Beruflich Dokumente
Kultur Dokumente
SUMMARY
ASSIGNMENT
EDUC
84
EARLY
CHILDHOOD
DEVELOPMENT
FROM
BIRTH
TO
SIX
DECEMBER.
1.
2015
DREW GREGORY
Drew
Gregory
Drew
Gregory
Emotional-
2.2
Self-Regulation.
p.19)
and
also
beginning
to
distinguish
between
known
people
from
strangers
(Infants,
Emotional-2.3
Sense
of
Self.
p.19).
Communication,
Language
and
Literacy:
Infants
can
recognize
familiar
voices
from
other
sounds,
this
is
a
good
thing
when
you
are
familiar
to
the
child,
it
can
help
sooth
them.
Recognizing
voices
is
an
example
of
Receptive
Language
Skills
Responding
to
human
voices
and
distinguishing
familiar
voices
from
other
sounds
(Infants,
Communication-
3.2
Receptive
Language
Skills.
p.20).
Cognitive:
Infants
tend
to
keep
trying
over
and
over
again
to
achieve
a
goal
such
as
reaching
for
a
rattle.
They
can
try
and
try
again
not
being
able
to
reach
it
but
eventually
move
themselves
enough
to
reach.
This
is
a
good
example
of
repeating
actions
to
achieve
them
and
also
solving
problems
with
actions
by
trial
and
error
(Infants,
Cognitive-
4.2
Problem
solving
and
4.3
Cause-and-effect
exploration.
p.22).
Physical:
We
all
know
infants
love
throwing
things
like
food
when
they
are
sitting
in
a
high
chair.
Infants
six
months
of
age
are
capable
of
picking
up
objects
and
throwing
them
on
the
ground.
This
is
an
example
of
Releasing
Objects
dropping
and
throwing
objects
(Infants,
Physical-
5.1
Gross
Motor,
Releasing
Objects.
p.24).
With
a
young
infant
being
there
for
them
is
the
most
important
thing
you
can
do.
Give
them
a
secure
safe
place
from
within
you
they
can
recognize
and
be
comfortable
with.
Sit
with
them
and
make
eye
contact
so
they
can
learn
to
recognize
you.
From
my
virtual
child,
my
child
Liam
smiles
at
familiar
people
and
toys
and
is
able
to
laugh
at
surprising
or
funny
things,
such
as
a
little
dog.
Also
at
three
months
of
age
Liam
is
able
to
focus
his
eyes
on
me.
He
spends
a
lot
of
time
studying
my
face
and
the
faces
of
anyone
who
comes
close
to
him.
This
is
an
example
of
an
infants
social
interest-
Smiling
at
adults
and
observing
peers
Liam
smiling
at
the
adults
in
his
life
he
is
laughing
at
the
little
dog.
(Infants,
1.1
Social
domain.
p.18)
and
also
infant
Cognitive,
Memory-
Recognizing
Previously
seen
faces
and
objects
Liam
is
using
his
memory
and
recognizing
the
familiar
faces
when
he
smiles
and
examines
them
he
is
also
recognizing
and
laughing
at
the
little
dog.
(Infants
Cognative-4.8
Memory.
p.23).
The
best
way
to
support
an
infant
is
to
be
their
social
emotional
base,
they
need
to
depend
and
trust
you,
knowing
you
will
always
be
there
for
them.
This
allows
the
infants
to
feel
free
to
express
themselves
without
worry.
Drew
Gregory
6
Months
to
18
Months:
According
to
Piagets
sensorimotor
stages,
infants
8-12
months
are
using
means
to
achieve
ends
(Kail, R., & Zolner, T. Substage
4,
p.
153).
This
means
that
infants
use
deliberate,
intentional
behaviour
because
the
action
(mean)
and
the
goal
(end)
become
distinct.
Infants
12-18
months
old
use
experimenting,
meaning
they
like
experiment
with
new
objects.
Infants
of
this
age
use
what
Piaget
calls
Tertiary
Circular
Reaction,
which
means
using
old
schemas
with
objects
of
different
kinds.
Infants
try
to
understand
why
different
objects
have
different
outcomes;
they
discover
this
by
experimenting
(Kail, R.,
& Zolner, T. p.154).
