Child Development - Arihant Book

17 Pages·2013·0.15 MB·English

and
Child Development Pedagogy
(A)
Child Development
Concept of Development
Development describes the growth of humans throughout the lifespan, from conception to death. The
scientific study of human development seeks to understand and explain how and why people change
throughout life. This includes all aspects of human growth, including physical, emotional, intellectual,
social, perceptual and personality development.
Developmentdoesnotjustinvolvethebiologicalandphysicalaspectsofgrowth,butalsothecognitiveand
social aspects associated with development throughout life.
Thestudyofhumandevelopmentisimportantinanumberofsubjects,includingbiology,anthropology,
sociology,education,historyandpsychology.However, mostimportantarethepracticalapplicationsof
studying human development. By better understanding how and why people change and grow, one can
apply this knowledge to helping people liveuptotheir full potential.
What is Child Development?
Thefieldofchilddevelopmentinvolvesthescientificstudyofthepatternsofgrowth,changeandstability
thatoccursfromconceptionthroughadolescence.Itgivesanunderstandingofhowachildisabletodo
complex things as he gets older.
In order to study the growth, change and stability, child development takes a scientific approach. Like
membersofotherscientificdisciplines,researchersinchilddevelopmenttesttheirassumptionsaboutthe
nature and course of human development by applying scientific methods.
Child development focuses on humans. Although there are some development who study the course of
development in non-human species the vast majority examine the growth and changes in people.
However,regardlessofapproach,allchilddevelopmentalistsviewdevelopmentasacontinuingprocess
throughout childhood and adolescence.
Childdevelopmentisthefieldthatinvolvesthescientificstudyofthepatternsofgrowth,changeandstability
that occur from conception through adolescence.
Aims of Child Development
1. To make us aware that the child is developing normally.
2. Toenableustoidentifyachild,whoforthesomereason,maynotbefollowingthenormativestages.
3. To enable us to build up a picture of a child’s progress for a particular period of time.
4. Toenableustolookforward torespondtoage-relatedbehaviourwhich isanindividualsource of
guidance is providing for your child’s developmental needs.
5. To help us to consider the fact that every child is different from each-other in quite normal ways.
4
Child Development and Pedagogy
6. Tomakeusawarethateverychildfollowsthesamesequenceofgrowthanddevelopmentasother
children but the speed varies.
7. Tohelpustobeconcernedaboutthedevelopmentalstagesofachild,suchassittingup,crawling
and walking or so on.
8. To help us to understand what should be expected from a child at each development stage.
9. To provide the right environment and age appropriate resources to the children.
10. To help in understanding the needs of a child and fulfilling them and allow him to reach his full
potential.
Finally, child development focuses on the ways people change and grow during their lives, they also
considerstabilityinchildren’sandadolescents‘lives.Itseeksinwhichareasandinwhatperiods,people
showchangeandgrowthandwhenandhowtheirbehaviourrevealsconsistencyandcontinuitywithprior
behaviour.
Childdevelopmentalistsbelievethatnoparticular,singleperiodoflifegovernsalldevelopment.Instead,
theybelievethateveryperiodoflifecontainsthepotentialforbothgrowthanddeclineinabilitiesandthat
individuals maintain the capacity for substantial and change throughout their lives.
Scope of Child Development
Clearly,theaimsofchilddevelopmentisbroadandthescopeofthefieldisextensive.Asaresult,child
development covers several quite diverse areas and this is why, developmentalists specializes in two
different ways : Topical area and Age range.
Topical Areas in Child Development
Some developmentalists focus on Physical development, examining the ways in which the body’s
makeup—thebrain,thenervoussystem,musclesandsensesandtheneedforfood,drinkandsleep-helps
determinebehaviour.
Some other developmental specialists examine cognitive development, seeking to understand how
growthandchangeinintellectualcapabilitiesinfluenceaperson’sbehaviour.Cognitivedevelopmentalists
examine learning, memory, problem solving and intelligence.
