Child Development
Grace Community School’s Philosophy of Early Childhood Education
At Grace Community School, our goal is to provide a safe, healthy, and engaging environment for students from infants through preschool and kindergarten. The key to achieving this goal is doing all we can to foster early childhood development across all the developmental domains. Teachers facilitate the day’s learning by encouraging children to be active participants in their own learning process.
We believe that young children learn best when they are actively involved in experiences that take place within a meaningful social context. Children learn from their teachers and from one another; we help them make sense of their world by building on what they already know and challenging them to learn more.
We stress the importance of providing a nurturing environment that is sensitive to children’s physical, social, emotional, cognitive, cultural, and individual differences. We recognize the positive relationship between healthy families and healthy children through communication with families on a daily basis.
Our position is that early literacy is essential for a child’s future success. And that the best way to achieve fluent early literacy is through phonics. Children can begin reading even at the young age of two. Our one-on-one developmentally appropriate academic instruction (“Reading Circles”) will help them become successful readers given enough time along with patience and understanding.
We also believe that for children to be successful they need a firm moral foundation. We are a non-denominational Christian school, which works with students of all backgrounds and faiths in order to create this sturdy ground from which young people can learn how to find their own identity as well as how to contribute positively to their community.
Our Philosophy of Early Childhood Education
Based upon the following five goals:
- Provide a safe, healthy, and engaging environment for developmentally appropriate learning.
- Foster a positive self-image in each child through the recognition and acceptance of individual differences among children, adults, and cultures.
- Provide a foundation for lifelong learning by supporting a curriculum that is developmentally appropriate, responsive to the interests and concerns of each child, and based on current knowledge about early childhood education.
- Promote positive parent and family involvement by involving parents or caregivers as partners in the education of their child.
- Build a professional community that supports teachers, students, and families through appropriate training opportunities for staff and relevant continuing education experiences for children.
The College Can Begin at 2 Curriculum and Child Development
Quality educational daycare helps children of all ages learn skills and achieve success across a range of maturity levels. We’ve created the College Can Begin at 2 Curriculum to boost development across all the child development domains.
Children develop at their own individual pace, and the College Can Begin at 2 Curriculum encourages this. We don’t believe in forcing a child to learn something simply because it’s part of the curriculum; we’re more interested in encouraging development and allowing children to explore their potential.
We’ve used our decades of experience working with children of all ages to create the College Can Begin at 2 Curriculum. We’ve created age-appropriate lessons that help kids learn essential skills like reading, writing, and arithmetic which prepare them for later learning. These new lessons are carefully designed using child development research and child care best practices; our goal is to make sure children enjoy their time in daycare while they are learning.
Children learn best when they’re having fun. That’s why at Grace Community School, all our lessons are designed to be enjoyable for kids. Our activities are always age-appropriate and incorporate games, songs, art projects, and other skills that help children develop physically, socially, emotionally, intellectually, creatively, and physically.
Introduction to the Child Development Domains
Our early childhood education child development program consists of a multitude of knowledge and practices covering seven broad developmental domains:
- Gross motor (movement and coordination)
- Fine motor (small movements, such as handwriting and fastening buttons)
- Language (ability to use words, both orally and in writing)
- Cognitive (mental abilities, such as reasoning, memory, and problem solving)
- Social/emotional (the ability to interact appropriately with others in various settings)
- Self-Help/Adaptive (ability to dress oneself, brush teeth, etc.)
- Spiritual and moral (understanding the meaning of life, right and wrong, etc).
Gross Motor
Gross motor skills, also known as large muscle skills involve bodily movement over a larger space. These include abilities such as running, kicking and throwing. In early childhood education programs these are some of the first things which children learn to do independently. Parents often start noticing their child’s gross motor skills when they begin crawling or walking. It is important for young children to develop these skills because it is what they use to become independently mobile during the early years of their life.
Some of the first gross motor skills children engage in are crawling, rolling over, and then moving to standing or cruising before they can walk. There are age-appropriate activities for each of these skills to help children become successful at them.
