KS1b: The wide variation in how young children learn and typically develop
Evidence 1: Introduction to Early Childhood Education, ECE 105, Community College of Vermont, Fall 2001, Transcript
Description: This course was an overview of early childhood education . We examined historical, philosophical, and practical issues related to the education of children from birth to age eight. Topics included early childhood learning, behavior, and motivation; curriculum models and materials; observation techniques; and instructional issues.
Analysis: One piece of information that was presented multiple times throughout this class was that children share many characteristics including the need for affection, acceptance, consistency, respect and appropriate challenges, but there are many differences as well. While falling within the normal range of development, each child possesses a unique blend of attributes that makes him or her one of a kind.
Evidence 2: Level I Fundamentals: Introduction to Child Development Theories Workshop, October 2012, Professional Development Certificate
Description: This session covered developmental milestones, temperament, learning styles & an introduction to theories of child development.
Analysis: Within this workshop we discussed three areas of developmental delay that place children outside of the typical range of development for their age. These areas included developmental delay (development in one or more areas that occurs at a significantly later age than peers), at risk (due to adverse environmental factors children may be considered at risk for developmental delay), and deficit or impairment (a problem in development resulting in below-normal performance).
Evidence 3: Family Process, FCD 310, Southern Virginia University, Fall 2008, Transcript
Description: This course was a study of marital and family processes - such as generations, emotions, communication, conflict, sexual intimacy, and rituals - as families develop across major life transitions such as marriage, parenting, divorce, and remarriage. Attention is given to the development of healthy family processes.
Analysis: Children's individuality is shaped by cultural, ethnic, religious and economic background of the family structure in which the child lives. Early childhood teachers and caregivers need to be sensitive to family diversity and genuinely value different cultures and backgrounds. Children mirror their primary environments, and as teachers consciously or unconsciously denigrate what children learn and experience at home, they can convey that the family (and child) are in come way lacking and undesirable.
