session 2: child development - وزارة التعليم of children 3-5, video milestones tables 9...
Post on 10-May-2018
213 Views
Preview:
TRANSCRIPT
Module 1
Session 2: Child Development Session 2: Child Development Session 2: Child Development
Facilitator’s Guide
1
Table of Contents
Facilitator’s checklist
Learning intentions
Presentation format
Session outline
Preparation
Task Information
2
Facilitator’s checklist
Before beginning the Module the facilitator must consider the following
checklist.
If you can answer ‘YES’ for each statement you are ready to begin the
training
I have read the ‘Notes for Trainers’
I have prepared all the materials I need to deliver the training
I have planned how I will organise participants for the different activities
I have organised the training room in preparation for the training
I have read the ‘Learning Outcomes’ for this session and have a clear idea of the purpose for delivering the training
I have examined the information presented in other sessions to be completed as part of Module 1, so than I have an understanding of what participants have already learned and what their future tasks will entail.
I have read the ‘Learning Outcomes for Module 1.
I have read the ‘Session Overview’ and considered whether I have adequate time to deliver the session.
I have read all the sessions plans and background information and I am clear about the purpose of each session and the activities which are to be completed
I have considered whether follow up tasks will be given to participants to complete after the training
I have planned how the training will be evaluated.
If you answered ‘NO’ to any of the statements, you need to continue your
preparation before you begin the training.
3
Learning intentions
1. To give teachers knowledge and insight into the development of young children and
its impact on their learning.
2. To use that knowledge to influence classroom practice and planning.
Presentation format
Week Title Time Form of delivery Location
1 Introduction and Theorists
2hrs Clusters To be determined later by the facilitator
2 Child Development 2hrs Clusters To be determined later by the facilitator
3 DAP Introduction to Planning
Process
Whole day Venue To be determined later by the facilitator
4 Integration/Planning Process
2hrs Clusters To be determined later by the facilitator
5 Task Week - Participants complete tasks
To be determined later by the facilitator
6 Celebrate Successes; Share planning
Whole Day Venue To be determined later by the facilitator
Duration: 2 hours Format: Cluster group
4
Session outline
PPT slide
Presentation details Resources
1
Set up MM projector for Powerpoint presentation ‘Child Developmental Milestones’ Welcome audience Ensure all participants have copy of Participants handbook
PP presentation: ‘Child Developmental Milestones’
Data projector
Participant’s handbooks
2-4
Why is it important? Examples of milestones for birth – 3 months
PP presentation
5
Task 1: Matching Milestones Duration: Approximately 20 minutes
Developmental Milestones cards
6-8 Development of children 3-5, video
PP presentation
9
Task 2: Discussion of photographs and identification of developmental stages of children Duration: Approximately 20 minutes
Photographs x 4 Milestones Tables
10-13 Review of task PP presentation
14-15 Milestones 5-6 year olds Alert sings to look for PP presentation
16 Follow up task: Study of child in class, identification of developmental stage and planning of appropriate activities
Participants handbook p. 2
Trainer presents, demonstrates explains, describes.
Small group interactionTrainer facilitates discussion and activities conducted in small groups
Whole group interaction Trainer facilitates whole group discussion and feedback, or performance
Independent reflection or activity
Preparation time: organising resources etc.
5
Preparation
This presentation is accompanied by a PP “Child Developmental Milestones”.
The PP has accompanying notes to assist the facilitator to understand the content of the session, and to give further examples, questions and activities to use with participants. Facilitators will need to print and read the ‘Notes pages’ before the workshop.
6
Task Information
TASK 1
Activity purpose:
To gain an understanding of the different levels of children’s development and how it
manifests itself at different ages. Workshop participants will be prompted to consider these
in relation to children that they teach.
Resources
One set of Developmental Milestones’ cards per group, cut out, printed onto card and laminated.
Set of age group cards per group, printed onto card and laminated.
Duration: Approximately 20 minutes
Steps:
1. Ask participants to look at the developmental milestones cards. Explain they are colour coded so that each age group is one colour e.g. birth to 6 months is pink, 6 – 12 months is blue and so on.
