Child Growth and

Development

CGDR
July 1, 2016 1
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Child Growth and Development 2

Child Growth and Development

Module 1: Principles of Child

Growth and Development

PG – 1 3
 Module Goal and Learning
Goal
Objectives
Participants will understand the basic principles of child growth
and development and how these principles apply to children’s
learning.

Learning Objectives
After successfully completing this module, you will be able to:
• Explain the difference between growth and development
• Describe each of the basic principles of child growth and
development
• Provide at least one implication of a development principle as
it relates to child learning
PG – 1 Child Growth and Development 4
 Activity:
Sharing Questions
Write at least two goals or expectations for this course.

What is one question you have about the content of this

course on child growth and development?

PG – 2 Child Growth and Development 5

 Basics of Child Growth
• Growth refers to specific body changes and increases
in the child’s size.

• Development typically refers to an increase in

complexity, a change from relatively simple to more
complicated.

PG – 2 Child Growth and Development 6

 Principles Child Growth
• Define growth as specific body changes and increases
in the child’s size.

Similarities in growth:
• Growth proceeds from the head downward and from the
center of the body outward.

Differences in growth:
• Differences are completely typical. Typical growth is
supported by good nutrition, adequate sleep, and
regular exercise.
PG – 3 Child Growth and Development 7
 Principles Child Growth
• It is important to help the children in your care understand
that differences in growth patterns are typical.

• If you detect that a child is self-conscious about her size,

how would you help her work on increasing her self-
acceptance?

• If you have some concern about a growth-related issue

about a child, how would you approach this issue with the
parent(s)?

PG – 3 Child Growth and Development 8

 Key Point

Growth is defined as specific

body changes and increases in
the child’s size, proceeding from
the head downward and from the
center of the body outward.

PG – 3 Child Growth and Development 9

 Key Point

Development refers to an increase

in complexity; a change from
relatively simple to more
complicated.

PG – 4 Child Growth and Development 10

 Key Point

Development usually involves a

progression along a continuous
sequential pathway on which the
child acquires more refined
knowledge, behaviors, and skills.

PG – 4 Child Growth and Development 11

 Key Point

The developmental sequence is

basically the same for all children;
however, the rate of development
varies from child to child.

PG – 4 Child Growth and Development 12

 Principles of Child
Development
Principle 1 – Developmental Sequence is Similar for All
• Children develop in relatively the same ways.

• There is a typical sequence of development that occurs as a

child grows.

• While the sequence is similar, and the behaviors or skills

emerge in the same order, children can take more or less time
with each behavior or skill.

PG – 4 Child Growth and Development 13

 Principles of Child
Development
Principle 2 – Development Proceeds from General to Specific
• Development progresses from a beginning point moving in a forward
direction.

• Just as growth of an infant proceeds from the top down and from the
center of the body to the limbs, development of behaviors and skills
moves from general to specific.

• Development continues in the smaller muscles in the fingers and toes,

and results in the ability of the fingers to grasp objects and the toes to
help with balance when standing and walking.

PG – 4 Child Growth and Development 14

 Principles of Child
Development
Principle 3 – Development is Continuous
• In children who develop typically, behaviors and skills they have
already acquired become the basis for new behaviors and skills.

• Children continue to add new behaviors and skills as they perfect

their abilities to walk, to write or draw, and to speak.

• The continuation of development can easily be seen in children as

they mature from age two to age twelve.

PG – 5 Child Growth and Development 15

 Principles of Child
Development
Principle 4 – Development Proceeds at Different Rates
• Each child is different and the rates at which individual children
develop are different.

• Although the sequences for development are usually the same for all
children, the rates at which individual children reach each stage will
be different.

• Development is never uniform, but it is constant.

PG – 5 Child Growth and Development 16

 Principles of Child
Development
Principal 5 – All Areas of Development are Interrelated
• Development in children is interrelated.

• There are several examples in Principles 1 through 4 that show how

the body has to grow and develop before new behaviors and skills
can occur.

• These five domains of development influences development in other

areas.

PG – 6 Child Growth and Development 17

 Activity: Identifying
Examples of Principles
Create one example that demonstrates one of the five
principles.

Child Growth and Development 18

 Implications for Child Care
Professionals
• Think about . . . .
– What time does a child wake up in the morning?
– What time is a child driven to their child care program?
– What time does a parent pick their child up from the child care
program?
– What time is a child fed dinner?
– What time is a child given a bath?
– What time is a child put to bed?
• How much time does this child spend in interaction with a
parent?
• How much opportunity does the parent get to observe the
child’s growing repertoire of skills?
PG – 7 Child Growth and Development 19
 Key Point

Child care professionals may spot

developmental issues before the
parents do, which is why it is
important to understand the basic
child growth and development
principles.

PG – 7 Child Growth and Development 20

 Implications for Learning
• Why should child care professionals learn about principles of
child development?
• Care and the environment can support or hinder
development.
• The knowledgeable caregiver can support a child in
learning new skills.
• When a child is struggling with a new skill, timely
intervention can help him overcome a problem and “catch
back up.”
• The knowledgeable caregiver can “detect” indicators of
possible delays, and can help get the child the assistance
he needs.

PG – 8 •Child Growth and Development 21

 Key Point

All of your interactions with a child

have an effect on the child’s
development and learning, which
means it is important to be aware of
what the child is learning while in
your care.

PG – 8 Child Growth and Development 22

 Conclusion
You have achieved this module’s learning objectives if you
can:
• Explain the difference between growth and development
• Describe each of the basic principles of child growth and
development
• Provide at least one implication of a developmental principle
as it relates to child learning

PG – 9 Child Growth and Development 23

Child Growth and Development

Module 2: Child Development

Theories

PG – 10 24
 Module Goal and Learning
Goal
Objectives
Participants will understand the main ideas from the child
development theories of Maslow, Erikson, Piaget, Vygotsky,
and Montessori; and will understand the implications of these
theories for children’s learning.
Learning Objectives
After successfully completing this module, you will be able to:
• Identify the theorist associated with each child development
theory
• Summarize the main ideas of each child development theory
• Explain at least one implication of each child development
theory as it relates to children’s learning
PG – 10 Child Growth and Development 25
 What is a theory?
A theory is a set of facts or principles analyzed in relation to
one another and used to explain phenomena.

A phenomena is a fact or behavior that can be observed.

PG – 11 Child Growth and Development 26

 Abraham Maslow and the
Hierarchy of Needs
• Maslow developed a hierarchy of human needs.

• Maslow’s hierarchy has five levels, is pictured as a pyramid and

goes from bottom (human need number 1) to top (human need
number 5).

• Satisfying the needs on the second level depend on the first level
needs being satisfied and ready to be built upon.

PG – 12 Child Growth and Development 27

 Abraham Maslow and the
Hierarchy of Needs

http://docsiva.files.wordpress.com/2009/01/maslows-hierarchy-of-needs1.jpg

PG – 12 Child Growth and Development 28

Abraham
Maslow
and the
Hierarchy
of Needs

PG – 12 Child Growth and Development 29

 Abraham Maslow and the
Hierarchy of Needs
• What does the hierarchy of needs mean to you as a child
care professional?
– Basic needs must be met first. When basic needs are not met,
the child’s self-worth suffers.
– Neglect can occur at all levels, not just basic needs. All needs
are important.
– Child care professionals need to be aware of the family
circumstances of each child in order to understand what
needs are being met at home.

PG – 13 Child Growth and Development 30

 Key Point

Maslow’s Hierarchy of Needs

includes five levels: Physical,
Comfort and Safety, Social, Self-
Esteem, and Self-Actualization.

PG – 13 Child Growth and Development 31

 Key Point

Maslow’s theory states that an

individual must have their lower-
level needs met before higher-level
needs can be accomplished.

PG – 13 Child Growth and Development 32

 Key Point

Successfully meeting the needs at

each level in the hierarchy of needs
results in fulfilling the purpose and
meaning of one’s life.

PG – 13 Child Growth and Development 33

 Erik Erikson and the Eight
Conflicts in Emotional
Development
• Erik Erikson developed eight psychosocial stages through
which humans develop during their lifetimes.

• Erikson describes emotional development as a series of

eight stages, called conflicts, which must be “resolved”
before proceeding to the next conflict.

• Moving successfully through these conflicts ensures that an

individual becomes socially and emotionally stable.

