Using Child Development Primer for Staff Orientation 

 

The SECD Child Development Primer is a concise overview of essential child development information. It is an ideal resource for those who need a brief overview of child development or who want a better understanding of key concepts related to working with young children. 

Are you new to working with children?

The SECD Child Development Primer is an excellent place to start learning.

Each Primer page is concise and easy to go through – even for people without much background in child development or experience with children. The combination of things to read, videos to watch and questions to think about, along with interactive games to play, make the Primer a fun and engaging way to learn. The ideas that follow are examples of ways to incorporate Primer material into staff orientation. 

To get an introduction to child development and why knowing development is so important, go to the first page, “Focus on child development”: 

• Watch the videos, “Kehl – understanding child development” and “James – holistic development”. Each describe the importance of knowing development as well as how different parts of development impact one another. Also note the dimensions of the Medicine Wheel.
• Watch the three videos, “Infancy”, “Toddlerhood – Ages one and two” and “Preschoolers”, which show scenes of children starting with newborns and progressing to six-year-olds. As you watch, pay attention to what children are doing at each age. Use the accompanying worksheet to write down what you notice so you can reflect on the ways children change in the early years. 

To delve more deeply into children’s skills and abilities as they develop, go to the pages, “Perspectives on early child development” and “Patterns of development: 

• In the “Perspectives on early child development” see “Western theories of child development” for a detailed reading on theoretical perspectives espoused by influential thinkers such as Freud, Bandura, Piaget, Ainsworth and Bronfenbrenner. Watch “Mehta – developmentalism” and consider the multiple contexts where children learn and grow that contribute to their own unique experiences and development. Read and watch the video called “Hardware – intersectionality” to learn about Critical Race Theory and Intersectionality. 
• Then, see “From theories to research” for readings that explain the scientific method, and typical research designs and methods used in studies of child development. 
• Go to the “Patterns of development” page, which presents several ways to learn about the skills and abilities that are typical of most children at a given age. Click through “Interact – Developmental Milestones”, do the readings and explore the websites. Be sure to watch the video, “Ateah – milestones and safety” and consider how being aware of milestone progression connects to safety considerations. 

To learn about and practice recording anecdotal observations, go to the page, “Observing young children”: 

• Read the information on this page to learn about the key details to include in an observation, the importance of writing objectively, and the difference between an objective description and a subjective interpretation. 
• Use the videos on this page to practice writing objective observations. Try both “live” – writing the record as you watch the video, and also “remembered” – writing the record after the video ends. You can use the worksheet provided. Be sure to think about the questions that follow the videos to consider how to best use observation in your work. 

To work towards using positive guidance, go to the page, “Positive guidance”: 

• Read, watch, and consider the information on this page for an overview discussion on positive guidance. Reflect on whether you have a natural tendency to be a “positive guide” in your interactions with children or whether you tend to be more negative or harsh. How can you make positive guidance and supportive interactions your usual style? 
• Review the reading, “Frequently Asked Questions About Time-Outs”. Were you aware of the concerns associated with time-out as a guidance strategy? Think about how you might use “time-in” instead, when a child needs support to calm down or modify what they are doing.
• See the video, “Katz – communication” and “Interact – The positive alternative” to find out how to be a clear, direct, and positive communicator. 

To understand play as a critical activity of childhood, go to the page, “Understanding play”: 

• Read about stages of play. Consider the different ways children use objects in their play and whether children interact with others during play. Think about all the developmental advances that are required for children to engage in more complex and more advanced social play. Play the review game to check your understanding. 
• Review the section on the importance of play. Think about your role and responsibility to provide a variety of play experiences for children. 

To continue learning, see other SECD resources for dozens of topics and hundreds of videos.