Page 16 - LESSION 13.pmd

How Children Learn (Early Learning and Teaching)

13.7 IDENTIFYING DEVELOPMENTAL VARIATIONS AND
INTERVENTIONS

All children are similar in some ways like to touch, walk, run, jump, talk and yet Notes
there are many differences in ways that they grow. What are these variations? We
will discuss the differences in the pace of development and how should children
be observed, and when these differences need attention. We have been discussing
appropriateness of age-related activities that appeal to young children prompting
them to engage, explore and enjoy. If some children show resistance to get
involved, as an adult you must make a note of it. If this behaviour of staying aloof
is repeated, the children have to be attended to.
It is natural for children to have an interactive relation with people, objects or
even events in their immediate surroundings. If a child shows indifference to
surroundings, it is advisable to watch the child. In fact, children at particular
ages tend to do have similar behaviours, achieve certain competencies and attempt
to take small challenge.

Acquiring age-related skills and behaviours reflect progress and growth in different
domains. It is important to also know that no two children grow at the same rate
and each child has a specific pace.
In an ECCE centre,some children will often be more active than others while
some may be quiet, shy, reserved and almost aloof. Behaviour of both children
will need attention and intervention if it continues and some children resist
regulation. Some common variations can be:

Behaviour variations Domain Nature of intervention

Delayed milestones Physical and motor Nutrition, sensory stimulation,
activity

Repetitive behaviours like Multiple domains. Refer for professional help
rocking, or banging Pediatrician

Quiet and aloof Socio-emotional Art, drama, movement and
conversation

High level of energy Socio-emotional or physical Sit down with slow activities such
as colouring

Resistance to others or Socio-emotional or can be Encouraging art, expression,
outdoor play physical conversations

Frequently asking questions Cognitive Encouraging turn taking
Display competence in any Cognitive, language Facilitate exposure and
skill like art, numbers or opportunity for skill building
music

EARLY CHILDHOOD CARE AND EDUCATION 75