Tr.

Thae Phyu

BEd (Maths, Phys and Bio)

MEd (Educational Test and Measurement, Educational Psychology)
PhD (Thesis, Educational Psychology)
Former Instructor of pre-service and in- service teachers in YUOE
Former Researcher in EAP-ECDS
Former Instructor in Teacher Training Courses and Test Construction
Workshops in Yangon University of Education
Contents
• Introduction to ECCD
• Child Developmental Stages
• Main Areas of Child Development
• Basic Child Psychology
• Applying Child Psychology in the classroom
• Importance of Play in ECCD
• Parenting Styles
• Impact of Attachment, Temperament and Parenting on Child Development
• Children with Special Needs

Tr. Thae Phyu 2

What is ECCD?

3
 Early Childhood
the period of a child’s life from conception to age
five (internationally eight).

4
 Care

Health and Emotional and

Education social abilities
nutrition

Tr. Thae Phyu 5

 Development

Process of change

The child comes to master more and more complex

levels of moving, thinking, feeling and interacting
with people and objects in the environment
Tr. Thae Phyu 6
 What is ECCD?
Early Childhood Care and Development (ECCD)

Holistic development of children

Physical

Emotional
Cognitive
Language Social
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 Teacher
Why you should attend
ECCD course?

Student
8
9
 Help parents and caregivers
for children to get bright
future

Early childhood
educators
Can train them comprehend
children’s feelings and emotions
and help boost their confidence
and pinpoint their strengths.

Early years are crucial in the formation of intelligence, personality and social behavior.
Tr. Thae Phyu 10
• Children are born with physical, social and
psychological capacities which allow them to
communicate, learn and develop. If these capacities are
not recognized and supported, they will never be
developed.

• Investments in Early Childhood Development can

further help to modify inequalities rooted in poverty as
well as social, religious or gender discrimination.

Tr. Thae Phyu 11

• The emotional, social and physical development of young
children has a direct effect on their overall development
and on the adult they will become. That is why
understanding the need to invest in very young children is
so important, so as to maximize their future well-being.

• High quality early childhood education and care gives

children the best start in life.

Tr. Thae Phyu 12

 What is ECCD?
Early Childhood Care and Development (ECCD)

Holistic development of children

Physical

Emotional
Cognitive
Language Social
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 Child Developmental Stages

Language 9-12 Language 12-18

1-3 months 4-6 months 5-9 months
months months
Has learned how
Show interests in
Recognizes Brings hands up Watches things to use some
Cognitive objects and
familiar faces to mouth fall basic things like
human faces
spoons
Tries to look at Responds to May be clingy May engage in
Social and
you or other facial Enjoys mirrors or prefer simple pretend
emotional
people expressions familiar people games

Begins to coo Begins to babble Responds to Knows how to

Language and make vowel or imitate hearing their Points say several
sounds sounds name words

See things and Starts sitting up Pulls up into

Movement Turns toward Walks holding
reaches for without standing
/ Physical sounds onto surfaces
them support position
 18 months 2 years 3 years
May identify
Can put together a 3-4-
Cognitive familiar things in Build towers from
part puzzle
picture books blocks
May help with tasks
Social and Shows empathy for
like putting away Enjoy play dates
emotional hurt or crying children
toys

May ask simple Talks using 2-3

Language Know several words
questions sentences at a time

Can walk up and down

Can help in getting
Movement/Physical Runs steps with one foot on
dressed
each stair
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 4 years 5 years 6-8 years

Can complete
Cognitive Draw more complex
May be able to count instructions with 3 or
“people”
more steps

Social and May play games that Cooperate and play

emotional have roles like Is aware of gender with others
“parent” and “baby”

Can talk about what

Language May tell stories that Can read books at grade
happens in day-care or
stay on track level
at school

Movement/ Can jump rope or ride a

Physical Walks backwards Uses scissors bike
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Erikson’s Stages of
Psychosocial Development

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Tr. Thae Phyu 18
• [Link]

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 1 Cognitive
2 Physical
Main Areas of
Development 3 Social and Emotional

4 Language
 1
Cognitive Development ?
 Sensorimotor Stage (0-2 years)

Preoperational Stage (2-7 years)

Cognitive
Development
Concrete operational Stage (7-11 years)

Formal Operational Stage(12 years and

adult
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 newborns, also
rely heavily on
their reflexes

Children - Object
understand and Sensorimotor permanence is
explore their Stage (0-2 the awareness
world through years) that objects
sensory and continue to exist.
motor activities.

