Child Development Associate I- CDEC 1317

Nita Thomason Ed.D.

Get to Know SomeoneGet into groups and on 3x5 card write name and phone number of people in group. Then share

the info from the same color M&M!

Red Your favorite age to work with and why!

Yellow The age you find hardest to work with and why!

Blue Why you want to work with childrenBrown A happy memory of your childhoodOrange A memory of your favorite teacher

and what made them so goodGreen Your favorite childhood TV show

and why!

Getting to Know You

Name Phone Contact Email address

Collin Home

Work with children

Raising Small Souls

http://www.raisingsmallsouls.com/educational-wisdom-movie/

So You Want to Earn a CDA

Child Development Associate from the Council for Professional Development 120 clock hours formal education 480 hours working with children $18 + $325 (for three years)

Child Development Associate Certificate from Collin College 16 credit hours

Unit 1Introduction to the Early Childhood Profession

Why do you want to work with children?

Unit 1Introduction to the Early Childhood Profession

Will you be a good teacher?

Well-qualified early educators

Engage children’s thinking/learning Communicate with children Assist individual children Help children expand ideas Observe children’s development Help children solve their own problems Give children opportunities to succeed Appreciate children’s cultures Allow independence Help children regulate behaviors

Good Early Childhood Teachers Respect children, parents, and staff Accept diverse ideas Develop warm, caring relationships Are flexible Really listen Show enthusiasm Have lots of energy Are creative, patient, calm, curious Constantly learn

Unit 1Introduction to the Early Childhood Profession

What is a day in the life of a CDA like?

Child Development Career Options

Before and After School Programs Child Care Centers Church-sponsored Child Care Early Childhood Intervention

Programs Early Childhood Life Specialist Employer-sponsored Child Care Family Day Homes

Child Development Career Options

Hospital-sponsored Child Care Infant/Toddler Programs In-Home Care Giver or Nanny Parent and Child Study Programs Preschool Programs Public School

Paraprofessional/Teacher’s Aide

Texas Department of Family and Protective Services Home-based Care

13,000 Registered child care homes Licensed child care homes Listed family homes (unregulated)

Center-based Care 11,000 child day-care centers Drop-in care Kindergarten and nursery school programs

Texas Department Family and Protective Services

http://www.dfps.state.tx.us/

http://www.dfps.state.tx.us/Documents/Child_Care/Child_Care_Standards_and_Regulations/Centers746.pdf

Professional Organizations

National Association for the Education of Young Children (NAEYC)

Association of Childhood Educators International (ACEI)

National Education Association (NEA) National Council for the Social Studies

(NCSS) Council for Exceptional Children (CEC) International Reading Association (IRA)

Early Childhood Education Journals Child Early Childhood

Today Parents Zero to Three Child Care

Information Exchange

Everyday TLC Working Mother Dimensions of

Early Childhood Education

Family Fun Young Children

NAEYC Standards for E C Professional Preparation 1: Promoting Child Development and

Learning 2: Building Family and Community

Relationships 3: Observing, Documenting, and

Assessing to Support Young Children and Families

4: Teaching and Learning 5: Becoming a Professional

Early Childhood Professional Categories (page 16)

Early Childhood Professional Level I Early Childhood Professional Level II Early Childhood Professional Level III Early Childhood Professional Level IV Early Childhood Professional Level V Early Childhood Professional Level VI

Early Childhood Assessment: A Question to Consider

What do you feel are the most notable purposes of assessment?

Purposes for Assessment in Early Childhood

1. Plan instruction 2. Communicate with parents

and families3. Identify children and families

who have needs4. Evaluate programs

Appropriate Assessment

has a specific and appropriate purpose

is reliable and valid has tasks suited to developmental

levels takes linguistic and cultural

differences into account is used to benefit the child values families and communicates

data to the (Gullo 2006)

Copyright © 2008 by Pearson Education, Inc. All rights

reserved.

Your Role as an Evaluator Recognizing unethical, illegal, and

inappropriate assessment methods and uses of information

Choosing and developing appropriate methods

Administering, scoring, and interpreting results

Communicating assessment results, as appropriate

Involving children and families in the assessment process

Copyright © 2008 by Pearson Education, Inc. All rights

reserved.

Methods for Observing and Recording

Anecdotal record Running record Time sampling Event sampling Checklists Rating scales Mechanical means Interviews Drawings

Portfolio Assessment Samples showing child’s strengths and

weaknesses Samples showing on-going

development (progress or lack) Purposeful collection – plan for

curricular goals Teacher evaluative comments –

emergent, beginning, developing, capable, strong, exceptional

What goes into the portfolio?

