Chapter 1-Studying Early Childhood in a Diverse World

Introduction: The purpose of this text is to assist present and future teachers of young children in using knowledge of child development within classrooms. It is a practical guide to what young children are like. A major theme is that individual children learn and behave in different ways. There is not just one way to grow up.

What does diverse mean to you? (Unlike, dissimilar, separate, different, disagreeing, various, varied, multiform, divergent)

1. What is Early Childhood Development?

1. Children change in many ways as they grow older; these changes are qualitative as well as quantitative

1. quantitative changes refer to having more knowledge, more social skills, or physical changes such as gray hair
2. qualitative changes refer to the ability to solve problems differently, learn things using new methods, changed interests, a clearer picture of your career goals

(Read incident pp. 5-6)

Why is Daisuke, at age 4, no longer afraid of the heater?

He had learned quite a bit of information about the heater from his teacher when he was only 3. However, at age 4, he is able to think in a completely different way. His intellectual abilities have changed qualitatively as well as quantitatively. He is not fooled by perception. He can use reasoning to overcome his fears.

2. In all areas of development children gradually transform into uniquely different individuals
3. Development- the process by which humans change both qualitatively and quantitatively as they grow older. It is not just gaining more knowledge or ability with time, it is the process of transforming or becoming completely new.

2. Why study early childhood development? (refer to chart pg. 7)

1. A guide to interactions with children

1. Young children think and act differently from adults. They use a different form of language, interact with other people in distinct ways, and apply unique meanings to social events. The things that make them worry, cry, or laugh are unique and sometimes unpredictable. Their interests and motivations are peculiar to their developmental level
2. Without a deep understanding of what young children are like, adults will have difficulty communicating with and comforting them, challenging their thinking, and helping them solve problems with peers.
3. Young children sometimes assign hostile intent when accidents occur; helping a child to read social situations more accurately will promote positive social development; children are often able to settle their own disputes with adult assistance; anger toward peers rarely lasts long at this age

2. A guide to planning curriculum

1. A complete understanding of the thinking and behavior of young children is critical in developing activities and materials that are appropriate for this age group; overlooking developmental characteristics can lead to an inappropriate curriculum
2. (Read incident p. 8) The activity that the teacher has provided is concrete and open-ended thus meeting the learning needs of children of this age. The activity also reflects an understanding that end products are not as important to young children as the process of creating.

3. A guide to observing children and identifying special needs

1. Observation is the cornerstone of effective teaching
2. Certain behaviors suggest developmental delay or at-risk status

1. an infant who displays very little motor activity
2. a preschooler who is limited in language
3. an elementary school child who is rejected by peers may require special intervention

4. A guide to understanding and appreciating diversity

1. No two children are alike
2. Behaviors and characteristics vary because of

1. temperament
2. culture
3. gender
4. socioeconomic status
5. and a host of other factors

3. Knowledge of child development ultimately helps teachers to be sensitive to typical variations in child behavior (Read incident p. 10)

3. Why study early childhood development from a multicultural perspective?

1. During the twenty-first century, children of traditionally under-represented groups- a.k.a. "minorities"- will constitute a new majority within the United States.
2. As early childhood classrooms become more diverse, teachers must be prepared to meet the unique needs of young children of varying backgrounds
3. Children of different cultures vary in the ways that they communicate and interact with adults and peers, in how they play and learn, and in how they view teachers and school
4. Parental socialization practices and beliefs vary across cultures
5. Teachers must come to understand, appreciate, and show sensitivity to these differences as they interact with children in the classroom
6. Children from non-European cultures or from low socioeconomic backgrounds have often been considered "culturally deprived" because they speak, learn, or interact with peers in ways that are different from those of white middle-class children.
7. This belief has led some parents and teachers to confuse cultural differences with developmental deficits
8. Many developmental variations are differences that can be explained by life experience
9. Unique behavior, language, and learning patterns of children of a particular cultural group are acquired for a reason
10. Behaviors that vary from those of children in mainstream society may be very typical within the child's own cultural
11. Differentiating between developmental deficits and cultural differences

1. developmental deficit- real special needs that can and should be addressed through intervention
2. cultural differences- variations in development that are part of the rich cultural history of children

12. Key phrases defined

1. Unique/diverse needs- social, emotional, and learning needs of all individuals regardless of gender, ethnicity, or intellectual ability
2. Special needs- the needs of children with social, emotional, intellectual, or physical delays or disabilities
3. Cultural/ ethnic diversity- variation in the needs or play and learning styles of children of various cultural groups. Keep in mind that diversity does not mean deficiency. Diversity represents differences to be appreciated not deficits to be remediated.
4. Socioeconomic status-variation in children's needs due to family economic and educational levels
5. Children of Color, children of historically under-represented groups- these phrases will be used in this book to replace the traditional word "minority" to describe children of non-European, non-Caucasian ethnic background

4. Critical Concept 1

1. Development id defined as the process by which humans change as they grow older. This change is not just quantitative in nature; humans do not just acquire more knowledge and ability, but change qualitatively as well. At each stage, humans think, behave, and perceive the world very differently

5. Critical Concept 2

1. A wealth of research exists on what children are like and how they develop in the early years