1. Identify areas of support for healthy child growth and development form birth to 12 years of age across all developmental domains.
Demonstrate an understanding of child growth and development from birth to 12 years of age across all development domains.Â
Demonstrate an understanding of child growth and development form birth to 12 years of age across all development domains.
I strongly believe a child’s development begins from the time of conception to birth, rapidly continues to develop from birth to 5 years of age, and steadily continues to develop from 5 years of age through to 12 years of age.
During a mother’s pregnancy, it is important to provide a healthy environment for the zygote – embryo – fetus to grow and develop in. By giving the best support possible helps the development of the brain, nervous system, heart, body structures and systems and all internal organs, which gives the baby to be a good start in life.
Before and during a mother’s pregnancy visiting a health-care professional, eating healthy from all five major food groups, taking vitamins, minerals, and iron, exercise regularly, less stress and lots of rest, limit caffeine, stop drinking alcohol and smoking cigarettes, and to be aware of teratogens, diseases, drugs and environmental hazards that can be harmful to the baby to be.
Canada’s Five Developmental Domains
I know and believe it is extremely important to understand all five developmental domains to fully support a child. Below I have and according to the “Early Learning for Every Child Today” document listed the domains and key skills that are important to support a child’s development through the ages form birth to 12 years of age. As you read you will notice the domains overlapping and connection with one another.
Social
Social interest, imitation, turn taking, connection across space, perspective talking, parallel play, making friends, conflict resolution and social problem solving, peer group entry, helping skills, interacting positively and respectfully, co-operating, empathy, taking another person’s point of view, interacting with adults, friendship, regulating emotions and behaviour, group actives, identify with same gender.
Emotional
Emotion, behaviour, attention regulation, expression of emotion and feelings, sense of self, empathy, agency, autonomy, identity formation, Â self-concept, self-esteem, recognizing emotions, positive attitudes towards learning, along with persistence, engagement, curiosity and sense of mastery, understanding values and beliefs.
Communication, Language and Literacy
Communication
Non-verbal communication – referencing, joint attention, gestures, intentional communication, turn taking, movement, signs, symbols.
Language – using English and child’s home language, vocabulary, conversing with peers and adults, using descriptive language to explain, explore, and extend, listening to others, enjoying literacy, using and understanding the power of literacy, retelling stories, phonological awareness, letter recognition, understanding of orientation and familiar conventions of print, matching spoken words with written ones, beginning to write letters of the alphabet and some high-frequency words, phonics awareness, knowledge of print, reading, writing, chapter books.
Receptive language – input of language – sounds, words, sentences, language.
Expressive language – output of language – signaling, vocalizing and babbling, one word, words with gestures, vocabulary, combing words, sentences, questions, conversation, expressing own point of view.
Cognitive
Attention regulation, self regulation, problem solving, cause-effect and spatial exploration, spatial problem solving, object permanence, symbolic thought, representation and root kills of literacy, imitation, memory, sorting, temporal, observing, collection and organizing information, reflection and reaching conclusions, communication findings, reasoning logically – causality, sequential change, exploring transformations, and hypothesizing, classifying, seriating, counting, determining quantity, comparing quantities, representing numbers, describing and determining ordinal number and position, understanding two-dimensional and three-dimensional shapes, identifying patterns, measuring length, weight and capacity, temperature, time and money, completing simple number operations, using number symbols and operations, using spatial relations, directions, maps, inquiry, temporal relations, games and rules, organized thoughts, logic thinking.
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Physical
Gross motor – reaching and holding, releasing objects, holding head up, lifting upper body, rolling, sitting, crawling, pulling self to stand up, cruising, walking, strength, coordination, Â balance, jumping, running, climbing, riding toys, hopping, galloping, throwing, tiding, movement and expression, kicking, lifting, skating, increase speed.
