Scope of the midterm exam:

1. Infant development
2. Brain development
3. 3 Rs
4. 10 Principles on the Philosophy of Respect
5. Essential elements of infant and toddler programs
6. Domains of development

1. INFANT DEVELOPMENT

Children’s experiences in their first five years have been shown to have a significant impact
on their developmental outcomes later on.

As a result, it is important for parents and those who work with children to understand exactly
what happens during these early stages of development.

This allows them to meet a child’s needs effectively, and ensure that they have the best start
in life.

However, research has shown that only 25% of parents recognise the importance of the first
five years; additionally, teacher training does not adequately cover the early years, despite the
fact that children are still within this period when they begin school.

This lack of awareness on both parts could cause failures to provide the best environments for
children, and their progress could be limited.

What are the 5 Stages of Child Development?

Development describes the way a child grows, changes, and develops skills – not only physically,
but also socially, emotionally, cognitively and communicatively.

Child development can be broken down into five stages:

Newborn (0-3 months)

Infant (3-12 months)

Toddler (1-3 years) 4. Preschool age (3-4 years)

5. School age (4-5 years).

At each of these stages, children reach different milestones (also known as ‘characteristics of a
stage’
What are the Characteristics of Child Development Stages?

At each stage of development, children gain skills in four main domains. These domains are:

The communication and speech domain.

Children have to learn to communicate with everyone around them.

As well as learning the language, they learn about taking turns in conversation, and how to
categorise the world around them.

This can be extremely difficult, and leads to interesting errors; for example, when a child learns
that a round object is a ‘ball’, they have to work out if that means everything round is also called
a ball. Is the moon a ball, and why not?

It takes time to understand what separates one word from another.

The physical domain.

The body increases in skill and performance over time, going through gross motor development
(learning to use large muscles, such as the arms and legs), and fine motor development (learning
to use muscles to make precise movements, such as the hands and fingers).

The social and emotional domain.

Children’s identities, self-images and perceptions of feelings evolve as they grow. They also
develop relationships with others, and learn how to socialise and follow social etiquette.

The cognitive domain.

‘Cognitive processes’ are higher-level functions of the brain, including thinking, knowing,
remembering, judging, and problem-solving.

As they develop, children increase their understanding of the world, improve their memory, gain
better concentration, and refine their problem-solving skills.

All of these areas of development interlink at every stage – children can’t progress in one area
without progressing in another.

Progressing Through the Milestones

The milestones that are met across domains in each stage have been determined by a large
amount of research.

They are intended to help parents and those who work with children to understand what to
expect, so that they can identify any delays or problems and provide adequate support
accordingly.

However, it is important to note that the stages of development are best thought of as a
general guide.
 Development does tend to happen in the same order for every child (for example, you need to
learn to stand before you learn to walk), but the timeframe is flexible.

Differences between children are usually nothing to worry about; like in other stages of life,
everyone is different.

Development depends on many factors, such as the child’s environment, health, genetics, and
family background (including how supportive their family is).

Why is Early Child Development Important?

The reason that early child development is so critical is that it lays down the foundations for
the rest of children’s lives.

The brain is at its most receptive during the first five years, which leads to early experiences
having a huge impact on the development of neurological connections.

This influences children’s brain functioning throughout their lives.

More specifically, early child development has a direct impact on children’s behaviour, social
skills, emotional boundaries, ability to form close relationships, school readiness and level of
achievement, even into adulthood.

As a result, it is important for parents and those who work with children to support and encourage
development in all domains.

All children learn more if the adults around them make a purposeful effort to help them.

Think of cognitive development, for example; children can only learn the names of different
colours or animals if they have been told them. In terms of communication, they can only learn
new words if they are talked to frequently – there is a direct link between the rate a child’s
vocabulary develops at and the amount the mother talked to the child in the first year (Bee,
1984).

Positive behaviour also needs to be promoted in the early years to ensure that they understand
what is expected of them in society.

Consequences of Unmet Developmental Needs

If children’s developmental needs are not met, this can impact them in the form of future
mental health problems and deep-rooted issues.

