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Child Development Associate I- CDEC 1317
Nita Thomason Ed.D.
Get to Know SomeoneGet into groups and on 3x5 card write name and phone number of people in group. Then share
the info from the same color M&M!
Red Your favorite age to work with and why!
Yellow The age you find hardest to work with and why!
Blue Why you want to work with childrenBrown A happy memory of your childhoodOrange A memory of your favorite teacher
and what made them so goodGreen Your favorite childhood TV show
and why!
Getting to Know You
Name Phone Contact Email address
Collin Home
Work with children
Raising Small Souls
http://www.raisingsmallsouls.com/educational-wisdom-movie/
So You Want to Earn a CDA
Child Development Associate from the Council for Professional Development 120 clock hours formal education 480 hours working with children $18 + $325 (for three years)
Child Development Associate Certificate from Collin College 16 credit hours
Unit 1Introduction to the Early Childhood Profession
Why do you want to work with children?
Unit 1Introduction to the Early Childhood Profession
Will you be a good teacher?
Well-qualified early educators
Engage children’s thinking/learning Communicate with children Assist individual children Help children expand ideas Observe children’s development Help children solve their own problems Give children opportunities to succeed Appreciate children’s cultures Allow independence Help children regulate behaviors
Good Early Childhood Teachers Respect children, parents, and staff Accept diverse ideas Develop warm, caring relationships Are flexible Really listen Show enthusiasm Have lots of energy Are creative, patient, calm, curious Constantly learn
Unit 1Introduction to the Early Childhood Profession
What is a day in the life of a CDA like?
Child Development Career Options
Before and After School Programs Child Care Centers Church-sponsored Child Care Early Childhood Intervention
Programs Early Childhood Life Specialist Employer-sponsored Child Care Family Day Homes
Child Development Career Options
Hospital-sponsored Child Care Infant/Toddler Programs In-Home Care Giver or Nanny Parent and Child Study Programs Preschool Programs Public School
Paraprofessional/Teacher’s Aide
Texas Department of Family and Protective Services Home-based Care
13,000 Registered child care homes Licensed child care homes Listed family homes (unregulated)
Center-based Care 11,000 child day-care centers Drop-in care Kindergarten and nursery school programs
Texas Department Family and Protective Services
http://www.dfps.state.tx.us/
http://www.dfps.state.tx.us/Documents/Child_Care/Child_Care_Standards_and_Regulations/Centers746.pdf
Professional Organizations
National Association for the Education of Young Children (NAEYC)
Association of Childhood Educators International (ACEI)
National Education Association (NEA) National Council for the Social Studies
(NCSS) Council for Exceptional Children (CEC) International Reading Association (IRA)
Early Childhood Education Journals Child Early Childhood
Today Parents Zero to Three Child Care
Information Exchange
Everyday TLC Working Mother Dimensions of
Early Childhood Education
Family Fun Young Children
NAEYC Standards for E C Professional Preparation 1: Promoting Child Development and
Learning 2: Building Family and Community
Relationships 3: Observing, Documenting, and
Assessing to Support Young Children and Families
4: Teaching and Learning 5: Becoming a Professional
Early Childhood Professional Categories (page 16)
Early Childhood Professional Level I Early Childhood Professional Level II Early Childhood Professional Level III Early Childhood Professional Level IV Early Childhood Professional Level V Early Childhood Professional Level VI
Early Childhood Assessment: A Question to Consider
What do you feel are the most notable purposes of assessment?
Purposes for Assessment in Early Childhood
1. Plan instruction 2. Communicate with parents
and families3. Identify children and families
who have needs4. Evaluate programs
Appropriate Assessment
has a specific and appropriate purpose
is reliable and valid has tasks suited to developmental
levels takes linguistic and cultural
differences into account is used to benefit the child values families and communicates
data to the (Gullo 2006)
Copyright © 2008 by Pearson Education, Inc. All rights
reserved.
Your Role as an Evaluator Recognizing unethical, illegal, and
inappropriate assessment methods and uses of information
Choosing and developing appropriate methods
Administering, scoring, and interpreting results
Communicating assessment results, as appropriate
Involving children and families in the assessment process
Copyright © 2008 by Pearson Education, Inc. All rights
reserved.
Methods for Observing and Recording
Anecdotal record Running record Time sampling Event sampling Checklists Rating scales Mechanical means Interviews Drawings
Portfolio Assessment Samples showing child’s strengths and
weaknesses Samples showing on-going
development (progress or lack) Purposeful collection – plan for
curricular goals Teacher evaluative comments –
emergent, beginning, developing, capable, strong, exceptional
What goes into the portfolio?
