Contact

Judy Hudson
Director of ECED
Office: 1849
Phone: 566-3246

Mary Schumacher-Hoerner
ECED Instructor
Office: 1844
Phone: 566-3064

Early Childhood Education

Child Growth, Development, and Learning

Rationale

Foundations for all learning are established during early childhood. Biological-physical, social, cultural, emotional, cognitive, and language domains are inherently intertwined in growth and development. Early childhood professionals must understand this process of development and the adult’s role in supporting each child’s growth, development, and learning.

Incorporate understanding of developmental stages, processes, and theories of growth, development, and learning into developmentally appropriate practice

Entry Level

  1. Discuss in general terms the growth and development of children from birth through grade 3.
  2. Observe children of various ages, and discuss the relationship of the general characteristics of growth and development to their observations.

Certificate/Associate Degree Level

  1. Define in general terms child developmental stages and learning processes.
  2. Explain how developmental variations and family culture, language, and environment influence a child’s growth and development.
  3. Discuss the relationship between theories of growth, and development, and learning and early childhood education practices birth through grade 3.
  4. Plan and implement lessons that demonstrate knowledge of developmental variations.
  5. Plan and implement lessons/activities that reflect knowledge of each family’s culture, language, and environment.

Demonstrate knowledge of the interaction between maturation and environmental factors that influence physical, social, emotional, cognitive, and cultural domains in the healthy development of each child

Entry Level

  1. Discuss biological and environmental factors that influence and foster the healthy growth and development of children.

Certificate/Associate Degree Level

  1. Discuss ways in which biological, maturational, and environmental factors interact to influence the physical, social, emotional, cognitive, and cultural domains in the growth and development of children. Need social/emotional indicator.
  2. Use knowledge of biological, maturational, and environmental factors to foster healthy growth and development of children.
  3. Demonstrate understanding of the developmental consequences of stress and trauma; protective factors, resilience, and development of mental health; and the importance of supportive relationships with adults and peers
  4. Insert social/emotional intelligence indicators from Gary Atias. Please send me Gary’s indicators if you have them, otherwise I will contact him.

Demonstrate knowledge of the significance of individual differences in development and learning. Demonstrate knowledge of how certain differences may be associated with rate of developmental delays or specific disabilities

Entry Level

  1. Discuss the unique developmental progress and ways of learning of infants, toddlers, preschoolers, and school-age children.
  2. Discuss individual differences, including risk factors that may affect development and learning.

Certificate/Associate Degree Level

  1. Identify activates and strategies that facilitate individual growth and learning.
  2. Identify responses to specific children’s behaviors in the context of their development, their strengths, delays, or risk factors.
  3. Demonstrate knowledge of specific developmental delays, developmental disabilities, and risk factors.
  4. Describe how the characteristics associated with developmental delays, developmental disabilities, and risk factors influence development.
  5. Observe and identify individual differences and risk factors in relationship to development and learning.

Demonstrate knowledge of the similarities between children who are developing typically and those with diverse abilities

Entry Level

  1. Discuss the similarities among children who are developing typically and those with developmental delays or those at-risk for developmental delays.

Certificate/Associate Degree Level

  1. Develop and articulate a personal philosophy of acceptance and respect for all children.
  2. Discuss the diversity of all children in growth and development, temperament, personality, learning style, etc.
  3. Identify, affirm, and respond appropriately to the similarities among children who are developmentally, typical, and those with diverse abilities.
  4. Model words and actions with all children, families, peers, and community members that accept and affirm children’s similarities and individual differences which would incorporate the use of Person First Language.

Provide a variety of activities that facilitate development of the whole child in the following areas: physical/motor, social/emotional, language/cognitive, and adaptive/living skills

Entry Level

  1. Discuss in general terms the domains of development for infants, toddlers, preschoolers, and school-age children.
  2. Observe children for various ages and discuss the interrelatedness of physical/motor, social/emotional, language/cognitive and adaptive/living skills in early childhood education.

Certificate/Associate Degree Level

  1. Define and apply knowledge of each of the domains of development in daily interactions with children.
  2. Demonstrate knowledge of the interrelatedness of physical/motor, social/emotional, language/cognitive, and adaptive/living skills in early childhood education.
  3. Develop a whole child orientation.
  4. Identify strategies to build relationships among children, adults, and environments.

