E04 Chapter 4-5 Notes:
N AEYC STAN DA RD S AD D RES SED IN T H IS C HA PT ER
Standard 1c:
Using developmental knowledge to create healthy, respectful,
supportive, and challenging learning environments
Standard 4a:
Understanding positive relationships and supportive interactions as
the foundation of their work with children
Standard 4b:
Knowing and understanding effective strategies and tools for early
education, including appropriate use of technology
Standard 4d:
Reflection on own practice to promote positive outcomes for each
child
Domain
Definition
Associated Behavior
Physical
Includes 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.
Intellect
ual
Comprises curiosity, conjectures,
experimentation, problem solving,
memory, and creativity.
A child who is bored or frustrated is likely
to exhibit behavior many adults find
challenging.
Emotion
al
Incorporates 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.
Social
Is 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. There
can be many squabbles over sharing
Domain
Definition
Associated Behavior
mediation, compromise, and
compassion.
objects or agreeing upon the rules
Table 4–2
Common Problems in the Physical Environment
Problem
Resulting Behavior
Too little space
Children 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.