2. Ask the group sort the cards into the correct colours. 3. When they have done that they have to consider the milestones and decide which
age group they fit. 4. When the group has made a decision they place the age card on the matching
milestones. 5. Discuss the results with the participants using the completed sheets in this book.
7
TASK 2
Activity purpose:
To be able to identify stages of development of a child by the behaviour, language and skills they exhibit. Workshop participants will be prompted to use their knowledge and apply it to examples given.
Resources
One set of photographs per group, printed onto card and laminated.
One set of Developmental Milestones Tables per group, printed onto card and laminated.
Duration: Approximately 20 minutes
Steps:
1. Ask participants to look at the photographs and in their groups discuss what they think is happening in the picture and try to identify some skills that the child/children are displaying.
2. Using the Developmental Milestones checklist participants are to identify the developmental stage (not the age) of the child.
3. Participants write down their observations and answers to feed back to a general discussion.
4. Lead a discussion using the participant’s observations and answers.
TASK 3 – Follow Up Task
Resources
Participants Handbook
Duration: To be completed by participants in their own time.
8
Session 2: Child Development – Task 1 Developmental Milestone Cards
Physical Development.
Head dominates.
Head sits on shoulders.
Pelvis and legs are least developed.
Arms short.
Round legs with baby fat folds.
Joints are strongly indented.
Muscles not developed.
Wriggles, swimming movements.
Lift arms, fish gestures kicks a lot.
Lifts head when in dorsal position.
Lifts head and chest, like a bird
gesture.
Rolls from side to side.
Grasps objects when given.
Carries object to mouth.
Clutches at dangling object.
Language development
Crying is the only means of
communication. Cries differently when
tired, hungry or in pain.
By seven or eight weeks, they begin to
discover their voice and make cooing
noises and vowel sounds.
By about eight weeks, they will listen
to what you say, then make noises back
as they 'talk' to you.
Makes a whole range of sounds shows
interest in how the mouth works and
how sounds come out.
Cooing, gurgling, chuckling, laughing,
squeals.
Uses mouth to explore.
Blowing raspberries, to show
excitement/ pleasure.
Taking turns in making sounds.
Learn that language in itself is a
musical thing.
Birth - 6 months
Social & Emotional Development
Can be comforted by a familiar adult.
Respond positively to touch.
Interact best when in an alert state or
in an inactive and attentive state.
Express several clearly differentiated
emotions.
Distinguish friends from strangers.
Respond actively to language and
gestures.
Show displeasure at the loss of a toy.
Intellectual Development
Smile and show pleasure in response to
social stimulation.
By about eight weeks, they will listen
to what you say, then make noises back
as they 'talk' to you.
Turns head towards sounds.
Imitates facial expressions.
Respond actively to language and
gestures.
9
Physical Development
Holds head upright easily.
Can rotate head.
Can pass object over from one hand to
the other.
Attempts to crawl.
Reptile gesture.
Secures dangling objects.
Hands explore table surfaces.
Shakes and bangs rings.
Hand reaches far and picks up objects.
Strikes one object against another.
Can hold trunk upright for long time in
sitting position.
Creeps on hands and knees.
Walks about using support (chairs etc).
Letting go of dropping objects.
Forefinger and thumb starting to work.
Thumb function complete.
Can point with index finger.
Can hold pencil.
Uses both hands freely.
Points with index finger at objects he
wants.
Drinks from cups with help.
Helps with dressing by holding out
arm and foot.
Language development
Enjoys reciprocal social games
structured by an adult.
Imitates familiar sounds and actions,
attends to singing.
Repeated babbling (“bababa”,
“mamama”).
Vocal play with intonation patterns lots
of sounds that take on sounds of
words.
Vowels emerging.
Responds consistently to soft speech
and environmental sounds.
May be saying simple words like 'mum-
mum' and 'dad-dad'.
Imitates new sounds/actions
Isn't making the huge variety of
sounds anymore, because their sounds
are becoming more specific to their
own language.
Loves music and rhymes, and will
bounce and sway to the rhythm.
Loves the repetition of songs - this
helps them.
6 months – 12 months
Social & Emotional Development
Mimic simple actions.
