Competency 1 Human Growth And Development

Front 1

Knows the typical stages of cognitive, social, physical and emotional development of students in early childhood through 12

Back 1

Social life is important - distractions are many

Front 2

Recognizes the wide range of individual developmental differences that characterizes students in early childhood through grade 12 and the implications of this developmental variation for instructional planning

Back 2

Foster social and emotional maturity and growth

Front 3

Analyzes ways in which developmental characteristics of students in early childhood through grade 12 impact learning and performance; and applies knowledge of students developmental characteristics and needs to plan effective learning experiences and assessments.

Back 3

Create developmentally appropriate instruction - relate to ages/stages of development

Front 4

Demonstrates an understanding of physical changes that occur in early childhood through adolescene, factors that influence students phusical growh and health ( ex: nutrition, sleep, prenatal exposure to drugs, abuse), and ways in which phusical development impacts development in other domains (eg: cognitive, social, emotional

Back 4

Piaget's Cognitive development stages:
- sensorimotor birth - 2
- preoperational 2 - 7
- operational 7 - 11
- formal operations 11 - adult

Front 5

Recognizes factors affecting the social and emotional development of students in early childhood through adolescence (lack of affection and attention, parental divorce, homelessness) and knows that students' social and emotional development impacts their development in other domains (cognitive physical)

Back 5

Younger students - short attention span; hands on activitites; older students - beginning of hypothetical thinking.

Front 6

Uses knowledge of cognitive changes in students ine arly childhood through adolescence (from an emphasis on concrete thinking to the emergence and refinement of abstract thinking and reasoning, reflective thinking, increased focus onthe world beyond the school setting) to plan developmentally appropriate instruction and assessment that promote learning and development

Back 6

Create developmentally appropriate instruction - relate to ages/stages of development

Front 7

Understands that development in any one domain (cognitive, social, physical, emotional) impacts development in other domains

Back 7

Understand four domain of development.

Front 8

Recognizes signs of developmental delays or impairments in students in early childhood through grade 4

Back 8

Early intervention essential for developmental delays

Front 9

Knows the stages of play development (IE from solitary to cooperative) and the important role of paly in young children's learning and development.

Back 9

Play stages:
Solitary
Onlooker
Parallel
Associative
Rough and Tumble
Cooperative

Front 10

uses knowledge of the developmental characteristics and needs of students in early childhood through grade 4 to plan meaningful, integrated and active learning and play experiences that promote the development of the whole child.

Back 10

Provide integrated/thematic units - learning through play.
Construct own knowledge - no passive learning / real life situations.

Front 11

Recognizes that positive and productive learning environments involve creating a culture of high academic expectations, equity throughout the learning community, and developmental responsiveness.

Back 11

Stress importance of high academic expectations for all students.

Front 12

Recognizes the importance of helping students in early childhood through grade 12 learn and apply life skills (eg decision-making skills, organizational skills, goal setting skills, self direction, workplace skills) to promote lifelong learning and active participation in society

Back 12

Engage students in realistic problems solving by applying life skills,
Provide goal setting opportunities.
Promote social responsibility to society.

Front 13

Knows the rationale for appropriate middle - level education and how middle-level schools are structured to address the characteristics and needs of young adolescents

Back 13

Validate student ideas/concerns

Front 14

Recognizes typical challenges for students during later childhood, adolescence, and young adulthood (eg: selimage, physical appearance, eating disorders, feelings of rebelliousness, identity formation, educational and career decisions) and effective ways to help students address these challenges

Back 14

Promote self-image/self confidence/ self worth (no ability grouping)
individualize when possible.

Front 15

Understands ways in which student involvement in risky behaviors (eg gang involvement, drug and alcohol use) impacts development and learning

Back 15

Adolescents - peer relationships and issues are important; need to belong is prevalent

Front 16

Demonstrates knowledge of the importance of peers, peer acceptance, and conformity to peer group norms and expectations for adolescents, and understands the significance of peer-related issues for teaching and learning.

Back 16

Peer acceptance is important. Make connections between current skills and new skills.