Physical domain refers to the physical development of the child. Activities that causes children to use their fine and gross motor skills would be physical development. When children brain grows, they have the ability to develop new physical skills. Activities like running, jumping, skipping etc, helps to stimulate brain growth in children. 

Social-Emotional refers to the development of emotions and response of the child. When children take risks and fail, it helps to build their confidence and independence. Cooperative play, helps children build relationships. Games that children have to share, or team up with other children, is important for social-emotional development. Teaching children to say please and thank you, stop and no, is also an important part of this development. 

The cognitive domain, refers to the intellectual development of the child. Children develop their cognitive skills by thinking. Using the information they already know, with new information, they try to make sense of their world. 

Language/literacy refers to the etc, helps children develop language and communication skills. Activities like reading, singing, using big vocabulary supports this development.

I noticed in Ms. Yvonne’s classroom, there were multiple centers and activities that support children across all or the four domains. At the table for painting, children can develop their fine motor skills. Using different sizes of the painting brushes, children are learning to grasp, strengthen and coordinate their hand. 

The library is needed for the development of the child’s language and literacy skills. 

In the artice “The Art of Being Present”, Greene states that it is the educators duty to observe what needs to be observed but teachers  should not force their interpretations on children. In Ms.Yvonne’s video, the children used their cognitive thinking skills to make observations about a pumpkin. When the children would ask questions about the pumpkin, Ms. Yvonne wouldn’t answer the questions for the children, but allowed them to answer their own questions, through observation. 

Holly-Squashic-week-1_development-domains

This week, we will delve into how developmentally appropriate practice shapes intentional curriculum planning in early childhood education. We will also explore the importance of nurturing creative thinking in young children.

Read:

•  Copple & Bredekamp (2006) Basics of Developmentally Appropriate Practice, pp. 3-21
• Greene (1984) The Art of Being Present

Now review the powerpoint on Early Childhood Development.

Watch the video Walking Alongside the Learner: Curriculum in Yvonne’s Pre-K Classroom. As you watch, think about how Yvonne Smith intentionally creates experiential learning opportunities as children explore the materials in the classroom. where children are discovering how to be learners. Consider how each student’s curiosity and internal motivation guides them into learning behaviors as they discover how to be learners.

Now, watch the video again and this time, as you watch, observe how Yvonne Smith supports her students’ developmental growth across the domains:

• Physical
• Social-Emotional
• Cognitive
• Language/Literacy

Document each time you notice children working on skills in one of these domains. Some of the experiences you observe support multiple domains; record each of the skills children are developing through the experience.

For this week’s assignment

1. Define each developmental domain in your own words.
2. Choose two examples of activities you observed in the video and describe how the activities support development in that domain. 
3. Explain how Yvonne Smith teaches her students “how to notice what there is to be noticed” (Greene, 1984, pg. 133).