Babies younger
than six months
old lack object
permanence.
 learn to use language,
explore more about
the world and
relationships

cannot grasp
more complex lack the ability to
concepts such as Preoperational understand
cause and effect, Stage (2-7 conservation
time, and years)
comparison

develop memory and

imagination, understand
the difference between
past and future.
 show logical, concrete
reasoning

Concrete -less focused on

most children Operational themselves
still can't think Stage (7-11 -aware of
abstractly or years) external events
hypothetically

develop decentration or
the ability to consider
more than one attribute
of an object
 able to use symbols
related to abstract
concepts, such as
algebra and science.
can think about
-final stage things in
-continued Formal systematic ways,
intellectual Operational come up with
development in Stage(12 years theories, and
adults depends and adulthood) consider
on the buildup possibilities
of knowledge
abstract
relationships and
concepts such as
justice
Jean William Fritz Piaget

Tr. Thae Phyu 27

 2
Physical Development?
 Physical
Development

Tr. Thae Phyu 29

 Gross Motor Skills

- large muscle movements in the arms, legs, and

torso

- relate to body awareness, balance, hand-eye

coordination, speed, agility, strength, and more.

- to perform everyday functions, such as standing

and walking, running and jumping, and sitting
upright at the table

- Gross Motor Skills develop first and are the

foundation for fine motor development. 30
 How to improve gross motor skills?

1. free play like playground play, going

to the park, running up a hill and 2. adult-guided activities, playing
rolling down it games with your kids!
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 Fine Motor Skills

Fine-motor skills require coordination of the small

muscles and joints of the fingers, hands, and wrists.

Babies start to develop fine-motor skills at 1 or 2

months old. Advanced fine-motor skills take a longer
time to develop

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Fine-Motor Skills Development Timelines
2 Months

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35
•Grasp small objects in •Bang a spoon on a
their fingers surface

8 Months

•Remove an object
from a cup
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•grasp or pinch an object
between the thumb and •stir with a spoon
index finger

10–12
Months

•throw objects

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 •attempt to
•Hold a crayon stack two cubes

1–2 Years

•scribble

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 •Brush their teeth
with assistance

•Stack cubes 2–3 Years

•Put on a coat
without assistance

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 •put beads on a
string •eat independently

3–4 Years •pour liquid from

•unbutton buttons one cup to another

•Draw
objects

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 •write their first name •dress themselves

4–5 Years

•wipe after going to the

•cut with scissors
bathroom

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•Use clothespins to
•bath independently
transfer small objects

5–6 Years

•write their first and last name

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 •copy drawings of a flag
•tie their shoes

6 Years and
above

•write short sentences

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 Language Development
Social and Emotional Development
Language ability to communicate with others
they also encompass the gestures and physical components we use
to communicate with one another

Language development in early childhood

vital

Social-
Cognitive skills
emotional
development
development
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 Play

Free play Guided play

Enables children to be Arouses child’ inquiry

decision makers

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The importance of play in Early Childhood

Children learn and

develop

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Learning through play helps children retain information
and skills better than more passive forms of instruction.
Play also allows children to practice problem-solving,
creativity, and collaboration in a safe and enjoyable
environment.

