An Introduction to Child Care 8 Hours

An Introduction to Child CareAnswer Sheet

Name:

Date:

Lesson I

Lesson 2

Lesson 3

1. ____2.____3.____4.____5.____6.____7.____8.____9.____10.___11.___12.___13.___14.___15.___16.___17.___18.___19.___20.___21.___22.___23.___24.___25.___

1. 2.3.4. 5. 6. 7. 8. 9. 10.

1.____2.____3.____4.____5.____6.____7.____8.____9.____10.___11.___12.___13.___14.___15.__16.__17.__18.__19.__20.__21.__22.__23.__24.__25.___Signature:OFFICE USE ONLY

Graded By: Date:

Score: _ PASS

_____ out of 60 FAIL

Note: To pass, the student must get at least 70% of the answers correct in each Lesson. This means a minimum of 18 correct answers in Lesson 1, 7 in Lesson 2, and 18 in Lesson 13. Failure to pass any one of the Lessons, means that the student fails.

Introduction

Welcome to Great Beginnings: An Introduction to Child Care. This self-instruction course provides an overview of information that adults should understand before working with young children. Each area covered in this short course is covered in more depth in other self-instruction courses offered by CARE Courses. Please consult our current brochure or our website (www.carecourses.com) for a complete listing of all training that is available.Attention Texas Chidcare Workers:This course may be used for the pre-service training requirement in Texas for new staff who do not have experience in a regulated childcare facility or relevant training. This course covers the eight areas named in this Texas requirement: developmental stages of children, age-appropriate activities for children, positive guidance and discipline of children, fostering children's self-esteem, health and safety practices in the care of children, positive interaction with children, supervision of children, and detection and reporting of suspected child abuse and neglect.

How to Do This CourseThis self-instruction course is designed for independent study. Everything you need to complete the course is in this course book.Advantages of a self-instruction course You don't have to leave your home to attend classes. You can work on the course whenever you choose, not just when a class happens to meet. You can work as fast or as slowly as you want to. You can spend as much time on every lesson as you need to.This course has several features to help you be your own teacher.Learning ObjectivesEach lesson begins with Learning Objectives. Read the Learning Objectives first. They will help you focus on the important points of the course.Self ChecksEach section ends in a True/False Self Check with answers provided. Answer these questions, and check your answers. Re-read any material that gave you trouble.QuizEach lesson ends with a Lesson Quiz. Please read the material two times before attempting the Lesson Quiz.Mark the answers on the Lesson Quiz and keep this copy for your records. Then copy your answers to the Answer Sheet at the end of this course book.

Print your name and address clearly at the top of the Answer Sheet. Then fill in the Enrollment Card printed inside the back cover of this book. Detach the Enrollment Card and mail both the Answer Sheet and Enrollment Card to the address at the bottom of the Answer Sheet.Your paper will be returned to you along with a certificate documenting the hour you have earned.You must make a score of at least 70% on each Lesson Quiz in order to receive credit for this course. If your score is less than 70% on any Lesson Quiz, your Answer Sheet will be returned to you and you will be given a second chance to re-read the material and redo the questions.This course is not designed to be hard. The quiz questions are not designed to be tricky. If you read all of each lesson and think about it, you should not have any trouble with this course.Happy Studying!

When you complete all Lesson Quizzes:

Great Beginnings Introduction

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Quiz Item ExampleBefore you begin the Lesson 3 Quiz, please study the following example which shows how to do quiz items that include choices identified by Roman numerals.Read the question and the statements identified by Roman numerals.Check the statements that correctly answer the quiz question.Circle the letter (a, b, c or d)of the answer that identifies the statements you have checked.Write the letter answer on the Answer Sheet.Sample Quiz Question1. Which of the following describe the ideal child care provider?S I. kind and cheerfulII. expects children to behave like adultsS III. always considers the needs of children firstS IV. enjoys being with childrenV. easily loses self-control when things get tougha. I, II, IIIQ I, HI, IVc.I, II, IVd.I, III, IV, VBecause you checked choices I, III, and IV, answer b is correct, and you should circle b.NOTE: If the Roman numerals you have chosen for a question do not match one of the four answers given, think about the question again. One of the four letter answers for each question is correct.

Great Beginnings: An Introduction to Child Carea Self-Instruction Course for Early Childhood ProfessionalsClairece FeaginCare CoursesP. O. Box 10526McLean, VA 22102-85261-800-685-7610

About the Author:Clairece Feagin holds an Ed.M. from Harvard University. She is author of Contemporary Books' "Stories for Parents" and "Let's Read Together" series as well as various social studies texts and teaching materials.Credit Available for This CourseGreat Beginnings: An Introduction to Child Care offers 8 clock hours (0.8 CEUs) of training credit. This course satisfies the Texas requirement for pre-service training before working with young children. See the Introduction, page iii, for a list of topics covered. Credit for this course is available only through CARE COURSES.To obtain credit, complete the Quiz items and copy your answers onto the Answer Sheet at the end of this course book. Fill out and detach the Enrollment Card printed inside the back cover of this course book. (Only an original Enrollment Card will be accepted.) Mail both the Enrollment Card and the Answer Sheet to CARE COURSES. You will receive a certificate documenting your clock hours/CEUs. (Read "How to Do This Course," p. iii in this course book.)ContactCare Courses P. O. Box 10526 McLean, VA 22102-8526 1-800-685-7610 www.carecourses.comfor information on other self-instruction courses for early childhood professionals..Published by CARE COURSES,McLean, Virginia.Copyright 2008 by CARE COURSES.All rights reserved.Printed in the United States of America.

Introduction

Welcome to Great Beginnings: An Introduction to Child Care. This self-instruction course provides an overview of information that adults should understand before working with young children. Each area covered in this short course is covered in more depth in other self-instruction courses offered by CARE Courses. Please consult our current brochure or our website (www.carecourses.com) for a complete listing of all training that is available.Attention Texas Childcare Workers:This course may be used for the pre-service training requirement in Texas for new staff who do not have experience in a regulated childcare facility or relevant training. This course covers the eight areas named in this Texas requirement: developmental stages of children, age-appropriate activities for children, positive guidance and discipline of children, fostering children's self-esteem, health and safety practices in the care of children, positive interaction with children, supervision of children, and detection and reporting of suspected child abuse and neglect.* * *

How to Do This CourseThis self-instruction course is designed for independent study. Everything you need to complete the course is in this course book.Advantages of a self-instruction course You don't have to leave your home to attend classes. You can work on the course whenever you choose, not just when a class happens to meet. You can work as fast or as slowly as you want to. You can spend as much time on every lesson as you need to.This course has several features to help you be your own teacher.Learning ObjectivesEach lesson begins with Learning Objectives. Read the Learning Objectives first. They will help you focus on the important points of the course.Self ChecksEach section ends in a True/False Self Check with answers provided. Answer these questions, and check your answers. Re-read any material that gave you trouble.QuizEach lesson ends with a Lesson Quiz. Please read the material two times before attempting the Lesson Quiz.Mark the answers on the Lesson Quiz and keep this copy for your records. Then copy your answers to the Answer Sheet at the end of this course book.* * *

Print your name and address clearly at the top of the Answer Sheet. Then fill in the Enrollment Card printed inside the back cover of this book. Detach the Enrollment Card and mail both the Answer Sheet and Enrollment Card to the address at the bottom of the Answer Sheet.Your paper will be returned to you along with a certificate documenting the hour you have earned.You must make a score of at least 70% on each Lesson Quiz in order to receive credit for this course. If your score is less than 70% on any Lesson Quiz, your Answer Sheet will be returned to you and you will be given a second chance to re-read the material and redo the questions.This course is not designed to be hard. The quiz questions are not designed to be tricky. If you read all of each lesson and think about it, you should not have any trouble with this course.Happy Studying!

When you complete all Lesson Quizzes:

Great Beginnings Introduction

ni

Quiz Item ExampleBefore you begin the Lesson 3 Quiz, please study the following example which shows how to do quiz items that include choices identified by Roman numerals.Read the question and the statements identified by Roman numerals.Check the statements that correctly answer the quiz question.Circle the letter {a, b,c or d) of the answer that identifies the statements you have checked.Write the letter answer on the Answer SheetSample Quiz Question1. Which of the following describe the ideal child care provider? I. kind and cheerful II. expects children to behave like adults III. always considers the needs of children first IV. enjoys being with childrenV. easily loses self-control when things get tougha. I, II, III b. I, III, IVc.I, II, IVd.I, III, IV, VBecause you checked choices I, HI, and IV, answer b is correct, and you should circle b.NOTE: If the Roman numerals you have chosen for a question do not match one of the four answers given, think about the question again. One of the four letter answers for each question is correct.

