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First Smile, First Steps, First Words: Promoting the Building Blocks of Healthy Development Through Playgroups and Storytimes
- 1. Laura Partington MS in Child Development, MILS Community Engagement Librarian First Smile, First Steps, First Words: Promoting the Building Blocks of Healthy Development Through Playgroups and Storytimes Mary Michell, MILS Youth Services Librarian Gudrun Priemer, MILS Youth Services Librarian
- 2. Agenda o Baby Wednesdays: What is it? o Healthy Development: Birth to age 5 o From Theory to Practice: Promoting healthy development and caregiver relationships in Baby Wednesdays o Takeaways o Comments & Questions Image: publicdomainvectors.org
- 3. Baby Wednesdays: What is it?
- 5. Healthy Development (Birth – 5) Interrelated Domains • Physical • Cognitive • Language • Social/Emotional Image: PhotosForWork.com
- 6. Every child develops within the context of Culture Healthy Development: The Role of Culture Image: Berk and Roberts, 2009, retrieved from https://www.beststart.org/OnTrack_English/2-promotehealth.html
- 7. Physical Growth and Development (PGD) Healthy physical development is key to a child’s overall healthy development, because… Image: PhotosForWork.com
- 8. Physical Growth and Development o Growth in weight and height o Hardening of bones and increased muscle mass o Brain growth and coordination of brain areas Brain is about 90% of adult weight by age 3 o Motor development: o Gross motor skills (big movements: large muscles) o Fine motor skills (small movements: smaller muscles)
- 9. Typical PGD Milestones Gross Motor o Sits up independently & begins Crawling (7-8 mos) Stands (11-12 mos), Walk (12-15 mos) o Jumps (age 2+) o hops (age 4) o skips (age 5) Fine Motor o Grasps rattle, shaker egg (3-6 mos) o Pincer Grasp (8-10 mos) o Claps and waves (about 9 mos) o Writing evolves: scribbling (15-36 mos) to lines and patterns (2.5 – 3.5 yrs) to pictures of objects/people and letter & word practice (3- 5 yrs) to writing letters more clearly and moving from invented to conventional spelling (5-8) Image: PhotosForWork.com
- 10. • Motor Development As brain matures and muscles strengthen b/w 0–2, child can coordinate motor movements allowing exploration in new ways • Crossing the Midline Ability to move body part (e.g., hand) across invisible line that divides body. Requires both sides of body to work together and shows that both sides of brain are communicating. Typically developing child usually achieves this skill by age 3–4. If child struggles to cross midline, can negatively impact reading and writing ability. Physical Development: Impact on Literacy Development & School Readiness
- 11. Cognitive Development: Young Child as “Little Scientist” Challenge: Cannot SEE it, so must infer from behavior What Do Babies Think? Image by kevinmayer istock
- 13. Piaget’s Theory of Cognitive Development o Schemas o Adaptation o Stages of Cognitive Development Sensorimotor: birth - 2 Preoperational: 2 - 7 Concrete operational: 7 - 11 Formal operational: 11+ Image: Buzzle.com, retrieved from https://psychologenie.com/accommodation-vs-assimilation
- 14. Sensorimotor (0–24 mos) Child discovers world by taking in information with all senses and interacting with it through her body Key cognitive achievement during this period: Object Permanence (develops between 8 -18 mos) Image by Nick Rabinowitz https://www.flickr.com/photos/25512955@N00/5366451942
- 15. Preoperational (age 2–7) Ability to interact with world symbolically begins around age 2. Children demonstrate ability to use symbols via language, drawing, pretend/fantasy play. • Categorize by physical attributes (shape, color) • Dual Representation (one thing stands for another) • Evolving understanding of Time • Appearance vs. reality (evolves between ages 3–5) Image: Courtesy athomewithnatalie.com
- 16. Language and Literacy Development Two Kinds of Language Development o Receptive (what child understands) o Expressive (child’s nonverbal & verbal communication) Functions of Language o Name things/people in one’s world o Get needs met o Develop relationships o Practice communication skills with adults and peers o Cope with challenges, problem-solve Image: PhotosForWork.com
- 17. Typical Language & Literacy Milestones o 0 – 6 mos: Baby as “Citizen of the World” o 0 – 12 mos: coo (2 mos), babble (6-9 mos), point (8-12 mos) o 12 – 18 mos: 1-word stage o 18 – 24 mos: 2-word (“Grammar explosion”) o 24 – 36 mos: 2 - 3 word sentences o 3 – 5 years: Narrative ability increases; Uses Future Tense (age 5), Starts to Read (age 5)
- 18. How Questions Develop Development of Ability to Ask Questions: o Earlier (typically 12-24 mos): What and Where (Sensorimotor period: concrete, here and now, object-based) o Later (typically 38-46 mos): How, When, Why (relies on ability to understand Cause and Effect & Time) Ability to Understand and Ask Questions Develops in an Order Image: clker.com
- 19. Social/Emotional Development o Develop self-regulation o Develop empathy o Ability to build and maintain relationships o Develop personal identity Foundation: Attachment – development of “secure base”: allows child freedom and confidence to explore world o Ability to identify and understand one's thoughts and emotions and the thoughts and emotions of others Image: PhotosForWork.com
