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PS 025 370

Enhancing Children's Growth and Development. Training Guides

for the Head Start Learning Community.

Aspen Systems Corp., Rockville, MD.

Administration for Children, Youth, and Families (DHHS),

Washington, DC. Head Start Bureau.

ISBN-0-16-042683-9

[95]

156p.; For other guides in this series, see ED 348 160, ED

398 220-222, and PS 025 367-376.

105-93-1584

U.S. Government Printing Office, Superintendent of

Documents, Mail Stop: SSOP, Washington, DC 20402-9328.

Guides Non-Classroom (055)

MF01/PC07 Plus Postage.

Age Differences; Child Development; Childhood Interests;

*Childhood Needs; Developmental Programs; *Developmental

Stages; *Individual Development; *Preschool Children;

Preschool Education; Resource Materials; *Self

Actualization; Staff Development; Student Centered

Curriculum; Teaching Guides; Training Methods; Workshops

Development Education; Developmentally Appropriate Programs;

*Project Head Start

This training guide is designed to enhance the skills of

Head Start education staff in applying knowledge of how children grow and

develop to planning, implementing, and evaluating activities and experiences

in the center, at home, and during group socialization sessions. Each of the

guide's modules details module outcomes, key concepts, and background

information. Module 1 addresses getting to know each child and gives staff an

overview of the ecological model of child development, allows staff to apply

the model, and reviews what staff already know about the interrelated nature

of child development. Module 2 addresses creating environments that support

children's growth and development. This module encourages staff to create

safe and healthy indoor and outdoor environments that support the

developmental characteristics typical of children of different ages. Module 3

addresses planning schedules, routines, and transitions, by focusing on

enhancing the staff's capability to plan balanced schedules that match

children's developmental stages and support their growth. Module 4 addresses

using child development to plan activities. This module involves staff in

planning activities that allow children to participate in their own unique

ways, in accordance with their individual interests, abilities, and skill

levels. The guide's six appendices provide participants with physical,

cognitive, social, and emotional child development information and activities

that can be used as resources on the job. (SD) ********************************************************************************

* Reproductions supplied by EDRS are the best that can be made *

* from the original document. * ********************************************************************************
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,C9 O

U.S. DEPARTMENT OF EDUCATION

Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)

*his document has been reproduced as

eceived from the person or organization

originating it.

Minor changes have been made to

improve reproduction quality.

Points of view or opinions stated in this

document do not necessarily represent

official OERI position or policy.

Training Guides for the

Head Start Learnin Communit

HEAD START

Enhancing

Children's Growth

and Development

011.11111110111111Millalawisillo

Orgtirc

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

Administration for Children and Families

Administration On Children, Youth and Families Head Start Bureau

BEST COPY AVAILABLE 2
For sale by the U.S. Government Printing Office

Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328

ISBN 0-16-042683-9

3
HEAD START

Enhancing Children's

Growth and

Development

Training Guides for the Head

Start Learning Community

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

Administration for Children and Families

Administration on Children, Youth and Families

Head Start Bureau
This national training guide was developed by Aspen Systems Corporation, 1600 Research Boulevard,

Rockville, MD 20850 under contract number 105-93-1584 of the Head Start Bureau, Administration

for Children and Families, Department of Health and Human Services.

Photograph provided courtesy of Hinds County Head Start, Jackson, Mississippi.
Contents

Preface viii

Introduction 1

Overview 1

Purpose 1

Outcomes 1

Audience 2

Performance Standards 2

Organization 2

Definition of Icons 5

At A Glance 6

Module 1: Getting to Know

Each Child 9

Outcomes 9

Key Concepts 9

Background Information 9

Activities 12

Activity 1-1: The Child Development Universe 12

Activity 1-2: We Are What We Experience 15

Activity 1-3: Constructing Child Development Knowledge 17

Activity 1-4: Observing the Whole Child 20

Next Steps: Ideas to Extend Practice 23

Handouts 25

Handout 1: The Child Development Universe 25

Handout 2: Ongoing Child Study (Parts A and B) 27

Handout 3: The Whole ChildSummary of Development 29

Module 2: Creating Environments

That Support Children's Growth

and Development 35

Outcomes 35

Key Concepts 35

Background Information 35

Contents
Contents

Activities 40

Activity 2-1: Form Follows Function in Supportive

Environments 40

Activity 2-2: Stepping Out 43

Activity 2-3: What Do the Children Play With? 44

Activity 2-4: Will They Play with It Today and

Tomorrow? 46

Next Steps: Ideas to Extend Practice 48

Handouts 51

Handout 4: Using the Environment to Build Skills 51

Handout 5: Planning for Outdoor Play 52

Handout 6: Portrait of a Child 53

Handout 7: A Personalized Inventory 54

Handout 8: Ongoing Child Study (Part C) 55

Module 3: Planning Schedules,

Routines, and Transitions 57

Outcomes 57

Key Concepts 57

Background Information 57

Activities 59

Activity 3-1: The Balancing Act 59

Activity 3-2: Making Every Day the Same and

Different 62

Activity 3-3: What Do the Children Do? 65

Activity 3-4: Children Learn by Doing 68

Next Steps: Ideas to Extend Practice 70

Handouts 73

Handout 9: Ongoing Child Study (Part D) 73

Handout 10: Observing a Typical Day 75

Handout 11: A Child Development Approach to

Planning Routines and Transitions 77

Handout 12: Ongoing Child Study (Part E) 78

Handout 13: It's Breakfast Time, 79

Handout 14: Answer Key: It's Breakfast Time! 81

vi Enhancing Children's Growth and Development

7
Contents

Module 4: Using Child Development

to Plan Activities 83

Outcomes 83

Key Concepts 83

Background Information 83

Activities 87

Activity 4-1: All It Takes Is a Box 87

Activity 4-2: The Planning Web 89

Activity 4-3: This One's Just for You 91

Activity 4-4: Accentuate the Positive 93

Next Steps: Ideas to Extend Practice 94

Handouts 97

Handout 15: Planning an Appropriate Activity 97

Handout 16: Evaluation and Follow-Up 99

Handout 17: Introduction to The Planning Web 101

Handout 18: The Planning Web 103

Handout 19: Building on Children's Strengths 105

Continuing Professional

Development 107

Resources 115

Appendices A-1

Appendix A: What Is Physical Development and

Why Is It Important? A-1

Appendix B: What Is Cognitive Development and

Why Is It Important? B-1

Appendix C: What Is Social Development and

Why Is It Important? C-1

Appendix D: What Is Emotional Development and

Why Is It Important? D-1

Appendix E: Enhancing Children's Development E-1

Appendix F: Appropriate Toys and Materials

by Stage of Development F-1

Contents vii
Preface

Dear Family and Other Caring Adults:

I'm almost 5iX years old now, and getting ready to start school. Before I forget, I want to thank youthe

important adults in my lifefor all the ways you helped me learn to love learning. Heregoes . . . When I was a baby I cried a lot, but I wasn't trying to drive you crazy. I couldn't talk, so I cried to let you know when

I was hungry, or wet, or frustrated. Being a baby isn't as easy as it looks. The world 15 very exciting, but it can be

overwhelming, too. Thanks for coming to my assistance as quickly and regularly as possible. It felt good to know

I could count on you.

When I got a little older, I learned how to pick things up and put them in my mouth. I didn't know anything about

germs or dirt. I just wanted to find out all about the objects I came across. Thanks for allowing me to explore,

keeping unsafe things out of my reach, doing away with the nasty germs that could make me sick.

Soon, I learned to move my bodyall by myseifl All of a sudden I could get to places I hadn't even seen before. I found out there was even more to explore and learn about than I could ever imagine. Thanks for putting up safety

gates to block unsafe areas and making room for me to move without bumping into other kids. And thanks for

taking me outdoors so I could learn about nature and feel the wind blow on my face.

I didn't think I would survive being a toddler. I wanted to do everything for myself., I never stopped to think; I was

always on the go, and I often needed your help. Instead of being grateful for your help, I cried or had tantrums. I

was a handful!! Thanks for being patient and understanding that it's hard to grow up and leave behind baby

things.

Wow, being a preschooler was fun. I ran, jumped, climbed, played on the swings, and rode tricycles. I painted

hundred pictures, did a million puzzles, made cities full of tall buildings, and pretended to be lots of people and

things. Thank you for providing so many exciting things, helping me to be successful, and letting me make lots of

decisionswhat I wanted to do, what I wanted to use, and who I wanted to play with. Most of all, thank you for

helping me feel good about belongingto my family, culture, and community. I know a lot already, but I can't wait

to learn more.

You have discovered a lot about childrenhow we grow, think, learn to get along with others, and figure out who

we are and our special abilities. out, like you taught me, there's always more to learn. Each one of us is a unique

and surprising individual. Thank you for taking the time to get to know us.

Yours,

A Head Start Child who represents many children whose growth and developmentwere enhanced

by your thoughtful actions

LA t

viii Enhancing Children's Growth and Development
Preface

This technical guide is about children: how families, neighborhoods, communities, and cultures affect individual children, and how most children

pass through stages as they grow and gain new skills. The guide is appropriate for education staffteachers, assistants, volunteers, home visitors

who play different roles in Head Start and who have a wide range of

education and experience. The activities are designed so that each person

can participate at his or her own level of skill and knowledge. For

example:

New staff can learn some basic principles of child development

and practice to provide an appropriate program.

Experienced and highly skilled staff can add to their knowledge,

practice skills, and serve as mentors to staff who are in the early

stages of building their professional skills and knowledge.

Classroom teams can apply the information and strategies they

learn at the Head Start center and share them with parents.

Home visitors can apply the information and strategies they learn

during home visits and during group socialization sessions. Also,

they can share what they learn with parents to support their role

as children's primary teachers.

All Head Start education staff are professionals. They use their skills to

provide needed services, are committed to quality, are dependable and

effective, and have in-depth knowledge about their field. The education

staff have a specialized understanding of what young children are like and

what contributes to their healthy growth and development.

One of Head Start's most important goals is to support parents as the principal influence in their children's lives. Head Start staff contribute by

helping parents learn about child development and how they can use experiences at home as opportunities for growth and learning. Much of the

information and skill-development opportunities provided in this training

guide will help staff support parents and build partnerships that enhance

children's growth and development.

As stated in the first of Head Start's Multicultural Principles, every

individual is rooted in culture. Head Start programs are most effective

when they value and respond to children's cultures in all aspects of the

environment, activities, and interactions. So too, should a program encourage children's learning by incorporating their home languages in written

and oral communications and making sure some of the staff who work

with children speak the children's home languages.

Preface ix
Preface

Head Start is committed to implementing programs that encourage growth

and development of all children, including those with disabilities. Each

program reserves at least ten percent of its enrollment openings for children with disabilities, who are integrated into the center and served

through the home-based option. Staff get to know each child's skills and

abilities and, in conjunction with parents and specialists, plan strategies

that respond to individual and developmental needs. These strategies are

adapted, as necessary, to include children with disabilities.

Professionals are committed to lifelong learning. Through a variety of

training strategies and settings such as mentoring, community college

courses, workshops, and self study, Head Start staff continue their professional development. No matter how many degrees or how many years of

experience they have, Head Start staff know their field is constantly

changing. Because researchers continue to study and learn about children,

there is always something new to learn. This guide will support staff as

they update their specialized knowledge and increase their competence in

offering developmentally appropriate programs. Participants will learn

through studying the development of an individual child, having discussions with trainers and colleagues, evaluating their current practices, and

performing hands-on activities.

x Enhancing Children's Growth and Development
Introduction

Overview

Purpose

Outcomes

This technical guide expands on the concepts developed in the education

foundation guide Nurturing Children. It is designed to enhance the skills

of education staff so they can apply knowledge of how children grow and

develop to planning, implementing, and evaluating activities and experiences in the center, at home, and during group socialization sessions. Education staff can share their child development knowledge and skills to

support parents in their role as the child's primary educator.

Enhancing Children's Growth and Development focuses on Dr. Urie

Bronfenbrenner's ecological model of development to reinforce Head

Start's commitment to knowing and understanding all the factors that

affect a child's development. This model corresponds to Head Start's

approach in addressing children's needs through a broad array of comprehensive and integrated services that build upon, complement, and reinforce each other. Activities in this guide allow staff to explore and reflect

on this model and use it in an Ongoing Child Study to get to know and

plan for an individual child.

From its inception, Head Start has been based on the knowledge and principles of child development. Head Start regards every child as a whole

human being to be nurtured, cared for, and cared about, as well as to be

educated. Children's healthy development in all domains is closely tied to

their ability to be successful learners. This guide allows staff to apply their

skills and knowledge of child development while creating indoor and outdoor environments; establishing schedules, routines, and transitions; and

planning activities to meet group and individual needs. The guide addresses child development knowledge and skills needed by staff who work

with young infants, mobile infants, toddlers, and preschoolers.

There are four, interrelated outcomes for this guide that are listed below.

Each of the four modules includes activities that address several outcomes

at once.

After completing this guide, participants will be able to:

Recognize and identify the uniqueness of each child, including children with disabilities

Apply child development principles as they plan for and interact

with children

Support parents as the primary influences in their children's lives by

sharing information about children's growth and development and by

identifying and reinforcing opportunities to continue learning at home

Introduction 1 12
Introduction

Audience

Performance Standards

Organization

Reflect on their practices and determine whether changes are needed

to encourage all children's growth and development.

This is a guide for education staff in center, home-based, and combination

settings, including classroom teams (teachers, assistants, and volunteers)

and home visitors.

This guide supports the following child development and education concepts based on the Head Start Program Performance Standards:

A safe and secure learning environment encourages the social competence of all children, including those with disabilities.

Developmentally appropriate experiences allow children to gain skills

in four domains: social, cognitive, physical, and emotional.

Parents are the principal influences in their children's lives.

Staff can help parents learn about child development and how to use

experiences at home as opportunities for growth and learning.

This technical guide, Enhancing Children's Growth and Development, is

designed to further develop the skills of education staff in understanding

how each child's growth and development is affected by his or her individual characteristics, family, and immediate environment, community,

and culture. Staff will gain knowledge of child development and use it to

plan appropriate environments; schedules, routines, and transitions; and

activities, in home, center, and group socialization settings.

By completing the activities in this guide, participants will complete the

following four interrelated outcomes:

Recognize the factors that influence development and understand how

they affect individual children, including children with disabilities.

Plan for and interact with children in ways that encourage each

individual's development in four domainssocial, emotional, cognitive, and physical.

Support parents as the primary influences in their children's lives by

sharing knowledge of child development and planning strategies for

reinforcing development and learning at home.

Consider the effectiveness of current strategies for planning the environment, schedule, routines, transitions, and activities and make

changes, as needed, to respond to and encourage the growth and development of all children, including those with disabilities.

2 Enhancing Children's Growth and Development

13
Introduction

Each module includes module outcomes, key concepts, and background

information. The module outcomes were developed from the guide outcomes. Enhancing Children's Growth and Development contains the following modules:

Module 1: Getting to Know Each Child

This module gives staff an overview of the ecological model of child

development, allows them to apply the model to better understand and

plan for children enrolled in the program, and reviews what staff already know about the interrelated nature of child development.

Module 2: Creating Environments That Support Children's

Growth and Development

This module encourages staff to create safe and healthy indoor and

outdoor environmentsin home, center, and group socialization settingsthat support the developmental characteristics typical of children of different ages.

Module 3: Planning Schedules, Routines, and Transitions

This module enhances the staff's capability to plan balanced schedules

and plan routines and strategies that match children's developmental

stages and support their growth.

Module 4: Using Child Development to Plan Activities

This module involves staff in planning activities that allow children to

participate in their own unique ways, in accordance with their individual interests, abilities, and skill levels.

Each module has specific outcomes for participants to achieve, and each

activity is designed to fulfill one of the outcomes. For easy reference, the

outcome is listed with the activity. In addition, the Next Steps, the last

activity for each module, introduces a unique staff development tool, the

portfolio, a living document of one's professional growth and achievement. The material that is developed and added to the individual's collection is an important tool for self-evaluation and demonstrates to others

one's professional growth.

The Key Concepts section appears in every module of the guide and summarizes the main ideas contained within each module. The Key Concepts

are discussed more explicitly in the Background Information section of

each module. The trainer may choose to present the Background

Introduction 3

14,
Introduction

Information section as a mini-lecture or use it for handouts or overheads in

either coaching or workshop sessions.

The Resources section appears at the end of the guide. This section contains additional materials that may be consulted for further information on

the topics contained within the module.

The Appendices section of the guide provides participants with detailed

child development information that they may use as they complete the

exercises in the guide and use as resources on the job. Several activities

refer to the Appendices. There are six appendices.

15

4 Enhancing Children's Growth and Development
Introduction

Definition of Icons

Coaching A training strategy that fosters the development of skills

through tailored instruction, demonstrations, practice, and

feedback. The activities are written for a coach to work

closely with one to three participants.

Workshop A facilitated group training strategy that fosters development of skills through activities that build on learning

through group interaction. These activities are written for

up to 25 participants working in small or large groups with

one or two trainers.

Next Steps:

Ideas to Extend Practice

Activities assigned by the trainer immediately following

the completion of the module to help participants review

key information, practice skills, and examine their progress

toward expected outcomes of the module.

Continuing

Professional Development

Follow-up activities for the program to support continued

staff development in the regular use of the skills addressed

in a particular training guide. It includes:

(1) Opportunities tailored to the participant to

continue building on the skills learned in the

training

(2) Ways to identify new skills and knowledge needed to

expand and/or complement these skills through

opportunities in such areas as higher education,

credentialing, or community educational programs

I s

Introduction 5
Introduction

At A Glance

Module Activity Time Materials

Module I: Getting to Know

Each Child

(W) Activity 1-1: The Child

Development Universe

75

minutes

Handout 1: The Child

Development Universe

(C) Activity 1-2: We Are

What We Experience

60

minutes

Handout 1: The Child

Development Universe

(W) Activity 1-3: Constructing

Child Development Knowledge

120

minutes

Handout 2: Ongoing Child

Study (Parts A and B)

Appendices AE

3 x 5 index cards

(C) Activity 1-4: Observing

the Whole Child

n/a Handout 3: The Whole

Child: Summary of

Development

Appendices AE

Module 2: Creating

(W) Activity 2-1: Form

Follows Function in

Supportive Environments

120

minutes

Handout 4: Using the

Environment to Build Skills

Child development

charts in Appendix E

Environments That Support (C) Activity 2-2: Stepping Out 120 Handout 5: Planning for Children's Growth and minutes Outdoor Play Development Head Start Facilities

Manual

Cardboard, other materials

for drawing or making

three-dimensional models

6 Enhancing Children's Growth and Development
Introduction

Module Activity Time Materials

Module 2: Creating

Environments That Support

Children's Growth and

Development (Continued)

(W) Activity 2-3: What Do

the Children Play With?

120

minutes

Handout 6: Portrait of

a Child

Handout 7: A Personalized

Inventory

Handout 8: Ongoing Child

Study (Part C)

Appendix F

Head Start Facilities

Manual

Catalogs from supply

companies for early

childhood programs

(C) Activity 2-4: Will They

Play with It Today and

Tomorrow?

90

minutes

Three play materials

Art materials

Appendices E and F

Module 3: Planning

Schedules, Routines, and

Transitions to Support

Children's Growth and

Development

(W) Activity 3-1: The

Balancing Act

120

minutes

Handout 9: Ongoing Child

Study (Part D)

(C) Activity 3-2: Making

Every Day the Same and

Different

n/a Handout 10: Observing a

Typical Day

(W) Activity 3-3: What Do the

Children Do?

90

minutes

Handout 11: A Child

Development Approach

to Planning Routines and

Transitions

Handout 12: Ongoing

Child Study (Part E)

(C) Activity 3-4: Children

Learn by Doing

60

minutes

Handout 13: It's

Breakfast Time!

Handout 14: Answer Key:

It's Breakfast Time!

Introduction

lo 7
Introduction

Module Activity Time Materials

Module 4: Using

Child Development to

Plan Activities

(W) Activity 4-1: All It

Takes Is a Box

120

minutes

Handout 15: Planning an

Appropriate Activity

Handout 16: Evaluation

and Follow-Up

Child development charts

in Appendix E

Cardboard boxes (12 x 22

x 18 inches)

Tape, scissors, glue,

markers

Recycled materials

(C) Activity 4-2: The

Planning Web

120

minutes

Handout 17: Introduction

to the Planning Web

Handout 18: The

Planning Web

(W) Activity 4-3: This One's

Just for You

120

minutes

Completed Ongoing Child

Studies (Handouts 2,8,9,

and 12)

Handout 18: The Planning

Web

(C) Activity 4-4: Accentuate

the Positive

90

minutes

Handout 19: Building on

Children's Strengths

C = Coaching Activities

W = Workshop Activities

19

8 Enhancing Children's Growth and Development
Module 1

Getting to Know Each Child

Outcomes

Key Concepts

Background Information

In this module, participants learn about the ecological model of child development, apply it to better understand and plan for individual children,

and reinforce their knowledge of the interrelated nature of child

development.

As a result of completing this module, the staff will be able to:

Identify factors that influence each child's development

Recognize that children develop in four interrelated domains: social,

emotional, cognitive, and physical

Observe how Head Start experiences encourage children's growth

and development

The child's environmentparents, family members, culture, and

communityinfluences growth and development.

Children's growth and development may be affected by changing family circumstances; education staff need to know how to respond appropriately.

Healthy growth and development in four interrelated domains social, emotional, cognitive, and physicalcontribute to children's social competence.

High-quality early childhood education is based on knowledge of child

growth and development.

Part of Head Start's role is helping families learn about child development and suggesting ways to support children's growth and development at home.

Factors Affecting Child Development

For many years, scientists and psychologists from a variety of cultures

have studied how children develop. These studies produced some widely

accepted theories about stages of development that most children, regardless of individual characteristics and family experiences, pass through as

they learn to think, reason, and get along in society. The research has also

Getting to Know Each Child 9

20
Module 1

Ecological Model

led to definitions of principles that apply to most children's growth and

development and of milestones, specific skills learned in sequence, generally within a given age range.

These stages of development, principles, and milestones provide useful

information for parents and others who nurture and support children.

However, other factors must also be considered. Each child develops

within a family, community, and culture. A child's experiences in the

home setting enormously impact how and what the child learns. For example, children raised in families that include three generations witness

and participate in human relationships different from those of children

raised by single parents who have little contact with other family members.

Children who grow up in rural areas construct knowledge about different

topics than do children who grow up in cities. Children living near clean,

well-equipped public parks will probably have more opportunities to play

outdoors than do children who have no safe places in which to play. To

truly understand how to support each child's development, we must learn

about the environment in which each child is being raised.

Dr. Urie Bronfenbrenner, a child development theorist, developed the

ecological model to explain his views on how family, community, and

cultural factors influence each child's development. Bronfenbrenner

placed the child at the center of this model and noted that a child's development was influenced by gender, age, health and nutrition status, temperament, and other individual characteristics. His theory is particularly

compatible with Head Start's comprehensive and integrated approach to

identifying and addressing each child's health, nutrition, and developmental needs.

Bronfenbrenner's ecological model of development can explain how family, community, and culture affect the growth and development of children

growing up in many different cultures and settings. The model supports

several of Head Start's philosophical tenets:

Families are the primary influences in children's lives; Head Start

should encourage and support parental involvement in their children's

education.

Each local Head Start program should reflect the community's goals

for children and families.

Head Start should deliver its comprehensive services through

collaboration with community resources.

Services should be individualized to respond to each child's and each

family's unique background, skills, needs, and interests.

10 Enhancing Children's Growth and Development

2 ,
Module 1

Immediate Environment

Relationships/Connections

Indirect Influences

Culture

Bronfenbrenner's model describes four environmental systems that influence a child's development. The first system, the immediate environment in which a child lives, includes family, school (or child development

program), peers, and neighborhood. Children's relationships and interactions with people in this system have the most immediate effect on their

development.

The second system involves relationships or connections between the

people and institutions in a child's immediate environment (the first setting). For example, effective communication between parents and teachers

about a child's experiences and progress supports and enhances that

child's growth and development. On the other hand, when expectations at

home and school are very different or conflict, a child's development may

be hindered.