Somedevelopmentspecialistsfocusonpersonalityandsocialdevelopment.Personalitydevelopmentis
the study of stability and change in the enduring characteristics that differentiate one person from
another.Whilesocialdevelopmentisthewayinwhichindividualinteractionswithothersandtheirsocial
relationships grow, change and remain stable over the course of life.
A brief description of the above areas of child development has been given in the following table
Topical Areas in Child Development
Orientation DefiningCharacteristics ExamplesofQuestionsAsked
Physical Examineshowbrain,nervous Whatdeterminesthesexofachild?
Development system,muscles,sensory Whatarethelong-termresultsofprematurebirth?
capabilitiesandneedsforfood,
Whatarethebenefitsofbreastfeeding?
drinkandsleepaffectbehaviour
Whataretheconsequencesofchildabuse?
Whataretheconsequencesofearlyorlatesexual
maturation?
Cognitive Examinesintellectualabilities, Whataretheearliestmemoriesthatcanberecalled
Development includinglearning,memory, frominfancy?
problemsolving,and Whataretheconsequencesofwatchingtelevision?
intelligence
Dospatialreasoningskillsrelatetomusicpractice?
Aretherebenefitstobilingualism?
CTET Success Master 5
Arethereethnicandracialdifferencesin
intelligence?
Howdoesanadolescent’segocentrismaffecthis/her
viewoftheworld?
Personalityand Examinesenduring Donewbornsresponddifferentlytotheirmothers
Social characteristicsthatdifferentiate thantoothers?
Development onepersonfromanotherand Whatisthebestprocedurefordiscipliningchildren?
howinteractionswithothersand
Whendoesachilddevelopasenseofgender?
socialrelationshipsgrowand
Howcanwepromotecross-racefriendships?
changeoverthelifetime
Whatarethecausesofadolescentsuicide?
Age Ranges and Individual Differences in Child Development
Thestudyofchilddevelopmentfocusesonparticularagerangeswhichisbroadlydividedchildhoodand
adolescenceintotheprenatalperiod(theperiodfromconceptiontobirth);infancyandtoddlerhood(birth
toage3);thepre-schoolperiod(3-6years);middlechildhood(6-12years)andadolescence(12-20years).
Although,mostchilddevelopmentalistsacceptandemploytheseperiods,theagerangesthemselvesarein
many ways arbitrary. However some periods have one clear-cut boundary, others don’t.
For instance, consider the separationbetween middlechildhoodandadolescence, which usuallyoccurs
aroundtheageof12.Theboundarybetweenthesetwostagesisbasedonabiologicalchange-theonsetof
sexual maturation-which varies greatly from one individual to another, the specific age of entry into
adolescence varies from one person to the next.
Just as in the same way, cognitive, social, behavioural and intellectual development occurs in each
individual in similar way at different pace and rates.
Itisimportanttokeepinmindthatwhendevelopmentalspecialistsdiscussageranges,theyaretalking
aboutaverages-thetimeswhenpeople,onaveragereachparticularmilestones.Somechildrenreachthe
milestones earlier, some later and many-infact most-reach just around the time of the average. Such
variationbecomesnote-worthyonlywhenchildrenshowsubstantialdeviationfromtheaverage.Following
table shows the various aspects of development in different ages
Child Development Chart
Stage PhysicalDevelopment IntellectualDevelopment, Social,Emotionaland
CommunicationandLearning BehaviouralDevelopment
Birth-1 Atbirth swallowing,sucking, At birth recognise mother’s voice At 4-6 Weaks first smiles,
Year rooting, grasp, startle, and smell. By 1 month has responsive to all adults. At 2
walking and standing different cries, responds to months starts to make
reflexes. By 3 months can soothing voices, will focus on face attachments with primary
hold head up when lying on of whoever is holding them. By 3 carers. At 3 months shows
front, play with fingers, hold months learnt difference between pleasure appropriately. At 5
rattles. By 6 months reach day and night, sleep through the months smiles at mirror
outandgrab,passobjectfrom night,lesscrying,firstsmiles.By6 image. At 6 months stranger
hand to hand, try to self feed months can focus on interesting shyness. At 9-10 months
withspoon,holdheadsteady, objects, start to show apprehensiveaboutstrangers.
teeth appear, sit up in high understanding of language, try to Up to age 4 babies and
chair, roll over from back to communicate. By 9 months more toddlers have no
front, push up on their hands exploration of surroundings, understanding of right and
when on their front, lift up babbling. Learning through wrong but learn this through
arms and legs while on front. exploration of surroundings using theirowntrialanderrorbased
By 9 months crawling or their5senses. on the consequences to
shuffling, sit up unsupported, themselvesoftheiractions.
pincergrasp,objectsexplored
byhandsandmouth.