Lesson 1Child Development

Learning ObjectivesIn Lesson 1 you will learn: typical physical growth patterns of young children the importance of children's optimum motor development ways to facilitate young children's motor development the relationship between motor development and cognitive development

the stages of young children's cognitive development how children learn the adult's role in children's learning ways to help children learnThe first six years of a child's life are a period of rapid growth and change. In this lesson we will take a look at the way children grow and develop physically and cognitively.Physical DevelopmentChildren's physical growth and development refers not only to their actual growth but also to the development of their skill in using various body parts.How Children GrowAll children's physical growth follows the same sequence of development: From birth, children's physical development proceeds in a head-to-toe direction. Children's physical development also proceeds outward from the center of their body. Control of large muscles is achieved before control of small muscles. Coordination of the large and small muscles takes longer to develop.

The human body has two muscle systems: the gross motor system, or large muscles, and the/we motor system, or small muscles. The gross motor system controls the movement of the head, the torso, the legs, and the arms. The fine motor system controls the movement of the eyes, the hands, and the fingers.Following the rule of head-to-toe (top-*downward) development, infants gain control of their head and neck muscles before they gain control of their arms and hands. They gain control of their arms and hands before they gain control of their legs and feet.Center-* outward development means that children develop large motor skills before they develop fine motor skills. Infants gain control of their arms before they gain control of their hands. They can hold a large teddy bear with their arms before they can manipulate small toys with their hands or feed themselves with a spoon. Infants gain control of their legs before they gain control of their feet. On the average, infants require about one year to gain sufficient control of their legs and feet to begin walking alone.Rate of GrowthInfancy is a period of very rapid physical growth. During the first six months of life, infants have been observed to add as much as a half-inch in 24 hours and one full inch within a week's time. Infants' legs and arms grow more rapidly than their head and torso. Although growth slows during the second half of the first year, infants' length typically increases by 50 percent during their first year of life. By the end of the first year, growth slows to approximately 10 percent a year. By the end of the second year, most children have increased their birth height by 75 percent. Between ages two and seven, children typically grow between two and three-and-a-half inches in height per year.

During the first year the typical infant's weight will triple. Weight gain slows after age one. By the end of the second year, most children weigh four times their birth weight. Between ages two and seven, children typically gain between four and five pounds in weight per year.As children's growth slows, they do riot need to eat as frequently as they did during infancy, and they need less food than infants. Offer children only wholesome, nutritious foods and then let each child decide how much to eat. Never, try to force, coax, or bribe children to;eat more than they want. Putting pressure on children to eat creates harmful tension that interferes with their digestion and can actually decrease their appetite. Such pressures can also contribute to eating disorders later on.Changes in height, weight, and body proportions are the most obvious physical developments of early childhood. But major advancements in the development of the neuromuscular system, muscular control, balance and stability, and sensory perception are also underway during this period. You can see evidence of these complex developments as infants progress from the random reflex actions of the newborn to perform intentional, purposeful actions such as rolling over, sitting, reaching for and grasping a specific object, crawling, creeping, standing, and walking and then later as the young child smoothly and automatically performs actions that the toddler struggled to master, jBy age three, most children have fairly good control of their bodies and have some degree of skill in most of the (fundamental motor movements such as running, jumping, hopping, skipping, galloping, throwing, catching, and pin-cer movements. However, the performance of these movements generally does not reach a mature level until between five and seven years of age.

Great Beginnings Lesson 1

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tempt to toilet train a child before all the signs of readiness are present. To do so will only cause problemsfor the adult as well as for the child.Brain DevelopmentBrain development proceeds the most rapidly just before birth and during the first two years of life. Although brain development is much slower during the early childhood period, it does continue as neurons in the brain continue to increase in size and to form new connections with other neurons and the myelin sheath, which insulates nerve fibers, continues to develop.Normal brain growth and development requires a nutritious diet, freedom from serious injuries to the head, and stimulation of the senses and the mind.NutritionGood nutrition is essential to proper brain development at all ages. Malnutrition during the first year of life, when cell division is occurring, causes permanent harm. Researchers have observed that the brain doesn't get another chance to increase its size by cell division.The brains of well-nourished children will almost reach adult size by two years of age. The brain size of malnourished children will lag behind, resulting in brain cells that are smaller than normal size. However, this abnormality in brain cell size can be corrected by adequate nutrition. Researchers have observed that malnourished children's brain growth rate speeds up rapidly when they are given adequate food.As young children practice motor skills, they develop an increasingly accurate awareness of the size and shape . of their own body and the position of their body parts. Motor skill practice also helps develop coordination between the two sides of the body. This is called bilateral coordination. Bilateral coordination is essential for most motor tasks. Body awareness and coordination between the two sides of the body are essential to children's skillful use of their bodies. Children's advancement in these areas can be observed as their walking and running movements become smoother and as they learn to jump, hop, skip, cut with scissors skillfully, and tie their shoelaces.In most children, hand and foot dominance, that is, a preference for either the right or the left hand or foot, is established by about age five or six years of age; approximately 70 percent consistently use a dominant hand by age three. Changes in hand preference have been observed in a small percentage of children up until age 10. By eleven years of age 94 percent of children have established a preferred hand. The vast majority of children (94 percent) have developed foot dominance by age five. Research studies have found that being left-handed or right-handed does not affect either children's intelligence or their manual dexterity. Manual dexterity is less well developed among children who have not established a dominant hand. These children's manual skill practice is divided betweenAdvances in motor development are partially the result of the normal maturation process of the body and brain. However, advances also depend on plenty of practice in using both large and small muscles. Children have a very strong motivation to achieve control over their bodies and their movements. Success in mastering a motor skillwhether a simple skill such as jumping from a low step or a more advanced skill such as riding a tricycle is a great source of pleasure, pride, and self-confidence for young children. Success in one task often encourages children to continue their efforts to master other tasks that they have found difficult.two hands, so each hand gets only half as much practice in its specialized tasks as the hands of children who have established a dominant hand. Once children establish hand dominance, each hand is used for particular types of tasks. For example, the nondominant hand is used to hold an object while the dominant hand is used to manipulate the object. Both hands are used, but each in its own specialized way. Although all children share the same sequence or pattern of motor development, the rate of motor development varies from one child to another. Every child proceeds along the developmental course at an individual ratea rate that is just right for that particular child. "Normal" development should not be thought of as a specific timetable for skill development but as a range. This is very important to remember when comparing one child's development with that of another child. For example, one infant may sit alone at four months old, another not until seven months of age, and both be completely normal. Another example is the age at which children walk. Although approximately 90 percent walk between 11 and 16 months of age, some walk alone as early as 9 months while others wait until 18 months. Respect each child's personal timetable. Never urge infants to walk. When infants' muscles and balance are sufficiently developed, you won't be able to stop them from walking. .Freedom from InjurySerious head injuries can interfere with normal brain development. Head injuries can result from falls or blows to the head. Shaking a child can also cause brain damage. Adults should never shake or strike a child of any age.Because young children need to be very active physically, it is extremely impor-Children also differ in when they are ready to be toilet trained. Toilet training should not begin until the child (1) can control bladder and bowel muscles, (2) can recognize the need to urinate or defecate, (3) shows an interest in being dry and using a potty, (4) can manage his/her own clothing, (5) can give a clear signal to the caregiver or walk to the potty unassisted, and (6) can seat herself or himself on the potty unassisted.This combination of factors occurs at different ages in different children. The nerves and muscles that control bowel and bladder functions do not mature until 18 to 24 months of age. The other readiness factors may not be present until the child is even older. Never at-


tant that the space in which they play be free of hazards. Great care should be taken to provide safe space indoors and outdoors so that children can move about freely and engage in self-directed play without fear of injury.Sensory StimulationSensory stimulation is essential for children's optimum development during early childhood. Children receive stimulation through their five senses sight, hearing, touch, taste, and smell. Information received through the eyes, ears, skin, tongue, and nose is recorded and stored in the brain, ready to be remembered and used as needed.Hands-on exploration and experimentation continue to be very important throughout early childhood, even as young children learn to use language and form mental images and as thought processes become increasingly important in their learning experiences.Value of Motor DevelopmentMotor development during the early childhood period contributes to the child's overall physical health and development; is a source of pride of accomplishment; prepares the child for participation in sports and other group activities later on.School-agers who are not physically prepared for participation in vigorous physical activity tend to be passed over when teams are selected and excluded from group games. Inclusion in group games and the ability to function well on a sports team are important to the school-ager's self-esteem. Group participation is also important to the formation of friendships. In addition, children are much better able to develop social skills in play situations when they can interact as an equal in terms of ability level.Movement activities help children develop motor skills. Following are some of the benefits that movement activities bring to young children:

Physically, movement activities build muscular strength, strengthen the heart, enhance aerobic capacity, promote muscle and joint flexibility, and promote healthy body composition.Movement activities help developeye-hand coordination and eye-foot coordination. Movement activities increase general body awareness, visual awareness, auditory awareness, tactile awareness, and directional awareness.Among their many social and emotional benefits, movement activitiesprovide enjoyment for children, provide opportunities for children to feel successful, and promote cooperation with other children.Movement activities also provide opportunities for cognitive learning; problem solving; language development; exploration, discovery, and creativity.The Caregiver's RoleAdults have a responsibility to help young children develop their motor skills to the very best level that is possible for each individual child.Physical maturation of the brain and body systems makes motor development possible. Children's motor skills will develop at some minimal performance level as they grow up. But children deserve to achieve a higher than minimum performance level. To reach their highest potential, young children need adult guidance and instruction along with ample indoor and outdoor

space, uninterrupted time, and opportunities for lots of practice.Children need a wide array of interesting activities that offer opportunities for success and that also challenge each child's individual level of development.PracticeResearch studies have found that by itself instruction in motor skills is not effective in improving children's basic motor performance. Only practice has been found to be effective in achieving this goal.Young children need many challenges and opportunities to practice motor skills. Through practice children develop and perfect new movements. Through practice children also learn to integrate separate skills that they already know into new sequences so that they can perform new activities. Children find great pleasure in practicing motor activities and improving skills.Children also need freedom to achieve success in physical pursuits on their own. Allow children to do things by themselves and for themselves as much as possible. Adults who step in to physically assist young children with various motor activitieseven to pick children up after every stumble or falldeprive children of opportunities to improve their motor skills and gain confidence in their own abilities. Children who are helped too much are likely to remain awkward and may even develop a learned helplessness.To achieve their highest possible level of motor development, children need both free play and guided movement activities. Free play, indoors and outdoors, offers children many challenges and opportunities to develop motor skills. In fact, free play is essential to young children's social, emotional, and cognitive development as well as their motor development. But free play alone is not enough. Free play does not guarantee that children will develop motor skills beyond a minimal level. Left to their own choices, children are likely to concentrate on a limited range of movement activities. Some are likely to


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choose inactivity more often than activity. Therefore, in addition to free play, young children need guidance from caring adult facilitators to help them develop motor skills more fully. The adult's role is to provide age-appropriate activities that involve a wide range of movements and a level of challenge appropriate for each individual child.Young children exhibit a wide difference in their individual rate of growth and motor development and in the age at which they master particular motor skills. Some children develop rapidly; others reach the same milestones at a later age. Some children are physically awkward. Awkwardness may result from poorly developed coordination and/or lack of muscle strength, or it may simply be a stage that the child is passing through in the normal process of growing and developing. Some children will always move with more grace and confidence than others. Some will always be more agile, better coordinated, stronger, or more athletic than others. But with practice all children can improve their motor skills. All children deserve opportunities to become as physically able as they can be.Assessing Children's Developmental LevelTo help children reach their full potential, teachers and caregivers must know children's individual skill levels well. This can best be accomplished by carefully observing and recording each child's behaviors.Observation ChecklistMake your own checklist for use in evaluating the motor skill development of children in your care. Record the date of each observation.Observe individual children as they move about during the day. Make written notes about each child's motor skill strengths and weaknesses. Use this information when planning motor activities for individual children and for the group.In making your initial evaluation, observe each child's physical movements on several different days and

at different times of day as the child is engaged in different activities.Repeat the checklist evaluation for each child periodically. The frequency of repeat evaluations will depend on the needs of the particular child. At each evaluation, note any changes that have occurred since your last observations were recorded. Note areas in which the child has made progress and areas of weakness. Keep a written account of all your evaluations in the child's folder. Share information from your evaluations with children's parents.In addition to learning about each child's motor skill strengths and weaknesses, you can learn many other things from observing children's physical movements. Children's physical movements give clear clues to their emotional state. In an address at a Conference on the Significance of the Young Child's Motor Development, early childhood specialist Dorothy Cohen stated, "In their walk, one can see pride, caution, timidity, abandon, self-effacement or strength."*Use a similar method to observe and record children's cognitive, language, emotional, and social progress.Recognize Children as IndividualsIn evaluating children's level of performance, be careful to see each child as a unique individual. Never compare children with each other. Success for any particular child is doing his or her best and making progresshowever smallcompared with his or her own previous performance. Never pressure children to perform beyond their own individual ability. Never criticize or ridicule children for their level of performance. Never encourage children to compete with each other. Never hold one child's performance up as an exam-* From "The Young ChildLearning to Observe, Observing to Learn," an address by Dorothy Cohen of the Bank .Street College of Education at a 1971 Conference on the Significance of the Young Child's Motor Development, held in Washington, D.C.

pieeither positive or negativefor others. Recognize children's accomplishments, but avoid excessive praise. Compliments on children's efforts are generally more meaningful to the child than praise of their accomplishments.Motor activities and games for young children should allow everyone to participate and feel successful. The best activities are those that allow for a wide range of skill levels"something for everyone" activities.Be sensitive to the feelings and needs of children with less-well-developed motor skills in group situations. Every child has at least one skill that he or she can do at least fairly well. Include these children's special skill in group motor activities. Work with children who are less physically adept to help them improve their special skill as well as their overall motor skill level. Never do or say anything that will expose a child's skill deficiency or embarrass the child before the group. Exposure of a child's skill deficiency in group play can seriously harm children's self-esteem and self-confidence. Children who are embarrassed before their group because of a skill deficiency are likely to be reluctant to participate in future physical activities, thus depriving themselves of the opportunity to develop their skills or to become a functioning member of the group. Know each child's ability level before introducing a group activity that might expose a child's deficiency.Planning Movement Activities for Young ChildrenChildren do best when movement activities are spaced throughout the day, interspersed with periods of quiet activity and rest."* Include activities that develop fundamental movement skills.Fundamental movement skills include (1) locomotor skills, (2) nonlocomotor skills, and (3) manipulative skills.Locomotor activities are those used to move through space. These include walking, running, jumping, hopping, leaping, skipping, galloping, sliding, and dancing.