Fine motor – palmar grasp coordination, pincer grasp, hold and using tools, dressing, eating, scribbling, drawing
Senses – sensory exploration and discrimination, sensory motor integration
visual – face perception, pattern perception, visual exploration and discrimination
auditory – auditory exploration and discrimination
touch – tactile exploration and discrimination
olfactory (smell) – olfactory exploration and discrimination
taste – taste exploration and discrimination
auditory skills and music
Along with the influences of the surrounding indoor, outdoor, classroom, home environment(s) of the child, a child’s family, culture, community, childcare centre and educator, school teachers and coaches, neighbourhood, friends, parent’s work places and daily experiences, they all have the ability to support a child also. – Urie Bronfenbrenner’s ecological theory (Kail. R. V., Zolner. T. (2018). p. 11).
It is important for the child care provider/educator to support a new born baby through to the age of 12 years old continuously. The journey of support begins with knowledge of a child’s development growth from the time before and of conception, and from birth through 12 years of age.  Understanding the:  5 developmental domains, BC Early Learning Framework (I like to call it ELF), BC Play Today, Community Care Licensing Regulations, Standard of Practice – Active Play, Standards of Practice – Safe Play Space, The B.C. Handbook for Action on Child Abuse and Neglect, and Truth and Reconciliation Website are all amazing steps to supporting a child. Along with a  connection to then develop into a warm, understanding and respectful relationship with the child and the child’s family and an understanding of the influences around the child, to be a positive role model, to actively listen, to communicate clearly, to understand the whole unique child, to observe the child to learn their individually strengths and challenges, to provide a appropriate curriculum and skills to enhance development, to recognize when it is important to involve community professional skills to support the child and family. When supporting a child with guidance I like using the technique of scaffolding from the theorists Lev Vygotsky. Knowing when to support a child with scaffolding guidance, followed with knowing when to allow the child to support their own learning on their own, and then knowing when to support the child’s further to expand their learning is a wonderful cycle of learning.
After a new born baby has arrived, the next 5 years are the most important devolving years across all developmental domains. Each domain is equally important on its own and can work together with other domains to create a strong foundation for the individual child. This strong foundation is the platform for the child to continue developing and growing across the domains to the age of 12 years, and throughout the child’s life.
When supporting and observing a child, I like to refer to the “Early Learning for Every Child Today. A framework for Ontario early childhood settings.”
“The Continuum of Development describes the progression of development for infants, toddlers, preschoolers and school-age children. There is overlap in the age ranges, reflecting that the sequence of developmental skills will be achieved within a broad range of time” (Early Learning for Every Child Today. 2014, p. 17).
Within the document it gives me a clear view of all the:
- Domains – a broad area or dimension of development
- Root skills – skills that emerge and are practiced in the early years and are elaborated over time
- Indicators – are markers of what a child knows or does which show the skill is emerging, being practiced or being elaborated. The indicators identify related skill, help set goals and help plan appropriate curriculum.
- Interactions – are examples of adult/educator-child communications, contacts and joint activity that support the child’s accomplishment of the indicators and related skill development. The examples also describe why the example interactions are effective” (Early Learning for Every Child Today. 2014, p. 17).
The following are examples from the Early Learning for Every Child Today of how I have and can support a child with healthy growing and develop their domains.
Infants – birth to 24 months
“Sensorimotor Stage per Jean Piaget – Piaget states – Infant’s knowledge of the world is based on senses and motor skills. By the end of the period, infant uses mental representations” (Kail R. V., Zolner T. 2018. p. 9).
Domain and Skills – Social
1.1 Social Interests
Indicators of the Skill – seeking adults for play, stretching arms to be picked up – examining objects with others as a means of forming relationships
Interactions – Play with the infant on their physical level. This tells the child that you are available as a respectful partner in play.
Domain and Skills – Emotional
 2.3 Sense of Self
Indicators of the Skill – sucking fingers, observing own hands – showing preference of being held by familiar people
Interactions – Hold the infant securely when they meet a new person. Look at the person and reach out to them. This helps the infant remain secure with new people and build confidence as they express their preference for certain people.
Domain and Skills – Communication, language and literacy
3.1 Non-Verbal Communication Skills – Gestures
Indicators of the Skill – shaking head to mean no – using gestures in the presence of objects that show the purpose of function of an object
Interactions – Interact with gestures used in the infant’s home. This is a particularly positive approach when supporting emotions. Using home gestures provides security and establishes the shared meaning of the gesture.