Children's growth and development can also be affected by a third system

of indirect influencesexperiences and institutions in which the children

do not actively participate but that involve people and institutions related

to the child. Changes involving these people and institutions can indirectly

affect children's growth and development. For example, when a new recreational facility opens in the neighborhood, children have a place to play

and be with friends and family; these positive experiences enhance

children's development. A parent who enters a job training program develops increased competence and self-sufficiency. By achieving a life

goal, the parent gains greater self-respect, which can also positively impact on a child's development.

The fourth and final system in Bronfenbrenner's model is the culture in

which a child is raised. Most cultures have values and practices related to

childrearing. Certain behaviors are encouraged, while others are considered inappropriate or undesirable. In addition, each child's sense of self is,

in part, rooted in culture. Children tend to flourish in environments that

acknowledge and respect their cultural beliefs and customs. Conversely,

when children's cultures are not reflected in their experiences beyond the

home, they may not achieve their maximum potential.

Head Start staff can use the ecological model to get to know each child

and to understand the many factors that are likely to affect a child's

growth and development. This information will help staff establish partnerships with parents and plan programs that support children's development at home, at the center, and during group socialization sessions.

Getting to Know Each Child 11

P
Module 1

Activity 1-1:

The Child

Development

Universe

Purpose: In this activity, participants review the ecological model of child

development (based on the work of Urie Bronfenbrenner) and use it to

understand how families, the community, and cultural beliefs and practices influence the growth and development of children in their Head Start

programs.

Outcomes:

Participants identify factors that influence each child's development.

Participants observe how Head Start experiences encourage children's

growth and development.

Materials:

Chart paper, markers, tape

Handout 1: The Child Development Universe

1. Explain to participants that this activity will focus on how families,

communities, and cultures influence children's development.

Trainer Preparation Notes:

Review the Background Information to identify the key

points to emphasize in the workshop.

2. Draw the graphic depicted in Handout 1: The Child Development

Universe on chart paper and use this picture to explain Dr. Urie

Bronfenbrenner's ecological model of child development. During

your presentation, ask participants to offer real-life examples to

illustrate the following points:

Children are at the center of child development. Each child's

development is influenced by his or her health; gender; genetic

characteristics; and individual time clock for physical, cognitive,

social, and emotional development.

Children's growth and development are influenced directly by

experiences in their families, with peers, at the center, during

group socialization sessions, and in their neighborhoods.

Experiences that affect families, the Head Start program, and

community services and institutions can indirectly affect

children's development.

12 Enhancing Children's Growth and Development

23
Module 1

Cultural values and practices affect a child's development.

Children tend to flourish when their culture is valued and

reflected in Head Start environments, activities, and interactions.

3. Distribute Handout 1: The Child Development Universe. Ask

participants to work in pairs to examine how the ecological model

applies to children enrolled in the program. Participants might benefit

from focusing on a child with disabilities. Have each participant select a child and discuss with a partner how the model applies. Next,

have the partners compare and contrast the influences on the development of each of the selected children. Explain that every child is a

unique individual, in part because the influences on his or her development are also unique. An example of using the model to identify

factors influencing a child's development follows:

Child: Girl with allergies, born six weeks prematurely; responded to

early intervention for developmental delays; now eighteen months old.

Immediate Environment: Family lives in trailer on the grower's

property (housing is adequate, but at some of the other sites where

this family works, it is not). Focus child has older brother and

younger brother. Mother and father attended school through seventh

grade. Child is enrolled in infant-toddler group at Migrant Head Start

program.

Community: Area is very rural; nearest town has grocery store,

library, playground, and elementary school.

Culture: Parents were born outside the United States and speak the

language of their native country; children are bilingual; religious beliefs

guide their daily activities; children are expected to respect and obey

parents and Head Start staff; parents express hope that their children will

complete high school and perhaps go on to higher education.

4. Ask participants to continue working in pairs to identify strategies for

supporting the growth and development of the two children they focused on in Step 3. They should develop at least three strategies that

they can implement at the center or during group socialization sessions and at least three that parents could use at home.

5. Have participants share and discuss their strategies. Some examples

of the kinds of strategies that the participants can develop include:

Complete frequent, systematic observations and recordings to

keep track of a child's developmental gains and health status.

Getting to Know Each Child 13
Module 1

Invite family members to participate in planning.

Encourage the family to make use of community resources such

as libraries and playgrounds.

Offer materials that reflect children's families and cultures.

Hold meetings and home visits at times that are convenient for

families.

Ask parents to provide input and recipes for meals and snacks.

6. Close the session by reinforcing the following key points:

Parents and other family members are the primary influences in

children's lives. Head Start staff work in partnership with families to support children's development.

Head Start delivers its comprehensive services by developing

strong linkages with resources in the community.

Each community has its own goals for children. Head Start

should consider these goals when planning its child development

approach.

Head Start's individualized approach responds to each child's

immediate environment, relationships or connections, indirect

influences, and culture.

Encourage participants to apply what they have learned in this

activity by:

Implementing the strategies developed in Step 4

Using The Child Development Universe to get to know all the

children with whom they work

Sharing what they have learned with families during home

visits, conferences, and parent meetings

2

14 Enhancing Children's Growth and Development
Module 1

Activity 1-2:

We Are What

We Experience

Purpose: In this activity, participants will review the ecological model

of child development (based on the work of Urie Bronfenbrenner) and use

it to understand how families, communities, and cultural beliefs and practices influence children's growth and development.

Outcomes:

Participants identify factors that influence each child's

development.

Participants observe how Head Start experiences encourage

children's growth and development.

Materials:

Chart paper, markers, tape

Handout 1: The Child Development Universe

1. Explain to participants that this activity will focus on how family,

community, and culture influenced their own development and how

these factors affect the development of children in Head Start.

2. Ask participants to write a brief autobiographical sketch of an event

from their childhood that highlights the support that the family and

community provided.

Coach Preparation Notes:

You might want to complete this exercise, too. You can

write your sketch before meeting with participants, and

then use it as an example. Your involvement will provide

another example of how the environment in which a child

is raised affects development.

3. Provide a brief overview of Bronfenbrenner's ecological model of

child development, using the Background Information at the beginning

of this module and Handout 1: The Child Development Universe.

4. Have participants share their autobiographical sketches and identify

the ecological factors that influenced their own development. Share

your own sketch, too. Discuss the similarities and differences between

or among their homes, communities, and cultural environments, and

the subsequent effects of these factors on their development.

5. Share with participants the following example, which describes some

influences on a child's development and strategies implemented at the

center and at home to support the child.

Getting to Know Each Child 15
Module 1

Child: Nadine, age four-and-a-half, is the youngest of five children.

Her family lived on the reservation until six months ago when they

moved to the city.

Strategy at the center: We can ask Nadine's parents to help us make

sure that our environment includes books, pictures, and other items

that value and reflect tribal life. We can invite family members to

share songs, stories, and foods to support Nadine and to expose the

other children to some of the diversity of another culture.

Strategy at home: Nadine's parents can talk to her about what life

was like in their home on the reservation, and what it is like now.

They might draw pictures of their former and current homes; friends

and relatives on the reservation and in the city; new and old outdoor

environments. They can ask her questions such as:

How is our life in the city different from when we lived on the

reservation?

How is our life the same as it was when we lived on the reservation?

How can we keep in touch with our family and friends on the

reservation?

6. Ask participants to use the ecological model to get to know a child and

family with whom they work. If appropriate, suggest that they focus on a

child with disabilities. Next, participants should think of some strategies

for staff to use at the center or in a group socialization session. They

should also think about some to recommend to parents that encourage

growth and development by responding to the child's unique characteristics. Have participants implement the strategies, involving parents as

much as possible, and make notes on what happens.

7. Meet with participants to discuss what they learned about the child

and family, the strategies devised, and what happened when they were

implemented. Cover the following key points in your discussion:

Parents and other family members are the primary influences in

children's lives. Head Start staff work in partnership with families to support children's development.

Head Start delivers its comprehensive services by developing

strong linkages with resources in the community.

Each community has its own goals for children. Head Start

should consider these goals when planning its child development

approach.

16 Enhancing Children's Growth and Development

2?
Module 1

Head Start's individualized approach responds to each child's

immediate environment, relationships or connections, indirect

influences, and culture.

Encourage participants to use The Child Development Universe to get to

know all the children and families with whom they work.

Activity 1-3: Purpose: In this activity, participants will learn how children develop

Constructing across four domains: social, emotional, cognitive, and physical. UnderChild standing how development is interrelated will help participants plan programs that encourage children's growth and development in all areas. Development

Knowledge Outcomes:

Participants recognize that children develop in four interrelated domains: social, emotional, cognitive, and physical.

Participants identify factors that influence each child's development.

Participants observe how Head Start experiences encourage children's

growth and development.

Materials:

Chart paper, markers, tape

3 x 5 index cards

Handout 2: Ongoing Child Study (Parts A and B)

Appendices A through E

1. Explain to participants that this activity will focus on identifying what

they already know about child development: characteristics of different age groups, how development is interrelated, and the principles

that describe how most children develop.

Trainer Preparation Notes:

This activity reviews the growth and development of

infants (young and mobile), toddlers, and preschoolers. To

respond to participants' training needs, you can adapt the

activity to focus on the age groups that your Head Start

program serves, rather than the entire age span from birth to

five years Appendices A through E include background

information on children's physical, cognitive, and emotional development.

Getting to Know Each Child

26

17
Module 1

2. Ask participants to divide into three groups. Give each group markers

and a stack of 3 x 5 index cards. Assign an ageinfant (young and

mobile), toddler, preschoolerto each group. Ask each participant to

take a card and write a statement that describes something that children in their assigned age group do. For example:

Infants put everything in their mouths.

Toddlers say No a lot.

Preschoolers ride tricycles.

3. Have participants share their statements with the other group members and, if necessary, clarify them.

4. Distribute several pieces of chart paper, markers, and tape to each

group. Have them draw four columns, labelling them: social, emotional, physical, and cognitive. Next, ask the groups to review their

index cards, categorize them according to the four domains, and tape

them to the chart under the appropriate headings. For example, the

above statements can be categorized as follows:

Infants put everything in their mouths. (Cognitivethis is how

they learn about the world.)

Toddlers say No a lot. (Social or Emotionalthey are testing

limits and struggling to be independent.)

Preschoolers ride tricycles. (Physicalthey use their large

muscles to move the pedals.)

Participants should put their statements in the order in which

they typically occur (for example, crawling before walking).

5. Next, have the groups review each other's charts, add any missing

key characteristics, and rearrange statements they think are not in

sequence.

6. When the charts are finished, explain that each one summarizes the

developmental characteristics of children in a certain age group. Refer

to the completed charts as you summarize the following child development principles:

Most children follow the same sequence, or order, for development. Typically, they go through the same milestones of development in the same order.

2S

18 Enhancing Children's Growth and Development
Module 1

Each child develops in a unique way, with a built-in time clock

for reaching milestones; a child's individual temperament, learning style, and environment (family, community, culture) affect

development.

Development depends on a combination of getting older (maturation) and learning.

Development usually moves from the simple to the complex (for

example, children typically use individual words before sentences).

A child may mature earlier in one area than in another.

Development is interrelated. Many experiences at home and at

the center and/or group socialization session encourage children's development in several domains.

Trainer Preparation Notes:

If possible, arrange to have the charts typed and copied so

all participants will have a set of children's developmental

characteristics from birth through age five. You can also

provide copies of Appendices A through E.

7. Note that the participants completed their charts by using what they

already know about child development. Ask participants where this

knowledge came from. If they do not mention that they know a lot

about children from watching, living with, and working with them, be

sure to make this point:

Head Start staff and parents conduct research on child development just as scientists and theorists dothrough observing,

recording, and reflecting.

Distribute Handout 2: Ongoing Child Study (A. Introduction and

B. Observation Summary). Explain to participants that they will be

conducting their own child development research, or Ongoing Child

Study, using this handout and others provided in Modules 2 through 4.

Ask participants to begin by selecting a child to be the focus of their

study. It can be the child discussed in the previous activity or another

child they want to know better. Suggest focusing on a child with a

disability, and then have participants complete Part A of the handout.

(.1

Getting to Know Each Child 19
Module 1

Activity 1-4:

Observing the

Whole Child

Trainer Preparation Notes:

You may need to help participants arrange for relief from

other responsibilities so that they can conduct their observations. If you are not on site, be sure to let participants

know how to reach you if they have questions or need

support in completing their observations and summaries.

Ask participants if they regularly use observation and

recording skills. If not, or if they feel the need for a review

of these skills, briefly explain the techniques used to conduct and record accurate and objective observations. You

can use the training guide, Observation and Recording:

Tools for Decision Making, as a resource.

Next, review B. Observation Summary. Tell participants they can

make copies of this form and use them to summarize their observations. Suggest that they conduct several observations before the next

workshop. Encourage participants to share their observation recordings with the child's parents.

Purpose: In this activity, participants will observe a child several times to

learn how Head Start experiences can contribute to growth and development in all domainssocial, emotional, cognitive, and physical.

Outcomes:

Participants recognize that children develop in four interrelated

domains: social, emotional, cognitive, and physical.

Participants observe how Head Start experiences encourage

children's growth and development.

Materials:

Chart paper, markers, tape

Handout 3: The Whole Child: Summary of Development

Appendices A through E

20 Enhancing Children's Growth and Development
Module 1

Coach Preparation Notes:

Participants complete Part A of Handout 3: The Whole

Child Summary of Development during a meeting with

you. Then, they complete Parts B through E independently.

You may need to help participants arrange for relief from

other responsibilities so they can conduct their observations. If you are not on site, be sure to let participants know

how to reach you if they have questions or need support in

completing their observations and summary. You will meet

with participants during Step 4 to discuss their observations

and plans.

1. Explain to participants that this activity will focus on conducting

firsthand observations of children's development across all domains.

Participants will review their observation recordings and, if necessary,

plan ways to change their practices to support children's

development.

For example, while observing a child playing house, a participant

might see the child sharing (social development), playing with familiar items found at home (emotional development), making up a scenario and solving problems (cognitive development), and using items

such as cooking utensils (physical development).

Explain to participants that understanding how development is interrelated will help them plan programs that encourage growth across all

domains. Tell them that this activity will include practice in observation and recording, skills used for a number of purposes such as getting to know children, sharing information and strategies with parents,

and planning and evaluating the program.

2. Distribute Handout 3: The Whole Child Summary of Development.

Have participants select a child to observe in different settings (indoors and outdoors) and at different times of the day. Ask participants

to complete A. Introduction of Handout 3 using what they already

know about the selected child.

3. Review what participants will do to complete Handout 3: The Whole

Child Summary of Development.

B. Observation Summary: Make copies of this form, and record

basic information before each observation. Conduct three to five

observations, each lasting five to ten minutes, of the selected

child:

Getting to Know Each Child 21

32
Module 1

Indoors and outdoors

Playing alone and with others

During at least one routine

Interacting with parents, staff, and other children

Record what you see and hear without making judgments,

using labels, or drawing conclusions.

C. What I Learned about This Child: Use your observation

notes to complete this.

D. How I Might Change My Practices: Reflect on what you

learned about the child through observation and list what you

might change in your own practices.

E. Continuing to Learn about This Child: List what you

would like to know about the child, why, and how you can

find out.

4. Meet with the participants to discuss their observation notes and

completed sections of Handout 3: The Whole Child Summary of

Development. Ask them to explain their strategies for continuing to

learn about each child's development in all domains, sharing this information with parents and staff (as appropriate), and using practices

that encourage all areas of development. Provide copies of Appendices

A through E for participants to use as resources.

In your discussions with participants, cover the following key points:

Parents provide valuable information about their children's

backgrounds, skills, interests, and needs.

Each child passes through the same sequence of development

but develops in a unique way.

Children's development is interrelated across domains. Most

Head Start experiences promote growth and development in

more than one area.

Conducting systematic, regular observations and recording is

one way to get to know children and monitor their progress.

A child's development is affected by a number of factors: health

status, individual characteristics, family, community, and cultural values and practices.

3 '2'

22 Enhancing Children's Growth and Development
Module 1

Next Steps: Ideas

to Extend Practice

Learn about the Organizations

in Your Community

Update Your Parent

Training on Child Development

Involve Parents as Observers

of Their Children's Development

Participants working independently or with other staff can build on the

skills developed through this guide by completing activities such as the

following ones. Some of the activities can contribute to the participants'

professional portfolios.

Identify the community organizations that support Head Start children and

families and find out about the services they offer. Collect fliers that community groups use to advertise their programs and services and give them

to families. Invite community representatives to visit the Head Start program to meet with children and families and to find out firsthand what

services are most needed and valued.

For example, invite a children's librarian to a meeting of parents and staff

to discuss the library's programs. The meeting can educate parents and

staff about what services are available. It can also give the librarian a

chance to find out how to tailor services to better meet the needs of Head

Start children and families.

Possible Portfolio Entry: Handout summarizing services provided

through community groups

Use The Child Development Universe as a part of the program's training

for parents on child development. This model can help parents understand

how they contribute to their children's growth and development and why

their role is so important. The Appendices to this guide are also useful

resources for parent training.

Possible Portfolio Entry: Parent training session evaluations

Ask staff to involve parents in constructing their own knowledge of

child development. Suggest conducting joint observations of a child at

home, at the center, or during a group socialization session. The two observers (parent and staff member) can discuss what they saw and heard,

noting how the child used skills in the four domains.

Possible Portfolio Entry: Observation recordings (with names deleted

for confidentiality)

3 4,

Getting to Know Each Child 23
Module 1: Getting to Know Each Child

Handout 1: The Child Development Universe

C.)

C)

Note: Use with Activities 1-1 and 1-2

Getting to Know Each Child

3 5

BEST COPY AVAILABLE 25
Module 1: Getting to Know Each Child

Handout 2: Ongoing Child Study

A. Introduction

Instructions: Select a child whom you will study while working with this guide. This would be a good

opportunity to get to know a child with disabilities. Complete as much of the following as possible. Ask

parents and other Head Start staff for missing information.

Child: Age: Gender:

Describe the child's environment (family, neighborhood, community, culture):

For each area of development, give at least three examples of skills that you have seen this child use.

While conducting your study, you can add more examples.

Social:

Emotional:

Cognitive:

Physical:

Note: Use with Activity 1-3

Getting to Know Each Child 27
Module 1: Getting to Know Each Child

Handout 2: Ongoing Child Study (Continued)

B. Observation Summary

Instructions: Make as many copies of this form as you need to summarize each observation of the child

you are studying:

Child: Time: Date:

Setting:

Activity or routine:

Other children present:

What did you see and hear?

How can you use the information collected through your observations?

3?

28 Enhancing Children's Growth and Development
Module 1: Getting to Know Each Child

Handout 3: The Whole ChildSummary of Development

A. Introduction

Instructions: Select a child to observe for five to ten minutes on three to five occasions in different settings (indoors and outdoors) and at different times of the day. This would be a good opportunity to get to

know a child with disabilities. Record the following information about the child:

Child: Observer: Date:

For each area of development, give three examples of skills you have seen this child use. After conducting

your observations, you can add additional examples.

Social:

Emotional:

Cognitive:

Physical:

B. Observation Summary

Instructions: Make as many copies of this form as you need to record the following basic information

about each observation of the child selected to be the focus of this activity.

Setting: Time: Date:

Activity or routine taking place:

Other children present:

Adults present:

Note: Use with Activity 1-4

Getting to Know Each Child

3

29
Module 1: Getting to Know Each Child

Handout 3: The Whole ChildSummary of Development

(Continued)

C. What I Learned about This Child

Instructions: Use your observation notes to summarize this child's development and to add examples of

the child's skills to the Introduction (Part A on Handout 2).

Which indoor and outdoor activities does this child enjoy? Describe what the child did.

Example: During my first observation, Marissa, a child with Down syndrome, was painting at the easel.

She used three colorsred, blue, and greenand a wide brush with a short handle. She was able to control the brush as she made red circles with green dots in the middle. She signed her nameMRSA.

List the kinds of materials and equipment this child likes to useindoors and outdoors.

Describe how this child typically plays (for example, alone, with one or two others, in a small group).

Describe how this child uses self-help skills in routines (for example, holds bottle, brushes teeth, puts on

coat, stores belongings in cubby).

How does this child handle frustration?

What does this child talk about (for example, family, friends, television, books)?

Describe the kinds of books and music this child enjoys.

How and when does this child ask for adult help?

3,9

30 Enhancing Children's Growth and Development
Module 1: Getting to Know Each Child

Handout 3: The Whole ChildSummary of Development

(Continued)

C. What I Learned about This Child (Continued)

Give several examples of this child's thinking skills (for example, solving problems, showing curiosity,

asking questions, classifying, storytelling).

How does this child approach new situations, people, and materials?

Describe how this child moves his or her body (for example, creeps, crawls, walks, runs, jumps, climbs,

hops).

What equipment does this child use? Can the child crawl up a ramp? Ride a tricycle? Pull a wagon?

Climb the ladder to the slide?

Describe how this child uses small motor skills (for example, grasps a rattle, uses eating utensils, holds

crayons and paintbrushes, builds with blocks, turns the pages in a book).

Getting to Know Each Child 40

31
Module 1: Getting to Know Each Child

Handout 3: The Whole ChildSummary of Development

(Continued)

D. How I Might Change My Practices

Instructions: On the basis of what you learned about this child, list some ways you might change your practices to encourage the child's growth and development.

Environment, Materials, Equipment:

Example: I observed Haki having difficulty pedaling one of our small tricycles. His legs are long enough

to reach the pedals, but it seems they aren't strong enough to push the pedals. We need at least two riding

toys without pedals for Haki and others in the two-year-old group who aren't ready for tricycles.

Routines and Transitions:

Activities:

Interactions:

4 A_

32 Enhancing Children's Growth and Development
Module 1: Getting to Know Each Child

Handout 3: The Whole ChildSummary of Development

(Continued)

E. Continuing to Learn about This Child

Instructions: Observation is only one source of information about a child. List some things you would like to

know about the child, why you think it would be useful to have this information, and how you can find out.

What I Would Like to Know

about This Child

Why the Information Would

Be Useful

How Can I Find Out?

(Examples)

Does Marcus help with cooking

at home?

(Examples)

He enjoyed stirring, pouring, and

kneading when we baked bread at

last month's group socialization, and

could repeat the steps at home, too.

(Examples)

Ask his mother in our

next home visit.

Does Marcus tend to initiate

activities, or join in after they

are started by another child?

I didn't observe Marcus initiating

activities, but the observation

period was too brief to draw

conclusions.

Coordinate with other staff

so I can observe during

the next group socialization.

Ask his mother during the

next home visit. Discusss

my observations with other

staff and ask for their

perspectives.

Does Marcus play with children

outside his family?

Marcus has strong social skills

such as sharing and taking turns.

He could be a model for children

who have less-developed social skills.

We could pair them during some

activities.

Ask his mother in our

next home visit.

Getting to Know Each Child 33

42
Module 2

Creating Environments That Support Children's Growth and

Development

Outcomes

Key Concepts

Background Information

In this module, participants learn how to provide safe, healthy, and

appropriate indoor and outdoor environments that respond to children's

developmental characteristics.

As a result of completing this module, the staff will be able to:

Arrange the indoor and outdoor environments to ensure health and

safety and to promote children's growth and development

Select materials and equipment that match children's backgrounds,

abilities, skills, needs, and interests

Involve parents in creating appropriate environments and selecting

and using materials and equipment that encourage children's development

Well-planned indoor and outdoor environments support children's

development across all domainssocial, emotional, physical, and

cognitive.

Materials provided for children's use should accommodate a wide

range of developmental needs and skills, reflect children's backgrounds, respond to children's current interests, and promote

development across all domains.

Children grow and learn when they explore and use materials at home,

at the center, during group socialization sessions, and in the community.

The characteristics of appropriate environments for young children are

closely tied to their developmental skills and needs. Most young children

learn through active exploration of their surroundings. At different stages of

development, they use different skills to conduct their explorations.

