KS1e: The role of biological, genetic, environmental, and cultural factors in children's development and their impact on exceptionalities
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: In this class we were introduced to basic information regarding characteristics of atypical development. We learned about signs of physical and cognitive disabilities, as well as learning disabilities, visual and hearing impairments, communication impairments, emotional or behavioral deficits, health problems and gifted children.
Evidence 2: Introduction to Child Development Theories Workshop, October 2011, Professional Development Certificate
Description: This session covered developmental milestones, temperament, learning styles & an introduction to theories of child development.
Analysis: During this workshop we spent time discussing characteristics of atypical development in children, as well as various ways to work with parents of these children. Every parent needs support, understanding, and reassurance. This is even more true of parents of children with special needs. Because of this, teachers need to create lines of communication that are open and accepting in nature. Teachers can also focus on commonalities among all children, and not just differences, and then encourage parents to seek out these things as well.
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 some way lacking and undesirable.
