Development and learning are dynamic processes that reflect the complex interplay between a child’s biological characteristics and the environment, each shaping the other as well as future patterns of growth.

2. Child development and child growth are not the same.
They are often used together because they both
explain the changes and the processes that children
go through from birth throughout the years of
childhood and adolescence.

3.  Growth is described by changes in size.
Development can be described by changes in
complexity( from simple to complex functions –
moving, thinking, feeling

4. Child development has a physical, social, emotional
and cognitive dimension:
 A Physical Dimension – the ability to move and
coordinate
 An intellectual/cognitive dimension – the ability to think
and learn
 A social dimension –the ability to relate to others
 An emotional dimension- the ability to develop positive
concept for self and others
 A moral dimension – the ability to distinguish and
choose between right and wrong
These dimensions are interrelated : a change in one
both influences and is influenced by change in the others.

5.  Children’s need differ across the early childhood
years. There are distinct characteristics, challenges,
milestones and issues that emerge at every stage of
development.

6. Every child is unique.
Development is multi-
determined and varies
as a function of the
child’s nutritional and
biochemical status,
genetic inheritance
and social and cultural
context.

7.  Child development follows a certain pattern. But the
development of each child is still unique and there
are individual differences in child development.

8.  Every child has basic needs that have to be
met: food, health care protection from harm or
injury, affection, interaction, stimulation and
learning through exploration and discovery.

9. Why are the early years
important ?
 The early years – from birth through age six -
are critical because they are the formative years
when growth and development are the most
rapid
* brain growth – unmatched by any other
developments that occur during the life
span; age 6 -70% of the adult brain weight

10. * increase in brain size and weight means that the
process of making connections between brain cells
and the growth of brain cells has occurred
* connections between brain cells are crucial thinking
skills e.g. memory, problem-solving and reasoning

11.  Brain development relies on:
* adequate nutrition combined with
developmental stimulation
 Developmental Stimulation
* interaction with other children and adults
* play and opportunities for active
exploration of the environment of people,
things and places

12.  By age 3 children, a child’s character and
personality are beginning to form.
Note: Many of the social and moral values that
will guide children through the rest of their lives
have been transmitted – often by example and
the actions of their caregivers with their early
life experiences in relation to family members
and neighbors and the influence of media

14. Kalinga
Madaling magalit, matakot
at maiyak ang mga bata.
Kailangan sagana sa
pasensiya, pag-unawa at simpatiya sa
damdamin ng bata ang magulang at
iba pang miyembro ng pamilya.

15.  The quality of care that the child receives from
conception, birth and throughout childhood will
determine whether a child will develop the best
possible way.

16.  Child care refers to the set of behaviors and
actions that support a child’s development.
Feeding; making sure a child has a home or
sufficient shelter,
supervising the child at play or during his or her
waking hours
preventing illness and taking care of a child
when he or she is sick,
Providing opportunities for social interaction
with other children and adults,
providing a safe and stimulating environment
that a child can explore

17.  Early interactions, how
we relate and respond,
directly affect the way
the brain is ‘wired’.
 Consistency of
stimulation determines
formation of synapses
 Brain cell connections
are established through
early experiences with
the world and the
formation of
attachments

18. Kasama
Para siguradong ligtas
at nagagabayan ang
bata, mahalaga ang
pamilya. Ang mga magulang, kapatid
at kamag-anak ay ang mga unang
guro at taga-pag-alaga ng bata. Mula
sa pakikipagugnay sa pamilya at
kapwa bata, umuunlad ang bata.

19. Kalusugan
Mas Maganda ang pag-
unlad ng mga batang malusog at
masaya. Gawing ligtas at malinis
ang katawan at kapaligiran upang
maging malusog ang bata. Bigyan
ng tama at wastong pagkain at
hikayatin silang kumain ng mabuti.

20.  Child development begins at conception. Good
maternal health and nutrition is the first basic need
for health development .

21. Kalaro at
panahon maglaro
Mahalaga ang
paglalaro sa pag-unlad ng isang bata.
Ang paglalaro ay isang magandang
paraan upang maging bihasa ang bata
sa pananalita, pag-iisip at pagsasa-
ayos ng kanyang kaisipan. Natututo
siya tungkol sa mundong kanyang
ginagalawan.

