Child Growth and Development

Children are many things. They are curious. They are constantly learning from the world around them. They are sometimes sad or lonely. They are easily excited by a favorite song, book, or activity.

The one thing they are NOT is little adults. The expectations we have for them must be based upon three things:

• An understanding of what is typical for a child of that age,
• An understanding of that one child, and
• An understanding of their family and cultural expectations of children.

Child Growth and Development

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Understanding typical development for the age of the children in your care is the most important first step.

During your first week in your classroom, we hope you will take the time to find Developmentally Appropriate Practice in Early Childhood Programs, a book by Carol Copple and Sue Bredekamp. This is one of the most important references we have to help you understand children at a particular level of development. It is available in multiple copies in the reference library by the Infant Center at North or in Jan’s office at South.

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Child Growth and Development

Being a child is a difficult task. Do you remember when you were little and couldn’t wait to be the “grownup?”

Do you remember how it felt to have no control over what you did, where you went, or what happened to you during the day?

Or how it felt when everybody who controlled your life was twice as tall as you?

Children must never be an interruption into what might otherwise be a “productive” day. They are the whole reason that our jobs exist.

Our responsibility is to guide them as they learn from the world� around them:

• The toys and activities we offer them,
• The children they encounter,
• The adults in their world, both at home �and at school, and
• The daily routines they experience.

All these things shape who the child becomes �and how they view themselves as valuable �members of society.

Child Growth and Development

Understanding each individual child in your care takes more time. Maslow’s Hierarchy of Needs puts it in perspective:�

• First, the child’s basic physiological needs must be met. Food, clothing and shelter are necessary just for survival.
• Secondly, the child must be safe and recognize they will not be harmed in any way.
• Next, they must feel that they are loved and that they belong here.
• Fourth, they must feel they are valued – that they are �important and respected by others.
• Finally, they must be able to recognize their own

potential and be supported in becoming � the very best they can be.

Child Growth and Development

PHYSIOLOGICAL NEEDS: Our job begins when the children arrive each day.

1. Are they fed and rested? The answers to these questions are not always visible. Talk with their parents about their morning. Is there anything their child needs to get the day started?
2. Pay special attention to the child. Are they clean and healthy? If it appears they need some assistance with meeting their basic needs, please ask for help from one of our Administrative Team Members. We have many resources that we can make available to our families that seem to need help.

Child Growth and Development

SAFETY NEEDS: The child must not only BE safe, they must also KNOW that they are safe in our care. It takes time for them to trust that they are:�

1. Safe from physical dangers in the environment,
2. Safe with the other children,
3. And safe with us, the new adults who must take the place of their parents during the day.

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Until they learn to trust you give them time and constant reassurance that you will keep them safe. For some children this happens very quickly. For others, it takes a long time, so don’t give up!

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Child Growth and Development

LOVE AND BELONGING: Coming from home to the center is a big transition. You are in a position to help their mornings get off to a great start.

1. Be sure to focus your attention on the child who is just entering the group. You need a few minutes to assess their physiological needs and their safety needs.
2. Get down to the child’s level by kneeling so you can talk face to face. Ask about their morning. Do they have anything exciting they want to tell you about?
3. Invite them to hang up their coat and put their belongings in their cubby. Sometimes they are not yet ready to part �with their things. That’s okay. Give them time� and space, but continue to be attentive until� they are comfortable enough to join in.
4. Point out the various options they have for�joining with activities and other children at �play. This helps them to find their place and �to know they belong here.

Child Growth and Development

Sometimes a parent will feel that it is better to sneak out of the room once their child becomes engaged in an activity. It often feels easier to the parent because they don’t want their child to cry. However, for the child, the feeling of having been abandoned is much more traumatic than saying goodbye.

Also, it is good manners to say hello and goodbye, and we want to model good manners to the children.

Encourage parents to have a routine each morning that tells the child, “I have to go, but I know you are safe and loved here. And I will be back!”

Child Growth and Development

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Daily departure routines are also important �in helping the child develop a sense of �belonging to the classroom. Start by �connecting the child’s day at school to �their transition to home and family time.

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Give details to the parents about what the �child did during the day. Focus on �activities the child enjoyed and of which �the child was particularly proud. Point out completed work or the list of “What We Did Today” items. This gives the parent a conversation starter for the trip home.

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The end of the day is the memory the child takes home of himself and how he fits in to the group. Ending the day negatively destroys all the work you did all day to make the child feel they are loved and that they belong.

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Child Growth and Development

With children, as with most people, you get more of what you focus on. For every challenge you experience with a child, try to notice at least 3 positive experiences during the day. That helps to keep you focused on the good.

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Particularly difficult conversations deserve a separate talk with ALL of the important adults present, including the lead teacher, and plenty of time to create a plan to address any issues.

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Finally, take the time to say “goodbye” to each child. Remind them that you look forward to seeing them tomorrow. Encourage the other children to say “goodbye,” too. A big group “goodbye” goes a long way toward making the child recognize that they belong here.

Child Growth and Development

ESTEEM: Everyone wants to feel valued and respected. Children are no exception.

1. Since you are the child’s primary caregiver during the day, don’t be afraid to give hugs or offer a lap to help them settle in. A few minutes of your undivided attention is reassuring and creates a strong bond between you and the child.
2. Give children real opportunities to help throughout the day, whether they are assisting you or doing a task independently.
3. Use their name when you talk to them. And make sure their name is in several places in the room. This reminds them that they are an important person in their own right, and not just one of a group.

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Child Growth and Development

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Children are born depending upon adults for everything. Their requests, whether verbal or non-verbal, deserve a response. That doesn’t mean you have to drop what you are doing to rush to every child who demands your attention. It also doesn’t mean you should give in to disrespectful demands or tantrums. It just means you need to listen and respond.

Answer them verbally even when you can’t meet their needs or requests physically right away. This reassures them that they are important, you have recognized that they have a need, and that you will help them.

Most importantly, LISTEN to what they are saying. Talk less and listen more. Ask them questions to gain more information. This also helps them organize their thoughts and allows them to learn to problem-solve on their own.

Child Growth and Development

SELF-ACTUALIZATION: “Be all that you can be” is an Army slogan, but it is a goal for everyone, even the young child. Understanding their own potential is the first tool they need to reach new goals, learn through tireless exploration, and to treat others with care and respect. Self-actualization is only achieved through mastering the first four needs.

Sound like a huge job? It is! But it has great pay-offs. Every child has a unique way of viewing the world. They relate to adults in different ways, they enjoy different types of activities, and they have different levels of need. When you take the time and energy to form a true relationship with each child, you will have a better understanding of that child’s unique needs and preferences. The relationship you have with each of your children is what separates the “okay” caregiver from the “terrific” one.

Be the best YOU can be!

Key Points Review

When finished, sign your name (make sure we can read it!), add the date, and submit to the front desk!

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1. Which of these is the foundation to establish when meeting a child’s needs?
1. Their physiological well-being through food, clothing, and shelter.
2. Their safety, and their recognition that they are safe.
3. Their sense of belonging and being loved.�
2. T or F - Telling children what they need to do is more important that listening to their stories.�
3. When you are concerned about a child’s wellbeing, you should:
• Report it to the authorities immediately.
• Wait until you have enough evidence to report.
• Report it to the administrative team at Basic Beginnings so they can help.�
4. T or F - When the parent comes to pick up the child, it is important that you tell them about when their child misbehaved or didn’t listen to you. That way they can fix it at home.

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Signature _____________________________________ Date _________________

B.B. Employee Orientation - 5: Child Growth and Development

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