Learning and Development

1. Learning and Development Paraeducator Institute

2. Ice Breaker: Our common experience “Education is the process of helping everyone discover his or her uniqueness, to teach him or her how to develop that uniqueness, and then to show him or her how to share it…..” Leo Buscalia

3. Ice Breaker: Our common experience • Which teacher helped you grow and find your uniqueness? • Reflect • Share with one other person

4. Today’s Objectives • Understand the patterns of typical child development. • Understand the developmental foundations of the California Content Frameworks.

5. Today’s Objectives • Understand the external factors which influence learning. • Develop skills in formulating content strategies to support students with special needs.

6. Typical Growth and Development To understand different learning patterns among students, we must first recognize how typical growth and development proceeds. This allows us to know how to adjust our strategies and approaches to meet the needs of special education students. Hold high expectations and demand excellence

7. Typical Growth and Development We will look at how children develop generally. Then beginning at birth and going to late adolescence we will look at motor, language, social and cognitive growth.

8. Overview of Typical Development • Certain communication, motor, and social developmental milestones are reached from birth to age 5.

9. Overview of Development • For most children, a concrete approach to learning is more successful until ages 10-12. • After this age, most children are able to handle more abstract concepts.

10. Overview of Development • Certain developmental tasks are achieved during adolescence that often impact learning. -Adjustment to physical changes -Development of independence from parents -Establishment of social relationships with peers of the same or opposite sex - Preparation for a meaningful vocation

11. Typical Motor Development: Birth to 5 18 months to 24 months -Runs -Kicks a ball -Builds a cube tower

12. Typical Motor Development: Birth to 5 2 to 3 years -Jumps off a step -Rides a tricycle -Uses crayons -Builds a 9-10 cube tower

13. Typical Motor Development: 3 to 4 years of age -Stands on one leg -Jumps up and down -Draws a circle and a cross (4 years) -Self Sufficient in many routines of home life

14. Typical Motor Development: 4 to 5 years of age 4 to 5 years -Skips -Broad jumps -Dresses Self -Copies a square and triangle

15. Typical Language Development: Birth to 5 18 to 24 months -Vocabulary develops (200 words or more) 2 to 3 years -Short sentences -Controls and explores with language -Stuttering (may appear briefly)

16. Typical Language Development:4 to 5 years of age -Speaks clearly -Uses adult speech sounds -Has mastered basic grammar -Relates a story -Knows over 2000 words at 5 years of age

17. Typical Language Development: 6 years of age Language at age 6 -Mastery of some beginning consonants -Concepts of 7 -Should be able to tell a connected story about a picture -Can see relationships between objects and happenings

18. Typical Language Development:7 years of age -Mastery of consonants -Handle opposite analogies easily -Understands such terms as: alike, different, beginning, end -Able to tell time to the quarter hour -Simple reading -Writes or prints words

19. Typical Language Development:8 years of age -Can relate involved accounts of events. -All speech sounds, including consonant blends should be established. -Reads with ease. -Writes simple compositions. -Uses social amenities appropriately. -Follows complex directions. -Has well developed time and number concepts.

20. Typical Social Development:18 to 24 months of age -Obeys limited commands. -Feeds self.

21. Typical Social Development: 2 to 3 years -Uses “I”, “me”, “you” -Copies parents actions -Dependent, clinging, possessive about toys -Parallel play with other children (playing along side other children) -Negativism, resists parental demands (enters the terrible twos!) -Gives orders

22. Typical Social Development: 3 to 4 years -Likes to share -Uses “we” -Cooperative play with other children -Imitates parents -Beginning of identification with same sex parent -Intense curiosity in other children’s bodies -Imaginary friend

23. Typical Social Development: 4 to 5 years -Prefers to play with other children -Becomes competitive -Prefers gender appropriate activities

24. Table Discussion Early Milestones

25. Typical Cognitive Development: 7 to 11 years of age -Shows evidence for logical organized thought. -Can perform multiple classification tasks. -Thinking becomes less egocentric. -Is capable of concrete problem solving. -Exhibits reversability (3+4=7 and 7-4=3). -Can sort unlike objects into logical groups (e.g., animals, toys, & food may be sorted on the basis or color or size).

