This session will allow teachers to gain a better understanding of what cognitive development is and Piaget’s stages of cognitive development as well as how to apply them to their daily learning activities.  They will also learn about Vygotsky and what he contributed to the theory of cognitive development.  Some of the cognitive milestones preschool age children should be doing by their specified age will be discussed in addition to some appropriate cognitive activities that teachers can do with their students.  Teachers will end the session by selecting and creating one their own cognitive development activities for them to take back to use with their students.

Physical Development:  (Module 2)

This session will allow teachers to gain a better understanding of what physical development is and why it is so important in the lives of the children in their care.  They will also learn about fine and gross motor skills, what children should be doing by a specific age.  Developmental screenings will also be discussed.  What they are, the benefits of regular screenings, how to implement them as well as why they are so important.  Developmental red flags, what steps need to be taken if any delays are suspected will be reviewed as well as the impact physical development has on a child’s learning.  Teachers will also gain ideas on how to get the parents involved at home in addition to what they are doing in the classroom.  Throughout this session teachers will be given several opportunities to work on their own fine and gross motor skills.

Social-Emotional Development:  (Module 3)

This session will allow teachers to gain a better understanding of what social-emotional development is and Vygostsky’ Sociocultural Theory as well as Erikson’s 8 Stages of Psychosocial Development.  Social development as well as emotional development will also be discussed.  Participants will learn about social-emotional skills and how they can support the social-emotional development of the children who are in their care.  The different learning styles will be reviewed as well as some of the characteristic and tools that go along with each one.  Participants will be given a packet with developmental information and handouts from the CDC (Center for Disease Control)

Cognitive Development:  (Module 1)

Core Knowledge:  Child Growth and Development (1)

Core Competency: 

1.1 Understands typical and atypical development and multiple factors that influence development from conception through infancy and early childhood. 

• e. Applies theories of growth, development, and learning into everyday practices.

• j. Improves understanding of child growth and development through ongoing review of current research and observation of children.

1.7 Supports children's cognitive development

• b. Understands the foundations of cognitive development including the importance of joint attention, imitation, and cause and effect.

• c. Creates environments that encourage developmentally appropriate exploration of toys, objects, and materials.

• d. Plans experiences to support a child’s developing interests and build on previous learning.

• e. Engages children in activities to support the development of play and problem-solving skills.

1.8 Promotes emergent literacy including speaking, listening, reading, and writing through play and interaction with children

• b. Creates an environment where children have access to a variety of developmentally appropriate objects and materials to support early and emergent literacy.

• c. Provides opportunities for children to see adults reading and using written language for a variety of purposes.

• d. Promotes an environment where children are encouraged to listen and communicate with others.

• e. Provides experiences that encourage exploration of appropriate print materials and storytelling.

• f. Provides experiences that encourage children to develop drawing, pre-writing, and writing skills using a variety of tools.

• g. Provides a variety of opportunities for children to develop vocabulary and build knowledge through shared reading.

Core Knowledge:  Child Observation and Assessment (3)

Core Competency: 

3.1 Uses observation and assessment to support children’s development and learning

• b. Assesses children’s progress across all developmental domains.

• c. Uses multiple methods for gathering information and collecting data.

• d. Gathers evidence of children’s development and learning using multiple sources.

3.2 Practices appropriate child assessment

• g. Involves other professionals, when appropriate, as partners in observation and assessment.

• j. Communicates developmental progress and outcomes to other involved colleagues, as appropriate, to ensure collaborative services.

3.4 Uses data to share children’s developmental progress with families and other pertinent team members

• a. Shares assessment results in a sensitive manner that is understandable for families.

• b. Reports developmental accomplishments, as well as areas for developmental growth.

• c. Provides documentation to show the connection between the developmental domains.

• f. Communicates effectively the major theories, research, and issues in the context of children’s developmental progress

Physical Development:  (Module 2)

Core Knowledge:  Child Growth and Development (1)

Core Competency: 

1.1 Understands typical and atypical development and multiple factors that influence development from conception through infancy and early childhood. 

• a. Understands the impact of physical health on children’s social, emotional, cognitive, language, and motor development.

• j. Improves understanding of child growth and development through ongoing review of current research and observation of children.

• l. Applies current knowledge and theories about specific developmental delays, developmental disabilities, and risk factors to advocate on behalf of young children with developmental delays and disabilities and their families,

1.2 Applies the process of assessment, planning, implementation, and evaluation to support children's growth through developmentally appropriate practices.

• a. Understands developmental sequences and milestones.

• b. Recognizes and addresses how developmental variations and family culture, language, and environment influence a child’s growth and development.

