Page 1 of 3 MODULE: Principles of Child Development - Vermont ...

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MODULE: Principles of Child Development and Learning LENGTH: 12 hours
DESCRIPTION: This module focuses on the relationship between child development and the learning
environment. Creating an inclusive environment is also addressed.
NOTE: this module requires the participants to be observed outside of class, while working with children.
See ASSIGNMENTS below.
OBJECTIVES: This module is designed so that participants will acquire the knowledge and skills needed to:
• use child development theory and research to identify the essential components of inclusive early
childhood (birth- 5 years) learning environments
• create inclusive learning environments that are responsive to the needs, strengths and interests of
children
• understand and recognize the typical and atypical development of young children
• use space, interactions, schedules and materials to construct an environment that encourages play,
exploration and learning
• describe how children acquire knowledge through play, interactions and documentation
• use observation and documentation to create and adapt the learning environment
• use the Vermont Early Learning Standards (VELS) as a guide for curriculum and program planning
• identify community resources that offer support to children with developmental and or health
challenges
LEVEL 2 Early Childhood CORE COMPETENCIES: Core Knowledge Areas and subheadings
Child Development: How Children Develop, Influences on Child Development, Individual Variance
Teaching and Learning: Interactions, Learning Environment, Curriculum and Content, Assessment
CDA SUBJECT AREA(S)
2. Physical and Intellectual Development
8. Principles of Child Development and Learning
OUTLINE:
Beginning Activities
• Discovering Individual Patterns of Growth: Ask participants to line up in a continuum (youngest to
oldest) in response to questions such as, age at of obtaining a drivers license, age first lived on your
own, age you got your first paying job, etc. Notice these differences and relate them to children’s
unique patterns and timing of growth/development.
• What is included in the learning environment? Group brainstorm (generate: physical space,
furnishings, routine, transitions, structure of the day/schedule, relationships, materials, curriculum,
accessibility/adaptations…) Discover together what children learn from each of these aspects of the
environment.
• Why and How to Observe: Brainstorm the purpose of observation and strategies for observation.
Topics
• Child Development Theories (see Resources below and Northern Lights website -Level II grid )
• Relationship between child behaviors and the learning environment
• Inclusive environments & identifying and supporting children with special needs (may use developed
curriculum posted on Northern Lights website- Level II grid)

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• VELS overview
• Open Ended Materials and VELS. This portion of the module can be met using one or more of the
following options (see Level II grid)
o Northern Lights Opened Ended Materials Curriculum
o Working with Clay
o Planning creative art experiences (focus on process)
o Creative movement/Yoga
o Sensory table
o Beautiful Stuff - see Resources below
ASSIGNMENTS: Assignments will encourage reflection and help learners connect knowledge to practice.
Assignments have been aligned to specifically support professionals preparing a CDA Credential portfolio
(as noted below) as for the Level II portfolio review process. However, the assignments will benefit all
class participants in their work with young children.
Observation of the Practitioner A requirement of this Module is that the student is observed working
with children, outside of class. Use this form Observation of the Practitioner II to guide the observation.
In addition, here is Guidance for the course Instructor, Sponsor and Observer about this module
component.
Resources for children with special needs Collect contact information for local 2 agencies that provide
these services. (CDA)
Collect open-ended materials and bring them to class
Design and implement an activity with children using open-ended materials. Observe and then
document how the children interact with the materials and each other. Reflection- what did you notice?
What did you learn about the children? How was it successful? What were the challenges? How might
you change or extend the experience? (this can be started in class by observing a video and/or doing a
role play with half the class ”playing” and half the class observing and documenting)
Adapting the environment (can be done in class as small group discussion or as a written assignment)
Using the activity/exploration completed by the class participants, set up a scenario that introduces a
child with a developmental challenge. Ask the class participant to think about how they would need to
adapt the experience for that child.
RESOURCES: (Books, Articles, Websites, Guest Speakers)
ARTICLES
• Thinking Guide to Inclusive Child Care see Level II website grid
BOOKS
• Places for Childhoods; Making Quality Happen in the Real World- Jim Greenman
• Living Designs- Curtis and Carter
• Devereux Early Childhood Assessment (Environmental Checklist posted on website in VELS social
emotional section).

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• Beautiful Stuff! Learning with found Materials - Topal and Gandini
• Developmentally Appropriate Practice - Bredekamp NAEYC
• Guide to Vermont Early Learning Standards (VELS) (also on VT Department of Education website:
http://education.vermont.gov/new/html/pgm_earlyed/pubs.html
• Theories of Childhood-Carol G. Mooney
WEBSITES
• Barriers to Inclusive Child Care: Research Study Findings and Recommendations
from West Ed http://www.wested.org/cs/cpei/print/docs/339
• National Association for the Education of Young Children (NAEYC) www.naeyc.org
• American Academy of Pediatrics (developmental stages and more)
http://www.aap.org/healthtopics/stages.cfm
• Speech and Language Development: http://www.nidcd.nih.gov/health/voice/speechandlanguage.asp
• Mayo Clinic: child development http://www.mayoclinic.com/health/child-development/MY00136
• Center for Social Emotional Development of Early Learning (CSEFEL)
http://www.vanderbilt.edu/csefel/index.html
• Zero to Three www.zerotothree.org