Infant Portfolios Toddler Portfolios Preschool Portfolios School-Age Portfolios
Portfolio Documentation Checklist
Child Interview What do you like to play with? Where is your favorite place to play in
this room? What do you like to do outdoors? What do you do very well? Literacy Activity
Ask child to retell &/or record story. Ask child to draw a picture about a book. Ask child what she/he liked about this book?
Portfolio (cont.)
Describe an “AH HA” or a milestone the child experiences.
Ask child to draw a whole person. Attention Span Development
Choose a time period (e.g., 1 hour) during learning center time and record, on a class map, the places the child plays.
Writing and Drawing Samples
Name writing – collect and date name writing samples
Child drawing Random/disordered scribbling Controlled scribbling Basic forms Pictorial stage
Three-Dimensional Art (playdoh) Activity
Random manipulation Patting and rolling Circles and Rectangles Synthetic and analytic manipulation Forming clay figures Attach photograph or describe the
child’s creation
NAEYC Accreditation Criteria for Assessment of Child 4a. Creating an assessment plan 4b. Using appropriate assessment methods 4c. Identifying children’s interests and needs
and describing children’s progress 4d. Adapting curriculum, individualizing
teaching, and informing program development.
4e. Communicating with families and involving families in the assessment process
Developmental Assets for Early Childhood
http:/www.search-institute.org/40-developmental-assets-early-childhood-ages-3-5
Child Development
“The field of study devoted to understanding constancy and
change from conception through adolescence and emerging
adulthood.”Berk
Periods of Development
Prenatal Period: Conception to Birth
Infancy and toddlerhood: Birth to 2 Early childhood: 2 to 6 Middle childhood: 6-11 Adolescence: 11 to 18 Emerging adulthood: 18-25
Domains of Development
Social-Emotional Physical Cognitive
Theory
An orderly, integrated set of statements that describes, explains, and predicts behavior.
The Nature Nurture Controversy
Nature / Heredity Tendencies they inherit
Nurture / Environment Nutrition and good health Family values Experiences
Developmental Accomplishments
Children show interest in others Children become aware of themselves Children’s muscles grow stronger and
coordination improves Children learn to communicate Children become aware of the world Children solve problems and use tools Children express feelings
Cephalocaudal Development Upper part of the head to the
lower parts of the body Proximodistal Development
Trunk outward – from body’s central axis toward periphery
What are the Sequences of Physical Development?
Weight doubles at about 5 months; triples by first birthday
Height increase by 50% in first year Infants grow 4 to 6 inches in second
year; and gain 4 to 7 pounds Growth appears continuous but
actually occurs in spurts
What Patterns of Growth Occur in Infancy?
Figure 5.2 Changes in the Proportions of the Body
Rooting Baby turns head and mouth toward stimulus that
strokes the cheek, chin, or corner of mouth Sucking Moro or startle reflex
Back arches, legs and arms are flung out and then brought back toward chest into a hugging motion
Babinski reflex Fans or spreads toes in response to stroking foot
Tonic-neck reflex While lying on back, baby turns head to one side. Arm
and leg on that side extend, while opposite side flex.
Reflexes
Growth impairment during infancy and early childhood
Causes may be organic or non-organic Biologically based or non-biologically
based Links to physical, cognitive, behavioral
and emotional problems Deficiencies in caregiver- child
interactions
What is Failure to Thrive?
Basic unit of nervous system, receive and transmit messages
Neurons vary according to function and location, but all contain
Cell Body Dendrites Axon
Neurotransmitters
What are Neurons?
Figure 5.3 Anatomy of a Neuron
Figure 5.6 Increase in Neural Connections in the Brain
Brain development is affected by maturation (nature) and sensory stimulation and motor activity (nurture) Rats in enriched environment
More dendrites and axon terminals Human infants have more neural connections
than adults If activated by experience, connection
survives If not activated, connection does not survive
How do Nature and Nurture Affect the Development
of the Brain?
Follows cephalocaudal and proximodistal patterns Lifting and holding head before torso Voluntary reaching Locomotion
Sequence: rolling over, sitting up, crawling, creeping, walking, running
Motor Development - How do muscles grow stronger and
coordination improve?