Infant Portfolios Toddler Portfolios Preschool Portfolios School-Age Portfolios

Portfolio Documentation Checklist

Child Interview What do you like to play with? Where is your favorite place to play in

this room? What do you like to do outdoors? What do you do very well? Literacy Activity

Ask child to retell &/or record story. Ask child to draw a picture about a book. Ask child what she/he liked about this book?

Portfolio (cont.)

Describe an “AH HA” or a milestone the child experiences.

Ask child to draw a whole person. Attention Span Development

Choose a time period (e.g., 1 hour) during learning center time and record, on a class map, the places the child plays.

Writing and Drawing Samples

Name writing – collect and date name writing samples

Child drawing Random/disordered scribbling Controlled scribbling Basic forms Pictorial stage

Three-Dimensional Art (playdoh) Activity

Random manipulation Patting and rolling Circles and Rectangles Synthetic and analytic manipulation Forming clay figures Attach photograph or describe the

child’s creation

NAEYC Accreditation Criteria for Assessment of Child 4a. Creating an assessment plan 4b. Using appropriate assessment methods 4c. Identifying children’s interests and needs

and describing children’s progress 4d. Adapting curriculum, individualizing

teaching, and informing program development.

4e. Communicating with families and involving families in the assessment process

Developmental Assets for Early Childhood

http:/www.search-institute.org/40-developmental-assets-early-childhood-ages-3-5

Child Development

“The field of study devoted to understanding constancy and

change from conception through adolescence and emerging

adulthood.”Berk

Periods of Development

Prenatal Period: Conception to Birth

Infancy and toddlerhood: Birth to 2 Early childhood: 2 to 6 Middle childhood: 6-11 Adolescence: 11 to 18 Emerging adulthood: 18-25

Domains of Development

Social-Emotional Physical Cognitive

Theory

An orderly, integrated set of statements that describes, explains, and predicts behavior.

The Nature Nurture Controversy

Nature / Heredity Tendencies they inherit

Nurture / Environment Nutrition and good health Family values Experiences

Developmental Accomplishments

Children show interest in others Children become aware of themselves Children’s muscles grow stronger and

coordination improves Children learn to communicate Children become aware of the world Children solve problems and use tools Children express feelings

Cephalocaudal Development Upper part of the head to the

lower parts of the body Proximodistal Development

Trunk outward – from body’s central axis toward periphery

What are the Sequences of Physical Development?

Weight doubles at about 5 months; triples by first birthday

Height increase by 50% in first year Infants grow 4 to 6 inches in second

year; and gain 4 to 7 pounds Growth appears continuous but

actually occurs in spurts

What Patterns of Growth Occur in Infancy?

Figure 5.2 Changes in the Proportions of the Body

Rooting Baby turns head and mouth toward stimulus that

strokes the cheek, chin, or corner of mouth Sucking Moro or startle reflex

Back arches, legs and arms are flung out and then brought back toward chest into a hugging motion

Babinski reflex Fans or spreads toes in response to stroking foot

Tonic-neck reflex While lying on back, baby turns head to one side. Arm

and leg on that side extend, while opposite side flex.

Reflexes

Growth impairment during infancy and early childhood

Causes may be organic or non-organic Biologically based or non-biologically

based Links to physical, cognitive, behavioral

and emotional problems Deficiencies in caregiver- child

interactions

What is Failure to Thrive?

Basic unit of nervous system, receive and transmit messages

Neurons vary according to function and location, but all contain

Cell Body Dendrites Axon

Neurotransmitters

What are Neurons?

Figure 5.3 Anatomy of a Neuron

Figure 5.6 Increase in Neural Connections in the Brain

Brain development is affected by maturation (nature) and sensory stimulation and motor activity (nurture) Rats in enriched environment

More dendrites and axon terminals Human infants have more neural connections

than adults If activated by experience, connection

survives If not activated, connection does not survive

How do Nature and Nurture Affect the Development

of the Brain?

Follows cephalocaudal and proximodistal patterns Lifting and holding head before torso Voluntary reaching Locomotion

Sequence: rolling over, sitting up, crawling, creeping, walking, running

Motor Development - How do muscles grow stronger and

coordination improve?