PG – 14 Child Growth and Development 34

Erik Erikson
and the Eight
Conflicts in
Emotional
Development

PG – 15 35
 Erik Erikson and the Eight
Conflicts in Emotional
Development
• What does Erikson’s theory mean to a child care
professional? How can you, as a child care professional,
support a positive outcome in each of the first four conflicts?
– Create a relationship with your children that is based on trust.
– Allow your children to exercise autonomy whenever it is safe
and practical.
– Guide your children to initiate activities or portions of activities
whenever it is safe and practical.
– Promote the building of your children’s creativity during
activities.

PG – 14 Child Growth and Development 36

 Key Point

Erikson’s theory on emotional and

personality development describes
eight conflicts that must be resolved
at stages throughout life.

PG – 14 Child Growth and Development 37

 Jean Piaget and the Four
Stages of Cognitive
Development
• Cognitive structures are patterns of physical or mental
action that inspire acts of intelligence and correspond to
stages of child development.
• According to Piaget, children develop the ability to learn in
four basic stages:
– Sensorimotor: 0-2 years old
– Preoperational: 2-7 years old
– Concrete-Operational: 7-11 years old
– Formal Operations: 11 years old and older

PG – 16 Child Growth and Development 38

 Jean Piaget and the Four
Stages of Cognitive
Development

PG – 16 Child Growth and Development 39

http://www.abacon.com/slavin/images/t5.gif
 Jean Piaget and the Four
Stages of Cognitive
Development
• How can child care professionals use the information from
Piaget’s theory?
– Knowledge of the four stages helps you understand how babies and children
may perceive their environment.
– It also helps you understand why children make thinking “mistakes.”
– Discovery learning and supporting the developing interests of children are two
primary instructional techniques that are based on Piaget’s theory.
– Adults should challenge children’s abilities, but not present material that is too
far beyond the children’s level.
– Children should be exposed to a wide variety of concrete experiences—such
as use of manipulatives, field trips, and working in groups—to help them learn.
– It is wise to keep in mind a child’s stage of cognitive development when
planning developmentally appropriate learning activities.
PG – 17 Child Growth and Development 40
 Key Point

Piaget’s four stages of cognitive

development explain how children
interact with their environment to
construct knowledge.

PG – 17 Child Growth and Development 41

 Key Point

Each of Piaget’s stages represents

a change from one type of thought
or behavior to another and builds
on the stage before.

PG – 17 Child Growth and Development 42

 Lev Vygotsky and the
Theory of Cognitive
Development
• Lev Vygotsky developed the social development theory of
learning.
• As the child learns, the responsibility is gradually transferred
to him/her. This is an instructional technique called
scaffolding.
• A child can perform a task under adult guidance, or with
peer collaboration, that he/she could not achieve alone.
Vygotsky called this the Zone of Proximal Development
and claimed that learning occurred in this zone.

PG – 18 Child Growth and Development 43

Lev Vygotsky and the Theory of
Cognitive Development
How can child care professionals use the information from
Vygotsky’s theory?
• Caregivers can develop learning environments where children play
an active role in their own education, as well as the education of
their peers. The adult collaborates with children in order to create
meaning in ways that children can make their own.
• The environment is set up so children can work together in
collaborative groups in a community of learners. Likewise, the
learning materials have to support and encourage interaction and
collaboration among children.
• Scaffolding and reciprocal teaching are teaching strategies that
access the Zone of Proximal Development, the area where
Vygotsky says learning takes place.
PG – 18 Child Growth and Development 44
Lev Vygotsky and the Theory of
Cognitive Development
How can child care professionals use the information from
Vygotsky’s theory?
• When using scaffolding, the adult provides children with the
opportunity to extend their current skills and knowledge.
• Reciprocal teaching encourages a conversation between children
and the adult. This conversation leads to children going beyond
answering questions. It leads to the adult and children taking turns
leading small group discussions. Reciprocal teaching is best
understood as a dialogue between the child care professional and
the child, in which participants take turns taking on the role of the
teacher.
• Caregivers should foster communication so the group talks their
way through the learning material with frequent stops to ensure
understanding.
PG – 18 Child Growth and Development 45
 Lev Vygotsky and the
Theory of Cognitive
Development
• Vygotsky’s process has four main strategies for success.
They are:
– Generating a question for understanding
– Clarifying that they are understanding what they are reading
– Stopping to predict from clues what they think will happen in
the learning material
– Summarizing what they have learned

PG – 18 Child Growth and Development 46

 Key Point

Vygotsky’s sociocultural theory of

cognitive development focuses on
the connections between people
and the culture in which they
interact.

PG – 18 Child Growth and Development 47

 Maria Montessori and Child-
Centered Learning
Environments
• Maria Montessori believed that children should be able to
work independently in a clean, beautiful, and organized
environment filled with child-sized materials, and caregivers
who help children understand order and responsibility.

PG – 19 Child Growth and Development 48

 Maria Montessori and Child-
Centered Learning
Environments
• How can you implement the theories of Montessori in your
child care environment?
– Create an environment that is full of beauty and order.
– Provide child-sized furniture and materials.
– Allow children to access the materials they need, and help
them learn to return those materials to where they belong
when they are finished.
– Provide opportunities for sensory experiences.

PG – 19 Child Growth and Development 49

 Key Point

Maria Montessori’s theory focuses

on the child’s independence in
order to engage them in a
developmentally appropriate
learning environment so they can
advance their developmental skills.

PG – 19 Child Growth and Development 50

Attachment Theories and the
Importance of Quality Infant
Care
• As a caregiver, you serve a critical role in the development
of young children that can impact all stages of life, including
stages that progress into adulthood.
• John Bowlby’s research indicated that infants and young
children need attentive, responsive adults in order to
develop into well-adjusted individuals through the following
stages of their lives, including adulthood.
• Failure to provide these experiences for children may lead to
mental health problems later in life. As a caregiver, it is one
of your most important responsibilities to ensure that all
children in care feel loved and attended to.
PG – 20 Child Growth and Development 51
 Key Point

Children who are able to form close

relationships with adults during their
early years develop a good sense
of self-esteem and have a smaller
chance of developing mental health
problems later in life.

PG – 20 Child Growth and Development 52

 Conclusion
You have achieved this module’s learning objectives if you
can:
• Identify the theorist associated with each child development
theory
• Summarize the main ideas of each child development theory
• Explain at least one implication of each child development
theory as it relates to children’s learning

PG – 21 Child Growth and Development 53

Child Growth and Development

Module 3: Influences Affecting

Child Development

PG – 22 54
 Module Goal and Learning
Objectives
Goal
Participants will recognize the roles of heredity, health,
wellness, developmental obstacles, and the importance of
routines and their effects on a child’s growth and
development.

Learning Objectives
After successfully completing this module, you will be able to:
• Describe characteristics that influence child growth and
development
• Explain how child care professionals can support children
with developmental disabilities
PG – 22 Child Growth and Development 55
 Key Point

Being knowledgeable about typical

child development, as well as the
factors that affect development,
allows you to tailor the activities and
expectations for the children in your
care.

PG – 23 Child Growth and Development 56

 Activity: Remembering a
Favorite Book
One of the most influential experiences in childhood is
books. Learning to love to read sets the stage for lifetime
learning.

Think about a book that you loved when you were a

child.

Take a moment to write down the title of the book and

what you enjoyed about it.
PG – 23 Child Growth and Development 57
 Brain Development
• There are approximately 100 billion brain cells at birth, but
there is minimal “wiring” between them.

• Synaptic connections are being formed throughout the brain

during life.

• Messages between synapses are sent electrochemically.

• Stimulation and experience determine what synaptic

connections are initially formed.

PG – 24 Child Growth and Development 58

 Brain Development
• The saying “use it or lose it” applies to brain development.

• There are times in a child’s growth that are referred to as

“developmental windows.”

• These periods of time are tied to brain development and

readiness for learning that will directly affect the
achievement of developmental milestones.

• There is a lot going on in the brain between birth and age

three.

PG – 24 Child Growth and Development 59

 Brain Gym
• Brain Buttons

• Cross Crawl

• Hook-Up

• Drink Water

PG – 25-26 Child Growth and Development 60

 Key Point

Using physical activities, such as

Brain Gym, helps stimulate the
brain to ensure it is alert and
receptive to absorbing new
information and concepts.

PG – 26 Child Growth and Development 61

 Heredity Impacts on Child
Development
• Heredity is the passing down of genetic characteristics from
parents to their children.

• Hereditary factors can help or hinder a child’s development.

Hereditary factors may place certain limitations on a child,
but they may also provide great capabilities.

• Temperament is a prevailing or dominant quality that

characterizes a person, such as emotional or fussy.

