Module 3 Outcome A: The student will give examples of children developing at their own rate.
- 170-297-6575 Activities to promote child growth and development.
- 170-297-6775 Diversity.
- 170-297-6000 Interactions with children.
One of the most exciting parts of working with children is witnessing their growth and development.
As we watch them develop and learn it is important to acknowledge, support and celebrate their growth. We do this by carefully observing and recognizing how children in our care/classroom are developing at their own rate. Once we identify where children are in their development, it is our job to reflect on what we know, and then plan the environment and curriculum for further development and growth. Observation and reflection on individual growth and development allows us to celebrate each child.
It is important to use the information gathered during observations on individual development to prepare appropriate curriculum, NOT to compare or label children. As we learned in the last module, each typically developing child will eventually master developmental tasks on his/her own time schedule and we want to encourage and support them where they are.
- Children have individual temperaments, development, learning styles, experiences and family backgrounds.
- Understanding development helps us to scaffold our interactions and curriculum for young children. Scaffolding is a teaching concept introduced by researcher Lev Vygotsky. It means that teachers are providing children with sufficient support when they are learning a new skill. Through observation you can determine what a child can do independently, what they can do with help and what additional support they need to take them to the next developmental level.
- In order to fully understand where children are in their development you must observe over time, and observe them in a variety of settings.
- Teachers benefit from observation by getting to know each child well, building respect and appreciation for each child and their unique developmental timetables.
- Because children each develop at a different rate, we as providers must have realistic expectations for learning, behavior and interactions. Realistic expectations allow us to challenge and scaffold children who are ready in one area of development, and ease up on challenges in areas where they are not ready.
- We use the observation information we gather about children in order to assess their needs, assess our program effectiveness, and build an effective program.
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