An
example
of
Piagets
theory
of
an
infant
8-12
months
of
age
would
be
watching
a
toy
being
covered
up
by
an
adult,
knowing
that
they
still
wanted
to
play
with
the
toy
they
move
the
blanket
and
take
the
toy
back.
In
class
we
watched
a
video
on
this
example,
realizing
the
difference
between
younger
infants,
where
if
you
were
to
cover
a
toy
up,
it
would
be
completely
gone.
When
infants
develop
a
couple
of
moths
later
they
have
the
cognitive
skills
to
realize
the
toy
is
still
under
the
blanket
it
was
just
covered
up.
At
7
months
old
an
infant
should
be
able
to
sit
up
alone,
without
support.
Followed
by
standing
up
with
the
help
of
others.
Eventually
by
9
months
an
infant
should
be
able
to
stand
up
grasping
furniture
as
support.
10
months
they
can
creep
across
the
floor,
pulling
themselves
up
with
the
support
of
furniture
happens
at
about
12
months
old,
then
climbing
the
stairs
at
13
months.
At
14
and
15
months
of
age
an
infant
can
stand
alone
than
learn
how
to
walk
alone.
Then
you
have
to
watch
them
very
closely
making
sure
they
dont
fall
down
any
stairs
or
put
themselves
in
dangerous
situations
now
that
they
are
mobile
(Kail, R., & Zolner, T. p.127).
Communication:
If
an
adult
were
to
place
their
hand
over
an
object,
an
infant
between
8-12
months
should
be
able
to
move
their
hand
to
play
with
the
toy,
this
is
an
example
of
intentional
communication-
using
gestures
with
the
intention
of
meeting
goals
the
infant
is
using
the
gesture
of
moving
the
adults
hand
in
order
to
reach
the
goal
of
getting
the
toy
back
and
play
with
it
(Infants
Communication,
Language
and
Literacy
3.1
non-
verbal
communication.
p.
20).
Cognitive:
An
infant
12-18
months
old
might
drop
different
items
on
the
ground
to
see
what
outcome
will
come
about
of
it.
They
notice
that
heaver
objects
make
louder
noise
such
as
a
toy
and
smaller
lighter
objects
wont
be
as
loud
such
as
a
teddy
bear.
This
is
an
example
of
cause
and
effect
exploration-
repeating
actions
to
produce
outcomes.
The
infant
is
repeating
the
action
of
dropping
things
on
the
floor
but
using
different
objects
each
time
to
figure
out
the
outcome
(Infants
Cognitive
4.3
cause
and
effect
exploration.
p.
22).
This
could
also
be
an
example
of
spatial
exploration-
looking
for
dropped
toys
if
the
infant
was
to
look
and
pick
up
the
dropped
toys
they
were
playing
with
(Infants
Cognitive,
4.4
spatial
exploration.
p.22).
Drew
Gregory
Physical:
At
this
age
infants
should
be
able
to
grasp
a
cup
with
two
hands
which
is
improving
their
gross
motor
skills,
this
is
an
example
of
reaching
and
holding-
reaching
and
holding
with
palm
grasp
(Infants
Physical,
5.1
Gross
Motor.
P.24).
Social:
They
can
also
imitate
little
sounds
such
as
clapping.
Imitating
an
adult
is
an
example
of
imitation
-
imitating
adult
behaviour
by
copying
what
the
adult
is
doing
in
this
case
clapping
then
they
realize
they
are
capable
of
doing
it
themselves
(Infants
Social,
1.2
Imitation.
p.18).
Emotional:
Infants
enjoy
being
physically
close
to
their
mothers
or
caregivers
and
may
panic
when
they
are
out
of
sight;
this
is
example
of
expression
of
emotion-
showing
anxiety
at
separation
of
parents
(Infants
Emotional,
2.1
expressing
emotion.
p.
19).
In
my
virtual
child,
Liam
had
testing
done
at
the
end
of
his
19-month
period.
He
is
slow
to
warm
up
to
new
situations
and
is
at
the
appropriate
level
for
communication.
Sometimes
it
is
hard
to
understand
what
he
is
saying.