How do children become aware of the world

Seeing Tasting Hearing Feeling Smelling

Neonates are nearsighted Greatest gains in visual acuity between birth and 6

months By about 3 to 5 years of age, approximate adult levels

Neonates have poor peripheral vision Perceive stimuli within 30 degree angle By 7 weeks increases to 45 degrees By 6 months of age, equal to adult

Development of Visual Acuity and Peripheral Vision

Sense of Sight

Neonates are nearsighted Greatest gains in visual acuity between

birth and 6 months By about 3 to 5 years of age, approximate

adult levels Neonates have poor peripheral vision

Perceive stimuli within 30 degree angle By 7 weeks increases to 45 degrees By 6 months of age, equal to adult

Neonates attend longer to stripes than blobs By 8 to 12 weeks, prefer curved lines

over straight Infants prefer faces

Discriminate maternal and stranger faces Prefer attractive faces Pay most attention to edges

What Captures the Attention of Infants?

How do Visual Preferences Develop?

Figure 5.11 Preferences in Visual Stimuli in 2-Month-Olds

Figure 5.12 Eye Movements of 1- and 2-Month Olds

Depth Perception Develops around 6 months (onset of crawling)

Research using the Visual Cliff Gibson and Walk (1960) Relationship between crawling and fear of heights

How do Researchers Determine Whether Infants will

“Go Off the Deep End”?

Figure 5.13 The Visual Cliff

Neonates can orient toward direction of a sound 18 months locate sounds as well as adults

By 3 1/2 months discriminate caregivers’ voices

Infants perceive most speech sounds present in world languages By 10 to 12 months, lose capacity to

discriminate sounds not found in native language

How Does the Sense of Hearing Develop in Infancy?

Smell Well developed at birth Demonstrate aversion for noxious and

preference for pleasant odors Recognize familiar odors

Taste Sensitive to different tastes Demonstrate facial expressions to basic

tastes Prefer sweet tastes

Smell and Taste

Touch Sensitive to touch Touch elicits many reflex

behaviors Pain

Less sensitive to pain

Touch and Pain

How adults help

Infants - Birth to 8 months Crawlers and walkers - 8 months to

18 months

Cognitive Development

Jean Piaget

Development through sensory and motor activity Birth through 2 years Progress from reflex responses to goal oriented

behavior Form mental representations Hold complex pictures of past events in mind Solve problems by mental trial and error

What is the Sensorimotor Stage of Cognitive Development?

Neonates show no response to objects not within their immediate grasp

2 month - show surprise when a screen is lifted after an object was placed behind a screen and now is not there

6 month - try to retrieve a preferred object partially hidden

8 to 12 month - try to retrieve objects completely hidden

How Does Object Permanence Develop?

Memory Neonates show memory for previously exposed stimuli By 12 months dramatic improvement in encoding and

retrieval Imitation

Deferred imitation – 9 months Neonates imitate adults who stick out their tongue

Not present in older infants May indicate reflexive response

What are Infants’ Tools for Processing Information?

How can teachers enhance development?

Memory Imitation

Zone of proximal development

Language Development

Prelinguistic vocalizations do not represent objects or events

Examples of prelinguistic vocalizations Crying Cooing – vowel-like, linked to pleasant feelings Babbling – combine vowels and consonants Echolalia – repetition of vowel/consonant combinations Intonation – patterns of rising and falling melody

What are Prelinguistic Vocalizations?

Receptive vocabulary outpaces expressive First word – typically 11 to 13 months

3 or 4 months later – 10 to 30 words First words generally nominals

general (class nouns) and specific (proper nouns) 18 to 22 months rapid increase from 50 to more than

300 words

How Does Vocabulary Develop?

Telegraphic speech Brief expression with the meanings of sentences

Mean length of utterance (MLU) Average number of morphemes used in sentence

Holophrases Single words used to express complex meanings

Two word sentences 18 to 24 months telegraphic two word sentences begin Demonstrate syntax

How do Infants Create Sentences?

Imitation Children learn from parental models Does not explain utter phrases that have not been

observed Reinforcement

Sounds of adults’ language are reinforced Foreign sounds become extinct Use of shaping

How do Learning Theorists Account for Language Development?

How can teachers enhance language development?

Modeling Language extensions and

expansion Rich environment

Plasticity of brain provides a sensitive period of learning language

Begins about 18 to 24 months and continues through puberty

Left hemisphere injuries Children recover good deal of speech, utilizing right

hemisphere

What is Meant by a Sensitive Period in Language Development?