Both physical activity and safety are important in the development of gross motor skills. Physical exercise during early childhood is one of the most critical factors in physical development. It is recommended that children spend at least two periods each day in the fresh air, engaging in outdoor play during which they are active for at least an hour in total daily.
Dance and movement activities [e.g., skipping, dancing around], in addition to aerobic physical activity, can help children learn specific motor skills and self-confidence, and create a positive attitude toward one’s own body. Dance lessons can contribute to both the development of gross motor skills and movement skills. Dance lessons are known to promote children’s physical, social, emotional, language, cognitive, creative arts, and aesthetic skills learning through the use of dance movements.
Another option is martial arts training. Exercising with martial arts like karate, taekwondo, and judo enables children to do more than just improve their physical fitness. Martial arts training provides a unique combination of aerobic training, muscle toning and strengthening activities, and stretching movements that encourage the young students’ minds (cognitive domain) and bodies to work in unison rather than against each other.
Although there are many benefits to martial arts, the improvement in gross motor skills is one of the most outstanding. Along with coordination and aerobic benefits, martial arts training can improve gross motor skills such as balance, flexibility, body control, and reaction time. The goal of these exercises is to increase flexibility in children’s muscles, ligaments, and tendons while stretching their spine and stimulating the central nervous system.
Through play, activities, and games that are designed to be fun but incorporate gross motor skills, children develop their abilities. Stomping footsteps through pretend play is one example of this, as is making stepping motions while pretending to be animals. Other activities that incorporate gross motor skills are hand games, hopscotch, and outdoor obstacle courses.
Children continue to develop these skills well into elementary school.
Gross Motor Development in Children
Gross motor skills develop in children from birth to age four or five.
At 3 months old, a child will be able to hold its head up. They may also begin to show signs such as reaching for things and rocking when placed in a sitting position.
At 6 months, a child will be able to sit up unassisted and hold its head up without any noticeable tipping forward or backward. When lying on their back they will try to push the chest upward and they may roll over either direction.
At 9 months, a child will be able to sit up on its own. It is also at this age that babies begin to attempt crawling forward by moving the knees off of the ground. Their upper body strength allows them to control their arms while lying on their stomachs, but they may still get stuck.
At 12 months, a child will be able to sit up without any assistance and possibly walk. They will not be strong enough to move their trunk forward as they take steps, but they will begin practicing by crawling on all fours. If the child cannot crawl or pull themselves up to standing, try putting them next to a sturdy piece of furniture and encouraging them to hold on while they rock their way up.
At 15 months, a child will be able to stand with balance. They may also push off with one foot in order to take a step or try to take short steps when held up by an adult. They may not understand the concept of taking alternate steps for executing a turn.
By 18 months, a child will be able to walk without holding onto anything. If the child is unable to do this, it is recommended that they see an occupational therapist in order to determine whether there is any physical impairment.
At 2 years old, a child will be able to walk up and down stairs, hop, and stand on one foot for a short period of time . They may also begin to run, but they usually need help controlling which direction they are going in.
At 3 years old, a child will be able to run forward with good coordination and balance. They might not keep both feet off the ground at once or maintain a proper running posture, but their speed should make those things less important. They may even be able to jump from place without holding onto anything.
By 4-5 years old, children will be able to catch a large ball while moving, skip, clap to music, and hold two objects in the same hand. It’s important that these early childhood programs include specific activities for developing gross motor skills. This is because there are certain milestones which children should reach during each developmental period of their life. If they do not meet these milestones it could indicate an impairment or delay. Parents who notice that their child has trouble walking at any age should bring this up with their primary care provider.
Fine Motor
Fine motor skills are defined as the coordination of small muscles to control the movement of fingers, hands, and/or feet. These skills are necessary for many delicate movements that need precise timing, such as handwriting. For infants, fine motor skills allow them to grasp at small objects around them. Fine motor skills develop through practice and play, and they can be facilitated through hands-on training at a young age.