- 20. The Role of Play Vehicle by which children learn about world. Offers a learning environment that is non-risky, unlike real life. Children learn both by accident and on purpose. o Experiment o Learn how to use cultural tools o Explore social roles o Cultivate self-regulation o Practice conversation and social skills o Process emotions & cope with challenges Image: M-Credit istock
- 21. Baby Wednesdays Fostering healthy development and community among caregivers From Theory to Practice
- 22. o Offering both small motor and large motor toys o Offering a big, stimulating space to explore and make sense of at the child's own pace o Offering more structured storytimes for kids who are ready for them on any given day o Being flexible about behavior during those storytimes o Allowing kids who aren't enjoying storytime to go back to Together Time Baby Wednesdays accommodates each child's own pattern and pace of development. We do this by:
- 23. o Forming relationships with parents and caregivers and offering reassurance and support o Offering a place where childcare givers can meet (raising young children can be lonely and isolating) o Foregoing registration and offering a welcoming, "come when you can" atmosphere o Occasionally offering short visits from community childcare experts, such as doctors and social workers. Baby Wednesdays supports young families by:
- 24. Physical Growth and Development Gross Motor Fine Motor
- 25. Cognitive Development Sensorimotor Stage: Explores the world through the senses and movement
- 28. Caregivers interacting with children & each other
- 30. Where to buy the toys?
- 32. Other Considerations Toy storage Replacing broken toys Dealing with missing pieces Image: Clker.com
- 33. Takeaways
- 34. o All Domains--Social/Emotional, Physical, Language, Cognitive--are Interrelated o Development is a progression, not a set of discrete milestones o Children develop at their own rate, but sequence is universal: healthy development moves forward with each stage building on the prior one o Child does not develop in a vacuum, but within a cultural system that influences development Keep these Developmental Principles in Mind for Effective Early Childhood Programs Image: PhotosForWork.com
- 35. o Young families have unique needs which the library can and should meet: - Age-appropriate, free activities - Socialization - Support - Flexibility o Providing appropriate programs for young families builds community and creates lifelong library-users. o Babies and toddlers follow the same developmental path, but each child navigates this path in a unique way. Programs that honor a child’s unique development are most beneficial to young families. Baby Wednesday Takeaways
- 37. Want a copy of this presentation? You can access it via the Reaching Forward webpage: https://s4.goeshow.com/ila/rfc/2019/conference_program_sessions.cfm Feel free to contact us: Thank You! Mary Michell Youth Services Librarian Skokie Public Library 5215 Oakton Street Skokie, IL 60077 847-324-3195 mmichell@skokielibrary.info Gudrun Priemer Youth Services Librarian Skokie Public Library 5215 Oakton Street Skokie, IL 60077 847-324-3101 gpriemer@skokielibrary.info Laura Partington Community Engagement Librarian Skokie Public Library 5215 Oakton Street Skokie, IL 60077 847- 324- 3139 lpartingtonl@skokielibrary.info
- 38. Image Credits All image credits unless otherwise noted are: Skokie Public Library
- 39. References ASHA (n.d.) Your child’s communication development: Kindergarten through fifth grade. Retrieved from: https://www.asha.org/public/speech/development/communicationdevelopment/ BabyCentre.co.uk. Baby milestones: 7- 12 months. Retrieved from https://www.babycentre.co.uk/a6477/baby-milestones-seven-to-12-months Best Start Resource Centre (n.d.) Frameworks, Section 2 Developmental health. Toronto, Ontario. Retrieved from https://www.beststart.org/OnTrack_English/2-promotehealth.html Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & Morrison, F. J. (2012). Fine motor skills and executive function both contribute to kindergarten achievement. Child development, 83(4), 1229–1244. doi:10.1111/j.1467-8624.2012.01768.x Deloache, J. S. Faculty profile. Retrieved from: http://www.faculty.virginia.edu/deloache
- 40. References (cont.) Erikson Institute lectures from the following courses: • C421: Human Development I—Psychosocial Development in infancy and childhood (Fall 2014). Instructor Tonya Bibbs, Ph.D. • C426 – Development of Cognition, Language, and Play I: Cognitive Development (Fall 2015), Instructors Lisa Ginet and Jie-Qi Chen, Ph.D. • C425: Physical Growth and Development (Spring 2016), Instructor Carey Halsey, M.S. Ed, • C427: Development of Cognition, Language, and Play II: Language Development (Spring 2016). Instructor Sharon Syc. Ginsburg, K.G., and the Committee on Communications, and the Committee on Psychosocial Aspects of Child and Family Health (January 2007). The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics,119(1), p.182-191). Hulit, L.M., and Howard, M.R. (2002). Ch. 5 The saga continues: Language development through the preschool years. Pp. 157-214 in Born to talk: An Introduction to speech and language development (3rd ed.). Boston: Allyn and Bacon. Kuhl, Patricia. The linguistic genius of babies. https://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies/transcript Lindfors, J. W. (1991). Ch. 6 Language acquisition: Developmental sequence. Pp. 111-157 in Children’s language and learning (2nd ed.). Boston: Allyn and Bacon.
