Principles of Development

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Principles of Development

• drawn from NAEYC (1996), Berk (2006)

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Developmentally appropriate practices

• result from the process of professionals making
  decisions about the well-being and education of
  children based on at least three important kinds
  of information or knowledge

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Developmentally appropriate practices

• 1. what is known about child development and
  learning knowledge of age-related human
  characteristics that permits general predictions
  within an age range about what activities,
  materials, interactions, or experiences will be
  safe, healthy, interesting, achievable, and also
  challenging to children

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Developmentally appropriate practices

• 2. what is known about the strengths, interests,
  and needs of each individual child in the group
  to be able to adapt for and be responsive to
  inevitable individual variation

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Developmentally appropriate practices

• 3. knowledge of the social and cultural contexts
  in which children live to ensure that learning
  experiences are meaningful, relevant, and
  respectful for the participating children and
  their families.

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1. Domains of children's development are closely
related to each other

• Physical
• Language
• Aesthetic
• Cognitive
• Emotional
• Social

• Development in one domain influences and is
  influenced by development in other domains.

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1. Domains of children's development are closely
related to each other

• Physical
• Language
• Aesthetic
• Cognitive
• Emotional
• Social

• Development in one domain influences and is
  influenced by development in other domains.

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2. Development occurs in a relatively orderly
sequence

• with later abilities, skills, and knowledge
  building on those already acquired.

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3. Development proceeds at varying rates

• from child to child as well as unevenly within
  different areas of each child's functioning.

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4. Early experiences have both cumulative and
delayed effects on individual children's
development

• optimal periods exist for certain types of
  development and learning.

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5. Development proceeds in predictable directions

• toward greater complexity, organization, and
  internalization.

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6. Development and learning occur in and are
influenced by multiple social and cultural
contexts
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7. Children are active learners

• drawing on direct physical and social experience
  as well as culturally transmitted knowledge to
  construct their own understandings of the world
  around them.

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8. Development and learning result from
interaction

• of biological maturation and the environment,
  which includes both the physical and social
  worlds that children live in.

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9. Play is an important vehicle

• for children's social, emotional, and cognitive
  development, as well as a reflection of their
  development.

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10. Development advances

• when children have opportunities to practice
  newly acquired skills as well as when they
  experience a challenge just beyond the level of
  their present mastery.

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11. Children demonstrate different modes

• of knowing and learning and different ways of
  representing what they know.

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12. Children develop and learn best in the
context of a community

• where they are safe and valued, their physical
  needs are met, and they feel psychologically
  secure.

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Stages of Development

• Infant
• Toddler
• PreSchooler
• Kindergartner
• Primary
• School age
• Tweener

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Infant

• begins at birth
• ends as the child gains movement and language
  (begins to walk and talk)

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Toddler

• movement and language are hallmarks of this
  period
• emerging independence is capped by potty
  training, self-managing toiletries

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PreSchooler

• independence crafted during toddler times becomes
  the basis for exploring the world, expanding the
  awareness of the world around

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Kindergartner

• a unique creature in all the universe this
  child is typically dependent on caregivers, while
  simultaneously being wholly independent of others

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Primary

• where the pre-schooler is motivated by a sensory
  exploration of her world, the school age child is
  engaging her intellect

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School age

• early primary school is about acquiring
  intellectual tools (learning to read, learning to
  count), later school age objectives take prior
  mastered tools and use them for application
  (reading to learn, counting to manipulate numbers
  and solve problems)

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Tweener

• this pre-pubescent young adolescent is shaped by
  enormous forces within and without

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