Some of the first skills children engage in are grasping, reaching, and sucking. In order to grab toys or other objects, infants must develop the ability to grasp with their hands. The strength of grip allows them to hold their own bottle as well as toys that may interest them. Reaching for objects helps children develop their hand-eye coordination and arm strength. Sucking is a necessary skill for infants who rely on a bottle or the breast to eat, as it helps move food from the mouth down into the esophagus.
In addition to these basic skills, fine motor skills are developed as children learn to write. The ability to hold a pencil or crayon and draw lines is one that must be taught. Children who have not been exposed to these instruments may struggle with forming letters and shapes, as well as holding the writing utensil in a way that helps them create clear marks.
Children continue to develop these skills through their childhood years.
Fine Motor Development in Children
Fine motor skills develop from birth to age five. Fine motor skills include many different abilities, which are controlled by the hand and fingers. They range from being able to hold a pencil correctly to being able to use both hands together simultaneously.
At 3 months old, a child will be able to grasp at items and bring them to the mouth. They may not be able to hold things for very long, and they will usually need help holding onto larger objects.
At 6 months old, a child’s grip will strengthen and they can begin feeding themselves with fingers instead of their whole fist. They might not yet have control over their pincer grasp, but continue practicing by putting food items in front of them while they are eating.
At 9 months old, a child will be able to pick up small objects with their thumb and index finger or pincer grasp. They may also begin picking things up off of the floor on their own.
At 12 months old, a child will be able to release items with one hand but may need the other hand to help them hold onto larger objects. A child will begin to use their thumb and index fingers together when picking up or holding objects, and they might be able to take turns using each hand. They may not be very accurate or strong when doing any of these tasks, but they are practicing their pincer grasp.
At 15 months old, a child will be able to scribble with a crayon or marker. They may also be able to hold a spoon at mealtimes, although they will need some help eating.
At 18 months old, a child will be able to pick up large objects with one hand. They will begin to drink from an open cup on their own, and they may be able to draw lines on paper. They may still have trouble getting food into their mouth, so it might be better for them to continue using their hands.
At 2 years old, a child will have an increased ability to hold crayons or markers properly. They will also be able to drink from an open cup with few spills, and they will be able to feed themselves (mostly). They should also be able to build small objects with blocks or Legos.
At 3 years old, many fine motor skills should be developed, and a child will have the ability to draw shapes, paint with a brush, pick up small objects with their fingers or pincer grasp, and fasten buttons. They may even begin writing letters of the alphabet.
At 4-5 years old, children should be able to tie shoelaces, draw circles, and write legibly. It is important that fine motor tasks are available in early childhood programs to help build the skills children should have by this age.
Language
Language is one of the most characteristic features of human development. As children grow, their language capabilities increase. During early childhood years (typically 0-3) children gradually gain more vocabulary and begin to use simple sentences.
Language skills at a young age are thought to be an indicator of future educational achievement as well as economic status in adulthood. Studies have shown that increased exposure to both oral language and written language is correlated with an increase in language development, as well as better educational achievement.
The environment of the child’s early years, whether it be at home or through a preschool program can have a significant effect on their future linguistic capabilities. Studies have shown that children who are exposed to more words have larger vocabularies, increased literacy skills, and increased IQ test scores. Music is also a great way to boost language development.
Language development is most noticeable during the early years. Studies of the brain reveal that language centers are much more developed in early childhood. Children can learn languages at a young age with much less effort than when they are older. However, children who do not have much exposure to spoken or written words in their early years tend to lag behind in their literacy skills.
Children in early education programs are able to learn because they can generalize, imitate, and practice skills in order to master them. Language development in children is necessary for learning to take place. Children who do not have the proper language skills find learning very difficult. Limited vocabulary stops children from understanding what they read or comprehending what they hear.
Children grow up with a variety of backgrounds and families; there is no single model for language development. There are, however, certain factors that appear to affect the development of language in children:
The child’s environment: Children who live in homes where they hear many words and receive encouragement will likely develop larger vocabularies and more advanced language skills.
The quality of teaching: Teachers play a critical role in how well children learn and develop. Good teachers make the learning process an engaging one, encouraging children to communicate and express their thoughts orally. This social interaction is crucial for language development in later years.