Infants learn by moving their bodies and using their senses. They need

safe, sanitary materials that they can put in their mouths and safe, open

places for rolling over, crawling, pulling up, and learning to walk. Toddlers are always in motion. They need an environment that offers challenging but safe opportunities to run, jump, climb, push, pull, fill, dump,

and pour. Preschoolers are curious about how things work and the effects their actions have on objects and materials. A good environment

Creating Environments That Support Children's Growth and Development 35

43
Module 2

for preschoolers has lots of variety, encourages a sense of competence,

and offers consistency while also responding to children's changing

skills and interests.

Appropriate environments for young children promote their health and

keep them safe. This is important at home, at a center, and at a group

socialization site. Environments should also be tied to children's developmental characteristics. Parents and Head Start staff should view an

environment from a child's perspectivewhat a child can see, touch,

climb, examine, and exploreand consider what a child is likely to do

thereneed a diaper change, eat a snack, paint, use play dough, move

around, wash his or her hands. This simple exercise will help adults create environments that respond to and enhance growth and development.

Appropriate environments for young children also include people

family members, teachers, assistants, volunteers, home visitors, and

otherswho respond to individual children and help them feel valued

and loved. The younger the child, the more important this aspect of the

environment is. In the early stages of development, children are learning

to build relationships with adults and peers. A positive social atmosphere, created and maintained by caring adults, contributes greatly to

each child's healthy growth and development.

Here are some examples of how the environment can reflect and enhance

children's needs and skills.

All Young Children An environment that supports all young children's growth and develop

ment and keeps them safe and healthy has:

Access to the outdoors (a park, playground, backyard, or patio)

Covers on electrical outlets

Walls free of lead paint

A place that supports adult needs (a message area at the center or

group socialization site, or a space at home where adults can take a

break or display or store their breakables)

People who talk to children, respond to their needs, and help

children feel valued and loved

An open area with a smooth surface (vinyl, wood, blacktop) for

using wheeled toys

36 Enhancing Children's Growth and Development
Module 2

Items like those found at home (cushions, pots and pans, curtains,

a rocking chair)

Ample open space where children can move without bumping into

other people

Music and other pleasant sounds

Places to be alone (a cardboard box, a collapsible tunnel, a sheet

draped over a table) while taking a break from noise and activity

A place to store personal belongings (cubbies at a center or group

socialization site, a specific shelf or dresser at home)

Places to store items used only when children are closely supervised

Low, open shelves where children can see and reach for a variety of

materials and toys

Pictures hung on the wall at children's eye level (you may need to

accept the fact that infants will try to pull them down)

Safety gates to block off areas that are not safe for children

Infants An environment that supports infants' growth and development and

keeps them safe and healthy has:

A place for diapering that can be easily sanitized, raises the child off

the floor, and is located away from the feeding area (for example,

diapering takes place on a padded, washable mat that can be stored

when not in use)

A comfortable place where an adult can sit and comfort or feed a

baby

A soft open play area where infants can practice crawling and walking without getting in each other's way

Sturdy railings or furniture that babies can hold onto while pulling

themselves up to a standing position

Different levels and textures so infants can explore and use their

senses

A variety of interesting things to look at and touch

Creating Environments That Support Children's Growth and Development 37
Module 2

Toddlers

Preschoolers

Materials and Equipment

for Young Children

An environment that supports toddlers' growth and development and

keeps them safe and healthy has:

A diapering area and low toilets or a step stool so toddlers who are

ready can learn to use the toilet without adult assistance

Soap and towels (paper towels at a center or group socialization site,

paper or cloth at home) hung by the sink at toddlers' level to encourage independence

Low tables and chairs, sized for toddlers, where children can eat, use

materials, and do activities

Places to safely jump and climb (an old mattress, a pile of pillows, a

small climber, or a rocking boat)

Equipment sized for toddlers (equipment designed for preschoolers

is too large for toddlers to use safely).

An environment that supports preschoolers' growth and development

and keeps them safe and healthy has:

Space to set up or rotate activities that encourage all areas of development (for example, interest areas in a center or group socialization

site, baskets or boxes full of materials such as dress-up clothes,

paper, and crayons at home)

Places where children can work or play alone or with a friend

Low tables and chairs, sized for preschoolers, where children can

eat, use materials, and do activities

Places to store works in progress

Toilets and sinks at the appropriate height for children, or with

step stools nearby

Soap, paper towels, sponges, and other supplies for personal hygiene

and cleanup located within children's reach

The materials and equipment available for young children's use should

reflect their backgrounds, families, cultures, and communities. For

example, recordings, books, posters, recipes, signs, and dress-up clothes

and props should reflect children's ethnic and cultural backgrounds and

home languages. The materials should match children's individual and

developmental skills and interests.

38 Enhancing Children's Growth and Development

4
Module 2

The materials and equipment should be appropriate for children's ages

and stages. Materials should offer children challenges, but not be so

complex that children are frustrated. For example, when a child masters

a four-piece puzzle, it might be time to offer a new challengea sixpiece puzzlerather than one with ten pieces. When children feel

successful, they are eager to take on new challenges. When they feel

frustrated, they may give up or return to an activity at a more comfortable skill level.

Continuity builds a sense of security in young children. Some items in

the environment need to be available in the same place, every day. In

addition, parents and staff can rotate some items and add new ones in

response to children's changing skills and interests, or when they want to

offer children new experiences. For example, dress-up clothes are available all year and a selection of props and accessories are rotated to extend children's dramatic play.

Safety is another feature of appropriate materials and equipment for

young children. This is particularly important when items are used by

many children. Therefore, items should be sturdy, in good repair, free

from splinters and peeling paint, and sized for the children enrolled. It is

important to conduct regular safety checks to identify unsafe items that

must be repaired or removed.

Many of the best materials for young children are those that can be used

in many different ways. There is no right or wrong way to use them.

Different children use them in different ways; and as children gain new

skills, they find new ways to explore the items. These materials are ideal

for individualizing because a single item can respond to a wide range of

interests and skill levels. For example, children of different ages enjoy

playing with blocks. Infants bang the blocks together and put them in

their mouths. Toddlers make towers, lay blocks end to end, and begin to

discover that two square blocks equal one rectangle. Preschoolers, who

have had more experience with blocks, create roads and buildings and

know what sizes and shapes they need to carry out their plans.

In addition to materials and equipment specifically designed for young

children, each classroom in a center or used for a group socialization

session should have some items that create a home-like atmosphere,

while also encouraging development. For example, bowls that fit inside

each other serve the same purpose as nesting cups, but are familiar to

children and parents. Children feel a sense of security playing with items

found at home and parents get the idea that their homes are filled with

learning materials. Many recycled items from homes and businesses are

safe and interesting art materials. In addition, staff and parents can make

learning materials themselves, such as homemade books about a familiar

47

Creating Environments That Support Children's Growth and Development 39
Module 2

Responding to Individuals

Activity 2-1:

Form Follows

Function in

Supportive

Environments

activity that are illustrated with photographs of the children, families,

and community.

Although Head Start children should have time for active outdoor play

every day, the indoor environment should also provide equipment that

encourages children to move their bodies and use their large motor

skills. Hula hoops, streamers to dance with, tumbling mats, indoor

climbers, cardboard cartons to crawl through, large hollow or cardboard

blocks, a balance beam, and rocking boats are examples of materials that

encourage children to use and develop physical skills.

An appropriate environment for young children also responds to individuals. Children's backgrounds are considered when selecting equipment, materials, and decorations. Adaptations are made so that all

children, including those with disabilities, can be included in activities

and experiences. In addition, as children grow and develop, families and

Head Start staff should change the environments in response. As infants

grow, their cribs are replaced by cots or sleeping mats. As toddlers become preschoolers, they are ready to use riding toys with pedals.

Appendix F lists basic play materials for infants, toddlers, and

preschoolers. Additional information on appropriate environments, materials, and equipment for young children can be found in many of the

standard early childhood texts, including some listed in the Resources

section of this guide. Also, the Head Start Facilities Manual provides

guidance on setting up environments for infants, toddlers, and

preschoolers.

Purpose: In this activity, participants will learn to identify how specific

features of effective environments for young children encourage development and use of skills across the four domains.

Outcome:

Participants arrange the indoor and outdoor environments to ensure

health and safety and to promote children's growth and development.

Materials:

Chart paper, markers, tape

Child development charts in Appendix E

Handout 4: Using the Environment to Build Skills

1. Explain to participants that this activity will focus on features of the

environment that encourage children to develop and use specific

skills in the four domains.

4

40 Enhancing Children's Growth and Development
Module 2

Trainer Preparation Notes:

You should adapt the instructions provided below to address the age groups with which participants work. Each

group can focus on a different age group (infants [young

and mobile], todders, and preschoolers) or all can focus

on a single age group.

2. Write the following statement on chart paper:

Form follows function.

Explain that this statement was coined by Louis Sullivan, a famous

American architect. Lead a discussion on what this statement means

and how it applies to environments for young children.

Trainer Preparation Notes:

The statement form follows function refers to how the

design of a product or environment is connected to how

the product or environment will be used. For example,

cars are designed so that the person operating the vehicle

can safely reach all of the controls while seated in the

driver's seat; eating utensils are designed to fit comfortably in the human hand; cups have handles so we can

hold a hot beverage without getting burned; shopping

malls have places to sit so tired shoppers can recoup their

energy and then continue their shopping; and playgrounds

for children encourage a variety of safe, age-appropriate

activities.

3. Ask participants to form small groups. Provide chart paper and

markers. Ask each group to list as many features as possible of an

environment that is appropriate for young children. The following

are features of indoor and outdoor environments that support

children's development:

Blacktop or pavement

Cabinets that can be locked

Carpeting

Curtains

Cushioning under climbers

Cushions

Open shelves

Overhead lights

Paper towel rack

Railings

Raised platforms and/or lofts

Safety gates

Creating Environments That Support Children's Growth and Develont 41
Module 2

Defined play areas

Grassy areas

Kitchen (separate or within

the room)

Low hooks

Natural light

Open play areas

Shady areas

Sink with hot and cold water

Storage areas

Toilets (child-sized or with a

step stool)

Washable floors

4. Have participants share their lists in round robin style. (The first

group shares a feature from their list. The second group shares a

different one. Groups continue to share without repeating until they

run out of items.)

5. Provide copies of the child development charts in Appendix E. Ask

groups to review the skills and characteristics typical of children at

different ages. Each group should select two skills or characteristics

from the physical, socio-emotional, and cognitive headings (a total

of six items). Participants can record the skills on the chart paper.

6. Distribute Handout 4: Using the Environment to Build Skills. Ask

groups to discuss what feature of the environment would encourage

a child to practice and use the skill selected from the child development charts. For example, a baby learning to crawl needs a safe,

open area; a toddler who likes to paint needs a washable floor; a

preschooler looking at books needs a good source of light. Groups

can refer to the lists of environmental features created during Step 3.

Each group should complete one copy of Handout 4: Using the

Environment to Build Skills. You can collect the completed handouts and copy them so everyone will have a set.

7. Ask the small groups to share their completed handouts. Lead a

discussion on how a child's home, center, and/or group socialization

environment (indoors and outdoors) enhance growth and development. Refer to the examples for each age group represented in the

Background Information for this module.

8. Ask participants to select one thing that they would like to change

in the center or group socialization environment to make it more

appropriate for the children with whom they work. Encourage the

participants to involve parents in making the changes so the staff

can share what they learned in this workshop about creating safe,

healthy, and appropriate environments for young children.

50

42 Enhancing Children's Growth and Development
Module 2

Activity 2-2:

Stepping Out

Purpose: In this activity, participants will use their imaginations to plan

an outdoor area that offers a balance of activities and supports children's

development across the four domains. Participants select an element of

their ideal design that could be adapted and implemented in their program. They involve parents in planning and carrying out this part of

their plan.

Outcomes:

Participants arrange the indoor and outdoor environments to

ensure safety and to promote children's growth and development.

Participants involve parents in selecting and using materials and

equipment that encourage children's development.

Materials:

Chart paper, markers, tape

Cardboard, other materials for drawing or making threedimensional models

Handout 5: Planning for Outdoor Play

Head Start Facilities Manual

1. Explain to participants that this activity will focus on planning an

ideal outdoor play area for the children in their program and on

working with parents to adapt and implement part of their design to

support child development.

2. Distribute Handout 5: Planning for Outdoor Play, and review the

list of criteria. Ask participants to use this handout as a reference

while creating an ideal outdoor area that supports the growth and

development of children. Also share with participants the Head Start

Facilities Manual. Tell participants to make the following assumptions: money is no object, there is sufficient space to carry out their

plans, and all equipment meets safety standards. Tell participants to

draw their designs on paper or make them three-dimensional, using

the available materials.

3. Meet with participants to discuss their plans for ideal outdoor areas.

Ask them to explain how their plans meet each of the criteria on

Handout 5: Planning for Outdoor Play, offer a balance of activities,

and support development for all children across the four domains,

including children with disabilities.

4. Have participants select an element of their plan for an outdoor area

that could be adapted and implemented by their program. Discuss

what resourcesmaterials, assistance of other staff and families

will need to implement their ideas, and offer assistance in locating

the resources, as needed.

Creating Environments That Support Children's Growth and Development 43

i `j,,_
Module 2

Activity 2-3:

What Do the

Children Play

With?

Coach Preparation Notes:

If participants have difficulty choosing the part of their plans

that could be adapted and implemented, share the following

example:

A participant's ideal plan includes a large garden area in which

children can dig, plant, conduct experiments, and learn about

nutrition. The program does not have a large sunny area for a

garden, so the participant works with other staff and parents to

find another way to achieve the same goals for children. Staff

and parents decide to plant a small portable garden in a wheelbarrow that is moved into the sun every day. In addition, the

participant suggests to the parents that they spend some of their

fund raising resources to purchase seeds and other materials for

establishing a garden in the community.

5. Support participants as they work with other staff and parents to

modify their designs and implement them for the children in the

program.

6. Meet with participants to discuss how children responded when the

plans, developed jointly with parents, were implemented and how

the changes to the outdoor environment supported children's development. Have the participants think of ways to continue involving

parents in adapting and implementing portions of their ideal plans.

Purpose: In this activity, participants will select materials and equipment that respond to children's individual and developmental needs

across the four domains and reflect their cultures and home languages.

Outcomes:

Participants select materials and equipment that match children's

backgrounds, abilities, skills, needs, and interests.

Participants involve parents in creating appropriate environments

and selecting and using appropriate materials and equipment that

encourage children's growth and development.

52

44 Enhancing Children's Growth and Development
Module 2

Materials:

Chart paper, markers, tape

Catalogs from companies that sell materials for early childhood

programs

Head Start Facilities Manual

Handout 6: Portrait of a Child

Handout 7: A Personalized Inventory

Handout 8: Ongoing Child Study (Part C)

Appendix F

1. Explain to participants that this activity will focus on matching materials and equipment to the individual and developmental skills and

needs of a child.

2. Ask participants to form small groups. Distribute Handout 6:

Portrait of a Child. Have each group create a fictional Head Start

child. Explain that the group will define the child's age and gender

and make up information about the child's background, interests,

abilities, skills, and needs. Have one or more groups create one child

with a disability and one with limited English skills. After the written portraits are complete, have each small group pass its child to

another group.

3. Have the small groups read the portrait of the child they received.

Distribute Handout 7: A Personalized Inventoryand Appendix F.

Ask the groups to select materials and equipment that will respond

to the child and encourage growth and development across the four

domains.

Trainer Preparation Notes:

If possible, provide a catalog of early childhood resources for

each small group to use with Appendix F to make their selections. Also provide one or more copies of the Head Start

Facilities Manual.

4. Have small groups make presentations to the large group. Each group

should describe the child and explain why the materials and equipment the group selected are appropriate for this child and how they

will support growth and development.

5. Lead a summary discussion on how an appropriate inventory of materials and equipment can support children's development. Cover home,

center, and group socialization settings.

Creating Environments That Support Children's Growth and Development 45
Module 2

Activity 2-4:

Will They Play

with It Today

and Tomorrow?

Trainer Preparation Notes:

Use the Background Information for this module to review

criteria for appropriate materials and equipment for young

children.

6. Distribute Handout 8: Ongoing Child Study (Part C). Ask participants to think about the toys, materials, and equipment that the children who are the focus of their studies use. Participants can list the

items the child uses and their recommendations for additional items

in Part C of the handout. (Reminder: Parts A and B were provided

in Module 1.)

Purpose: In this activity, participants will consider the characteristics of

appropriate play materials for children during the early childhood years.

Outcomes:

Participants select materials and equipment that match children's

backgrounds, abilities, skills, needs, and interests.

Participants involve parents in creating appropriate environments

and selecting and using appropriate materials and equipment that

encourage children's development.

Materials:

Chart paper, markers, tape

Three play materials

Assortment of art materials to make advertisements

Appendices E and F

1. Explain to participants that this activity will focus on commonly

used play materials, developing a set of criteria for selecting appropriate materials, and designing and advertising a toy for children in

a specific age group.

2. Introduce three play materials: one that children of various ages can

use in different ways (for example, blocks or a set of pots and pans);

one that is appropriate for young children at a certain stage of development, although it is used in only one way (for example, a puzzle

or a shape-sorting board); and one that is used in only one way, is

quickly outgrown by children, or inhibits creativity (for example, a

busy box hung on the side of a crib or a set of rubber props associated with a specific fast-food restaurant). Do not give the reasons

46 Enhancing Children's Growth and Development

5 4',
Module 2

for selecting the items or the characteristics that make them appropriate or inappropriate.

3. Ask participants to play with each of the materials as children might

and in as many ways as possible. They can play alone or with a partner. Allow about fifteen to twenty minutes for this step.

4. Discuss with participants what they liked and did not like about the

materials. Ask questions such as:

Which ones did you find most interesting?

Which ones did you quickly tire of?

Which ones would you want to use again?

What skills did you use while playing with the toys?

What areas of development were enhanced by using these materials?

5. Ask participants to list the characteristics of developmentally appropriate play materials. The lists should be general enough to apply to

materials that children use throughout early childhood. An item can

be considered appropriate if it meets most, but not all, of the selection criteria. For example, developmentally appropriate materials:

Reflect the cultures, ethnic groups, and communities of children and families

Are sturdy, in good repair, and free from splinters or peeling

paint

Are sized for the children enrolled (neither too large nor too

small)

Can be used or adapted in different ways (there is no right

or wrong way to use it)

Can be used by children at different stages of development

(grow with the children)

Offer children challenges, but do not cause children frustration

Remain interesting to children over time

Can be purchased or homemade

Are familiar because they are also found at home (measuring

cups, dress-up clothes)

Creating Environments That Support Children's Growth and Development 47
Module 2

Next Steps: Ideas

to Extend Practice

Conduct Regular

Safety Checks

Encourage growth and development (physical, social, emotional, and/or cognitive)

6. Have participants share their lists of criteria. Record a master list on

chart paper. If possible, arrange to have this typed and copied so that

everyone can have a complete set of criteria.

7. Distribute copies of Appendix E (child development charts) and

Appendix F (lists of appropriate materials for children of different

ages). Ask participants to design toys (homemade or manufactured)

appropriate for specific age groups, using Appendices E and F and

the criteria developed in Step 5. Have participants compose advertisements to convince others to buy or make the toys. Provide an

assortment of art materials for their use.

8. Have participants share their toys and advertisements. Discuss what

makes their creations appropriate. Suggest using the master list of

selection criteria to assess the materials that children use in the program and to suggest additions or replacements that would be more

appropriate or provide additional challenges.

Participants working independently or with other staff can build on the

skills developed through this guide by completing activities such as the

following ones. Some of the activities can contribute to the participants'

professional portfolios.

Some Head Start programs operate in spaces that were not designed

for children to use. Others are fortunate enough to be housed in spaces

designed just for them. Regardless of the setting, it is crucial for staff to

conduct regular safety checks to make sure the indoor and outdoor environments are free of hazards that could cause children to have accidents.

This is particularly important when children use a playground that the

community maintains, rather than an area maintained by Head Start.

Develop indoor and outdoor safety checklists and establish a schedule

for conducting daily and monthly safety checks in classrooms at centers

and group socialization sites. Several resources listed at the end of this

guide include checklists that can be adapted to meet your program's

needs.

Possible Portfolio Entry: The safety checklist, schedule for using it,

and a summary of safety hazards found and how they were addressed

56

48 Enhancing Children's Growth and Development
Module 2

Offer a Parent Workshop

Observe Children Outdoors

Establish a

Toy-Lending Library

Offer a workshop for parents on using items found in the home as play

materials and making new toys from recycled materials. Distribute and

discuss the master list of selection criteria created by participants in

Activity 2-2. Reassure parents that the cost of a toy has nothing to do

with whether it will encourage a child's development.

Possible Portfolio Entry: Photographs of play materials made in the

workshop

Conduct a series of observations of children using the outdoor environment. Note how children's use of materials and equipment and the overall features of the outdoor play area encourage development in the four

domains: physical, cognitive, social, and emotional.

If the opportunities seem out of balance (for example, many encourage

physical development and few encourage cognitive development), plan

ways to adapt the environment so children, including those with disabilities, have more opportunities to use a variety of skills during outdoor

play. For example, bring some indoor materials outdoors to offer more

varied experiences or activities.

Possible Portfolio Entry: Summary of adaptations to the environment

or activities that encourage children's development in the four domains

Work with a community group such as a library, children's museum, or

service organization to establish a toy-lending library. Involve parents in

planning, operating, and evaluating the toy-lending program.

Possible Portfolio Entry: Brochure announcing the opening of the library or inventory list of items available on loan

57

Creating Environments That Support Children's Growth and Development 49
Module 2: Creating Environments That Support Children's Growth and Development

Handout 4: Using the Environment to Build Skills

Instructions: Use this form to record the skills your group selected from the child development charts

and to list the environmental features that would help a child practice and use each skill.

Note: Use with Activity 2-1

Creating Environments That Support Children's Growth and Development 51

50
Module 2: Creating Environments That Support Children's Growth and Development

Handout 5: Planning for Outdoor Play

Instructions: Use your imagination to create an outdoor play area that offers a balance of activities to

support child development across the four domains: social, emotional, physical, and cognitive. You can

assume the following: money is no object; there is sufficient space to carry out your ideas; and the play

equipment meets safety standards. You are encouraged to use your creativity; however, your play area

should meet the following general criteria:

The area has some natural materials (wood climber, garden, stones, trees, bushes, grass, wood chips).

There are a variety of activity choices (children can ride, construct, swing, hammer, climb, read, pour,

dig, kick, throw, pretend, paint, balance, cooperate, play games).

There are grassy, open areas.

There is a smooth surface for equipment with wheels.

There are private places where children can play quietly alone or with one or two others.

There is a storage area large enough to hold equipment and toys.

There are play opportunities for children of differing abilities.

There is enough room for children to move freely without getting in other people's way.

There are different levels (small hills, ramps, flat areas, climbers with platforms at different heights).

There are a variety of hard and soft textures and surfaces (grass, sand, paved areas, wood chips).

There are sunny and shady areas.

One shady area includes a place for eating and activities such as drawing or doing a puzzle.

There is a place where a pet can spend time outdoors without getting too cold or overheated or

without running away.

1

Note: Use with Activity 2-2 4

52 Enhancing Children's Growth and Development
Module 2: Creating Environments That Support Children's Growth and Development

Handout 6: Portrait of a Child

Instructions: Your group will use this handout to create a portrait of a Head Start child. Give your finished

portrait to another group so they can design an appropriate environment.

Name: Age: Gender:

Describe the child's family (for example, siblings, parents, other relatives, other household members, home

language, culture):

Describe the child's community (for example, setting, housing, parks, support for children and families):

Give some examples of the child's skills and needs:

Social (for example, playing with others, sharing, cooperating)

Emotional (gaining a sense of self, learning self-control)

Cognitive (thinking, problem solving, experimenting)

Physical (using small and large motor skills)

What kinds of books, toys, and other materials does this child enjoy?

What are the child's favorite activities?