Studies have shown that children who were not provided with enough mental stimulation are
prone to behavioural issues, low self-esteem, poor attention and insecurities which can last well
beyond childhood.

A common developmental issue that has become evident is that children are failing to acquire
language and social skills in the way that they normally would.

Technology, such as computers and handheld devices, has caused this.

 Many parents believe that playing ‘educational’ games or watching ‘educational’ TV for hours every
day helps to develop children’s communication and cognitive skills.

However, this is not the case; research has shown that interaction with their parents and other
humans in the first five years is far more educational, and is vital for children’s development.

Time spent using electronic devices takes away from time spent having real interactions,
causing a negative impact on children’s development.

2. BRAIN DEVELOPMENT

Early years brain development

In the first years of a child's life, their brain development will create the foundations for all
learning and development later in life.
While genetics provide the initial 'map' for development, it is everyday experiences and
relationships that shape a child's brain.
A baby's brain begins developing before birth and, in the early years, significant 'wiring' occurs
within the brain, effectively programming the child's development. Between 2 to 6 months a
baby will learn about emotions through watching how you react to them when they coo, cry,
smile or yell.

Making important connections

In the first 9 months, a baby's brain is forming connections between what they see, hear,
taste and feel.
From 9 months to 12 months, a baby will become increasingly vocal, as their understanding of
emotions develops.
By the age of 3, a child has around 1,000 trillion brain connections (synapses), the most they
will ever have in their life, as these are 'pruned' in later development.
These initial brain connections are formed as a result of the everyday experiences,
relationships and care a child receives in their early years, and will provide the foundations
for further brain development later in life.

What you can do

 Parents, caregivers and family members play an important role in the ongoing development of
a child.
 Providing a safe and caring environment for your child and engaging with them through talking,
reading and playtime has a great influence on their early development.

Community and learning environments can also play a key role in supporting optimal development
through providing support, learning opportunities and social experiences.

 Essential brain development occurs in the first years of a child's life.

 When you look at the years in which the main brain development is made and the effect this
development has in schooling and later years, the importance of positive experiences in the
early years is clear.
 As a parent or guardian, you can support your child's early development by providing a safe
and nurturing environment with learning opportunities and minimal stress.

Ante-natal

➢ Your child's brain has already started developing. All 5 senses begin to function before
birth. During this time, prenatal sensory experiences help shape the brain and nervous
system.

2–6 months

 Significant 'wiring' of the brain occurs in the first years of a child's life and your baby's
brain is developing as a result of the experiences and relationships they are exposed to each
day.
 Babies learn emotions through observing their parents and caregivers, and how they react to
various movements and sounds such as crying, yelling, smiling and cooing.

6–9 months

 By 9 months your child's brain has already undergone a rapid growth spurt that helps form
connections between what they see, hear, feel and taste.
 Playtime and interactions with parents and family members provides key learning
opportunities for early development.
 3 years

 By 3 years of age a child's brain has around 1,000 trillion brain connections (synapses).
 The early years are a rapid period of brain development which can be fostered by positive
relationships with parents and optimal community environments for families and children.
 Engaging with your child and providing a safe environment and physical care to your child has
a significant impact on your child's development.

3–5 years

 By school, a child's brain development is built upon the now solid foundation created in the
first 5 years.
 It is more difficult for children to take advantage of learning environments, such as school,
if they have not had optimal early learning experiences or a nurturing home environment.

Adolescence

 When adolescence is reached, brain synapses will number around 500 trillion, a figure that
remains relatively steady into adulthood.
 The brain development prioritizes the connections used most often, resulting in 'pruning' of
the brain networks and circuits.

3. 3 R’S

Research shows three important processes shape young children’s development and early
learning. We refer to these processes as the 3R’s of Early Learning: Relationships,
Repetition, Routines.
These processes are important because they focus on how children learn in addition
to what they learn.

Relationships

Nurturing and responsive relationships are the foundation for healthy development and early
learning.
From the time they are born, children have thousands of interactions each day with their
caregivers, other family members and other adults in their lives such as practitioners in early
education and care programs.
Toddlers and preschoolers also have many interactions with other children.
When children have consistent and positive interactions with others, they are experiencing
relationships that support their brain development and their learning.
Key points

• Loving, stable and responsive relationships are fundamental to your child’s development.
• Through relationships, children learn how to think, understand, communicate, behave,
express emotions and develop social skills.
• Playing with your child strengthens your relationship and encourages your child to explore,
observe, experiment and solve problems.

