FS1 EP2 PRESENTATION

1. Ep2 - LEARNER DIVERSITY:
DEVELOPMENTAL
CHARACTERISTICS, NEEDS &
INTERESTS

2. Describe the
characteristics,
needs and interests
of learners from
different
developmental
levels
OBJECTIVE
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3. To be able to plan and implement
learning activities and
assessments that are
developmentally appropriate for
each of the learners
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PURPOSE

4. 4
EPISODE 2
- is an opportunity to observe learners of different
ages and grade levels
- highlights the differences in their characteristics
and needs
- allows the teacher/professional to determine
learners’ characteristics and needs to be able to plan
for and implement learning activities and
assessments that are developmentally appropriate

5. 5
Principles of Development involved in Ep2
1. Development is relatively orderly. Development follows directional
patterns such as, from the head to the toe (cephalocaudal), and
from the center of the body then outwards (proximodistal).
2. Development takes place gradually.
3. All domains of development and learning – physical, social and
emotional, and cognitive – are important, and they are closely
interrelated (NAEYC, 2009)
4. Development proceeds toward greater complexity, self-regulation,
symbolic or representational capabilities (NAEYC, 2009)

6. provide a framework to
analyze and describe how
children change over time
in a variety of areas
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DEVELOPMENT DOMAINS

7. 7
DEVELOPMENT DOMAINS: Physical
Include the 2 big
categories of motor skills:
- GROSS MOTOR SKILLS
(ability to make
movements using the
large muscles in our
arms, legs, and torso)
- FINE MOTOR SKILLS
(ability to make
movements using the
small muscles in our
hands and wrists)
- SELF-HELP SKILLS (are
physical skills such as
dressing or bathing;
can include mental and
emotional skills such as
knowing when to use
the restroom, showing
kindness to others, and
offering to help around
the house; is necessary
for one's future
independence.
Classification of Motor Skills:
1. Discrete Movements
- refer to the kinds of skills and actions that
have an observable start and finish
Example: shooting a basketball is a discrete
movement. You stand, aim, throw the ball, and
it's done!
2. Serial Movements
- are a series of discrete motor skills that are
linked together
Example: a ballet dancer completing a routine
requires serial motor skills. You can see when
she finishes a pirouette or when a leap ends,
but these movements are all linked together
in a series.
3. Continuous Movements
- do not have an easily identifiable start or
finish.
Divisions of Motor Skills:
- Motor Skills can be
divided into open
and closed skills
(Knapp, 1967).
- Open Skills are
performed in a
dynamic and
changing
environment, while
Closed Skills take
place in a
predictable and
static environment
(Galligan, 2000).

8. 8
DEVELOPMENT DOMAINS: Social
Social Development
- refers to a child's
ability to learn how to
interact with other
students and adults.
Socialization
- is the primary purpose
of schooling, providing
opportunities for
social interaction
through structured
and free play.
School
- helps with social
development in the
classroom by
establishing and
enforcing rules of
courtesy and healthy
social interactions.
Awareness of how other developmental domains
impact social development will help accommodate any
difficulties students may have
Problems in social development can cause:
1. problem with cognition - when students have
problems getting along with others in the class
2. social problems - might result in emotional difficulties
when students struggle to find social support or
alienate others
3. physical delays in development - because physical
development may require participation in group play
or organized sports
4. problems in language development - when students
struggle to communicate with others.

9. 9
DEVELOPMENT DOMAINS: Emotional
Include:
- moods and temperament,
expression of feelings,
emotional independence
- acknowledging emotions and
the ability to manage or
regulate them in both personal
and social contexts.
- a child's ability to identify and
label his/her emotions and
effectively express the range of
feelings is another important
aspect of emotional well-being.
Emotional Development
- refers to the way a child can cope with
stress or anxiety and soothe themselves
Students with difficulties in emotional
development:
- may have outbursts in class
- struggle to identify and articulate their
emotional state to others
School
- is usually the first way students interact
with those outside their families, this
experience can provide opportunities to
enhance a child's emotional
development

10. 10
DEVELOPMENT DOMAINS: Cognitive
Cognitive Development
• refers to the way children
grow intellectually
How do we determine the
developmental level for
cognitive domain?
• by assessing for academic
skills, reasoning, and
critical thinking abilities,
and the acquisition of
knowledge or learning
How do we ensure
appropriate cognitive
development?
• Teachers and school staff
need to be concerned
with more than grades or
test scores
Cognitive Development
- is not the primary function
of schooling, but the
interrelatedness of cognitive
development to other
developmental
domains/areas.
- include communication
skills, thinking skills,
problem-solving, etc.
Example:
A child who's struggling with
emotional or social
development may have
difficulties with cognitive
development because they
 Problems and Social or
Emotional Development
 may cause difficulties in
interacting with others,
thereby impeding a child's
ability to focus
 Problems or delays in physical
development
 might impact a child
cognitively, such as in cases
where hearing loss prohibits full-
class participation.
 Language development
struggles
 could also cause difficulties
communicating their academic
needs with teachers or

11. Thank You TDCI 2024
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