Developmentally Appropriate Expectations and Why it is Important

Developmentally Appropriate Expectations and Why it is Important

by Quyona Rawley, M. Ed., Education Specialist

Are your expectations about what children can do realistic? How do you know? Ever wonder why certain routines are so difficult for children? What are developmentally appropriate expectations? Why is gaining more knowledge on this subject so important?

Having developmentally-appropriate expectations simply means that you, as the educator, understand that a child’s behavior is normal or expected at certain stages of their development.

As children grow through each stage of development we will witness behaviors that are common for their age. For example:

• • • An infant’s heightened awareness of strangers.
    • Toddlers with a habit of removing their diaper, biting peers, and climbing on furniture.
    • Preschool and prekindergarten children use more expressive language to communicate their thoughts and feelings, they show independence with toileting, and they have the ability to solve conflicts with little to no support from an adult.
    • Older children are able to focus longer on activities and have longer, more in-depth conversations with you and their peers.

As we think about these examples, it's probably obvious to you that you have not observed an infant displaying the behavior of a 3- or 4-year-old. Because we know this, we develop an approach suited to the child’s needs, so they are successful.

Having appropriate expectations for children allows us to be less frustrated because we understand it as a part of their development journey. When those developmental stages present appropriate, yet challenging behavior, it is our responsibility to support the child through it. As an added bonus, supporting the child in appropriate ways will likely provide some relief to you as a teacher, too.

So, what is considered a challenging behavior? A challenging behavior is a pattern of behavior that interferes with a child’s learning or their interactions with others over an extended period. One of the more frequent concerns and frustrations are with biters. This is the time when you as an educator must think of appropriate ways to alleviate or lessen the behavior.  

While some stages of development can be challenging, it is important to note that not all stages are. It is important that we also focus on supporting children’s development by enhancing their experiences and preparing them to be successful as they grow and develop in the world.  

Four things to consider:  

1. Classroom environment: Are there appropriate and ample materials for my group? Does traffic flow well in the classroom? Is supervision difficult?
   
2. Building relationships: Am I actively engaged with children during play? Am I asking questions? Am I listening to children and showing a genuine interest in what they have to say?  
3. Implementation of curriculum: Am I familiar with curriculum? Am I planning lessons in advance and know what will be discussed and what materials I need? Am I considering the children’s interests?  
4. Your own knowledge of child development and early education: What do I want to learn more about? How can I be more intentional? What overwhelms me the most in the classroom? What future goals have I set or want to set for myself to increase my knowledge in the field?  

For support and ideas with enhancing your skills as a teacher, creating an effective classroom environment, and providing the best learning environment for your children, reach out to the Education Team at education@sshouse.com. We are committed to providing you with what you need to feel confident and to be successful in your role.