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49
4 Types Of Parenting Styles

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 Warm and responsive

Set rules and enforce boundaries

Respect their children autonomy and open discussion

Higher self-esteem, self –reliance, social competence

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 Strict rules and harsh punishments

Child is powerless

High levels of parental control and low levels of parental

responsiveness

Lower social skills and self-esteem

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 Few or no rules or punishments

neither demanding nor responsive

Egocentric, lower self-confidence, lack of self-control

Higher aggression and lower maturity

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Do not set firm boundaries or high standards and provide basic needs

parents may have unresolved issues themselves, such as depression,

abuse, or emotional neglect when they were kids.

Lower social competence, school performance. Have more mental issues —

e.g., suicidal behavior in adolescents

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55
Impact of Attachment, Temperament and Parenting on
Child Development

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 Attachment ?

-an affectional bond that an infant forms with a caregiver.

-the development of a secure-base figure that provides protection, experiences, and

exploration from which the infant can organize a sense of self, as well as an
emotional bond.

57
 John Bowlby (psychiatrist in a Child Guidance Clinic ) - early infant
separations with the mother later maladjustment

Strange
Mary Ainsworth and her secure, anxious, and
situation
colleagues avoidant.
procedure

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 Secure Attachment

Anxious (Ambivalent) Attachment

.

Attachment Styles

Avoidant Attachment

Disorganized (Fearful) Attachment

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 Secure Attachment

- believed in their mothers’ responsiveness towards their needs

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 Anxious (Ambivalent) Attachment

Yes
No
Yes
No

-their caregiver or parent - unreliable and does not consistently provide responsive
care towards their needs.
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 Avoidant Attachment

- the mothers’ own rejecting behaviors, such as being uncomfortable with physical
contact or being more easily angered by the infants.
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 Disorganized (Fearful) Attachment

-children display sequences of behaviors that lack readily observable intentions

- obviously contradictory behaviors or stilling/freezing of movements.

- parents of disorganized infants often had unresolved attachment-related

traumas, which caused the parents to display either frightened or frightening
behaviors

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 Temperament?

A set of inborn traits that organize the child’s approach to the world.

Individual does not have the ability to change their temperament

but rather use their knowledge to adapt to the environment.

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 Parenting and understanding temperament

Understanding your child’s temperament will also help you

have appropriate expectations for them.

When you don’t understand your child’s behavior or you’re struggling

with a routine like bedtime, diapering or grocery shopping, take a
minute to think about whether that struggle is related to your child’s
temperament. If it is, you may be able to make small adjustments to
your expectations, routines or methods that can make things easier
for you and your child.
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 Activity Level Approach/Withdrawal

Distractibility Sensory Threshold

9 temperament
traits
Intensity Adaptability

Regularity Persistence

Mood
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 Activity Level

How active the child is generally?

Extent a child uses movement and physical skills

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 Distractibility

Degree of concentration and paying attention

Is the infant easily distracted by sounds or sights while drinking a

bottle?

High distractibility is seen as positive when it is easy to divert a child

from un undesirable behavior but seen as negative when it prevents
the child from finishing school work.
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 Intensity

When faced with a positive or negative stimulus, does the child react
calmly or aggressively?

The amount of energy children commonly use to express emotions.

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 Regularity

Children who are regular and predictable in their daily routines

like to eat, sleep at about the same time almost everyday.

Does the child get hungry or tired at predictable times? Or is the

child unpredictable in terms of hunger and tiredness?

As grown-ups, irregular individuals may do better than others.

(adapt with unusual working hours)
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 Approach/ Withdrawal

Refers to child’s characteristic response to a new situation or

strangers.

Some people may love trying new things, while others may prefer
sticking to what they know.

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 Persistence

Some people may be naturally persistent when it comes to pursuing their goals.

The highly persistent child is more likely to succeed

in reaching goals.

A child with low persistence may develop strong

social skills because he realizes other people can
help.

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 Adaptability

Related to how easily the child adapts to transitions and changes.

stimuli.

A slow to adapt child is less likely to rush into dangerous

situations and may be less influenced by peer pressure.