What are this child's special interests?

What makes this child unique?

Note: Use with Activity 2-3

60

Creating Environments That Support Children's Growth and Development 53
Module 2: Creating Environments That Support Children's Growth and Development

Handout 7: A Personalized Inventory

Instructions: Read the portrait of your assigned child and discuss the materials and equipment that would support this child's growth and development. Use this handout to create a personalized inventory for the fictional

child.

Material/Equipment Reasons for Selection How the Child Can Use It

54

6

I

I

Note: Use with Activity 2-3 ii

Enhancing Children's Growth and Development
Module 2: Creating Environments That Support Children's Growth and Development

Handout 8: Ongoing Child Study

C. Are the Toys, Materials, and Equipment Appropriate?

Instructions: List the toys, materials, and equipment that the child who is the focus of your study uses and

describe how the child uses them. Note: Use with previously completed sections of your Ongoing Child Study

(Handout 2, Parts A and B).

Toys, Materials, and Equipment How the Child Uses It

What toys, materials, and equipment would you like to provide in response to what you have learned about this

child's background, needs, abilities, skills, and interests?

Note: Use with Activity 2-3

Creating Environments That Support Children's Growth and Development 55
/ Planning Schedules, Routines, and Transitions

Module 3

In this module, participants learn to plan schedules, routines, and activities to match children's individual and developmental needs.

Outcomes As a result of completing this module, the staff will be able to:

Plan a balanced daily schedule that reflects a child's individual and

developmental needs

Modify the schedule to take advantage of spontaneous events (for

example, to respond to teachable moments)

Use a flexible approach to routines and transitions that reflects a

child's skills and needs and is altered when necessary to respond to

changing needs and growing skills

Adapt the schedule, routines, and transitions to meet a child's individual needs

Key Concepts Appropriate schedules reflect children's individual and developmental needs.

I

A schedule should offer balance by providing opportunities for

children to:

Be alone, in a small group, in a large group, and one-on-one

with an adult

Develop and use physical, social, emotional, and cognitive

skills

Play indoors and outdoors

Engage in active and quiet experiences

Participate in familiar activities and in those that offer

challenges or introduce new topics and ideas

Routines and transitions are opportunities to promote children's learning at home, at the center, and during group socialization sessions.

Background Information Routines are activities that take place with regularity each day or week.

Some routines typically take place at homegetting up, taking a bath,

Planning Schedules, Routines, and Transitions 57

63
Module 3

Influence of Routines

on Development

Planning for Transitions

reading a bedtime story, eating dinnerand each family has its own

unique way of carrying them out. Many adults have fond memories of

the consistent and predictable activities that took place during their

childhoods. For example, performing the same bedtime ritual each

evening reinforced a sense of belonging and connection to the family.

Routines are also part of a child's experiences at the center or during a

group socialization session. Every day, children participate in routines

such as arrival and departure, eating meals and snacks, cleaning up, and

getting ready for nap time. Staff and parents need to plan for these routines just as they plan for other activities. When these routines are performed in the same way each day, children feel a sense of mastery over

their environments. They are reassured because they can predict what

will happen, in what order, and with whom.

The younger the child, the more time he or she spends engaged in routines.

For example, a newborn infant can experience ten or twelve diaper changes

a day. This time adds up to a significant part of the day. Unlike adults, infants do not think of routines as chores to be completed as quickly as possible. In their view, diapering is another interesting life experience, an

opportunity to get to know their parents and caretakers and learn more

about the world. It is important for adults to adopt the child's point of view

and use routines to encourage growth and development.

When children participate in routines, they develop and use skills in all

developmental domains. For example, an infant picking up slices of

banana from a high chair tray uses small motor skills. A toddler helping

to carry a basket of laundry uses large motor skills and is learning a

social skillcooperation. A preschooler putting away blocks uses both

physical and cognitive skills to match the block's shape to the picture of

the shape taped on the shelf.

Most young children are motivated to develop the self-help skills they

need to participate in routines. At some stages of development, such as

during the toddler years, they may go back and forth between wanting

to do things for themselves and wanting to remain dependent on adults.

These conflicting feelings tend to be temporary, however, and children

soon return to their quest for independence.

Transitions are in-between times when children are moving from one

activity to the next. Transitions include the time when children wait for

the bus to go home; when some children are ready for the next activity,

and some are not; and when a child is waiting to run an errand with a

parent who is not ready. Some children find it difficult to wait for the

next activity. One child might be worried because she does not know

what is going to happen. Another might be hot because he has his coat

58 Enhancing Children's Growth and Development
Module 3

Activity 3-1:

The Balancing

Act

on and is ready to go outdoors. Yet another might be frustrated because

she had to clean up, even though she was not finished with her finger

painting. When transitions are well planned and children are not expected to wait for too longsomething they are not yet developmentally ready to dobehavior problems are less likely to arise. At home,

at the center, and during group socialization sessions, parents and staff

need to plan for transitions. Some examples of supportive ways to plan

for transitions are:

Use an individualized approach. If possible, give a child extra time

to finish an activity, allow him or her to leave it out to come back to

later, or find a way to save and protect the work.

Respect children's individual schedules for sleeping, eating, and

toileting. Extend or offer additional nap times for children who are

tired, provide self-service snacks for children who are hungry, and

allow children to use the toilet according to individual bodily needs.

Provide advance notice that a transition is coming. This gives children time to prepare for the change.

Explain what will happen, when, and with whom. Children feel

more involved in their own lives when they know these details.

Offer one-on-one attention to individual children who have difficulty coping with their strong feelings. At arrival times, some children find it hard to separate from their families; at departure times,

some children find it hard to reunite with their families.

You can read more about the importance of planning for routines and

transitions in the Head Start publication Responding to Children under

Stress.' Additional information on how children grow and develop and

how adults can enhance development is included in Appendices A

through F of this guide.

Purpose: In this activity, participants will encourage children's growth

and development by planning a program that offers balance through its

activities and experiences.

Outcomes:

Participants plan a balanced daily schedule that reflects a child's

individual and developmental needs.

Head Start Bureau. Responding to Children under Stress (Washington, D.C.: Government Printing Office, 1994),

10 pp. 117-122.

Planning Schedules, Routines, and Transitions 59

6
Module 3

Participants modify the schedule to take advantage of spontaneous

events (for example, to respond to teachable moments).

Participants adapt the schedule, routines, and transitions to meet a

child's individual needs.

Materials:

Chart paper, markers, tape

Handout 9: Ongoing Child Study (Part D)

1. Explain to participants that this activity will focus on encouraging

development by following a schedule that provides a balance of

activities.

2. Write each of the following elements of a balanced schedule on

chart paper. As you discuss each one, ask participants to give examples of how they provide this in their programs. Ask them how

they encourage parents to provide a schedule that allows for a balance of activities.

Opportunities to be alone, in a small group, in a large group,

and one-on-one with an adult

Opportunities to develop and use physical, social, emotional,

and cognitive skills

Time to play indoors and outdoors

Active and quiet experiences

Familiar activities and those that offer challenges or introduce

new topics and ideas

Trainer Preparation Notes

If participants work with children from different age

groups, have them create as many schedules as needed to

represent all the ages served. Point out the differences in

the schedules to show how children's developmental

skills and needs have been addressed.

3. With the entire group, create an appropriate schedule for Head Start

children. Record the schedule on chart paper. The schedule can be

60 Enhancing Children's Growth and Development
Module 3

for a part-day or full-day center-based program, a group socialization session for a home-based program, or activities that take place

in a combination program. Include the following events, which apply to any age group; activities and experiences appropriate to the

age group with which participants work; and the approximate time

frame for each event:

Arrival and departure

Routines

Transitions

Child-choice activities

Adult-led activities

Evaluation and planning

4. Ask participants to form small groups of five or six individuals.

Have the groups use the schedule or schedules developed in Step 3

to plan a typical session or sessions for children attending a center

or group socialization session. The session should provide a balance

of activities, as discussed in Step 2.

5. Ask the small groups to share their plans. Discuss how balanced

schedules support children's development. Cover the following key

points:

A well-planned schedule that supports young children's development includes opportunities to:

Be active and be quiet

Be alone, in a small group, in a large group, and one-on-one

with an adult

Participate in activities for individuals, two or three children,

and small groups

Participate in child-initiated activities

Participate in adult-initiated activities

Play indoors and outdoors

Develop and use physical, social, emotional, and cognitive

skills

Respond to teachable moments

Planning Schedules, Routines, and Transitions 61

6?
Module 3

Activity 3-2:

Making Every

Day the Same

and Different

Respond to individual needs and interests

Complete routines and transitions without hurrying

6. Distribute Handout 9: Ongoing Child Study, which includes Part

D. Is the Schedule Appropriate for This Child? (Reminder: Parts A,

B, and C of the Ongoing Child Study were provided in Modules 1

and 2.) Ask participants to consider how the schedule, developed by

their group for children of the same age, supports the growth and

development of the child from each participant's ongoing study.

Participants can answer the questions on the handout and record

their thoughts and proposed changes.

7. Have participants take turns sharing examples of the proposed

schedule changes they recorded on Handout 9. Ask each presenter

to describe the schedule change and explain why it would respond

to the unique characteristics of the child who is the focus of the

Ongoing Child Study. Encourage participants to discuss the proposed schedule revisions with their colleagues and the parents of the

focus children. Participants can explain how the changes could benefit the focus children and others. If appropriate, staff and parents

can work together to implement revised schedules.

Purpose: In this activity, participants will consider why it is important

to create and follow schedules that are flexible and that provide a balance of activities.

Outcomes:

Participants plan a balanced daily schedule that reflects a child's

individual and developmental needs.

Participants modify the schedule to take advantage of spontaneous

events (for example, to respond to teachable moments).

Participants adapt the schedule, routines, and transitions to meet a

child's individual needs.

Materials:

Chart paper, markers, tape

Handout 10: Observing a Typical Day

1. Explain to participants that this activity will focus on the characteristics of good schedules for young children, including flexibility.

Tell participants they will observe a child at different times during a

single day and use observation recordings to determine whether the

62 6 ) Enhancing Children's Growth and Development
Module 3

home, center, or group socialization schedule should be changed to

make it more flexible and balanced.

2. Ask participants to react to the following statement:

A good schedule for young children is flexible. The younger the

child, the more flexible the schedule should be. An appropriate

schedule for a child with disabilities is one that can be easily

adapted to respond to the child's skills and needs.

Use questions such as the following as prompts:

What might happen if you had no schedule at all?

What situations might cause you to change the schedule?

Would you ever change the schedule to respond to one child?

What parts of the schedule are never changed?

Why is it important to have a schedule?

3. Review with participants the following characteristics of an appropriate schedule for young children. Ask participants how these features can be reflected in home, center, and group socialization

settings. Sample responses are provided:

Children have opportunities to be alone, in a small group,

in a large group, and one-on-one with an adult.

At home: A child might play with toys, look at books, or

drawalone, with siblings, or with a neighbor; older children

might play with others in the neighborhood; a child might read

with a parent at bedtime or help a parent sort grocery coupons.

At the center/group socialization session: A child might look

at books or listen to tapes alone; use the computer with another

child; play house with a small group; learn about dental health

from the Migrant Health Program's visiting nurse; and talk

with an adult about a painting or block structure.

Children can develop and use physical, social, emotional,

and cognitive skills.

At home: A child might crawl upstairs, laugh with an older

sibling, stare at her image in the mirror, and repeatedly drop a

toy from her high chair to see what will happen.

At the center/group socialization session: A child might pull

himself up to stand by holding on to the arm of a rocking chair,

Planning Schedules, Routines, and Transitions 63

69
Module 3

smile at a staff member, cry because he is hungry and wants

the staff member to meet his needs, and put everything he can

in his mouth to experience its taste and texture.

Children have time to play indoors and outdoors.

At home: A child might pretend to talk to someone on the

phone and take a walk in the grower's fields with her father, a

migrant worker.

At the center/group socialization session: A child might toss

bean bags in a basket and paint at an easel set up outdoors.

Children can engage in active and quiet experiences.

At home: A child might dance while listening to music, do a

puzzle, or look at books.

At the center/group socialization session: A child might play

at the water table and build with blocks.

Children can participate both in familiar activities and in

those that offer challenges or introduce new topics and

ideas.

At home: A child might set the table for breakfast and learn

how to crack an egg on the side of a bowl.

At the center/group socialization session: A child might lie on

a wedged cushion while building with blocks and wheel her

chair to the computer so she can explore how to use a new

program.

4. Ask each participant to select a child to be the subject of a series of

focused observations. Suggest selecting a child with disabilities or

one with limited English skills. Tell participants they will observe

the child for three to five minutes at the times specified in Handout

10 Observing a Typical Day and record what the child is doing and

saying. Explain that the next step will be to review their recordings

to determine whether the schedule is flexible and meets the characteristics described in Step 3.

5. Meet with participants to discuss their observation recordings and

schedules. If necessary, have them plan ways to revise the schedules

to make them more responsive to children.

64

0

Enhancing Children's Growth and Development 7
Module 3

Activity 3-3:

What Do the

Children Do?

6. Encourage participants to discuss their observation recordings and

proposed schedule changes with colleagues and the child's parents. If

appropriate, staff and parents can work together to implement the

revised schedules.

Purpose: In this activity, participants will discuss and reflect on the role

of routines and transitions that encourage children's growth and development. Participants will generate lists of routines and transitions that apply

to their programs and plan child-development approaches to routines and

transitions.

Outcomes:

Participants use a flexible approach to routines and transitions that

reflects a child's skills and needs and is altered when necessary to

respond to changing needs and growing skills.

Participants adapt the schedule, routines, and transitions to meet a

child's individual needs.

Materials:

Chart paper, markers, tape

Handout 11: A Child Development Approach to Planning

Routines and Transitions

Handout 12: Ongoing Child Study (Part E)

1. Explain to participants that this activity will focus on using routines

and transitions as opportunities to promote children's development. In

the early childhood field, routines are activities that take place each

day (for example, lunch time, nap, going to the bathroom), and transitions are in-between times, when children move from one activity to

the next (for example, when they are getting ready to go outdoors).

2. Record the following statements on four pieces of chart paper:

It is best to complete routines and transitions as quickly as

possible so children can get back to their educational activities.

Children get bored when routines and transitions are handled in the

same way, day after day.

Children should not do things for themselves. They will just make a

mess and feel bad.

It does not matter if some children finish before others. They need to

learn how to wait patiently.

Planning Schedules, Routines, and Transitions 7

65
Module 3

Post the chart paper and provide markers. Ask each participant to

work with a partner and discuss whether they agree or disagree with

each statement, recording their comments on how the statement

relates to child development. Each pair will rotate from one piece

of chart paper to the next. Allow two to three minutes for each pair

to record comments on a chart. Pairs can also comment on each

other's responses. Examples of comments follow:

It is best to complete routines and transitions as quickly as

possible so children can get back to their educational activities.

Comment: Young children learn from every experience, including routines and transitions. Children can develop skills

by participating in routines and transitions.

Children get bored when routines and transitions are handled

in the same way, day after day.

Comment: Children learn trust and security when routines and

transitions are handled consistently. They feel competent

when they master the steps in a routine such as getting ready

for lunch.

Children should not do things for themselves. They will just

make a mess and feel bad.

Comment: Children want to do things for themselves and can

learn many self-help skills. If they do make messes, adults can

let them know that mistakes are a normal part of learning

something new. Adults can then provide what children need

(brooms, sponges, paper towels) to clean up.

It does not matter whether some children finish before others.

They need to learn how to wait patiently.

Comment: Most young children find it difficult to wait. When

they do not have anything to do, they get bored and may misbehave if they must wait too long.

3. Ask for four volunteers to lead a discussion of each statement and

the comments offered by participants.

4. Summarize the discussion and make the following points:

Consistent, predictable routines and transitions help children

develop a sense of trust and security because they know what

is going to happen and when.

66 Enhancing Children's Growth and Development
Module 3

When children master routines, they feel competent, which

contributes to a positive self-concept.

Children can participate in routines at their own skill levels

(for example, an infant can hold a clean diaper while being

changed; a preschooler can use the toilet independently).

Children should be allowed to perform personal routines, such

as going to the bathroom, according to individual body schedules.

Children learn during routines and transitions, just as they

learn through other activities.

Transitions will go more smoothly when they are planned so

that children who are ready before the others have something to

do.

Transitions are changes. Some children handle change easily;

others need more time and adult assistance to cope with

change.

Children can participate in routines and transitions at home.

Trainer Preparation Notes:

Although routines and transitions are part of the

early childhood professional vocabulary, the concepts

discussed in this activity are also applicable to a child's

home experiences. Staff can work with parents to identify

daily and weekly activities at home and discuss ways in

which a child can participate. For example, staff can suggest that parents involve their young children in helping

to put away groceries, fold laundry, pull weeds in the

family's plot at the community garden, and set the table.

5. Ask participants to help you generate a master list of routines and

transitions that apply to their Head Start programs. Record their

suggestions on chart paper.

6. Have participants form small groups of four to six individuals.

Distribute Handout 11: A Child Development Approach to

Planning Routines and Transitions. Assign a routine or transition

from the master list developed in Step 5 to each group. Explain that

each group should use the questions on the handout to focus its

Planning Schedules, Routines, and Transitions

7

67
Module 3

Activity 3-4:

Children Learn

by Doing

discussion of how the assigned routine or transition supports

children's development.

7. Distribute Handout 12: Ongoing Child Study (Part E). Ask participants to consider how the children who are the focus of their ongoing

studies use self-help skills during routines and transitions. Participants can record their thoughts and proposed changes on the handout. (Reminder: Parts A, B, and C of the Ongoing Child Study were

provided in previous modules, and Part D is found in Handout 9.)

8. Ask for a few volunteers to share examples of what they might

change in their approach to carrying out routines and transitions in

home, center, and group socialization settings. Have each volunteer:

(1) describe what happens now during the routine or transition, (2)

present the proposed change, and (3) explain why the change supports the development of the focus child and others. Encourage participants to share their suggested changes with colleagues and

parents and to implement them, as appropriate.

Purpose: In this activity, participants will reflect on their own routines,

consider how their personal experiences are related to the children's, and

discuss how they can support children's development during routines and

transitions.

Outcomes:

Participants use a flexible approach to routines and transitions that

reflects a child's skills and needs and is altered when necessary to

respond to changing needs and growing skills.

Participants adapt the schedule, routines, and transitions to meet a

child's individual needs.

Materials:

Chart paper, markers, tape

Handout 13: It's Breakfast Time!

Handout 14: Answer Key: It's Breakfast Time!

1. Explain to participants that this activity will help them learn how to

use routines and transitions as opportunities to support children's

development of skills in all developmental domainsat home, at a

center, and during a group socialization session.

2. Ask participants to relax, close their eyes, and think about what they

do on a typical weekday morning. In this guided imagery, use

prompts such as the following:

68 Enhancing Children's Growth and Development

7 61
Module 3

You just woke up. What time is it? How do you feel? Are you ready

to get out of bed?

What do you do first? Shower? Get dressed? Eat breakfast? Wake

up another family member?

Besides getting yourself ready, what else do you have to do? Put a

load of wash in the machine? Start dinner? Feed the cat? Make

lunches?

You are now ready to leave for work. Do you have everything? Are

you on time? Late?

How do you feel? Relaxed? Eager? Looking forward to the day?

Tired? Grumpy? Rushed?

End the guided imagery by gently bringing the participants back to

the present.

3. Ask participants what they do to make their morning routines go

smoothly. Participants might come up with comments such as:

I make my children's lunches the night before.

I set the alarm ten minutes earlier than I really need to get up.

I set out my clothes the night before.

I delegate some jobs to other family members.

Point out that these activities are part of their plan for carrying out

routines. Similar plans are needed to make sure children's routines

and transitions go smoothly.

Ask participants to use adjectives (calm, organized, happy) to describe how they feel when the morning routine goes smoothly. List

the adjectives on one side of a piece of chart paper.

Next, ask participants to think about how they feel when their morning routines fail to go as planned. For example, the alarm does not

go off, the zipper breaks on the pants they planned to wear, someone used all the hot water so they cannot shower, the car refuses to

start. On the other side of the chart paper, list the adjectives

(hassled, rushed, disorganized) that describe these feelings.

Discuss how the positive adjectives can also describe how children

feel when routines are well-planned, consistent, and predictable;

discuss how the negative adjectives might also describe how children feel when routines are changed or disrupted.

Planning Schedules, Routines, and Transitions 69

75
Module 3

Next Steps: Ideas

to Extend Practice

Write a Plan for a Routine

Evaluate the Schedule

4. Ask participants to read the vignette in Handout 13: It's Breakfast

Time! Discuss how this Head Start program's approach to completing routines and transitions supports children's development because

it is well-planned, consistent, and predictable. Use the questions in

the handout to focus the discussion. Distribute Handout 14: Answer

Key: It's Breakfast Time! and discuss any responses that differ from

those that you and the participants came up with.

5. Ask participants to share something they plan to do differently so

that routines and transitions involve children and encourage their

development at home, at the center, and during group socialization

sessions.

Participants working independently or with other staff can build on the

skills developed through this guide by completing activities such as the

following ones. Some of the activities can contribute to the participants'

professional portfolios.

Write a plan describing what staff and children do to carry out a routine

at the center or during a group socialization session. Writing plans for

these parts of the day helps ensure that practices are tied to child

development. If possible, take photographs to illustrate the different steps

in the routine. Discuss and evaluate the written plans with colleagues and

decide whether changes are needed. If so, revise the plans and implement

accordingly.

Possible Portfolio Entry: The written plan, with photographs, if possible

Review observations made of the children in the group to gain a clear

picture of their current skills and abilities. Next, evaluate whether the

current schedule is effective in supporting children's growth and development by allowing them to use and build on their skills. If necessary,

revise the schedule to reflect children's current needs, interests, and

skills. For example, at the beginning of the year, a preschool group might

begin the day with a five-minute group time. This period could be extended to ten minutes as the children mature, get used to the program,

and can pay more attention and participate in large group activities such

as singing or learning a fingerplay.

Possible Portfolio Entry: Different versions of the schedule, highlighting changes made in response to children's growth and development

73

70 Enhancing Children's Growth and Development
Module 3

Discuss Schedules, Routines,

and Transitions with Parents

During a home visit or conference, discuss with parents how their

family's schedules, routines, and transitions support children's development. For example, if children get hungry before mealtimes, can

they have healthy snacks? Also, discuss strategies for balancing the

needs of all family members. For example, each child might take a turn

staying up late (for thirty to forty-five minutes) once a week to spend

time with a parent who returns from work after the child's normal bedtime. In addition, encourage parents to involve children in routines by

pointing out the benefits to each child and to the family as a whole.

Possible Portfolio Entry: Handout with suggestions for involving

children in routines and transitions at home, and examples of what

children learn through their participation

77

Planning Schedules, Routines, and Transitions 71
Module 3: Planning Schedules, Routines, and Transitions

Handout 9: Ongoing Child Study

D: Is the Schedule Appropriate for This Child?

Instructions: Provide the following information about the child who is the focus of your study. (Note:

Use with previously completed sections of your Ongoing Child Study: Handout 2, Parts A and B; and

Handout 8, Part C.)

What activities does this child do:

Alone?

In a small group?

In a large group?

One-on-one with an adult?

What activities does the child do that encourage development of:

Physical skills?

Social skills?

Emotional skills?

Cognitive skills?

What does the child do indoors?

What does the child do outdoors?

Note: Use with Activity 3-1

Planning Schedules, Routines, and Transitions 73
Module 3: Planning Schedules, Routines, and Transitions

Handout 9: Ongoing Child Study

D: Is the Schedule Appropriate for This Child? (Continued)

What kinds of active experiences does the child enjoy?

What kinds of quiet experiences does the child enjoy?

What are some familiar activities the child does?

What are some things the child does that offer challenges or introduce new topics and ideas?

Is there anything you would like to change in the schedule developed by your group to make it

more flexible, balanced, and supportive of this child's growth and development? If so, record your

ideas below. You can discuss them with others with whom you work and decide whether the ideas could

be implemented.

