Growth and Development: Early School Years

Global Ideas that Guide the Design and Delivery of the Course

1. There are observable behaviours and predicable patterns typical of early school development.
2. A range of factors contribute to individual differences found in children aged four to eight including the timing of growth and development, personality and other biological factors, interests, skills, and experiences.
3. Individual differences including special needs must be considered in program planning using Individual Education Plans.
4. School aged behaviour is often socially mediated.
5. Socially constructed learning can provide school aged children with valuable opportunities to explore concepts and enter into meaningful dialogue while listening and/or sharing their point of view.
6. Individual programming for children requiring extra support is philosophically based on the principle that learning often leads development.
7. Children in the early primary grades benefit from play based learning environments which provide the opportunity to develop or modify theories about the world, integrate emerging skills and actively engage with materials and other children.
8. Through observation, individual learning styles can be identified. This information must be incorporated into program planning to maximize each child’s potential within the learning environment.
9. The child is best understood in the context of his or her family and the unique culture present within each family.
10. A classroom culture will also develop which gives children particular messages (either implicit or explicit) about acceptance and diversity.
11. Child development theory must be examined critically within the context of the research methods used to derive the information.
12. Children’s language and literacy development can be enhanced through family literacy experiences and the creation of a literacy rich classroom environment.