UNIVERSIDAD NACIONAL DE CHIMBORAZO

METHODOLOGY
Names: Jos Guaraca and Vctor Lpez

GROW AND LEARNING
BIOLOGICAL DEVELOPMENT
Child development refers to the biological, psychological and emotional changes that occur in
human beings between birth and the end of adolescence, as the individual progresses from
dependency to increasing autonomy. It is a continuous process with a predictable sequence yet
having a unique course for every child. It does not progress at the same rate and each stage is
affected by the preceding types of development. Because these developmental changes may be
strongly influenced by genetic factors and events during prenatal life, genetics and prenatal
development are usually included as part of the study of child development. Related terms
include developmental psychology, referring to development throughout the lifespan, and pediatrics,
the branch of medicine relating to the care of children. Developmental change may occur as a result
of genetically-controlled processes
COGNITIVE DEVELOPMENT
Cognitive development has genetic and other biological mechanisms, as is seen in the many
genetic causes of intellectual disability. Environmental factors including food and nutrition,
responsiveness of parents, daily experiences, physical activity and love can influence early brain
development of children. However, although it is assumed that brain functions cause cognitive
events, it has not been possible to measure specific brain changes and show that they cause
cognitive change. Developmental advances in cognition are also related to experience and learning,
and this is particularly the case for higher-level abilities like abstraction, which depend to a
considerable extent on formal education.

SOCIAL-EMOTIONAL DEVELOPMENT
Newborn infants do not seem to experience fear or have preferences for contact with any specific
people. In the first few months they only experience happiness, sadness, and anger. A babys first
smile usually occurs between 6 and 10 weeks. It is called a social smile because it usually occurs
during social interactions. By about 812 months, they go through a fairly rapid change and become
fearful of perceived threats; they also begin to prefer familiar people and show anxiety and distress
when separated from them or approached by strangers. Separation anxiety is a typical stage of
development to an extent. Kicking, screaming, and throwing temper tantrums are perfectly typical
symptoms for separation anxiety. Depending on the level of intensity, one may determine whether
or not a child has separation anxiety disorder. This is when a child constantly refuses to separate
from the parent, but in an intense manner. This can be given special treatment but the parent
usually cannot do anything about the situation.
The capacity for empathy and the understanding of social rules begin in the preschool period and
continue to develop into adulthood. Middle childhood is characterized by friendships with age-
mates, and adolescence by emotions connected with sexuality and the beginnings of romantic
love. Anger seems most intense during the toddler and early preschool period and during
adolescence

Toys for 3- to 6-year-olds (preschoolers and kindergarteners)
Preschoolers and kindergartners have longer attention spans than toddlers. Typically they talk a lot
and ask a lot of questions. They like to experiment with things and with their still-emerging physical
skills. They like to play with friendsand dont like to lose! They can take turnsand sharing one
toy by two or more children is often possible for older preschoolers and kindergarteners.
Good toys for 3- to 6-year-olds:
Things for solving problemspuzzles (with 12 to 20+ pieces)
Things for pretending and building
Picture books with even more words and more detailed pictures than toddler books
Things for using their large and small muscleslarge and small balls for kicking and
throwing/catching
If a child has access to a computer: programs that are interactive (the child can do something) and
that children can understand (the software uses graphics and spoken instruction, not just print)





ACTIVITIES
TO DISTINGUISH PARTS OF THE BODY
Ask to child to touch part of the body in a correct way.
To do the activity with child but try to confuse touching incorrect way so, the child will
distinguish the correct part.
TEACHING TO COUNT NUMBERS.
Use an abacus to teach adding and deduct.
DEVELOPING A PORCUPINE ACTIVITY
Materials
Scissors
Glue
Contruct paper
Stapler
Popsicle stick
Tow googly eyes

BIBLIOGRAPHY
. http://en.wikipedia.org/wiki/Child_development
National Association for the Education of Young Children - Promoting excellence in early
childhood education 1313 L St. NW, Suite 500, Washington, D.C. 20005 | (202)232-8777 |
(800)424-2460 | webmaster@naeyc.org