Guiding

Principles
ECE I Objective 4.01
By: Abigail Garcia
Development and learning Across the full
continuum from birth to five years (infant,
toddler, and preschool) is important.
All learning that happens from birth to five years old is important
because it will be continued throughout life. Good prenatal care, high-
quality early care, and education experiences during early childhood
period is essential.
Each Child is Unique.
Children's development results from characteristics they were born
with, culture they live in, their experiences with their family, and in
other settings such as early childcare/education programs. Children will
differ in progress.
Development occurs in predictable
patterns, but an individual childs
developmental progress is often uneven
across different stages and across
developmental
Each domains.
child is unique although there may be some predictable stages.
One skill usually develops before another. Skills that develop earlier are
the foundation for skills that develop later. Children vary in when and
how they reach each stage. Also make more or less progress in the
specific area of development.
Young childrens learning is integrated
across different areas of development so
Foundations-and learning experiences
provided for children-must address all
When young children learn and grow, each area of their development is
domains.
interrelated, making a contribution to how well they learn and master
new skills. Growth in different domains cannot be separated because
one affects the other.
Many factors influences a childs
development, including relationships with
family members and others and
experiences within the home, early
learning setting,
How a child develops and
is based community.
on the
characteristics they are born with, the
culture they live in, and their experiences
within their family and in other settings.
These factors are important to a child's
development. Teachers and caregivers
must pay attention to all aspects of a
child's life in order to support child's
development/learning.
Each child develops within a culture.
Families from different backgrounds
bring a wealth of strengths, knowledge,
and values to the state of North
Carolina. Teachers and caregivers must
be aware of the children's cultural
background because the family's beliefs,
attitudes, values, and behaviors have a
big impact on the child's development
and learning. One should respect the
child's culture in order to learn about it.
Also obtain a connection with the child
and family by seeking care for the child
that is consistent with family's values.
Nurturing and responsive relationships are
essential for healthy growth and
development.
Strong emotional bonds, secure attachments, with trusted adults are
important for infants and toddlers. Relationships that children form with
adults support their emotional and social development and serve as a
springboard for exploring the environment and learning new concepts.
Children are active learners and they learn
through play.
Children need hands-on learning experiences to develop skills and
knowledge. Children learn by doing, need time to practice, ask
questions, investigate, and use what they are learning in their everyday
activities.
 All children can learn and make progress in
the areas defined in Foundations.
Foundations include Developmental Indicators that give a picture
of how children make progress toward the Goals. All children can
learn and make progress along the continuum of Developmental
Indicators. Children with disabilities may demonstrate their
capabilities in different ways, with modifications in learning
environment and perhaps working toward Developmental
Indicators at a lower age level. Children learning English plus
another language at home make progress on the same
Developmental Indicators as English-speaking children.
Children with disabilities learn best in
inclusive settings.
Children with disabilities make the most progress developmentally,
socially, and academically when the right special education services are
provided in inclusive settings. Children with or without disabilities learn
from one another in inclusive settings. Inclusive settings where
education and support are individualized to each child will benefit all
children.