74 Enhancing Children's Growth and Development
Module 3: Planning Schedules, Routines, and Transitions

Handout 10: Observing a Typical Day

Instructions: Select a child to observe for three to five minutes at these times during a single day:

Arrival (at the center or group socialization session, or when a home visitor arrives at a home)

During a routine

During a transition

During an activity selected by the child

During an activity led by an adult

Use this handout to summarize your observations. Make as many copies as you need to complete the

activity.

Child: Time: Date:

Setting:

Other children and adults present:

What does the child say and do? What do the other children and adults do?

Note: Use with Activity 3-2

Planning Schedules, Routines, and Transitions 75
Module 3: Planning Schedules, Routines, and Transitions

Handout 10: Observing a Typical Day (Continued)

Instructions: Review your observation notes. Use them to describe how the child's schedule met the

following characteristics.

Opportunities to be alone, in a small group, in a large group, and one-on-one with an adult:

Opportunities to develop and use physical, social, emotional, and cognitive skills:

Time to play indoors and outdoors:

Active and quiet experiences:

Familiar activities and those that offer challenges or introduce new topics and ideas:

76 Enhancing Children's Growth and Development
Module 3: Planning Schedules, Routines, and Transitions

Handout 11: A Child Development Approach

to Planning Routines and Transitions

Instructions: Answer the following questions about the routine or transition assigned to your group.

Routine or Transition:

What do the children do and what skills do they develop through this routine or transition?

What can parents and children do at home to reinforce these skills?

How do adults support children's development?

How is this routine or transition individualized?

Note: Use with Activity 3-3

0

Planning Schedules, Routines, and Transitions 77
Module 3: Planning Schedules, Routines, and Transitions

Handout 12: Ongoing Child Study

E. Self-Help Skills

Instructions: Complete the following information about the child who is the focus of your study. Note:

Use with previously completed sections of your Ongoing Child Study: Handout 2 (Parts A and B),

Handout 8 (Part C), and Handout 9 (Part D).

What can this child do alone?

What can this child do with a little adult assistance?

What does this child need to learn to do?

How does this child participate in meals and snacks?

How does this child participate in cleanup and other chores?

How does this child participate in personal routines (such as diapering, using the toilet, washing up, brushing teeth)?

What can you do to increase this child's self-help skills?

8 Note: Use with Activity 3-3 a

78 Enhancing Children's Growth and Development
Module 3: Planning Schedules, Routines, and Transitions

Handout 13: It's Breakfast Time!

Instructions: Read this vignette, then answer the questions on the next page.

Mrs. K. taps Dante and Crystal on their shoulders and stoops down to talk with them. She points to their

pictures on the helper chart posted on the wall and reminds them that they are this week's breakfast helpers. The children get paper plates, napkins, cups, and place mats from the storage shelf. There are eighteen laminated place mats decorated with individual photos of the children and three with photos of the

classroom team.

At each of three large tables, Dante arranges six children's place mats and one adult place mat. He

remembers to put Vincent's place mat at the higher table so his wheelchair will fit underneath. Crystal

puts one paper plate and one cup on each place mat. The two children fold the napkins in half to make

triangles and put them next to the plates.

While Crystal and Dante set up for breakfast, the other children put away their playthings, use the bathroom (if needed), and wash their hands. Each child then walks to a table, searches for the place mat with

her or his photo, and sits down. After they finish setting the tables, Crystal and Dante wash up and join

the others.

Mrs. F., the cook, brings breakfast to the classroom on a large rolling cart. She greets the class and says

that today's menu features baked French toast strips made with whole wheat bread. This is a popular

choice, as is evident from the high fives Zach and Jake give each other. Each adult goes over to the cart,

chats with Mrs. F., and takes the serving platters and utensils back to one of the tables where the children

are sitting. Ms. C., Mr. S., and Mrs. K. join the children at their tables.

At each table, food is passed clockwise, and the children help themselves. When Ms. C. spots Ronisha

having trouble balancing the platter while using the spatula, she steps in to steady the serving plate for

her. She puts her hand under Ronisha's to provide support, while commenting on her improved skills.

Ronisha passes the serving platter to Mai; Ms. C. returns to her seat and resumes talking with the children

about an upcoming visit from the librarian. Excited conversations, in Spanish and Vietnamese as well as

English, are coming from the other tables. The children at one table debate the relative athletic abilities of

various sports stars. Miguel makes his point after finishing his fifth piece of French toast. At another

table, the children respond to Mr. S.'s questions about their plans for the day.

As the children finish, they clear their dishes and wipe and put away their place mats. Soon, everyone but

Jasmine is washing their hands or brushing their teeth. Mrs. K. pulls up a seat next to Jasmine and talks

quietly with her while she finishes her meal.

Note: Use with Activity 3-4

Planning Schedules, Routines, and Transitions A. 79
Module 3: Planning Schedules, Routines, and Transitions

Handout 13: It's Breakfast Time! (Continued)

How did being breakfast helpers support the development of Dante and Crystal:

Socially?

Emotionally?

Cognitively?

Physically?

How does this classroom's approach to the breakfast routine support children's development?

How did the classroom team support individual children during this routine?

What strategies used by this classroom team might you try in your program?

8

80 Enhancing Children's Growth and Development
Module 3: Planning Schedules, Routines, and Transitions

Handout 14: Answer Key: It's Breakfast Time!

How did being breakfast helpers support the development of Dante and Crystal:

Socially?

Emotionally?

Cognitively?

Each took a turn performing a task that was important to the group,

worked as a team of two, and included Vincent by putting his place

mat at the higher table.

They had mastered this routine so they felt competent about their abilities. Feelings of competence often lead to increased self-esteem.

They read the helper chart by seeing their photos, used one-to-one

correspondence to set the table, counted place mats needed at each

table, and learned about geometry by folding the square napkins in half

to make triangles.

Physically? They used small motor skills to fold the napkins.

How does this classroom's approach to the breakfast routine support children's development?

Children take turns getting ready for breakfast using the skills described above.

Children get themselves ready for breakfast: put away their toys, go to the bathroom, wash their hands,

and find place mats.

Adults sit with the children, offer assistance to those who need it, and engage children in conversation.

The cook tells the children about the food they are about to eat.

The food is served on platters with utensils so the children can serve themselves.

As the children finish, they clean up after themselves and get ready for the next activity.

Note: Use with Activity 3-4

Planning Schedules, Routines, and Transitions 86

81
Module 3: Planning Schedules, Routines, and Transitions

Handout 14: Answer Key: It's Breakfast Time! (Continued)

How did the classroom team support individual children during this routine?

When Ronisha had trouble serving herself, Ms. C. helped balance the platter instead of doing it for her.

Miguel was allowed to eat five pieces of French toast rather than being limited to a set portion.

Jasmine was allowed to take as much time as she needed to finish eating rather than having to leave the

table because the other children were finished.

What strategies used by this classroom team might you try in your program?

Answers will vary according to participants' current practices.

Note: Use with Activity 3-4

82 Enhancing Children's Growth and Development
Module 4

Using Child Development to Plan Activities

In this module, participants plan activities that encourage the involvement of children with varied interests, skills, and abilities.

Outcomes As a result of completing this module, the staff will be able to:

Plan activities that reflect children's different backgrounds, needs,

interests, skills, and abilities

Individualize activities so that children with different skill levels and

abilities can participate and experience success

Key Concepts

Background

Information

Children build their sense of competence and self-esteem when

activities challenge them to develop and use new skills; children

become frustrated when activities are too difficult or too easy.

Young children learn through concrete experiences with real objects

and materials that allow them to explore the world, solve problems,

and express creativity.

As children grow and develop, their needs, skills, and interests

change; plans for activities at home, at the center, and during group

socialization sessions should respond to these changes.

Like the other early childhood program practices discussed in this guide,

the activities planned for children should be based on their backgrounds,

needs, skills, abilities, and interests. Each day, the children should spend

most of their time engaged in activities and experiences of their own

choosing.

Adults provide safe and challenging environments, filled with interesting

things to explore and use. The children select materials, decide what they

want to do, and choose with whom they want to do it. Although most of

the day is devoted to child-initiated activities, high-quality early childhood programs also include activities planned and led by adults.

Staff and parents plan activities that focus on specific goals, are based on

children's past experiences, and reflect the curriculum framework. Activities may be related to a current theme or project, respond to something learned through observation and recording, or introduce a new

experience. Parents are often a source of ideas for activities. Parent volunteers can share their own backgrounds, interests, and skills by leading

activities at the center or during group socialization sessions.

Using Child Development to Plan Activities 83

8Li
Module 4

Steps for Planning Activities

Appropriate activities can be enjoyed by children at different skill levels

and include opportunities for children to make choices about how they

use materials or how they express their creativity. Here are some examples of activities that could take place at home, in the center, or during a group socialization session:

Finger painting. Children can paint on paper or on trays, choose what

colors to use, paint with one finger or all ten, use props such as cardboard combs if they like, and make one picture or many.

Cooking mashed potatoes. Children can peel potatoes or scrub them,

select from a variety of kitchen utensils for mashing, choose whether to

add seasoning, melt cheese on top or leave plain, and follow the

teacher's instructions or use recipe cards.

Blowing bubbles. Children can select from a variety of frames (old eye

glasses with the lenses removed, berry containers, plastic six-pack

rings), make large bubbles or small ones, chase and pop them or watch

them rise out of reach, make one or many at a time, and blow bubbles

alone or with a friend.

All of these activities encourage children to join in according to their

own interests and skills.

The following describes the steps followed to plan and carry out activities: setting goals, providing materials, implementing, evaluating, and

following up.

Planning begins by setting goalsthinking about what you hope children, including those with disabilities, will gain from the activity. Goals

might be based on children's characteristics such as skills, needs, abilities, interests, and cultures. In short, goals are based on what staff and

parents know about each child's unique characteristics.

If the activity is to take place in a center or during a group socialization

session, staff and parents must consider which children might participate, what they will gain, and how the activity can be tailored to address

individual goals, interests, and needs. In a home setting, parents might

think about which of their children, if they have more than one, might

enjoy the activity.

For some activities, staff and parents can provide materials. For example, staff and parents might need certain ingredients to carry out a

cooking activity. The plannersstaff and parentsshould determine

what materials are needed. If the necessary materials are not available,

they must figure out where and how they will get them (for example,

purchase, borrow, or request contributions).

84 Enhancing Children's Growth and Development
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Setting Goals

Providing Materials

Implementing

When an activity will be implemented at a center or during a group

socialization session, staff and parents need to decide who will lead the

activity and invite children to get involved. Regardless of the setting, the

adult leading the activity should provide directions if necessary, offer

encouragement, and change the plans when children are more interested

in doing something else or using the materials in another way.

Once the activity is over, it is crucial to evaluate its effectiveness. Staff

and parents need to discuss what the child or children did, what skills

were used, and how the adults encouraged growth and development. In

general, they should talk about what went well, what did not, and how

the activity should be changed before repeating it.

Frequently it is a good idea to follow up on the activityat home, at the

center, or during the next group socialization session. Follow-up might

include offering additional materials, introducing new techniques, reading stories related to the activity, or repeating the activity, as revised

during the evaluation step.

The following examples illustrate setting goals; providing materials; and

implementing, evaluating, and following up on activities.

Example #1: An Activity Planned for a Group Socialization Session

for Preschoolers

The planning team includes staff and parents of preschoolers who are

enrolled in a home-based program. The planners have observed that the

children spend little time during group socialization sessions using their

large muscles. Therefore, they want to plan an activity that will encourage children to use their physical skills in new ways. They decide to

involve the children in creating and using an obstacle course outdoors.

The course will match the physical skills typical of most preschoolers. It

will also be adapted to provide opportunities for Gabrielle, a child

whose arm muscles are weak and underdeveloped, to get involved. The

planners also know from their observations that two children have more

advanced physical skills than their peers. They will add some challenges

to the obstacle course so it will appeal to these children.

The planners decide to use the materials they have on hand: tires, safety

cones, boxes, hula hoops, rope, boards, and sawhorses. If the activity is

successful they will offer it again using a greater variety of materials.

Two staff members agree to oversee the rest of the outdoor area. A third

staff member helps the children create and use the obstacle course by

asking several children, including Gabrielle, to help gather items for the

activity. She explains what an obstacle course is and asks the children to

Using Child Development to Plan Activities 85

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Evaluating

Following Up

Setting Goals

share their ideas. The children say they have never seen an obstacle

course, so she demonstrates. She opens a cardboard box, places a hula

hoop at one end, lays the rope on the ground so it looks like a snake, and

makes a ramp with a tire and a long board. She explains: You can crawl

through the box; step in and out of the hula hoop; balance while walking

the rope; and walk up the ramp, then jump off the end. The children take

turns going through the course.

Meanwhile, the staff member has a private conversation with Gabrielle,

asking Would you like to go through the obstacle course with me?

Gabrielle nods; so the adult encourages the child to take the lead, while

she follows. Gabrielle goes through the course and immediately wants to

do it again. The other children also enjoy using the course and particularly like jumping off the ramp at the end. In fact, they like jumping so

much they spend the rest of the outdoor time doing this.

During the evaluation meeting, the staff member describes what happened. Although the activity did not proceed as planned, the planners

agree that two of their three goals were met: (1) Children used their

physical skills in new ways; (2) Gabrielle became involved in the activity. The two children with advanced physical skills chose not to participate. Instead, they used other equipment on the playground. The

planners conclude that it might have been better to create an obstacle

course, introduce it to the children, have them use it for a while, and then

suggest that they rearrange it as they please.

The planners decide to try their alternative plan during the next group

socialization session. If it goes well, they will discuss ways parents can

do similar activities at home.

Example #2: An Activity Planned for a Toddler Group

The planning team includes staff and parents of children enrolled in the

toddler room. The planners have observed that some of the children

paint at the easels using wide brushes, but others have difficulty manipulating even the brushes with very short handles. At a monthly planning

meeting, the team plans an art activity that will introduce painting with a

sponge, a tool that is easier to use than a brush. They will hang large

pieces of paper on the wall so children can have a large area on which to

paint. Planners think the children will enjoy seeing what kinds of marks

they can make with sponges.

Providing Materials All of the materials for the activity are already on handpaper, sponges

to be cut up, paint, shallow trays to hold the paint.

86 Enhancing Children's Growth and Development
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Implementing

Evaluating

Following Up

Summary

Activity 4-1:

All It Takes

Is a Box

The planners decide that the parent volunteer will lead the activity while

the staff encourage the children who have difficulty using the brushes to

participate. The volunteer hangs up several pieces of paper, moves a

table near the wall, fills several shallow trays with paint, sets out the

sponges, and places four smocks nearby. (The planners had agreed that

the activity could involve up to four children at a time.) While making

these preparations, she is joined by curious toddlers. She demonstrates

using a sponge as a painting tool. The children catch on immediately

and soon fill the paper with sponge marks. With the children's permission and help, she removes the first piece of paper and hangs it to dry.

The children who could not use brushes can hold the sponges easily and

seem to thoroughly enjoy themselves.

Several children who have not had a turn painting get into a disagreement with the four children who do not want to give up their smocks. A

staff person steps in to redirect the waiting children to another activity.

The parent volunteer reports on what the children did, how long they

stayed involved, and what problems arose. The planners decide to set up

both sides of one easel with sponges and shallow paint trays every day

until the children tire of the activity or are ready to move on to using

brushes.

Staff and parents continue to observe the children and encourage the

ones who are ready to try using the brushes as well as sponges as painting tools. A staff member writes an article for the newsletter explaining

how parents can do sponge painting at home with toddlers and older

children.

The most effective activities for young children encourage development

across several domains. For example, while making and playing a game

with a parent, a child uses small motor skills (to cut and paste pictures

on cardboard), cognitive skills (to sort and organize the pictures), social

skills (to take turns), and emotional skills (to exhibit self-control after

making a mistake). An important feature of appropriate activities is that

they provide enjoyment for children at different skill levels and abilities

and allow children to make decisions about how they use materials or

express their creativity.

Purpose: In this activity, participants will set goals; provide materials; and

implement, evaluate, and follow up on an activity for young children that

encourages development and use of skills across the four domains.

Outcome:

Participants plan activities that reflect children's different backgrounds, needs, interests, skills, and abilities.

Using Child Development to Plan Activities 87

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Materials:

Cardboard boxes (12 x 22 x 18 inches)

Tape for sealing boxes, scissors, glue, markers

Variety of recycled materials

Handout 15: Planning an Appropriate Activity

Handout 16: Evaluation and Follow-Up

Child development charts in Appendix E

1. Explain to participants that this activity will focus on planning and

carrying out activities for young children. Remind participants that

young children learn by manipulating real things rather than by considering abstract ideas.

2. Ask participants to divide into small groups. Give each group the

following:

Tape for sealing boxes

Scissors

Glue

Markers

A cardboard box approximately 12 x 22 x 18 inches. Boxes can

be cartons recycled from a grocery store or new ones purchased

for the workshop.

Also, provide a variety of recycled materials that the groups share,

such as:

Cotton balls

Egg cartons

Empty thread spools

Fabric of different sizes

and textures (burlap, felt,

terry cloth, oilcloth, fake

fur, lace)

Large beads

Small boxes and containers

Sponges

String

Styrofoam trays

Wooden dowels

Yarn

3. Ask participants to plan a developmentally appropriate activity for

children of a specific age group (their choice), including a child with

a disability. Distribute Handout 15: Planning an Appropriate

Activity and explain that participants can use it to record their plans.

Distribute the child development charts from Appendix E so participants can review the characteristics of children at different ages and

stages.

4. Have each group introduce and implement its planned activity with

volunteers from another group who will role-play as children of the

age for which the activity is designed.

88 Enhancing Children's Growth and Development 93
Module 4

Activity 4-2:

The Planning Web

5. Distribute Handout 16: Evaluation and Follow-Up. Ask the groups

to use the questions on the handout to discuss the effectiveness of

their planned activity and to plan follow-up strategies.

6. Ask groups to share their evaluations and follow-up strategies. Lead

a discussion on the characteristics of appropriate activities. Ask

participants to share something that they learned during the workshop that they can use to plan activities. Suggest that participants

share their activity plans with colleagues and parents and implement

them, if appropriate, for the children with whom they work.

Purpose: In this activity, participants will use The Planning Web to

design an activity for a group of children.

Outcomes:

Participants plan activities that reflect children's different backgrounds, needs, interests, skills, and abilities.

Participants individualize activities so that children with different

skill levels and abilities can participate and experience success.

Materials:

Paper, pens

Handout 17: Introduction to The Planning Web

Handout 18: The Planning Web

1. Explain to participants that this activity will focus on using The

Planning Web to plan activities that reflect individual backgrounds,

skills, abilities, interests, and needs of a small group of children.

2. Distribute and review the instructions to Handout 17: Introduction

to the Planning Web. Have participants complete the web for the

sample activity (making collages).

3. Ask participants to share their completed webs. Have them explain

why the materials and strategies they proposed for each child

respond to information in the handout about the child's background,

skills, needs, and interests. Bring out the following points in your

discussion:

A well-planned activity can be enjoyed by children with different backgrounds, skills, needs, abilities, and interests.

Appropriate activities allow children of all abilities to make

decisions about how to use materials, props, and equipment

and to choose how they want to express their creativity.

Using Child Development to Plan Activities 89

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Module 4

Appropriate activities usually encourage development across

several domains. For example, in collage-making, children can

express their creativity and use physical (small muscle), cognitive, social, and emotional skills.

4. Distribute and explain the format in Handout 18: The Planning

Web. Ask participants to use it to plan an activity for several children, including a child with a disability. Explain that after implementing the activity, you will meet again to discuss what happened.

5. Meet with participants to discuss their experiences using The

Planning Web as a planning tool. Next, lead participants through the

process of evaluating and following up on their activities. Ask these

questions:

Were your goals for the children who participated in this activity

met?

What skills did children develop and use?

How did children at different skill levels participate?

How did the activity allow children to make choices? Use creativity?

How did the activity encourage development across more than one

domain?

What adaptations did you make to encourage participation of a

child with a disability?

What materials did the children use?

How did adults help children get involved?

Which part of the activity went well?

What, if anything, would you change if you repeated the activity?

How could parents follow up on this activity at home?

How could you follow up on the activity at the center or during a

group socialization session?

6. Encourage participants to discuss their plans with colleagues and the

children's parents and to implement their plans, if appropriate. Offer

to provide additional copies of The Planning Web so that participants can continue using it in their programs.

90 n Enhancing Children's Growth and Development 0
Module 4

Activity 4-3:

This One's

Just for You

Purpose: In this activity, participants will use The Planning Web to

tailor activities to match the backgrounds, skills, needs, and interests of

individual children.

Outcomes:

Participants plan activities that reflect children's different backgrounds, needs, interests, skills, and abilities.

Participants individualize activities so that children with different

skill levels and abilities can participate and experience success.

Materials:

Chart paper, markers, tape

Completed Ongoing Child Study (Handouts 2, 8, 9, and 12)

Handout 18: The Planning Web

Trainer Preparation Notes:

When you schedule the session for Activity 4-3, ask participants to bring the results of their Ongoing Child Study

with them.

1. Explain to participants that this activity will focus on using The

Planning Web to design an activity (or routine) tailored to meet the

needs of the children who were the focus of each Ongoing Child

Study.

2. Review the different sections of the Ongoing Child Study. As you

discuss each part, invite participants to share what they learned

about each child and how they used the information. Make sure

participants maintain confidentiality regarding any personal information about the child and the family.

A. Introduction: Information about the child's environment (family,

neighborhood, community, culture), health and nutrition, and

examples of the child's skills in the four developmental domains

B. Observation Summary: Notes about the child collected through

observations and plans for using the information

C. Are the Toys, Materials, and Equipment Appropriate?: Summary

of toys, materials, and equipment used by the child and suggested items to offer in response to the child's background,

needs, skills, and interests

Using Child Development to Plan Activities 91

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Module 4

D. Is the Schedule Appropriate for This Child?: Summary of the

child's activities and assessment of the need for changes to make

the schedule more flexible, balanced, and supportive of growth

and development

E. Self-Help Skills: Summary of how the child uses self-help skills

during typical routines and strategies for increasing these skills

3. Distribute Handout 18: The Planning Web and review how it is used

to plan activities that meet several goals and reflect individual backgrounds, skills, interests, and needs of a small group of children.

Trainer Preparation Notes:

If participants work with several age groups, ask them to

form groups with others whose child study focuses on a

child in a similar age range.

4. Have participants divide into small groups. Give each group chart

paper and markers. Each group will use The Planning Web technique to design an activity or routine and tailor it to meet the needs

of each of the children who were the focus of their child studies. The

groups should record their webs on the chart paper.

5. Ask the small groups to post their webs where others can see them.

Allow enough time for participants to review each other's plans.

6. Have the small groups present their webs. Each group member should

describe his or her child and discuss how the group used information

collected through the Ongoing Child Study to set individual goals and

determine what materials would enhance this child's involvement and

development. Offer to provide additional copies of The Planning Web

so participants can use it in their programs.

7. Suggest to participants these follow-up activities:

Share the results of the Ongoing Child Study with colleagues

and with the child's parents and plan strategies for encouraging

the child's development at the center, at home, and/or during a

group socialization session.

Use the Ongoing Child Study handouts to get to know other

children with whom you work. This would be a useful method

for getting to know a child with disabilities, a child with limited English skills, or a child who is new to the program.

92 Enhancing Children's Growth and Development

9
Module 4

Activity 4-4:

Accentuate the

Positive

Purpose: In this activity, participants will learn a process for identifying

a child's strengths and building on them to encourage development by

involving the child in an activity in which he or she does not usually

participate.

Outcome:

Participants individualize activities so that children with different

skill levels and abilities can participate and experience success.

Materials:

Chart paper, markers, tape

Handout 19: Building on Children's Strengths

1. Explain to participants that this activity will focus on identifying a

child's strengths and on developing and implementing a plan for

using these strengths to encourage the child to participate in an activity that he or she does not usually select.

