7.2: Address All Developmental Domains

Integrate SSAMM learning experiences into an interdisciplinary unit

Domains of Learning

Development and learning are two integrated concepts that we, as educators, strive to promote. As children engage in learning new concepts and skills, they simultaneously foster their development. Our overarching goal is to nurture the development of the whole child, encompassing physical, cognitive, social, emotional, and spiritual domains, by providing learning experiences tailored to their interests and abilities. This approach is known as intentional teaching.

Intentional teaching involves creating purposeful and meaningful learning opportunities that align with children's natural curiosities and developmental stages. By observing and understanding each child's unique interests and abilities, educators can design activities that not only captivate their attention but also promote holistic growth.

Although children learn in an integrated manner, blending all areas of development together, these domains are often delineated for planning purposes. This segmentation helps educators ensure that each aspect of development is addressed comprehensively. However, it is crucial to recognize that learning is most effective when it is integrated and connective. When children can see the connections between different areas of knowledge and skills, they are more likely to internalize and apply what they have learned in various contexts.

For instance, a simple activity like storytelling can simultaneously enhance language skills, foster social-emotional development, and stimulate cognitive growth. By discussing the emotions of characters, children learn to express and manage their own feelings. By asking questions about the plot, they develop critical thinking skills. And by engaging in the narrative, they expand their vocabulary and comprehension.

In summary, the integration of development and learning is fundamental to intentional teaching. By creating learning experiences that are interconnected and reflective of children's interests, educators can support the comprehensive development of the whole child, ensuring that each child grows in a balanced and holistic manner.

Figure \(\PageIndex{1}\): All areas of development affect and are affected by each other ^[69]

Toddler Vignette:  Teaching Kindness and Gently Hands Using "Hands are Not for Hitting"

Vignette: Teaching Kindness and Gentle Hands Using "Hands Are Not for Hitting"

Introduction

This unit is designed for toddlers to teach kindness and the concept of gentle hands using the book "Hands Are Not for Hitting" by Martine Agassi. The unit addresses all developmental domains: cognitive, physical, social-emotional, language, and approaches to learning.

Objectives

• Cognitive: Understand the concept of kindness and gentle hands.
• Physical: Develop fine motor skills through activities.
• Social-Emotional: Recognize and express emotions appropriately.
• Language: Enhance vocabulary related to emotions and actions.
• Approaches to Learning: Foster active, collaborative, reflective, play-based, and sensory learning.

Materials

• "Hands Are Not for Hitting" book
• Soft, plush toys or dolls
• Large soft cushions or stuffed animals
• Soft, non-toxic hand lotion or baby wipes (optional)
• Art supplies (washable paint, paper)
• Soft instruments (maracas, tambourines, scarves)
• Emotion cards

Story: A Day in the Classroom

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Morning Circle Time

The day begins with the children gathering in a cozy circle on the soft carpet. Ms. Emily, their teacher, holds up the book "Hands Are Not for Hitting" and smiles warmly at the eager faces around her. She begins to read aloud, her voice gentle and engaging. The children listen attentively, their eyes wide with curiosity.

As Ms. Emily reads, she pauses to ask questions. "What do you do with your hands?" she asks. Little hands shoot up in the air, and the children excitedly share their answers. "I use my hands to draw!" says one child. "I hug my mommy with my hands," says another. Ms. Emily nods and encourages them to think about how they can use their hands gently.

Gentle Touch Practice

After the story, Ms. Emily brings out a basket filled with soft, plush toys and large cushions. She demonstrates how to gently touch a toy's head and pat a cushion softly. The children watch closely, then eagerly take turns practicing gentle touches. They giggle as they feel the soft textures and learn to be gentle with their hands.

Art Project: Handprint Art

Next, it's time for an art project. Ms. Emily sets up a table with washable paint and large sheets of paper. The children dip their hands in the paint and press them onto the paper, creating colorful handprints. As they work, Ms. Emily talks to them about how their hands can be used for kind actions like helping, hugging, and making art. The children proudly show off their handprint creations, each one a unique expression of their understanding.

Dramatic Play: Caring Hands

In the dramatic play area, Ms. Emily sets up a pretend play scene with soft toys and pretend play items. She models gentle actions like feeding, hugging, and patting the toys. The children eagerly join in, using their hands to care for the toys. They talk about what they are doing, using language to describe their actions and emotions. "I'm feeding the baby," says one child, gently holding a toy bottle. "I'm hugging my teddy bear," says another, wrapping their arms around a plush toy.

Music Activity: Gentle Hands, Gentle Music

Ms. Emily gathers the children for a music activity. She hands out soft instruments like maracas and tambourines, and scarves for gentle movements. She sings a gentle song, and the children follow along, making soft sounds with their instruments and moving gracefully with the scarves. The room fills with the soothing sounds of gentle music, and the children learn to coordinate their movements with the rhythm.

Movement Activity: Hands Are for Clapping and Waving

To wrap up the day, Ms. Emily leads the children in a movement activity. They practice positive hand movements like clapping and waving while singing a simple song. The children laugh and smile as they explore different gentle hand movements, enjoying the group activity and the sense of togetherness.

Assessment

Throughout the day, Ms. Emily observes the children's interactions and use of gentle hands during activities. She asks them to share their thoughts and feelings about what they have learned. The children's drawings from the art project provide insight into their understanding of kind actions.

Conclusion

As the day comes to an end, Ms. Emily gathers the children for a final circle time. She reflects on the day's activities and praises the children for their efforts. The unit has successfully integrated cognitive, physical, social-emotional, language, and approaches to learning to teach toddlers the importance of kindness and gentle hands. Through engaging activities and discussions, the children have learned to express emotions appropriately and use their hands for positive actions.

Pause to Reflect

What type of development and learning is taking place in the vignette above?  What domains are the children developing in?

Including All Domains in Unit Plans

You will want to be sure that the activities you have planned for your interdisciplinary unit will foster development in all developmental domains.

See the examples below of how the children might be developing in all domains through the activities in the GENTLE HANDS Unit.

• You will want to be sure the activities in your unit plan are helping the children to develop in all domains.
• Most of the time, children are learning in all domains through one activity.
• You will want to think about each activity to see what domains a child will be developing in, to be sure you have included all domains.  See the examples below of some ways children will be developing by participating in activities in the GENTLE HANDS unit. 

• Children will develop fine motor skills through art learning experiences.
• Children will develop fine motor skills through playing instruments.
• Children will develop gross motor skills through clapping and waving.

• Children will develop social-emotional skills as they take turns using materials.
• Children will develop social-emotional skills when they practice using gentle hands.

• Children will develop language and communication skills through listening to stories.
• Children will develop an understanding of theme-related vocabulary through stories and discussions.
• Children will develop beginning-level communication skills when they use gestures and/or words to show gentle hands.

• Children will develop exploration, discovery, and problem-solving skills when they are exploring and experimenting with the concept of gentle touches, using their hands in a new way to communicate, interact, and solve problems in social interactions.

• Children will develop  skills in curiosity, engagement, and persistence because they are exploring and engaging with a new way to interact with their peers (gentle touches). 

• They are also using their hands in new ways to paint softly and play instruments softly.

Conclusion

The unit described in the document successfully integrates cognitive, physical, social-emotional, language, and approaches to learning to teach toddlers the importance of kindness and gentle hands. Through engaging activities and discussions, the children have learned to express emotions appropriately and use their hands for positive actions. The intentional teaching approach ensures that each child grows in a balanced and holistic manner, fostering development across all domains. By creating interconnected learning experiences that reflect children's interests, educators can support comprehensive development, ensuring that children internalize and apply their learning in various contexts.