3.2 Receptive Language Skills
Indicators of the Skill – responding to human voices and distinguishing familiar voices from other sounds – by six months, distinguishing sounds of home language – recognizing named objects and body parts
Interactions – Use the child’s name when playing with them. This helps to focus their attention while they are listening.
3.3 Expressive Language Skills – Signaling
Indicators of the Skill – crying to signal distress – raising arms to incite interaction
Interactions – Interpret the infant’s signals: “You’re ready to play. Let’s go.” Interpreting and responding to an infant’s signals promotes language and communication by pairing actions with words and responsiveness.
Domain and Skills – Cognitive (Sensorimotor)
4.4 Spatial Exploration
Indicators of the Skill – tracking moving objects with eyes – looking for dropped toys – exploring objects in space by dropping toys into containers and dumping them out
Interactions – Say, “Where’s the ball?” while shrugging you shoulders, arms out, palms up. The simple question (coupled with the action) invites spatial exploration.
Domain and Skills – Physical
5.1 Gross Motor – Reaching and Holding
Indicators of the Skill – reaching towards objects – reaching and holding with palmar grasp
Interactions – Hold an object the infant wants so they must extend their arm to reach it and then take hold of it. This provides practice in the coordination of reaching and holding.
5.1 Gross Motor – Pulling Self to Stand Up
Indicators of the Skill – using furniture to pull self to standing position
Interactions – While sitting on the floor with an infant, extend your arm as support. When they have a firm hold, gently raise your arm so that they stand up. Using your arm to help them practice standing makes it possible to repeat the action and to easily adapt this interaction to the infant’s individual needs.
Domain and Skills – Physical
5.2 Fine motor – Pincer Grasp
Indicators of the Skill – using forefinger and thumb to lift and hold small objects
Interactions – Place finger foods on a clean table. The infant will use their forefinger and
thumb to pick up these small items from a flat surface.
5.3 The Senses – Visual Exploration
Indicators of the Skill – tracking moving objects with eyes – looking and searching visually
Interactions – Create a collection of plumber’s pipes with joints and multiple openings and balls that will roll through the pipes. Roll a ball through a pipe. Say, “Look!” Pause. “Where’s the ball?” This game invites a visual search. The infant must persist in searching when the ball disappears into the pipe then reappears.
Toddlers – 14 months to 3 years
“Sensorimotor Stage over lapping to Preoperational Thought Stage per Jean Piaget”
(Kail R. V., Zolner T. 2018. p. 9).
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Domain and Skills – Social
 1.3 Parallel Play
Indicators of the Skill – playing in proximity of peers with similar playthings without an exchange of ideas or things
Interactions – Set out duplicate materials in a play space large enough for two toddlers to play side by side – i.e., parallel play. When toddlers engage in parallel play, join them in play with your own materials. This provides context for toddlers’ social play where interest in others is expressed by being close and playing with similar materials.
Domain and Skills – Emotional
2.3 Empathy
Indicators of the Skill – showing awareness of own feelings and the feelings of others – showing concern for others demonstrated with caring behaviour
Interactions – Describe the facial expressions of toddlers as they happen. Match the facial expression with the associated feeling: “Look at Jessie’s big eyes and his wide-open mouth. He’s surprised to see the puppy.” As the toddler’s awareness of his feelings is emerging, this draws his attention to important non-verbal information and the feelings that accompany them.
Domain and Skills – Communication, Language and literacy
3.1 Receptive Language
Indicators of the Skill – listening to stories – responding to longer sentences and commands
Interactions – Broadcast the child’s actions while they are happening. Adult: “Bobby, you’re building so high!” Pairing language with the child’s actions provides a rich context for a toddler’s understanding of the spoken language.
3.2 Expressive Language – Sentences
Indicators of the Skill – using simple sentences – engaging in pretend play that includes language
Interactions – Reflect back language and expand when a child misspeaks. For example: “Daddy wented away.” Adult response: “Your daddy went away.” (Reflecting back.) “Where did he go?” (Invitation to expand) This provides a correct language model and encourages the toddler to continue to talk.
