Difference between revisions of "Developmental Phases"
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When crafting curriculum of engaging content it is important to respect the different developmental capacities and potential of your students’ age. This becomes relevant when crafting story elements and themes. Remember, these are guidelines; every child | When crafting curriculum of engaging content it is important to respect the different developmental capacities and potential of your students’ age. This becomes relevant when crafting story elements and themes. Remember, these are guidelines; every child | ||
develops at their own individual rate. Always Pay Attention with care and compassion to unique capacities and adjust your discourse accordingly. | develops at their own individual rate. Always Pay Attention with care and compassion to unique capacities and adjust your discourse accordingly. | ||
| − | == | + | ==Grade K (5 years)== |
Children ages 4-5 understand the world based on what they see, hear, feel and sense in front of them right now. They are reality-based learners and extreme sensorial learners. | Children ages 4-5 understand the world based on what they see, hear, feel and sense in front of them right now. They are reality-based learners and extreme sensorial learners. | ||
===Challenges=== | ===Challenges=== | ||
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*Clear explanation of fantasy versus reality. | *Clear explanation of fantasy versus reality. | ||
<blockquote>'''Remember''' This age is in an absorbent mind state of learning. They pick up many more skills with fluent ease than our world gives them credit for.</blockquote> | <blockquote>'''Remember''' This age is in an absorbent mind state of learning. They pick up many more skills with fluent ease than our world gives them credit for.</blockquote> | ||
| − | == | + | ==Grade 1 (6 years)== |
Children age 6 are transitioning from sensorial learning to reasoning. They begin to see themselves as part of a social group. Though this depends on the individual, some children may not have made this leap. They become intensely curious about how things really work and are more able to understand the abstract (verbal descriptions of things not right in front of them). | Children age 6 are transitioning from sensorial learning to reasoning. They begin to see themselves as part of a social group. Though this depends on the individual, some children may not have made this leap. They become intensely curious about how things really work and are more able to understand the abstract (verbal descriptions of things not right in front of them). | ||
===Challenges=== | ===Challenges=== | ||
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*Leave out or modify darker elements of storylines. | *Leave out or modify darker elements of storylines. | ||
<blockquote>'''Remember''' Students may be on either side of a developmental shift and teachers must be prepared to meet them on a variety of levels.</blockquote> | <blockquote>'''Remember''' Students may be on either side of a developmental shift and teachers must be prepared to meet them on a variety of levels.</blockquote> | ||
| − | ==Grade 2-3 ( | + | ==Grade 2-3 (7-8 years)== |
Children age 7-8 have become social explorers. They need to understand social structures, justice and “the rules” (some individuals may embrace or rebel against the rules). They love concrete explanations about the details of why and how we do things. | Children age 7-8 have become social explorers. They need to understand social structures, justice and “the rules” (some individuals may embrace or rebel against the rules). They love concrete explanations about the details of why and how we do things. | ||
===Challenges=== | ===Challenges=== | ||
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*Use darker storylines, with great care, yet at this age become more appropriate (Zombies with clear explanations and healthy humor). | *Use darker storylines, with great care, yet at this age become more appropriate (Zombies with clear explanations and healthy humor). | ||
<blockquote>'''Remember''' We are facilitating their social development as members of the village. We are helping them learn to be in a social group.</blockquote> | <blockquote>'''Remember''' We are facilitating their social development as members of the village. We are helping them learn to be in a social group.</blockquote> | ||
| − | ==Grade 4-5 ( | + | ==Grade 4-5 (9-10 years)== |
Children ages 9-10 are similar to ==Grade 2-3. They’ve reached a peak of confidence in childhood. They are generally very capable of physical tasks requiring increasing concentration. They’re sense of humor is becoming more sophisticated. Socratic method of teaching becomes more appropriate (posing a question and an answer). | Children ages 9-10 are similar to ==Grade 2-3. They’ve reached a peak of confidence in childhood. They are generally very capable of physical tasks requiring increasing concentration. They’re sense of humor is becoming more sophisticated. Socratic method of teaching becomes more appropriate (posing a question and an answer). | ||
===Challenges=== | ===Challenges=== | ||
| Line 52: | Line 52: | ||
*Be attentive to individual student needs and debrief as needed. | *Be attentive to individual student needs and debrief as needed. | ||
<blockquote>'''Remember''' Plan challenging activities for returning, long-time students, using them to help newcomers learn.</blockquote> | <blockquote>'''Remember''' Plan challenging activities for returning, long-time students, using them to help newcomers learn.</blockquote> | ||
| − | ==Grade 6-8 ( | + | ==Grade 6-8 (11-13 years)== |
Students age 11-13 crave meaningful leadership opportunities. They begin to see themselves quest as individuals beyond the protection of their family. They intensely seek belonging in a group or team of peers. They need personal validation through real experiences. | Students age 11-13 crave meaningful leadership opportunities. They begin to see themselves quest as individuals beyond the protection of their family. They intensely seek belonging in a group or team of peers. They need personal validation through real experiences. | ||
===Challenges=== | ===Challenges=== | ||
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*Be attentive to individual student needs and debrief as needed. | *Be attentive to individual student needs and debrief as needed. | ||
<blockquote>'''Remember''' We are guiding adolescents through a transition to true leadership roles as village caretakers.</blockquote> | <blockquote>'''Remember''' We are guiding adolescents through a transition to true leadership roles as village caretakers.</blockquote> | ||
| − | ==Grade 9-12 ( | + | ==Grade 9-12 (14-17 years)== |
Students age 14-17 are similar to those age 11-13. They’re progressing towards the stability of adulthood. They craves real responsibility and have strong BS detectors for fake responsibility. | Students age 14-17 are similar to those age 11-13. They’re progressing towards the stability of adulthood. They craves real responsibility and have strong BS detectors for fake responsibility. | ||
===Challenges=== | ===Challenges=== | ||
Revision as of 10:35, 5 June 2021
- Contents Safety & Quality Guide
- Part of Safety & Quality - Part 2: Teaching & Learning
- Next Article Incident Report >>
When crafting curriculum of engaging content it is important to respect the different developmental capacities and potential of your students’ age. This becomes relevant when crafting story elements and themes. Remember, these are guidelines; every child develops at their own individual rate. Always Pay Attention with care and compassion to unique capacities and adjust your discourse accordingly.
