Understanding the child in early childhoodDr. Kanwal Kaisser

Contents

Learning and Early Experiences

Two processes that bring about change

Learning A permanent change in behaviour

that occurs as a result of experience Learning is dependent on a person’s

environment

Critical periods for learning If miss out – can still achieve but not

as efficiently or effectively

How important are early experiences?

Early experience is important

Most children who have a poor start in life often do not reach their potential

Changing the environment Poor environment can retard

development

Later experience can partially change the course of development

Predicting development Be careful about making

generalisations or predicting future development

Understanding Development

Domains/Areas of Development

Principles of Development Development is orderly, not random. Development is a continuous and gradual

process. Development is most rapid during the

early stages of infancy and the adolescent years.

Not all children develop at the same pace. Not all children possess the same

temperament. Development is a multi-faceted concept.

Who and/or what influences a child’s growth and development?

Cognitive and Social Development

Important Factors That Impact the Developing Child Biological Development Environmental Influences

Biological Development A child’s abilities coincide with the

development of his/her central nervous system (CNS), particularly the brain.

Environmental Influences Understand the balance between

developmental limits and adult expectations (i.e. 2 year-old children cannot be taught how to read, but their language development can be enhanced by reading to them).

Four Major Stages of Cognitive Development

Five Major Stages of Psychosocial Development

Preoperational Stage : (2-6/7 years) Developing ability to manipulate

images and symbols, especially language.

Play becomes key in learning. Begin to see use of symbolism in

pretend play Child’s view of the world is egocentric. Logical organization of thoughts

remains undeveloped

Initiative Vs. Guilt (2-6 Years) Description:

Children begin to interact with environment in more “adult like” manner as motor and language skills develop. They learn to maintain an eagerness for adventure and play, while learning to control impulsive behavior.

Positive outcome: If adults are encouraging, but consistent in discipline,

children will learn to accept concept of right/wrong without guilt, and not feel shame when using their imagination and engaging in fantasy play.

Negative outcome: If not, children may develop a sense of guilt and may

come to believe that it is wrong to be independent.

Ages 2-6/7

Language development is prominent.

Fantasy/imaginary play becomes key in learning about and expressing their understanding of the world.

Child’s view of the world is egocentric.

Formal logic is not a part of their thinking.

Children begin to interact with environment using motor and language skills.

Impulse control is initiated by external structure.

Guilt can often stem from an egocentric understanding of the world around them.

Preoperational Initiative Vs Guilt

At 4 yrs Enjoys jokes and silly games and

loves showing off Play still very important Can still demonstrate stubbornness,

aggression, and blaming others A sense of past/future developing

At 5 yrs Becoming more independent and

can be serious and realistic at times Friendly & talkative to strangers Becoming less frustrated and less

angry

At 6 yrs Speech becomes more social, less egocentric. Wants to be the "best" and "first." Grasp of logical concepts in some areas. Concepts formed are crude and irreversible. Perceptions dominate judgment. In moral-ethical realm, only uses simple do's

and don'ts imposed by authority. Has boundless energy. May be oppositional, silly, brash, and critical. Cries easily; shows a variety of tension-

releasing behavior. Is attached to the teacher. Has difficulty being flexible.

At 7yrs Begin to calm down a bit.    Begin to reason and concentrate. Worry, are self-critical, and may

express a lack of confidence. Demand more of their teacher's

time. Dislike being singled out, even for

praise.  

Building Positive Teacher-Child Relationships

Why…for success in school They result in:

Good peer interactions Positive relationships with teachers Lower levels of challenging behaviors Higher levels of competence in school

Activity 1: Greeting Children

Amna Most days Amna has a difficult

time entering the classroom. She clings to her mother and cries. The teacher often has to stop what she is doing and physically take Amna from her mother’s arms. After Amna’s mother leaves, Amna often sits in her cubby and watches as others engage in activities within the bustling classroom.

Techniques to develop positive teacher-child relationships

How can teachers develop positive teacher-child relationships?

Developing Relationships with Children Keep in mind:

Cultural, linguistic, and individual needs Adapt strategies to unique child and family

characteristics

Challenges to developing positive Teacher-Child relationships

Activity 2: What Could You Do?

Ahmed is a 3-year-old who has recently been to the zoo. He crawls around the classroom roaring and pretending to claw at other children. Yesterday he scratched one of the other children on the arm. Ahmed ignores the teacher’s attempts to involve him in the class, even though the teacher has prepared many interesting activities.

Activity 3: Gallery of Ideas Directions: Identify as many ideas as you can that

will help teachers to develop positive teacher-child relationships in the following situation or classroom area. Continue brainstorming until you hear the signal. Switch sheets with another group. Write with the same color that you have been using.

Helping Children Learn to Manage Their Own Behavior

What is Self-Management?

Pay attention to their own behavior. Use appropriate play and social interaction

skills Participate in classroom routines Engage in instructional activities

Steps to Self-Management Assess child’s current level of self-

management Identify behaviors you want the child

to learn to self-manage Visually display behavior for the child Guide the child to learn the desired

behaviors and self-management system

Provide positive attention for using the self-monitoring system correctly

Activity 1: Developing a Self-Management System Saima asks the children in her class

to put the art supplies away, put their art work on their tables, and gather together on the rug for story time. Haroon, a 4-year-old in her class, often leaves everything on the table and wanders around the room instead.

Using Environmental Strategies to Promote Positive Social Interactions

Ms. Rabia and Ms. Sadia’s Classroom

The 20 preschoolers in Classroom are busy during choice time. They are washing toys in the sensory table, playing with play dough, listening to books on tape, and making art projects. Five children are seated in bean bag chairs listening quietly to different books, while another 5 children are making paper cars with individual glue sticks, scissors, and boxes of crayons.

The 5 children at the sensory table are arguing over the two bottles and one multicolor water wheel. The remaining 5 children are fighting for the 3 plastic knives to cut the yellow play dough. The two teachers look around the room wondering why half the room is so quiet while the other half needs constant monitoring.

Teaching tools/aids