Introduction

The Importance of Understanding Child Development

Early childhood educators’ knowledge of child development is an important protective factor. Protective factors are conditions that improve the health and well-being of children and families and minimize harmful experiences. When educators understand child development, they are able to anticipate developmental changes, have reasonable expectations of children’s behavior, act with empathy, and provide support. They respond more intentionally and feel confident of their ability to meet children’s needs.

In order to understand children’s development, educators must learn about the cultural values, beliefs, goals, and expectations of children’s families. Educators who have a culturally grounded understanding of child development are able to make good decisions about how to extend children’s learning.

The Importance of Understanding Development: Examples in Practice

Infancy Example

Knowing that babies need to move freely to develop their muscles and bones, educators create safe places for infants to play near caregivers and other children. Educators give infants, like Lucia, lots of time to lie on the floor so they can stretch, kick their legs, and reach for toys.

Lucia (6 months) is lying on the floor on her blanket. Rolling over on her tummy, she spots a wooden ring nearby on the floor. She reaches for it, kicking her legs and stretching her arm out. Almost … and then she gets it. She pulls the ring toward her, babbling the whole time. She rolls onto her back, looks at the ring, smiles broadly, and brings it to her mouth.

Without this knowledge, an educator might keep infants in a swing or an infant seat that limits movement and development. Lucia wouldn’t have had this experience, which gave her the chance to develop physical skills, be successful and competent, and learn a little more about her world.

Toddler Example

If an educator didn’t know that holding on to a special object helps some toddlers manage their feelings, they might tell families to keep objects from home out of the learning environment. When educators talk to families about what helps their children feel better when upset, they can facilitate familiar and comforting experiences to support toddlers’ well-being.

Jackson (28 months) misses his family during nap time. As he curls up on his cot, Ms. Lopez brings him the teddy bear his mother gave him. Jackson rubs the soft fur between his thumb and forefinger as Ms. Lopez sits nearby. He looks up at her and asks, “Mommy’s coming after snack?” Ms. Lopez responds in a gentle voice, “Yes, she’s coming to take you home after snack. She will be so happy to see you.” Jackson smiles and drifts off to sleep, hugging the teddy bear.

Without an understanding of child development or asking Jackson’s mother’s advice, the educator may not have allowed objects from home. Instead, she was able to create a reassuring and nurturing naptime experience that helps make the children feel safe, secure, and valued when they are at the program.

Preschool Example

Preschool educators who know about child development understand that between the ages of three and five, it is typical for children to demonstrate a growing awareness of the body and its functions. Young children are often talkative and curious about everything, including their bodies and the bodies of others.

Luda and Min (both 4 years old) are in the bathroom. When Luda starts to pee, Min asks, “Why doesn’t she have anything there? I have a wee-wee.” Their teacher takes a deep breath, gets down on Min’s eye-level, validates the child’s curiosity, and answers his question accurately. “That’s a good question, Min! Thanks for asking me. Some bodies have penises, like you, and some bodies don’t. Many boys have penises — that’s what we call a wee-wee at school — lots of girls have a vagina.”

If the children’s teacher had not been equipped with an understanding of child development, they may have been surprised or alarmed by Min’s question. The teacher may have struggled to articulate an appropriate answer. Instead, the teacher in this scenario was able to respond calmly, using culturally responsive, gender-inclusive, and anatomically correct language.

Primary Example

Knowing that primary age children often form groups of peers who share their cultural or linguistic backgrounds and that these peer groups provide a sense of belonging, educators affirm and create opportunities for children’s friendships.

Juan (6 years old) joined Mr. Jones’ class in November. His family recently moved to New York from Guatemala, and he doesn’t yet speak English. Mr. Jones decided that Juan should sit beside Carlos and Maritza, who also speak Spanish at home. He hoped that this decision would help Juan to make friends in the new setting and that these new friends would help Juan find his way around the classroom and school. Mr. Jones also added more books in Spanish and books set in Guatemala, such as Mama & Papa Have a Store by Amelia Lau Carling, to the classroom library.

Without understanding child development, Mr. Jones might have thought the most important task was for Juan to learn English and made sure he was grouped with English-speaking children. Instead, he was able to recognize the value of multilingual and social-emotional development. He created the foundation for Juan’s use of his home language as a resource for teaching and learning.

In addition to understanding child development, protective factors for children include:

• Trusting relationships between children and families
• Social connections for families, such as extended family and friends
• Concrete support for families, such as housing and food
• Adult family members’ resilience, their inner resources, and coping skills
• The social and emotional competence of children

Protective factors mitigate the effects of Adverse Childhood Experiences (ACES). Educators can learn more about ACES and Protective Factors through Prevent Child Abuse NY.

Prevent Child Abuse NY (opens in a new tab)

The Social-Emotional Domain and the “ways the educator might support children’s development” sections throughout the Early Learning Guidelines include suggestions for ways in which educators might foster the development of these additional protective factors.