Contents
Grade K (5 years)
Children ages 4-5 understand the world based on what they see, hear, feel and sense in front of them right now. They are reality-based learners and extreme sensorial learners.
Challenges
- Clear consistent limits are essential for success; needs order and predictability.
- Abstract reasoning doesn’t work; i.e. avoid lengthy verbal explanations.
- Instead, pair bite-sized instructions with a physical action.
- Classic problem quote: “I want my Mom/Dad.”
Story & Fantasy Guidelines
- Fantastical elements are “Friendly Forest Memories”; light and fun.
- Clear explanation of fantasy versus reality.
Remember This age is in an absorbent mind state of learning. They pick up many more skills with fluent ease than our world gives them credit for.
Grade 1 (6 years)
Children age 6 are transitioning from sensorial learning to reasoning. They begin to see themselves as part of a social group. Though this depends on the individual, some children may not have made this leap. They become intensely curious about how things really work and are more able to understand the abstract (verbal descriptions of things not right in front of them).
Challenges
- Clear and consistent limits continue to be essential for success.
- Needs structured, limited choices and advance notice of transitions.
- Utilize challenging children as helpers.
- Depending on home life, may not have been pushed to do difficult things.
- Classic problem quote: “That’s too hard.”
Story & Fantasy Guidelines
- Fantastical elements remain “Friendly Forest Memories”; light and fun.
- Continues to benefit from clear fantasy versus reality debriefs.
- Leave out or modify darker elements of storylines.
Remember Students may be on either side of a developmental shift and teachers must be prepared to meet them on a variety of levels.
Grade 2-3 (7-8 years)
Children age 7-8 have become social explorers. They need to understand social structures, justice and “the rules” (some individuals may embrace or rebel against the rules). They love concrete explanations about the details of why and how we do things.
Challenges
- Clear and consistent limits continue to be essential for success.
- May question fairness of the rules; empathize with this questioning.
- Utilize challenging children as helpers.
- Classic problem quote: “You’re not my best friend!”
Story & Fantasy Guidelines
- Continues to benefit from clear fantasy versus reality debriefs.
- Fantastical elements can include “Mischievous Friends, Heroes and Clowns”; still light and fun.
- Use darker storylines, with great care, yet at this age become more appropriate (Zombies with clear explanations and healthy humor).
Remember We are facilitating their social development as members of the village. We are helping them learn to be in a social group.
Grade 4-5 (9-10 years)
Children ages 9-10 are similar to ==Grade 2-3. They’ve reached a peak of confidence in childhood. They are generally very capable of physical tasks requiring increasing concentration. They’re sense of humor is becoming more sophisticated. Socratic method of teaching becomes more appropriate (posing a question and an answer).
Challenges
- Discipline can become more of a conversation; and they continue to need clear consistent boundaries.
- Oldest or more experienced students may push limits more.
- Students looking at a transition to middle school in the fall may demonstrate challenging summer behavior, so use them as leaders.
- Classic problem quote: “That’s not fair!”
Story & Fantasy Guidelines
- Fantasy and pretend can be more immersive and progressively more sophisticated. Darker fantastical elements can include “Honored competitors.”
- Be attentive to individual student needs and debrief as needed.
Remember Plan challenging activities for returning, long-time students, using them to help newcomers learn.
Grade 6-8 (11-13 years)
Students age 11-13 crave meaningful leadership opportunities. They begin to see themselves quest as individuals beyond the protection of their family. They intensely seek belonging in a group or team of peers. They need personal validation through real experiences.
Challenges
- Students looking at a transition to high school in the fall may demonstrate challenging behavior in summer; use these students as leaders.
- Classic problem quote: “Meh.”
Story & Fantasy Guidelines
- Fantasy and pretend can be more immersive. Darker fantastical elements can include “Ghosts of the Greenwood.”
- Be attentive to individual student needs and debrief as needed.
Remember We are guiding adolescents through a transition to true leadership roles as village caretakers.
Grade 9-12 (14-17 years)
Students age 14-17 are similar to those age 11-13. They’re progressing towards the stability of adulthood. They craves real responsibility and have strong BS detectors for fake responsibility.
Challenges
- “Teenage” and more mature behavior challenges arise.
- Classic problem quote: “Why can’t I have my iPhone?” or: “Can we be Facebook friends?” (NO! NO! NO! Never can you be friends on social media).
Story & Fantasy Guidelines
- Can participate in role-playing scenarios with the sophistication of the average adult; however, debriefs continue to be important.
- Darker fantastical elements can include a healthy dose of “Edge awareness & fear” (and adulting).
- Themes can should include discourse of personal morality and ethics for the love, care and respect of family and Village (community).
Remember They are not yet adults! Trust them with increasing levels of responsibility, but retain consistent supervision and guidance. Create strategies for this supervision while also enabling more freedom. Make sure they understand increasing freedom equals increasing responsibility.
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