Early education programs: Preschool programs help prepare children for school and provide them with exposure to a range of experiences. This exposure helps the child begin to learn and continue language development in school.
Age: Language skills do not develop at a steady pace throughout childhood. Instead, older children have more developed skills than younger ones. For example, toddlers typically say just a few words while preschoolers can use numerous pronouns, adjectives, and active verbs.
Children gain language capabilities during early years, with exposure to both oral and written words correlating with increased success in school. Teachers play a critical role in how children learn, with programs providing extensive experiences. Language skills do not develop at the same pace throughout childhood, but older children typically have more developed skills than younger ones. Good teaching makes the learning process engaging, encouraging children to communicate and express their thoughts orally; this social interaction helps children develop language skills.
Language Development in Children
A child will be able to produce language by 1 year old. They will babble, using speech sounds that are not specific to any language. This may be seen as baby talk, which is a mix of different languages. It usually changes to one language by the time a child is 7 months old. They will not be able to understand any words at this age, but they will begin responding to their own names.
At 18 months old, a child will be able to say single words. They may have a few of these by 15 months, and it can range from 10-20 words. By 18 months old, a child should be able to say at least five words.
At 2 years old, a child will have a larger vocabulary and be able to form two-word sentences. They may not use correct grammar, but they can use short phrases like “more milk” or “all gone.”
At 3 years old, a child will be able to use correct grammar most of the time, although they might make mistakes. Their vocabulary should continue to increase and they can use longer sentences like “I want more milk” or “He is all gone.”
At 4-5 years old, children’s vocabularies should be large enough to understand conversations and make themselves understood. They can use phrases like “Please pass the milk” or “I want to play outside.”
Language and Literacy
You may notice that we’ve focused on verbal language so far. This is because verbal language is the first form of human communication. Some studies have suggested that an infant’s ability to understand syllables is what helps them begin vocalizing themselves. It also appears that children are actually aware of their own verbal language much earlier than anyone thought – possibly as early as three or four months after they are born!
Verbal language, however, is not the only important form of language. Scripted languages are also an extremely important part of human communication. Scripted language (which includes all forms of writing) is much more complicated than verbal language because it contains an additional layer of meaning and symbolism.
Scripted language is important to literacy, which is the ability to read and write – it includes both verbal and written language. Literacy is one of the most important skills in modern life because so much information is taught through written text. Literacy allows us to read stories, write papers, complete job applications, and read the Bible, among many other things. This is why we put so much effort into our Reading Circles. The language domain includes all the different aspects of how we learn and use languages. This includes the alphabet, phonemic awareness (the ability to distinguish sounds), and oral communication skills.
Written language is not mature until around the age of ten, but children can learn to read as early as age two or three. The best way to do this is through phonics.
Phonics is the way that children learn to read and write words by learning different sounds for each letter in a word. Children who learn to read through phonics score higher on their reading assessments than those who used “whole language,” such as memorizing sight words. Phonics is the surest way to teach young children how to read and write, and that’s what we use at Grace Community School. By teaching kids the sounds that letters make (phonics), rather than memorizing sight words, we ensure that students will be able to read and write with fluency.
Cognitive
Cognitive development is the mental process in which knowledge is gained through thought, experience, and the senses. Young children are developing their cognitive abilities when they learn about concepts like what is safe to play with or how to care for themselves. While many people may focus on physical development in early childhood, it is also important for child caregivers (and parents!) to focus on cognitive development.
Cognitive development includes a number of skills that are all important in the early childhood development process. These include problem-solving, thinking abstractly, understanding cause and effect, recognizing similarities and differences between items, memory, and learning through observation. All of these help a person learn more about themselves and their environment. It is also during cognitive development that young children begin to process what is real and what isn’t.
Cognitive development can be observed in many areas of a young child’s life including play, language acquisition, memory, and social interactions. While cognitive development may happen at different rates for each individual child, most developmental milestones are grouped together by age because age represents a general time frame during which many children will often reach certain cognitive milestones. This means that a child care provider can expect to see similar skills and abilities in all of their young charges even though the children may be at different levels as compared to other children around their age group.
