Characteristics of Children Handout January 2025 PDF

JANUARY, 2025 PREPARED BY: MRS. MARIA CARINA L. GASANG CHARACTERISTICS OF CHILDREN Introduction Main Point: Children’s developmental characteristics shape their preferences, interests, and learning needs, which must be considered when selecting library materials....

JANUARY, 2025 PREPARED BY: MRS. MARIA CARINA L. GASANG CHARACTERISTICS OF CHILDREN Introduction Main Point: Children’s developmental characteristics shape their preferences, interests, and learning needs, which must be considered when selecting library materials. Children develop at different rates, affecting their cognitive, emotional, and social growth. Library materials should cater to their developmental stages and unique needs. Importance of understanding these characteristics for librarians and educators. Physical Development Main Point: Physical growth and motor skills are critical in a child’s early years and impact their interaction with books and materials. Infancy to Early Childhood (0-5 years): Rapid physical development, interest in tactile books (e.g., board books, textured books). Middle Childhood (6-12 years): Improved fine and gross motor skills, ability to turn pages and hold books independently. Key Need: Books should be age-appropriate in size and design (e.g., sturdy, durable materials for young children). Cognitive Development Infancy to Early Childhood: Focus on sensory learning, recognizing objects and sounds, and basic language skills. Middle Childhood: Beginning of logical thinking, ability to understand simple stories, developing comprehension skills. Late Childhood: Understanding of abstract concepts, critical thinking, and reading comprehension. Key Need: Age-appropriate books with clear text, illustrations, and basic narrative structures for young children. *Basic narrative structures refer to the fundamental framework or organization of a story. It typically includes elements like: Beginning: Introduces the characters, setting, and initial situation. Middle: Presents the main events, conflict, or challenges the characters face. End: Resolves the conflict and concludes the story.  JANUARY, 2025 PREPARED BY: MRS. MARIA CARINA L. GASANG This structure helps children understand how stories flow and develop, making it easier for them to follow and engage with narratives. Emotional Development Main Point: Children’s emotional growth affects how they relate to stories, characters, and themes in books. Infancy to Early Childhood: Emotional attachment to caregivers, development of trust, comfort in repetitive stories. Middle Childhood: Increased emotional awareness, ability to recognize and label emotions. Adolescence: Exploration of complex emotions, identity formation, and social issues Key Need: Books with relatable characters and themes that address feelings of security, friendship, and personal growth. Social Development Main Point: As children grow, their social interactions and peer relationships become more significant in shaping their interests and reading choices. Infancy to Early Childhood: Development of attachment, bonding with caregivers, and early social skills. Middle Childhood: Peer relationships become more important, social skills such as cooperation and sharing develop. Adolescence: Strong peer influence, desire for social acceptance, and exploration of complex social issues. Key Need: Books with diverse characters, social dynamics, and group interactions that help children relate to peers. Language and Communication Development Main Point: Language acquisition is fundamental for children’s ability to engage with reading materials Infancy to Early Childhood: Rapid development of receptive and expressive language, learning vocabulary through conversations Middle Childhood: Expanded vocabulary, understanding of more complex sentence structures, and basic literacy skills. Adolescence: Development of advanced language skills, ability to engage with abstract and metaphorical language  JANUARY, 2025 PREPARED BY: MRS. MARIA CARINA L. GASANG Key Need: Books with simple language for early learners, and progressively challenging texts to encourage vocabulary and literacy growth. Play and Exploration Main Point: Play is a central component of learning for young children, and it influences their engagement with library materials. Infancy to Early Childhood: Play-based learning, exploration of simple concepts through play and books. Middle Childhood: Increased engagement with games, puzzles, and interactive books (e.g., lift-the-flap, pop-up books) Adolescence: Greater interest in more sophisticated activities, such as role-playing, complex games, and problem-solving. Key Need: Books that integrate