Apply knowledge of cultural and linguistic diversity and the significance of socio-cultural and political contexts for development and learning and recognize that children are best understood in the contexts of family, culture, and society

Entry Level

  1. Discuss how children develop within the context of family, community, and culture.

Certificate/Associate Degree Level

  1. Define the major components of the social, political, and cultural contexts as they influence children’s development and learning.
  2. Demonstrate knowledge of the impact and the interrelatedness of socio-cultural and political contexts on development and learning.
  3. Identify and develop teaching and learning strategies that are responsive to all children’s cultural in linguistic diversity.

Demonstrate knowledge of the many functions that language serves in the cognitive, social, and emotional aspects of development in the formative years

Entry Level

  1. Discuss the functions of language in all developmental domains of infants, toddlers, preschoolers, and school-age children.

Certificate/Associate Degree Level

  1. Describe the relationships between children’s language development and cognitive, social, and emotional development.
  2. Use observations of language expressed by infants, toddlers, preschoolers, and school-age children to plan cognitive, social and emotional development activates.
  3. Identify and develop language-based activities that support cognitive, social, and emotional growth and development.

Demonstrate knowledge of the developmental sequence of language and literacy, including the influence of culture and home factors

Entry Level

  1. Discuss the language abilities of infants, toddlers, preschoolers, and school-age children in the context of family and culture.

Certificate/Associate Degree Level

  1. Use observations and describe the language of infants, toddlers, preschoolers, and school-age children in the context of family and culture.
  2. Describe the relationship between language development and cognitive development
  3. Demonstrate knowledge of language and literacy development
  4. Develop activities that promote development of language and literacy in the context of the family and culture.

Demonstrate knowledge of how children acquire and use verbal, nonverbal, and alternative means of communication

Entry Level

  1. Discuss how children develop communication skills.
  2. Discuss the multiple forms of communication used by infants, toddlers, preschoolers, and school-age children.

Certificate/Associate Degree Level

  1. Observe and indentify how children develop and use communication strategies to meet their needs.
  2. Describe how adults support the child’s use of verbal, non-verbal, and alternative means of communication.
  3. Describe the theoretical foundations related to the acquisition and use of verbal, non-verbal, and alternative means of communication.
  4. Identify appropriate strategies to respond to children’s communication cues.

Demonstrate knowledge of the relationship among emotions, behaviors, and communication skills to assist children in identifying and expressing their feelings in appropriate ways

Entry Level

  1. Discuss how children express their feelings
  2. Discuss how emotions, behaviors, and communication are interpedently.

Certificate/Associate Degree Level

  1. Describe how emotional, behavioral, and communicative processes are interdependent
  2. Observe and describe how adults facilitate children’s ability to identify and express their feelings in appropriate ways.
  3. Identify differing ways of responding to children’s behaviors and appropriate ways of responding in early childhood classroom settings.
  4. Develop techniques and strategies to assist children in identifying and expressing their feelings in appropriate ways within the context of the family and/or culture.
  5. Develop strategies and techniques to assist children in learning the skills to identify, understand, manage, and express their feelings in appropriate ways within the context of family and culture.
  6. Identify socially and emotionally appropriate strategies and techniques to increase respectful communication, thinking, and behavior.

Use Appropriate guidance to support the development of self-regulatory capacities in young children

Entry Level

  1. Discuss the meaning of self-regulatory capacity.
  2. Discuss the factors that influence self-regulatory capacity.

Certificate/Associate Degree Level

  1. Identify the factors that support the development of self-regulatory capacities in children.
  2. Develop activities and techniques that support the development of self-regulation in children, which allows them to assume responsibility for regulating their actions and behaviors.
  3. Use current knowledge of the development of self-regulation in curriculum planning and arranging environments.
  4. Identify, show commitment to, and have the requisite skills needed to respond to children’s behaviors in an emotionally safe and appropriate manner.
  5. Identify appropriate practices and techniques to help children build mutually respectful friendships and learn the skills required to resolve conflicts creatively.

Demonstrate the ability to promote positive social interactions and engage children in learning activities while actively working to increase the social and emotional competence of all children

Entry Level

  1. Identify the positive ways in which children socially interact with their peers.
  2. Discuss challenges that may be observed in social interactions of children.

Certificate/Associate Degree Level

  1. Identify appropriate strategies and techniques to create.

For more information, please call Judy Hudson at (505) 566-3246. Or send us an email at HudsonJ@sanjuancollege.edu.