1. Core Child Development Knowledge: What Early Childhood Educators Need to Know Abigail M. Jewkes University of Michigan October 1, 2004

2. Human Ecological Model (Bronfenbrenner, 1979) Microsystem Mesosystem Exosystem Macrosystem

3. Transactional Model (Sameroff & Chandler, 1975) P C P C P C Time

5. Committee on Early Childhood Pedagogy “Produce a coherent distillation of the knowledge base and develop its implications for practice in early childhood education programs, the training of teachers and child care professionals” “Produce a coherent distillation of the knowledge base and develop its implications for practice in early childhood education programs, the training of teachers and child care professionals”

6. Current Understandings Multiple theoretical perspectives Multiple theoretical perspectives Individual differences Individual differences Capabilities of young children Capabilities of young children Interaction of biology and experience Interaction of biology and experience

7. Child Characteristics Functional Temperament Temperament Learning style Learning style Motivation MotivationStatus Gender Race/ethnicity Social class

8. Quality Preschool Programs Cognitive, social-emotional, and physical development are complementary, mutually supportive areas Cognitive, social-emotional, and physical development are complementary, mutually supportive areas Responsive interpersonal relationships with teachers nurture early learning and development Responsive interpersonal relationships with teachers nurture early learning and development

9. Specific and integrated curriculum Broad-based experiences in domain- specific knowledge Broad-based experiences in domain- specific knowledge Extensive language development Extensive language development Variety of classroom structures, thought processes, and discourse patterns Variety of classroom structures, thought processes, and discourse patterns

10. Principles of Learning Engage and build on children’s existing understandings Engage and build on children’s existing understandings Link key concepts to acquisition of knowledge and skills Link key concepts to acquisition of knowledge and skills Encourage metacognition Encourage metacognition

11. Recommendations Teacher education programs that focus on specific foundational knowledge Teacher education programs that focus on specific foundational knowledge Development of content standards based on current research Development of content standards based on current research

12. Foundational Knowledge Teaching, learning, child development and integration with practice Teaching, learning, child development and integration with practice How to provide rich conceptual experiences that promote growth in specific content areas and areas of development How to provide rich conceptual experiences that promote growth in specific content areas and areas of development

13. Foundational Knowledge (cont.) Effective teaching strategies that promote social-emotional relationships Effective teaching strategies that promote social-emotional relationships Subject-matter content appropriate for preschool children Subject-matter content appropriate for preschool children

14. Teacher Knowledge Classroom practices Classroom practices Quality of early childhood programs Quality of early childhood programs Program quality predicts children’s developmental outcomes Program quality predicts children’s developmental outcomes

15. Empirical basis Positive relationship between coursework focusing on child development and teacher beliefs and practices Positive relationship between coursework focusing on child development and teacher beliefs and practices Teacher rationales for classroom practices Teacher rationales for classroom practices

16. CDA Competency Goals II. To advance physical and intellectual competence II. To advance physical and intellectual competence III. To support social and emotional development and to provide positive guidance III. To support social and emotional development and to provide positive guidance

17. NAEYC Associate Degree Standards (2003) Promoting child development and learning Promoting child development and learning  Knowing and understanding young children’s characteristics and needs  Knowing and understanding the multiple influences on development and learning  Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments

18. NAEYC Associate Degree Standards (2003) Teaching and learning Teaching and learning  Connecting with children and families  Using developmentally effective approaches  Understanding content knowledge in early education  Building meaningful curriculum

19. Conclusion Strong knowledge base of child development is essential to education of early childhood professionals, program quality, and young children’s learning and development Strong knowledge base of child development is essential to education of early childhood professionals, program quality, and young children’s learning and development