Ed Min Week 4 Revised
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This document provides information on developmentally appropriate practices for teaching children from infancy through middle school ages. It discusses Jean Piaget's cognitive development theory and how children learn differently than adults. The document outlines characteristics, expectations, and application ideas for engaging infants/toddlers, preschoolers, and elementary/middle school aged children. It emphasizes the importance of spiritual formation during childhood years and providing environments and lessons tailored to children's developmental levels.
Ed Min Week 4 Revised
- 1. Welcome to Educational Ministries of the Church
- 3. Bible Verses about Children
- 4. Jean Piaget Cognitive Development Theory Children and adults are NOT the same o In the way they learn o Need materials to explore and describe o Need challenging questions o In the way they think o Think concretely, not abstractly o Conclusions are based on what they can see
- 5. CHILDHOOD A VALID, GOD-DESIGNED STAGE OF LIFE
- 6. CHILD DEVELOPMENT: Holistic S = ocial also Spiritual P = hysical L = anguage I = ntellectual (or cognitive) C = reative (and cultural) E = motional
- 7. MULTIPLE INTELLIGENCES THEORY • Linguistic • Logical-mathematical • Bodily-kinesthetic • Musical • Spatial • Interpersonal • Intrapersonal • Naturalistic
- 8. BRAIN RESEARCH at birth more neurons Ability to learn than needed greatly enhanced + interactions with adults synapses permanent connections neural synapses growth strengthened
- 9. Intentional Teaching Learning can occur without teaching – but teaching can and unfortunately does occur without learning.
- 10. Classrooms: Environment … Content • Communicate Well • Know your students • Throw away the cookie cutter mold • Connect the dots • Personalize the packaged lesson • Are you bored? • Involve service activities
- 12. INFANTS – birth through 18 mos. DEVELOPMENTAL CHARACTERISTICS • Dependent on adults – needy • Communicators -- social • Curious • Intense developmental changes • People with feelings
- 13. INFANTS – birth through 18 mos. EXPECTATIONS • Different from each other • Cry to communicate not to annoy • Need our response to them to develop trust and the strength of hope (Erikson) • Explore • Sensory (Piaget)
- 14. INFANTS – birth through 18 mos. APPLICATION: ENVIRONMENT/CURRICULUM • Health, safety, cleanliness • Give babies your FULL human presence • Slow down to child time • Sensory- motor • Curriculum: individualized care
- 15. TODDLERS & PRESCHOOLERS – 18 – 24 months & 3-5 years DEVELOPMENTAL CHARACTERISTICS • Short attention spans • Imitate others • Egocentric – can’t quite share • Play: independent to cooperative • Autonomous (Erik Erikson) • Energetic
- 16. TODDLERS & PRESCHOOLERS – 18 – 24 months & 3-5 years EXPECTATIONS • Learning cause and effect • Learning self-help skills • Constant urge to test and experiment • Easily frustrated (age of biting) • “I can do” period • Language skills: toddler – limited; preschooler – rapidly increasing • Overgenalizations
- 17. TODDLERS & PRESCHOOLERS – 18 – 24 months … 3-5 years APPLICATION: • Child-sized furnishings • Adults supply willpower toddlers, early 3’s lack • Learn by actual experience (sensory) • Learning what is acceptable behavior • Model – be the example in word and deed • Think about words used with children
- 18. -GOETHE “I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make a life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person humanized or dehumanized.”
- 19. 6 – 12 years of age DEVELOPMENTAL CHARACTERISTICS • Erikson’s Stage: Industry or Inferiority • Friendships: tend to be same gender • Belonging – group identification • Comparisons between self and peers • Others’ Perspective beginning • Increased attention span • Story-Centered
- 20. 6 – 12 years of age EXPECTATIONS • Many children accept Jesus as Savior • Morality: justice to all; mercy to me • Toward 4th gr, beginning to think logically • Enjoy creating – puppets, scripts, plays, concrete representations
- 21. 6 – 12 years of age APPLICATION • Interest: historical/geographical settings real-life issues; how God works • Still need to move • Still need to manipulate objects • Hear stories – who are the influencers • Need opportunities to practice speech – tell their own stories • Adult expectations should be challenging, but attainable • Permit children to do their own work
- 22. Practice Lesson: How can we engage students in the ~ toddler ~ preschool ages ~ elementary ages ~ middle school ages
- 23. 32% The likelihood of someone embracing Jesus as their Savior at 5-12 4% years old The likelihood of someone embracing Jesus as their Savior at 13- 18 years of age 6% The likelihood of someone embracing Jesus as their Savior at 19 and older CONCLUSION: If people do not embrace Jesus Christ as their Savior before they reach their teenage years, the chance of them doing so is slim. According to social scientists, the moral and spiritual foundations of children are generally determined by age 9.
- 24. RESOURCES • Henley, Karen. Child sensitive teaching: Helping children grow a living faith in a loving God. Cincinnati: Standard Publishing. 1997. ISBN 0784706964 • Murphy, Art. The faith of a child: A step-by-step guide to salvation for your child. Chicago: Moody Press. 2000. • TheBrickTestament.com – lego Bible story videos • YouTube – Children’s Bible Songs • www.kidssundayschool.com – “Itty Bitty Moses” song (4-6 year olds) and other resources
Editor's Notes
- #4: Ask students to share Bible verses about childrenShare Deuteronomy 6:7 Proverbs 22:6 Luke 18:17 1 Corinthians 13:11
- #10: Fourthly, our teaching needs to be intentional.
- #11: We need to be good communicators – especially in listening to children and especially in speaking slowly and clearlyWe need to recognize that every child can learn and bring variety and flexibility into our classroomsConnect truth with experiences – making What fits with your situation … you can rearrange, throw out, add in … lessons should be active, interesting, meaningfulIf you are bored, God help your students. What can you do in your preparation to make the Bible story come alive? Do you believe the Bible is true? Was David a real shepherd boy rather than a fictional story character?
- #14: Unique individuals made in the image of God
- #15: Inventory toys – nothing broken Keep a Rubbermaid container with sanitizing solution for toys Space is needed so children do not clump together (i.e. pull hair, crawl over each other) -- move, carry, push, pull sensory-motor – texture, sounds, colors, smells, shapes Care is individually based Talk to infants about what you are doing, ; respond to their overtures and cues; read and sing to them; talk to them of god’s love and care They may not be able to understand who God is or what He has done for them, but they do know how they feel – warm, content, their needs met
- #16: Because of time I will be talking about these two groups together.Just recognize that a lot happens to and with children between 18 months and 5 years of age.Egocentrism: comparable to frontier law If you want something, TAKE IT If someone is in your way, MOVE THEM If you find the reaction you get interesting when you push or hit someone, THEN DO IT AGAINAutonomous – an Erikson term ---- Autonomy vs. Shame with the strength being that of WILL 4s & 5s: Initiative vs Guilt with the strength being that of PURPOSE
- #17: What they know and understand in terms of language is more at the beginning than what they can actually express.
- #18: Wanted to begin this class by having all of you walk into the room and react to having to sit in child-sized chairs at child-sized tables. No doubt you would be totally uncomfortable. Now, think of a child who is full of energy and wiggles coming into a room with that all-to-familiar rectangular table and adult-sized chairs to do their “work.”
- #20: Erikson: strength is competence