive, and physical.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
3 x 5 index cards
Handout 2: Ongoing Child Study (Parts A and B)
Appendices A through E1. Explain to participants that this activity will focus on identifying what they already know about child development: characteristics of different age groups, how development is interrelated, and the principles that describe how most children develop.
Trainer Preparation Notes: This activity reviews the growth and development of infants (young and mobile), toddlers, and preschoolers. To respond to participants' training needs, you can adapt the activity to focus on the age groups that your Head Start program serves, rather than the entire age span from birth to five years Appendices A through E include background information on children's physical, cognitive, and emotional development.
2. Ask participants to divide into three groups. Give each group markers and a stack of 3 x 5 index cards. Assign an age-infant (young and mobile), toddler, preschooler-to each group. Ask each participant to take a card and write a statement that describes something that children in their assigned age group do. For example:
· Infants put everything in their mouths.
3. Have participants share their statements with the other group members and, if necessary, clarify them.
· Toddlers say No a lot.
· Preschoolers ride tricycles.4. Distribute several pieces of chart paper, markers, and tape to each group. Have them draw four columns, labeling them: social, emotional, physical, and cognitive. Next, ask the groups to review their index cards, categorize them according to the four domains, and tape them to the chart under the appropriate headings. For example, the above statements can be categorized as follows:
· Infants put everything in their mouths. (Cognitive-this is how they learn about the world.)
· Toddlers say No a lot. (Social or Emotional-they are testing limits and struggling to be independent.)
· Preschoolers ride tricycles. (Physical-they use their large muscles to move the pedals.)
Participants should put their statements in the order in which they typically occur (for example, crawling before walking).5. Next, have the groups review each other's charts, add any missing key characteristics, and rearrange statements they think are not in sequence.
6. When the charts are finished, explain that each one summarizes the developmental characteristics of children in a certain age group. Refer to the completed charts as you summarize the following child development principles:
Trainer Preparation Notes: If possible, arrange to have the charts typed and copied so all participants will have a set of children's developmental characteristics from birth through age five. You can also provide copies of Appendices A through E.
- Most children follow the same sequence, or order, for development. Typically, they go through the same milestones of development in the same order.
- Each child develops in a unique way, with a built-in time clock for reaching milestones; a child's individual temperament, learning style, and environment (family, community, culture) affect development.
- Development depends on a combination of getting older (maturation) and learning.
- Development usually moves from the simple to the complex (for example, children typically use individual words before sentences).
- A child may mature earlier in one area than in another.
- Development is interrelated. Many experiences at home and at the center and/or group socialization session encourage children's development in several domains.
7. Note that the participants completed their charts by using what they already know about child development. Ask participants where this knowledge came from. If they do not mention that they know a lot about children from watching, living with, and working with them, be sure to make this point:
Head Start staff and parents conduct research on child development just as scientists and theorists do-through observing, recording, and reflecting.
Distribute Handout 2:Ongoing Child Study (A. Introduction and B. Observation Summary). Explain to participants that they will be conducting their own child development research, or Ongoing Child Study, using this handout and others provided in Modules 2 through 4. Ask participants to begin by selecting a child to be the focus of their study. It can be the child discussed in the previous activity or another child they want to know better. Suggest focusing on a child with a disability, and then have participants complete Part A of the handout.
Trainer Preparation Notes: You may need to help participants arrange for relief from other responsibilities so that they can conduct their observations. If you are not on site, be sure to let participants know how to reach you if they have any questions or need support in completing their own observations and summaries.Ask participants if they regularly use observation and recording skill. If not, or if they feel the need for a review of these skills, briefly explain the techniques used to conduct and record accurate and observations. You can use the training guide, Observation and Recording: Tools for Decision Making, as a resource.
Next, review B. Observation Summary. Tell participants they can make copies of this form and use them to summarize their observations. Suggest that they conduct several observations before the next workshop. Encourage participants to share their observation recordings with the child's parents.
Activity 1-4 | Module 1 | Index