Some
tools
and
activities
I
believe
you
could
do
to
help
a
child
the
same
age
as
Liam
would
be
talking
to
him
clearly
and
asking
a
lot
of
questions
that
have
more
than
a
yes
or
no
answer
even
if
it
hard
to
understand
what
they
are
trying
to
say.
Children
need
to
always
work
on
their
communication
skills,
and
as
a
parent
you
could
help
them
by
having
conversations
with
them
all
the
time.
Liam
was
using
one
word
to
communicate
with
me,
and
sometimes
it
would
be
the
same
word
I
would
say
repeated.
This
is
an
example
of
Communication,
language
and
literacy,
one
word-
using
one
word
to
communicate
(Infants
Communication,
Language
and
Literacy,
3.3
expressive
Language
Skills-
one
word.
p.21).
This
also
is
Social
Imitation-
imitating
adult
behaviour.
Liam
is
imitating
what
gestures
I
make
and
the
words
I
say
when
I
am
talking
to
him
(Infants
Social,
1.2
Imitation.
p.18).
Liams
gross
motor
skills
are
where
they
should
be,
but
it
is
a
good
idea
to
always
encourage
physical
movement
in
your
child.
I
suggest
that
going
outside
to
play
or
even
playing
little
activities
indoors
would
be
a
good
thing
to
keep
the
gross
motor
skills
where
they
need
to
be.
It
is
a
good
thing
for
you
to
observe
what
you
child
enjoys
doing,
so
in
the
future
you
know
what
they
are
interested
in
to
motivate
them
for
physical
activity.
(My Virtual Child. Retrieved November 29, 2015, from http://www.myvirtualchild.com/feedback/1/1)
Drew
Gregory
Emotional:
At
18
to
24
months
of
age
a
child
starts
to
feel
more
complex
emotions,
such
as
guilt
embarrassment
or
pride.
By
the
age
of
2
(24
months)
a
child
can
express
both
basic
and
complex
emotions.
Expressing
their
feelings
is
a
part
of
the
Emotional
domain,
Expression
of
feelings-
beginning
to
show
self-conscious
emotions
(shame,
embarrassment,
guilt,
pride)
(Toddlers
Emotional-2.1
Expression
of
Feelings.
p.30).
Toddlers
between
the
age
of
18
months
and
2
years
6
months
love
being
involved
in
pretend
play.
A
way
of
interacting
with
this
child
is
being
involved
in
their
pretend
play,
be
apart
of
their
imagination.
They
want
to
show
you
the
creative
ideas
they
have
come
up
with
in
pretend
play
but
you
as
an
adult
could
be
paying
attention
to
the
emotions
they
are
expressing.
You
also
may
want
to
watch
how
they
are
reacting
to
situations
in
pretend
play,
because
of
what
I
said
earlier
in
this
developmental
stage,
children
like
to
mock
the
different
events
and
behaviours
that
have
been
presented
to
them
and
that
they
have
witnessed
in
the
past.
If
you
see
the
child
getting
very
angry
and
yelling
or
hitting
things
you
may
want
to
reflect
on
the
situations
you
have
exposed
that
child
to
and
see
what
a
better
way
for
you
to
be
reacting
in
the
future.
Another
strong
developmental
tool
that
would
be
positive
for
a
toddler
is
telling
them
stories,
even
using
pictures
to
help
about
that
childs
life.
This
is
going
to
help
the
toddler
to
identify
self
and
relation
to
others.
You
could
use
open-ended
questions
when
you
are
showing
the
pictures
such
as
if
it
was
a
picture
of
the
child
at
the
park
you
could
ask
what
do
you
do
at
the
park?
this
way
you
are
helping
the
toddler
see
their
place
in
relation
to
others,
realizing
they
are
an
important
part
to
the
family
(Toddlers
Emotional,
2.6
Identifying
Formation.
P.31).
When
the
child
is
listening
to
the
stories
you
are
telling,
they
are
also
using
their
Receptive
Language
skills
Listening
to
stories
(Toddlers
Communication,
Language
and
Literacy,
3.1
Receptive
Language.
p.32).