How do children become aware of the world
Seeing Tasting Hearing Feeling Smelling
Neonates are nearsighted Greatest gains in visual acuity between birth and 6
months By about 3 to 5 years of age, approximate adult levels
Neonates have poor peripheral vision Perceive stimuli within 30 degree angle By 7 weeks increases to 45 degrees By 6 months of age, equal to adult
Development of Visual Acuity and Peripheral Vision
Sense of Sight
Neonates are nearsighted Greatest gains in visual acuity between
birth and 6 months By about 3 to 5 years of age, approximate
adult levels Neonates have poor peripheral vision
Perceive stimuli within 30 degree angle By 7 weeks increases to 45 degrees By 6 months of age, equal to adult
Neonates attend longer to stripes than blobs By 8 to 12 weeks, prefer curved lines
over straight Infants prefer faces
Discriminate maternal and stranger faces Prefer attractive faces Pay most attention to edges
What Captures the Attention of Infants?
How do Visual Preferences Develop?
Figure 5.11 Preferences in Visual Stimuli in 2-Month-Olds
Figure 5.12 Eye Movements of 1- and 2-Month Olds
Depth Perception Develops around 6 months (onset of crawling)
Research using the Visual Cliff Gibson and Walk (1960) Relationship between crawling and fear of heights
How do Researchers Determine Whether Infants will
“Go Off the Deep End”?
Figure 5.13 The Visual Cliff
Neonates can orient toward direction of a sound 18 months locate sounds as well as adults
By 3 1/2 months discriminate caregivers’ voices
Infants perceive most speech sounds present in world languages By 10 to 12 months, lose capacity to
discriminate sounds not found in native language
How Does the Sense of Hearing Develop in Infancy?
Smell Well developed at birth Demonstrate aversion for noxious and
preference for pleasant odors Recognize familiar odors
Taste Sensitive to different tastes Demonstrate facial expressions to basic
tastes Prefer sweet tastes
Smell and Taste
Touch Sensitive to touch Touch elicits many reflex
behaviors Pain
Less sensitive to pain
Touch and Pain
How adults help
Infants - Birth to 8 months Crawlers and walkers - 8 months to
18 months
Cognitive Development
Jean Piaget
Development through sensory and motor activity Birth through 2 years Progress from reflex responses to goal oriented
behavior Form mental representations Hold complex pictures of past events in mind Solve problems by mental trial and error
What is the Sensorimotor Stage of Cognitive Development?
Neonates show no response to objects not within their immediate grasp
2 month - show surprise when a screen is lifted after an object was placed behind a screen and now is not there
6 month - try to retrieve a preferred object partially hidden
8 to 12 month - try to retrieve objects completely hidden
How Does Object Permanence Develop?
Memory Neonates show memory for previously exposed stimuli By 12 months dramatic improvement in encoding and
retrieval Imitation
Deferred imitation – 9 months Neonates imitate adults who stick out their tongue
Not present in older infants May indicate reflexive response
What are Infants’ Tools for Processing Information?
How can teachers enhance development?
Memory Imitation
Zone of proximal development
Language Development
Prelinguistic vocalizations do not represent objects or events
Examples of prelinguistic vocalizations Crying Cooing – vowel-like, linked to pleasant feelings Babbling – combine vowels and consonants Echolalia – repetition of vowel/consonant combinations Intonation – patterns of rising and falling melody
What are Prelinguistic Vocalizations?
Receptive vocabulary outpaces expressive First word – typically 11 to 13 months
3 or 4 months later – 10 to 30 words First words generally nominals
general (class nouns) and specific (proper nouns) 18 to 22 months rapid increase from 50 to more than
300 words
How Does Vocabulary Develop?
Telegraphic speech Brief expression with the meanings of sentences
Mean length of utterance (MLU) Average number of morphemes used in sentence
Holophrases Single words used to express complex meanings
Two word sentences 18 to 24 months telegraphic two word sentences begin Demonstrate syntax
How do Infants Create Sentences?
Imitation Children learn from parental models Does not explain utter phrases that have not been
observed Reinforcement
Sounds of adults’ language are reinforced Foreign sounds become extinct Use of shaping
How do Learning Theorists Account for Language Development?
How can teachers enhance language development?
Modeling Language extensions and
expansion Rich environment
Plasticity of brain provides a sensitive period of learning language
Begins about 18 to 24 months and continues through puberty
Left hemisphere injuries Children recover good deal of speech, utilizing right
hemisphere
What is Meant by a Sensitive Period in Language Development?