26. Typical Cognitive Development:11 to 15 years of age -Thought becomes more abstract -Can incorporate principles of formal logic. -Can generate abstract propositions, multiple hypotheses and possible outcomes. -Thinking becomes less tied to concrete reality.

27. Table Discussion Typical Growth & Development Cognition

28. 4 Questions facing adolescents • Who am I ? (social role and sexuality) • Am I normal ? (Do I fit in with a certain crowd?) • Am I competent? (Am I good at something that is valued by peers and adults?) • Am I lovable and loving? (Can someone besides Mom and Dad love me?)

29. Developmental Goals of Adolescence • Develop new levels of trust and closeness with peers. • Gain independence from parents and achieve new status within the family. • Develop a sense of personal identity. • Move toward autonomy in the larger world.

30. Typical Physical/Emotional Development: Early Adolescence 9 to 13 years of age -Significant physical and sexual maturation -Intense concern with body image -Growing independence in decision-making

31. Typical social/behavioral development: Early Adolescence -Increasing influence of peers -Feelings of attraction toward others begins -Experimenting with new ways of behaving begins

32. Typical Physical/Emotional Development: Middle Adolescence -Continuing physical/sexual changes -Less concern with body image -Development of sense of identity -Exploration of ability to attract partners begins

33. Typical Social/Behavioral Development: Middle Adolescence -Enormous influence of peers/school environment -Increase in sexual interest -Risk-taking behavior

34. Typical Physical/Emotional Development: Late Adolescence -Physical/sexual changes complete -Greater acceptance of physical appearance -Sense of identity established

35. Typical Social/Behavioral Development: Late Adolescence -Family influence is more in balance with peer influence. -Serious intimate relationships begin to develop. -Transition to work, college, independent living begins. -Capacity for realistic risk assessment develops.

36. Reaching the Goal: Tips for Adults Give them a chance to reflect on who they are. A way to do this is to engage then in non-threatening questions such as: • Who do you admire? • What do you like to do in your free time? • What do you consider to be your strengths? • What have you done that you feel proud of?

37. Reaching the Goal: Tips for Adults • Casually show rational decision-making strategies, such as discussing how someone you know defined a problem, generated options, anticipated outcomes, and made a decision. • Discuss ethical and moral problems that are in the news.

38. Reaching the Goal: Tips for Adults Encourage them to: -take more responsibility in schoolwork and school-related activities -hold summer jobs -develop future goals -get involved in community activities -examine career/educational options

39. Reaching the Goal: Tips for Adults • Show warmth and respect. • Show serious interest in their choices and lives. • Attend to the changes they are experiencing. • Implement clear standards of discipline and close supervision. • Communicate high expectations for achievement and ethical behavior. • Use democratic ways of dealing with conflict.

40. Application Exercise Leticia Joe Kate Ethan

41. Developmental Aspects of the California Content Frameworks

42. Developmental Aspects of the California Content Frameworks

43. Organization of the Framework • Introduction • Grade level expectations • Standards

44. Developmental Aspects of the Content Frameworks (Activity) • The content of classroom instruction is based on the California Content Standards. --A copy of introduction to a specific grade level for either a Language Arts or Math framework is being distributed. --In groups of 2 to 4, review the introduction and discuss the questions on the next slide.

45. Questions: Examine the Packet • How is the developmental information presented earlier used in the Framework? • Do you think any skill or concept is too hard or too easy? • How can you use this information when working with the students in your classroom?

46. Important things to consider when using content standards • There should be a common understanding of the meaning of the standard among those instructing students. • Students must know what the standard means and what performance is expected.

47. Important things to consider when using standards • Students must understand the relationship between the standards, what they are taught and the assessments they take. • Student work should be “graded” based on providing feedback on how they are learning the standards—this is called a rubric.

48. Some additional things that influence learning Even in a classroom that is considering: -what is appropriate developmentally to ask of students -and which teaches to standards -and which has high expectations there are still some additional influences on how students learn………

49. How do Children Learn? What goes on in the learning process? IMITATION -Children imitate and model what adults do and say.

50. How do children learn? What goes into the learning process? IMAGERY-MENTAL PICTURES Mother said, “The painting is nice.”