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"Movement assists the young child in achieving and maintaining his orientation in space. It is an important factor in his development of concepts of time, space, and direction. "*Locomotor activities have almost endless benefits. Locomotor activities provide avenues for children to discover independence. Locomotor activities enhance aerobic endurance, build muscle strength and endurance, and promote healthy body composition by helping to control the relative percentage of fat to body weight. Locomotor activities promote muscle and joint flexibility and enhance balance. Locomotor activities are fun; they provide opportunities for young children to enjoy themselves and delight in the process of mastering body skills.Nonlocomotor movement skills include twisting, turning, swinging, swaying, bending, stretching, pushing, pulling, weight transfer, and balance. Nonlocomotor activities have many of the same health-related benefits as locomotor activities. They enhance aerobic endurance, build muscle strength and endurance, and promote healthy body composition. Nonlocomotor movements also promote muscle and joint flexibility and enhance balance. Nonlocomotor motion skills are essential to fluid movement.Manipulative skills include throwing, bouncing, rolling, dribbling, kicking, striking, and catching.All fundamental movement skills areessential to success in sports and active group games throughout life. Spend some time observing the movements of older children and adults (either professional athletes or everyday people) playing various sports. Notice how often they use the fundamental movement skills. Also spend some time observing the movements of ordinary people of a variety of ages going about their daily activities. Notice how often everyday activities require various fundamental*From "The Young ChildWhat Movement Means to Him," an address by Keturah E. Whitehurst of Virginia State College at a 1971 Conference on the Significance of the Young Child's Motor Development, held in Washington, D.C.Great Beginnings Lesson 1

movement skills. Notice individual differences in strength, flexibility, and fluidity of movement. Chances are you will find a wide performance range. Does performance vary by age? by gender? by body composition?Resolve to help the children in your care build a foundation for themselves and establish habits that will place them in the high performance range when they are older children and adults.S Include movement activities that provide opportunities for developing sensory awareness. Following are a few examples.Running and leaping involve visually judging distance and depth. So do throwing and catching. Catching involves visually tracking a moving object and distinguishing the object from its background.Listening to what a particular person is saying during active group play requires the ability to distinguish sounds and thus helps increase the child's auditory awareness.Movement activities that involve jumping up and down, crawling in and out, walking or running in various directions, or looking to the left or right increase children's sense of direction (directional awareness). Rolling a ball alternately to different people who are seated in a circle is a good indoor activity for directional awareness.Jumping and leaping contribute to children's sense of their own body's orientation in space (spatial awareness). Include movement activities that develop eye-hand and eye-foot coordination. Following are a few examples:Kicking, jumping, leaping, and climbing provide practice in eye-foot coordination. Walking, hopping, skipping, and other movement activities that involve the feet also contribute to eye-foot coordination.Games of throw and catch provide excellent opportunities to develop eye-hand coordination. Rolling balls, tossing and catching objects such as beanbags or balls, bouncing balls, and striking activities are other possibilities.

Self Check LL True/False 1. As children's bodies mature,their motor skills will automatically develop to the highest level possible for the individual child. 2. Instruction from skillfulteachers is the most effective factor in improving young children's motor performance. 3. Young children need the freedom to achieve success in physicalpursuits on their own. 4. All children should be expected to achieve the same highlevel of motor coordination andability. 5. Periods of increased awkwardness are a normal part ofyoung children's growth and development. 6. In order to help children im-prove their motor skills, adultsmust know each child's currentskill level. 7. Written evaluations of chil-dren's motor development shouldbe made several times each year. 8. The best way to help youngchildren improve their motor skills is to have them compete with each other. 9. Toilet training should alwaysbegin by 24 months of age.10. Movement activities provideopportunities for children to feel successful. 11. Fundamental movement skillsare essential to success in sports.12. Games of catch develop eye-hand coordination.(1. F, 2. F, 3. T, 4. F, 5. T, 6. T, 7. T, 8. F, 9.F, 10. T, 11. T, 12. T)5

Cognitive DevelopmentCognitive, or intellectual, development refers to how children come to know and understand the world. Cognitive development involves children's ability to think and reason and use their powers of thinking and reasoning to solve problems. Cognitive development includes recognizing objects, classifying objects, forming concepts, and remembering ideas.Cognitive development begins in infancy and should continue throughout life.Infants know only what they experience. Infants understand the world in terms of their experiences. The influential Swiss child psychologist Jean Piaget labeled the first two years of a child's life the sensorimotor period of cognitive development because during this time children learn through a combination of (1) the stimulation they receive through their senses (sensori) and (2) their physical (motor) interaction with objects. Piaget labeled the period from ages 2 to 7 the preoperational period. During this period children learn to use language and to form mental images. Thought processes become increasingly important in children's learning experiences. However, hands-on exploration and experimentation continue to be very important during the preoperational period. Children continue to benefit from sensorimotor stimulation throughout childhood.Children receive stimulation through their five senses: sight, hearing, touch, taste, and smell.Information received through the eyes, ears, skin, tongue, and nose is recorded and stored in the brain, ready to be remembered and used as needed.Stages of DevelopmentPiaget divided the sensorimotor period into six separate stages. In each successive stage, children are capable of more complex responses to events and more sophisticated ways of thinking about the world.6

Each stage is characterized by the type of behavioral responses that children are capable of in that stage. Each stage is a prerequisite for the next stage.Piaget attached approximate age ranges to each stage of the sensorimotor period. However, it is extremely important to realize that while all children pass through this series of stages, they do so at their own individual rates. All children follow the same sequence of development and pass the same developmental milestones. They just don't all pass the milestones at the same age.The first year of life, which is a period of rapid and profound change, is subdivided into four stages. Stages 5 and 6 of the sensorimotor period occur during the toddler period.During Stage 1 of the sensorimotor period (birth to approximately 1 month of age), the primary behavioral responses are sucking and looking. These are initially passive reflex actions but quickly become active. It should be noted here that for young infants, the mouth is the most efficient organ of touch. Through mouthing, infants learn about texture, size, and shape as well as taste.During Stage 2 (approximately 1 to 4 months), infants seek to repeat their own accidental behaviors that they find interesting and pleasurable. Although their motions are pretty much trial and error, with persistent effort they eventually perfect the behavior so that they can consistently produce the desired result. Actions during this stage involve only the infant's own body. During this period infants begin to develop hand-mouth, hand-eye, and eye-eye coordination.During Stage 3 (approximately 4 to 8 months), infants turn their efforts to manipulating objects. Infants continue to try to duplicate interesting or pleasurable results by repeating their accidental behaviors, but now they are becoming aware of the effect their actions have on things outside their own bodies. Through many experiences of manipulating objects, infants develop their motor skills while they discover the properties of different objects.

Stage 3 marks the beginning of an awareness that objects continue to exist even when out of the infant's sight (called object permanence). Typically the sense of object permanence is not fully established until approximately 18 months of age.Stage 4 (approximately 8 to 12 months) marks the beginning of intentional behavior. Infants are now beginning to separate their intentions (what they want to do) from their actions (how they will do it). They begin with a goal and seek an appropriate behavior to achieve that goal. By Stage 4 infants have developed numerous classification categories based on the many behavior patterns they are capable of. An infant who saw most objects simply as things to be sucked a few months earlier can now classify objects as things to be banged, dropped, squeezed, rolled, shaken, pushed, pulled, or thrown.Stage 5 (approximately 12 to 18 months) marks the beginning of experimentation when children begin deliberately to invent new actions they have never tried before. Still using trial and error, children now eagerly explore different ways to make something happen and are very interested in figuring out how objects relate to each other. Stage 5 children learn a lot about cause and effect as they expand their understanding of the effects of their own actions.Stage 6 (approximately 18 to 24 months) marks the beginning of children's ability to form mental pictures of objects and actions and places. Although children still need hands-on experiences with real objects, they are beginning to use their thought processes to find solutions to problems, that is, to figure things out in their heads rather than only through trial and error. Problem solving is now speedier than during Stage 5. Also, children can now play pretend games.Beginning at about 18 months of age, toddlers' concept of object permanence is fully established. Stage 6 toddlers have a mental image of objects they have seen and realize that these objects can be moved from place to place. They will search for a missing object until it is found, even when they have not seenGreat Beginnings Lesson 1

it disappear. They can even imagine where a desired object might be found.During the sensorimotor period of cognitive development, children's thinking depended on actions and objects. At about 2 years of age, children enter a period that Piaget called the Concrete Operations Period, which lasts until about 11 years of age. With the added tool of language, children's thinking becomes more sophisticated than it was during the sensorimotor period, although it is still based on actual experiences and thus is very different from adults' abstract thought.Piaget identified the first several years of the Concrete Operations Period as the Preoperation Subperiod (2-7 years of age). Preoperational children understand the difference between words and ideas and those actions or objects to which the words and ideas refer. The sensorimotor child is not able to make this distinction.How Children LearnAt all stages of cognitive development, young children learn by doing. They construct their own knowledge through their own hands-on, self-directed exploration and through interaction with materials and people. Thus, early childhood should be a time of active learning.Young children learn best when they are able to set their own learning priorities. The best way for young children to learn skills is in the context of daily life when a meaningful need arises.Young children need to experience the joy of satisfying their natural curiosity in ways that they themselves choose. They need opportunities to follow their own interests and try many new things on their own without fear of failure. They need to be free to make mistakes, try again, and learn from their mistakes. Many adults tend to be discouraged by their mistakes. Children, on the other hand, view mistakes as a natural part of doing and learning. Children also define success differently than adults do. Children experience the joy of success in the process of doing and experiencing and learning. They have much less interest in arriving at a correct answer.