6
Child Development and Pedagogy
1-2 By1yearstandingupholding By 1 year know parents and main Cooperates with dressing,
Years on, crawling efficiently, carers, cry when left with waves goodbye, understands
walking holding on, fully strangers, smile for parents, simple commands, strongly
developed eyesight, strongly bonded to parents, attached to main carers. At
self-feeding with fingers, can understand more of what’s 7-24monthschildprotestsat
wave goodbye, developing happening around them, notice separation from main
fine motorcontrol,canpoint. what others are doing, understand carer-separation anxiety. At
By 18 months can walk, can more of what’s said, beginnings of 18 monthsdemandsconstant
walk up and down stairs with first words By 18 months mothering, drinks from cup
help, try to self-feed with understand that they are separate with both hands, feeds self
spoon, pick up objects from fromparents,protestiftheydonot with spoon, signs of temper
floor when standing, jump get what they want, developing and frustration, eager for
with both feet, build a 2-3 language skills, several words, independence.
brick tower, throw a ball, more understanding of language,
enjoyride-ontoys. starttodevelopamindoftheirown.
2-3 By2yearsmovesconfidently, By 2 years showing individuality, Learning to explore their
Years enjoyhandlingobjects,builda knows what he wants, gets environment and gain control
6 brick tower, can run, climb frustrated when he thwarted, overbodyandbowels,trytodo
and walk up and down 2 feet temper tantrums common, some things independently
per step, enjoy moving to communicate positive emotions e.g., dressing. Begins to
music,pushhimselfalongona with laughs, smiles and squeals, understand carers needs,
tricycle,turnpagesofabook, can complete simple jigsaws, shows extremes of emotion,
manipulatejigsawpieces. language developing well : putting playsalongsideotherchildren,
two words together, use pretend drybyday.
play to learn about the world, still
unable to see another’s viewpoint,
egocentric.
3-4 Around 3 years most By 3 years able to express feeling Fewer tantrums due to
Years childrenmasterthetoilet,can verbally, understand what is increasingly competent
go up stairs 1 foot per step happeningandtheneedsofothers, communication,cancooperate
and down stairs 2 feet per understandthatparentswillreturn with other children in play,
step, can build a 9 brick so no separation anxiety, enjoy undresses with assistance,
tower, can copy a circle and dressing up and small world toys mayhaveimaginaryfriends.
draw a man, enjoy sand and e.g., dolls house, interested in
water play and dressing up, mark making, painting and books,
havelimitedstamina. sandandwaterplay.
4-5 By4yearscandressandfeed By4yearsspeechshouldbefairly Dresses and undresses with
Years himself enjoy simple ball fluentandunderstoodbystrangers, minimal assistance, toilets
games, increasing manual but with occasional grammatical independently, can plan and
dexterity, can thread and use errorsandmispronunciation,enjoy carry out activities, learning
scissors,cangodownstairs1 askingquestionsandtalking,enjoy about gender role, moral
foot per step, can skip and being given responsibility and judgements made dependent
hop. encouragementfromadults. onexpectationsofadults.
5-6 Physical development now Enjoylisteningtoandtellingjokes, Friendsstarttobecomeapart
Years slowing down, but be in formal education, enjoy ofthechild’slifeastheyattend
coordination improving, can intellectualchallengeoflearningto schoolandareseparatedmore
kick and control a ball, read and write, enjoy playing fromparents.
handwriting more legible, gameswithrules.
knowrightfromleft.