Domain and Skills –Cognition
4.2 Problem Solving
Indicators of the Skill – solving problems in actions by trial and error – seeking out adults to help meet goals
Interactions – Use cognitive dissonance (violating expectation). For example, during play, place people figures in the garage and cars in the house. Ask: “What’s wrong?” How can you fix it?” Dissonance promotes thought and problem solving and can be humorous to toddlers.
Domain and Skills – Physical
5.1 Gross Motors – Climbing
Indicators of the Skill – climbing stairs one foot at a time – climbing on climbing equipment and furniture
Interactions – Admire toddler’s emerging sills, e.g., “Mark, you climbed up to the top!” This reinforces his accomplishments and encourages him to continue.
5.2 Fine Motor – Tool Use
Indicators of the Skill – using toddler-safe scissors
Interactions – Introduce safe scissors for use with play dough. Sit with toddlers, roll a piece of play dough into a long cord and offer it to a toddler to cut. This soft texture of the dough and your involvement support the practice of tool use and independent cutting.
Preschool Kindergarten 2.5 to 6 years
“Preoperational Thought Stage per Jean Piaget – Child learns how to use symbols such as words and numbers to represent aspect of the world but relates to the world only through his or her perspective” (Kail R. V., Zolner T. 2018. p. 9).
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Domain and Skills – Social
1.1 Making Friends
Indicators of the Skill – seeking out others to play with – offering play materials and roles to others – playing with others cooperatively
Interactions – Engage in play with children. Offer toys. Take turns and exchange ideas in play. Modeling how to make friends and sustain play provides a positive example of social skills
Domain and Skills – Emotional
2.3 Self-esteem
Indicators of the Skill – judging themselves as worthy individuals – seeing themselves as a valued member of the group
Interactions – Admire the child’s strengths and achievements. Adult: “Ola, you are a good problem solver. You figured out how all four of you could play together.” Admiring the child’s achievements reinforces her strengths.
Domain and Skills – Communication. Language and literacy
3.3 Vocabulary
Indicators of the Skill – using new words in play – linking new experiences with words they know
Interactions – Link new words to vocabulary the child already knows and uses. Use actions to illustrate the meaning of unfamiliar vocabulary. Use new words in daily conversation so that the children can hear and use them in context. Words are more likely to become a part of the child’s vocabulary when they are used in play.
Domain and Skills – Cognition
4.1 Self-regulation
Indicators of the Skill – using language to regulate own behaviour and attention
Interactions – Use language to describe feelings. “Mariam is frustrated. She’s been working a long time and the puzzle still doesn’t fit.” Preschoolers are beginning to use language to regulate emotions. When children hear and use a vocabulary of emotional terms, they can express and regulate emotions with language.
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4.19 Measuring Length, Weight and Capacity, Temperature, Time and Money
Indicators of the Skill – using vocabulary of measurement such as heavier or lighter and taller or shorter – using non-standard measuring tools such as their feet, hands, a piece of string when the play, build or create
Interactions – When children are lining up materials ask, “How long is your train? It has so many cars.” This helps children recognize that objects have measurable properties. Have a variety of measuring tools available for children’s use so they can explore which tools are useful for measuring which attributes. For example, a balance scale is good for measuring weight.
Domain and Skills – Physical
5.2 Gross Motor Skills – Galloping
Indicators of the Skill – galloping and one-foot skipping emerge
Interactions – Play music with simple rhythms when children are engaged in gross motor activities. Join in and clap out the rhythm. Musical patterns and adults who participate with children motivate continued practice of emerging galloping and skipping skills.
5.3 Fine Motor Skills – Drawing
Indicators of the Skill – copying straight lines – copying triangles and crosses
Interactions – Make paper, markers, crayons and pencils part of pretend play and constructive play. Model their use in play. Accessible paper and markers provide the opportunity for their meaningful use. Children may draw the shapes they encounter in their play.
School-age Children 5 to 8 years
“Preoperational Thought Stage over lapping to Concrete Operational Thought Stage –  per Jean Piaget” (Kail R. V., Zolner T. 2018. p. 9).