Children learn from every experience they haveeverything they see, everything they hear, everything they touch, everything they taste, everything they smell. Each sensory stimulation sends a message to the child's brain and causes the child to think, to know, and to learn. Experiences that involve more than one sense create more complete mental pictures and allow children to experience more complex thoughts.Children can learn what a dog is by looking at a picture in a book, but they will develop a much more complete and accurate concept of what a dog is by seeing a real dog. watching it move, touching its fur, and hearing it bark. Children might also learn what a ball is by looking at a picture of a ball in a book and hearing the caregiver say the word ball. But children will develop a much more complete and accurate concept of ball when they see, touch, roll, and drop a ball as they hear the caregiver label it.Because children develop their ability to think and know and understand by physically handling objects and using all their senses to explore objects, they need many concrete, active, hands-on experiences. They need real-life opportunities to explore and make discoveries and solve problems. They need many opportunities to try new things and be creative. As children experience events with all their senses, they gradually understand more and more about their world. Each new experience is stored in the child's brain and can be used to help the child figure out new things to do with objects, new ways to think about objects, new ways to achieve goals, and solutions to new problems.Each new bit of knowledge and understanding builds on what the child has already experienced and learned.Through hands-on experiences, children internalize concepts, that is, the concept becomes part of the child's own internal knowledge. Concepts learned by doing are internalized by children in a way that is difficult or impossible for concepts that are presented to the child by talking alone.

Adults' primary role in young children's learning is that of facilitator rather than teacher. It is adults' responsibility to provide the framework for children's play and learning and allow children themselves to direct the play. Adults should concentrate on making positive learning experiences possible rather than on making learning happen.Play and LearningSpontaneous, self-paced, child-controlled play provides the ideal environment for children's learning. Play is children's work. It is their life. It is also fun. Children will play anytime they get the chanceand with anything that is available.By nature young children are active. Play is completely compatible with this aspect of children's nature because it is an active form of learning.Each individual child is the best judge of what that child is ready to learn at any given time. The unstructured nature of play in an environment that provides many choices of activities allows each child to progress according to the child's individual needs and time frame.Children are interested in process, not in the outcome. Play activities and games allow children to focus on the process. Play is not goal oriented.Play provides opportunities for children to practice skills they have learned. Play also provides opportunities for new experiences and new understandings of the world. Through play, children can acquire and practice new skills and integrate their new skills and experiences into previously developed frameworks of understanding. Much of what children need to learn can only be learned through actual experiences. Self-directed play is the ideal source of children's learning experiences.Play encourages a flexible approach to problem solving. Open-ended, self-directed play allows children to follow their own curiosity, experiment with a variety of approaches to reach a goal, and

Great Beginnings Lesson I

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keep trying until they feelsuccessful.Play can help children learn to think logically and solve problems that have only one single correct solution. Play can also help children think creatively and solve problems that have more than one correct solution.Play helps children learn about their social world as well as the physical world. As children mature, their play changes from concentrating on themselves to interacting with others. Through play children can begin to learn social skills such as cooperation, helping, sharing, turn taking, and social problem solving.Self-directed play allows children to feel very much in control. Play provides an opportunity for relaxed, pressure-free learning.Play captures children's attention and holds their interest. Play unites the child's mind, body, and spirit. Children learn best in this unified mode.Perhaps most importantly of all, play is fun. Learning through play is fun. And everyone, young and old alike, learns best when they are having fun.Developmentally appropriate early childhood education focuses on the daily enhancement of children's joyful experiences of spontaneous play and experimentation. In a developmentally appropriate curriculum, play is not merely a brief break for rest and relaxation. Rather, play is central to a developmentally appropriate approach to children's learning. Adults who worry that children who "just play" are wasting precious time that could be better spent in "real learning" show no understanding of early childhood development.Before starting first grade, children need a number of skills. These include skills related to: the control of their own bodies, the control of their own behavior, getting along with other children and adults.During early childhood, children also need to learnto understand and use theirlanguage,8

how to think, how to learnthat is, how to raise questions and find the answers on their own.Young children can learn these skills best by active participation in a child-centered environment that provides many opportunities for them to play. Play provides opportunities for children to manipulate objects, experiment, explore, and initiate their own activities.These are the experiences that develop-mentally appropriate early childhood programs provide. These experiences help children build self-esteem and develop social skills while they are learning how to think and how to learn. Positive self-esteem is important for children's future academic success.Young children develop thinking skills when their minds are stimulated by rich and varied opportunities to play and experiment and discover using things that they can see and touch and manipulate. Make-believe and construction play are especially valuable in enhancing children's thinking skills.In order for an activity to qualify as play the child must choose to do the activity; the child must be in control of how the activity is performed; the child must set the pace; focus must be on the process rather than on a goal.Some early childhood programs today favor an academic curriculum, which is very different from a developmentally appropriate program. An academic curriculum is predetermined and presented in a strictly structured sequence. It is both chosen and directed by adults and focuses on abstract rather than concrete learning experiences. Academic programs are goal oriented and focus on finding the "right" answer. They foster competition among children rather than encouraging children to compete only with their own past achievements.

Types of PlayChildren engage in different types of play at different stages of their development. Jean Piaget has identified three broad categories of p\ay: practice play, symbolic play, and games with rules. Practice play, the earliest and least complex type of play, can be observed even in very young infants and continues throughout an individual's life. Symbolic play emerges after about one year of age, and by about seven years of age children become interested in playing games with rules.Practice PlayDuring the first two years of life, practice play predominates.The earliest and most basic form of practice play involves intentionally repeating a skill that the child has learned. Young children get great pleasure from doing the same action over and over and over again.Consider the example of a toddler learning to get in and out of a child-size rocking chair. Through this simple activity, a child can learn a number of things, including motor skills, coordination, and timing. Play of this sort is fun because it is appropriate to the child's developmental stage, spontaneous, self-directed, and Self-paced.The adult's only role in this play is to furnish the rocking chair, the space, and uninterrupted time for the child to try, perfect, and practice a new skill of the child's own choice.Although practice play is the predominant form of play during the first 18 months of a child's life, this form of play is not limited to young children. Reaching and grasping and picking up and dropping objects are forms of practice play among very young children. Throwing or kicking balls and riding, a bicycle are a\so examples of practice play. Any activity that involves repeating a skill for pleasure qualifies as practice play ifGreat Beginnings Lesson 1

motivation for the activity comes from within the player, the player is in control of how the activity is performed and relatively free from externally imposed rules, the player sets the pace of the activity, and focus is on the process rather than a product or goal.Often children make unexpected discoveries in the course of practice play. Such discoveries elevate the play experience to a more complex level and can greatly increase the fun.Adults can facilitate children's surprise discoveries by making open-ended materials available for children's play and encouraging children to follow their own imaginations. Play dough is a natural choice here. Paper and crayons or paints also work.Children can also use open-ended play materials for intentional creations. This is the most complex type of practice play. All early childhood facilities should provide play dough, blocks and other building materials, paper and crayons or non-toxic markers, dress-up clothing and accessories, and other open-ended play materials and schedule time each day for children to engage in practice play at whatever level they choose.Symbolic PlaySymbolic play, such as pretending to drive a car or rock a baby, begins to emerge after about one year of age. Toddlers' experiences with cause and effect provide many new themes for their pretend play.Symbolic play involves the use of an object to represent something else. This type of play is also called pretend play. Very young children begin by imitating in play the activities they experience in daily life. For example, a child may pretend to drink from a toy cup or may offer the cup to the caregiver for an imaginary drink. Or the child may feed a doll imaginary food using a toy plate and fork. Later, the child may select any object at hand to symbolize a plate or fork, typically choosing an object that is shaped something like the item it

symbolizes. For example, a large flat puzzle piece becomes a plate and a toy screw driver becomes a fork.Although a large number of realistic props are not necessary for children to pretend and have fun, children enjoy realistic props for pretend play. A variety of realistic props often encourages more extended pretend play. When realistic props are not available, encourage children to use substitute objects to symbolize the equipment and actions of their drama.School-age children's symbolic play typically becomes less spontaneous and more organized and reality-based. Yet school-age children can have a lot of fun with dramatic play and should be encouraged to plan and produce dramatizations of stories they read as well as stories they write themselves. Allow school-agers to follow their own imaginations and improvise scenes and dialogue as they go. Remember that the process is more important than the product. Insisting that children memorize lines or follow other externally imposed rules changes the experience from play to work and is likely to destroy the fun.Games with RulesBy about seven years of age children typically become more interested in games with rules. To maintain a positive, playful atmosphere, encourage children to focus on the fun of playing the game, not on winning or losing. Noncompetitive, cooperative activities are the best choices for children's group games because they emphasize cooperation rather than competition. This helps ensure that all players will have fun and also helps develop self-motivation.Avoid giving prizes or awards to winners. Children should play for the fun of participating in a group activity, not to win a prize.Keep rules to a minimum, and keep them simple, especially for younger school-agers. Allow children to cooperatively draw up rules of their own if they wish and to change the rules by mutual agreement whenever they wish.