The cognitive domain is closely related to all the other early childhood development domains – the brain after all controls our muscles! For example, potty training requires a great deal of both cognitive and physical abilities.
Cognitive Milestones
By 12 months, the average infant will point to something interesting to share it with other people. They can show things like objects and even themselves to express what they want. They usually learn how to use their hands to pick up small things without accidentally dropping them. Infants will also show their toys by starting to pass objects back and forth between one another.
By 18 months, infants can recognize themselves in a mirror and should be able to start imitating others’ behavior. They can also identify emotions other people are feeling using words or actions, and imitate these same emotions themselves through the use of their own facial expressions and body language. They will also be able to stack blocks in a tower. They will be able to point out familiar people and things they can see, such as books and stuffed animals. By this age, the average toddler should also be able to identify objects by sound and know how to shake a rattle or bang on a drum when it is shaken or banged. They will often use words like “up” and “more” to express their needs and wants.
By 24 months, children can understand simple sentences and questions as well as follow basic instructions. They should also know the names of everyday objects such as food, clothes, and toys. Some children this age may even be able to point out a few letters or numbers they recognize on signs or product packaging. By this age, most toddlers will be able to identify familiar people and objects they have seen before. Some children might recognize a few colors by this point as well. They should also be able to stack two or three blocks in a tower.
Between 24 and 36 months of age, children can follow simple instructions and their vocabulary becomes very broad (adding new words every day). Through word and actions, a child should be able to express a variety of needs and desires to others. Around this age children become very hands-on, often playing with toys by operating them rather than just moving them around. They might also begin using words like “me” and “you.” At around 24 months, children will start picking up on the rhythm and rhyme of language and will begin singing songs they know. By this age, most children can point out a few colors and distinguish between them when asked to do so.
By three years old, they begin to act out basic roles in simple games (house, doctor, etc.). They should be able to use simple tools like sticks and paper clips, and they will start talking in short sentences. The typical three-year-old will also become much better at playing with toys, using them to express emotions and thoughts. They will also start rebuilding simple structures like towers with their blocks or Legos, which they might attempt to build higher than before. Three-year-olds who are trained in phonics can sound out blends and short-vowel words.
By four years old, children can put two words together (“Me throw!”) in sentences and can learn advanced phonics concepts. Four-year-olds are highly curious about the world around them. They can figure out most of what everyday objects are used for and can learn how to play most games with other children. Four-year-olds also become able to make up their own songs and stories, as well as draw basic shapes like squares and triangles. Also by four years old, children will have a good understanding of the difference between sizes and shapes. They can also name their colors by this age. Math abilities such as counting, matching, and shapes will become more advanced.
By age five, children’s imaginations soar with pretend play and storytelling. They also start to show a better understanding of written language and how it works. Five-year-olds can follow simple instructions without adult supervision and sound out words they don’t know. They will also become more aware of the feelings and thoughts of those around them, which makes it easier for parents to teach them important social skills such as empathy towards others. They know the names of the most common objects they encounter every day, as well as many colors. Math skills continue to advance.
While the cognitive domain gets a lot of attention in preschool, early childhood teachers should also focus on developing a child’s social and emotional skills. Helping young children learn how to show empathy for others or use words instead of their fists ensures that they are ready for success later on.
Social/Emotional
The socio-emotional domain includes the ability to identify, understand and manage emotions in oneself and others. This includes understanding relationships between thoughts, feelings, desires, motivations, and actions. For example, when a child is praised for her drawing skills it makes her feel good about herself which in turn motivates her to draw more often. Therefore this domain also embodies the ability to understand how others feel and what certain behaviors might signify. For example, if a child is consistently praised for their drawing skills they will also learn that by drawing more often this praise becomes even greater. The development of socio-emotional domains is highly dependent on positive social interactions with teachers and peers. As children age, self-monitoring and self-awareness of their own emotions and thoughts become the foundation for more complex social interactions.