• Personality is the totality of a person’s attitudes, interests,

behavioral patterns, emotional responses, social roles, and
individual traits that endure over a long time.
PG – 27 Child Growth and Development 62
 Key Point

Heredity is the blend of physical

and temperamental characteristics
inherited by a child from the birth
parents, which affect their
personality and may have positive
or negative influences on a child.

PG – 27 Child Growth and Development 63

 Heredity, Environment, and
Child Development
• What types of activities and interactions with children have
an effect on their development and learning?
– How you diaper, feed, and put them to sleep
– The way you greet children and the way you comfort them
– The amount of space the child has to play in, and the ambient
lighting
– The songs you sing
– The toys you provide
– The meals you serve
– Your attitude and cheerfulness

PG – 28 Child Growth and Development 64

 Key Point

Everything you do in the child care

setting has an effect on the
children’s development and
learning.

PG – 28 Child Growth and Development 65

 Activity:
It Starts At Home
Create a list of ways that you can continue to make a positive
impact on children by nurturing their development and being a
positive environmental influence on them.

Be sure to implement these activities and behaviors, which

nurture the positive developmental growth of children in care
on a daily basis.

Child Growth and Development 66

 Health and Wellness
Factors: Nutrition
• As a caregiver, this means ensuring that children are being
fed ample amounts of nutritious foods and snacks while in
care, and also ensuring that they are drinking plenty of
water.
– Child care facilities must have a food and nutrition policy.
– Talk to parents about their child’s food preferences and any
food allergies they may have.
– Create a weekly menu and share it with parents to keep them
informed about the foods and snacks being served.
– Informing parents daily about the foods and snacks their child
ate helps them meet their child’s nutritional needs with the
meals served at home.

PG – 29 Child Growth and Development 67

 Health and Wellness
Factors: Physical Activity
• Children, like adults, need sufficient physical activity to
ensure that they are strong, healthy, and happy
– Be sure to allow plenty of time in the daily schedule for indoor
and outdoor physical activities.
– Ensure an appropriate environment is available that can
accommodate physical play and activities.
– Provide materials that facilitate physical activities, such as
sports balls, jump ropes, and playground equipment.
– Encourage children to engage in physical games with each
other; for example, leap frog, catch, and tag.
– Always maintain close supervision of children at play to
ensure safety and prevent injuries.

PG – 29 Child Growth and Development 68

 Health and Wellness
Factors: Daily Physical
Routines
• Having a daily routine that includes physical activities is a
great way to plan time for children to engage in physical play
and get the exercise they need.
• Including opportunities for indoor and outdoor physical play
helps children remain focused during quiet learning
activities.
• This predictability in the daily schedule also helps children to
stay focused during quieter activities, such as story time and
art activities, because they know when they will be given the
opportunity to play.

PG – 29 Child Growth and Development 69

 Key Point

Maintaining a healthy body through

proper nutrition and exercise is
essential for children’s most
favorable growth and development.

PG – 29 Child Growth and Development 70

 Effect of Health Status on
Growth and Development
• Problems such as these can inhibit the growth and
development of an otherwise typically developing child. This
can result in either physical inabilities, developmental delays
in typical progress, or both.

• Learning to overcome these obstacles is a life-long

challenge for some children, and as a caregiver, you are in a
unique position to help them develop the attitude and skills
required to overcome or adapt to these types of challenges.

• Health status has a critical influence on the growth and

development of a child beginning in the pre-natal period.
PG – 30 Child Growth and Development 71
 Key Point

Health status is one of the largest

contributing factors that affect a
child’s ability to grow and develop
at a typical rate.

PG – 30 Child Growth and Development 72

 Childhood Obesity
• Childhood obesity is a growing concern for parents and
caregivers, as it can lead to a variety of health
problems later in life.

• Helping children to establish healthy eating habits and

exercise routines allows children to more easily
maintain healthy lifestyle trends throughout adulthood.

• There are several practices you can use to assist

overweight children.

PG – 31 Child Growth and Development 73

 Key Point

Childhood obesity is a growing

epidemic that leads to a variety of
serious health complications.

PG – 31 Child Growth and Development 74

 Activity: Influences on
Ideal Growth in Children
1. Plenty of time in the daily schedule for indoor and outdoor
physical activities
2. Materials that facilitate physical activities, such as sports
balls, jump ropes, and playground equipment
3. Using a daily routine that encourages children to engage
in physical play
4. Maintaining a healthy body through proper nutrition and
exercise
5. Nap periods that are short and insufficient

Child Growth and Development 75

 Activity: Influences on
Ideal Growth in Children
6. Health effects, such as illnesses, accidents, injuries, and
diseases
7. Eating plenty of calories and limiting daily physical
activities
8. Overexposure to quiet activities, such as television
programming, video games, movies, and computers
9. Sharing information with parents about healthy nutritional
practices and the importance of daily physical exercise
10. Overexposure to candy, soda, and fast food

Child Growth and Development 76

 Social Influence on Child
Development
• Social interactions form the basis of our need for
belonging, acceptance, and self-esteem.

• As a caregiver, it is one of your responsibilities to

ensure that children are provided with opportunities for
social interaction and growth.

PG – 32 Child Growth and Development 77

 Key Point

Experiencing positive social

interactions with both adults and
peers establishes the foundation for
feelings of acceptance, belonging,
and self-esteem.

PG – 32 Child Growth and Development 78

 Social Influence on Child
Development
• Children with disabilities may sometimes have an increased
difficulty engaging in social interactions with their peers.

• Be sure to remain aware of opportunities to encourage

children with disabilities to be involved in activities and
interactions with their peers whenever possible.

PG – 32 Child Growth and Development 79

 Activity: Promoting
Social Development in
Children
Think about how you would respond to the scenario you were
given.

Child Growth and Development 80

 Developmental Obstacles
and Child Development
• As a child care provider, you should always be on the
lookout for signs of developmental delays and be aware of
appropriate methods of dealing with children experiencing
developmental delays.

• Child caregivers are in a unique position to use their

knowledge about the principles of child growth and
development to spot a child who is not yet showing the skills
and behaviors that are typical of a certain age range. If a
child is developmentally delayed, it is important to continue
to help the child develop as much as possible in the area in
which they are delayed.
PG – 33 Child Growth and Development 81
 Key Point

The typical skills and behaviors for

children of a certain age range may
not be possible for some children
who are developmentally delayed.

PG – 33 Child Growth and Development 82

 Developmental Obstacles
and Child Development
• Developmental obstacles vary widely but all affect
development.

• Other external influences can also affect

development.

• A child’s family can have an impact on their health

status in a variety of ways.

PG – 33 Child Growth and Development 83

 Developmental Disabilities
• A developmental disability is a chronic condition that is
diagnosed in childhood and substantially limits major
life activities in adulthood.

• A developmental delay occurs when a child acquires

skills and/or learns at a slower pace than typical
children the same age.

• Appropriate support in the first three years of life is

called early intervention; and the sooner intervention
services begin, the better.

PG – 34 Child Growth and Development 84

 Developmental Disabilities
• What should a child care professional do if they suspect a
child has an undiagnosed developmental disability?
– A child care professional’s role in the intervention process is to
recognize the signs of the most prevalent developmental
disabilities; ensure families are aware of intervention services;
and provide individualized, compassionate, and
developmentally appropriate care at the child care program.

• It is important to remember that child care professionals

should never try to diagnose children or attempt to treat or
remedy a developmental disability on their own.

PG – 34 Child Growth and Development 85

 Developmental Disabilities
• There are two developmental disabilities that you should be
sure to remain knowledgeable about:

– Autism spectrum disorder

– Down syndrome

PG – 34 Child Growth and Development 86

 Inclusive Child Care
Programs
• When child care programs fully support children with
developmental disabilities, they are said to be inclusive.

• The Americans with Disabilities Act, or ADA, is a federal law

that “prohibits discrimination and guarantees that people
with disabilities have the same opportunities as everyone
else to participate in the mainstream of American life”.

• Another federal law that you should be familiar with is the

Individuals with Disabilities Education Act, also known as
IDEA.
PG – 35 Child Growth and Development 87
 Key Point

Children with disabilities are legally

entitled to equal access to
community-based child care
settings.

PG – 36 Child Growth and Development 88

 Activity: Addressing the
Special Needs of Children
1. A child who is physically-challenged/A child who wears leg
braces
2. A child who is socially-challenged/A child who has autism
3. A child who is shy or emotionally-challenged
4. A child who is gifted
5. A child who is mentally-challenged

PG – 37 Child Growth and Development 89

 Accommodating Children
with Special Needs
• What are some questions child care professionals need to
ask themselves, or the family regarding the child with special
needs?
– What information can you share about the disability?
– What accommodations do you make at home?
– What are your biggest worries, as a parent?
– What specialized equipment or devices will we need to
accommodate?