play, exploration, and interaction (e.g., educational toys, interactive books for younger children). Characteristics by Age Group Main Point: Understanding the unique needs of different age groups helps librarians select the right materials. Infants and Toddlers (0-3 years): Books with textures, colors, and sounds; focus on sensory engagement. Preschoolers (3-5 years): Books with simple narratives, repetition, and basic concepts (letters, numbers, shapes). Primary School (6-8 years): Early chapter books, stories about friendship, fantasy, and moral lessons. Middle Schoolers (9-12 years): Chapter books with more complex plots, diverse characters, and social themes. Teens (13-18 years): More mature themes, self-identity, peer relationships, and real-world challenges How These Characteristics Influence Library Materials Main Point: The characteristics of children affect what types of materials are best suited for their developmental stage.  JANUARY, 2025 PREPARED BY: MRS. MARIA CARINA L. GASANG Infants & Toddlers: Durable, interactive, sensory-focused materials (board books, textured books). Young Children (Preschool): Books with bright illustrations, simple language, and engaging stories. Older Children (Elementary): Books with rich plots, illustrations, and growing complexity in language. Young Adults: Novels with emotional depth, complex characters, and exploration of identity, social issues, and challenges. Conclusion Main Point: Understanding the characteristics of children helps librarians select appropriate materials that align with their developmental needs. Recognizing the role of physical, cognitive, emotional, and social development in selecting library materials. The importance of diverse, engaging, and age-appropriate materials for promoting literacy and supporting children’s growth. Libraries can cater to developmental needs by offering a range of resources, from interactive books for young children to complex novels for teens. Note: Infancy and Toddlers (0-3 years): Characteristics: Focus on sensory experiences, simple concepts, and attachment to caregivers. Preferred Materials: Books with large, colorful pictures, textures to touch, and simple rhymes or rhythms. Interactive books like lift-the-flap or touch-and-feel books are ideal. Learning Needs: Exposure to language, bonding through shared reading experiences with caregivers, and developing sensory awareness. Preschoolers (3-5 years): Characteristics: Increasing language development, vivid imaginations, and an interest in routines and familiar situations. Preferred Materials: Picture books with stories that are simple yet engaging, with repetitive structures or rhyming. Early concept books (numbers, letters, colors) and simple narratives work well. Learning Needs: Developing early literacy skills, recognizing basic concepts, and beginning to understand the world through stories. Early Elementary (6-8 years): Characteristics: Developing reading fluency, stronger attention spans, and expanding curiosity about the world.  JANUARY, 2025 PREPARED BY: MRS. MARIA CARINA L. GASANG Preferred Materials: Early chapter books, non-fiction with simple explanations, and books that support emerging interests (e.g., animals, space, history). Learning Needs: Expanding vocabulary, gaining confidence in reading independently, and starting to understand more complex story structures. Middle to Late Elementary (9-12 years): Characteristics: Greater ability for abstract thinking, a strong sense of identity, and the development of personal preferences and interests. Preferred Materials: Chapter books with more intricate plots, graphic novels, and non-fiction books on topics of personal interest (science, history, sports). Learning Needs: Strengthening critical thinking skills, broadening knowledge, and developing empathy through more complex stories and characters. Adolescents (13+ years): Characteristics: Development of deeper emotional awareness, desire for independence, and exploration of identity. Preferred Materials: Young adult fiction with mature themes, diverse perspectives, and deeper character development. Books that challenge their viewpoints or reflect real-life challenges are appealing. Learning Needs: Exploring complex themes like identity, relationships, and social issues, while also enhancing literary analysis and comprehension skills. References: Early Childhood Studies, 2024. London ; Thousand Oaks, California : Sage. Matthew, O. (2024). Child Growth and Development. Wilmington, Del : American Academic Publisher. Mena, J.G. (2014).Early Childhood Education.Mac Grawhill Estrada, A.T. (2011). Developmental characteristics of young children. 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