There are many ways early childhood teachers can help children develop in the social/emotional domain. The most important way is to act as a role model. Teachers should show their students how they define themselves through their words and actions, otherwise, they will not learn what it means to be kind or honest.
Additionally, teachers can encourage friendships among their students by taking time to get to know each child on an individual level. When children are known they feel valued which creates more incentives to engage in positive social interactions. Teachers should also be careful not to compare students, as this might lead some students to develop feelings of inadequacy towards their peers. Furthermore, teachers should encourage children’s personal interests and abilities through reflective listening techniques. A child who is confident in their own abilities will be more likely to engage in positive social interactions with peers.
Building Social and Emotional Skills in Childcare
Childcare plays an integral role in teaching children how to build positive social and emotional skills. It is very important for a child’s development that they learn these traits, as they need them to succeed in the future. A wide variety of social and emotional skills can be developed in childcare.
One example is how to work independently. This skill is important at all stages of a person’s life. Children may show that they don’t need help with their tasks. It can be tempting to jump in and fix the issue for the child, but doing so will discourage critical thinking skills. Encouraging self-reliance can benefit a child’s future success greatly. Another skill that children learn in childcare is how to regulate their emotions. One way to do this is to teach children how to identify their own emotions. Once they know what they are feeling, the next step is learning how to respond to those feelings in a positive way. Thinking about appropriate ways of responding can be beneficial as children grow older and enter the workforce.
One way childcare professionals teach these skills is through pretend play. Pretend play helps children learn to take on roles and work together. It is a wonderful way for children to express their feelings and work out problems with one another. Try engaging toddlers in pretend play by having them act like different animals or people, such as police officers. The child may pretend that they are the animal or person that they choose and then act out certain actions. Pretend play is one of the most important ways that children learn how to take on new roles and control their own behavior appropriately.
Pretend play is not the only way our caregivers use to build social and emotional skills in children. They may design specific activities or lessons to teach them certain characteristics. For example, taking the time to teach children how to empathize will benefit their relationships with others down the road. Professionals can use many techniques when fostering social and emotional development. One way to do this is to encourage kids to show kindness towards one another. Another way professionals teach children about emotions is through books and songs. Periodically reading a book on feelings and listening to songs with related themes can help children understand the world of emotion. Making arts and crafts projects is another way children learn to express themselves and their feelings.
Building social and emotional skills is a crucial part of childcare. It can be challenging to foster these traits in children, as there are so many different ways to do it. However, professionals who care for children should take the time to think creatively about how they teach positive social and emotional skills. The College Can Begin at 2 Curriculum has built-in activities and learning opportunities to help build critical social and emotional skills.
Social and Emotional Milestones
Early childhood extends from birth to age five. During this time, children develop certain skills that lay the groundwork for later life mental health and character development. As they progress through their first five years on earth, some positive milestones to watch out for include:
12-months: Demonstrates the ability to share their food with others and imitate simple actions, like clapping hands.
18-months: Shares toys and games with other children in an unselfish manner, grows increasingly aware of his or her own body parts and those of others
Two years old: Shows increasing empathy for others, such as crying when another child falls down, responds to another child’s distress by offering support.
Three years old: Demonstrates an increased ability to work things out with other children on his or her own without adult intervention, understands that other people may have different points of view than themselves.
Four years old: Shows an increased ability to read and understand social cues, like facial expressions and body language, demonstrates the ability to empathize with others.
Five years old: Begins to show greater independence from adults as his or her self-confidence grows, demonstrates the ability to consider others’ feelings, and does not try to hurt or embarrass people.
The best way for childcare providers to ensure they are meeting the social and emotional milestones of children is to be familiar with typical development at each age range. They also need access to supportive resources that can help them better understand the needs of children who seem behind or ahead of their peers. For example, a child who is very upset when his or her mother leaves at the end of the day may be experiencing a separation anxiety disorder, which is normal for a toddler but can grow into a more serious issue with age.
Self-Help/Adaptive Domain
Self-help and adaptive skills are ways individuals adapt to daily life on their own, with less help from parents and teachers. These skills allow them to cope on their own. These basic caregiving concepts include:
- Using the bathroom appropriately
- Getting dressed in appropriate clothing
- Preparing food for oneself when possible
- Being able to bathe without assistance
- Taking care of one’s own hygiene and grooming needs.
