Behavioural Module: Part 1.2

March 10, 2015Teacher: Saundra Brodkin

Working with Preschool & School-

Age ChildrenCompetency 3 | 45 hrs | 3 credits

Identifying Parameters

Part 1.2March 10, 2015

Review from last class

(Handout has all relevant information)

Social development: key points

Flexible, harmonious relationships

Stimulate environments that promote:

Acceptance, openness, and support

Different age groups = different levels of development

Review from last classEmotional development: key points

Safe environment

Build trust

Use reflective statements to establish how students might be feeling.

Ex: “It seems like you’re angry.”

Reinforce self-esteem

Treat everyone equally

Today’s Lesson

1.Moral Development

slides

2.Psychomotor Development

slides

activity

3.Cognitive Development

slides

summary activity

Youtube video

https://www.youtube.com/watch?v=zLYECIjmnQs

https://www.youtube.com/watch?v=CuYZt7OL_xk

Moral Development

Does the child consider others before they act?

Do they think of others perspective on a situation before they take action?

4 to 6 years

6 to 9 years

9 to 12 years

Children are only

beginning to understand that their

actions can have

consequences, in other

words good actions vs.

bad actions, but not that

they can affect

others.

Children begin to

understand what is fair vs. unfair and how they act might make

someone feel good or bad.

Children can talk through

problems and be nurturing at this age.

As they become

exposed to more

situations children may

have difficulty

creating a clear image of her/his

morals and values.

To us: What are Morals?

What parameters do Morals connect with?

Moral development is strongly connected with social and emotional development!

List the characteristic connections you have noticed in your jobs, amongst your own children, family, etc.

SocialEmotiona

lMoral

• Anxiety• Feeling

unsafe/insecure

• Uncomfortabl

e

• Struggling

• Desire to fit in• Comparing

themselves to everyone around them

• Insecurity• Loneliness• Left out,

excluded• Sensitive• Angry• Sad• Fear

• Affectionate• Sympatheti

c• Responsibl

e

• Considerate• Having

compassion for others

• Knowing the difference between right and wrong (good & bad)

• Trustworthy• Following

the rules• Family

values• Goals• Honesty

Psychomotor Development

Sensory perceptions: sound, smell, hearing, taste, touch

Kinaesthetic awareness: perceptual awareness, hand-eye coordination

Gross motor skills: walk, run, jump, play sports, gym, etc.

Fine motor skills: cutting, drawing, painting, colouring (in the lines), picking up small objects (beads in art class), etc.

Psychomotor Development

Why are these important skills? Where are these skills needed?

Reading

Writing

Arithmetic

Physical (gym)

Social Situations (schoolyard)

Psychomotor Development:

ActivityExample of an undeveloped child (grade 3):

In gym class, you have a deaf student. The activity is volleyball.

What are the limits? How do you cater to their needs while still giving them the best possible gym experience? (undeveloped: hearing)

Psychomotor Development:

Activity ResponseThe child has to be comfortable with the activity before and told the instructions in advance

The teacher or educator should play a practice round with the student to ensure s/he is comfortable with the sport

Provide the child with a diagram of the plan of the game and pictures of how to play the sport

Explain the sport with pictographs

Use fingers to sign who is getting the ball (instead calling out the name)

Generalize what you’re doing so that the students feel like it’s being done for everyone

Cognitive Development

Influences on cognitive development:

1.Level of maturity

Each age group varies according to the “norm.”

2.Child’s nervous system

The nervous system helps children create links between objects, people, and situations that s/he encounters.

Cognitive Development

How does this cognitive development take place?

Through activity

Interactions with: peers, objects, games

Stimulating environments facilitating discovery, experimentation, and the ability for children to acquire new knowledge and skills

These activities must correspond to the child’s level of development (age)

Cognitive Development

Give children space to develop on their own.

Allow them to explore an activity and try to discover things at her/his own pace.

Children need sufficient time to wonder, manipulate, and develop their own ideas.

This enables them to build confidence and take initiative for future activities

Cognitive Development

Why is it so important?

Children need to develop cognitive skills:

Imagination

Reasoning

Analogy

Deduction

Understanding and creating symbolic representations

Problem solving strategies, etc.

Summary

What we learned: Developmental Parameters

1.Social Development

2.Emotional Development

3.Moral Development

4.Psychomotor Development

5.Cognitive Development

SummaryRemember:

All of these developmental parameters are connected as children develop through the years (4 to 6; 6 to 9; 9 to 12)

It is up to you, as educators, to establish:

1.The relevant connections

2.Children’s needs

3.Children’s preferences

4.Children’s interests

Group Work Venn Diagrams:

With 2 circles

1.Social and Emotional

2.Social and Moral

3.Emotional and Psychomotor

4.Emotional and Cognitive

With 3 circles

1.Moral, Psychomotor, and Cognitive