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 Adaptability

Related to how easily the child adapts to transitions and changes.

stimuli.

A slow to adapt child is less likely to rush into dangerous

situations and may be less influenced by peer pressure.

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 Sensory Threshold

Related to how sensitive this child is to physical stimuli.

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 Mood

Someone may frequently be in a sour mood or be happy and easy to

please. The level of positivity one has can also be determined by
biology to some extent. Someone may always look on the bright side
of life, while others may look at things through a more pessimistic
lens.

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 Why is it important to understand special educational needs?

• Many teachers - encounter different special educational learners needs

the more
skilled In helping
The more knowledge and learners with
understanding special
educational needs
the more
effective 77
 Children with Special Needs

Observing the Child

Some children who do not follow these widely accepted

developmental stages may be developmentally delayed or at risk for
developmental delay or disability.

CCHCs should have knowledge of typical child development and be

able to share resources on this topic with ECE providers as
appropriate.

CCHCs = Child Care Health Consultants

ECE = Early Childhood Education 78
 • Screening the Child’s Development

Checklist to determine child’s

Hearing and vision Tests
development
Gross motor, fine motor, cognitive,
social and emotional and self-help
skills

Screenings may occur in ECE programs, doctors’ offices, health clinics, hospitals,
and during local health fairs.
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 Behavioural and social Literacy and language
skill difficulties difficulties
Learners with
special
Communication or Numeracy difficulties
educational language disabilities
needs
experience
Concentration
Mental health issues
difficulties difficulties

Executive functions Physical or neurological

impairments

Hearing impairments Visual impairments

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 Gifted and talented learners

Specific needs if their potential is

distinctly above average
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 Children Disabilities or Special Needs

Attention deficit disorder: ADD is a disorder that causes difficulties with focusing, sustaining
and shifting attention. This can have a significant impact on a student’s ability to learn

Attention deficit hyperactivity disorder: ADHD is a regulatory problem of attention, activity

level and impulse control and it can have a significant impact on a student’s ability to learn.

Asperger syndrome: individuals with Asperger syndrome usually have difficulties with social
interaction, social communication and social imagination. They are distinct from those with
autism in that they do not have language delays. Due to the similarities between Asperger
syndrome and high-functioning autism, there is a debate over whether two different terms
are needed and ‘Autism Spectrum Disorder’ is now commonly used to describe the range of
the autism spectrum including Asperger syndrome. 82
• Autism spectrum: communication, social interaction, learning difficulties,
unusual/repetitive behaviour/s., attention, unusual responses to sensory stimuli, and
increased anxiety.

• Dyscalculia: refers to a wide range of learning difficulties involving mathematics. There

is no single type of maths disability and it varies from person to person. Children can
exhibit visual spatial difficulties or language process difficulties making it difficult to
understand ‘word problems’.

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 Dysgraphia: refers to writing difficulties, including handwriting that is either illegible or
difficult to read.

Dyslexia: refers to a learning difficulty that primarily affects the skills involved in accurate
and fluent word reading and spelling. Dyspraxia: also known as developmental coordination
disorder. Learners with this disorder have problems adequately registering, interpreting,
organising or integrating information, and it affects basic and fine motor skills.

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 Schools need to be sensitive to and aware

Readiness to learn Readiness for school

means they have the cognitive, linguistic,

cognitive development social and motor skills

85
 not an effective
One size fits all
teaching philosophy

Each child is
Educators should
unique
apply

86
 How can schools support learners with special educational needs?

providing
opportunities for working collaboratively providing on-going
Implementing as a team (teachers, professional
parents to make
a policy health care workers, development
informed
decisions about social workers, etc.) to training to all
placement provide care holistically classroom teachers
options for the child with special and assistants
educational needs
87
 How can teachers support learners with special
educational needs?

integrate their insights and make it possible for children to use

differentiate
knowledge about both the recommended accommodations on an
instruction
curriculum and their students on-going basis, not just for final exams.

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