Multilingual Education
Bilingual Education – utilizes student’s native language to teach skills
English as a Second Language (ESL) –develops proficiency in listening, speaking, reading and writing in the English language
Local ESL Resources PISD Multilingual Department -
http://k-12.pisd.edu/currinst/multilingual/main.html
Collin County Adult Literacy Council - http://www.ccalc.org/resources.htm
Collin County Community College Developmental Ed or Continuing Ed
Faith-based ESL Classes Even Start & Head Start
ESL On-line Materials
www.esl-kids.com www.colorincolorado.org www.teachingenglishgames.com www.sitesforteachers.com www.ESLprintables.com www.readingrockets.org www.esl-galaxy.com
Early Childhood:Physical Development
Growth Patterns
Height and Weight
Growth rate slows 2 to 3 inches per year 4 to 6 pounds per year
Individual variation As a group, boys are slightly taller and heavier
What Changes Occur in Height and Weight During Early Childhood?
Rapid growth in weight due to myelination By age 5 – brain is 90% of adult weight
Visual Skills Improved attention and visual processing skills
Specialization of hemispheres
How Does the Brain Develop During Early Childhood?
Left-brained Logical, problem solving, language and mathematical
computations Right-brained
Visual-spatial functions, recognition of faces, discrimination of color, aesthetic and emotional responses, understanding metaphors, creative mathematical reasoning
Functions overlap
What Does It Mean to Be Left-brained or Right-brained?
How teachers can apply new findings about brain development
Motor Development
Gross motor skills Involve large muscles used in locomotion
Differences in gross motor development Little sex differentiation More individual differences
Physical Activity Rough and tumble play Activity levels
How Do Motor Skills Develop in Early Childhood?
Ways teachers can help children’s large motor development
Fine motor skills Involve small muscles used in manipulation and
coordination Proximodistal trend accounts for lag in fine motor skills
Children’s Drawing
How Do Motor Skills Develop in Early Childhood?
Figure 8.2 The Twenty Basic Scribbles (Really)
Figure 8.3 Four Stages in Children’s Drawings
Emerges and shows preference during infancy Becomes strongly established during early childhood Majority of people are right-handed
When Does Handedness Emerge?
Connections have been made with Language problems
Dyslexia and stuttering Health problems
Migraine headaches and allergies Psychological problems
Schizophrenia and depression Higher frequencies of left-handers have been made
with Mathematical abilities Athletic abilities Artistic, musical and architectural
Are There Problems Connected With Being Left-handed?
Enhancing Small Motor Development
Nutrition
Nutritional Needs Need more overall calories than toddlers Slower growth rate - less calories per pound
Patterns of Eating Appetite decreases and becomes erratic Preference for sugar and salt with exposure
What Are Children’s Nutritional Needs and Their Eating Habits Like in Early Childhood?
Most common cause of death in young children in US
Motor vehicle accidents Low-income children most likely to die from
accidents Legislation to prevent accidents
Child safety seats in cars Window guards in apartment buildings Toy and clothing safety standards
Accidents and Prevention of Accidental Injury
Sleep
Preschoolers average 10 to 11 hours per 24 hour period
9 to 10 hours at night 1 to 2 hour nap
How Much Sleep is Needed During Early Childhood?
Helping Parents
Eating Problems Sleeping Problems
Early Childhood: Cognitive Development
Symbolic thought and play Pretend play
12-13 months – familiar activities; i.e. feed themselves 15-20 months – focus on others; i.e. feed doll 30 months – others take active role; i.e. doll feeds itself
Imaginary Friends More common among first-born and only children
How Do Children in the Preoperational Stage Think and Behave?
Lack of logical operations No flexible or reversible mental operations
Egocentrism Only view the world through their own perspective Three-mountain test
How Do We Characterize the Logic of the Preoperational Child?
Figure 9.1 The Three-Mountains Test
Properties remain the same even if you change the shape or arrangement
Preoperational children fail to demonstrate conservation
Centration Irreversibility
What is Conservation?
Figure 9.2 Conservation
Figure 9.3 Conservation of Number
Including new objects/categories in broader mental classes
Requires child focus on more than one aspect of situation at once
What is Class Inclusion?
Figure 9.4 Class Inclusion
Scaffolding Zone of Proximal Development
Sorting doll furniture into appropriate rooms (Freund, 1990)
Retell a story viewed on videotape (Clarke-Stewart & Beck, 1999)
Recall of task completed in longitudinal study (Haden, et al., 2001)
What Are Some of the Factors That Influence Cognitive Development in Early Childhood?
Recognition Indicate whether items has been seen before
Recall Reproduce material without any cues
Preschool children Recognize more than they recall
What Sort of Memory Skills Do Children Possess in Early Childhood?
