CHAPTER 2 – DEVELOPMENTAL AND LEARNING THEORIES
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Learning Objective Examine historical and theoretical frameworks as they apply to current early childhood practices.
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NAEYC STANDARDS
The following NAEYC Standard for Early Childhood Professional Preparation are addressed in this chapter:
Standard 1: Promoting child development and learning
Standard 5: Using content knowledge to build meaningful curriculum
Standard 6: Becoming a professional
PENNSYLVANIA EARLY CHILDHOOD EDUCATOR COMPETENCIES
Child Growth and Development
Families, Schools and Community
Curriculum and Learning Experiences
Observation, Screening, Assessment, and Documentation
Communication
Professionalism and Leadership
NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN (NAEYC) CODE OF ETHICAL CONDUCT (MAY 2011)
The following elements of the code are touched upon in this chapter:
Section I: Ethical Responsibilities to Children Ideals: – I-1.1 through I-1.11
Principles: P-1.1, P-1.2, P – 1.3, P-1.7
Section IV: Ethical Responsibilities to Community and Society
Ideals: I:4.1, I-4.6, I-4.8
PREVIEW
This chapter begins with the developmental and learning theories that guide our practices with young children who are in our care. The theories presented in this chapter help us to better understand the complexity of human development. The chapter concludes by looking at some of the current topics about children’s development that inform and influence the field. With this valuable insight, we can acquire effective strategies to support the whole child – physically, cognitively, and affectively.
Quotable:
“It is easier to build strong children than to repair broken adults.”
– F. Douglas
WHAT IS A THEORY AND WHY IS IT IMPORTANT?
As with the historical perspectives that were discussed in Chapter 1, theories provide varied and in-depth perspectives that can be used to explain the complexity of human development. Human development is divided into 3 main areas: Physical, Cognitive, and Affective. Together these address the development of the whole child.
Physical-motor development – this includes our gross motor, fine motor, and perceptual-motor.v
Cognitive or intellectual development – this includes our thoughts and how our brain processes information, as well as utilizes language so that we can communicate with one another.vi
Affective development – this includes our emotions, social interactions, personality, creativity, spirituality, and the relationships we have with ourselves and others.vii
All three areas of development are of critical importance in how we support the whole child. For example, if we are more concerned about a child’s cognitive functioning we may neglect to give attention to their affective development. We know that when a child feels good about themselves and their capabilities, they are often able to take the required risks to learn about something new to them. Likewise, if a child is able to use their body to learn, that experience helps to elevate it to their brain.