Behavioural Module: Part 1.2 March 10, 2015 Teacher: Saundra Brodkin Working with Preschool & School-Age Children Competency 3 | 45 hrs | 3 credits

Identifying Parameters Part 1.2 March 10, 2015

Review from last class (Handout has all relevant information) Social development: key points Flexible, harmonious relationships Stimulate environments that promote: Acceptance, openness, and support Different age groups = different levels of development

Review from last class Emotional development: key points Safe environment Build trust Use reflective statements to establish how students might be feeling. Ex: “It seems like you’re angry.” Reinforce self-esteem Treat everyone equally

Today’s Lesson 1. Moral Development slides 2. Psychomotor Development slides activity 3. Cognitive Development slides summary activity

Youtube video

Moral Development Does the child consider others before they act? Do they think of others perspective on a situation before they take action? 4 to 6 years 6 to 9 years 9 to 12 years Children are only beginning to understand that their actions can have consequences, in other words good actions vs. bad actions, but not that they can affect others. Children begin to understand what is fair vs. unfair and how they act might make someone feel good or bad. Children can talk through problems and be nurturing at this age. As they become exposed to more situations children may have difficulty creating a clear image of her/his morals and values.

To us: What are Morals? Difference between right and wrong Difference between good and bad To have proper manners (well- mannered) Considerate Respectful (respect your elders) Be generous Non-judgmental Be forgiving Integrity Learning how to keep your promises

What parameters do Morals connect with? Moral development is strongly connected with social and emotional development! List the characteristic connections you have noticed in your jobs, amongst your own children, family, etc. SocialEmotionalMoral Anxiety Feeling unsafe/insecure Uncomfortable Struggling Desire to fit in Comparing themselves to everyone around them Insecurity Loneliness Left out, excluded Sensitive Angry Sad Fear Affectionate Sympathetic Responsible Considerate Having compassion for others Knowing the difference between right and wrong (good & bad) Trustworthy Following the rules Family values Goals Honesty

Psychomotor Development Sensory perceptions : sound, smell, hearing, taste, touch Kinaesthetic awareness : perceptual awareness, hand-eye coordination Gross motor skills : walk, run, jump, play sports, gym, etc. Fine motor skills : cutting, drawing, painting, colouring (in the lines), picking up small objects (beads in art class), etc.

Psychomotor Development Why are these important skills? Where are these skills needed? Reading Writing Arithmetic Physical (gym) Social Situations (schoolyard)

Psychomotor Development: Activity Example of an undeveloped child (grade 3): In gym class, you have a deaf student. The activity is volleyball. What are the limits? How do you cater to their needs while still giving them the best possible gym experience? (undeveloped: hearing)

Psychomotor Development: Activity Response The child has to be comfortable with the activity before and told the instructions in advance The teacher or educator should play a practice round with the student to ensure s/he is comfortable with the sport Provide the child with a diagram of the plan of the game and pictures of how to play the sport Explain the sport with pictographs Use fingers to sign who is getting the ball (instead calling out the name) Generalize what you’re doing so that the students feel like it’s being done for everyone

Cognitive Development Influences on cognitive development: 1. Level of maturity Each age group varies according to the “norm.” 2. Child’s nervous system The nervous system helps children create links between objects, people, and situations that s/he encounters.

Cognitive Development How does this cognitive development take place? Through activity Interactions with: peers, objects, games Stimulating environments facilitating discovery, experimentation, and the ability for children to acquire new knowledge and skills These activities must correspond to the child’s level of development (age)

Cognitive Development Give children space to develop on their own. Allow them to explore an activity and try to discover things at her/his own pace. Children need sufficient time to wonder, manipulate, and develop their own ideas. This enables them to build confidence and take initiative for future activities

Cognitive Development Why is it so important? Children need to develop cognitive skills: Imagination Reasoning Analogy Deduction Understanding and creating symbolic representations Problem solving strategies, etc.

Summary What we learned: Developmental Parameters 1. Social Development 2. Emotional Development 3. Moral Development 4. Psychomotor Development 5. Cognitive Development

Summary Remember: All of these developmental parameters are connected as children develop through the years (4 to 6; 6 to 9; 9 to 12) It is up to you, as educators, to establish: 1. The relevant connections 2. Children’s needs 3. Children’s preferences 4. Children’s interests

Group Work Venn Diagrams: With 2 circles 1. Social and Emotional 2. Social and Moral 3. Emotional and Psychomotor 4. Emotional and Cognitive With 3 circles 1. Moral, Psychomotor, and Cognitive