Drew
Gregory
2
Years,
6
Months
to
3
Years,
6
Months:
The
average
2
year
old
weighs
about
13
kilograms
and
is
about
85
centimetres
tall.
Growth
in
preschoolers
stays
stable,
which
makes
it
better
to
predict
how
tall
they
will
be
as
an
adult.
Weight
is
harder
to
predict
in
the
early
years
because
weight
has
a
lot
of
other
weighing
factors
in
adulthood.
Also
in
the
preschool
years
rapid
growth
in
the
brain
happens.
A
childs
brain
has
reached
80%
of
its
mature
weight
by
the
age
of
3
(Kail, R., &
Zolner, T. p.
213).
After
children
learn
how
to
walk
and
run
in
the
preschool
stage,
they
can
learn
how
to
do
much
more
complex
motor
skills
such
as
swinging,
which
requires
more
coordination
and
timing
due
to
the
large
cognitive
development
from
infancy
to
preschool
kindergarten
age.
A
toddler
who
is
swinging
on
a
swing
is
using
their
Gross
motor
skills
in
increasing
in
coordination,
speed
and
endurance
(Preschool
Physical,
5.2
Gross
motor
skills.
p.52).
A
child
in
the
preschool
age
range
is
ready
to
take
on
the
world
with
the
skills
they
have
developed
and
the
tools
they
have
learned,
now
that
they
have
developed
much
more
they
have
a
wide
variety
of
things
they
can
do
such
as
more
games.
Emotional:
When
it
comes
to
preschoolers
sleep
is
one
of
the
most
important
things
for
them.
To
help
them
have
to
best
sleep
possible
is
getting
them
into
a
steady
routine,
a
good
routine
can
take
anywhere
from
15
to
45
minutes
to
complete.
To
help
the
child
learn
the
routine
you
do
it
in
the
same
order
and
can
ask
them
after
the
first
task
is
done
what
comes
next?
until
they
are
settled
into
bed
awaiting
another
day.
A
child
feels
a
sense
of
accomplishment
when
they
complete
a
task,
as
an
adult
it
is
a
good
idea
to
encourage
them
to
do
their
best
in
remembering
what
the
next
task
is
and
completing
that
task,
so
they
can
feel
happy
with
themselves.
When
completing
the
task
they
feel
Positive
attitudes
towards
learning,
expressing
satisfaction
and
joy
when
accomplishing
tasks
(Preschool
Emotional,
2.6
positive
attitudes
towards
learning.
p.41).
Cognition:
When
a
child
gets
the
hand
of
the
routine
they
have
every
night,
they
are
identifying
patterns
of
events
they
learn
the
patter
of
every
night
before
they
go
to
bed
and
know
that
they
need
to
complete
it
before
going
to
sleep
(Preschool
Cognition,
4.7
reflecting
and
reaching
conclusions.
p.47).
Social:
If
you
have
cared
for
a
preschool
kindergarten
child,
you
know
that
when
it
comes
to
bedtime,
they
never
want
to
go.
They
have
a
fear
of
missing
out
on
things
and
they
have
energy
to
continue
playing
all
night,
usually
you
can
say
five
more
minutes
and
then
you
start
you
nightly
routine.
When
the
child
expresses
that
they
dont
want
to
go
to
bed
yet
they
are
Sharing
emotions,
communicating
and
expressing
feelings
with
adults
and
peers
(Preschool
Social,
1.7
Empathy.
p.38).
Communication,
Language
and
Literacy:
Children
love
singing;
the
more
you
sing
the
better.
I
find
you
can
turn
tasks
into
fun
jobs
if
you
add
a
song
such
as
when
it
is
time
to
tidy
up
you
can
start
singing
the
tidy
up
song
when
a
child
sings
along
with
you
they
are
using
verbal
and
non-verbal
communication,
sharing
songs
and
stories
in
home
Drew
Gregory
language
(Preschool
Communication,
Language
and
Literacy,
3.1
using
verbal
and
non-
verbal
communication.
p.42).
Physical:
Preschool
children
are
Beginning
to
gain
the
ability
to
control
their
movements
this
is
what
they
would
be
doing
in
one
of
their
nighty
routines
when
brushing
their
teeth.