- Having successful relationships with peers and caring for others, such as babies and animals.
- Self-help and adaptive skills help people develop independence during the course of their lives.
While caregivers and parents can certainly help children develop these skills, we should keep in mind that not all children will acquire them at the same rate.
A wonderful way to teach self-help and adaptive skills is through writing and storytelling. For example, a child could tell a story about getting dressed during the winter. He or she could also write a letter to his or her parents, talking about how hard it is to be away from them at the end of the day and what he or she would like to do when they get home.
It is important for caregivers who work with children on a daily basis to understand that these skills take time to develop. A child who is hesitant to participate with others may just need encouragement and help with social cues.
Many young children engage in pretend play, which can help foster self-help and adaptive skills. Children who engage in pretend play will often develop their social and communication skills as well. These types of behaviors may be challenging for some children who live with mental health disorders, such as autism spectrum disorder (ASD) or an intellectual disability.
The best way for caregivers to support their development is through creative engagement and play, along with teacher-directed learning activities. This combination helps children take an active role in their own development, while also giving them the guidance they need to get ahead. Grace Community School’s classroom schedules and routines are carefully designed to support the emotional and social development of each child.
Self-help and adaptive skills are vital as children grow into adults who can live independently. It is important that we provide opportunities for them to learn these concepts as early as possible, so they will be prepared when they move out on their own.
Spiritual and Moral
The spiritual and moral domain is the area of human behavior that addresses questions of right or wrong, good or evil. Emotions are strongly tied to this part of our lives, but there is far more to it than just feelings. The Bible teaches us in Proverbs 3:5-6, “Trust in the Lord with all your heart and lean not on your own understanding; in all your ways submit to him, and he will make your paths straight.”
The Bible teaches us about morality through the Ten Commandments in Exodus 20:3-17. Most of these commandments teach lessons about how we treat other people. Other Bible passages focus on the kind of character we should have and how we should live. For example, in Matthew 22:37-40, we are challenged to “Love the Lord your God with all your heart and with all your soul and with all your mind.”
The Bible also challenges us to develop good character through the Beatitudes in Matthew 5:1-12. These lessons give us insight into what kind of character and personality we should and can develop.
Children who attend Grace Community School learn Bible verses, Bible stories, and Bible songs throughout the week, especially at our twice a day Bible Time. They also learn important lessons about morality from our teaching team through Bible study time and teacher-led activities. Children at GCS work on developing their character daily by learning to resolve conflicts with words rather than with their fists, by listening to others rather than interrupting them, and by demonstrating good sportsmanship when they win at games or activities.
The Bible requires children to understand not only right from wrong but also what it means to be a loving member of the family of God. We believe that this is extremely important in order for children to help shape our world as caring and compassionate people who make a difference in the lives of those around them.
Early childhood education is more than just learning colors or shapes. It’s about teaching children how to work together, learn from their mistakes, and develop skills that will lead them to become independent adults one day. The spiritual and moral domain is an important part of this process, but it takes time for children to learn how to interact in these areas.
Moral Lessons
Grace Community School is a non-denominational Christian childcare academy. Many parents look for a Christian daycare not because they want their children to experience religion as a whole but because they want them to learn certain life lessons that parents themselves learned as children.
So, what are some of the moral lessons taught in Christian daycares like Grace Community School?
1. The Golden Rule – First and foremost, young children learn the teachings of Jesus Christ through what is known as the “Golden Rule,” which he taught in Matthew 7:12. If we treat others like ourselves, this means we will be compassionate to them when they need help and respectful when they do not want our help. This lesson is key to teaching children how to be good people even when they are not being watched.
2. Love thy neighbor – A child who learns the Golden Rule is more likely to see his or her neighbor in a positive light, which means he or she is also less likely to do harm to that individual. There are many kinds of “neighbors” a child will meet throughout his or her life, including family members, classmates, friends, and strangers. In the book of Matthew 22:39, Jesus taught that loving your neighbor is just as important as loving God.