CTET Success Master 7
6-9 Now developing more Games become more organised, Preoccupied with justice and
Years gradually, continue to grow understand rules and following rules, have
taller, increasing competency consequences, can solve simple developed a concept of
in completing simple tasks, problems,enjoyworkingthingsout fairness and consider motives
increasing speed of writing, for themselves, respond well to forothers’actions.
stamina increases as heart clear explanations of rules and
andlungsgrow. when behaviour is praised, will
becomecompetentandconfidentin
reading and writing, can complete
simple tasks quickly, confidently
and accurately, will compare
himself to others, able to think
through things without having had
personal experience of them, can
solve problems using practical
supports, e.g., counters, less
egocentric, more rational and
logicalthoughtprocesses.
10-13 Has now mastered many Candrawdetailedrepresentational Understandsconceptofequity
Years skills, can write, draw, have drawings, writing shows and that treating people in
fast and more coordinated imagination and is legible and exactly the same way may not
fine and large movements, reasonably grammatically correct, result in fairness e.g., a child
puberty starts, stamina can solve problems, play who doesn’t understand his
increases dramatically, for cooperatively, use materials fairly, homework will need more of
boysmorethangirls. has awareness of consequences of the teacher’s time than one
behaviour and increased whodoes.
thoughtfulness,growingawareness
ofdifferentgenderroles,maypush
the boundaries due to increasingly
independentthought.
14-16 Pubertyusuallycompletedby May have different ideas to Developingtheirownidentity.
Years 15forgirlsand17forboys. parents, leading to possible
conflict,exploringownidentityand
developing own personality, some
may have developed high level
skillse.g.,computerskills.
Thus,thevarietyoftropicalareasandagerangesstudiedwithinthefieldofchilddevelopmentmeansthat
specialistsfrommanydiversebackgroundsandareasofexpertiseconsiderthemselvesdevelopmentalists.
They work in a variety of settings, including university departments of psychology, education, human
development and medicine as well as nano-academic settings as varied as human service agencies and
childcarecentres.Thesediversespecialistsbringavarietyofperspectivesandintellectualrichnesstothe
field of child development.
Principles of Child Development
Thereisasetofprinciplesthatcharacterizesthepatternandprocessofgrowthanddevelopment.These
principlesorcharacteristicsdescribetypicaldevelopmentasapredictableandorderlyprocessi.e.,wecan
predicthowmostchildrenwilldevelopandthattheywilldevelopatthesamerateandataboutthesame
timeasotherchildren.Althoughthereareindividualdifferencesinchildrenpersonalities,activitylevels
and timing of developmental milestones, such as ages and stages, the principles and characteristics of
development are universal patterns.
Development is based on following principles
1. Development proceeds from top to bottom This is called the Cephalocaudle principle. It
describes the direction of growth and development. According to this principle, the child gains
8
Child Development and Pedagogy
controloftheheadfirst,thenthearmsandthenthelegs.Infantsdevelopcontroloftheheadandface
movements withing the first two months after birth. In the next few months, they are able to lift
themselvesupbyusingtheirarms.By6to12monthsofage,infantsstarttogainlegcontrolandmay
be able to crawl, stand or walk. Co-ordination of arms always precedes co-ordination of legs.
2. Development proceeds from the center to the outward of the body Thisistheprincipleof
proximodistaldevelopmentthatalsodescribesthedirectionofdevelopment.Thismeansthatthe
spinalcorddevelopsbeforeouterpartsofthebody.Thechild’sarmsdevelopbeforethehandsand
thehandsandfeetdevelopbeforethefingersandtoes.Fingerandtoemusclesusedinfinemotor
dexterity are the last to develop in physical development.
3. Development depends upon maturation and learning Maturation refers to the sequential
characteristics of biological growth and development. The biological changes occur in sequential
orderandgivechildrennewabilitieschangesinthebrainandnervoussystemaccountlargelyfor
maturation. These changes in the brain and nervous system help children to improve in thinking
(cognitive)andmotor(physical)skills.Also,childrenmustmaturetoacertainpointbeforetheycan
progresstonewskills(Readiness).e.g.,A4-montholdchildcannotuselanguagebecauseinfant’s
brainhasnotmaturedenoughtoallowthechildtotalk.Bytwoyearsold,thebrainhasdeveloped
further andwiththehelpofothers,thechildwillhavethecapacitytosayandunderstandwords.