They
are
learning
how
to
use
the
movement
of
picking
up
their
toothbrush,
putting
toothpaste
on
it
and
brushing
their
teeth
all
on
their
own.
Feeling
a
sense
of
accomplishment
when
they
can
do
it
on
their
own
(Preschool
physical,
5.1
Increasing
levels
of
activity,
endurance
and
variation
in
types
of
activates
and
skills.
p.52).
In
class
we
have
talked
about
finger
puppets,
I
think
this
is
a
great
way
to
help
build
childrens
development
in
the
brain.
By
crossing
your
hands
back
and
forth
over
the
middle
part
of
the
body
you
are
letting
a
child
build
its
corpus
callosum.
The
Corpus
callosum
is
important
because
it
allows
the
hemispheres
to
communicate
more
efficiently
with
each
other.
As
we
have
learned
in
our
physiology
class,
the
right
side
of
the
bran
controls
the
left
side
of
your
body,
and
the
left
side
of
your
brain
controls
the
right
side
of
the
body.
By
letting
a
child
play
finger
puppets
with
you
and
crossing
over
the
middle
axis
of
your
body
you
are
letting
the
children
use
both
sides
of
their
brain,
helping
them
with
brain
development.
When
you
are
playing
finger
puppets
a
good
idea
would
be
to
ask
the
child
o
pick
different
emotions
for
each
puppet
you
use,
this
is
to
help
them
with
their
own
emotions,
and
seeing
how
to
express
them.
Using
regulating
attention,
emotion
and
behaviour,
increasingly
expressing
emotions
appropriately
and
also
focusing
attention
is
involved
in
finger
puppets
(Preschool
Emotional,
2.5
regulating
attention,
emotions
and
behaviour.
p.41).
Also
if
you
are
an
adult
leading
the
finger
puppets
the
children
are
using
Interacting
with
adults,
engaging
with
adults
in
activities
in
positive
ways
by
following
and
interacting
with
you
while
playing
(Preschool
Social,
1.9
Interacting
with
Adults.
p.
39).
Drew
Gregory
attention
to
what
is
happening
in
the
classroom
setting
along
with
using
language
to
communicate
needs
and
regulate
emotions
to
the
caregivers
around.
Having
a
temper
tantrum
around
other
children
in
the
classroom
setting
is
unacceptable
and
children
will
learn
that
with
time
to
come
(Preschool
Emotional,
2.4
Regulating
Attention,
Emotions
and
Behaviours.
p.41).
Physical:
When
a
child
is
off
to
preschool
almost
every
program
has
outside
time
everyday.
This
allows
children
to
build
up
their
gross
motor
skills
though
play.
Some
are
learning
how
to
ride
bikes
and
swing
on
swings.
There
are
great
examples
on
how
to
help
your
child
build
their
gross
motor
skills,
allow
them
to
explore
outside
and
try
new
things
they
are
constantly
developing
and
have
more
coordination
than
when
they
were
infants
allowing
them
to
me
more
capable
of
new
tasks
children
who
are
trying
new
things
such
as
running,
jumping
and
riding
bikes
are
pedaling
and
steering
riding
toys,
increasing
control
over
own
movement
skills
and
also
becoming
expressing
though
movement
(Preschool
Physical,
5.2
Gross
Motor
Skills.
p.53).
In
class
we
watched
a
video
of
a
preschool
child
having
two
full
glasses
of
liquid
in
front
of
them
in
the
same
container.
They
believed
that
each
container
had
the
same
amount
in
it,
after
they
expressed
what
they
were
thinking
the
adult
took
the
liquid
from
one
container
and
poured
in
into
a
much
taller,
skinner
container.
As
adults
we
know
that
there
is
the
same
amount
of
liquid
in
the
container
but
when
we
ask
the
child,
they
believe
that
the
skinner
container
has
more
liquid
in
it.
This
is
a
study
Piaget
came
up
with
called
a
conservation
task.
Piaget
wanted
to
determine
when
children
realize
that
important
characteristics
of
objects
remain
the
same
despite
changes
of
their
physical
state.
As
a
parent
you
may
want
to
conduct
this
experiment
whit
your
preschool
ages
child.
