1 School-age Development Entry-Level Training Module II Lesson Four

2 Developmental Milestones The skills that school-agers can perform are too numerous to list here! For a list, go to: tml and click on: tml – Ages & Stages – Five-Year-Olds – Ages & Stages – Six Through Eight-Year-Olds

3 Developmental Alerts If, by the sixth birthday, a child DOES NOT: – Alternate feet when walking downstairs – Speak in a moderate voice (not too loud or soft, etc.) – Sometimes follows a series of 3 directions – Use 4-5 words in acceptable sentence structure – Cut on a line with scissors – Sit still and listen to an entire story (5-7 minutes) – Play well with other children – Perform most self-grooming tasks independently

4 Developmental Alerts If, by the seventh birthday, a child DOES NOT: – Show signs of ongoing growth (height/weight, etc.) – Show interest in reading, trying to reproduce letters – Follow simple, multi-step directions – Follow through with simple tasks – Begin to develop alternatives to excessive use of inappropriate behaviors in order to get own way – Decrease behaviors that a caused by tension (eye- twitching, grinding teeth, toilet accidents, stomach- aches, etc.)

5 Developmental Alerts If, by the ninth birthday, a child DOES NOT: – Attend and concentrate on the task at hand – Express ideas clearly and fluently – Handle stressful situations without undue emotional upset – Enjoy school and challenge of learning – Make friends, play with other children, join in activities – Assume responsibility for personal care/hygiene – Show improved motor skills

6 Developmental Needs Opportunities to develop a sense of industry (vs. inferiority) Self-paced skill development Group participation, peer interactions, cooperation Opportunities to develop communication and literacy skills

7 School-age Care Environments Learning Centers, choices Planning Boards, responsibilities Academic support, time for homework Print-rich, literacy opportunities Peer friendship opportunities, socialization Mixed age groupings, clubs/recreation Quiet/active

8 Appropriate Materials Job charts Writing supplies Books Dramatic play props Creative scraps/junk for their own “inventions”

9 Schedules/Routines Large time blocks for long-term (integrated) projects Individually-paced learning Minimum interruptions, scheduled breaks Meaningful, self-paced routines Whole-group activities later

10 Hope NOT to See… Subject areas, too much emphasis on the 3 R’s, excluding other areas Teacher-directed, large group, pencil-paper activities Projects and recess used as rewards/punishment Few choices Too many segments, short time blocks

11 Developmental Assets External – Support – Empowerment – Boundaries and Expectations – Constructive Use of Time Internal – Commitment to Learning – Positive Values – Social Competencies – Positive Identity