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Principles of Child Development and Learning

The document discusses appropriate teaching practices for grade 3 children based on principles of child development. It notes that the Early Years Act recognizes ages 0-8 as crucial for education development and that teachers should plan activities addressing intellectual, language, aesthetic, emotional, social, and physical development. It also discusses that child development follows an orderly sequence but rates vary, so teachers should plan with a range of objectives. Key principles are that children learn best when safe and secure, are active learners, learn through mastery and challenge, and learn through play.

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Love Lei
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Download as PPT, PDF, TXT or read online on Scribd
482 views

Principles of Child Development and Learning

The document discusses appropriate teaching practices for grade 3 children based on principles of child development. It notes that the Early Years Act recognizes ages 0-8 as crucial for education development and that teachers should plan activities addressing intellectual, language, aesthetic, emotional, social, and physical development. It also discusses that child development follows an orderly sequence but rates vary, so teachers should plan with a range of objectives. Key principles are that children learn best when safe and secure, are active learners, learn through mastery and challenge, and learn through play.

Uploaded by

Love Lei
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Knowledge of the

Principles of Child Dev’t =


Appropriate Teaching
Practices
Who is the Grade III child?
RA 10410 or the “Early Years Act “ (EYA)
(Approved in March 2013)

Declared the policy of the State to promote the rights of


children to survival, development and special protection
with full recognition of the nature of childhood and as
well as the need to provide developmentally appropriate
experiences to address their needs; and to support
parents in their roles as primary caregivers and as their
children’s first teachers. Further, the State hereby
recognizes the age from zero (0) to eight (8) years as
the first crucial stage of educational development (SEC. 2.)
Children develop
holistically

Teacher plan activities and routines to


address all aspects of children’s development
Intellectual
language
aesthetic
emotional
social
physical
Child development follows
an orderly sequence

Teachers think about developmental


sequence in figuring out what next steps
will appropriately challenge children as
well as what may not be
quite reasonable to
expect now
Children develop at

varying rates

Teacher plan activities with


multiple learning objectives to
address the wide range of development
represented in the class

Daily schedule gives children


opportunities to pursue activities at their
own pace
Children learn best
when they feel safe
and secure
Teacher develops close, nurturing relationship
with children
Changes in routine are explained in advance so
children can anticipate what will happen
There is two-way
communication between
the teacher and families,
and families are welcome
in school
Children are active
learners

They can move about


the room freely most
of the day.

Inactive segments of
the day are kept short
Children learn through a
combination of physical
experience, social experience
and reflection

Teacher encourages children to explore


and experiment
pose questions, offer
information and challenge
children’s thinking
provides opportunities to interact
with peers and chance to document

and reflect on their ideas


Children learn through
mastery and challenge

Teacher helps children figure out alternative


approaches when the
task at hand is beyond
children’s current
capabilities
Children are allowed to
engage in activities
within or slightly beyond
their ability to master
Children learn through
play

Teachers provide opportunities


for children to play on their
own and with others; indoor or
outdoor; with natural and
manufactured materials
They are joyful and playful as
they interact with children, they
enhance children’s play either as
observer or as participants

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