Show anxiety when separated from
primary caregiver
Intellectual Development.
Imitates familiar sounds.
Loves music and rhymes.
Responds to no.
May shake their head for 'no'.
10
Physical Development
Stands without help with weight on
both feet. If reaching for objects
places opposite hand on furniture for
balance.
Begins to run, can climb stairs alone.
Picks up small objects with delicate
finger grasp.
Beginning to show clear preference for
one hand.
Points to distant objects out of door.
Language development
Average 10 spoken words at 15 months.
Average 50 words or more between
the ages of 18 months and 75-150
words by two years.
Their language understanding is
improving, so they can remember two
part instructions - for example, 'Get
the ball and bring it to Daddy'.
They may stammer or hesitate over
particular words when excited
Uses early pronouns
Consonants b d g n m h w (initial)
1-2 years old
Social & Emotional Development
Children become more aware of
themselves and their ability to make
things happen.
They express a wider range of
emotions and are more likely to initiate
interaction with other people.
Most children will recognize
themselves in pictures or the mirror
and smile or make faces at themselves.
Show intense feelings for parents and
show affection for other familiar
people.
Play by themselves and initiate their
own play.
Express negative feelings.
Show pride and pleasure at new
accomplishments.
Imitate adult behaviors in play.
Show a strong sense of self through
assertiveness, directing others.
Begin to be helpful, such as by helping
to put things away.
Intellectual Development.
By two years, they can tell you most of
what they want with words.
By two years, sentences become longer
and more accurate.
11
Physical Development
Trunk dominates.
No waist.
Can imitate clapping.
Puts arm out for protection when
falling.
Runs safely from squatting without
hands.
Walks upstairs/downstairs holding to
rail.
Picks up pins and thread neatly.
Removes paper from small sweets
Spontaneous circular scribble and dots
when given paper.
Kicks a ball.
Language development
Names lots of objects such as dog,
ball, drink, and by the end of this year
most are saying short sentences (eg
'look mummy dog'). Engages in short
dialogues.
Children are able to follow an
instruction such as 'bring your shoes
here' and by 3 most children can follow
more complex instructions such as 'go
and get your shoes from your bedroom
and bring them here'.
Most children of this age will not be
able to say all words clearly.
Consonants b d p t k m n h s w; all
vowels.
Knows the function and purpose of
written language – understands words
have meaning and purposes.
Points to and names common pictures in
a book.
2 -3 years old
Social & Emotional Development
Emotional Development
Very Self-centered.
Beginning to get a sense of personal
identity.
Develops sense of own belongings is
possessive of belongings.
Often frustrated.
Limited ability to choose between
alternatives.
Enjoys physical affection.
Resists change.
Becoming more independent.
Becoming more responsive to humor
and distraction than discipline or
reason.
Social Development
Solitary play – plays on their own.
Dependent on adult guidance. Plays
with dolls.
Refers to self by name.
Minimal concept of others as "people."
May respond to simple direction.
Intellectual Development
Says words, phrases and simple
sentences.
Should have 272 words in vocabulary.
Understands simple directions.
Will still get 'you' and 'me' mixed up
sometimes.
Identifies simple pictures.
Likes to look at books.
Has short attention span.
Can avoid simple hazards.
12
Physical Development
Folds in thighs disappear.
All primary teeth are present.
Limbs are round and thicker.
Walks alone upstairs with one foot
after the other.
Can walk on tiptoes.
Stand for a moment on one foot.
Can jump down from a step with 2 feet
together, jumps out with one foot in
front.
Rides a tricycle.
Can close fist and wiggle thumb in copy
action.
Copies circle, matches 2 or 3 primary
colors.
Paints with large brush.
Cuts with scissors.
Left or right handedness is usually
evident.
Language development
Use 2 -3 word sentences to talk about
and request things.
Can usually understand "place" words
such as - under, on, beside, back, over.
Ask questions beginning with "What"
"Who" "Where" and "Why"?
Can talk about what happened
yesterday and about tomorrow.
Consonants p b t d k g m n s f h w j l
(initial)
An emerging awareness of syllables and
rhymes.