Language Development
Why “Daddy Goed Away”
Development of Vocabulary Fast-mapping
Quickly attach new word to appropriate concept Whole-object assumption
Assume words refer to whole objects, not parts or characteristics Contrast assumption
Assume objects have only one label
What Language Developments Occur During Early Childhood?
Development of Grammar Expand telegraphic speech
Include articles, conjunctions and possessive adjectives Overregularization
Strict application of grammar rules Represents advances in syntax
What Language Developments Occur During Early Childhood?
Figure 9.7 Wugs
Teachers Can Help ChildrenDevelop Cognitively
Exploring Your Role in Supporting Families and Communities
Respect differences in teachers’ and parents’/families perspectives
Meet standards (NAEYC) for working with parents/families
Confront your own biases about working with families
Learn more about cultural differences Expand your definition of caring to
include out-of-school contexts
Guidelines for Working Effectively with Families
Recognize that early childhood educators are in a unique position to identify children’s needs and inaugurate families’ interactions with schools
Appreciate the importance of effective communication and professionalism in interactions with families
Reach out to families and communities
Guidelines for Working Effectively with Families, Continued
Copyright © 2008 by Pearson Education, Inc. All rights
reserved.
What were some of the routines that you came to expect? What opportunities were there for after-school play in your neighborhood?
If you had lived in a community characterized by violence, how might your parents have changed this routine?
How was homework handled? When and where was it done? How did your family support your?
Now, consider how homework routines would be affected by cramped housing conditions, parents working multiple jobs to pay the bills, or homelessness.
The Concept of “Home”
Be Partners with Parents
Greet families enthusiastically Share events in the children’s day Respect parents/ concerns and ideas Welcome parents as visitors Encourage parent involvement Exchange appropriate child rearing
techniques Clarify legal responsibilities
Communication Cohesiveness Adaptability Clear roles Shared time Shared values Social support
Characteristics of Well-Functioning Families
Parenting Communicating Volunteering Learning at home Decision making Collaborating
Six Types of Family Involvement
Involve Parents in Your Program Read books Cook family recipe Field trip Sing Teach dance/art Write children’s
experience stories Bring baby to
bathe
Talk with children Assist with screening Help with filing,
bulletin board prep Answer telephones Repairs Share culture Special events Parent Advisory
Board
Communicating General Information Initial contacts Orientation meetings Newsletters School handbooks Bulletin boards Calendars Parent education meetings Lending library Special events Parents’ suggestion box
Communicating with Parents
Specific Information about Individual Children Home visits Daily notes and photos “No problem” phone calls Individual notebooks/daily
journals and logs Conferences
Communicating with Parents
Try to ease families’ concerns about children’s adjustment
Strive to communicate by keeping professional jargon to a minimum
Keep it easy for the family to stay informed
Offer opportunities for families to gather informally and network
Ways to Build Rapport with Parents/Families
Schedule meetings at various times Use a variety of strategies to
enhance communication Strive to identify with and meet the
special concerns of families Be sensitive to some family
members’ discomfort in the school setting
Ways to Build Rapport with Parents/Families, Continued
Keep a problem-solving focus instead of blaming
Focus on all families Give parents latitude to
contribute in their own ways Admit when you need to seek
outside assistance
Ways to Build Rapport with Parents/Families, Continued
Flexible conferencing schedule Enough time for the conference A prepared child A welcoming atmosphere Teacher preparation and
organization Cultural appropriateness and
sensitivity
Features of a Productive Conference(Seplocha, 2004)
Positive opening to the conference Encouraging family members to
share their perspective Restraint Avoidance of jargon Shared suggestions for at-home
activities Positive closure to the conference Reflection and documentation
Features of a Productive Conference,Continued(Seplocha, 2004)
Your role: Accept the feelings expressed by the person:
“Many people feel as you do . . .” Identify with the concern personally, acknowledging
that you once felt this way (if that is true) “I used to have some of those same concerns . .”
Show the progression of how you changed your ideas, what you found: “But now that I have worked with many, many
young children, I have found . . .”
Feel, Felt, Found Model (Garmston, 2005)
Your role following the conference: Make a note of important points
discussed Review conference notes and
share as needed Summarize follow-up
responsibilities
Features of a Productive Conference, Continued(Seplocha, 2004)
Did I share a positive anecdote? Did I start by stating the purpose? Did I share information about the
child’s strengths? Did I share work samples? Did I encourage parental
information and questions?
Evaluating Your Role in the Conference(Seplocha, 2004)