• Relationships let children express themselves – a cry, a laugh, a question – and get something
back – a cuddle, a smile, an answer. What children ‘get back’ gives them very important
information about what the world is like and how to act in the world – how to think, understand,
communicate, behave, show emotions and develop social skills.
• For example, when your baby babbles and you respond in a warm, loving and gentle way,
you’re helping your baby learn about communication, behaviour and emotions.
• When you respond, you’re also making your child feel safe and secure, and building a strong
relationship between the two of you. And when your child feels safe and attached to you, your
child is more likely to have the confidence to explore their world.
• Exploring the world gives your child new experiences. Your child needs the stimulation of
these experiences to learn how to think, communicate, react and socialise. The more
experiences your child has with you there to support them, the more your child grows and
thrives

Your relationships with others

It’s not just the relationship between you and your child that shapes development. It’s also your
relationships with others.

The way you behave and communicate with other people – for example, your partner, family members,
friends and carers – shows your child how to be and behave with others.

It also shows your child how other people will behave in return. If your child sees kind and respectful
relationships around them, your child learns to be kind and respectful with others.

Why play is important for development and relationships

In the early years, your child’s main way of learning and developing is through play.

Play is fun for your child. It also gives your child an opportunity to explore, observe, experiment,
solve problems and sometimes make mistakes.

Your relationship helps your child get the most out of play. That’s because your encouragement
gives your child confidence to explore, experiment and make mistakes. Lots of time spent playing,
talking, listening and interacting with you also helps your child learn key life skills, like communicating,
thinking, solving problems, moving and being with other children and grown-ups.
And when you play with your child, it builds your relationship. Spending time playing together sends
your child a simple message – you’re important to me. This message helps your child learn about who
they are and where they fit in the world.

Play and relationships in action: the peekaboo example

A simple game of peekaboo is a great example of how relationships, play and time together help with
all areas of child development.

When you play peekaboo with your baby, you hide your face behind your hands and pop out again. Your
baby probably reaches out to you, giggles and smiles. Your baby’s saying, ‘Keep playing – this is fun!’
You keep going, and your baby is happy. But after a while, your baby might look away. That’s your
baby’s way of saying, ‘Enough play for now’. You know it’s time to take a break.

This peekaboo example shows that your baby wants to play with you, which means your baby is
attached to you. And attachment is a sign of healthy social and emotional development.

Also, when your baby squeals and reaches out to you to say, ‘Let’s play!’, this shows your baby
developing language and gross motor skills. And when you respond, it encourages your baby to keep
communicating with you.

Peekaboo helps with your baby’s thinking too. Your baby learns about what comes next when you
disappear and then reappear.

And when you respond to your baby’s cues for more play or for a break, your baby understands that
they can trust you. This helps your baby to feel safe, loved and secure.

Repetition

Have you heard the adage: “practice makes perfect?”. In early childhood, repetition forms the basis for
learning, skill development, and accomplishment.

Think about when a child first learns to walk. They begin by crawling, then repeating the action of
standing and toddling, before they master the ability to walk.

A child must first learn fundamental skills before they can acquire speed, increased confidence, and
mastery. It is through repetition that possibility becomes ability.

Children benefit from repeated opportunities to learn.

For example, hearing a caregiver use a word repeatedly or having many opportunities to crawl
toward a favorite toy or person helps children learn new skills or master ones they have
learned.
Some children might need more repetition or practice than others.
 For all children, repeated learning opportunities within everyday routines help build
connections in the brain that advance development and learning.

What is repetition?

Repetition doesn’t necessarily mean reading the same story, or completing the same activity, over and
over again. Instead, repetition refers to any form of work that provides the child with opportunities to
practice a skill or knowledge area.

Repetition comes in many forms. This may include reading the same story one hundred times, learning
extensions and games that repeat the same skill, peer tutoring, or passively observing a lesson or activity
completed by another child.