Maturational patterns are innate i.e., genetically programmed. The child’s environment and the
learningthatoccursasaresultofthechild’sexperienceslargelydeterminewhetherthechildwill
reach optimal development. A stimulating environment and varied experiences allow a child to
develop to his or her potential.
4. Development proceeds from the simple (concrete) to the more complex Children use their
cognitive and language skills to reason and solve problems. e.g., learning relationship between
things (how they are similar), or classification, is an important mental ability in cognitive
development.Thecognitiveprocessoflearninghowanonionandapotatoarealikebeginswiththe
most simplistic or concrete thought of describing the two. Seeing no relationship, a pre-schooler
child will describe the objects according to some common feature between them. Like, they can
say—‘‘Potatoandonionarealikebecausetheybothareround.”Sucharesponseisassociatedwith
the first level of thinking that is based on concrete thoughts between the two objects.
Aschilddevelopfurtherincognitiveskills,theyareabletounderstandahigherandmorecomplex
relationshipbetweenobjectsandthings,e.g.,anonionandapotatoexistinaclasscalledvegetable.
The child cognitively is then capable of classification.
5. Growth and development is a continuous process Asachilddevelops,he or sheaddstothe
skillsalreadyacquiredandthenewskillsbecomethebasisforfurtherachievementandmasteryof
skills.Mostchildrenfollowasimilarpattern.Alsoonestageofdevelopmentlaysthefoundationfor
the next stage of development. e.g., in motor development, there is a predictable sequence of
developmentsthatoccursbeforewalking.Theinfantsliftandturnstheheadbeforeheorshecan
turn over. Infants can move their limbs (arms and legs) before grasping the objects. Mastery of
climbingstairsinvolvesincreasingskillsfromholdingontowalkingalone.Bytheageoffour,most
children can walk up and down stairs with alternating feet likewise, as in maturation, in order to
write or draw, children must have developed the manual (hand) control to hold a pencil or crayon.
6. Growthanddevelopmentproceedsfromgeneraltospecific Inmotordevelopment,theinfant
is able to grasp an object with the whole hand just after birth before using only the thumb and
forefinger.Theinfant’sfirstmotormovementareverygeneralised,undirectedandreflexive,waving
arms or kicking before being able to reach or creep toward an object. Growth occurs from large
muscle movements to more refined (smaller) muscle movements.
7. Thereareindividualratesofgrowthanddevelopment Eachchildisdifferentandsotherates
atwhichindividualchildrengrowisalsodifferent.Althoughthepatternsandsequencesforgrowth
and development are usually the same for all children, the rates at which children reach
developmental stages are different. Understanding this fact of Individual differences in rates of
developmentshouldcauseustobecontrolaboutusingandrelyingonageandstagecharacteristics
CTET Success Master 9
todescribeorlabelchildren.Thereisarangeofagesforanydevelopment tasktotakeplace.This
rejectsthenotionofthe‘averagechild’.Somechildrenwalkat10-monthswhileotherswalkafew
months older at eighteen months of age. Some children are more active while others are more
passive.Thisdoesnotmeanthatthepassivechildislessintelligentasanadult.Thereisnovalidityto
comparing one child’s progress with or against another child. Rates of development also are not
uniformwithinanindividualchild.e.g.,achild’sintellectualdevelopmentmayprogressfasterthan
his emotional or social development.
Thus, understanding of the principles of development helps us to plan appropriate activities and
stimulating and enriching experiences for children and provides a basis for understanding how to
encourage and support young children’s learning.
Influence of Heredity and Environment on Child
Development
Nature vs Nurture, Heredity vs Environment, Genetic influence vs Situational influence - whatever we
choosetostateit,eachofthesestatementsreflectsanenduringquestionthathasintriguedandpuzzled
developmentalresearchersabouttherootcausesofhumanbehaviourthatwhetherbehaviourisproduced
by inherited genetic influence or is it triggered by factors in the environment.