2. Ask participants to think of a child with whom they work who

rarely engages in a specific activity. For example, they might think

of a child who seldom participates in physical activities, such as

climbing or riding a tricycle. Ask participants to write a portrait of

the child, describing his or her background, interests, skills, abilities, and needs. They should use anecdotes to create a vivid picture.

For example, here is a portrait of Tomeeka, a child who seldom

looks at books or asks to be read to.

Tomeeka

Tomeeka is always in motion. From the time she arrives

each morning until the session ends, her body is never

still. Dressed in a long apron in the house corner and

waving a spoon, she tells the other children what to do,

You just sit down and I'll serve you up the best pancakes

you ever tasted. Block-builders protect their creations

when they see Tomeeka coming. They know she does

not bump into their buildings on purpose, but they remember several accidental destructions. When she paints,

Tomeeka uses every color available and makes new ones

to suit her moods. The only time of the day when

Tomeeka seems uncomfortable is during circle time. She

tries to sit and pay attention, but her body refuses

to let her. She wiggles in place, rocks from side to side,

shifts her legs, and touches her neighbors.

Using Child Development to Plan Activities

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Module 4

Next Steps: Ideas

to Extend Practice

Research and Report

Child Development

3. Have participants read their portraits aloud. Help them identify the

child's strengths and discuss how they could be tapped to encourage

the child's interest in the activity he or she rarely joins in. For example:

Tomeeka uses creative dialogue during dramatic play. She

sounds very convincing. She might like books with responsive

readings or interesting characters who have a lot to say.

Tomeeka likes to move. She might enjoy books that involve

actions that she could imitate.

4. Have participants develop and implement a plan for encouraging the

child's interests by building on his or her strengths. The plan should

include materials and activities the child might enjoy, an approach

for introducing them, and follow-up. Participants can use Handout

19: Building on Children's Strengths to develop the plan.

5. Discuss what happened when the participants implemented their

plans.

Were they successful?

Did the child enjoy the materials, activities, and follow-up strategies?

Does the child choose this activity more often than before?

Do they need to revise the plan? If so, in what way?

What strategies can they continue to use?

6. Encourage participants to use this approach to motivate children to

get more involved in an activity they do not usually select. Remind

the participants to begin by writing a portrait of the child, then follow the steps on the handout.

Participants working independently or with other staff can build on the

skills developed through this guide by completing activities such as the

following ones. Some of the activities can contribute to the participants'

professional portfolios.

Select a developmental domain (physical, cognitive, social, or emotional) to learn more about. You can work with a partner who has the

same interest. Refer to books and articles such as those listed in the

Resources section of this guide and talk with professionals such as

pediatricians or nutritionists to learn more about fostering young

94 Enhancing Children's Growth and Development
Module 4

Learn from Watching a

Head Start Videotape

Plan Activities with Parents

Complete an Ongoing

Child Study

children's growth and development. Create an outline for a presentation

on how to use knowledge of this area or aspect of development to plan

indoor and outdoor environments, schedules, routines, transitions, and

activities. Cover some or all of these topics in the presentation. If you

worked with a partner, take turns presenting your findings during staff

meetings. You can also use your findings to plan and lead workshops for

parents on child development.

Possible Portfolio Entry: The presentation outline and handouts developed for staff or parents

View the videotape Curriculum in Head Start at home, at the center, or

at the group socialization site. Focus on the activities shown in the videotape and look for examples of how the staff responded to children's

backgrounds, skills, needs, and interests. Discuss what you saw and

heard in the videotape at a staff meeting.

Possible Portfolio Entry: Summary of effective strategies depicted in

the videotape

Invite parents to participate in planning activities to be implemented at

home, at the center, or during a group socialization session. Focus on

activities that require few materials or those items typically found at

home. You can use The Planning Web as a technique. After implementing the activities, involve parents in evaluating and following up on the

experience.

Possible Portfolio Entry: Examples of completed planning webs accompanied by photographs of children engaged in the planned activities

Complete an Ongoing Child Study for a child with disabilities or a child

who speaks a language other than English. Use what you learn through

this process to improve your practices for planning and implementing

indoor and outdoor environments, a schedule, routines, transitions, and

activities that include the child and encourage his or her development. It

may be necessary to work with specialists such as occupational, physical,

or speech therapists.

Possible Portfolio Entry: Completed Ongoing Child Study and plan for

improving practices

Using Child Development to Plan Activities 95

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Module 4: Using Child Development to Plan Activities

Handout 15: Planning an Appropriate Activity

Instructions: Use this format to plan an appropriate activity for children of a specific age group.

Describe the activity:

What are your goals for children participating in this activity? What skills will they develop and use?

How can children at different skill levels participate?

How will the activity allow children to make choices? Use creativity?

How will the activity encourage development across more than one domain?

What adaptations are needed to encourage the participation of a child with disabilities?

What materials will you use?

Who will lead the activity and help children get involved?

Note: Use with Activity 4-1

Using Child Development to Plan Activities

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Module 4: Using Child Development to Plan Activities

Handout 16: Evaluation and Follow-Up

Instructions: Use the questions below to discuss the effectiveness of your activity and what you might

do differently if you were to repeat it.

Were your goals for the children who participated in this activity met?

What skills did children develop and use?

How did children at different skill levels participate?

How did the activity allow children to make choices? Use creativity?

How did the activity encourage development across more than one domain?

What adaptations did you make to encourage participation of a child with a disability?

Note: Use with Activity 4-1

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Module 4: Using Child Development to Plan Activities

Handout 16: Evaluation and Follow-Up (Continued)

What materials did the children use?

How did adults help children get involved?

Which parts of the activity went well?

What, if anything, would you change if you repeated this activity?

How could parents follow up on this activity at home?

How could you follow up on the activity at the center?

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Enhancing Children's Growth and Development
Module 4: Using Child Development to Plan Activities

Handout 17: Introduction to The Planning Web'

Instructions: Review the following background information. Then use The Planning Web on the next

page to do the following:

(1) In the circle, list the overall goals for a collage-making activity.

(2) Below the goals, list the materials provided for the activity.

(3) Under each child's name, list the individual goal(s) and materials that might be provided with this

child in mind.

Background: A classroom team decides to offer collage-making as an activity. The team expects that the

following children are likely to participate.

Matthew: After a fire damaged his house, Matthew's family moved in with relatives until repairs were

completed. Seems anxious and easily frustrated. Small muscle skills still developing; does

not use scissors.

Charmeeka: Just mastered her primary colors. Likes unusual materials, looks for things that are unique,

and wants to make her work unique.

Mei: Has limited vision. Can stick with a task until it is completed.

Emily: Has fairly short attention span and does not like to sit at the table.

Miguel: Always the first to try something new. Has strong social skills.

Dwayne: Loves cars, trucks, airplanes, and anything else that moves.

Kim: Family recently moved to United States. Just learning to speak English.

David: Frequently plays alone. Watches the other children at play. Seems to want to join in but

does not know how.

Julio: Misses his former home in a rural setting. Loves everything that comes from nature.

Likes to collect things.

Note: Use with Activity 4-2

' Based on the work of Judith Rothschild Stolberg as cited in National Head Start Bulletin (MarchApril 1993).

Using Child Development to Plan Activities

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Module 4: Using Child Development to Plan Activities

Handout 17:

Introduction to The Planning Web (Continued)

102 Enhancing Children's Growth and Development
Module 4: Using Child Development to Plan Activities

Handout 18: The Planning Web

Instructions: Use The Planning Web on the next page to do the following:

In the circle, list the overall goals for the activity (or routine).

Below the goals, list the materials provided for the activity.

List each child's name on the web.

Under each child's name, list the individual goal(s) for the activity and the materials provided

with the child in mind.

Note: Use with Activities 4-2 and 4-3

Using Child Development to Plan Activities

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Module 4: Using Child Development to Plan Activities

Handout 18: The Planning Web (Continued)

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Module 4: Using Child Development to Plan Activities

Handout 19: Building on Children's Strengths

Instructions: Develop a plan for encouraging the interests of the child about whom you wrote a portrait.

Describe how you can build on the child's strengths and interests.

Name: Age:

Describe this child's strengths:

What kinds of materials/activities might this child enjoy?

How will you introduce these materials/activities? What could you say to the child to spark his or her

interest?

How will you follow up after introducing the materials/activities? What can you do to extend and build

on the child's experiences?

Note: Use with Activity 4-4

Using Child Development to Plan Activities

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Continuing Professional Development

College Courses

Continuing Education

CDA Program

Computer Resources

The education staff can participate in a wide range of activities that

complement and build on competencies for promoting the growth and

development of young children. Many of these activities will enhance

skills strengthened by using this guide.

Expand your horizons! Community colleges and state and private universities offer a variety of beginning, intermediate, and advanced

courses in child development, human development, psychology, and

early childhood education. These courses offer detailed information on

important concepts such as developmental stages in children, developmentally appropriate practices, curriculum and assessment, and observation skills. Often institutions offer information about current research

findings on the growth and development of young children. Courses can

be taken for credit or audited and can be designed specifically for your

Head Start program.

Learning does not occur only at educational institutions. Like children,

adults learn in everyday situations, settings, and organizations. Community organizations such as the Red Cross, health agencies, local libraries,

museums, Head Start in-service programs, local chapters of the National

Association for the Education of Young Children (NAEYC) (national

number: 800-424-2460 or 202-232-8777), and county extension agencies offer workshops and courses related to child growth and development, respecting and reflecting diversity, and supporting parents. These

classes address a wide range of issues, including child safety, first aid,

children's literature, and children's science activities, that can help education staff provide developmentally appropriate experiences for young

children.

The Child Development Associate (CDA) credential recognizes training

and the demonstration of key competencies in the field of early childhood education. For information on this credentialing program for early

childhood professionals, contact the Council for Early Childhood Professional Recognition at 800-424-4310. Or you can write the Council at

2460 16th Street NW, Washington, D.C. 20009-3575.

You can have the world at your fingertips! If your fingers are on a computer keyboard and you have the equipment to communicate online,

there is no limit to what you can learn. Communicating by computer will

present you with terms such as the following:

Bulletin Board System (BBS): An electronic message center accessible

through computer-aided communication lines

Electronic (E-mail) address: E-mail is a communications vehicle that you

can use to access the Internet; an individual's E-mail address consists of

Continuing Professional Development 107

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Continuing Professional Development

Head Start Bulletin Board

Internet

letter@domain.domain; the domain indicates location and use (e.g.,

maine.edu=Maine educational organizations).

Gopher: Internet information server organized by menu; items selected

can link you to other sites

Home page: Used in a variety of ways, it is the first screen displayed

when you access a particular site on the World Wide Web and usually

provides information or access to other sites

Internet: International communication network accessed by computer

modem

LISTSERV: Electronic mailing list of discussion groups set up to provide information on specific topics

World Wide Web (WWW): Internet browsing and searching system

using hypertext links to other sites

To access the National Head Start Bulletin Board System (BBS), you

need a computer, a modem, and a communications software program.

This BBS allows you to share information and exchange ideas and questions with the Head Start Bureau, members of the Head Start Training/

Technical Assistance Network, the regional offices, the Head Start

Teaching Centers, and colleagues in other Head Start programs. To

access the Head Start BBS, dial: 800-477-8278.

The Internet, the worldwide system of computer networks, offers access

to thousands of databases, discussion groups, and files on every imaginable topic, including early childhood education. In the future, the

Internet may be accessible on the Head Start BBS. To use the Internet at

this time, however, you need to establish an account with an Internet

service provider. If you have access to state, regional, or community

computing networks (Free Nets) or if you are a student at a university or

college that has an account, you may be able to access the Internet free of

charge. Otherwise, you can set up an account with a commercial Internet

service provider, who will charge a flat monthly fee or according to

actual online use. Some of the services available through the Internet

include:

E-Mail. Electronic mail is a computer-aided method of communication whereby one individual sends an online message to another one.

The Internet networks, which connect professionals all over the

world, can be used with E-mail. Type an Internet address, and then

send your messages or files electronically. E-mail allows you to collaborate, exchange information, and share experience and knowledge

with others interested in early childhood education.

108 Enhancing Children's Growth and Development

110
Continuing Professional Development

LISTSERVs. You can also use E-mail to connect with groups of

people at one time. Electronic mailing lists of organized discussion

groups, LISTSERVs, allow you to share information on particular

topics. Joining a discussion group on early childhood education is

easy, inexpensive, and fun. It is a way for adults to learn how to

effectively facilitate children's learning, to compare notes on interacting effectively with children, and to receive help finding resources on particular topics.

To subscribe to a discussion group, send an E-mail to the LISTSERV

address of the group you want to join. Leave the subject line blank

and include the following command in the body of the message by

specifying these items: LISTSERV NAME in UPPERCASE and

your first and last name in lowercase. Do not use any punctuation or

leave spaces between each item.

SUBSCRIBE LISTSERV NAME firstname lastname

After you send the message, the LISTSERV automatically reads

your registration and displays further instructions.

Currently, dozens of discussion groups concerned with children's

issues are on the Internet. Below is a sample of LISTSERVs relevant

to early childhood educators.

LISTSERV

NAME

Address Topic

ECEOL-L LISTSERV@maine.maine.edu Early Childhood

Education Online

ECENET-L LISTSERV@vmd.cso.uiuc.edu Early Childhood

Education/Young

Children (0-8)

REGGIO-L LISTSERV@postoffice.cso.uiuc.edu Reggio Emilia

Preschool

Gopher sites. A gopher connects you to the Internet resources. It

uses a menu system to display what is available. By pointing and

clicking on menu items, you can access text documents and databases all over the world. You can also use key words to search for

information. For example, you can use a gopher to link the ERIC

Continuing Professional Development 109
Continuing Professional Development

Clearinghouse on Elementary and Early Childhood Education

(ERIC/EECE) at the University of Illinois at Urbana-Champaign

for valuable childhood information. To do this, type the following

gopher address:

gopher://ericps.ed.uiuc.edu

World Wide Web (WWW) sites. Each WWW site has a specific

address that you must enter if you are to use any resources on the

Internet. Once you link to a WWW site, a home page usually displays. Many groups, organizations, companies, and individuals

have set up colorful, graphics-oriented home pages that list available resources and information for a specific site on the Web.

To explore databases and information services on the Web, you

need browser software programs such as Mosaic or Netscape and

either a special phone-line connection or access to a Web browser

through your online system. The browser allows you to electronically scan to see what else is available.

Once you access a home page, click on highlighted text or graphics

to view documents and files. Some home pages that provide information on early childhood education include:

Children's Literature Web Guide:

http://www.ucalgary.ca/dkbrown/index.html

Eric Clearinghouse on Elementary and Early Childhood Education:

http:/ /ericps.ed.uiuc.edu/ericeece.html

Intercultural E-Mail Classroom Connections:

http://www.stolaf.edu/network/iecc

National Association for the Education of Young Children:

http://www.naeyc.org/naeyc/

National Head Start Association:

http://www.nhsa.org/

Regardless of the online computer resource you choose to explore, a

wealth of early childhood information is available to you. Online computer

resources are especially valuable to busy educators because they present

timely information in an easy-to-use format. For more detailed information

about going online, refer to A to Z: The Early Childhood Educator's Guide

to the Internet, which is listed in the Resources section.

110 Enhancing Children's Growth and Development

1 2
Continuing Professional Development

Peer Coaching/Peer Partners At the conclusion of their training, participants can develop individual

action plans to use their child development knowledge now and in the

future. They can also plan to further increase their knowledge base about

the young child. To facilitate this effort, all participants would benefit from

selecting a partner to help implement their newly acquired skills on the

job.

Using each other's action plans as a starting point (Handout C-1: Action

Plan), the peer coaches/peer partners can schedule regular meetings to

review how well their action plans are being implemented. They can discuss any obstacles in using the plans as developed and brainstorm solutions. If needed, the trainer, supervisor, or another more experienced peer

can be consulted for input.

In addition, the peer partners should track their progress in applying

knowledge of child development when working with children. If acceptable to both participants, the pairs can observe each other, take notes, and

provide feedback on their observations. These observations should remain

confidential and be used only by the peer partners to coach each other.

Continuing Professional Development 113 111
Continuing Professional Development

Handout CA: Action Plan

A. Sample Plan

You have enhanced your skills in using child development principles by completing this guide. Now, it is

time to develop an action plan for applying this information to your work with children. Review the following example, and then develop your own action plan.

Role in Head Start: Home Visitor

What I Can Do Now:

Preschoolers can learn simple rules. They are more likely to remember and follow the rules if they

are stated positively. During next week's home visit and again immediately after the next center's

socialization session, I will remind the children about the program rules by telling them what they

can do, rather than what they cannot do. I can say, Please walk in the hallway because you may fall

if you run, instead of You know better than to run in the hallways.

What I Can Do in the Future:

Preschoolers may have difficulty making the transition from home to the Head Start center

program. Therefore, at the end of this year, I will work with families to ensure a smooth start for

next September. At the beginning of next year, I will work with the center's teaching staff to

develop a plan to help my children feel more secure in the center.

Plans for Continuing to Learn about Children:

I will call the National Head Start Association (NHSA) at 703-739-0875; or write to NHSA at

201 North Union Street, Suite 320, Alexandria, VA 22314, for information about joining this professional association. As a member, I will be provided with a discounted registration at the NHSA

Annual Training Conference. It will also offer me opportunities to attend workshops on various

aspects of child development and network with other Head Start colleagues. I will also receive the

quarterly NHSA Journal, which contains articles on topics related to child development.

Continuing Professional Development 114

113
Continuing Professional Development

Handout C-1: Action Plan (Continued)

B. Worksheet

Role in Head Start:

What I Can Do Now:

What I Can Do in the Future:

Plans for Continuing to Learn about Children:

114

6

Enhancing Children's Growth and Development

1 1
Resources

The works cited below have collectively influenced the field's understanding of child development and provide the philosophical underpinnings of many of the activities in this guide. It is recommended that the

trainer be familiar with their basic contents and make their availability

known to participants who need further information.

Beaty, Janice J. Observing the Development of the Young Child.

Columbus, OH: Charles E. Merrill Publishing, 1986.

The author discusses six aspects of developmentsocial, emotional,

physical, cognitive, language, and creativeand describes the related

characteristics of children ages two through six. A checklist of

children's skills lists specific behaviors in each area.

Bredekamp, Sue, ed. Developmentally Appropriate Practice in Early

Childhood Programs Serving Children from Birth through Age 8:

Expanded Edition. Washington, D.C.: National Association for the

Education of Young Children, 1992.

This volume clearly defines appropriate and inappropriate practice in its

descriptions of environments for and interactions with children from

infancy through the early years. It discusses the professional consensus

about the best quality of care and education that supports the development of each child's full potential.

Bukatko, Danuta, and Marvin W. Daehler. Child Development: A

Topical Approach. Boston: Houghton Mifflin, 1992.

This comprehensive text covers a wide spectrum of child development

information. It discusses the controversies and diversity of opinions in

this dynamic field. Developmental domains and influences are presented and considered from various perspectives.

Derman-Sparks, Louise, and the A.B.C. Task Force. Anti-Bias

Curriculum: Tools for Empowering Young Children, 3d ed.

Washington, D.C.: National Association for the Education of Young

Children, 1989.

This resource is based on the findings of a task force of early childhood

educators. It helps adults understand how biases are unintentionally

passed on to young children and includes many practical strategies for

reducing, addressing, and eliminating biases in early childhood settings.

Resources 115

116
Resources

Dombro, Amy. The Ordinary Is Extraordinary: How Children under

Three Learn. New York: Simon and Schuster, 1988.

This book focuses on how the typical daily routines of infants and

toddlers contribute to their development of physical, cognitive, social,

and emotional skills.

Elkind, David. Images of the Young Child: Collected Essays on

Development and Education. Washington, D.C.: National Association

for the Education of Young Children, 1993.

This volume includes essays summarizing the author's views on child

development and the theories of Montessori, Erikson, and Piaget. Several articles focus on the application of child development knowledge

during curriculum planning.

ERIC Clearinghouse on Elementary and Early Childhood Education. A to Z: The Early Childhood Educator's Guide to the Internet.

Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, 1995.

This document provides a clear and comprehensive overview of the

Internet, describing specific features and sites of use to the early childhood educator. The loose-leaf format allows the user to replace obsolete

information in this constantly changing field with biannual updates.

Gonzalez-Mena, Janet, and Dianne Eyer Widmeyer. Infants,

Toddlers, and Caregivers. Palo Alto, CA: Mayfield Publishing, 1989.

This book highlights the importance of the relationships between adults

and infants and toddlers. An appendix demonstrates how the physical

and social environment provided by adults contributes to children's development in the four domains.

Greenspan, Stanley. First Feelings: Milestones in the Emotional Development of Your Baby and Child. New York: Viking Penguin, 1985.

Directed to parents, this book is dedicated to explaining and encouraging

the emotional development of children. The author describes six emotional milestones children typically pass through and notes how they are

related to development in other domains and successful experiences in

school and life.

116 117 Enhancing Children's Growth and Development
Resources

Hale-Benson, Janice. "The Transmission of Cultural Values to

Young African-American Children." Young Children 46 (September

1991): 7-15.

The author of this article is well known for her work and writings on the

intellectual and social development of African-American children. This

article discusses the relationship between ethnicity and a sense of self as

well as the importance of transmitting cultural values through traditional

proverbs, stories, and literature.

Head Start Bureau. Head Start Facilities Manual. Washington, D.C.:

Government Printing Office, 1995.

This practical guide for Head Start programs ties children's developmental needs and skills to the process of designing appropriate Head Start

centers, classrooms, and outdoor play areas. A series of work sheets is

provided to help staff ensure that environments used by Head Start children are safe and developmentally appropriate.

Kostelnik, Marjorie J. "Myths Associated with Developmentally

Appropriate Programs." Young Children 47 (May 1992): 17-23.

This article describes a number of myths that have developed since

popularization of the term developmentally appropriate practice. The

author explains how the myths may have evolved and the reality of effective implementation of a developmentally appropriate program.

Mallory, Bruce L., and Rebecca S. New, eds. Diversity and

Developmentally Appropriate Practices: Challenges for Early

Childhood Education. New York: Teachers College Press, 1994.

This book expands the current definition of developmentally appropriate

practices. It addresses the needs of young children with cultural and developmental differences. Contributors include Barbara T. Bowman,

Carol Brunson Phillips, Douglas R. Powell, and Samuel J. Meisels.

Miller, Karen. Ages and Stages. Marshfield, MA: Telshare, 1985.

The author describes in simple and clear terms the stages children pass

through as they develop physical, social, and intellectual skills. Descriptions of children's behavior and characteristics are accompanied by

Resources 117

i1
Resources

suggestions for how adults can respond to individual needs and enhance

the growth and development of children.

Neugebauer, Bonnie, ed. Alike and Different. Washington, D.C.:

National Association for the Education of Young Children.

Each of the five chapters in this book focuses on a different aspect of

the development of a child's self-image. Included are discussions of

curriculum, meeting the needs of all children, staff diversity, the role of

parents, and living in a changing world.

Phillips, Carol Brunson, ed. Essentials for Child Development

Associates Working with Young Children. Washington, D.C.: Council for Early Childhood Professional Recognition, 1991.

This book contains eight units based on the Child Development Associate (CDA) Competency Standards. It includes descriptions of the skills

used by competent teachers of young children, discusses the early childhood profession, and describes the steps in preparing for assessment as a

CDA. Characteristics of children as they pass through stages of child

development are discussed. The book also contains NAEYC's Statement of Commitment and Code of Ethical Conduct.

Poest, Catherine A., et al. "Challenge Me to Move." Young

Children 45 (July 1990): 4-10.

This article discusses different aspects of children's physical development, including fundamental movement skills, physical fitness, and

perceptual-motor development. The authors provide practical strategies

for encouraging children to use their large muscles and emphasize that it

is not necessary to have expensive equipment to encourage such

development.

Wittmer, Donna Sasse, and Alice Sterling Honig. "Encouraging

Positive Social Development in Young Children." Young Children

49 (July 1994): 4-12.

This journal article includes strategies that teachers, families, and communities can use to encourage development of a child's prosocial skills:

helping, giving, showing affection and concern, and cooperating with

others in play or to complete a task. The importance of positive adult

interactions with children is emphasized.