900 words/ has approximately 450
word vocabulary
3-4 years old
Social & Emotional Development
Emotional Development
Likes to conform.
Easy going attitude.
Not so resistive to change - more
secure.
Greater sense of personal identity.
Beginning to be adventuresome.
Enjoys music.
Social Development
Parallel play – plays alongside others.
Begins to take turns.
Knows if they are a boy or girl.
Enjoys brief group activities requiring
no skill.
Likes to "help" in small ways.
Responds to verbal guidance.
Intellectual Development.
Says short sentences.
Shows much growth in communication,
usually conveying meaning well.
Tells simple stories.
Uses words as tools of thought.
Refers to self as “me”
Wants to understand environment.
Answers yes/no questions
Comprehends approximately
Is imaginative.
May recite nursery rhymes.
Recognizes familiar environmental print
such as signs.
13
Physical Development
Center of balance is established.
Has better control of stopping,
starting, turning.
Can jump a short distance.
Can hop four to six steps on one foot.
Grasps with thumb and middle finger.
Skips on one foot, draws "Man", cuts
with scissors (not well), can wash and
dry face, dress self except ties,
standing broad jump, throws ball
overhand, high motor drive.
Language development
May still not use some sounds
correctly, eg say "th" for "s" or "w" for
"r".
Tell long stories which may be partly
true and partly made up.
Beginning to develop letter name
knowledge.
Speech is able to be understood by a
familiar listener.
Has a vocabulary of 1000-2000 words.
Takes turns speaking in conversations.
Distinguishes between print and
pictures and orientates books to turn
the page.
Say rhyming words and recognize word
strings that begin with the same sound.
4-5 years old
Emotional Development
Seems sure of themselves.
Responds to „out–of–bounds behavior.
Often negative, may be defiant.
Testing boundaries and expectations.
Responds well to controlled freedom.
Social Development
Cooperative play - enjoys other
children's company.
Highly social - may play loosely
organized group games.
Talkative.
Versatile.
Intellectual Development.
Uses complete sentences.
Asks endless questions – inquisitive.
ask "why", "when", "how" questions
and ask what words mean.
Learning to generalize.
Highly imaginative.
Dramatic.
Can draw recognizable simple objects.
Can give their own ideas about things.
Talk about what might happen or what
they would like to have happen.
14
Physical Development
First growth in length.
Muscles become visible.
Body trunk division and waist
development.
Loss of milk teeth.
Horizontal midline established so arm
swing. Moves with jump.
Marches to music.
Can begin tying a bow.
Catch bean bag in bucket.
Bounce a ball, log roll, tap to match beat.
Can descend a stairway unaided, using
both feet.
Can pick up small objects with finger
thumb opposition.
Language development
Uses many sentences with 4 or more
words.
Uses regular 3rd person.
Says rhyming words.
Have a good command of their native
language although they still have
difficulty explaining complicated
events or ideas and may leave out
important bits.
Can speak clearly and can have a
conversation with you about everyday
subjects.
Ask the meaning of words and can
describe something by the way it is
used, eg a knife is used for cutting.
They are able to tell stories and give a
short talk eg in "show and tell".
Understand print moves from left to
right in English and right to left in
Arabic.
Listen to stories and recite or sing
rhymes, songs, jokes and riddles for
enjoyment.
5-6 years old
Social & Emotional Development
Emotional Development
Self-assured.
Stable - well-adjusted.
Home centered - likes to associate
with mother.
Capable.
Responsive to some self-criticism.
Enjoys responsibility.
Likes to follow clear rules.
Social Development
Highly cooperative play - has special
"friends"
Highly organized.
Enjoys simple table games requiring
turns and rules.
Feels pride in clothes and
accomplishments.
Intellectual Development..
Tells long tales.
Are able to say their name, address,
age and birthday.
Carries out directions well.
Reads own name.
Counts to 10.
Asks meaning of words.
Knows colors.
Beginning to know difference between
fact. and fiction-lying.
Interested in environment - city,
stores, etc.
Draws person with head, trunk, legs,
arms and features.
Draws simple house.