The nature versus nurture debate is one of the oldest issues in psychology. It concerns the relative
importance of an individual’s innate qualities versus personal experiences in determining or causing
individual differences in physical and behavioural traits.
The nature side of this debate emphasizes how much of an organism reflects biological factors. Some
philosopherssuchasPlatoandSocratessuggestedthatcertainthingsareinbornorthattheysimplyoccur
naturally regardless of environmental influences. The nurture side, on the other hand, emphasizes how
much of an organism reflects environmental factors. Thinkers such as John Locke believed in what is
known as tabula rasa, which suggests that the mind begins as a blank slate. According to this notion,
everything that we are and all of our knowledge is determined by our experience.
In reality, it is most likely an interaction of genes and environment, nature and nurture that affect the
developmentofaperson.e.g.,todaythemajorityofexpertsbelievethatifapersonachievestremendous
academicsuccess,itisnotsobecauseheisphysically)fitorhehasahealthysurroundingaroundhimbut
hisbehaviouranddevelopmentareinfluencedbybothnatureandnurture.However,theissuestillrages
on in many areas such as in the debate on the origins of homosexuality and influences on intelligence.
Similarly,evenifapersonhasinheritedgenesfortallerthanaverageheight,thepersonmaynotgrowtobe
astallasisgeneticallypossibleifpropernutritionisnotprovided.Here,tootheinteractionofgenesand
theenvironmentisblurred.Hence,ithasbeensuggestedthatthekeytounderstandingcomplexhuman
behaviourand diseases is to study genes, the environment and the interactions between the two equally.
How Learning is Co-related to Development?
Learning means to gain knowledge, understanding and skills. An even broader term learning can be
definedas“anypermanentchangeinbehaviourthatoccursasaresultofapracticeoranexperience.”It
revealsthatwhatchildrenlearnthemselvesismoreimportantthantheyaretaughtbecauseofitslasting
affectintheirbehaviourchildrenarebundleofideasandthoughtsandtheythinkdifferentlyfromanadult
and express differently too. The areas of learning and development comprise
l Physical Development
l Knowledge and understanding of the world
l Communication, language and literacy
l Personal, social and emotional development
l Problem solving, reasoning and numeracy
l Creative development
10
Child Development and Pedagogy
Thesesixareasoflearningtogethermakeuptheskills,knowledgeandexperiencesappropriatetochildren
astheygrow,learnanddevelop.Althoughtheyseemasseparateareas,itisimportanttoremembersthat
for children everything is linked, nothing iscompartmentalised.
Thechallangeforpractionersistoensurethatchildren’slearninganddevelopmentoccurasasoutcomeof
their individual interests and abilities and that planning for learning and development takes account of
these.
Now, we will discuss the various aspects of learning and development areas
1. PhysicalDevelopment Thephysicaldevelopmentofyoungchildrenmustbeencouragedthrough
the provision of opportunities for them to be active and interactive and to improve their skills of
coordination, control, manipulation and movement. They must be supported in using all of their
sensestolearnabouttheworldaroundthemandtomakeconnectionsbetweennewinformationand
whattheyalreadyknow.Theymustbesupportedindevelopinganunderstandingoftheimportance
of physical activity and making healthy choices in relation to food.
Aspects of Physical Development
Physical development is made up of the following aspects
MovementandSpace Itisabouthowchildrenlearntomovewithconfidence,imaginationandsafety,
with an awareness of space, themselves and others.
HealthandBodilyAwareness Itisabouthowchildrenlearntheimportanceofkeepinghealthyandthe
factors that contribute to maintaining their health.
UsingEquipmentandMaterials Itisaboutthewaysinwhichchildrenusearangeofsmallandlarge
equipment.
What Physical Development meant for children?
¢ Childrenlearnbybeingactiveandphysicaldevelopmenttakesplaceacrossallareasoflearning
and development.
¢ Physical development helps children to gain confidence in what they can do.
¢ Physicaldevelopmentenableschildrentofeelthepositivebenefitsofbeinghealthyandactive.
