FTCE PREK -3 Developmental Knowledge
1.Neuroses: Second most common; group of psychiatric disturbances of
child- hood, symptoms include extreme anxiety, over dependence,
social isolation, sleep problems, unwarranted nausea, abdominal pain,
diarrhea, or headaches
2.Depression: sad, cry, show little or no interest in people or activities,
have eating and sleeping problems, and sometimes talk about wanting
to be dead
3.Psychosis: loss of contact with reality, rare in childhood, often
difficult to diag- nose, failure to make normal emotional contact with
other people .. most common schizophrenia in which child loses touch
with reality and withdraws from relation- ships with others, more
common in boys than girls, curtain between them and rest of world,
have a flat or habitually agitated facial expression, mute, or can talk
incessantly about fears
4.Autism: can occur as early as 4th month of life, children have built a
wall between themselves and everyone else, including families, do not
make eye contact, do not even appear to hear voices of those who
speak to them, cannot empathize with others and have no ability to
appreciate humor, language disturbances, 1/3 may not develop speech
,at all but grunts and whines, can become compulsive about
arrangements of objects, engage in simple activities for long periods of
time,
5.infants/babies: 0-2
6.toddlers/preschool: 2-5 child learns to walk, begins to talk, learning
emotions
...meltdowns, begin to play parallel play which will turn to more social as
they get older,
7.school aged: 6-12 intense interest in their peers,
8.atypical (uncommon) development: Developmental delays may be
contributed to factors in development that may be linked to something
else...
Down syndrome-most significant speech delay, motor skills delayed,
babies very social will interact
Autism=lack of responding to facial expressions, not smiling by age 4 are
all warning signs...
9.Substance abuse: reasons why out of curiosity, to party, peer
pressure, avoid dealing with problems,
10.Physical abuse: physical-poor self image, difficulty trusting adults,
, agressive and disruptive displays anger and rage over little things self
destructive behavior anxiety and fears failure in school fear of new
situations
11.Emotional abuse: lying, fighting, stealing regularly or blatantly
12.Piagets stages of development: Sensorimotor (birth
to 2) Preoperational (2-7)
Concrete Operational (7-11)
Formal Operational (7-15)
13.12 principals on how children learn: brain is a complex adaptive
system brain is social
search for meaning is innate
we use patterns to learn more effectively
emotions are crucial to development
patterns each brain perceives and creates
parts and whole learning involves focused
and peripheral attention
learning involves conscious and unconscious
processes we have at least two ways to organize
memory
learning is developmental
complex learning is enhanced by
challenged every brain is unique
1.Neuroses: Second most common; group of psychiatric disturbances of
child- hood, symptoms include extreme anxiety, over dependence,
social isolation, sleep problems, unwarranted nausea, abdominal pain,
diarrhea, or headaches
2.Depression: sad, cry, show little or no interest in people or activities,
have eating and sleeping problems, and sometimes talk about wanting
to be dead
3.Psychosis: loss of contact with reality, rare in childhood, often
difficult to diag- nose, failure to make normal emotional contact with
other people .. most common schizophrenia in which child loses touch
with reality and withdraws from relation- ships with others, more
common in boys than girls, curtain between them and rest of world,
have a flat or habitually agitated facial expression, mute, or can talk
incessantly about fears
4.Autism: can occur as early as 4th month of life, children have built a
wall between themselves and everyone else, including families, do not
make eye contact, do not even appear to hear voices of those who
speak to them, cannot empathize with others and have no ability to
appreciate humor, language disturbances, 1/3 may not develop speech
,at all but grunts and whines, can become compulsive about
arrangements of objects, engage in simple activities for long periods of
time,
5.infants/babies: 0-2
6.toddlers/preschool: 2-5 child learns to walk, begins to talk, learning
emotions
...meltdowns, begin to play parallel play which will turn to more social as
they get older,
7.school aged: 6-12 intense interest in their peers,
8.atypical (uncommon) development: Developmental delays may be
contributed to factors in development that may be linked to something
else...
Down syndrome-most significant speech delay, motor skills delayed,
babies very social will interact
Autism=lack of responding to facial expressions, not smiling by age 4 are
all warning signs...
9.Substance abuse: reasons why out of curiosity, to party, peer
pressure, avoid dealing with problems,
10.Physical abuse: physical-poor self image, difficulty trusting adults,
, agressive and disruptive displays anger and rage over little things self
destructive behavior anxiety and fears failure in school fear of new
situations
11.Emotional abuse: lying, fighting, stealing regularly or blatantly
12.Piagets stages of development: Sensorimotor (birth
to 2) Preoperational (2-7)
Concrete Operational (7-11)
Formal Operational (7-15)
13.12 principals on how children learn: brain is a complex adaptive
system brain is social
search for meaning is innate
we use patterns to learn more effectively
emotions are crucial to development
patterns each brain perceives and creates
parts and whole learning involves focused
and peripheral attention
learning involves conscious and unconscious
processes we have at least two ways to organize
memory
learning is developmental
complex learning is enhanced by
challenged every brain is unique