118 Enhancing Children's Growth and Development

1.10
Resources

York, Stacy. Roots and Wings: Affirming Culture in Early Childhood

Programs. Minneapolis: Red leaf Press, 1991.

This resource includes practical suggestions for implementing a

multicultural approach to education. The author defines a conceptual

framework for multicultural education and shows how it is tied to highquality early childhood programming. The stages through which children

pass as they become aware of differences and develop prejudices are defined. Also discussed are the effects of prejudice on young children.

Resources 119

120
Appendix A

What Is Physical Development and Why Is It Important?'

Introduction Physical development depends on a combination of maturation and learning. For example, a child might have the physical skills needed to ride a

tricycle, but needs to learn through instruction or modeling to use her

skills to pedal. Children's physical development progresses from head to

toe (cephalocaudal), so most children control head movements first. Next,

they develop control of their torsos and arms, and finally their legs. Large

muscle skills usually appear before those involving small muscles because

physical development progresses from the center outward (proximodistal).

Muscle control normally begins closest to the body center and moves outward as the child matures.

Physical developmentthe gradual gaining of control over large and small

musclesincludes acquiring large muscle skills such as sitting, crawling,

walking, running, and throwing and small muscle skills such as holding,

pinching, and flexing fingers and toes. In addition, coordinated movement

such as eye-hand coordination (the ability to direct finger, hand, and wrist

movements) is also an important part of physical development. Eye-hand

coordination is used to accomplish small muscle tasks such as fitting a piece

in a puzzle or threading a needle. Our sensesespecially sight, sound, and

touchhelp coordinate the movement of our large and small muscles.

Large muscle skills involve movement of the whole body or large

parts of the body. Examples include rolling over, crawling, climbing

stairs, running, jumping, riding a tricycle, and pushing or pulling a

wagon. The sequence of large muscle development is usually the same

for all children. However, each child has his or her own pace for

growth and learning.

Small muscle skills involve the body's small muscles, particularly

those in hands and feet. When children can coordinate hands, fingers,

and wrists, they can hold a crayon or paintbrush, thread beads on a

string, and use a computer. Strength in the small muscles is needed to

cut with scissors and use tools. Control and agility are required for

buttoning, zipping, holding utensils, and other tasks. Eye-hand coordinationdirecting finger, hand, and wrist movements to accomplish

small muscle tasksallows children to perform tasks such as building

with Legos or feeding themselves.

' Based in part on Diane T. Dodge, Derry G. Koralek, and Peter J. Pizzolongo, Caring for Children in Preschool

Programs, vol. I. (Washington, D.C.: Teaching Strategies, 1991), 205-207.

Appendix A A-1

112 1
Appendix A

Pattern of

Learning

Self-Esteem

Learning Style/

Temperament

Adult Input

Although the age when children accomplish a skill varies from child to

child, the pattern rarely does. Most children follow the same sequence

of development as they achieve physical skills. For example, babies

learn to crawl before they learn to walk. However, each child reaches

physical developmental milestones according to his or her own time

clock. For example, one infant can roll over at five months; another

masters this skill at six months.

Physical development is closely related to self-esteem. We develop views

of ourselves and attitudes about attempting new tasks on the basis of how

we feel about our bodies and what we think we can or cannot do physically. Children who have had many successful experiences using their

small and large muscle skills tend to feel that they are competent. They

are likely to continue to attempt new tasks without worrying about failure.

In addition, a child's temperament and learning style can affect his or

her physical development. For example, a child who is eager to face

challenges is likely to develop physical skills more quickly than a child

who is reluctant to try new things.

Physical development seems to take place without much guidance from

parents and other adults since, to a large extent, it is biologically preordained. Most children do not have to be reminded to practice physical

skills. Infants gleefully kick their legs and reach for objects. Toddlers

push, pull, shake, dump, pour, and turn over anything they can get their

hands or feet on. Most preschool children delight in running and climbing as well as in building and knocking down.

Appropriate experiences and interactions will help children achieve

their full physical potential. Adults can encourage and support physical

development in the following ways:

Provide well-balanced meals and snacks that meet children's

nutritional needs.

Create safe environments in which children can play, explore,

and use their growing physical skills.

Encourage children to use their physical skills by crawling, hopping, walking, jumping, and otherwise moving their bodies.

Encourage children to practice using their muscles in routines

such as dressing or carrying groceries and through use of toys

and materials.

A-2 Enhancing Children's Growth and Development
Appendix B

What Is Cognitive Development and Why Is It Important?'

Introduction

Piaget

Pattern of Learning

Cognitive development is the process of learning to think and to reason.

Children naturally develop cognitive skills as they explore and investigate

everything in their environment. A baby crawling in the grass is likely to

become fascinated with the smallest of caterpillarssomething we, as

adults, might not notice. For her, it is not enough to see the caterpillar; she

has to touch it, pick it up, examine it closely, even smell or try to taste it.

By using all of her senses, the infant develops a concrete understanding of

caterpillars. When she is older and hears the word caterpillar, she will

learn a label for this object. On another day, when she sees a worm, this

child might say, Look at the caterpillar! Although technically she is incorrect, she sees that a worm and a caterpillar have characteristics in common. She is developing cognitive skills.

Children continue to develop and refine their cognitive skills as they

grow. With experience, they add new information in an orderly way to

what they have learned. While a toddler may believe that all things that

crawl in the grass are caterpillars, an older child can observe the differences between worms, caterpillars, and snakes.

Much of what we know about cognitive development comes from the

work of the Swiss psychologist Jean Piaget, who carefully studied young

children to find out how they think. From his observations, he concluded

that children progress through distinct stages in which they think in certain characteristic ways. Through careful observations, experiments, and

years of questioning and listening to young children, including his own,

Piaget documented that young children think in ways that are different

from the ways adults think. Whereas adults use logic and reasoning,

young children are not capable of this higher level of thinking. They learn

by doing: manipulating concrete, real things to develop an understanding

of concepts. For example, they learn about counting when they make two

equal rows that contain the same number of beads. Counting out loud is

not enough. Young children must have real things to handle. Many early

childhood professionals have observed these processes in their work with

young children.

Learning is acquired in steps. Just as an infant crawls before learning to

walk, so too does a child move gradually from concrete to abstract thinking. Piaget outlined four stages of cognitive development; the first two

take place during the early childhood years.

' Based in part on Diane T. Dodge, Deny G. Koralek, and Peter J. Pizzolongo, Caring for Children in Preschool

Programs, vol. I (Washington, D.C.: Teaching Strategies, 1991), 251-253.

Appendix B B-1

11 (;

-A-
Appendix B

Sensorimotor period: The first stage of development extends from

birth to approximately age two. Babies build intelligence by reacting

physically to what they sense. They use all their senses to learn basic

skills and concepts. Babies follow the mobiles above their heads with

their eyes; they turn their heads toward the sounds coming from a

music box; they sniff at the mashed bananas on their spoons; they put

play dough in their mouths to learn from their taste buds what it is

like; and they crumple aluminum foil to feel its texture.

As infants use their senses to explore the world around them, they

develop thinking skills. For example:

When a six-month-old swats at the mobile above her crib and

causes it to flutter, she begins to understand cause and effect.

When a ten-month-old plays a game of peek-a-boo with his

father, he is learning object permanencethat something

continues to exist even when it is hidden from sight. This is a

new thought process for very young babies.

When a seven-month-old no longer sees the rattle you hid

under the blanket, she forgets about it because she does not yet

understand that a rattle still exists even when she cannot see it.

Older infants also learn how to use objects to get things they

want. A fifteen-month-old, for example, will reach for a string

on a toy to pull it closer to him. This learning is called meansend because a baby purposefully does something (a means) to

reach a certain goal (end).

Preoperational period: The second stage of development begins at

about age two and lasts through the preschool years. The thinking

of children in this stage is remarkably advanced from that of the

infant who sees the world as a series of objects. For the preoperational child, these objects begin to take on qualities and properties

that make them distinct and exciting. Toddlers and preschoolers

consider the color, size, shape, and texture of things. They sort objects with a shape cube (categorizing), stack plastic donuts on a peg

according to size (seriation), and match colors on a lotto game

(making comparisons).

Children begin to use concept terms such as big and small (size),

square and round (shape), light and heavy (weight), late and early

(time), long and short (height), smooth and rough (texture), and so

on. These literacy and numerical skills prepare children for academic learning that takes place in elementary school.

B-2 Enhancing Children's Growth and Development

124
Appendix B

New Definitions

for Thinking

Just as toddlers and preschoolers use words to symbolize meaning,

during dramatic play, they use items to symbolize other real objectsblocks can become musical instruments, a pot a hat, and sand

a cup of tea. At this age, children also have excellent memories.

Preoperational children express their thoughts in seemingly magical waysThunder is the sound of angels bowling! If we use adult

standards to look at these thought patterns, they seem rather inflexible and illogical. Essentially, the children are relying on appearances rather than ideas. They can focus on only one aspect of

an object at a timea person can be their teacher, but this same

person cannot be somebody else's wife. Children see things primarily from one point of view: their own. That is why trees and

marbles have feelings, just like they do. Assigning human feelings

and characteristics to objects is called animism. Impossibilities

such as talking animals or superpowers are taken at face value.

Since children at this stage of development do not really understand where their knowledge comes from, inconsistencies in logic

are not a problem.

The final two stages of cognitive development, concrete

operations and formal operations involve children beyond the

ages of children in Head Start.

Concrete operations stage involves children from about the

ages of six-and-a-half to eleven. These children use logic and

make multiple classifications. For instance, an animal can be

a dog and a collie; and someone can be both a home visitor

and a mother.

Formal operations, the last stage, typically begins at about

age eleven. These children think as adults do. They can logically solve problems, imagine things that are contrary to fact,

and think in metaphors.

Recent research, including that conducted by Howard Gardner, on

how humans learn to think has led to new ways of defining intelligence. Gardner describes intelligence as more than just verbal and

math skills. Each child has unique abilities that are described in terms

of potential for achievement in seven areas.

Appendix B B-3

125
Appendix B

Gardner lists these seven areas of multiple intelligences as:2

Logicalanalysis and mathematical reasoning. Children with

strong potential in this area might easily solve problems such as

comparing the volume of different containers at the water table.

Linguisticappreciating the rhythms and meanings of words and

using language well. Children with strong potential in this area

might enjoy listening to poems and stories or develop large vocabularies.

Musicalappreciating different forms of music and producing and

appreciating rhythm, pitch, and timbre. Children with strong potential in this area might enjoy hearing different kinds of music or using rhythm instruments.

Spatialaccurately seeing the physical world and being able to

understand and make changes in it, as in the visual arts. Children

with strong potential in this area might build complex structures or

easily put together puzzles.

Bodily Kinestheticusing the whole body, including both fine and

gross motor skills, to solve problems and create products. Children

with strong potential in this area might get very involved in movement activities or use tools to take apart a clock or radio.

Interpersonalunderstanding and responding appropriately to the

moods, temperaments, motivations, and desires of other people.

Children with strong potential in this area might be the leaders in

dramatic play or show a younger child how to do something.

Intrapersonalknowing one's strengths, weaknesses, desires, and

intelligences, and using the knowledge productively. Children who

have strong potential in this area might teach themselves to read or

write or work on a long-term project.

2 From Howard Gardner, Multiple Intelligences: The Theory in Practice (New York: Basic Books, 1993); and adapted

from Diane T. Dodge, Judy R. Jab lon, and Toni S. Bickart, Constructing Curriculum for the Primary Grades (Washington,

D.C.: Teaching Strategies, 1994).

B-4 Enhancing Children's Growth and Development
Appendix B

Self-Esteem A very important factor in children's cognitive development is that

children have the self-confidence and motivation to explore, to try out

ideas, to solve problems, and to take on new challenges. Helping children develop and use their cognitive skills is a crucial part of what we

do at Head Start. If you can help children begin to see themselves as

good learners, you will prepare them for school and for life. Adults can

encourage and support cognitive development in the following ways:

Encouraging children to solve their own problems

Extending children's thinking by asking questions

Offering children simple choices when the decision is theirs

Commenting on children's good ideas

Providing a safe, interesting environment that encourages exploration and experimentation

Appendix B B-5

12
Appendix C

What Is Social Development and Why Is It Important ?1

Definition

Interacting with Others

Impact of Play

Social development is the process of children getting to know and value

the people in their lives. It involves being able to establish and maintain

relationships, develop social skills, and get along with other children. Social development includes learning to share, cooperate, take turns, and

negotiate with others.

Children's relationships with other people begin in infancy when as babies

they respond to the familiar voice, smell, and touch of a parent or primary

caregiver. It continues when as toddlers they learn to play alongside each

other. Then, as preschoolers, children learn to negotiate, giving up some

individual desires for the greater rewards that come from working and

playing with others.

Children develop social skills by interacting with family members and

primary caregivers, by watching and copying adult behaviors, and by playing. Play, an important vehicle for children's social development, has been

tied to later success in school.2 At each stage of development, play takes

on different characteristics.

Infants' play can be almost anything they dosmiling back at someone, kicking a pillow, crawling under a table, wiggling toes and waving fingers, beating a bowl with a spoon, and touching a person's hair

or face. They learn about taking turns when adults teach them games

such as peek-a-boo or roll a ball back and forth. Around the age of

eighteen months, children begin using pretend play. For example, a

child of this age might pretend to put a doll to bed or to talk on the

phone.

Toddlers tend to play alone, sometimes with an older child or adult.

Eventually, they will play next to each other while using the same

materials. At this stage, toddlers develop a sense of self that includes

determining what belongs to them and what belongs to others. Therefore, it is difficult for them to share, as they may see their belongings

as an extension of themselves. Toddlers also like dramatic play, recreating familiar activities such as taking care of babies, cooking,

dressing, leaving, and coming back.

' Based in part on Diane T. Dodge, Derry G. Koralek, and Peter J. Pizzolongo, Caring for Children in Preschool

Programs, vol. II (Washington, D.C.: Teaching Strategies, 1991), 115-117.

2 From J. E. Johnson, "The Role of Play in Cognitive Development," Children's Play and Learning: Perspectives and

Policy Implications, eds. E. Klugman and S. Smilansky (New York: Teachers College Press, 1990).

Appendix C C-1

1

lea
Appendix C

Dramatic Play

Friendships

Most preschoolers play cooperativelyorganizing their own play

around a theme, defining roles, making up rules, and assigning jobs.

They may work toward a common goal, such as building a road. This

type of play encourages children to learn to share, listen to other

people, take turns, compromise, consider other people's feelings, use

self-control, and overcome fears. Preschoolers also use dramatic play

to try out negative feelingsthey can be mean and nasty because

they are just pretending.

How preschoolers experience dramatic play varies according to their age

and stage of development.

Three-year-olds may not realize that they made a conscious decision

to pretend. They run from monsters and scary creatures, collect and

gather things, pack suitcases, and make plans. They may never carry

out these plans or go anywhere with their packed suitcases.

Most four-year-olds know when they are pretending. They use dressup clothes and create more complex roles and scenarios.

Five-year-olds create complex scenarios in which they pretend to be

real or fantasy characters. They may use pretend play to express

anxiety or conquer fearsI don't want to move to a new house or

I'm afraid it will hurt when I get a shot at the doctor's.

An important part of social development is learning how to make and

keep a friend. Every child needs at least one special friend to talk to, play

with, and to care about. It is also important for children to learn that disagreements are a part of friendship. With encouragement from adults,

they can learn to express their views, discuss and resolve their conflicts,

and continue being friends.

By the time children enter kindergarten, most have acquired a wide range

of social skills that will serve them well in school and life. For example,

most children know how to:

Share happy experiences and feelings

Make friends

Be kind and generous to others

Show affection

120

C-2 Enhancing Children's Growth and Development
Appendix C

Summary

Help someone (such as help another child tie her shoes)

Wait for a turn and share toys and materials

Join a conversation or activity

Use words to express strong feelings such as frustration or anger

Cooperate with others to do a job or in a play situation

These social skills will help children have successful experiences in

school and in life.

Children's social development during the early years affects their adjustment to life. Their abilities to play, relate to others, and learn are

strongly influenced by their relationships with other people, such as

family, friends, and Head Start staff. Positive interactions during these

years will help children succeed throughout their lives. Adults can encourage and support social development in the following ways:

Invite children to assist in completing a task.

Play with children to teach them how to play and to model

behaviors.

Provide many opportunities, adapting them as necessary,

to learn through play.

Observe and assist children who have difficulty being accepted

by the group.

Encourage children to help each other.

Model positive ways to interact with others.

130

Appendix C C-3
Appendix D

What Is Emotional Development and Why Is It Important?

Infants

Emotional development, which refers to the feelings children have about

themselves, people in their lives, and the environment in which they live,

is closely tied to social development. Children with a strong sense of self

and high self-esteem are likely to value and seek interactions and relationships with others. Feeling good about oneself generally leads to feeling

good about being with other people. As children develop emotionally, they

learn the words that describe different feelings and how to express them in

ways that are accepted by their community and culture.

Emotional development begins when infants bond with the adults

family members and caregiverswho nurture and care for them. This

primary attachment allows children to develop a sense of trust. Late in the

first year of life, as feelings of attachment grow very strong, children may

feel anxious around strangers and get upset when separated from the important people in their lives. These strong feelings may look like insecurity, but actually, they are evidence that the children appreciate and value

interactions with other human beings.

Toddlers Toddlers are active beings whose deeply felt emotions tend to swing from

one extreme to the other. Happiness and joy can quickly give way to sadness and anger. Toddlers tend to express their feelings physicallyjumping, running, hitting, or throwing. Their language and thinking skills have

not developed to the point where they can use words to express themselves. Toddlers' emotional development is also affected by their conflicting desires to be both dependent and independent. They are struggling to

be separate people, but do not know how to do this and still retain the

good feelings they get from being close to their adult caregivers.

Preschoolers

Developmental

Milestones

Preschoolers also have strong emotions. They can be very excited, scared,

happy, angry, or afraid of real or imagined dangers such as monsters or the

birth of a sibling. Most preschoolers, however, have learned to control

their behaviors and can name their feelings, rather than act on them.

Preschoolers are also developing a sense of identityrecognizing that

they are boys or girls and belong to a family, community, and culture. In

addition, they are becoming more aware of the behaviors expected and

valued by adults and others in society. They also can help to make and

follow a few simple rules and take great pride in using self-control rather

than giving in to their impulses.

Dr. Stanley Greenspan has defined five early milestones that are the foundation for children's ongoing emotional development. Addressing these milestones begins in early childhood. Children who master them are likely to be

successfulin school, at home, and in their relationships with peers. The

chart on page D-4, The Foundation for Children's Emotional Development,

Appendix D D-1
Appendix D

Developing a Sense of

Self and Self-Esteem

Early Childhood Stages

Trust

summarizes the five milestones and how children use the skills gained

through accomplishing these milestones in current and future relationships and situations.

Although children typically reach the first four emotional milestones

described by Greenspan during the first three years of life, some

preschoolers may have not mastered them. As you review the information in the chart, you can easily see that children who have not reached

the milestones are likely to have difficulty developing a sense of self,

gaining self control, and participating in Head Start activities. Head Start

staff can work with children and their families to provide the kinds of

relationships and experiences that allow children to regulate their own

behavior; feel warm and close to others; communicate nonverbally; and

create mental images of their needs, feelings, and desires. As noted,

Greenspan views these milestones as the foundations for emotional development and success in school and life.

A sense of self is awareness of one's personal identityphysical characteristics, gender, interests, strengths, likes and dislikes, family, culture,

and ethnicity. It is closely tied to self-esteempositive feelings about

identity, values, and competence. Children develop a sense of self as they

begin to identify themselves as members of a gender, family, culture,

ethnic group, and community. Self-esteem grows when children experience satisfaction from doing a good job, mastering a challenge, and

learning to accept and appreciate other people as well as themselves.

Children with a sense of self and high self-esteem feel strong enough to

do things on their own; connected to friends, family, and community; and

respected and valued by others.

Erik Erikson, a theorist who is closely associated with emotional

development, focuses on eight stages through which people pass as they

develop from birth through old age. Three stages occur during early

childhood. If development occurs at a normal pace, trust develops in

infancy, independence in toddlerhood, and initiative during the preschool years. Each stage focuses on a conflict that the individual must

handle. The conflicts are never fully resolvedcontinuing to arise even

in adulthood. However, if individuals handle these conflicts successfully,

they are likely to continue coping with them in positive ways. Successful

passage through these stages contributes greatly to self-esteem.

For example, a conflict that arises in infancy is trust versus mistrust.

Infants develop a sense of trust when the adults who care for them let

them know that they are valued human beings. This leads to positive

feelings about self and the rest of the world. A sense of trust allows infants to explore their environment, try activities, develop skills, and learn

how to interact with other people.

D-2 Enhancing Children's Growth and Development

13
Appendix D

Independence

Initiative

A sense of trust is essential to the development of independence, which

generally occurs during toddlerhood. The conflict in this stage centers on

independence versus shame and doubt. As toddlers begin developing

self-control, a healthy sense of shame helps them understand and adhere

to the limits set by adults. Too much shame can be unhealthy and cause

toddlers to doubt their abilities and fail to seek and use independence.

On the other hand, when toddlers feel independent, they want to do

things for themselves, make decisions, and explore the world. Their

sense of trust in their parents or other adults allows them to feel safe

enough to try new things. They may say No a lot, but this is a way to test

limits, rather than intentionally misbehave. Toddlers struggle with conflicting needsto be cared for and to do things for themselves. During

this stage, most toddlers learn to use the toileta major emotional and

physical accomplishment.

A sense of independence is essential to the development of initiative,

which generally occurs during the preschool years. The conflict that

children deal with during this stage focuses on learning to think and act

on their own without losing control versus feeling guilty because they

tried to be independent. Children begin to develop a conscience during

this period as they learn what are acceptable and unacceptable behaviors.

Also, during this stage, children identify themselves as boys or girls and

begin to understand what it means in their culture to be male or female.

Adult Input You can encourage and support emotional development by:

Respecting children: listening to their feelings and responding

appropriately

Sharing some of your own feelings when appropriate

Encouraging children to use words to express how they feel

Stating what you think children are feeling when they are having

trouble expressing their emotions

36

Appendix D D-3
Appendix D

The Foundation for Children's Emotional Development'

Typical Age Emotional Milestone Children Use This Skill To:

3 to 4

Months

Security and the ability to look, listen, and be

calm. Children focus on what they touch, see,

and hear without losing control. They like being

with parents and caregivers; develop a regular

schedule for sleeping and eating; look at and

listen to their environment; and enjoy life.

Listen to instructions (such as how to clean up)

without looking away or thinking about

something happening outside the window

Focus on tasks and during conversations

Choose what they want to do and what

materials to use

Succeed in school

4 to 6

Months

Relating: ability to feel warm and close to

others. This is based on the trust that normally

develops as a baby learns she can depend on

parents and caregivers. In the early years, most

learning comes from relationships with othersthis

is a foundation for learning. For example, a child

learns cause and effect when a cry brings a parent to

his side or a smile makes someone smile back.

Work independently

Easily join a group at play

Make friends

I Understand abstract concepts

6 to 18

Months

Intentional two-way communication without

words. Children learn that facial expressions

and body language are signs of thoughts and

feelings. Children use this information to

decide how to respond.

Observe nonverbal cues, read people's

expectations, desires, and feelings, and

respondcry at a frown, try to join in play

Point at something they want

Distinguish a look that says, Come join me,

from one that says, I don't want to play with you

Understand the actions of peers

18 to 36

Months

Emotional ideas. Children create mental

pictures of what they want, need, or feel.

Name their feelings: I am angry!, rather

than crying, hitting, or having a tantrum

Control their actions and impulses and

think before acting

2-1/2 to 4

Years

Emotional thinking. Children link categories

of ideas and feelings to learn how one relates

to another. This understanding of cause-andeffect is the foundation for all future thinking.

For example, children use this when learning

to read and to explore arithmetic concepts.