3. Tolerance for others – Each person is created equally in the eyes of his or her creator. Every individual has a role to play in society and should be respected for it. It is up to parents and teachers to instill the concept of tolerance into children.
4. Don’t judge others wrongly – Children who learn not to pass judgment on those around them will grow up with fewer prejudices. This means they are more likely to make friends across social boundaries, such as ethnicity and socioeconomic status. In the book of Matthew 7:1, Jesus taught that we should not judge others because we do not know their own hearts.
5. Turn the other cheek – A child who learns these moral lessons will grow up to be a kind person with good conflict resolution skills. He or she is less likely to resort to violence when in a time of crisis. In the book of Matthew 5:39, Jesus warns against turning the other cheek in a tempting situation where you might be attacked a second time.
6. Don’t give in to peer pressure – Peer pressure is defined as the need to act or think like those around you, usually for acceptance or social status. Children who are taught to resist peer pressure have the tools they need to behave in socially acceptable ways.
7. Be grateful for what you have – We should always be aware of what we have going for us, rather than dwell on our problems. This is a good frame of mind to develop in children because it helps them focus on the things they can do instead of those they cannot.
8. Always do the right thing even when it’s hard or nobody is looking – This is another important lesson that children should learn early on. A child who learns the value of doing the right thing even when nobody else is watching will be much more likely to do what is right when in public.
9. Self-control – As children mature, they become more and more knowledgeable of their own strengths and weaknesses. Learning what you can and cannot do is part of the process of growing up, which does not end until death. Children who are taught these moral lessons will grow up to understand how much control they have over their lives.
10. Don’t lie – When parents talk about telling the truth, they are often referring to honesty. Young children learn about honesty first because it is often the most confusing concept to grasp. They quickly understand the idea of telling the truth but may not realize that this means answering questions with complete sentences rather than “yes” or “no.”
Children who are taught these and other moral lessons will grow up to be individuals who make wise and good decisions even when they do not have to. The spiritual and moral domain is an important aspect of early childhood education. Some of the most important lessons children should learn revolve around morality. The more time parents and teachers spend talking about morality and model it for children, the better prepared children will be to make ethical choices as they grow older.
Conclusion
Early childhood development, like most things in life, is complex. There are different approaches, theories, and models that help to define the field. Yet despite these differences, there are seven domains of early childhood education all teachers should keep in mind while planning activities, developing curriculum, or simply while engaging with young learners. Knowledge of these domains can be used in many different types of settings and with all kinds of children to help them reach their fullest potential.
Parents should be aware of the different domains as they help identify important developmental milestones and what teachers can do to encourage positive cognitive, linguistic, socioemotional, physical, creative, and ethical development. Teachers should also understand these domains as a way for keeping standards high and continually improving what they offer children.
When teachers understand the seven domains, they can provide all children with a comprehensive education that supports development in all areas of the brain while encouraging social-emotional growth and laying the foundation for later learning experiences.
The curriculum used in early childhood education should take into account the best of early childhood education theory but more importantly the practical experience of educators who have been on the front lines and seen firsthand what works and what doesn’t. The goal should be to develop a curriculum that is developmentally appropriate and offers children the skills and knowledge they will carry forward into their future learning experiences while respecting each child’s unique developmental process. The College Can Begin at 2 Curriculum is one example of a comprehensive, developmentally appropriate early childhood curriculum that has been informed by the best and most recent theories and practices in early childhood education.
At Grace Community School, we are excited about helping your child achieve his or her full potential. We provide children with an environment in which they can be active, socialize with other students, and learn. We offer programs for every stage of childhood development including infants through kindergarten. Grace Community School provides an environment for infants to explore and learn through play, toddlers to explore new materials in a hands-on fashion, schooling for students in Pre-K and kindergarten, and before and after school care and summer camp for kids up through age 11. And our theme weeks make each week a new adventure! We’re passionate about teaching your child academic, self-discipline, problem-solving, and moral skills critical for success in the classroom and beyond.