- 41. References (cont.) McLeod, S. (updated 2018). Jean Piaget’s theory of cognitive development. Simply psychology. Retrieved from https://www.simplypsychology.org/piaget.html Moore, M. K., & Meltzoff, A. N. (1999). New findings on object permanence: A developmental difference between two types of occlusion. The British journal of developmental psychology, 17(4), 623–644. doi:10.1348/026151099165410, Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4215949/ Motor Development: https://www.whattoexpect.com/first-year/grabbing/ http://www.medcentral.org/Main/Whatssoimportantaboutcrawling.aspx https://www.whattoexpect.com/toddler/run-jump/ https://www.whattoexpect.com/first-year/wave-clap/ CDC. Important milestones: Your child by 5 years. Retrieved from; https://www.cdc.gov/ncbddd/actearly/milestones/milestones-5yr.html Zero To Three (Feb 2016). Learning to write and draw. Retrieved from https://www.zerotothree.org/resources/305-learning-to-write-and-draw Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). Ch. 2 Rethinking nature and nurture. Pp. 39-56 in From neurons to neighborhoods: The science of early childhood development. Washington, DC, US: National Academy Press.
- 42. Social/Emotional Development: http://csefel.vanderbilt.edu/resources/wwb/wwb21.html https://www.brighthorizons.com/family-resources/teaching-children-to-care-and-be-more-cooperative https://www.zerotothree.org/resources/5-how-to-help-your-child-develop-empathy https://www.zerotothree.org/resources/227-tips-on-helping-your-child-build-relationships https://www.zerotothree.org/resources/240-12-24-months-social-emotional-development https://greatergood.berkeley.edu/article/item/why_we_should_teach_empathy_preschoolers https://www.scholastic.com/teachers/articles/teaching-content/ages-stages-empathy/ https://www.canr.msu.edu/news/children_and_empathy_reading_to_learn_empathy https://www.choc.org/primary-care/ages-stages/ SpeechDelay.com. Retrieved at: www.speechdelay.com/milestones.aspx Vygotsky, L. (1978). Ch. 7: The role of play in development. Mind in society, the development of higher psychological processes. Cambridge, MA: Harvard University Press. References (cont.)
Editor's Notes
- Studying CD does not mean that I have a comprehensive understanding of all the ins and outs about how children develop. Rather, it has helped to have a framework within which to put details of development and milestones – but the topic is so complex and there are so many specifics, that I will continue to learn my whole life more specifics and how they fit into the framework. So, I hope that this presentation will provide you with the basics of that framework too, which many of you have already, and then we will continue over the course of our professional careers to fill in the framework, which will contribute to helping to know our young patron base a little bit better and thus help to serve them better as librarians. Development is a progression, not a set of discrete milestones. Children develop at their own rate; however, the developmental sequence is the same for all children (i.e., no child skips a developmental step -- such as going from cooing to saying 2-words without first going through the babbling and1-word stages). Healthy development is always moving FORWARD and each stage builds on the prior one. If a child loses an ability (like going from saying words to being non-verbal), this is a red flag.
