E04 Chapter 4-5 Notes:N AEYC STAN DA RD S AD D RES SED IN T H IS C HA PT ERStandard 1c:Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environmentsStandard 4a:Understanding positive relationships and supportive interactions as the foundation of their work with childrenStandard 4b:Knowing and understanding effective strategies and tools for early education, including appropriate use of technologyStandard 4d:Reflection on own practice to promote positive outcomes for each childDomainDefinitionAssociated BehaviorPhysicalIncludes vision, hearing, nutrition, rest, exercise, general health, balance, sensory awareness, and large- and small-muscle development.When feeling physically challenged by hunger, thirst, exhaustion, or an ongoing condition such as poor hearing, cooperation often declines and behavior issues arise.IntellectualComprises curiosity, conjectures, experimentation, problem solving, memory, and creativity.A child who is bored or frustrated is likelyto exhibit behavior many adults find challenging.EmotionalIncorporates the individual sense of self with both personal identity, (I AM) and personal accomplishments(I CAN).When a child lacks confidence, he or she may be clinging or whiny and show fear of the unknown. In contrast, children who have a sense of who they are and what they can do, take pride in themselves and are willing to take risks to try new activities or meet unfamiliar people.SocialIs based on relationships with others. Skills such as sharing, leadership, flexibility, empathy, When children lack social skills it often leads to a lot of arguing and tears. Therecan be many squabbles over sharing
DomainDefinitionAssociated Behaviormediation, compromise, and compassion.objects or agreeing upon the rulesTable 4–2Common Problems in the Physical EnvironmentProblemResulting BehaviorToo little spaceChildren do not want to separate from parents because it is crowded and noisy; they may have had a previous experience where they were pushed or bitten due to overcrowded conditions; will not engage in play; push others; exclude others from play area; knock over blocks; step on puzzles; break materials; have no room for creative play or exploration and experimentation with materials.Not enough active movement in planned curriculum. Gross motor or large muscle activities are limited to outside or to a specific time for gym; not available in the class.Children begin to run around the room or down hallways; they climb on tables; will not sit still at story time or for teacher lessons; wiggle and tip over chairs; throw things; talk loudly; wave arms, swing feet; jump around; jostle others. Results in lack of focus and concentration for intellectual challenges. May also cause obesity or related health problems.