Summary
Summary HBEDBLV Summaries of all the chapters - 3,4,6,10,11,12,13,14
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- Institution
A complete summary of all the chapters you need to study for the exam. it includes the chapters 3, 4, 6, 10, 11, 12, 13, and 14.
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HBEDBLVSummaries
Chapter 3 – Defining the young child
The whole child
The concept – is based on the accepted principle that all areas of human growth and
development are integrated.
Developmental domains
Three are used to define the “whole child” and to express how children grow and
develop:
1. Social-emotional development: child’s relationship with themselves and
others, self-concept, self-esteem, and the ability to express feelings
2. Physical-motor development: gross motor, fine motor, and perceptual motor
activity
3. Cognitive-language development: curiosity, the ability to perceive and think,
memory, attention span, general knowledge, problem solving, analytical
thinking, beginning reading, and computing skills, children’s utterances,
pronunciation, vocabulary, sentence length, and the ability to express ideas,
needs and feelings.
Spheres of influence on the growing child:
Cultural identity development Creative development
Interconnection between developmental The usual creative activities like
stages and a growing awareness of movement, dance, music, painting and
one’s attitudes towards others originality imagination, divergent
thinking and problem solving
Growth is interrelated
- Physical development affects how children feel about themselves
- Intellectual skills interact with language development and creativity
Developmental Ages and Stages: Major Milestones
The value of word pictures
Characteristics of each developmental phase = word pictures
Word pictures:
- designed to help classroom teachers plan learning experiences for a group of
children.
- help teacher know what to expect and when to expect it.
In behaviour and guidance
" Guidance and discipline strategies are used based on the expected behaviours in a
given age range
" Knowledgeable teacher accepts the characteristics and guides each child
accordingly
" Using age-level charts as a reference, teacher lessen the risk of expecting too much
or too little at any given age
" Age-level characteristics give a frame of reference for handling daily situations and a
basis for planning appropriate guidance measures
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In curriculum
" Word pictures - used to tailor curriculum planning to an individual child or a particular
class or group on the basis of known developmental standards.
" A group cooking experience, for instance, allows children to choose their level of
comfort and involvement. As an early reader at age 4, Sarah reads the recipe out to
her group, Dora enjoys mixing all the ingredients together, refining her small motor
skills, Josh who loves to play with mud and clay, spreads the cookie sheet with oil
while Mikael helps the teachers adjust the oven temperature.
" The skills and abilities of the specific age group help to determine the kind of
activities at which children can succeed while still taking the next step in their
development.
In cultural awareness
" Children become aware of and form attitudes about racial and cultural differences at
an early age.
" Their experiences with their bodies, social environment, and cognitive development
combine to help them form their own identity and attitudes.
" As they develop children become aware of differences and similarities in people.
" These cultural milestones are included in word pictures to indicate how, as children
come to a sense of themselves as individuals, their attitudes and behaviours
towards others can be influenced.
Applying word pictures to teaching strategies
Pages 76 to 83 for examples
Culture, race, and ethnic considerations
Dual language learners: children growing up with two or more languages
Lack of understanding about the culture, history, beliefs, and values of the children is
harmful to a child’s self-concept
Children of mixed heritage
" Biracial: children whose parents are from different races
" Interracial: children have parents representing more than two racial or ethnic
backgrounds
" Terms apply to children adopted by parents of a difference race as well
Culturally sensitive teaching
" Classroom environments and curricula should intentionally reflect images of all races
to help children recognise and connect with those who share their heritage to learn
to see and understand themselves
" Educators should allow open discussions of racial identification and provide positive
experiences in talking about their heritage
" Cultural sensitivity: each child’s heritage is honoured, understood as unique from
other cultures, and that it is respected
" Culturally sensitive teacher get to know each of the families as a separate entity and
becomes familiar with their individual expressions of culture and values
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Children with diverse abilities
Factors that influence developmental differences
Genetic Makeup
" Each child has a unique combination of genes that determine eye and hair colour,
height, body shape, personality traits and intelligence.
" Certain diseases, such as cystic fibrosis and sickle cell anaemia are linked to
heredity.
Environment
" From conception the brain is affected by environmental conditions.
" An individual child’s rate and sequence of development reflects the interactions
among the brain, the body and the environment.
" The attitudes with which children are raised, their culture, socioeconomic status, the
kinds of caregiving they experience, and their community combine in countless
ways to affect growth
" Nutrition, safety, play space, adult relationship, neighbourhood and family stability
affect individual development
" Most insidious environmental factor is poverty
Gender and Race differences
" Girls and Boys differ in both the rate and pattern of growth, especially during
adolescence. Ethnic variations in growth are common too
Learning styles
" Children uses different approaches to learn that must be accounted for when
planning programs. Some are quiet, others move around and talk, while others
never seem to listen.
" Three common learning styles are:
o Visual learner – looks around and visually absorbs the environment
o Auditory learner – listens to the noise
o Tactile learner – touches things around them to feel them
Children with special needs
Special needs: conditions that may or may not be noticeable
To be designated with special needs, a child’s normal growth and development is
o Delayed
o Distorted, atypical (exceptionality or disability), abnormal
o Severely or negatively affected
The definition includes the physical, mental, emotional and social areas of
development
Two types of children fall under the category of special needs:
1. Some children who has some sort of exceptionality
2. Children who are gifted
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There are children who have some obvious characteristics qualifying them for
special-needs status:
Blind from birth, but has attended nursery school for 3 years
Has multiple exceptionalities, but has her daily programme in a special school
supplemented by attending the child care centre 3 afternoons a week
Child with Down Syndrome and is his first experience in a school not restricted
to atypical children
Any single exceptionality may lead to other multi-handicapping conditions:
" Child with profound hearing loss is often delayed in speech production or language
abilities and suffers social isolation due to the inability to hear and speak with peers
" Child with speech impairment or cleft palate may have the intellectual capacity to put
simple puzzles together but may not yet have the language to engage verbally in
songs
" Child with Down Syndrome may have congenital heart defects, intellectual
impairments, eye abnormalities, or poor physical coordination
" Child with cerebral palsy often have other exceptionalities like intellectual delays,
epilepsy, and hearing, visual, and speech problems
Specific learning disorder
o New name for a disability in a particular area of learning like reading and maths, that
is not caused by a physical or intellectual disability
o Conditions may include:
Poor memory skills, difficulty in following directions, eye-hand coordination
problems, trouble discriminating between letters, numbers, and sounds
Dyslexia causes children to reverse letters or words
Strength in another area but difficulty with learning language
Planning for diverse abilities
Collaborating with families
" Families are the first to notice that their child is not developing according to the
norms
" Children from 3 to 21 identified with having a disability, an Individualised education
program (IEP) is developed by a team composed of the child’s parents, special
education teacher, a regular classroom teacher, a representative of the local
education agency and other specialists
" The IEP is based on the strengths of the child and present level of functioning, as
well as the goals and concerns of the family
" For infants and toddlers younger than 3 who receive early intervention services, an
individualised family service plan (IFSP) is put in place
" Difference between IFSP and IEP is that the focus is on the whole family, who
determine the goals
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