PG – 38 Child Growth and Development 90

 Key Point

Overcoming or reducing the effect

of developmental obstacles
requires teamwork between the
child, parents, and the child care
professional.

PG – 38 Child Growth and Development 91

Prevention, Redirection, and
Positive Reinforcement
• Prevention is a strategy that stops challenging behaviors
before they begin, and it is the primary method child care
professionals use to encourage children to discard these
behaviors.

• Redirection is a strategy that is used to guide children’s

behavior by recognizing challenging behavior at its earliest
stages and taking steps to stop it from escalating.

• Positive reinforcement is a strategy in which desired

behaviors are rewarded so that the child is encouraged to
repeat them.
PG – 39 Child Growth and Development 92
 Activity: Meet
the Children
Review each of the following scenarios and think about their
age and the factors that may be influencing the child’s
behaviors, such as environment, temperament, health, or
special needs.

PG – 40 Child Growth and Development 93

 Importance of Routines
• A routine is a predictable sequence of steps or activities that
are performed to complete a task.
• All children need routines that are safe and predictable.

• Establishing a predictable schedule and a familiar set of

routines helps children feel a sense of:
– Security and self-esteem (“My needs will be met.” “I am
worthy of this person’s attention.”)
– Time and space (“Toys go here.” “This is when we have a
snack.”)
– Independence and competence (“I can do this by myself.”)

PG – 41 Child Growth and Development 94

 Key Point

A routine is a predictable sequence

of steps or activities that are
performed to complete a task.

PG – 41 Child Growth and Development 95

 Key Point

A routine should be based on

children’s developmental level and
skills and help them feel secure and
comfortable by letting them know
what to expect.

PG – 41 Child Growth and Development 96

 Feeding Routines
• Infants

• Young Toddlers

• Older Toddlers

• Preschoolers

PG – 42 Child Growth and Development 97

 Toileting Routines
• Older Toddlers

• Readiness Signals
– Able to help dress and undress self (as long as the process
does not involve complicated unbuttoning or untying)
– Able to understand and follow simple directions
– Takes pride in accomplishments
– Has bowel movements at regular times every day
– Able to remain dry for about two hours at a time
– Aware of the process of elimination
– Has a name for urine and bowel movement

PG – 43 Child Growth and Development 98

 Dressing Routines
• Young Infants

• Young Toddlers

• Older Toddlers

• Preschoolers

PG – 44 Child Growth and Development 99

 Key Point

Knowledge of developmental
stages and influences on a child is
crucial in making your decisions as
a child care professional.

PG – 44 Child Growth and Development 100

 Conclusion
You have achieved this module’s learning objectives if you
can:
• Describe characteristics that influence child growth and
development
• Explain how child care professionals can support children
with developmental disabilities

PG – 45 Child Growth and Development 101

Child Growth and Development

Module 4: Developmental Domains

PG – 46 102
 Module Goal and Learning
Objectives
Goal
Participants will understand the typical growth, behavior, or
skill expectancies in each developmental domain.

Learning Objectives
After successfully completing this module, you will be able to:
• Summarize the developmental domains
• Categorize age ranges and the typical growth, behavior, or
skill expectancies in the developmental domains

PG – 46 Child Growth and Development 103

 Developmental Domains
As you watch Audrey, Bianca, and Luke put puzzles together,
you notice them using the skills you have taught them, such as
looking carefully at the picture, pointing out curved and straight
edges of the pieces, tracing shapes and edges with their
fingers, and looking for corners. You also notice a few additional
things:
• Audrey is working on a ten-piece puzzle and is turning puzzle pieces several
ways to find the right fit.
• Bianca is attempting a twenty-five-piece puzzle with great success.
• Luke can put a wooden puzzle together when the shape fits in the
corresponding cutout, especially if each piece has little handles.
• All three children are busy and happy as they complete their puzzles.
• It is obvious that each child is functioning at a different level in their skills at
solving these puzzles.
Are any of the children developmentally delayed? Could any of the children be
advanced? Are they all on target with the typical motor skills of three year
olds? Child Growth and Development 104
PG – 47
 Key Point

A child care professional who is

knowledgeable about typical
behaviors and abilities of children
can support learning new skills and
detect problems.

PG – 47 Child Growth and Development 105

 Age Ranges
• Development is uneven, as children do not progress in all
skills at the same time; a child grows and learns as a whole,
not in pieces.
• We cannot really compare children and know exactly how
they will mature. Each child is unique.
• The age ranges in the charts we will study are as follows:
– Birth to 8 Months
– 8 to 18 Months
– 18 to 24 Months
– 24 to 36 Months
– 3-Year-Olds
– 4-Year-Olds
– 5-Year-Olds
– School Age (6 through 12 Years Old)

Child Growth and Development 106

PG – 48
 Domains
• The Physical Development Domain refers to typical growth
patterns, changes in weight and height, general health and
safety, visual perception, and hearing.
• The Social and Emotional Development Domain is a
broad area that focuses on self-esteem, how children feel
about themselves, and their relationships with others.
• The Approaches to Learning Domain refers to a child’s
eagerness to learn.
• The Language and Communication Domain refers to the
child’s ability to communicate with others.
• The Cognitive Development and General Knowledge
Domain refers to a child’s intellectual or mental abilities.

Child Growth and Development 107

PG – 48
 Understanding the
Developmental Domain
Charts
Characteristic Birth to 8 months
Shows • Sitting with support
typical growth, behavior
characteristics • Rolling over back to
of appropriate front or skill expectancies
health and •Teething
development

Remember, it is the sequence of growth

summary and development, not the age that is the
statement common
to the items in important factor in evaluating a child’s
that row progress.

Child Growth and Development 108

PG – 48
 Understanding the
Developmental Domain
Charts
• Why might you see the same expectancy in more than one
age group? For example, “staying awake except during rest
periods” is found under ages three to school age.
– The ability is important at any age; loss of the ability can
indicate a problem; it is an ability that can get more defined, or
be performed independently, as the child ages.

Child Growth and Development 109

PG – 50
 Key Point

Knowing the typical growth,

behavior, and skill expectancies of
children across their age range is
paramount for caregivers when
designing an appropriate learning
environment, creating curriculum
and learning strategies, and
assisting parents in evaluating
children’s progress.

Child Growth and Development 110

PG – 50
 The Physical Development
Domain
• The first year of a child’s life involves some of the most
rapid changes that will take place during their lifetime. For
example:
– Reflexes control most of a newborn child’s movements, while
an eight-month-old may already be pulling up on furniture and
taking his/her first deliberate steps.

• Motor development is a large and important part of the

Physical Development Domain. It refers to a child’s ability to
move around and control various body parts.

Child Growth and Development 111

PG – 51
 Key Point

The Physical Development Domain

refers to a child’s physical health
and development.

Child Growth and Development 112

PG – 51
 The Physical Development
Domain
Infants and Toddlers
• You can see that children change a great deal during the
first few years of life.

• In order for a child care professional to be completely

effective, you must understand where the child is
developmentally and be able to respond to that level.

Child Growth and Development 113

PG – 51
 The Physical Development
Domain
Preschoolers and School-Agers
• Preschool children can do many things independently.
• School-Age children continue to act more independently
each year.
• As a child care professional, you should choose activities
that train children to improve their physical development and
motor skills. The more practice a child gets in a typical
growth, behavior, or skill expectancy; the more refined and
precise the child can become in his/her performance of that
skill.
• Can you find other examples of maturing skills using objects
that cross over at least two age ranges?
Child Growth and Development 114
PG – 52
 Key Point

As children progress, it is important

to choose activities that foster their
physical growth and promote
independence.

Child Growth and Development 115

PG – 52
 Fine and Gross Motor
Development
• Gross motor skills involve the development of large
muscles, such as those found in the arms and legs. Gross
motor skills include running, throwing, jumping, and
climbing.

• Fine motor skills involve the development of small muscles,

such as those found in the fingers, lips, and toes. Fine motor
skills include grasping, writing, and eating.

Child Growth and Development 116

PG – 52
 Key Point

Motor development is an important

part of the Physical Development
Domain.

Child Growth and Development 117

PG – 52
 Key Point

The Physical Development Domain

involves all aspects of a child’s
body, including their overall health,
fine and gross motor skills, vision,
and hearing.

