2.1 (2K1C): Knowledge of the similarities and differences between cognitive, communicative, physical, social, and emotional needs of students and the factors that influence these different needs.
2.5 (2K5B): Awareness of the potential implications of various student characteristics on learning and achievement.

Introduction

Childhood is full of changes. Perhaps the largest factor for change is the developmental stages that children pass through to adulthood. As a baby develops the capacity for walking, then talking, etc., there are less obvious capacities that older children and teenagers pass through. Understanding these developmental capacities (or stages) can help to explain why a student behaves a certain way, or why a student is having difficulty learning a particular skill - perhaps she is not old enough to get it or perhaps she is bored because she is too old for it. Using this information can help you teach more effectively as your curriculum and instructional strategies can be made more age appropriate. Considering child development factors can also improve your communication with children and youth, as your communication will be informed of possible social development barriers to their listening or their interpreting accurately what you are saying.

Over the last century there have been many theories about child development - some focus on intellect, social, and emotional development. The concepts of two theorists have become widely accepted as good references for normal child development. The names of these theorists are Jean Piaget, who focused on the intellectual development of children, and Erik Erikson, who focused on the social/emotional development of children. The developmental stages identified within these two theories will provide you with a general guideline for the stages of normal child development.

Keep in mind that normal development stages do not apply to everyone; there are always variances to a norm. Some children may take longer to master a stage while others may master it more quickly than most. And in the case with children with disabilities, some may have a greater challenge mastering a particular stage (or aspect of a stage) or some simply may not be capable of mastering it. It is important to understand that these theories are based on normal child development, and therefore need to be used as a guideline, not a rule.

Objectives

As you read the objectives for this unit, think about and rate your current knowledge using the following scale.

1. I do not understand this.
2. I do understand this.
3. I understand this well enough to use in my work.
4. I could teach others about it and use it in my work.

Upon completion of this unit, you will:

• Develop an awareness of normal intellectual development
• Develop an awareness of normal emotional/social development
• Be aware of developmental differences that may exist between students you teach.

The Para eLink is sponsored by the Minnesota Paraprofessional Consortium, in collaboration with the Minnesota Department of Education, located at the Institute on Community Integration in the College of Education and Human Development at the University of Minnesota.

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