Multilingual Education

Bilingual Education – utilizes student’s native language to teach skills

English as a Second Language (ESL) –develops proficiency in listening, speaking, reading and writing in the English language

Local ESL Resources PISD Multilingual Department -

http://k-12.pisd.edu/currinst/multilingual/main.html

Collin County Adult Literacy Council - http://www.ccalc.org/resources.htm

Collin County Community College Developmental Ed or Continuing Ed

Faith-based ESL Classes Even Start & Head Start

ESL On-line Materials

www.esl-kids.com www.colorincolorado.org www.teachingenglishgames.com www.sitesforteachers.com www.ESLprintables.com www.readingrockets.org www.esl-galaxy.com

Early Childhood:Physical Development

Growth Patterns

Height and Weight

Growth rate slows 2 to 3 inches per year 4 to 6 pounds per year

Individual variation As a group, boys are slightly taller and heavier

What Changes Occur in Height and Weight During Early Childhood?

Rapid growth in weight due to myelination By age 5 – brain is 90% of adult weight

Visual Skills Improved attention and visual processing skills

Specialization of hemispheres

How Does the Brain Develop During Early Childhood?

Left-brained Logical, problem solving, language and mathematical

computations Right-brained

Visual-spatial functions, recognition of faces, discrimination of color, aesthetic and emotional responses, understanding metaphors, creative mathematical reasoning

Functions overlap

What Does It Mean to Be Left-brained or Right-brained?

How teachers can apply new findings about brain development

Motor Development

Gross motor skills Involve large muscles used in locomotion

Differences in gross motor development Little sex differentiation More individual differences

Physical Activity Rough and tumble play Activity levels

How Do Motor Skills Develop in Early Childhood?

Ways teachers can help children’s large motor development

Fine motor skills Involve small muscles used in manipulation and

coordination Proximodistal trend accounts for lag in fine motor skills

Children’s Drawing

How Do Motor Skills Develop in Early Childhood?

Figure 8.2 The Twenty Basic Scribbles (Really)

Figure 8.3 Four Stages in Children’s Drawings

Emerges and shows preference during infancy Becomes strongly established during early childhood Majority of people are right-handed

When Does Handedness Emerge?

Connections have been made with Language problems

Dyslexia and stuttering Health problems

Migraine headaches and allergies Psychological problems

Schizophrenia and depression Higher frequencies of left-handers have been made

with Mathematical abilities Athletic abilities Artistic, musical and architectural

Are There Problems Connected With Being Left-handed?

Enhancing Small Motor Development

Nutrition

Nutritional Needs Need more overall calories than toddlers Slower growth rate - less calories per pound

Patterns of Eating Appetite decreases and becomes erratic Preference for sugar and salt with exposure

What Are Children’s Nutritional Needs and Their Eating Habits Like in Early Childhood?

Most common cause of death in young children in US

Motor vehicle accidents Low-income children most likely to die from

accidents Legislation to prevent accidents

Child safety seats in cars Window guards in apartment buildings Toy and clothing safety standards

Accidents and Prevention of Accidental Injury

Sleep

Preschoolers average 10 to 11 hours per 24 hour period

9 to 10 hours at night 1 to 2 hour nap

How Much Sleep is Needed During Early Childhood?

Helping Parents

Eating Problems Sleeping Problems

Early Childhood: Cognitive Development

Symbolic thought and play Pretend play

12-13 months – familiar activities; i.e. feed themselves 15-20 months – focus on others; i.e. feed doll 30 months – others take active role; i.e. doll feeds itself

Imaginary Friends More common among first-born and only children

How Do Children in the Preoperational Stage Think and Behave?

Lack of logical operations No flexible or reversible mental operations

Egocentrism Only view the world through their own perspective Three-mountain test

How Do We Characterize the Logic of the Preoperational Child?

Figure 9.1 The Three-Mountains Test

Properties remain the same even if you change the shape or arrangement

Preoperational children fail to demonstrate conservation

Centration Irreversibility

What is Conservation?

Figure 9.2 Conservation

Figure 9.3 Conservation of Number

Including new objects/categories in broader mental classes

Requires child focus on more than one aspect of situation at once

What is Class Inclusion?

Figure 9.4 Class Inclusion

Scaffolding Zone of Proximal Development

Sorting doll furniture into appropriate rooms (Freund, 1990)

Retell a story viewed on videotape (Clarke-Stewart & Beck, 1999)

Recall of task completed in longitudinal study (Haden, et al., 2001)

What Are Some of the Factors That Influence Cognitive Development in Early Childhood?

Recognition Indicate whether items has been seen before

Recall Reproduce material without any cues

Preschool children Recognize more than they recall

What Sort of Memory Skills Do Children Possess in Early Childhood?