Self Check 1.2. True/False 1. Young children learn bestwhen they are active. 2. Play provides children oppor-tunities for new experiences andnew understandings of the world. 3. Self-directed play allows chil-dren to feel in control. 4. Play provides children oppor-tunities for relaxed, pressure-freelearning. 5. Experiences involving morethan one sense create more complete mental pictures. 6. The process of doing things ismore important to young children than the outcome. 7. Young children need to begindeveloping self-discipline before they enter first grade. 8. Young children need opportu-nities to raise questions and findanswers on their own. 9. During the first two years oflife, symbolic play predominates.10. Practice play is limited to theinfant and toddler periods.11. Symbolic play becomes morespontaneous and fantasy-based around 6 or 7 years of age.12. A focus on winning gameswith rules encourages a positive, playful attitude. 13. Learning abstract symbols isnatural for young children. 14. Young children's behaviorand interpersonal interactions are the best measures of their progress. 15. Young children may misbe-have when expected to accomplishtasks that they find frustrating. 16. Positive self-esteem contrib.-utes to children's academic suc-cess in school.(1. T, 2. T, 3. T, 4. T, 5. T, 6. T, 7. T, 8. T, 9. F, 10. F, 11. F, 12. F, 13. F, 14. T, 15. T, 16. T)


Language DevelopmentCommunication by means of some language is a natural human trait. Language development begins at birth. Many people think of language only as verbal communication, that is, speech. But, language is far more than this.Language is a complex combination of a number of elements. Speech, which is the ability to combine sounds to form intelligible words, is only one of these elements and the last that children develop. Other essential elements of language are in place before speech is developed.By one year of age, children have begun to develop the following important pre-speech elements of language. the social skill of relating to other people, the intentional effort to convey a particular message to another person, the ability to form concepts, the realization that concepts can be represented by symbols, and the ability to associate particular symbols with particular concepts.The social skill of relating to other people is the first element of language. This skill first appears in early infancy when the infant begins to smile in response to another person. Responsiveness from other people encourages infants' natural motivation to master the other elements of the process of language.Toddlers are still in the process of developing the social skill of relating to other people. Responsiveness from adults is extremely important to help them continue to expand this skill.Receptive and Expressive LanguageIn most children, verbal language begins to develop during the toddler period. Receptive language (language that is understood) develops before expressive language (language that is spoken or signed). By age one, most children have developed some receptive language ability and can understand and respond to at least a few

simple verbal statements. Although individual children's language development proceeds at different rates, within a few months some toddlers are able to understand almost everything that is said to them.It is important to remember, however, that understanding what is said does not mean that toddlers are always able to act on adults' requests or directions. Do not assume that toddlers' failure to correctly follow adults' verbal directions, even simple directions, is disobedience. Often the request is simply not within the toddler's ability.When speaking in toddlers' presence, adults often forget that toddlers can understand at least part of their conversations. Yet toddlers do pick up a lot of what adults are talking about, sometimes understanding what is being said completely and accurately and sometimes only partially or inaccurately.Never assume that toddlers can't understand what you are saying in their presence. Also, never assume that they understand adult conversations completely. Toddlers' body language is often a good clue that they are disturbed by something they hear. Avoid talking about issues in toddlers' presence that they may find disturbing. Also avoid talking about toddlers when they can hear you. Instead, talk to them or include them in the conversation.Use simple, short statements when making requests of toddlers, stating rules, or giving them instructions. This is the best way to ensure that toddlers will understand what you mean. Toddlers learn a lot from conversational dialogue, but when a really important issue is at stake, one well understood word is better than even the most well thought out sentence or paragraph. For example, explaining to toddlers that scissors are not a toy, that they are for adults, not children, may do nothing to curtail their interest in this desirable object. But "Sharp! Make owie!" will likely convince the toddler to leave the scissors alone.Sometime between 12 and 20 months of age toddlers begin to say individual words. Their increasing ability to communicate is a source of pleasure, both

for the toddlers and for the adults in their lives. A large percentage of toddlers have at least one recognizable word by age one and add more words weekly. Single words are followed by simple two- or three-word phrases. By 20 months the average toddler can use 50 words and 10 phrases, although the rate of toddlers' speech development is extremely variable. Some toddlers begin speaking at a much earlier age than others. In general, girls seem to develop expressive language earlier than boys. Some toddlers stay in the one-word phase longer than others. Some form words or syllables fairly clearly; the babble of other toddlers cannot be understoodperhaps not even by the child's parents.Toddlers' use of unintelligible words, sounds, facial expressions, and gestures to supplement their intelligible speech is evidence that their ability to think and communicate develops faster than their ability to speak. Gestures compensate for toddlers' limited number of words and also help toddlers communicate their feelings.Toddlers need their caregivers to understand their special sounds and expressions. This is one of the many reasons that changes in caregivers are so troublesome for toddlers. It takes time for a caregiver to learn the special language and communication style of a toddler. When a toddler's caregiver changes, the toddler loses the continuity of having someone who can be counted on to understand him.Toddlers have a natural desire to share their thoughts and feelings with others. Notice the joy toddlers exhibit when they see that an adult understands what they meaneven when they only communicate by pointing. Adult responsiveness is essential, however, to motivate toddlers to continue to develop their language skills. As adults and older children show interest in what toddlers have to say, toddlers are encouraged to continue talking and expanding their vocabulary. If adults are unresponsive or negative toward them, toddlers feel that their thoughts and feelings are not valued. Such actions from adults discourage toddlers from

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further developing this very important element of language.Toddlers' improved use of language allows them to get information about their world and also to make their wishes known to others. Expressive language gives toddlers a feeling of power and control over their world. In fact, "No" often becomes a favorite word of toddlers. While this tends to frustrate and even upset some adults, it is an important step in toddlers' development.During the preschool years, children's vocabularies grow rapidly and they take great pleasure in using their expanding language skills. Preschoolers enjoy "reading" pictures in books, asking how, what, when, and why, telling tall tales, and repeating new words they hear. During this period children enjoy scribbling, pretending to write as adults do. They enjoy learning to make recognizable letters and numbers and print their names.Young children's use of words that are unacceptable to adults is based on an incomplete understanding of the significance of such speech. They enjoy the sound of new words, they like using words that they have heard older children or adults say, and they like the response they get when they use words that shock their parents or teachers. Adults' best response is to ignore such talk. Children continue behavior, including speech that receives recognition. The more upset adults become, the more likely children are to continue using the objectionable speech, especially when they wish to irritate adults. If objectionable language continues, calmly tell the child that those words are not acceptable. Avoid making a big issue of unacceptable language. This is more likely to intensify the child's use of objectionable words than to stop such use.Stuttering is common among young children, although it usually disappears on its own after a few months. Adults' best action when children stutter is to calmly give the child sincere and undivided attention as he speaks. Your accepting manner as you listen intently will do more than anything else to reduce the child's stuttering.Great Beginnings Lesson 1

