CHILD D

EVELOPM

ENT

PRIN

CIPLE

S

CH

AP

TE

R 1

UNIT 1: LIFESPAN DEVELOPMENT

Chapter 1: Child Development Principles

Chapter 2: Adult Development Principles

Chapter 22: Caring For Special Needs Children (Charlton Collaboration)

UNIT 2: CAREER OPPORTUNITIES

Chapter 3: Human Services Careers

Chapter 4 Employability Skills

Chapter 5: Professional Skills

UNIT 3: HUMAN SERVICES BASICS

Chapter 6: Health and Safety

Chapter 7: Observation Skills

Chapter 8: Abuse and Neglect

Chapter 9: Schedules and Routines

WHY UNDERSTAND DEVELOPMENT?

1.As an early childhood professional, you must pay attention to children’s development so you can help them learn and grow.

2.Professionals can give extra help to children with developmental delays and tell their parents about special services

PIES

While studying development, we will focus on the four main areas:

PHYSICAL INTELLECTUAL

EMOTIONAL SOCIAL

Activity: Create this chart in your notes and come up with at least 2 items that will fall under each category

PHYSICAL

• Includes the ways a child’s body grows and what all the

body can do. • The greatest period of growth

occurs during infancy and the teen years

PHYSICAL : FINE VS. GROSS MOTOR SKILLS

Gross

Motor

Definition: Move and

Control large

muscles

Run, Kick or Jump

Learning to Crawl and then

Walk

Infants hold up their heads

FINE MOTOR

Finger

control

• Infant holds a rattle

• Child holds a pencil

Wrist contr

ol

• Writes his or her name

• Child feeds themselves

• Eyesight and balance affect how well their large and small motor skills help them perform tasks!

• For example: students who hop, skip or throw have also learned to coordinated, or use many muscles at the same time.

• Children are constantly refining and strengthening their large and small motor skills to complete more complex motions (riding a bike or playing the piano)

BALANCE AND COORDINATION

• Create an activity that helps a young child (ages 1-5) strengthen their fine motor skills

• Next, Create an activity that helps an older child (ages 6-9) strengthen their fine motor skills

Each Activity must include the following:

1. A sample of the activity

2. Directions for the activity

3. a description of how this activity will strengthen the fine motor skills for that age group.

PHYSICAL DEVELOPMENT ACTIVITY RESEARCH AND CREATION :

**These will be assembled into a

booklet of activities at the completion of

Chapter 1

Definition: E.D. takes place as children form feelings about themselves and others.

In learning effective ways to react to children’s emotions, early childhood professionals are more helpful to children in understanding their feelings and accepting them in positive ways.

EMOTIONAL DEVELOPMENT: REVIEW

Definition: includes how children think, communicate, make decisions and solve problems.

Children learn best as they move within their surroundings. They explore it through their senses of sight, touch, taste, hearing, or smell.

INTELLECTUAL (COGNITIVE) DEVELOPMENT

This is called

SENSORI-MOTOR

learning.

Formulate a question that will drive your research which relates to the intellectual development of children.

This question may relate to the way children think, how we learn or the various factors that impact the two.

INTELLECTUAL DEVELOPMENT RESEARCH

Key Words to consider when formulating a question: heredity, health, prenatal

drug use, the birth process, economic resources, children at

risk.

• Locate and read at least five (5) online sources on the intellectual development of children. Summarize the information you find in these five articles.

• Some key words to include in your search are sensory skills, concept development, language development and thinking skills.

INTELLECTUAL DEVELOPMENT ASSIGNMENT

SOCIAL DEVELOPMENT