13.1: Development and Learning
As we have learned in previous chapters, developing relationships, as well as understanding the developmental stages and individual interests and skills of children is crucial to effective teaching. This is accomplished through interactions and both informal and formal observations with the children in our care. This information will form the cornerstone of what is called “curriculum”, which includes both the planned and unplanned experiences that occur throughout the day. While you will devote an entire course to understanding curriculum in ECD 63 Early Childhood Curriculum, we will visit some of the basic concepts below.
Integrated learning and intentional teaching
“Development” and “learning” are two integrated concepts that we promote as teachers. As children are “learning” new concepts and skills, they are fostering their “development”. Our goal is to encourage the development of the “whole child” (physical, cognitive, social, emotional, spiritual) by providing learning experiences based on children’s interests and abilities, a concept known as “ intentional teaching ”.
Although children learn in an integrated manner (blending all areas of development together) these areas are often broken down for planning purposes. While we looked at this in chapter 5, Developmental Ages and Stages, to understand development, the same is true when planning curriculum.
Figure \(\PageIndex{1}\): All areas of development affect and are affected by each other [69]
Table \(\PageIndex{1}\) below shows the relationship between the domains of development and concepts of learning.
Table \(\PageIndex{1}\): Relationship between Development and Learning [70]
|
Development |
Learning |
|
Cognitive |
Science, Technology, Math |
|
Language |
Language and Literacy |
|
Physical |
Health, Safety, Nutrition, Self-Help Skills, Physical Education |
|
Social, Emotional, Spiritual |
Social Science, Visual and Performing Arts |
|
|
Vignette Javier and Ji are playing in the block area. They have stacked several large blocks on top of each other. Twice the blocks have fallen and each time they have modified their plan slightly to make them stay. Once stable, Ji counts the blocks and Javier turns to the teacher and proudly says, “Look at our 5 story building, you should shop here.” |
|
|
Pause to Reflect Can you find development and learning for Javier and Ji in each of the categories listed in the table above? |
If you are interested in further exploration, the California Learning Foundations that describe competencies and the companion California Preschool Curriculum Framework present strategies for early childhood educators. You can explore each of these:
- California Infant/Toddler Learning and Development Foundations (www.cde.ca.gov/sp/cd/re/documents/it foundations 2009.pdf)
- California Infant/Toddler Curriculum Framework ( https://www.cde.ca.gov/sp/cd/re/docu...mframework.pdf )
-
California Preschool Learning Foundations
- Volume 1 addresses social-emotional development, language and literacy, English-language development, and mathematics ( https://www.cde.ca.gov/sp/cd/re/psfo...sp#psfoundvol1 )
- Volume 2 addresses visual and performing arts, physical development, and health ( https://www.cde.ca.gov/sp/cd/re/psfo...sp#psfoundvol2 )
- Volume 3 addresses history-social science and science ( https://www.cde.ca.gov/sp/cd/re/psfo...sp#psfoundvol3 )
-
California Preschool Curriculum Frameworks
- Volume 1 addresses social-emotional development, language and literacy, English-language development, and mathematics ( https://www.cde.ca.gov/sp/cd/re/psfr...sp#psframevol1 )
- Volume 2 addresses visual and performing arts, physical development, and health ( https://www.cde.ca.gov/sp/cd/re/psfr...sp#psframevol2 )
- Volume 3 addresses history-social science and science ( https://www.cde.ca.gov/sp/cd/re/psfr...sp#psframevol3 )
These will also be visited in more detail in ECD 63 Early Childhood Curriculum.
This page has been edited by Alice Hale of Chabot College using the Libretexts remixing tool.