Child Growth and Development 118

PG – 53
 Key Point

The Social and Emotional

Development Domain refers to how
children feel about themselves and
their relationships with others.

Child Growth and Development 119

PG – 54
 The Social and Emotional
Development Domain
Infants
• Infants come into the world ready for relationships.
• When children are born, they begin assuming responsibility
for more and more of their bodily needs.
• During the first three to four months, infants demonstrate a
strong preference for parents and primary caregivers.
• Around this time, infants learn to understand the emotions of
others.

Child Growth and Development 120

PG – 54
 Key Point

It is important to exhibit desirable

attitudes and emotions while caring
for newborns and infants, since
they learn how to react from the
adults they trust.

Child Growth and Development 121

PG – 54
 The Social and Emotional
Development Domain
Toddlers
• As children progress into the toddler years, their social and
emotional needs will also develop into a more complex set of
expectations for parents and caregivers.
• Between 12 and 18 months, you can expect toddlers to show
affection and warmth to their parents, caregivers, and others who
are familiar to them.
• From 18 to 24 months toddlers begin to wander away from a
caregiver voluntarily.

Child Growth and Development 122

PG – 54
 The Social and Emotional
Development Domain
Preschoolers
• During the preschool years, children begin to exhibit the
early signs of a developing personality.
• Three-year-olds:
– Engage in solitary and parallel play, as well as begin to
engage in associative play
– Enjoy being praised for accomplishments and positive
behaviors
– Begin to talk about how they feel, or the emotions they are
experiencing
– Are generally happy, and enjoy being silly and making others
laugh
– Show fear, understand danger, and cry easily
Child Growth and Development 123
PG – 55
 The Social and Emotional
Development Domain
Preschoolers
• Four-year-olds:
– Show increasing responsibility in cleaning up and following
rules
– Engage mostly in associative play, but are beginning to learn
patience, take turns, and engage in group play
– Begin to talk through problems and express their emotions
through words, rather than through anger or outbursts
– Begin to understand their gender and typical traits associated
with gender roles

Child Growth and Development 124

PG – 55
 The Social and Emotional
Development Domain
Preschoolers
• Five-year-olds:
– Begin to engage in more complicated play activities, including
taking turns, sharing, and playing games with rules while
following those rules
– Are becoming daring and like to try new activities and
experiences, accomplish things on their own, and choose their
own activities
– Are sensitive to and care about others’ feelings
– Show special affection to their family, including siblings, and
enjoy talking about family members

Child Growth and Development 125

PG – 55
 The Social and Emotional
Development Domain
School-Agers
• During the school-age years, children are making great
leaps in their social and emotional development.
• Six-year-olds:
– Are beginning to make a lot of friendships, and also end some
friendships
– Gain a sense of security through following rules and remind
others to follow the rules
– Prefer to interact with members of the same sex
– Begin to understand the perspective of others in their
environment
– Become less egocentric
– Transition from associative play to more advanced play
Child Growth and Development 126
PG – 55
 The Social and Emotional
Development Domain
School-Agers
• Seven-year-olds:
– Enjoy more organized play activities, such as board games
and card games
– Begin to disagree with peers
– Work together with peers more and more often
– Are willing to play by the rules in order to be accepted in a
group

Child Growth and Development 127

PG – 55
 The Social and Emotional
Development Domain
School-Agers
• Eight-year-olds:
– Prefer being part of a group or team, rather than engaging in
solitary play
– Experience both positive and negative peer pressure
– Manage their feelings, whether they are winning at a game or
not
– Become more and more independent and enjoy trying new
things
– Begin to worry about things and experience anxiety

Child Growth and Development 128

PG – 55
 The Social and Emotional
Development Domain
Forming Friendships
• It is during the preschool years that children begin to form
true relationships with peers.
• Rather than exposing a child to a large group of peers,
parents or caregivers can introduce one friend at a time.
• Children for whom English is a second language may need
a buddy to help them transition into a larger peer group.
• Children with special needs may profit from the same buddy
system as they become accepted by their peers.

Child Growth and Development 129

PG – 55
 The Social and Emotional
Development Domain
Forming Friendships
• Children are not born knowing how to form friendships, nor
do they come into this world understanding the rules their
society has established.
• Learning to handle disputes and resolve conflicts are
important skills for children to learn.
• Learning to get along with others and develop friendships
are good indicators of a child’s healthy development.

Child Growth and Development 130

PG – 55
 The Social and Emotional
Development Domain
Mrs. Nguyen has just moved into your community from
California and enrolled her four-year-old daughter in your
child care program and her eight-year-old in your after-
school program. She is concerned about making sure
that they quickly make friends in the neighborhood.

How would you ensure that her children have plenty of

opportunities to develop new friendships with the other
children in care?

Child Growth and Development 131

PG – 55
 Key Point

Because social and emotional

development is linked with cognitive
development, it is extremely
important that children are given
every opportunity to establish
healthy relationships with both
adults and peers.

Child Growth and Development 132

PG – 55
 Supporting Social and
Emotional Development
• To strengthen feelings of attachment and help the infant
build a close, trusting relationship with his/her caregiver, it is
important to:
– Recognize the need for a primary caregiver for each child.
– Move in quickly to comfort the infant when he/she is
distressed. You can rock, sing, or walk with him/her to soothe.
– Be attentive to the infant’s signals and cues and respond
quickly to his/her need for food and comfort.
• Separation can be a very emotional time for both children
and parents.
• Throughout the day, there are many opportunities for baby
and caregiver to be intimate and get better acquainted.
• Children are known for their developing independence and
sense of self. Child Growth and Development 133
PG – 56
 Key Point

In addition to ensuring their physical

safety, supporting children’s social
and emotional development is one
of the most important tasks you
have, as a child care provider.

Child Growth and Development 134

PG – 56
 Identifying Facial
Expressions
Can you think of any other ways you could use this emotion face
chart with the children?
• Ask the children to show these emotions on their faces, one at a time.
• Ask, “What does your face do when you are mad or tired or …?”
• Ask, “What does your mother say when your face looks like….?”
• You could also take pictures of a
child showing the different
emotions. Then, make a poster
for each child so they can use the
chart to help them identify their
feelings.

Child Growth and Development 135

PG – 56
 Key Point

The Social and Emotional Domain

is important because it builds the
foundation for how individuals will
regulate their emotions and build
emotions for their entire life.

Child Growth and Development 136

PG – 56
 Key Point

The Approaches to Learning

Domain refers to how children
approach learning experiences.

Child Growth and Development 137

PG – 57
 The Approaches to Learning
Domain
Infants and Toddlers
• When you place a toy about three feet in front of an eight-
month-old and call their attention to it, what might they do?
– The child might roll or crawl toward the toy.
• You can use a toy or other items in the learning environment
to stimulate the child’s curiosity by sitting with the toy and
calling to the child, or by choosing a toy that makes noise or
lights up.
• When an infant or toddler has an attachment to an adult,
they tend to respond to the adult’s actions by imitating
them.

Child Growth and Development 138

PG – 57
 The Approaches to Learning
Domain
Preschoolers
• Children need to:
– Observe and investigate (eagerness and curiosity)
– Record and represent (persistence)
– Explain and draw conclusions (creativity and inventiveness)
• Preschoolers, ages three to five are full of questions.
• How can you encourage children to stay focused on a task
for increasing periods of time?
– Set a timer for the activity. Make sure it is an appropriate
amount of time for the age range of the children. Encourage
children to work until the timer goes off, and praise their
persistence and determination.
Child Growth and Development 139
PG – 57-58
 The Approaches to Learning
School-Agers Domain
• As children reach the age of six and enter school, they are
becoming excited about learning, making new friends, and
engaging in new experiences.
• Six-year-olds:
– Are learning to read and experiencing emergent literacy as
they recognize and learn to write symbols and letters
– Enjoy and learn from sensory experiences, such as building
blocks, art supplies, puzzles, and musical instruments
– Need to have hands-on learning experiences so they can
learn through trial and error, and enjoy the rewards of
experiencing success and accomplishment
– Show increasing attention spans, and can concentrate for
longer periods of time without becoming distracted
Child Growth and Development 140
PG – 59
 The Approaches to Learning
Domain
School-Agers
• Seven-year-olds:
– Are becoming aware of themselves as individuals
– Are developing concepts of space and time in logical and
practical ways
– Are gaining a better concept of cause and effect (“If I do this,
then this will happen…”)
– Can tell time and make plans in advance

Child Growth and Development 141

PG – 59
 The Approaches to Learning
Domain
School-Agers
• Eight-year-olds:
– Enjoy collecting and organizing items, such as toys or
baseball cards, and putting them on display; they also enjoy
comparing and trading these items with peers
– Collect and save money for future purchases, and are willing
to perform tasks or jobs for payment
– Like to work independently and delight in achieving success
– Willingly accept challenges and responsibilities, and enjoy
being rewarded for their work

Child Growth and Development 142

PG – 59
 Implications for the
Approaches to Learning
Domain
• Approaches to learning requires child care professionals to
be alert to opportunities to encourage and praise children
who are demonstrating persistence, intellectual curiosity,
and creativity.

