{"id":531,"date":"2013-08-16T15:17:50","date_gmt":"2013-08-16T15:17:50","guid":{"rendered":"http:\/\/content.scienceofecd.com\/secd-intro\/?page_id=531"},"modified":"2026-09-01T18:45:56","modified_gmt":"2026-09-01T18:45:56","slug":"bd-3-2-observing-child-development","status":"publish","type":"page","link":"https:\/\/content.scienceofecd.com\/secd-intro\/bd-3-2-observing-child-development\/","title":{"rendered":"BD 3.2 Observing child development"},"content":{"rendered":"
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To say that each child is an individual is a common phrase, but what does it really mean? Is understanding child development the same as understanding an individual child?<\/p>\n\n\n\n

Understanding children and responding appropriately is a big part of the kind of sensitive and responsive care that nourishes early brain development (more on this on the next page).<\/p>\n\n\n\n

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High quality early childhood programs for children are based on a sound knowledge and appreciation of child development theories and principles, and a deep and respectful appreciation for the interests and qualities of the particular children in the program.<\/p>\n\n\n\n

Careful observation helps adults understand each child and see the world from his\/her perspective.<\/p>\n\n<\/div><\/div>\n\n\n

Although children are “wired” to interact with others from birth, young children\u2019s social signals are not always obvious, especially before they can speak. Becoming a skilled observer is key to understanding a child\u2019s perspective. As you watch these interactions between seven-month-old Lucy and her dad, think about what she might be “saying” to her dad in each situation.<\/p>\n\n\n

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\n VIEW<\/span>Maybe later (0:51)<\/span> \n \n <\/div>\n <\/div>\n
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