Domain and Skills – Social
1.2 Conflict Resolution and Social Problem-solving Skills
Indicators of the Skill – identifying solutions to conflict – making logical connections between actions and consequences – constructing a sense of right and wrong – problem solving in the face of difficulty – following rules
Interactions – Consult with children so that they can solve social problems. “How did you feel when Chuck took your turn? What did you do? What else could you have done?” Consultation enables the child to review and clarify feelings and think through the problem for themselves.
Domain and Skills – Emotional
2.6 Positive Attitudes towards Learning, such as Persistence, Engagement, curiosity and a Sense of Mastery
Indicators of the Skill – increasing pride in work and interest in learning new things – solving problems in the face of difficulty – expanding curiosity and interest in learning about the world
Interactions – Model how to lead a group discussion: questioning, summarizing, clarifying and predicting. When children have had sufficient group experience, rotate the role of leader to a child and participate by listening, observing and recording. This promotes the child’s engagement and sense of mastery.
Domain and Skills – Communication, language and literacy
3.6 Reading
Indicators of the Skill – enjoy being read to – making letter-sound correspondences – reading simple stories – retelling stories that have been read
Interactions – Connect stories that have been read to current circumstances. Invite a child to retell the story, “This reminds me of the time Elmer, the dragon, outsmarted the hunters who were after his family. Ben, tell us Elmer’s plan.” Connecting what you have read to what children are experiencing brings literature into children’s daily lives. Retelling what has been read reinforces comprehension.
Domain and Skills – Cognition
4.5 Inquiry
Indicators of the Skill – observing and forming a question – collecting information – interpreting information – comparing results with peer and in books
Interactions – Create a garden where children decide what they want to plant and do the research to determine where to plant the seeds. Provide a garden chart where children can record when they water the plants and when the plants may bloom. Engage children in discussion about their plants and recordings. When children gather information, make predictions, record observations, discuss procedures they are engaging in elements of the inquiry process.
Domain and Skills – Physical
5.1 Gross Motor – Catching
Indicators of the Skill – catching small balls over greater distances
Interactions – Play softball with children. It requires that children catch and throw over differing distances”
(Early Learning for Every Child Today, 2014 (2007). p. 18-62).
Fine Motor – Tool Use – Pincer Grasp
Indicators of the Skill – cutting clay with scissors or wire – using forefinger and thump to shape the clay
Interactions – Offer soft clay texture. Ensure there are a variety of tools. Role model clay crafting techniques and explain your actions to the children. Admire the children’s emerging skills, e.g. “Melissa, your dragon has a very long tail!” This reinforces her accomplishments and encourages her to continue.
Middle Childhood 7 to 12 years
“Concrete Operational Thought Stage per Jean Piaget – Child understands and applies logical operations to experiences, provided the experiences are focused on the here and now (Kail R. V., Zolner T. 2018. p. 9).
Domain and Skills – Social
Interacting with Adults
Indicators of the Skill – reaching out to adults as resources in exploration and problem solving – children like to engage in activities with adults – adults are a source of security and support
Interactions – Response in a positive manner when a child reaches out to you. Positive responses to children’s approaches strengthen your relationships with them and reinforce their positive social skills.
Domain and Skills – Emotional
Self-Esteem
Indicators of the Skill – seeing themselves as a valued member of the group – view themselves as worthy individuals – set goals in all domains and work hard towards them
Interaction – Inspire and support children in a positive manner in their goals. Adult: “Ben, you have practiced hard on your soccer skills. You are going to play well with your team mates.” Admiring a child’s achievements reinforces his strengths.
Domain and Skills – Communication, language and literacy
Verbal and Non-Verbal Communication
Indicators of the Skill – encourage children to stop what they are doing when a person is verbally communicating with them – to make eye contact – to listen
Interaction – Role model with another adult to show the children what it looks like to be an active listener who is engaged with what their friend has to say. Next, role model the opposite, not being engaged, no eye contact, and continuing to play. This provides an opportunity to discuss the two conversations.
