1. Early Childhood Development Feel free to chat with each other. We will start class at 9:00 PM ET! Unit 9: Providing a Developmentally Appropriate Learning Environment

2. Unit 9 Course Outcomes CE114-3: Describe biological and environmental factors affecting infant, toddler, and early childhood development. Assessed in Unit 9 project GEL-1.1: Demonstrate college-level communication through the composition of original materials in Standard American English – Assessed in Unit 9 Project

3. Putting it all together An ECP will work to meet the needs of the children under his/her care … nutritional needs, … identify special needs, … safe and healthy surroundings, … immunizations, doctor/dental exams, … healthy routines, … facilitate parent involvement, … inform about community services (Black & Puckett, 2009)

4. Putting it all together Motor Development: An EC professional will encourage large and small motor activities that are developmentally appropriate for age group. Social Development: An EC professional will model and coach pro- social behaviors, encourage independence, facilitate play, and multi-cultural curriculums. Emotional Development: An EC professional will respect the child’s feelings, nurture, provide security, provide instructive and authoritative discipline, and encourage individuality. (Black & Puckett, 2009)

5. Putting it all together… Cognitive Development: An EC professional will acknowledge each child’s uniqueness, identify cognitive needs, understand each child’s processing skills, and promote curiosity and thinking skills. Language Development: An EC professional will respect linguistic abilities, identify literacy and language needs, promote developmentally appropriate skills in all subject areas, etc. (Black & Puckett, 2009)

6. How can you create a cheerful environment in your early childhood classroom? Identify strategies to address the developmental domains: cognitive, physical, and social/emotional.

7. Share ways to organize and manage your early childhood classroom to facilitate maximum learning.

8. Learning Strategies Look at how the child approaches a learning activity to develop an appropriate strategy for that particular child Create developmentally appropriate activities Give the child time to think before answering Find out what motivates each child Create a safe, print-rich environment that is well- organized and visually appealing Build upon the child’s vocabulary with real life applications Remember children learn through play…and interactions with you and their peers

9. Howard Gardner: Multiple Intelligences Interpersonal IQ: People skills Intrapersonal IQ: In touch with feelings Spatial IQ: visually perceptive Bodily-kinesthetic IQ: manipulates objects and body movements Musical IQ: talented musically (Black & Puckett, 2009, p. 283)

10. More Gardner: MI’s Linguistic IQ: skills in word usage and meanings. Can be verbal or written skills. Logical-mathematical IQ: good with figures, patterns, or logical equations. Naturalist IQ: relate to plants, animals, or nature. Spiritual IQ: relate to mysteries of life. Existential IQ: ability to locate oneself in the cosmos (Black & Puckett, 2009, pp. 283-284)

11. Lev Vygotsky: Zone of Proximal Development 11

12. First Two Stages of Piaget Sensorimotor Stage: This level covers ages 0-2 years. The infant moves from involuntary reflexes to more controlled actions. Preoperational Thought: This level covers ages 2-7 years. The young child develops language, but can not always express himself in a meaningful manner. The child’s imagination is evident. Simple mental operations can be performed (Black & Puckett, 2009, p.190-193)

13. Erik Erikson: Psychosocial Development Autonomy Versus Shame and Doubt Develop trust in environment Develop trust in caregivers Develop trust in self Results in independence (Black & Puckett, 2009, pp. 158-160)

14. Unit 9 Project Unit 9 Project: You will… - Develop an appealing and informative handout for parents offering developmentally appropriate tips for dealing with young children. - You may title it "Tips for Toddlers” or “Basics for Babies.” If you work with infants or children ages 4 and/or 5, you may create this handout at an age level that will be of use to you. - You will want to begin with an introductory paragraph on why the topic you selected addresses important biological and environmental factors affecting, infant, toddler, and early childhood development.

15. Unit 9 Project Unit 9 Project: You will… - This handout (single sheet flier form or tri-fold brochure style) may focus on one area of many key issues in infant, toddler, or early childhood growth and development. Following is a list of possible topics: Community Support Services Discipline Issues/Tips Family Outings/Family Time Fitness and Exercise Issues/Tips Health Issues/Tips/Services Communication Issues/Tips Math/Science - At Home Raising Readers - Activities/Tips Social Emotional Issues/Tips Theories - What current research has to say

16. http://www.youtube.com/watch?v=9nZkq31J-GY&feature=related

17. References Atherton, J.S., (2005). Learning and Teaching: Piaget's developmental theory. Retrieved June 8, 2007 from http://www.learningandteaching.info/learning/piaget.htm. Black, J.K., & Puckett, M.P., (2009). The young child: Development from prebirth through age eight. Fourth Edition. Upper Saddle River, NJ: Pearson Education, Inc Jupiter Images Corporation, (2007). Clipart.com. Retrieved August 28, 2007 from website: http://www.clipart.com