• c. Uses observation and assessment processes to understand children's strengths, interests, and the skills they are working to master.

• d. Discusses development with parents/caregivers to help them with recognizing their child’s individuality and emerging milestones

• e. Works with families and related professionals to create goals for individual children and for groups of children.

• i. Tracks and documents children's development using a variety of formal and/or informal assessment tools (i.e., screening tools, photography, video, anecdotal records, work samples, dictation, transcription).

• k. Identifies children who may benefit from further professional support.

• l. Finds the professional support children need to be successful, including educational and community supports and resources

• m. Works with other community agencies and services to help children meet developmental learning goals.

Core Knowledge:  Child Observation and Assessment (3)

Core Competency: 

3.1 Uses observation and assessment to support children’s development and learning

• b. Assesses children’s progress across all developmental domains.

• e. Develops and/or uses assessment practices that are aligned with applicable standards.

• f. Maintains confidentiality and only shares identifying information with parental consent.

• g. Uses assessment practices that are relevant to curriculum or program planning.

• h. Shares and applies current theory, research, and policy on assessment through developmentally appropriate methods.

• i. Uses assessment practices that are relevant to the language and developmental needs of individual children, as shown through both verbal and nonverbal behaviors.

3.2 Practices appropriate child assessment

• a. Knows developmentally appropriate assessment methods.

• b. Engages in assessment practices within children’s familiar routines, materials, environments, and people, rather than in controlled situations.

• g. Involves other professionals, when appropriate, as partners in observation and assessment.

• h. Makes referrals to appropriate agencies for diagnostic testing, as needed.

• i. Shares specific assessment procedures with families.

• j. Communicates developmental progress and outcomes to other involved colleagues, as appropriate, to ensure collaborative services.

3.3 Builds positive, productive partnerships with families and colleagues to enhance the assessment process

• e. Includes family observations and input in the assessment process.

• g. Promotes teamwork and positive communication between families, colleagues, and others regarding the assessment process.

3.4 Uses data to share children’s developmental progress with families and other pertinent team members

• a. Shares assessment results in a sensitive manner that is understandable for families.

• b. Reports developmental accomplishments, as well as areas for developmental growth.

• c. Provides documentation to show the connection between the developmental domains.

• e. Shares and addresses the limitations of observation and assessment methods with families.

3.5 Uses observations and assessments to inform instruction and guide planning

• d. Uses assessment practices to show developmental progress during daily routines and play.

Social-Emotional Development:  (Module 3)
 

Core Knowledge:  Child Growth and Development (1)

Core Competency: 

1.1 Understands typical and atypical development and multiple factors that influence development from conception through infancy and early childhood. 

• e. Applies theories of growth, development, and learning into everyday practices

   

1.3 Encourages children's development of social and emotional skills

• a. Understands and accepts children’s age-appropriate emotional responses (i.e., crying, tantrums)

• d. Creates an environment and daily schedule that encourages trust and social interaction with other children and adults

• e. Helps children cope with separation and transition

• f. Uses tone, words, and gestures to let children know they are respected

• g. Provides opportunities for children to help, to make choices, and to do things for themselves

• h. Recognizes children’s efforts rather than their accomplishments, intelligence, or personality

• i. Recognizes when children show self-discipline and self-control

• k. Uses empathy to help children recognize and understand their emotions

• m. Encourages children to value and appreciate each other’s strengths

• n. Helps children build upon their strengths and work on their challenges

• o. Models cooperative work and critical thinking skills to help children problem-solve and resolve conflict

• p. Encourages cooperative work or play

• q. Provides families with information and strategies to promote social and emotional development

1.4 Helps children achieve self-regulation and develop coping skills

• a. Responds promptly to child’s immediate signals and needs

• b. Provides opportunities for children to make meaningful choices

• c. Understands the parent’s/caregiver’s role in supporting the child’s development of self-regulation

• d. Encourages children to increase independence with self-help skills (i.e., eating, toileting, dressing)

• e. Creates an environment and provides strategies that help children:

• Manage strong emotions and calm themselves

• Focus their attention to remain actively engaged with activities and materials

• Read the signals of the environment to learn how to respond appropriately

• Cope with fear, anger, and frustration

• Use language to share their needs

• Consider the needs of others

• Use problem-solving and conflict resolution strategies

• f. Provides appropriate guidance to assist children in understanding the results of their actions

• h. Analyzes and adjusts expectations and activities based on the child’s ongoing needs and energy levels

• i. Provides an adequate level of stimulation for children, keeping them interested without overwhelming them

• j. Investigates and provides for children’s sensory preferences