- A complex network of factors influence child development, such as health, parental income, neighborhood, and cultural customs, and most of the factors are interrelated. For example, income can influence parents’ education level, environmental quality of neighborhood, access to healthcare and early childhood education, choice of neighborhood, and stress level. A widely used framework to represent the interconnectedness of a child’s biological and social environments is Bronfenbrenner’s ecological system of human development (1979). No doubt you’ve heard about the age-old debate of Nature vs. Nurture. What developmental theorists now subscribe to instead is the idea of Nature through Nurture (Shonkoff & Phillips, 2000) reflecting this interconnectedness of biology and culture to influence a child’s developmental trajectory. Source of image and content: https://www.beststart.org/OnTrack_English/2-promotehealth.html
- BECAUSE: every child grows up in a physical body, and this context influences the child’s developmental trajectory across domains from the moment of conception. Source: Erikson PGD Course Give examples? E.g., cleft palate
- I selected gross and fine motor skills especially relevant to skills often fostered in library storytimes NOTE: Crawling is NOT a necessary step. Some children will only crawl for a short period of time or skip this milestone completely, but there are benefits, such as crawling is a cross lateral movement that strengthens both the left and right side of the brain, allowing increased communication between the two sides of the brain, fostering enhanced learning. http://www.medcentral.org/Main/Whatssoimportantaboutcrawling.aspx Pincer grasp is the ability to to grasp an object between your thumb and index finger – critical for doing all sorts of things from writing to buttoning a shirt. You’ll see babies practicing this skill when they pick up Cheerios for example between these two fingers. Sources: https://www.whattoexpect.com/toddler/run-jump/ https://www.zerotothree.org/resources/305-learning-to-write-and-draw https://www.whattoexpect.com/first-year/wave-clap/
- Motor Development: (e.g., by walking can cover more territory, and has free hands to carry/manipulate objects). Crossing the midline: If a child has difficulty crossing the midline, it can negatively impact her ability to read and write. As the child reads from left to right, her eyes may stop at the middle of the page to blink and refocus, meaning that she may lose her place. She also might stop in the middle of the page to switch her pencil from one hand to the other when writing. You can foster this ability in storytimes through activities such as rolling hands in an action rhyme like 10 in the Bed, or have children touch their hands to the opposite toe or knee. SOURCE: Erikson Language Development Course Source for content to include for future presentation: Motor Development: FMS highly predictive of academic achievement: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3399936/
- Young children are constantly gathering data from their environment to learn about how the world works.
- Play video from beginning until 4:45 – until “than we ever knew before.”
- Three Basic Components of Piaget’s Theory: According to renowned developmental theorist Piaget, schema are the building blocks of intelligent behavior – a way of organizing knowledge with each schema relating to one aspect of the world such as objects and actions. We use schema to understand and respond to situations in the world. When a child's schemas accurately reflect how she perceives the world, things are in balance. BUT: What happens when the existing schema does not accurately reflect reality? The schema needs to be changed to deal with a new object or situation. Example can be seen in this cartoon: A child sees and pets a dog for the first time, his mother tells him that the creature is a dog and the child creates a mental category for Four legged animals with the image of a dog. But what about when the child encounters a cat? At first, the child will think the cat is a dog according to his schema for four legged animals. But over time, he will realize that there are enough differences between dogs and cats [called by different names, make different sounds] that he will have to adapt her schema of four legged animals to include BOTH dogs and cats. This process drives learning because we do not like to be frustrated and will seek to restore balance by mastering the new challenge. Nice video explaining process of how schemas adapt (assimilation vs. accommodation): https://www.youtube.com/watch?v=Xj0CUeyucJw&feature=youtu.be Piaget's 4 Stages of Cognitive Development Piaget proposed four stages of cognitive development which reflect the increasing sophistication of children's thought: Sensorimotor Stage (Birth-2 yrs) Explore the world through senses and movement Preoperational Stage (2-7 years) During this stage, young children can think about things symbolically. This is the ability to make one thing - a word or an object - stand for something other than itself. Concrete Operational Stage (7-11 years) The beginning of logical or operational thought: child can manipulate ideas in their head, rather than the need to physically try things out in the real world. Formal Operational Stage (11 years and over) People develop ability to think about abstract concepts, and logically test hypotheses. Content Source: McLeod, S. (updated 2018). Jean Piaget’s Theory of Cognitive Development. Simply Psychology. Retrieved from https://www.simplypsychology.org/piaget.html
- Object Permanence: the representation of an absent object as continuing to exist in a hidden location https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4215949/ Peek a boo is a great game to incorporate into your storytimes (with scarves, hands, etc.) during this period to help children master object permanence.