¢ Physical development helps children to develop a positive sense of well-being.
¢ Good health in the early years helps to safeguard health and well-being throughout life. It is
important that children develop healthy habits when they first learn about food and activity.
Growingwithappropriateweightgaininthefirstyearsoflifetoguardagainstobesityinlaterlife.
2. AspectsofKnowledgeandUnderstandingoftheWorld Knowledgeandunderstandingofthe
world is made up of the following aspects
Exploration and Investigation It is about how children investigate objects and materials and
theirproperties,learnaboutchangeandpatterns,similaritiesanddifferencesandquestionhowand
why things work.
Designing and Making It is about the ways in which children learn about the construction
process and the tools and techniques that can be used to assemble materials creatively and safely.
ICTItisabouthowchildrenfindoutaboutandlearnhowtouseappropriateinformationtechnology
such as computers and programmable toys that support their learning.
TimeItisabouthowchildrenfindoutaboutpastandpresenteventsrelevanttotheirownlivesor
those of their families.
Place It is about how children become aware of and interested in the natural world and find out
about their local area, knowing what they like and dislike about it.
Communities Itisabouthowchildrenbegintoknowabouttheirownandotherpeople’scultures
in order to understand and celebrate the similarities and differences between them in a diverse
society.
CTET Success Master 11
What Knowledge and Understanding of the World meant for children?
¢ Childrenfindoutabouttheworldthroughexplorationandfromavarietyofsources,includingtheirfamilies
and friends, the media and through what they see and hear.
¢ Childrenneedregularopportunitiestolearnaboutdifferentwaysoflife,tobegivenaccurateinformationand
to develop positive and caring attitudes towards others.
¢ Childrenshouldbehelpedtolearntorespectandvalueallpeopleandlearntoavoidmisapprehensionsand
negative attitudes towards others when they develop their knowledge and understanding of the World.
¢ Childrenshouldbeinvolvedinthepracticalapplication oftheirknowledge andskillswhichwill promote
self-esteem through allowing them to make decisions about what to investigate and how to do it.
3. AspectsofCommunication,LanguageandLiteracy Communication,languageandliteracyis
made up of the following aspects
LanguageforCommunicationItisabouthowchildrenbecomecommunicators.learningtolisten
andspeakemergesoutofnon-verbalcommunication,whichincludesfacialexpression,eyecontact
andhandgesture.Theseskillsdevelopaschildreninteractwithothers,listentoanduselanguage,
extend their vocabulary and experience stories, songs, poems and rhymes.
Language for Thinking It is about how children learn to use language to imagine and recreate
rolesandexperiencesandhowtheyusetalktoclarifytheirthinkingandideasortorefertoevents
they have observed or are curious about.
Linking Sounds and Letters It is abouthow children develop the abilityto distinguishbetween
soundsandbecomefamiliarwithrhyme,rhythmandalliteration.Theydevelopunderstandingofthe
correspondence between spoken and written sounds and learn to link sounds and letters and use
their knowledge to read and write simple words by sounding out and blending.
ReadingItisaboutchildrenunderstandingandenjoyingstories,booksandrhymes,recognisingthat
print carries meaning, both fiction and fact, and reading a range of familiar words and simple
sentences.
WritingItisabouthowchildrenbuildanunderstandingoftherelationshipbetweenthespokenand
written word and how through making marks, drawing and personal writing children ascribe
meaning to text and attempt to write for various purposes.
HandwritingItisaboutthewaysinwhichchildren’srandommarks,linesanddrawingsdevelopand
form the basis ofrecognisableletters.
What Communication, Language and Literacy meant for children?
¢ Tobecomeskilfulcommunicators,childrenneedtobewithpeoplewithwhomtheyhavewarmandloving
relationships,suchastheirfamilyorcarersand,inagroupsituation,akeypersonwhomtheyknowandtrust.
¢ Childrenresponddifferentlytodifferentsoundsandfromanearlyageareabletodistinguishsoundpatterns.
Theyusetheirvoicestomakecontactandtoletpeopleknowwhattheyneedandhowtheyfeel.Theylearnto
talk by being talked to.