22. Kausap
Ang pag-unlad ng
kanyang pananalita ay
susi sa mga susunod pang yugto ng
pag-unlad. Makakabuti sa bata ang
palaging kinakasuap at paghikayat ng
makipaglaro sa kapawa bata.

23. Kakayahan ay
kaalaman
Ang limang pandama ng sanggol -
paningin, pandinig, pang-amoy,
pang-tikim at pandama - ay pawang gumagana sa
pagkapanganak pa lamang. Samakatuwid, nagsisimula
nang matuto ang isang sanggol sa unang sandali ng
kanyang pagkapanganak.
Habang lumalaki ang bata, kailangan nila ng mas
maraming karanasan at paghamon.

24. Kakayahan ay
kaalaman
at.
Mahilig g Mahilig gumaya ang mga bata sa mga
kilos ng nakakatanda Napapalakas
ita sa mga karanasan ng isang bata sa pamamagitan
ng malimit na pakikihalubilo at paglalaro. Habang
lumalaki ang mga bata sa pamamagitan ng malimit
na pakikihalubilo at paglalaro. Habang lumalaki ang
bata, kailangan nila ng mas maraming karanasan at
paghamon.

25. KEY FINDINGS ON BRAIN
DEVELOPMENT
 Children are
biologically
prepared to learn.
 density of
synapses
remains high
throughout the
first 10 years

26. Brain development is non-linear; it
is more like a spiral with waves and
windows of opportunity.
There are certain critical periods
that are conducive to developing
specific skills.

27. WINDOWS of OPPORTUNITY
Window for Optimal
window
Next best
opportunity
Further
rewiring
possible
EMOTIONAL
INTELLIGENCE
0-24 mos 2-5 years any age
MOTOR
DEVELOPMENT
0-24 mos 2-5 years Decreases with
age
VISION 0-2 years 2-5 years
EARLY SOUNDS 4-8 mos. 8 mos-5 years any age
MUSIC 0-36 mos 3-10 years any age
THINKING
SKILLS
0-48 mos 4-10 years any age
SECOND
LANGUAGE
ACQUISITION
5-10 years any age

28. EMOTION  ATTENTION  MEMORY
 learning is a how a brain acquires a memory, a
memory is how and where the brain stores
information
 the emotional system drives the attentional system
 learning is enhanced by challenge and inhibited by
threat
challenge of educators: provide challenging and
relevant activities that will help information reach
long-term memory

29. Enhancing Brain Development
Emotions
 when information is
connected with an
emotion, it receives a
high priority for
processing
 when emotions are
present, hormones of
the brain act like
memory fixatives

30. Practice
10% chance of remembering
something done once in 30 days,
90% chance of remembering
something done 6 times in 30 days

31. Problem-solving
 problem-solving
causes synapses to
form, chemicals to
activate, blood flow
to increase

32. SENSE AND MEANING
 for information to be stored in long term
memory, information must make sense
(learner can fit the information into existing
understanding) and it must have meaning
(information is relevant to learner)

33. Kapaligirang
mapagpayaman
sa karanasan
Hindi kailangan ng mga laruang nabibili
sa tindahan upang matuto ang mga bata
sa pamamagitan ng laro. Ang mahalaga
ay magkaroon sila ng mga kagamitan at
mapaglalaruang makapagpayaman sa
kanilang karansan at imahinsyon at
tinutulungan silang maging mapag-likha.

34. PLASTICITY
 ability to change in response to stimulus
 neurons grow in complexity and strength as a result
of experience
 the brain needs time to process new material
challenge of educators: providing an enriched
environment (more activities to do and more time to
learn)

35. Hand-Brain
Connection
 using fingers stimulates
the brain
 tactile stimulation
positively affects
learning
 manipulating fingers
keeps a person
mentally alert

36. Choices
providing choices makes children feel
more positive about their work and
positive feelings trigger release of
endorphins which enhance functioning
of brain connections

37. NOVELTY
brain pays closer attention to things
that are new and different
new things cause the body to release
adrenaline which acts as a memory
fixative