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CHILD GROWTH AND DEVELOPMENT * 4 HOURS * LEVEL 2


Introducing Growth, Development, and Diversity
Introduction to Development and Individual Needs
Course Menu

Page 3


All humans have common needs.  
Our emotional, social, intellectual, physical and health needs must be satisfied in order for us to grow, learn and thrive.  Research tells us that:
  • Learning starts with families and in communities.
  • Children learn through relationships, play, and active exploration.
  • Every child and family has unique gifts and abilities.
  • Children learn best when they are healthy, safe, and free of hunger.
  • Learning is interrelated and builds upon prior learning and development.
  • Young children can learn more than one language.
  • Building “executive function” (the command and control center of the brain) is crucial for development and learning.
  • Children learn in and through their environment. 
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Developmentally Appropriate Practices
The National Association for the Education of Young Children (NAEYC) provides care providers with guidelines for applying research directly to practice.  The guidelines are referred to as Developmentally Appropriate Practices, or DAP.  

There are three core considerations for DAP:
  1. Knowledge of child development and learning helps us decide which experiences are best for children at specific times in their lives. 
  2. We learn about each child’s interests, abilities, and progress when we continually observe a child’s play and interactions.
  3. By getting to know the children’s families and learning about the values, expectations, and factors that shape their lives at home and in their communities, we will be able to provide meaningful, relevant and respectful learning experiences for each child.

Teachers help ensure Developmentally Appropriate Practices when they intentionally meet young children where they are developmentally, and help the children achieve learning goals that are both basic and challenging. 

Milestones
Developmental milestones are “an action or ability marking a significant stage in development.”  These markers of development:
  • Are specific skills that are usually achieved by a certain age.
  • Occur in all developmental domains-- physical, social, emotional, intellectual and cognitive.  
  • Are used to measure children’s achievements and needs, giving families accurate feedback on their child’s development.


Red Flags 
Red flags are warning signs that development may be delayed or atypical.  These red flags are noticed when children don’t meet milestones as expected.  Each child’s development is unique and develops in a continuum.  But if a child shows a pattern of not being able to do things that most other children are doing at the same age, it may indicate that further assessment is needed.  Red flags are cause for action but not alarm!  Children benefit most when caregivers can identify potential delays and signs of challenges as early as possible.  Remember it is not your role to diagnose children but to refer them for further assessment and possible early intervention.

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  • Differences in Development

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Successful Solutions Training in Child Development
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Copyright 2019.  Successful Solutions Professional Development LLC.  All Rights Reserved.
Student support 7 days a week, including most holidays! 

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Holidays                      9  am – 8  pm
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Registrations that are submitted after enrollment hours will be processed the next morning.  You will receive an email with your log-in information to access the course within an hour after we open the next business day.

  • Child Care Training
    • A-B >
      • 123 Dance with Me
      • A Directors Guide
      • A Teachers Guide to Pinterest
      • A Vaccination Conversation
      • All Aboard: Creating an Inclusive Classroom
      • Art and Sensory Experiences for Infants and Toddlers
      • Art Integration
      • Back to School Transition Tools
      • Basic Sign Language in the Classroom
      • Basic Signs for Babies and Toddlers
      • Beyond the Classroom: Engaging Families
      • Block Play for Infants and Toddlers
      • Bright Minds ​STEM Play for ​Infants and Toddlers
      • Building Community Through Circle Time
    • C-D >
      • Chicka Chicka Boom Boom in the Classroom
      • Child Abuse and Mandated Reporting in Washington
      • Children and Nature
      • Classifying and Sorting
      • Cooking Up Fun
      • Developing Minds and Bodies Tummy Time for Infants
      • Dream Team Successful Teambuilding
    • E-I >
      • Easing Separation Anxiety
      • Executive Function
      • Exploring the Magic of Harry Potter
      • Fantastic Mr. Dahl
      • Guide to Goosebumps
      • Infant and Toddler Temperament
      • Introduction to Planning Activities
    • K-M >
      • Keeping Children Safe and Healthy
      • Managing Your Time
      • Math Exploration
      • Mildred D. Taylor and Cultural Awareness​
      • Mindful Leadership
      • ​Motivating Morale Keeping Staff Around
      • Music and Movement for Infants and Toddlers
      • My Brain Craves Action
    • N-P >
      • Nap Time
      • Operation Military Families
      • Ouch Infant and Toddler Biting
      • Picture This
      • Positive Strategies for Classroom Management
    • R-U >
      • Reinforcement and Redirection
      • Simple Science
      • Spanish in the Early Childhood Classroom
      • Speech and Language Milestones
      • Supporting Families with Special Needs
      • Supporting Self-Esteem
      • Teaching with Tolkien
      • The Child's Developing Brain
      • The Infant and Toddler Classroom
      • The Infant and Toddler Teachers Role
      • The Wonderful Author of Oz
      • Theories of Child Development
      • Understanding Autism
    • V-Z >
      • Where the Wild Things Are
      • Worldwide Art
      • Yoga with Children
  • Need Help
    • About Us
    • Certificates
    • Lesson Plans for Young Learners
    • Terms of Use