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Domain and Skills – Cognition
Observing
Indicators of the Skill – use all 5 senses to collect information as they observe – observe longer – observe and look for details
Interaction – Walk taking a neighbourhood walk encourage the children to stop and observe what is around them by using all 5 senses. Ask a child “Beth what can you feel?” Followed by “And what else can you feel Beth?” This invites the child to observe in a deeper level. Continue the neighbourhood walk, this time stop for a longer period of time. This invites the children to observe more closely.
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Domain and Skills – Physical
Gross Motor – Movement with Expression
Indicators of the Skill – moving to music – working together in shared dance and movement activities – increasing control over own movement skills
Interaction – Provide expressive music and props in a space large enough for creative movement. Imitate children’s actions and introduce new patterns of movements. This provides practice in becoming expressive with movement, and when adults participate, children are motivated to continue to practice movement skills.
Fine Motor – Walking a Ball
(first modeled be the educator then: while the child stands stationary, they roll a small ball from their right foot with one hand up their right leg, over their stomach, then down their left leg, to their left foot. Once they have accomplished this pattern the educator can show them another pattern)
Indicators of the Skill – mastering the movement of the ball – contort their own body movement – rolling objects with the whole palm – using fingers to roll an object
Interaction – Offer balls of different sizes and textures. Encourage the child when the task is difficult: Adult “Tommy, it is ok the ball dropped. Pick up the ball and place it on your body from where it dropped and let’s continue.” Admire the child’s strength and accomplishments. Adult: “You finished the whole activity Tommy!” (Early Learning for Every Child Today. 2014).
Along with collaboration with my supportive co-staff/educators and an open, warm and positive relationship with the child’s parents – the child’s 1st teachers, I practice enthusiastically to put the child’s development and skills adventures into a learning environment that BEST suits the individual and unique needs for the child. J.P.B.
  
Examples of Documentations: Direct
ECC 125 Games and Development Activities
ECC 104 Baby Geoffrey Birth – 12 years old Developmental Patterns
ECC 104 Virtual Child Assignment
ECC 124 – Understanding the Reggio Emilia Approach The Reggio Report
ECC 124 ELP Ocean Wonders Water Table Science Exploration Assignment Exploration and Learning Plan 2019 (1)
ECC 125 PARTNERS ENVIRONMENT ASSIGNMENT
Examples of Documentations: Indirect
Employer Letter Linda Watson August 2020
Licensing Officer Stephen Morgan Letter August 2020
ECEBC Membership 2019 and Present
CCCF Membership 2020 and Present
Introduction to Yoga Therapy for Kids
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References
- British Columbia – Community Care Licensing Regulations (2007). Retrieved from: https://www.bclaws.ca/civix/document/id/complete/statreg/332_2007
- British Columbia Ministry of Education (2019). British Columbia Early Learning Framework. Victoria, B.C., Queen’s Printer
- British Columbia Ministry of Education (2019). Play Today. Victoria, B.C., Queen’s Printer
- British Columbia Ministry of Education (2014). Excerpts from “ELECT”, Early Learning for Every Child Today: A framework for Ontario early childhood settings, 2007 publication. Ontario, Queen’s Printer.
- http://www.edu.gov.on.ca/childcare/ExcerptsFromELECT.pdf
- Kail R.V., Zolner T. (2018) Children: A Chronological Approach / Fifth Canadian Edition. Don Mills, Ontario. Pearson Education Canada.
- Ministry of Children and Family Development (2017). The British Columbia Handbook for Action on Child Abuse and Neglect. Retreived from: https://www2.gov.bc.ca/assets/gov/public-safety-and-emergency-services/public-safety/protecting-children/childabusepreventionhandbook_serviceprovider.pdf
- British Columbia. Standard of Practice – Active Play (2016). Retreived from :https://www2.gov.bc.ca/assets/gov/health/about-bc-s-health-care-system/child-day-care/active_play_june_2016.pdf
- British Columbia. Standards of Practice – Safe Play Space (2007). Retrieved from:
- https://www2.gov.bc.ca/assets/gov/health/about-bc-s-health-care-system/child-day-care/safe_play_space.pdf
- University of Manitoba. National Centre for Truth and Reconciliation.
- Website: http://www.trc.ca
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