- Dual Representation: Banana as a Phone This ability gets more abstract as time goes on: fantasy play While one thing standing for (symbolizing) another may seem a simple concept to us adults, it is very challenging for a child: Lots of mental gymnastics are actually involved: One must perceive and mentally represent the object itself and, at the same time, represent the relation between the object and what it stands for. In fact, at 9 mos, a child will often treat a photo in a book as a real object – grasping at it to try and pick it up. http://www.faculty.virginia.edu/deloache Appearance vs. Reality – understanding evolves: EX: Maynard the Cat wearing Dog mask experiment Results: • 3-year-old: Maynard is a dog • 4/5 year olds: confused • 5/6 year olds: Maynard is a cat
- Hard to separate Language from Cognitive Development: They develop TOGETHER in an intertwined way
- Baby as Citizen of the World: Until about 6 months, can distinguish all sounds in all languages in the world! Then, baby loses this ability and nuanced differences among sounds in language(s) being spoken around him becomes focus. Kuhl, Patricia. The linguistic genius of babies. https://www.ted.com/talks/patricia_kuhl_the_linguistic_genius_of_babies/transcript Cooing (vowel sounds) vs. Babbling (C+V) creating consonants by coordinating your lips, tongue, and teeth is harder than producing open vowels – try it! Say Ahhh, Now Say Ga! Grammar Explosion! 18-24 mos: by this time, child has about 50 expressive words and is ready for the 2-word stage, also known as the Grammar Explosion. The 2-word combos the young child uses are also known as telegraphic speech because child uses content-heavy words that will best convey her meaning in much the style of a telegram (EX: Daddy home!) using future tense shows an evolving understanding of time: http://www.speechdelay.com/
- Ability to answer precedes ability to ask questions as the latter is complex from both a cognitive/linguistic standpoint (i.e., have to understand how to order the words in a question vs. a statement) and articulation standpoint
- • Ability to identify and understand one's thoughts and emotions and the thoughts and emotions of others (foundation: Theory of Mind: the idea that “I have a mind, you have a mind, and what I think and feel may not be the same as what you think and feel” – that shows itself by 18 mos as per the broccoli and crackers experiment we saw earlier) • Develop self-regulation (ability to manage one's thoughts, behaviors, emotions, and motivation) • Develop empathy (starts w/being aware of and naming one’s own emotions and being able to take another’s perspective – foundation for latter is recognizing distinction b/w self and other, understanding of symbols – associated milestone: recognizing own face in mirror ) • Ability to build and maintain relationships (aided by self-regulation and empathy) • Develop personal identity– starts off concrete with things like: "Am I a boy or a girl?” and things the child likes to do “I like the color red” “I like to play T-Ball” – later more abstract such as “I am a helpful person” Some things you can do to foster healthy social/emotional development: Talk about emotions as you share books. Children who can label their feelings are better able to understand and express them in healthy ways. Ask child how he knows a character is happy or sad: Is the person or animal smiling, frowning? Ask child to match the character's expression with the corresponding one on a picture board. • Share books about adult social roles (teacher, daddy) so the child can “try them on." By age 3-5, typically you will see: • Improved ability to sit still and focus on the reading experience • Increased understanding of emotions ("I feel happy today") • Evidence of empathy ("Poor bear. He is sad") Sources: http://csefel.vanderbilt.edu/resources/wwb/wwb21.html Erikson Human Development I Course https://www.brighthorizons.com/family-resources/teaching-children-to-care-and-be-more-cooperative https://www.zerotothree.org/resources/5-how-to-help-your-child-develop-empathy https://www.zerotothree.org/resources/227-tips-on-helping-your-child-build-relationships https://www.zerotothree.org/resources/240-12-24-months-social-emotional-development https://greatergood.berkeley.edu/article/item/why_we_should_teach_empathy_preschoolers https://www.scholastic.com/teachers/articles/teaching-content/ages-stages-empathy/ https://www.canr.msu.edu/news/children_and_empathy_reading_to_learn_empathy https://www.choc.org/primary-care/ages-stages/
- Vygotsky: A child as “a head taller” in play (for example: a PreK child may demonstrate better self-regulation and patience in the context of a pretend play game of ”House” with other children than when she is at the dinner table with her family. Per Vygotsky, it is because the play is so enjoyable that she will motivate herself to strive to master a challenging skill. Mary and Gudrun will later talk about how the play that naturally occurs within the context of Together Time fosters healthy developmental skills.
- To review – here are our key takeaways about how children develop, so that you can keep these points in mind as you create library programs that will be most effective for fostering healthy development:
- We hope this presentation has helped you review the basics of how children develop between birth to age 5, and to learn strategies to intentionally foster healthy development and promote connections among caregivers through your programs. We have about _____ minutes for comments and questions. We would love to hear about how YOU are promoting healthy child development through your library programming.