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Standard ONE: Promoting Child Development and Learning
Transcript of Standard ONE: Promoting Child Development and Learning
1c. Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child.
1a. Knowing and understanding young children's characteristics and needs, from birth through age 8.
Well-prepared early childhood degree candidates base their practice on sound knowledge and understanding of young children's characteristics and needs. This foundation encompasses multiple, interrelated areas of children's development and learning - including physical, cognitive, social, emotional, language, and aesthetic domains; play, activity, and learning processes, and motivation to learn - and is supported by coherent theoretical perspectives and by current research.
1b. Knowing and understanding the multiple influences on early development and learning.
Candidates also understand and apply their understanding of the multiple influences on young children's development and learning, and of how those influences may interact to affect development in both positive and negative ways. Those influences include diverse cultural and linguistic contexts for development, children's close relationships with adults and peers, economic conditions of children and families, health status and disabilities, children's individual developmental variations and learning styles, opportunities to play and learn, technology and the media, and family and community characteristics.
Candidates also understand the potential influence of early childhood programs, including early intervention, on short-and long-term outcomes for children.
Knowledge base of Child Development
The early childhood field has historically been grounded in a child development knowledge base, and early childhood programs have aimed to support a broad range of positive developmental outcomes for all young children. Although the scope and emphasis of that knowledge base have changed over the years, and although early childhood professionals recognize that other sources of knowledge are also important influences on curriculum and programs for young children, early childhood practice continues to be deeply linked with a "sympathetic understanding of the young child" (Elkind, 1994).
First, environments are healthy - that is, candidates possess the knowledge and skills needed to promote young children's physical and psychological health, safety, and sense of security
Second, the environments reflect respect - for each child as a feeling, thinking individual and then for each child's culture, home language, individual abilities or disabilities, family context, and community.
In respectful environments, candidates model and affirm anti-bias perspectives on development and learning
Third, the learning environments created by early childhood teacher candidates are supportive - candidates demonstrate their belief in young children's ability to learn, and they show that they can use their understanding of early childhood development to help each child understand and make meaning from her or his experiences through play, spontaneous activity, and guided investigations.
Finally, the learning environments that early childhood candidates create are appropriately challenging - in other words, candidates apply their knowledge of contemporary theory and research to construct learning environments that provide achievable and "stretching" experiences for each child - including children with special abilities and children with disabilities or developmental delays.
Developmentally Appropriate Practice
Candidates' competence is demonstrated in their ability to use developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for each child (including curriculum, interactions, teaching practices, and learning materials). Such environments reflect four critical features
Explore NAEYC Publication,
"Teaching Young children" for examples of DAP.
Please review NAEYC's website page for DAP
Early Childhood Environment Rating Scale
"Planning Environments and Materials that Respond to Young children's Lively Minds"
Creating Respectful Classroom Environments
An Environment that Positively Impacts Child Development
Reflection: What does it mean to you to have a "sympathetic understanding of the young child"?
Reflection: Think about what you have learned in terms of the domains of development, and the importance of play. How does that knowledge influence the way you think about young children?
CONNECT - Creating an environment
Austin first uses a communication board posted on the wall to decide what he wants to build. Then his therapist introduces a template to assist in the building process. Later, a peer is enlisted as a helper to create a door for his garage. In just 5 minutes, 3 different embedded interventions were used to help Austin successfully participate in this activity (running time: 3 min. 08 sec.).
A teacher combines several embedded interventions into circle time to support Jacob’s learning and participation (running time: 1 min. 24 sec.).
Play and Children's Development
Reggio Inspired learning spaces
Observation and Interpretation papers
Teacher Research Project
Lesson Plan Analysis - CLAD
Children's Literature Analysis
Community Resource File
Case Study focused on strengths
Environment/materials checklist and reflection
Annotated bibliography of resources for math, science, literacy, or creative arts
The Foundations of Lifelong health
Early Intervention and Inclusive practices
The science of child development
Explore these resources on play