Avoid calling attention to children's stuttering in any way. In particular, avoid any attempt to correct stuttering by telling children to slow down or to repeat what they are trying to say.Preventing WhiningToddlers need to be listened to and taken seriously the first time they speak. Failure to be heard often results in whining. Whining reflects the child's high level of frustration. Toddlers quickly learn that whining gets the adult's attention when nothing else does. Whining works. As time goes by, toddlers may learn to use whining the first time rather than waiting until their normal voice has been ignored two or three or more times.Failure to listen to toddlers teaches them that you do not consider what they are saying to be important. It also teaches them that you don't expect them to listen to you the first time you speak. Remember: Children do as you do, not as you say.Helping Children DevelopLanguageYou can help children develop speech and language skills by talking to them, listening to them, reading to them, encouraging them to make up stories and songs.Talk to children, even infants, a lot. If you care for younger children, narrate your actions when performing routine chores. Explain procedures as you go about routine tasks. Label things the children see during the day. Labeling helps the very young realize that everything has a label and begin to connect particular words with things they see and do. Labeling increases older children's vocabulary.Toddlers love to ask questions. Sometimes their questions are simply an imitation of how adults talk to them. Sometimes they are looking for a way to show you that they know something. If a toddler points to an object but does not speak, ask the toddler, "What is that?" Often the toddler will produce the cor-

rect name for the object. If she does not, label the object yourself. "That's a truck." Then wait for the toddler to repeat the word.Use gestures to help children understand abstract concepts. For example, to teach the concept of gentle when dealing with a pet, demonstrate stroking the animal gently while saying, "Be gentle with the guinea pig."Encourage children's curiosity and explorations. Offer explanations and answer questions.Ask questions to encourage children to talk about what they are doing and thinking.Listen to what children have to say to you. Attentive listening shows respect for children and helps build their self-esteem.Read books and stories to children of all agesthree times every day: in the morning when they are fresh; after lunch when they need to relax; at the end of the day when everyone needs to wind down. Children learn both language and ideas from the books you read to them. Talk about the stories you read. Ask questions about the stories.Children enjoy rhyme, repetition of sound patterns, and repetition of phrases. They enjoy exaggeration and vivid phrasing. Choose stories that have believable characters, interesting themes, quick-moving action, events with which the children can identify, and problems that the children can understand.Look at pictures with children and let them make up their own stories. Ask questions to help them get started.Children enjoy making up their own songs. Encourage them to make up songs for different activities during the day.Take extra time to talk with quiet, shy children. They need to develop their language ability, too. They need encouragement and individual attention.11

Be cautious about what you say around children. You never know which words they will repeat.Never correct children's grammar or criticize the way they speak. Criticism of any sort can discourage children and delay their language development. Let children hear you speak correctly. They do not learn good grammar by having their speech corrected.Do not attempt to teach preschoolers to read. Instead concentrate on developing their interest in stories and books. If older preschoolers indicate an interest in learning to read, provide support and encouragement. However, preschoolers should never be pushed to learn to read. They will enjoy the process much more and be much more successful if they set their own time schedule.MisunderstandingsYoung children take language very literally. If you tell them they are stupid, they believe that they are stupid. If you say they are ugly, they believe that they are ugly. If you tell them you hate them, they believe that you hate them, and they will feel bad about themselves.On the other hand, if you tell children that they are sweet and that you enjoy being with them, they will believe you. They will believe that they are worthwhile, and they will feel good about themselves.Using figurative language around young children may cause misunderstandings. When young children hear phrases such as "It's raining cats and dogs," "They sounded like a herd of wild elephants," "Why don't you drop dead!" or "You're a little devil," they are likely to take the words very literally. Be very alert to children's reactions to figurative language.It is best not to use figurative language when talking to a young child. When young children hear other people using figurative language, be prepared to explain to the children what the figurative language really means.Young children are also often confused by words that have more than one meaning. Take a bit of extra time and clearly explain your meaning if you

have any doubt about whether they have correctly understood something.Never tease young children. Children frequently get their feelings hurt when they are teased. They do not realize that what is said to them in teasing isn't serious.When explaining new things to children, always talk with them about the new ideas and ask them questions until you are certain they have understood correctly.Self Check U. True/False 1. The skill of relating to othersis the first element of language. 2. Communication by means ofsome language is a natural human trait. 3. Speech is necessary for trueCommunication to take place. 4. Young children have a naturaldesire to share their thoughts and feelings with others. 5. The ability to understand spo-ken language develops moreslowly than the ability to speak. 6. By the time children can un-derstand adults' verbal directions,they should be expected to followthese directions. 7. The best way to cure childrenfrom stuttering is to call attention to their problem. 8. Children learn correct grammar from hearing adults use it. 9. Teasing young children fre-quently hurts their feelings.10. Young children take whatthey hear very literally.11. Responding to children thefirst time they speak can prevent whining.(l.T, 2.T, 3.F, 4.T, 5. F, 6. F, 7.F, 8.T, 9.T, 10. T, 11. T)

Summary of Basic Principles of Child Development1. Children's development in each domain physical, social, emotional, cognitive, and language is closely related to their development in all the other domains.2. Children's development takes place in an orderly, predictable sequence.3. Each child develops according to his own individual timetable and according to his own individual priorities.4. There is a preferred or optimal period for each type of development to take place in children's life span.5. Children's learning grows out of what they themselves experience.6. Experiences that occur often have a greater impact on children than experiences that occur only occasionally.7. Experiences that involve several senses have a greater impact on children than experiences that involve only one sense.8. Children's development and learning move from the simple to the complex and from a lesser to a greater level of organization and internalization.9. In order to learn and develop, children need opportunities to practice their new skills. They also need challenges that are within their reach.10. Play is the ideal way for young children to learn.11. Children's development occurs in and is influenced by the social and cultural contexts of their lives.12. Children's development and learning are influenced by both their heredity and their environment.13. Different children have different types of intelligence and different learning styles.14. Children develop and learn best when they feel safe, secure, and valued.These principles of child development are discussed in greater depth in CARE Courses' self-instruction course Principles of Child Development and Learning.

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Lesson 1 QuizPlease review the sample quizitem on page IVbefore beginning this quiz.Circle the letter of the one bestanswer {a, b, c, or d)for each question.Then copy all letter answers to theAnswer Sheetat the end of this course book.Read all answer choices carefully before answering each item.1.Children gain control of theira.large muscles before they gaincontrol of their small muscles.b.hands before they gain controlof their arms.c.hands and arms before theygain control of their head andneck muscles.d.feet and legs before they gaincontrol of their hands andarms.2.Which statement is true aboutchildren's rate of growth?a.All young children grow anddevelop at the same rate.b.Children grow at a faster rateduring their second year than atany other time.c.The best way to determine if achild's rate of growth is normalis to compare it with thegrowth rate of other children. d. During the first year of life, a ' typical child's weight will triple.

3.If a child is not walking by 14months of age, the caregivershoulda.wait one month and then beginurging the child to walk.b.begin urging the child to walk.c. let the child wait until he is ready to walk.d. alert the child's parents to this abnormality.4.Toddlers should be toilet traineda.between 18 and 24 months ofage.b.by the time they are two yearsold.c.no later than two-and-one-halfyears old.d.whenever the individual childis ready.5.Manual dexterity is usually lesswell developed ina.right-handed children.b.children who have notestablished a dominant hand.c.left-handed children.d.left-handed children andchildren who have notestablished a dominant hand.6.Which of the following has thegreatest impact on youngchildren's optimum motordevelopment?a.physical maturationb.practicec.instructiond.free play

7.Adults can best help youngchildren learn new movements byI. demonstrating the movement.II. comparing the child'sperformance with that of other children.III. pointing out each child's deficiencies.IV. providing ample time for practice.V. showing appreciation for what each child can do.a.I, III, IV, Vb.II, III, IV, Vc. I, IV, Vd. I, II, IV, V8.Cognitive development refers toa.how children come to knowand understand the world.b.the development of largemuscles.c.the development of hands andarms.d.a child's feelings of self-worth.9.During the sensorimotor stage,young childrena.show little interest in theirenvironmentb.exhibit well-developedproblem-solving capabilities.c.actively seek sight, sound, andtouch sensations that interestthem.d.concentrate exclusively ondeveloping large motor skills.