¢ Allchildrenlearnbestthroughactivitiesandexperiencesthatengageallthesenses.Music,dance,rhymes
and songs support language development
¢ Aschildrendevelopspeakingandlisteningskills,theybuildthefoundationsforliteracy,formakingsenseof
visualandverbalsignsandultimatelyforreadingandwriting.Childrenneedvariedopportunitiestointeract
with others and to use a wide variety of resources for expressing their understanding, including
mark-making, drawing,modelling, reading and writing.
4. Personal,SocialandEmotionalDevelopment Childrenmustbeprovidedwithexperiencesand
support which will help them to develop a positive sense of themselves and of others, respect for
others,socialskillsandapositivedispositiontolearn.Providersmustensuresupportforchildren’s
emotional well-being to help them to know themselves and what they can do.
12
Child Development and Pedagogy
Aspects of Personal, Social and Emotional Development
Personal, social and emotional development is made up of the following aspects
Dispositions and Attitudes Itisabouthow children become interested, excited andmotivatedabout
their learning.
Self-confidence and Self-esteem It is about children having a sense of their own value and
understanding the need for sensitivity to significant events in their own and other people’s lives.
MakingRelationships Itisabouttheimportanceofchildrenforminggoodrelationshipswithothersand
working alongside others companionably.
BehaviourandSelf-control Itisabouthowchildrendevelopagrowingunderstandingofwhatisright
andwrongandwhy,togetherwithlearningabouttheimpactoftheirwordsandactionsonthemselvesand
others.
Self-care Itisabouthowchildrengainasenseofself-respectandconcernfortheirownpersonalhygiene
and care and how they develop independence.
SenseofCommunity Itisabouthowchildrenunderstandandrespecttheirownneeds,views,cultures
and beliefs and those of other people.
What Personal, Social and Emotional Development meant for children?
¢ Forchildren,beingspecialtosomeoneandwellcared-forisvitalfortheirphysical,socialandemotional
health and well-being.
¢ Beingacknowledgedandaffirmedbyimportantpeopleintheirlivesleadstochildrengainingconfidence
and inner strength through secure attachments with these people.
¢ Explorationwithincloserelationshipsleadstothegrowthofself-assurance,promotingasenseofbelonging
which allows children to explore the world from a secure base.
¢ Childrenneedadultstosetagoodexampleandtogivethemopportunitiesforinteractionwithotherssothat
they can develop positive ideas about themselves and others.
¢ Childrenwhoareencouragedtofeelfreetoexpresstheirideasandtheirfeelings,suchasjoy,sadness,
frustration and fear, can develop strategies to cope with new, challenging or stressful situations.
5. ProblemSolving,ReasoningandNumeracy(PSRN) Childrenmustbesupportedindeveloping
their understanding of problem solving, reasoning and numeracy (PSRN) in a broad range of
contexts in which they can explore, enjoy, learn, practise and talk about their developing
understanding.Theymustbeprovidedwithopportunitiestopractiseandextendtheirskillsinthese
areas and to gain confidence and competence in their use.
AspectsofPSRN PSRNis made up of the following aspects
Numbersaslabelsandforcounting Itisabouthowchildrengraduallyknowandusenumbers
andcountinginplayandeventuallyrecogniseandusenumbersreliably,todevelopmathematical
ideas and to solve problems.
Calculating Itisabouthowchildrendevelopanawarenessoftherelationshipbetweennumbers
andamountsandknowthatnumberscanbecombinedtobe‘addedtogether’andcanbeseparated
by ‘taking away’ and that two or more amounts can be compared.
Shape, space and measures It is about how through talking about shapes and quantities, and
developing appropriate vocabulary, children use their knowledge to develop ideas and to solve
mathematical problems.
What PSRN meant for children?
¢ Children’s mathematical development occurs as they seek patterns, make connections and
recogniserelationshipthroughfindingoutaboutandworkingwithnumbersandcounting,withsorting
and matching and with shape, space and measures.
¢ Childrenusetheirknowledgeandskillsintheseareastosolveproblems,generatenewquestionsand
make connections across other areas of learning and development.