Understanding the development of young children - their characteristics, brain development, learning styles, multiple intelligences, and the curriculum.
2. Domains of Development and characteristics of
children
THE EARLY
CHILDHOOD
COGNITIVE
LANGUAGE
SENSORY
MOTOR
PHYSICAL
GROSS
EMOTIONAL
SOCIAL
& PERSONAL
• Energetic, curious and eager to learn
• Creative and imaginative
• Attention span is 7 to 15 minutes.
• Thinking is perception bond and egocentric.
Vocabulary limited and
comprehension not adequate
• Fine muscle
• co ordination needs
strengthening.
• These skills are not sufficiently developed.
• Need one to one adult attention.
• Unique and have different styles of
learning.
Bones and muscles are in the
process of development.
3.
4. Bones in children are more porous than adults.
A child's bones are more elastic.
Bones in children permit a greater degree of deformation
before they break.
5.
6.
7. THE BRAIN
• In a brain, there are millions of neurons, which form the electrical
connections that let us think.
• These cells send their signals through axons .
• Thicker the myelin sheath, quicker are the connections.
8. Even before your child is born, all the
nerve cells she will ever possess have
been formed.
9. These nerve cells are like a mass of
unconnected electrical wires. From the
time your child is born, her brain will
constantly strive to connect the wires
10. Healthy curiosity and
good language skills in
the early years will lay
the foundation for
learning.
The more a child
explores and is exposed
to new situations, the
more that will matter to
her, and the more she
will want to learn.
A POSITIVE CIRCLE
11.
12. But what makes the wires connect and what does
the connection mean to a growing child?
Every time a child -
is held,
Is talked to
Is read to
Every time a child -
sings and dances
or plays with a toy
Every time a child –
has good nutrition
has care and unconditional love
The brain develops
14. But what prevents the wire connection and what does
this mean to a growing child?
• Every time you -
• Scold a child
• Hit or slap a child
• List weak points of the child
• Put undue pressure on the child
• Make the child do things that her body is
not ready to do.
The brains stops growing
15. OVER STIMULATED –FORCED AND MADE TO DO
THE DESIRES AND WANTS OF BOTH PARENTS AND
TEACHERS
ABCD
17698
Cat, mat, bat
16. Some parents and educators believe that a child is like a huge
container. To insure the child's success, they think it their job to
fill it up with as much information as possible, as quickly as
possible. This misconception is damaging the brilliance of
millions of our youth."
- JW Wilson, Advanced Learning Institute
Misconception
17.
18. Multiple Intelligence
the intelligence of the writers,
poets, journalists, authors, and
storytellers etc WORD SMART
the intelligence of scientists
and mathematicians,
statistician, accountant
computer programmers.
LOGIC SMART
the intelligence of the
environmentalists botanists,
veterinarians, ayurvedic
practitioners . NATURE
SMART
the intelligence of artists and
architects painter, chess
player, sailor. PICTURE
SMART
The intelligence of
composers. MUSIC
SMART
the intelligence of dancers
and gymnasts Athletes,
sculptors, surgeons,
martial arts practitioners.
BODY SMART
the intelligence of statesmen &
social activists, counselors,
politicians, faith healers,
effective Parents and
teachers. PEOPLE SMART
the intelligence of
philosophers, Effective
parents and teachers. SELF
SMART
19. How do children learn
EXPERIENCE
(HANDS ON) 3-D
LANGUAGE
(the word you give)
PICTURE
2 - D
SYMBOL
insect -
ladybird
E – L – P - S
20. Experience
Where is there learning?
Language
Picture
Symbol
Language
Picture
Symbol
Language
Picture
Experience
21. NEEDS OF CHILDREN
21
FREEDOM FROM UNDUE
ADULT RESTRAINT
THROUGH: -
Exploration
Experimentation
Encouragement
Challenge
ADAPTING TO BE A MEMBER
OF A COLLECTIVE BY: -
Cooperating
Listening
Sharing
Empathizing
HAPPINESS OF ACHIEVEMENT FOR
THE INDIVIDUAL THROUGH: -
Opportunity
Guidance
Support
Security and safety
29. The Curriculum
• Focus on the child and not on the teacher the text
books or the management
• Activity based – play based
• Focus on the all round development
• Age appropriate, developmentally appropriate
• Thematic approach
• Free exploration to develop imagination and creativity
• Rhymes, songs, stories, drama, music and dance
• Readiness for school - learning to listen, speak, read
and write and do math
30. pleasures of positive teaching
• PASSION - Love unconditional love
• PATIENCE – Endless amount is needed
• PRACTICE – Let children repeat activities
• PING –PONG – Parent , Teacher / child
interaction
‘I do something, you do something.’
• SETTING THE STAGE – Provide a safe,
interesting and learning environment.
31. Children say - DO
• Take care of me.
• Talk to me and listen to me.
• Sing songs and tell me stories.
• Play games with me.
• Be my friend especially when you
want to give advice.
• Encourage me when ever possible
• Help me to become independent.
• Give me some of your time.
• Be consistent in what you say and do.
32. CHILDREN SAY DON’T
• Scold me, because I am not sure of what I
am doing.
• Never hit me or slap me.
• Belittle me in front of strangers or friends or
my family.
• List my weak points in front of them
• Put pressure on me. I cannot always be
what you want me to be.
• Make me do things that my body is not
ready to do.