Literature Review
NAEYC Standard:1b
Knowing and understanding the multiple influences on early
development and learning
Prompt:
Overview of theories and previous research that inform developmentally appropriate play for young children. How does theory support DAP? What are the multiple influences on early learning and development?
Signature Assignment Rubric:
Demonstrates developmentally appropriate play for early learning with multiple influences. The multiple influences should discussed more than eight of these:
1) diverse cultural and linguistic contexts,
2) close relationship with adults and peers,
3) economic status of children and families,
4) health status and disabilities,
5) individual variations and learning styles,
6) opportunities to play and learn,
7) technology and the media,
8) community characteristics, and
9) early childhood programs.
NAEYC STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child.
INITIAL STANDARDS SUMMARY
STANDARD 1. PROMOTING CHILD DEVELOPMENT AND LEARNING
Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child.
Key elements of Standard 1
1a: Knowing and understanding young children’s characteristics and needs, from birth through age 8.
1b: Knowing and understanding the multiple influences on early development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children
Supporting explanation
The early childhood field has historically been grounded in a child development knowledge base, and early childhood programs have aimed to support a broad range of positive developmental outcomes for all young children. Although the scope and emphasis of that knowledge base have changed over the years, and although early childhood professionals recognize that other sources of knowledge are also important influences on curriculum and programs for young children, early childhood practice continues to be deeply linked with a “sympathetic understanding of the young child” (Elkind 1994).
Candidates also understand and apply their understanding of the multiple influences on young children’s development and learning, and of how those influences may interact to affect development in both positive and negative ways. Those influences include diverse cultural and linguistic contexts for development, children’s close relationships with adults and peers, economic conditions of children and families, health status and disabilities, children’s individual developmental variations and learning styles, opportunities to play and learn, technology and the media, and family and community characteristics. Candidates also understand the potential influence of early childhood programs, including early intervention, on short- and long-term outcomes for children.
Key elements of Standard 1, Advanced Programs
Supporting explanation
All advanced program candidates
All candidates in advanced programs base their practice on a sound foundation of child development knowledge. The candidate’s initial knowledge, skills, and related dispositions are given greater depth, complexity, and applicability to professional contexts through graduate education. As in other Advanced standards, the ways in which this occurs, and the expectations for how candidates will demonstrate their competence, vary according to the specialization.
Early childhood accomplished teacher
Both NAEYC and the National Board for Professional Teaching Standards (NBPTS) see child development knowledge as the foundation of accomplished early childhood practice. Candidates who are classroom teachers have some of the most direct opportunities to use child development knowledge in their work with young children and families. The differences between initial and advanced program candidates lie in the extent of developmental knowledge, the specificity of research-based understanding, and in some cases, the decision to focus in greater depth on one or more aspects of early development and learning. For example, candidates in some programs (or in a specialization within a program) might demonstrate in-depth understanding and application of child development research on risk and resilience, on language development, or on developmental issues in children’s use of technology.
Early childhood administrator
Administrators, too, promote young children’s development and learning, but their competence is demonstrated in different ways. Depending on the specifics of their roles, well-prepared candidates in advanced programs may apply current knowledge in designing programs, supporting staff, or developing state-level requirements related to the application of child development concepts. They evaluate their own and others’ programs and staff interactions in light of knowledge about child development and learning. Because agencies and programs are so embedded in communities, these candidates need to show awareness of and responsiveness to variations in beliefs about, and evidence of, children’s development and behavioral norms as a function of community and cultural contexts.
Early childhood public policy and advocacy specialist
Candidates focused on public policy and advocacy will demonstrate their understanding of early childhood knowledge and skills through developing or identifying public policies that support development and learning in ways consistent with research and professional practices. They should be able to critique policies that fail to support development and learning, using research to back up their views. They show ability to advocate for growth-promoting environments for all young children.
Early childhood teacher educator/researcher
These candidates also have great potential to affect child outcomes by affecting teacher practice. Demonstrations of competence may include using effective methodologies to generate new knowledge about child development and the conditions that promote it, as well as using effective teaching strategies to make current child development knowledge meaningful and powerful for future teachers or other community practitioners.