• The habits and attitudes in this domain are not learned only
through formal instructions, but are encouraged in children
by being around people who exhibit them.

Child Growth and Development 143

PG – 59
 Implications for the
Approaches to Learning
Domain
• As the child care professional, you need to acknowledge a
child when you see them completing a task or being
persistent in their dedication to solving a problem.

• You can help support eagerness, curiosity, persistence,

problem solving, and creativity with effective modeling by
adults; also by giving praise to children when they exhibit
use of these habits and attitudes.

Child Growth and Development 144

PG – 59
 Key Point

The Approaches to Learning

Domain involves a child’s
eagerness to learn and includes
curiosity, persistence, creative
problem solving, and the ability to
create and complete long-term
projects.

Child Growth and Development 145

PG – 59
 Key Point

The Language and Communication

Domain refers to the ability to
communicate.

Child Growth and Development 146

PG – 60
 Vision and Hearing in
Infancy
Vision in Infancy
• At birth, infants do not see as well as adults.
• Young infants are able to see at a distance of approximately
eight to fifteen inches.
• Young babies like looking at the human face and find it very
interesting.
• Infants have some difficulty focusing their eyes on things
beyond fifteen inches.

Child Growth and Development 147

PG – 60
 Vision and Hearing in
Infancy
Hearing in Infancy
• Babies are born with the ability to hear.
• Long before a baby is born, he/she is hearing sounds such
as his/her mother’s voice and his/her mother’s heartbeat.
• Newborns are especially fascinated by the human voice.
• Before babies utter their first word, they are preparing for
language in many ways

Child Growth and Development 148

PG – 60
 Key Point

Infants and toddlers attach meaning

to words and other sounds, and to
what they see in the environment.

Child Growth and Development 149

PG – 60
 The Language and
Communication Domain
Infants
• Language development occurs in gradual steps as children
age.
• As a baby grows older, the crying becomes more
differentiated into a variety of sounds.
• Around two months of age, infants begin to make vowel-like
noises, called cooing, because of their “ooo” quality.
• Typically, the average young toddler will use “Mama” and
“Dada” with meaning by about eleven months. Around
twelve to twenty-four months, most babies begin to use
words.

Child Growth and Development 150

PG – 61
 Key Point

Crying is an infant’s first method of

communication.

Child Growth and Development 151

PG – 61
 The Language and
Communication Domain
Toddlers, Preschoolers, and School-Agers
• Between 18 and 24 months of age, the child begins to say
two-word sentences.
• At 24 months, a child’s receptive contains about 300
words.
• Around 36 months, children will respond when spoken to,
tell lots of stories, and enjoy rhyming and singing.
• At 46 months, a child should know both their first and last
name, as well as be able to speak in sentences of
increasing length.
• School-age children will begin to show an increased
understanding of grammar in their speech around the age of
six. Child Growth and Development 152
PG – 61
 Key Point

The progression of skills related to

speaking is very rapid once children
reach the age of three years old.

Child Growth and Development 153

PG – 61
 Developing Literacy Skills
• Literacy is a key skill involved in the learning process and
the earlier this skill is developed, the better the chances a
child will have a successful academic career.

• It is never too early to start reading to children.

• Older toddlers show growing interest in print and books.

• They are also demonstrating phonological awareness by

saying the sounds of letters.

• Studies have shown that a child’s knowledge of the alphabet

by the time they reach kindergarten is one of the single best
predictors of eventual reading success.
Child Growth and Development 154
PG – 61-62
 Key Point

Daily reading is essential to literacy

– the more children read, the better
readers and writers they become.

Child Growth and Development 155

PG – 62
 Reading to Children
Caregivers should:
• Model a joy of reading and writing for children.
• Create a high-quality, diverse library of books for story time
and individual reading.
• Encourage parents to read aloud to their children and have
plenty of books and reading materials available in the home.
• Create a print-rich environment with plenty of art, books,
vocabulary strips, maps, posters, and alphabet signs.
• Use a computer to find stories, learning activities, and
games that can become a part of the daily schedule.

Child Growth and Development 156

PG – 62
 Reading to Children
There are a few best practices to keep in mind when planning for
story time:
– Preview the material. Ensure that all materials are fun, engaging, and age
appropriate.
– Practice reading with plenty of expression. This helps make story time a more
engaging experience for children.
– Continue to add engaging, age-appropriate reading materials to your child care
library.
– Since younger children have shorter attention spans, choose shorter books.
– Choose books with pictures that will interest children and fuel their
imaginations.
– Children love words that rhyme. Choose materials that help children build their
rhyming skills.
– Stories and poems that rhyme are fun and appeal to children.
– Allow children to act out various parts of a story as you read a book.
– Let children act out the animal sounds and try to predict what is coming next.
– Have children repeat familiar rhyming verses and songs.

Child Growth and Development 157

PG – 62
 Key Point

The Language and Communication

Domain involves a child being able
to communicate with others through
their abilities to see, hear, speak,
read, write, and construct an
understanding of things around
them.

Child Growth and Development 158

PG – 62
 Writing Skills
• There should be time designated each day to practice
writing.

• Daily practice is essential to help children become more

proficient in writing letters, words, and sentences.

• Reading and writing skills develop in children at the same

time.

Child Growth and Development 159

PG – 63
 Key Point

Daily practice in the skills of writing

is essential for children to develop
their writing ability.

PG – 63 Child Growth and Development 160

 Implications for the
Language and
Communication Domain
• The implications that literacy has on language and
communication extend beyond reading and writing, and can
be seen in children’s spoken communications.

• Listen to and talk with each child every day.

• You can also incorporate games and songs that help

broaden and build the depths of children’s vocabularies.

Child Growth and Development 161

PG – 63
 Key Point

The Cognitive Development and

General Knowledge Domain refers
to the child’s intellectual or mental
abilities.

Child Growth and Development 162

PG – 64
 The Cognitive Development
and General Knowledge
Infants and Toddlers Domain
• Caregivers should provide a great deal of opportunities for
infants to interact safely with appropriate materials.
• Twelve- to twenty-four-month-old children are beginning to
exhibit much more obvious signs of cognitive development,
such as cause and effect, and object recognition.
• Between the ages of two and three years old children will
display their cognitive progress through a variety of
increasingly complex behaviors.
• What kinds of objects can be used in the child care
environment to stimulate children to engage in cognitive
play? Child Growth and Development 163
PG – 64
 The Cognitive Development
and General Knowledge
Preschoolers
Domain
• Math is a big part of the world of a preschooler.
• Diversity in race, ethnicity, gender, and out-of-school
experiences must be considered as you plan activities and
learning experiences.
• Children are interested in the world around them.
• By age four, they enjoy using flashlights, magnifying
glasses, and rulers for investigations.
– If you can easily take your three-year-olds outside, how could
you set up a science observation activity with magnifying
glasses?
Child Growth and Development 164
PG – 64
 Key Point

Knowing what to expect from each

child in your care allows you to
create the ideal learning
environment and design the most
appropriate opportunities for
learning.