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10.During the sensorimotor stage,young childrena. learn to use abstract reasoning.b. think with their bodilysensations (what they see, feel, hear, smell, taste) and their movements (what they do).c.find meaning in theirenvironment only through then-motor activities (what they do).d.have little interest in learning.11.Developmentally appropriate earlychildhood education focuses ona.teaching children to followdirections.b.providing opportunities forchildren's spontaneous playand experimentation.c.teacher-planned and teacher-directed activities.d.preparing children foracademic success by teachingthem such things as thealphabet and numerals.12.Children will develop the mostcomplete and accurate concept of aball when theya.touch the ball.b.roll the ball.c.drop the ball and see it bounce.d.see, touch, roll, and drop theball and hear the caregiverlabel it.13.In a developmentally appropriateearly childhood program, playa.is the basis of learning.b.should be closely directed andcontrolled by the teacher.c.is included periodically as abrief break for rest andrelaxation.d. should make up about one-third to one-half of the curriculum.

14.Practice play.I.predominates during the firsttwo years of life.II.is limited to the first three yearsof life.III. involves repeating a skill for pleasure.IV. focuses on a goal.V. is motivated by the player.a.II, III, IVb.I, III, IV, V c. I, III. Vd. I, II, III, IV, V15.Which is the best strategy to helpensure that all players have funwhen playing games with rules?a.Give prizes or awards to thewinners.b.Choose games that stresscompetition among the players.c.Insist that children stick toprearranged rules.d. Focus on the fun of playing rather on winning or losing.16.Symbolic playI. requires realistic props.II.involves the use of an object torepresent something else.III. doesn't begin to emerge until about four years of age.IV. is also called pretend play.V. typically becomes more spontaneous as children enter the school-age years.a.II, IVb.I, II, III, IV, Vc.I,II,IVd.II,IV,V

17.The curriculum in academicprogramsI.is predetermined.II.focus on subjects that arechosen by the child.III. is presented in a strictly structured sequence.IV. tends to foster competition among the children.V. focuses on concrete rather than abstract learning experiences.a.I, III, IV, Vb.I, III, IVc.II, Vd. I, II, III, IV, V18.An activity thatprovides anappropriate challenge for the child.a. is familiar and yet somewhat different from things the child has already masteredb.the child can accomplishwithout any frustrationc.requires adult assistanced.must first be demonstrated byan adult19.Which of the following is part of adevelopmentally appropriate earlychildhood program?I. helping children develop self-disciplineII.memorizing informationIII. exploring and experimentingIV. manipulating objectsV. children raising questions and finding answers on their owna.Ill, IV, Vb.II, III, IV, Vc, I, III, IV, Vd. I, II, III, IV, V

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20.If children don't succeed the firsttime they try a task that is withintheir capability, the adult shoulda.step in immediately and showthe child how to do the task.b.step in immediately and do thetask for the child.c.redirect the child's attention toanother task.d.allows the child to experimentand keep on trying.21.Children should be read toa.at least three times every day.b.once every day.c.a few times each week.d.only when they areover stimulated and needsomething to calm them down.22.Children enjoy books that includeI. repetition of sound patterns II. rhymeIII.exaggerationIV.repetition of phrasesV. vivid phrasinga.I, IVb.I, II, IVc.II, III, Vd.I, II, III, IV, V

23.Which of the following arecharacteristics of books that areappropriate for children?I. The theme is interesting to the children.II. The characters are believable.III. The children can understand the problem introduced in the story.IV. The action of the story moves quickly.V. The story involves experiences with which the children can identify.a.I, II, IIIb.I, II, III, IV, Vc.II, III, IV, Vd.I, IV, V24.Which of the following is the bestchoice to stimulate children tothink and try different actions?a.toys that have only one useb.open-ended toys and playequipmentc.adult-directed playd.coloring books with preprinted pictures25.Adults' unrealistic expectationsI. contribute to children's low self-esteem.II. take the fun out of learning.III. increase children's self-confidence.IV. encourage children to achieve beyond what they might otherwise do.V.can cause a child to feel like afailure.

Please check over your answers to the Lesson 1 Quiz items carefully. Then copy your letter answers onto the Answer Sheet at the end of this course book.Your Answer Sheet must contain only letter answers* not Roman numerals.

a.Ill, IVb.IVc.I, II, Vd.I, IV


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Lesson 2Interacting with Children

Learning ObjectivesIn Lesson 2 you will learn how important you are to the children in your care what children need ways to help build children's self-esteem ways to promote cooperation ways to provide positive guidance* * *Every child wants to be happy, to be loved, to belong to feel secure. To feel secure, a child needs Courage"I will give it a try." Confidence"I can do it." Optimism"Things will be OK."As a caregiver, you want the children in your care to do well. You can reach this goal by helping them feel happy and secure. Your bonus will be happier days for both you and the children. Your attitude toward the children and the way you treat the children make a big difference in how happy and secure they are and how well they do. You are not the only influence on the children in your care, but you have a very great influence on them, even at times when you don't realize it.ImitatorsChildren are great imitators. They mimic what they see others do and repeat what they hear others say. When young children say words that shock you, you can be sure they have heard these words from someone else and are simply repeating them.Your AttitudesChildren also imitate the attitudes of adults. This is true of attitudes toward things and attitudes toward people. It is especially true of children's attitudes toward themselves.16

Children's sense of self, their self-image, is built largely on information they get from people around them. A girl will not feel clumsy unless someone tells her she is clumsy. A boy will not feel homely unless someone tells him he is homely.The child who is told "you are bad" or "you are mean" will begin to feel that he or she is indeed bad or mean and thus unloved and unlovable.Nicknames such as "fatty," "crybaby," or "stupid" also have a negative effect on a child's self-image. Many adults damage a child's self-concept every day and are usually not even aware of it.What Do Children Need?Children need to be loved. They need attention. They need to feel that they are important and that they belong. They need a strong sense of security. They need supportive adults who will keep them safe; provide structure, predictability, and limits in their day-today lives; and offer consistent positive guidance. They need opportunities to move about, make noise, explore their world, indulge their curiosity, experiment with new ways of doing things, learn, and feel competent. They need freedom to develop their independence. They need to feel powerful and in control of at least some parts of their lives. They need guidance in developing their own self-control. They need help in understanding and accepting their feelings. They also need help in understanding both the pleasant and the unpleasant aspects of their world.There are also some things that children don't need. Children don't need criticism, guilt, embarrassment, or hostility. They don't need to be belittled, shamed, ignored, or punished.Children have a strong instinct to see that their own needs are met. In at-

tempting to meet their needs, young children frequently behave in ways that are inappropriate. Their actions are often irritating and obnoxious to adults, but they are not naughty. Children need for adults to understand that often their troublesome behaviors result from their inappropriate strategies to meet their own needs. Children do not misbehave just to ruin your day. Adults who understand children will not think of them as adversaries.It is adults' responsibility to understand children, to ensure that children's needs are met, and to help children develop a positive self-image and high self-esteem. Children in every early childhood facility must be supervised at all times by an understanding, responsible, caring adult who is sensitive to their needs and able and willing to meet their needs.Build Children's Self-EsteemRespect Each ChildShow children at all times that you respect and value them as unique individualsthat you respect and value their individual racial, ethnic, and cultural heritages. This will help each child develop a positive self-image.Show respect in the tone of voice you use with the children, in the words you say, by really listening when they speak to you, by getting down on their eye level, by responding honestly and positively when they ask questions.Great Beginnings Lesson 2

Notice Each ChildChildren need attention. They need to be noticed. They need for the people around them to know that they are there and to believe that they are important.Children view themselves as they believe others view them.If the people in Johnny's life let him know that he is important to them, Johnny will believe that he is worthwhile.If no one ever notices Johnny or speaks to him, he will begin to believe that he is not important or worth noticing.Children react to a lack of attention in two basic ways. Some children withdraw and become very shy."If no one thinks I'm important, I must not be worth noticing, " they seem to say.Other children become noisy and demanding."I'm here; notice me; help me feel like I am a worthwhile person," they seem to say.S Give children positive attention before they demand it."You colored big red circles, Dan!""I see your new shoes, Kathy.""Jerry has a bright balloon on his shirt today.""That's a tall tower you made with the blocks, Ann."S Interact with the children.Smile and welcome each one as they arrive each day.Talk with children and listen to them.Laugh with them.Show children how to do things, and take time to let them practice.Have time for children. Avoid the habit of saying, "Just a minute ..."Suppose you are preparing the morning snack and a child asks you to read a story. Resist the urge to reply, "Go play. I'm busy now." Instead, explain why y

An Introduction to Child Care 8 Hours

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