Language Development

Why “Daddy Goed Away”

Development of Vocabulary Fast-mapping

Quickly attach new word to appropriate concept Whole-object assumption

Assume words refer to whole objects, not parts or characteristics Contrast assumption

Assume objects have only one label

What Language Developments Occur During Early Childhood?

Development of Grammar Expand telegraphic speech

Include articles, conjunctions and possessive adjectives Overregularization

Strict application of grammar rules Represents advances in syntax

What Language Developments Occur During Early Childhood?

Figure 9.7 Wugs

Teachers Can Help ChildrenDevelop Cognitively

Exploring Your Role in Supporting Families and Communities

Respect differences in teachers’ and parents’/families perspectives

Meet standards (NAEYC) for working with parents/families

Confront your own biases about working with families

Learn more about cultural differences Expand your definition of caring to

include out-of-school contexts

Guidelines for Working Effectively with Families

Recognize that early childhood educators are in a unique position to identify children’s needs and inaugurate families’ interactions with schools

Appreciate the importance of effective communication and professionalism in interactions with families

Reach out to families and communities

Guidelines for Working Effectively with Families, Continued

Copyright © 2008 by Pearson Education, Inc. All rights

reserved.

What were some of the routines that you came to expect? What opportunities were there for after-school play in your neighborhood?

If you had lived in a community characterized by violence, how might your parents have changed this routine?

How was homework handled? When and where was it done? How did your family support your?

Now, consider how homework routines would be affected by cramped housing conditions, parents working multiple jobs to pay the bills, or homelessness.

The Concept of “Home”

Be Partners with Parents

Greet families enthusiastically Share events in the children’s day Respect parents/ concerns and ideas Welcome parents as visitors Encourage parent involvement Exchange appropriate child rearing

techniques Clarify legal responsibilities

Communication Cohesiveness Adaptability Clear roles Shared time Shared values Social support

Characteristics of Well-Functioning Families

Parenting Communicating Volunteering Learning at home Decision making Collaborating

Six Types of Family Involvement

Involve Parents in Your Program Read books Cook family recipe Field trip Sing Teach dance/art Write children’s

experience stories Bring baby to

bathe

Talk with children Assist with screening Help with filing,

bulletin board prep Answer telephones Repairs Share culture Special events Parent Advisory

Board

Communicating General Information Initial contacts Orientation meetings Newsletters School handbooks Bulletin boards Calendars Parent education meetings Lending library Special events Parents’ suggestion box

Communicating with Parents

Specific Information about Individual Children Home visits Daily notes and photos “No problem” phone calls Individual notebooks/daily

journals and logs Conferences

Communicating with Parents

Try to ease families’ concerns about children’s adjustment

Strive to communicate by keeping professional jargon to a minimum

Keep it easy for the family to stay informed

Offer opportunities for families to gather informally and network

Ways to Build Rapport with Parents/Families

Schedule meetings at various times Use a variety of strategies to

enhance communication Strive to identify with and meet the

special concerns of families Be sensitive to some family

members’ discomfort in the school setting

Ways to Build Rapport with Parents/Families, Continued

Keep a problem-solving focus instead of blaming

Focus on all families Give parents latitude to

contribute in their own ways Admit when you need to seek

outside assistance

Ways to Build Rapport with Parents/Families, Continued

Flexible conferencing schedule Enough time for the conference A prepared child A welcoming atmosphere Teacher preparation and

organization Cultural appropriateness and

sensitivity

Features of a Productive Conference(Seplocha, 2004)

Positive opening to the conference Encouraging family members to

share their perspective Restraint Avoidance of jargon Shared suggestions for at-home

activities Positive closure to the conference Reflection and documentation

Features of a Productive Conference,Continued(Seplocha, 2004)

Your role: Accept the feelings expressed by the person:

“Many people feel as you do . . .” Identify with the concern personally, acknowledging

that you once felt this way (if that is true) “I used to have some of those same concerns . .”

Show the progression of how you changed your ideas, what you found: “But now that I have worked with many, many

young children, I have found . . .”

Feel, Felt, Found Model (Garmston, 2005)

Your role following the conference: Make a note of important points

discussed Review conference notes and

share as needed Summarize follow-up

responsibilities

Features of a Productive Conference, Continued(Seplocha, 2004)

Did I share a positive anecdote? Did I start by stating the purpose? Did I share information about the

child’s strengths? Did I share work samples? Did I encourage parental

information and questions?

Evaluating Your Role in the Conference(Seplocha, 2004)