Child Growth and Development 165

PG – 65
 The Cognitive Development
and General Knowledge
School-Agers Domain
• Six-year-olds:
– Enjoy both structured and unstructured activities, and have an
attention span of up to 30 minutes
– Are becoming aware of time, although they probably cannot
tell time at this age
– Are aware of the season and the type of weather that each
season brings
– Can count to 50; and can also count in patterns such as
counting by two at a time, or five at a time
– Enjoy reading stories and exhibit excitement about stories and
subjects that interest them
Child Growth and Development 166
PG – 65
 The Cognitive Development
and General Knowledge
School-Agers
Domain
• Seven-year-olds:
– Begin reading with increasing comprehension and
understanding of what they are reading, and are beginning to
read for fun and pleasure
– Show interest in a growing variety of subjects, including
computers, games, jokes, riddles, maps, globes, and graphs
– Are able to measure in terms of inches and centimeters, and
enjoy measuring with rulers, measuring tape, and yardsticks
– Can tell time using a digital clock, and are beginning to
understand how to tell time using an analog clock
Child Growth and Development 167
PG – 65
 The Cognitive Development
and General Knowledge
School-Agers
• Eight-year-olds:
Domain
– Enjoy completing projects and learn more from hands-on
experiences than from listening to a speaker; and can engage in
research activities, such as observing, exploring, questioning, and
recording information
– Can use a calendar to identify the date; identify future events; and
keep track of activities, such as sporting events or school meetings
– Use reasoning to understand why things happen, and question the
reasoning of others or of why things happen a certain way
– Are interested in other places they have not visited and in other
cultures; and enjoy having pen pals and learning about customs,
languages, and activities of other people
Child Growth and Development 168
PG – 65
 Implications for the
Cognitive Development and
General Knowledge Domain
• Learning depends, in part, on the quality of the experiences and
opportunities children have, both at home and with their child
care professionals.
– Use math and science vocabulary words when appropriate
– Look for read-aloud books that reinforce math, science, social
studies, and art and music
– Use positional vocabulary, and refer to maps and location charts
– Provide children with classroom activities, materials, and
discussions that address a wide range of diversity

Child Growth and Development 169

PG – 65
 Key Point

The Cognitive Development and

General Knowledge Domain
includes knowledge of
mathematics, scientific thinking,
awareness of social studies, and
the arts through exploration,
discovery, concept and memory
formation, problem solving, and
creative expression.

Child Growth and Development 170

PG – 65
 Conclusion
You have achieved this module’s learning objectives if you
can:
• Summarize the developmental domains
• Categorize age ranges and the typical growth, behavior, or
skill expectancies in the developmental domains

Child Growth and Development 171

PG – 67
Child Growth and Development

Module 5: Guiding Children’s

Behaviors

PG – 68 172
 Module Goal and Learning
Goal Objectives
Participants will understand best practices associated with
guiding children’s behaviors towards appropriate
expectations, and methods associated with addressing
challenging behaviors.

Learning Objectives
After successfully completing this module, you will be able to:
• Identify appropriate behavioral expectations of children in
early childhood classrooms
• Apply appropriate techniques for handling challenging
behaviors

PG – 68 Child Growth and Development 173

 Key Point

When caregivers are prepared to

address them, challenging attitudes
and behaviors present an
opportunity for caregivers to provide
positive guidance to children.

PG – 69 Child Growth and Development 174

 Activity: What
Happened Today?
• Reflect on the last time you were in your classroom or with a
group of children. What behaviors did you notice? After you
have listed the behaviors, answer the following questions:
– Which behaviors were positive?
– Which behaviors were negative?
– What influenced the positive behaviors?
– What influenced the negative behaviors?
• Thinking about your observations, were any of the behaviors
a result of expectations not matching the child’s
developmental level?

Child Growth and Development 175

 Prosocial Behavior
• Prosocial behavior in adults and children represents the
most positive attributes of society.

• Acts of kindness—such as helping, sharing, sympathizing,

cooperating, and comforting—benefit all persons, the givers
and the receivers.

• As a child care professional, you can increase children’s

kindnesses to others by creating situations in which you
model the behaviors and attitudes you expect of children.

• Look for instances of positive behaviors and acknowledge

them. Actively teach children to think and act with social
responsibility.
PG – 70 Child Growth and Development 176
 Prosocial Behavior
Benefits of Prosocial Behavior
• Engaging in prosocial behaviors:
– Creates feelings of satisfaction
– Builds perceptions of competence
– Provides entry into social situations
– Promotes ongoing relationships
– Increases chances of receiving help or cooperation
– Leads to a positive group atmosphere

PG – 70 Child Growth and Development 177

 Prosocial Behavior
How to Promote Prosocial Behavior
• Caregivers are in a unique position to act as role models to
children and to model desirable, appropriate behaviors that
we want to see reflected in the actions and behavior of the
children in care.

• Caregivers who design appropriate learning environments

and create an atmosphere that encourages these positive,
rewarding behaviors help children establish prosocial
behaviors as a positive habit that will benefit them
throughout their lives.

PG – 70 Child Growth and Development 178

 Self-Discipline
• People who are self-disciplined are aware of appropriate
behaviors and their effect on others. They are also capable
of making decisions that are socially responsible and have a
positive effect on their environment.

• Adults and caregivers are the primary people who contribute

to a child’s ability to become self-disciplined.

• Caregivers should take an active role in encouraging

children to engage in desirable actions and behaviors, such
as sharing with others, comforting their peers, and being
honest and respectful.

PG – 71 Child Growth and Development 179

 Key Point

Self-discipline in children is
established when adults and
caregivers successfully teach
children how to behave
appropriately on their own.

PG – 71 Child Growth and Development 180

 Addressing Challenging
Behaviors
• Effective strategies should always be used when addressing
challenging behaviors to ensure that children learn a positive
lesson and avoid negatively affecting any of the children in care.

• There are a variety of strategies that result in a reduction of

negative and challenging behaviors exhibited by children.

PG – 72 Child Growth and Development 181

 Key Point

Successfully addressing
challenging behaviors in the child
care environment requires a
combination of using effective
strategies, and avoiding negative or
ineffective strategies.

PG – 72 Child Growth and Development 182

 Activity: What
Would You Do?
• Derek is in the block area throwing blocks.

• Elle is calling her friends names on the playground.

• Jane told Ryan he could not play with her in the dramatic
play center because he was a boy.

Child Growth and Development 183

 Conclusion

You have achieved this module’s learning objectives if you

can:
• Identify appropriate behavioral expectations of children in
early childhood classrooms
• Apply appropriate techniques for handling challenging
behaviors

PG – 73 Child Growth and Development 184

Child Growth and Development

Module 6: Developmentally
Appropriate Practice

PG – 74 185
 Module Goal and Learning
Goal
Objectives
Participants will understand the role of Developmentally
Appropriate Practice in the design of quality care
environments.

Learning Objectives
After successfully completing this module, you will be able to:
• Define Developmentally Appropriate Practice (DAP)
• Identify components of developmentally appropriate learning
environments
• Plan developmentally appropriate learning experiences

PG – 74 Child Growth and Development 186

 Characteristics of
Developmentally
Appropriate Learning
Environments
• The National Association for the Education of Young
Children’s (NAEYC) position paper, Developmentally
Appropriate Practice in Early Childhood Programs Serving
Children from Birth through 8, speaks to the value of our
work with children. We are the important first link in a child’s
road to growth.

PG – 75 Child Growth and Development 187

 Key Point

It is important to value the ages and

abilities of children in order to make
appropriate choices in planning
your early childhood classroom.

PG – 75 Child Growth and Development 188

 Key Point

Developing and utilizing high-quality

materials and research gives us an
understanding of the children in our
care, and of the stimulating and
responsible curriculum they need to
help them reach their maximum
potential.

PG – 75 Child Growth and Development 189

 What is DAP?
• Developmentally Appropriate Practice

• We use Developmentally Appropriate Practice when

planning for children because it:
– Helps children maintain a high level of attention
– Assures learning while participating in age-appropriate
activities
– Encourages participation without causing feelings of
frustration
– Allows for individual developmental growth

PG – 76 Child Growth and Development 190

 What is DAP?
• Child care professionals who use Developmentally
Appropriate Practice make decisions about the education
and the well-being of children based on three important
sources:
– What you know about how children develop and learn
– What you know about the strengths, needs, and interests of
individual children
– What you know about the social and cultural contexts in which
the children live

• DAP is often referred to as “Ages and Stages.”

PG – 76 Child Growth and Development 191

 DAP Defined
• Developmentally Appropriate Practice is age appropriate.
– In Module 4, you learned about how children in the age
ranges of birth to 12 develop and learn.
– With this information in mind, you can develop activities,
routines and strategies that meet the needs of children in the
age ranges you serve.
– DAP should be interesting, safe and achievable while still
being challenging for children to accomplish.
– The DAP are valuable general guidelines to support the
learning of children.

PG – 76 Child Growth and Development 192

 DAP Defined
• Developmentally Appropriate Practice is individually
appropriate.
– Since children do not always develop at the same rate, it is
important for child care professionals to carefully observe the
children to determine if they are simply lagging behind and will
probably catch up, or if they have more serious issues that
require intervention and accommodations.
– In addition, a child’s background, past experiences, talents,
and interests all affect which activities match a certain child.
– If a child has had little or no experience in a certain area,
he/she will not perform as well as a child who has had lots of
experience in that same area.
– For example, a child who has never seen snow will not know
how to play snow games or completely understand stories
about children in snow.
PG – 76 Child Growth and Development 193
 DAP Defined
• Developmentally Appropriate Practice is socially and
culturally appropriate.
– The richness of a diverse classroom offers many opportunities
for children to share their heritage with others while requiring
you to be alert to culturally sensitive areas and taboos, which
may affect children’s interactions with adults or their peers.
– For example, some children of Asian descent are taught that
looking an adult in the eyes is rude.
– Activities should relate to children’s past experiences so that
strategies and content build on what is familiar to children and
their families.

