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(Unit 8) Topic 1: The Whole Child 

4 Clock Hours of Early Childhood Education

Program Planning to Support Development

​Topic 1 Page 37

​State Early Learning and Developmental Guidelines

​It’s important to consider development as you plan lessons, activities, program elements, and more. Using developmental guidelines as a tool to decide what to teach, when to teach it, and how to teach it. Knowing what children should be able to do and when they should be able to do it is important for developmentally appropriate practice (DAP) which should be the goal of every early childhood program.  

​Use the early childhood developmental guidelines and milestones that you are familiar with to plan developmentally appropriate practice. Usually each state provides developmental guidelines that coincide with a framework for learning objectives. In some states, this is called early learning guidelines, objectives, or similar terminology. Your director or state licensor should be able to give you more information if you are unsure. 

Things to keep in mind for planning activities and learning opportunities: 

All domains of development
Ask yourself how the activity supports children in each developmental domain; social, emotional, physical, and cognitive. Not all activities will encompass each domain, but many will include some of them. 

Use data
The information that you gather from observations, records, and assessments should give you information on each child’s development so that you can plan for the future and address the developmental needs of the children that you work with.

Whole group versus individual
Knowing child development guidelines and the children in your program allows you to better evaluate the delivery of lessons and activities. You can decide whether it is more supportive to work in whole group or individual activities. There are benefits to both and it is important to objectively consider the best options. 

Targeted skills
Focus on the skills and milestones that the child or children need more support in. Ensure that the lessons and activities specifically target those areas for optimum exposure and practice.

Repetition and practice
One activity that focuses on the infant’s pincer grip will not be sufficient to support that developing skill. The same, or a very similar activity must be practiced many times. This practice can come in the form of routines, formal activities, games, and many other activities.

Be positive
Perhaps the most important idea is to focus on the positive and never the negative. If a child is slightly behind in one area of development so you’ve created some opportunities to help in this area, they may find them challenging or frustrating. Don’t point out the negative or make them feel bad about these frustrations and delayed areas. Instead, focus on the strides they are making and the positive changes that you see!

Be flexible
Never force a child to do something that they do not wish to do. Sure, there are components of school and child care that the child will be expected to participate in, but things can be adapted to meet their needs. 

(Unit 8) Topic 1: The Whole Child ​ * Navigation Menu