You
can
go
though
all
the
steps
with
them
and
let
them
express
what
they
feel
and
think
about
it
but
maybe
you
could
go
to
the
experiment
again
explaining
what
is
really
happening
helping
them
develop
Centration.
They
look
at
things
in
a
narrowly
focused
thought
in
the
preoperational
stage,
this
will
help
them
look
at
things
in
a
different
perspective
and
see
objects
in
a
different
way.
The
children
who
participate
in
the
experiment
are
using
Conflict
resolution
and
social
problem-
solving
skills,
Beginning
to
express
what
they
want
and
what
they
are
thinking
and
feeling
they
are
expressing
what
they
think
happened
to
the
liquid
and
how
they
believe
the
amount
moving
from
one
container
to
the
next
changed
(Preschool
Social,
1.2
Conflict
Resolution
and
social
problem-
solving
skills.
p.37).
They
are
also
expressing
Self-concept,
Identifying
what
they
can
do
and
what
they
have
yet
to
learn.
A
Preschool
child
is
telling
you
they
can
see
that
the
object
(liquid)
has
changed
and
they
still
have
yet
to
learn
even
though
the
physical
state
looks
different
they
amount
inside
is
still
the
same
(Preschool
Emotional,
2.1
Self-Concept.
p.40).
If
you
really
wanted
to
take
the
experiment
further
the
second
time
when
you
are
explain
how
things
really
work
you
could
have
the
child
dump
the
liquid
from
one
container
to
the
next,
so
they
can
really
see
and
feel
that
nothing
has
changed
except
for
the
shape.
This
child
would
be
using
their
Gross
motor
skills,
increasing
coordination
because
it
does
take
coordination
to
move
things
from
one
container
to
another
(Preschool
Physical,
5.2
Gross
Motor
Skills.
p.52).
Drew
Gregory
Reference
Page
Title
Page
Pictures:
My Virtual Child. Retrieved November 24, 2015, from
http://www.myvirtualchild.com/dashboard
Birth
to
6
months:
Kail, R., & Zolner, T. (2012). Physical Development in Infants and Toddlers. In
Children a chronological approach (pp. 125-127). Pearson Toronto.
Learning, B. (2014). Early Learning for Every Child Today A Framework for
Ontario's Early Childhood Settings. (pp. 18-20, 22, 24). Toronto: Government of
Ontario.
6
Months
to
18
Months:
EDUCARER.org WORLD OF INFANTS - AGES & STAGES - 6 - 18 MONTHS.
Retrieved November 28, 2015, from http://www.educarer.com/as-6-18.htm
Kail, R., & Zolner, T. (2012). Cognition in Infants and Toddlers. In Children a
chronological approach (p. 153,154,127). Pearson Toronto.
Learning, B. (2014). Early Learning for Every Child Today A Framework for
Ontario's Early Childhood Settings. (pp.18-20, 22, 24). Toronto: Government of
Ontario.
18
Months
to
2
Years,
6
Months:
Kail, R., & Zolner, T. (2012). Cognition in Infants and Toddlers. In Children a
chronological approach (p. 154). Pearson Toronto.
Learning, B. (2014). Early Learning for Every Child Today A Framework for
Ontario's Early Childhood Settings. (pp.18, 21, 23, 30-32, 35). Toronto:
Government of Ontario.
Drew
Gregory
2
Years,
6
Months
to
3
Years,
6
Months
Kail, R., & Zolner, T. (2012). Physical Growth in Preschool Children. In Children
a chronological approach (p. 213). Pearson Toronto.
Learning, B. (2014). Early Learning for Every Child Today A Framework for
Ontario's Early Childhood Settings. (pp. 38, 39, 41, 42, 47, 52). Toronto:
Government of Ontario.
Kail, R., & Zolner, T. (2012). Physical Development in Infants and Toddlers. In
Children a chronological approach (pp. 235, 239, 241). Pearson Toronto.
Learning, B. (2014). Early Learning for Every Child Today A Framework for
Ontario's Early Childhood Settings. (pp. 37, 38, 40, 41, 43, 48, 52. 53). Toronto:
Government of Ontario.