PG – 76 Child Growth and Development 194

 Key Point

Developmentally Appropriate
Practice (DAP) is defined as
curriculum and environments that
are age, individually, socially, and
culturally appropriate.

PG – 77 Child Growth and Development 195

 Key Point

DAP is valuable as a general

guideline to support children’s
learning.

PG – 77 Child Growth and Development 196

 The DAP Triangle

PG – 77 Child Growth and Development 197

 The DAP Triangle
According to K. Paciorek and J.H. Munro (1998) in their book,
Notable Selections in Early Childhood Education, action in the
learning environment is a sign of good teaching practices:

“Good practice is children in action: children busy constructing,

creating with multi-media, enjoying books, exploring,
experimenting, inventing, finding out, creating and composing
throughout the day. Good practice is teachers in action:
teachers busy holding conversations, guiding activities,
questioning children, challenging children’s thinking, observing,
drawing conclusions, and planning and monitoring activities
throughout the day.”

PG – 77 Child Growth and Development 198

 Activity: Selecting
Appropriate Activities for
Age Groups
Infants and Toddlers Preschoolers School-Agers
(Birth to 2) (3 to 5) (6 to 12)
4 2 1
8 5 3
10 6 11
14 9 15
7 12 16
13 17

PG – 78 Child Growth and Development 199

 Key Point

Developmentally Appropriate
Practice can, and should, be used
to meet the needs of all children.

PG – 79 Child Growth and Development 200

 Child Care Program
Modification Suggestions
• Children with special needs want to be able to learn in ways
that are similar to children without special needs.

• While some children with special needs will not be able to

participate fully in all play activities, they should be
encouraged to participate whenever safe and practical.

• Modifications to activities should be made to allow children

with special needs to participate in group activities.

PG – 79 Child Growth and Development 201

 Key Point

Modifications to activities should be

made to allow children with special
needs to participate in group
activities and learning centers.

PG – 79 Child Growth and Development 202

 Activity: Putting the
Puzzle Together
Think about how you might address the special needs of each
of the following four-year-old children while you are teaching
them to complete a twenty-piece puzzle.

• A child who is physically challenged

• A child who is socially challenged
• A child who is shy or emotionally challenged
• A child who is gifted
• A child who is mentally challenged

PG – 80 Child Growth and Development 203

 DAP for Culturally-Diverse
Classrooms
• Using Developmentally Appropriate Practice contributes to
meeting the needs of a culturally diverse classroom.
• Culture is the impact that a person’s immediate society has
on how a person perceives and reacts to the world.

• It is the responsibility of child care professionals to:

– Be aware of and respect each family’s/child’s cultural
practices
– Provide opportunities for children to learn about their own
culture and each other’s cultures through stories, songs,
poems, pictures, and visitors to the classroom; and toys,
materials, props for dramatic play

PG – 81 Child Growth and Development 204

 DAP for Culturally-Diverse
Classrooms
• Developmentally appropriate activities should be considered
with the child’s or group’s cultural differences in mind. This
can be done by designing activities that:
– Embrace ideas from many different cultures
– Allow for children to explore their cultural heritage
– Avoid stereotypes
– Include examples that span all cultures, and are not too
focused on any one culture

• Remember that cultural differences generally include

language, clothing, food, and religion.

PG – 81 Child Growth and Development 205

 Key Point

When working with children with

special needs—or children from
different cultures—it is important to
be aware of, and accept and
appreciate, the differences.

PG – 81 Child Growth and Development 206

 Play as a Developmentally
Appropriate Practice
• The more involved a child is in a learning experience, the
faster the child will learn.

• When have you observed children rapidly learning a skill or

idea through play?

PG – 82 Child Growth and Development 207

 Play as a Developmentally
Appropriate Practice
• Play contributes positively to child development.
• Learning in the Physical Development, Cognitive
Development and General Knowledge, Language and
Communication, Approaches to Learning, and Social and
Emotional Development Domains is supported by play.
• Early learning relies on play experiences in which children
have many opportunities to make their own choices and
decisions, initiate interactions, assume responsibilities, care
about the needs of others, and be challenged by tasks that
prompt them to stretch.
• Developmental progress does not occur during repetitive,
mindless activities.
PG – 82 Child Growth and Development 208
 Play as a Developmentally
Appropriate Practice
Ways that the domains are supported by play:
• Physical Development: developing healthy bodies with well-
controlled functions; and gross and fine motor development
with toys and tools of learning
• Cognitive Development and General Knowledge: inquiring,
experimenting, exploring, practicing, identifying patterns,
and representing ideas through art and taking on pretend
roles
• Language and Communication: listening, speaking, reading,
and writing

PG – 82 Child Growth and Development 209

 Play as a Developmentally
Appropriate Practice
Ways that the domains are supported by play:
• Approaches to Learning: eagerness, curiosity, persistence,
creativity, and inventiveness
• Social and Emotional Development: self-confidence, self-
control, interaction with others, and social problem solving

• Purposeful planning for play involves knowing the early

childhood learning outcomes that are essential for effective
lifelong learning and success in everyday living.

PG – 82 Child Growth and Development 210

 Play as a Developmentally
Appropriate Practice
• Musical Play
• Constructive Play
• Artistic Play
• Cognitive Play
• Exploratory Play
• Dramatic Play
• Language Play

PG – 82-83 Child Growth and Development 211

 Key Point

Play contributes positively to child

development in all of the learning
domains.

PG – 83 Child Growth and Development 212

 Learning Centers
• Learning centers are designated areas in a child care
program that are devoted to a particular domain of play.

• There are a number of reasons why learning centers are of

value to children. Learning centers help by:
– Providing structure for children by delineating where certain
activities must take place
– Varying the activities in which children can participate
– Allowing children to make choices about how they would
enjoy spending their time
– Encouraging experimentation and exploration, and stimulating
the imagination

PG – 84 Child Growth and Development 213

 Learning Centers
• Learning centers support a child’s development because
children learn to...
– Construct their own knowledge by exploring their environment
– Learn to make and follow through on choices based on their
own developmental needs and interests
– Use language in meaningful context
– Play and learn at their own developmental level
– Play alone or in small groups
– Interpret experiences through the filter of their own culture and
environment

PG – 84 Child Growth and Development 214

 Learning Centers
• What is the caregiver’s role in using learning centers?
– Plan and prepare the environment.
– Set up appropriate areas with safe, open-ended and
stimulating toys and materials.
– Manage the flow and activities.
– Guide children to make choices and follow through on them.
– Support and extend children’s play.
– Supervise, observe, be available to children, and become
involved.
– Make accommodations for children with special needs.

PG – 84 Child Growth and Development 215

 Key Point

Learning centers are designated

areas in a child care program that
are devoted to groups of activities
related to a type of play experience,
which support a variety of learning
domains.

PG – 84 Child Growth and Development 216

 Key Point

Child care professionals need to

plan a variety of activities and
materials for each day by using a
planning tool to ensure that learning
is central to the activities
experienced by the children.

PG – 85 Child Growth and Development 217

 Learning Experience
Planning

PG – 86 Child Growth and Development 218

 Learning Experience
Planning

PG – 87 Child Growth and Development 219

 Activity: Old
MacDonald Had a Farm
Mrs. Clark gathered the children for morning circle and had
them sing Old MacDonald Had a Farm, a song all the children
know. She explains that it is a song that has been around for a
long time. Even their parents probably learned that song when
they were younger. She asks them:
– What do farmers do?
– Are there women who are farmers? How do you know?
– Have you ever been to a farm?
– What did you see?
• What learning activities can Mrs. Clark do to emphasize
each of the five domains using the song as a beginning point
for the activities?
.PG – 88 Child Growth and Development 220
 Activity:
Sharing Questions
Review the goals and question you wrote in Module 1.

• Have all of your goals been met?

• Was your question answered?

PG – 2 Child Growth and Development 221

 Conclusion
You have achieved this module’s learning objectives if you
can:
• Define Developmentally Appropriate Practice (DAP)
• Identify components of developmentally appropriate learning
environments
• Plan developmentally appropriate learning experiences

PG – 89 Child Growth and Development 222