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Learning Objectives
After reading this chapter, you should be able to:
- Describe the general characteristics of typically developing children.
- Explain what special needs are and some of the ways in which teachers make adaptations to meet those needs.
- Describe, from social and cognitive perspectives, how children’s play develops over time.
- Explain how play is integral to important elements of curriculum.
- Match developmental characteristics of different age groups with appropriate curriculum considerations.
Introduction
You have conducted home visits with the seventeen preschool children in your class. Their ages at the time of your visits ranged from 3 years, 11 months, to 4 years, 10 months. You read a story as one part of each visit, either from a book the child chose from those they had at home or one they chose from the three that you brought with you. After your visit, you made notes on each child, including these two entries:
- Maria (age 4 years, 7 months) sat next to me on the sofa and introduced me to her stuffed monkey, which she used as a puppet to ask questions and respond to mine. She eagerly selected Curious George, telling me it was one of her favorite stories. She pointed out the title on the book’s cover, and the letters “C” and “G.” As I read the story, Maria pointed to and identified details in the illustrations, laughed at several points, predicted what would happen next, and turned the pages carefully each time I paused. After we finished, she clapped her hands and asked me to read the book again.
- Marissa (age 3 years, 11 months) sat on her mother’s lap next to me on the sofa. When I asked if she had a book that she wanted me to read, she shook her head. When I asked if she would choose a book I had brought, she pointed to Eating the Alphabet (Ehlert, 1989). While I read, she was quiet and sucked her thumb with one hand and played with her mother’s hair with the other. She was very attentive, looking back and forth between my face and the book, but did not volunteer questions or comments. When we finished, I asked if she liked the book and she nodded her head.
From the Field
Critical Thinking Question
- Think about young children you already know – what do you expect might be developmental characteristics that are unique to the early childhood period?
Although these anecdotal entries do not constitute a formal assessment, it should be clear that while both children are interested in age-appropriate books, you would have to provide different types of access to literacy curriculum activities for each child. Maria clearly appears enthusiastic about sharing what she already knows about books, stories that have characters and a plot, and letters (print). Marissa seems very interested in books, perhaps letters and the alphabet, but, given her demeanor, it might be difficult to tell what she knows about them and how likely it is that she will engage in reading activities independently.
In this chapter, we will consider the relationship between development and curriculum; as you read, think about what these anecdotes reveal about teaching all areas of the curriculum from a developmental perspective. This chapter focuses on how developmental knowledgeboth general and individualabout infants, toddlers, preschoolers, kindergarteners, and primary-aged children should guide and inform decisions that teachers make about curriculum. We also consider the reciprocal and integrated relationship between play and development and the important role of play in the curriculum.