Understand that actions have consequences

and that the present and future are connected

Link two feelings that occur at different times

and understand how one causes the other

Handle frustration

Set aside immediate gratification for future

rewards

Work hard at a difficult task

' Based in part on Dr. Stanley Greenspan, First Feelings: Milestones in the Emotional Development of Your Baby

and Child (New York: Viking Penguin, 1985)

D-4 Enhancing Children's Growth and Development

1 3 /7
Appendix E

Enhancing Children's Development

Infant Activities

Although scientists and researchers have studied and defined how children typically develop in four separate domains, development in one

domain almost always affects development in another. For example,

learning to ride a tricycle is a physical skill; however, gaining this skill

also involves problem solving and experimentation. The child who masters this skill is likely to feel competent and proud of this new ability.

However, if trike-riding is a very popular activity, she may also have to

use her social skills to negotiate her turn or follow the group's rules for

taking turns using the tricycles. When props such as firefighter hats and

traffic signs are available, the child can explore new avenues for dramatic play. Therefore, acquiring this new physical skill can contribute to

development in other areas.

Many things adults do to encourage children's growth and development

affect more than one area. Rather than offer suggestions tied to a single

area, the following strategies are likely to encourage growth and development of the whole child. You can try these developmentally appropriate practices and share them with the children's families.

Some practices that respond to infants' developmental needs include

the following:

Get to know each infant's unique personality, body rhythms, and

moods.

Play with infants and give them opportunities to play with other

children and to play by themselves.

Read to infants and play games with them.

Vary the environment: move infants to different parts of a room or

outdoors and provide new play materials so they do not get bored.

Feed infants when they are hungry, and burp them afterwards.

Hold infants often, not just when they are crying.

Change infants promptly after they are wet or soiled, talking and

playing with them as you change their diapers.

Respond to infants' cries quickly and warmly.

Talk to infants in caring and soft tones, sing to them, and respond to

their babbles and attempts to communicate.

Appendix E E-1

136
Appendix E

Provide a comfortable place for infants to sleep when they are tired.

Provide interesting things, at infant's eye level, to look at, listen to,

and play with.

Provide a safe, stimulating environment where infants can move and

use their senses (sight, touch, hearing, taste, smell) to explore.

Praise and applaud infants' efforts and accomplishments.

Provide opportunities for infants to help and to do things for themselvescarry a blanket outside, wipe up a spill, pull off their socks,

hold a clean diaper while being changed.

Toddler Activities Here are some practices that respond to toddlers' developmental needs:

Create and maintain a safe and interesting environment so that

children can explore freely.

Respond quickly and calmly to toddlers' criesthey need your help.

Set clear limits to help toddlers learn what is acceptable behavior,

and enforce the limits consistently. For example, if climbing on the

table was off-limits yesterday, it is also off-limits today.

Provide opportunities for toddlers to say No! by asking them questions such as: Do cats wear boots? Are apples purple?

Offer toddlers clear, simple choices (what color socks to wear, an

apple or a banana for snack) so they can feel a sense of control over

their lives.

Accept toddler's mistakes when they are learning to do things for

themselves (such as using the toilet or pouring a drink); involve

them in the cleanup.

Provide lots of support, while at the same time allowing for toddlers'

needs to do things for themselves.

Involve toddlers in daily routines by providing child-sized tools such

as brooms, pitchers, and sponges and storing them within reach.

Recognize that most toddlers are not ready to share: model sharing,

praise toddlers when they do share, and be patient this skill

develops over time.

E-2 Enhancing Children's Growth and Development

1 3
Appendix E

Provide places for toddlers to store their personal possessions. This

allows them to develop a sense of ownership, which helps them feel

secure enough to share with others.

Encourage toddlers' growing communication skillsget down on

their level, talk to them in soft and caring tones, describe what they

might be feeling, read to them, and ask them lots of open-ended

questions to extend their thinking.

Offer toddlers frequent, sincere praise for their efforts and

accomplishments.

Stop toddlers who are out of control. Stay with the child until he or

she has calmed down and can listen to your words.

Respond quickly to stop a toddler who is hitting or kicking another

child. Tell the toddler to use words to communicate with the other

child. For example: Use your words to tell Theresa that you want

her to . . . . Preschooler Activities Here are some practices that respond to preschoolers' developmental

needs:

Involve children in establishing a few simple rules; then enforce

these consistently.

Follow a schedule that is flexible enough to allow children to carry a

task through to completion.

Encourage children to do many things for themselves (dressing,

washing face and hands, solving problems).

Encourage children to help others (carrying equipment, tying shoelaces, learning a new computer program).

Involve children in routines and transitions (getting your coat from

the closet, filling paint containers, wiping a spill).

Ask children lots of open-ended questions to encourage both

thinking and language development.

Provide sincere encouragement for children's efforts and

accomplishments.

Listen patiently as children express thoughts and feelings.

Appendix E E-3

13?
Appendix E

Give children many opportunities to make decisions about what they

want to do, which materials to use, or with whom they would like to

play.

Allow children to pursue their interests at their pace so they can

develop the literacy and numeric skills for use in elementary school

when they will be ready to focus on academic subjects such as arithmetic, reading, and writing.

Set up a system for taking turns (a sign-up sheet, a timer, clothes

pins on a card on the wall next to an interest area) so children can

see when it will be their turn.

Provide outlets for children to express their strong feelings by

using clay or play dough, playing in water, punching holes in paper,

and painting.

Provide a variety of activities and materials that promote exploration

and problem solving. Encourage children to collect and sort leaves

and pebbles, guess what will sink and float in water, and use blocks

to create roads and buildings.

On the next page begins a chart that summarizes the growth and development of children at different ages. As you use this chart as a reference,

it is important to remember that children develop at their own pace;

within each age group, children acquire skills at different times. The

ranges in the chart are approximate rather than precise times when

children acquire the listed skills.

I 3

E-4 Enhancing Children's Growth and Development
Child Growth and Development' Age Physical Socio-Emotional2 Cognitive 0-3 Born with reflexessucking, grasping Wants to have needs met Makes sounds (coos) Months Lifts head if held at shoulder Smiles spontaneously; responsively Smiles and expresses pleasure Moves arms and legs actively Likes to be held and rocked when sees faces Can follow objects and focus Expresses discomfort by crying or tensing body Looks at patterns (e.g., faces, shapes) 3-6 Rolls over Makes sounds to get attention Recognizes primary caregivers Months Holds head up when held in sitting position Smiles responsively Uses both hands to grasp objects Lifts up kneescrawling motions Laughs aloud Likes to watch objects and people Reaches for objects Socializes with others but knows family/primary caregivers Recognizes bottle Smiles at self in mirror 6-9 Sits unaidedspends more time in upright Prefers primary caregivers Babbles to self Months position May cry when strangers approach Puts everything in mouth May be able to crawl Commonly exhibits anxiety when Solves simple problemsmoves May be able to climb stairs parent or caregiver leaves obstacles to reach object Develops eye-hand coordination Pats own reflection in the mirror Transfers items from hand to hand May push away things not wanted (e.g., bottle, toys) Responds to changes in environment; repeats actions that cause change Begins to play with others (shakes rattle to repeat sound) (e.g., peek-a-boo) Drops objects repeatedly Is fascinated with small objects Begins to respond to words ' Revised with permission from Diane T. Dodge and Laura J. Colker, The Creative Curriculum for Family Child Care (Washington, DC: Teaching Strategies, 1991), 14-17. Social and emotional skills are so interrelated that they are grouped together in this chart. 139 (Continued) 140
torn AI Child Growth and Development (Continued) Age Physical Socio-Emotional Cognitive 9-14 Months Becomes mobilehas strong urge to climb, crawl Stands and walks Grasps with thumb and finger Feeds self Extends attachment for primary caregivers to the world; wants to explore everything Knows objects exist even when they cannot be seen (object permanence); knows when parents leave, they will return Is usually friendly/affectionate with caregiversless so with strangers Responds to name Demonstrates intentional behaviorinitiates actions Is eager for sensory experiences; explores, touches, mouths all objects Is curious about everything Realizes items exist when out of sight; looks for them Stares for long periods to gain information Says words such as mama or dada Likes to look at books Uses gestures and wordswaves hand, says bye-bye 14-24 Walks and runs Tends to be opinionatedthe no stage Can follow simple directions Months Drinks from a cup alone Turns pages of books and/or very directive Is aware of being an independent person; Uses language to serve immediate needs (mine, cookie); names familiar objects Scribbles spontaneously starts asserting independence Imitates words; understands more than can say Walks backward Tests limits Has improved memory Loves to practice new skills Develops concept of self, is fearful of injury Experiments to see what happens and observes Likes gymnastics, climbing, going down slides (band-aid stage, I wanna stage, everything mine stage) cause-and-effect relationships Learns to use new means to achieve end (tilts Stacks two to three blocks Climbs into chairs Tends to stay near parents and caregivers, makes regular overturesseeks approval, asks for help object to push through bars in crib) Spends long periods of time exploring single object Plays beside other children but has difficulty sharing Loves to play with objects Recognizes self in mirror Begins to think about an action before doing it (e.g., reaching for a toy) A 1-4 (Continued)
w Child Growth and Development (Continued) Age Physical Socio-Emotional Cognitive 2-3 Years Has sufficient muscle control Has strong urges and desires; also is developing Has beginning awareness of time for toilet training self-control; wants to please adults but still Can think before acting Is highly mobileskills are refined impulsive Is becoming very verbal Uses spoon to feed self Displays affectionsespecially for family and Enjoys talking to self and others Throws and kicks a ball caregivers Loves to pretend and to imitate Takes apart simple objects; Imitates own play activity and occupies self others puts them back together Holds a conversation Enjoys creative activities such as Has increased eye-hand coordination Is developing interest in peers but may have block play, art does simple puzzles, strings beads, stacks blocks difficulty sharing Displays sense of humor Solves problems in head before acting (moved beyond action- Likes to help dress and undress self Washes and dries hands May exhibit fear of the dark, scary faces, masks, or character types (witches, clowns, monsters) bound stage) Can make simple choices Begins to use language to express feelings and ideas 3-4 Years Jumps in place Knows name, sex, age, and sees self as part of Believes there is a purpose for Walks down stairs family unit everything; asks why? Balances on one foot Plays alongside other children and begins to Uses symbolic playhas strong Uses toilet consistently interact with them; is learning to share fantasy life, loves to imitate and Begins to dress self Helps with simple chores role play Builds with blocks and construction Likes to be big and to achieve new skills Understands some number toys Shows affection for friends concepts, comparisons, colors Has developed fine muscle control Can express anger verbally Shows logical thinking Has boundless energy Is interested in letters Scribbles and draws recognizable objects and circles Speaks in longer sentences; uses language to describe events and explain actions Asks lots of questions 14 (Continued)
ti Child Growth and Development (Continued) Age Physical Socio-Emotional Cognitive 4-6 Years Has improved coordination and is Plays cooperatively with peers Has increased attention span learning many new skills Shares and takes turns Expands dramatic play with Has improved coordination in fingers: holds and uses a pencil, cuts with scissors, catches a ball, uses a fork and spoon, brushes teeth Climbs, hops, skips, and likes to do Identifies with own gender, family, culture, community, and ethnic group Displays independence Protects self and stands up for rights Identifies with parents and likes to attention to detail and reality Shows increasingly more complex language skills Expresses ideas, asks questions, engages in discussions stunts imitate them Speaks clearly Can ride a tricycle Often has best friends Likes to show off skills to adults Draws pictures representing objects or things Continually forms new images of self Likes to tell or act out stories Enjoys being a leader 146
Appendix F

Appropriate Toys and Materials by Stage of Development

Some Good Toys and Play Materials for Infants'

Language

Development

Cloth or cardboard bookshomemade or purchased

Dishpan filled with pictures mounted on cardboard and covered with

contact paper

Cloth or rubber puppets with no removable parts

Pictures of infants' families, familiar objects, animals

Manipulative Shape-sorting box

Toys Pop-up toys

Large pop beads

Nesting boxes

Large soft blocks

Large cardboard blocks

Containers in graduated sizesplastic bowls and cups

Pegboards with large holes and large, colored pegs

Large wooden beads; short, thick strings or shoelaces

Busy boxes

Stacking post and rings

Sensory Mobileshomemade or purchased

Stimulation Mirrorsunbreakable

Wall hangingstextured, touchable, securely fastened

Adult rocking chairs

Jack-in-the-Box

Clutch balls

Rattleshomemade or purchased

Toys for sucking, chewing, and teethingwashable

Bell bracelets

Hand mitts made from baby socks

Bean bags

Cuddle toys, animals, and dolls

Push, pull, and squeeze toys

Music boxes to wind up or to pull

Tape or CD player; tapes or CDs appropriate for infants

Texture balls

Texture gloves in variety of materialsworn by adults

Water table or plastic bathtub or basin for water play

Plastic containers, cups, bowls, bottles, pitchers, and so on for water play

' Based on Derry G. Koralek, Laura J. Colker, and Diane T. Dodge, The What Why and How of Early Childhood Education:

A Guide for On-Site Supervision, 2d ed. (Washington, D.C.: National Association for the Education of Young Children,

1995).

Appendix F

147

F-1
Appendix F

Some Good Toys and Play Materials for Infants (Continued)

Motor

Development

Small cars and trucks

Soft balls of various sizes

Riding toys (without pedals)

Small climbers

Art Large, non-toxic crayons and paper

Play dough and blunt, wooden dowels to use as tools

Box of small pieces of ribbons and fabrics of varied textures and colors

Finger paints and paper or shallow trays

Smocks (donated old shirts or plastic smocks)

Oilcloth, vinyl tablecloth, or plastic for floor covering

Dramatic

Play

Pots and pans

Large wooden or plastic spoons

Toy telephones

Hats

Purses and tote bags

Unbreakable tea set

Dollssoft, unbreakable, washable, and multi-ethnic

Outdoor

Play

Shallow wading pool

Water table or plastic bathtub or basin for sand or water play

Plastic containers, cups, bowls, bottles, pitchersfor sand or water play

Strollers

Wagons and riding toys

Blankets to put down for young infants to lie on or crawl on

Umbrellas, screens, or tents to provide shade

Extra hats, mittens, and scarves for infants and adults

Balls

Large boxes

Small climbers

Equipment Note: All equipment must meet voluntary industry standards for safety.

Changing tablewith three-inch raised edge and functioning safety strap

Cribs, full size or portable, and sleep mats for older, mobile infants

High chairs

Strollers or buggy to seat four infants

Front carriersto hold young infants close to the caregiver

Back packsfor infants over six months, up to thirty-five pounds

Gatenever use the folding, diamond-shaped type

Small, low table and chairsfor older infants

F-2 Alhancing Children's Growth and Development

41. ri
Appendix F

Some Good Toys and Play Materials for Toddlers2

Language

Development

Homemade or purchased simple books about:

Feelings and attitudes

Families and friends

Everyday living experiences

Science and nature

Fun and fantasy

Rocking chair, soft chair, mattress, pillows

Carpeted floor

Cloth puppets

Pictures of toddlers' families, familiar objects, and animals

Blocks Large soft blocks

Large cardboard blocks

Hollow blocks

Small cars and trucks

Animal props: farm and/or zoo animals

People props: multi-ethnic family sets and wooden community helpers

Music Tape or CD player and tapes or CDs

Rhythm instrumentsno sharp edges

Sand and

Water Play

Water table or plastic bathtub or basin for water play

Plastic containers, cups, bowls, bottles, pitchers, and so on for water play

Waterproof smocks

Art Play dough and utensils

Finger paints and paper or shallow trays

Smocksdonated old shirts or plastic smocks

Oilcloth, vinyl tablecloth, or plastic for floor covering

Easels

Paints

Brushes

Paper

Large, non-toxic crayons and paper

Felt tip markers

White and colored chalk

'Based on Derry G. Koralek, Laura J. Colker, and Diane T. Dodge, The What Why and How of Early Childhood Education:

A Guide for On-Site Supervision, 2d ed. (Washington, D.C.: National Association for the Education of Young Children,

1995).

Appendix F

1 4 -3

F-3
Appendix F

Some Good Toys and Play Materials for Toddlers (Continued)

Manipulative

Toys

Pop-up toys

Large pop beads

Shape-sorting box

Nesting boxes

Stacking post and rings

Containers in graduated sizessuch as plastic bowls or cups

Pegboards with large holes and large, colored pegs

Large wooden stringing beads and short thick strings or shoelaces

Cardboard boxes with lids

Puzzles with a few large pieces

Legoslargest size

Bean bags and baskets to toss them in

Push and pull toys

Gross Motor Tunnel

Soft balls of various sizes

Riding toys (without pedals) that are propelled by arms or feet

Cars and trucks

Wagons

Large cardboard boxes

Dramatic Play Pots and pans

Stuffed animals

Dolls: soft, unbreakable, washable, and multi-ethnic

Doll beds

Doll carriages

Mirrorsunbreakable

Toy telephones

Hats

Purses and tote bags

Unbreakable tea sets

Outdoor Play Shallow wading pool or sprinkler

Water table or plastic bathtub or basin for sand or water play

Plastic containers, cups, bowls, bottles, pitchers for sand or water play

Wagons and riding toys

Umbrellas, screens, or tents to provide shade

Extra hats, mittens, and scarves for toddlers and adults

Balls

Large boxes

Small climbers

F-4

150

Enhancing Children's Growth and Development
Appendix F

Some Good Toys and Play Materials for Toddlers (Continued)

Equipment Note: All equipment must meet voluntary industry standards for safety.

Changing table with three-inch raised edge and functioning safety strap

Cots or sleep mats

Buggy to seat four to six toddlers

Small, low tables and chairs sized for toddlers

Step stools for toddlers learning to use the toilet, wash hands, and brush

teeth

Appendix F F-5

15'1,I._
Appendix F

Some Good Toys and Play Materials for Preschoolers3

Library Rocking chair, bean bag chairs, pillows

Carpeted floor

Stand for displaying books so covers face out

Bookshomemade, borrowed from library, or purchased:

Reflect various cultures, ethnic groups, and family compositions

Show people with disabilities without bias

Feature male and female characters in unbiased ways

Address topics like feelings, families, friendship, everyday life,

animals, science, nature, fun, and fantasy

Children's magazines

Books accompanied by tapes

Tape player and ear phones

Puppets and marionettes

Photo albums

Pencils, crayons, chalk, markers

Paper

Index cards

Tools: scissors, hole punch, stapler

Blocks Complete set of wooden unit blocks-350 to 400 pieces

Large blockshollow, cardboard, interlocking

Colored cube blocks

Legospreschool size

Multi-ethnic community helpers

Multi-ethnic families with extra adults to reflect composition of children's

families

Animal props: farm, zoo, and/or sea

Large and small vehicles, at least two of each type

Traffic signs: small and large

Sets of dollhouse furniture, with at least two of each piece

Pencils, crayons, chalk, markers

Woodworking Workbench

Real, child-sized tools: hammers, saws, hand drills, screwdrivers, pliers

Nails and screws with large heads

Wood scraps: checked for splinters and other hazards

Safety goggles

C-clamps

Vises

Sandpaper

Metal files

Rulers and measuring tapes

'Based on Diane T. Dodge, A Guide for Supervisors and Trainers on Implementing the Creative Curriculum for Early

Childhood, 3d ed. (Washington, DC: Teaching Strategies, 1993).

F-6 Enhancing Children's Growth and Development
Appendix F

Some Good Toys and Play Materials for Preschoolers (Continued)

Music and

Movement

Tape or CD player and tapes or CDs

Scarves and streamers

Small parachute

Hula hoops

Art Oilcloth, vinyl tablecloth, or plastic for floor covering

Two-sided easels

Tempera and finger paintswashable, including multi-ethnic skin colors

Paper and cardboardvaried sizes, colors; textures: newsprint,

construction, tissue, wrapping, wall, and sand paper

Brushes

Paint containers

Finger paint trays

Painting tools: cotton balls, sponges, straws, tongue depressors, eye

droppers, or anything else that works

Drying rack or clothes line and pins

Nontoxic crayons, washable markers, chalk, pencils

Sharpeners for crayons and pencils

Play dough and clay

Modeling tools: rolling pins, cookie cutters, dowels

Scissors in several styles for right- and left-handed children

Glue and paste

Waterproof smocks or old shirts

Stapler and staples

Hole punch

Items for making collages and other creations

Craft materials: thick yarn, large plastic needles, plastic canvas, simple

loom, felt

Table Toys/ Puzzles: homemade or purchased, wooden, knob, rubber, cardboard, floor;

Manipulatives with four to twenty-two pieces

Puzzle rack

Legos, Ringamajigs, Bristle Blocks, stacking rings, nesting cubes

Sewing cards and yarn

Beads and laces

Pegs and peg boards

Colored inch-cube blocks

Parquetry blocks

Cuisenaire rods

Simple games: lotto, cards, bingo, dominoes

Hardwood table blocks

Collections: shells, buttons, bottle caps

Objects to feel, sort, and classify: leaves, shells, stones, nuts, seeds

Appendix F

i 53

F-7
Appendix F

Some Good Toys and Play Materials for Preschoolers (Continued)

Table Toys/

Manipulatives

(Continued)

Containers filled with items to sniff, smell, and tastelemon peel,

cinnamon, sawdust, coffee

Homemade or purchased items for practice in zipping, buttoning, lacing,

and tying

Pencils, crayons, chalk, markers

Sand and Water Water table

Props for sand play: buckets and shovels, cars and trucks, dishes, rakes,

people and animals, measuring cups and spoons, funnels, sifters,

sticks

Props for water play: egg beaters, measuring cups and spoons, plastic

squeeze bottles, pumps, turkey basters, plastic tubing, paint brushes,

sponges

Waterproof smocks

Computers Computers (at least two) and peripherals: keyboard, mouse, printer

Child-size chairs: two per computer

Child-size table or stands so computers can be placed side-by-side with the

printer in between

Software: developmentally appropriate for drawing, mirroring activities,

numeracy, literacy

Plastic disk storage boxes

Picture labels for disks

Outdoor Play Tires, boards, sawhorses

Garden tools, rakes, shovels

House-painting brushes and buckets

Covered sand box with wooden cover that folds into sections or a tarp

Water play table

Props for sand and water play

People and animals: small, inexpensive, plastic or rubber

Cars and trucks

Natural items: pine cones, stones, twigs, leaves

Hose, spray bottles, or containers to fill with water

Tricycles (institutional, in two sizes)

Wagons

Wheelbarrows

Large set of traffic signs

Set of cones to mark boundaries and safety zones

Hats: truck driver, firefighter, caps

Balls: rubber, different sizes

Large bats, plastic, hollow

Bean bags

F-8

15,2,

Enhancing Children's Growth and Development
Appendix F

Some Good Toys and Play Materials for Preschoolers (Continued)

Outdoor Play

(Continued)

Parachute

Balance beam

Hula hoops

Ropes

Tunnels

Sets of child-sized gardening tools

Watering cans

Rakes: child-size for raking leaves in the fall

Extra hats, mittens, scarves, other clothes for cold weather

Snow sleds and saucersin snowy areas

Dramatic Play Table and chairs

Equipment for dolls: strollers, carriages, carriers, bed, high chair

Baby dolls: washable, representing several ethnic backgrounds, including

children in the classroom

Baby care items: blankets, diapers, bottles

Kitchen appliances: stove, refrigerator, sink

Cooking equipment: pots, pans, utensils

Baking equipment: mixing bowl, old mixer with cord removed,muffin

tin, cookie cutters, cookie sheet, rolling pin

Aprons and bakers' hats

Cleaning items: mops, broom, dust pan, sponges, cloths

Set of dishes: plates, bowls, cups, serving pieces

Eating utensils: forks, spoons, knives

Safety mirror, full length

Telephones, at least three or four

Dress-up clothes, male and female; accessories: jewelry, hats, gloves,

shoes, scarves, ties, belts

Suitcases, tote bags, purses, backpacks

Food, empty boxes and containers

Paper bags to carry groceries

Cash register and play money

Prop boxes created in response to children's interests: animal or medical

clinic, barber or hairdresser shop, repair shop

Appendix F

155

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