Repetition may also come from routine or the environment. Knowing what to expect, and having things
happen in an ordered way, helps children to know what to expect and feel at ease.

When the environment is predictable, a child feels safe and secure, which establishes the optimal
environment for learning.

The science behind repetition

Learning requires electrical energy to create neural connections. The less ‘automatic’ something is, the
more energy is required to create the connection.

In adults, these neural connections are well developed based on previous experience, repetition and
practice. This allows them to do things like driving a car, or doing basic maths, by expending very little
effort.

In children, these neural connections are only beginning to be formed. Repetition is a necessary building
block that allows them to strengthen the connections in the brain that help them learn.

Why is repetition important?

• Repetition helps to strengthen the brain’s neural processors for learning

• Repetition teaches children to practice, master and retain knowledge

• Repetition provides the opportunity for practice and reinforcement

• Repetition is needed for skill mastery and success

 • Children learn through repetition and memorisation

• Children learn self-discipline and critical reflection through repetition

• Through repetition of movement, coordination is improved

• Through repetition, children learn to differentiate variations and differences in the world

around them

• Through repetition, children develop the confidence to progress

• Repetition teaches children to internalise concepts

• Higher order repetition such as synthesis, analysis and application develop the child’s

intelligence
Supporting repetition at home

Provide the opportunity for repetition

You can support your child by providing them with opportunities to repeat activities that interest them.
During play time, don’t encourage them to pack away if they are in the middle of activity. Allow them as
much time as possible to complete the activity.

Learning extensions
Encourage learning extensions based on repetition of your child’s favourite story, movie, activity or song.
Invite your child to repeat the activity, and extend by drawing pictures, reflecting on similarities and
differences, and encouraging them to pre-empt words or actions. This repetitive learning will help them
to forge the neurological connections they need for more complex learning.

Multi-sensory instructions
Promote repetition using multi-sensory instructions. Ask questions such as: “What does it look like?”
“What does it smell like?” “What does it sound like?” These instructions will encourage your child to
retain new information.

Self reflection
Reinforce the positive aspects of repetition by asking your child about what they enjoyed doing at
preschool throughout the day. On your way to preschool the next day, remind them about what they
enjoyed the previous day. This will encourage them to self-reflect, which will assist them in learning
things more completely and quickly.
Repetition in learning is one of the most important fundamentals in child development. To support and
reinforce this important building block of neurological connections, save up some extra patience for those
days when your little one wants to read “Possum Magic” for the umpteenth time. Trust in your child’s
internal development drive that repetition is what they need to learn and succeed. It will pay off!

Routines.

Relationships and repetitions should occur in the context of everyday routines and activities.
Routines are predictable and often have several steps (e.g., changing a diaper).
Activities can occur within a routine (e.g., playing a game of peek-a-boo during a diaper change)
or they can stand alone (e.g., painting at an easel with a friend).
Everyday routines and activities provide opportunities for children to practice skills or learn
new skills when and where they are meaningful and useful.
Some routines and activities happen at home, while others happen in the community or in early
education and care programs.
Many happen in more than one place, so children have repeated opportunities to engage in
nurturing and responsive relationships.
This also means they have repeated opportunities to practice skills in different places and
with different people or with different toys or materials.

Reasons for a schedule

Children — even young toddlers — thrive on routines. And this isn’t just some new parenting tip; it’s
actually backed by science.

For example, in 2018, researchers who reviewed studies on bedtime routines in young children found
that sticking to a schedule (snack, bath and brushing teeth, reading stories, cuddling) appeared to
promote better nighttime sleep.

Perhaps even more interesting is that bedtime routines support children’s overall development and
sense of well-being.

Experts share that schedules create a sense of safety and confidence because they make a child’s
environment predictable. When kids know what’s coming up in their day, there’s order and familiarity.
Instead of wondering what’s next, a child can focus on learning and mastering new skills.
Toddlers are especially capable and, at times, demanding because they want to do things (OK, all the
things) on their own.

When tots have a framework for the day, they feel more comfortable expressing this budding
independence and may even go through transitions (leaving the park, going down for a nap, etc.) with
less protest.

4. 1O PRINCIPLES