Counts fingers of one hand with index
finger of the other.
Names 4 primary colours.
15
Physical Development
Consistent 2 footed jump becomes
natural.
Center of balance is established.
Can balance on one foot with eyes
closed.
Movement of head, trunk, arms, feet
differentiated.
Left and right established for self.
Can accomplish two motor tasks
simultaneously such as skipping.
Can connect all fingers to thumb exactly
with eyes open and shut.
Eye-hand coordination is better so eye
leads hand.
Increased movement of wrist and foot
at ankle.
Language development
Should have mastered the consonants s-
z, r, voiceless th, ch, wh, and soft g as
in George.
Able to read, write and print many
simple words.
Name letters in the alphabet.
Being to understand that letters have
sounds and learn some of these sounds.
Points to familiar words on page or
printed says “That‟s my name, that
words says no, that words says Mum”.
Understands that words can be divided
into to smaller parts.
6-7 years old
Social & Emotional Development
Emotional Development
Egocentric.
Have a strong desire to perform well.
Do not deal well with failure or
criticism.
Rules and rituals are important in
interactions.
The family is often the main source of
stability.
Behave to avoid punishment.
Seek a sense of security.
Being kind to others so others are kind
to them.
Social Development
Still focused on self.
Able to have empathy.
Have many best friends at the same
time.
Are becoming increasingly aware of
peer opinions.
Better observer of others.
Highly interested in other families and
how they function.
Intellectual Development.
Developing a sense of cause and
effect.
Generalize from own experiences.
More interested in the process than in
the product of activities.
Learning to sort & categorize.
Think concretely.
Can handle only one operation at a time.
Are very curious, always trying to make
sense of the world.
Understand opposite analogies easily:
girl-boy, man-woman, flies-swims,
short-long, etc.
Understands terms: alike, different,
beginning, end, etc
16
Adapted from the Jefferson County Delinquency Prevention Council Adapted from Youth Development Foundations for
4-H Camp Staff: Understanding Children, USDA/Army School-Age and Teen Project and The NNCA: Developmentally
Appropriate Programming for School-Age Children
Physical Development
Padding of body fat disappears.
Increase upper torso strength.
Can do difficult spatial relationships
such as hop, skip and jump in sequence.
Is able to complete a sequence of run,
roll, jump up, in sequence.
Can use same movement with upper part
of the body moving in a different
direction to the lower part eg; as
butterfly stroke in swimming.
Language development
Speak clearly and easily in the language
you used at home.
Able to express a range of ideas and
describe complicated happenings.
Like to tell jokes and riddles
Begin to enjoy reading books on their
own.
Write a range of familiar genres eg:
letter, recount, list, narrative.
Use a range of reading strategies to
read age appropriate texts.
Participate in conversations and group
discussions.
7-8 years old
Social & Emotional Development
Emotional Development
Egocentric.
Have a strong desire to perform well.
Do not deal well with failure or
criticism.
Rules and rituals are very important in
their interactions.
Behave in a way to avoid punishment.
Seek a sense of security.
Being kind to others so others are kind
to them.
Social Development
Still focused on self.
Able to have empathy.
Have many best friends at the same
time.
Are becoming increasingly aware of
peer opinions.
Better observer of others.
Highly interested in other families and
how they function.
Intellectual Development.
Children will know the different tenses
(past, now and future) and be able to
use correct tenses in sentences.
Able to express a range of ideas and
describe complicated happenings.
Begin to enjoy reading.
17
Session 2: Child Development – Task 2 Prompts Note:
The amount of detail in the painting –
the girl has a body
facial features – in the correct place
arms
neck
feet
sun and grass the correct colours in the correct place The use of the paintbrush -
Tripod grip – what is this?
Moving from the wrist The story –
Identification of herself
When it was
Note:
How the girl is holding the scissors – correct grip
Where her other hand is
She is unaided
She can cut along a straight line
Note:
How she is holding the scissors
Where she has cut on her picture
The shape and size of the bits of paper she has cut
Note:
Refusal to attempt anything
Lack of communication with peers
Lack of communication with Teacher
Refusal to attempt activity even after help
Withdrawal
top related