Subtest III: Human Development Study Guide for the CSET Multiple Subjects Test

Skills and Abilities Tested

Not only should you know the facts about human development, but you’ll also need to be able to apply what you know in your lesson design and classroom actions. Be sure you can apply the content above in these ways.

Individual Differences

Despite the many theories of cognitive development, individual children will progress according to their own timelines, largely based upon their abilities, environment, and any limitations that may exist. This is especially true for children with special needs. For educators, this means understanding the key actions and developmental milestones at each stage and recognizing when intervention is necessary and what the proper type of intervention is.

Examples demonstrating scenarios that warrant intervention may include:

• A first grader who is unable to recognize numbers from 1 to 10. The child may need an evaluation (including a vision test), extra time and exposure or tutoring, or possibly even special education or an individualized education plan.

• A child who repeatedly arrives for school late, unclean, and hungry. The child discusses the parent never being home and no food in the home. A meeting with the parents and a guidance counselor may be the first step; however, if abuse or neglect is suspected, it is best to contact authorities directly.

• A toddler is unable to walk at 18 months and only crawls when necessary. Many children begin walking around 1 year of age; it is not uncommon for some children to delay walking until 16–17 months. However, if the child is still not walking at 18 months, it would be best for the parents to consult with their pediatrician in order to determine if there are any physical issues preventing the child from walking.

Similarities and Differences

As an educator, you will see many similarities and differences between children. Those with the same chronological age may be very different in terms of their unique cognitive and physical abilities. This is most evident in kindergarten, for example. Socially, children who have attended day care centers may exhibit greater emotional development than those who have never been to daycare. Additionally, children in this age group may have an incredibly diverse range of reading ability. Those who come from homes that read together daily may be exhibiting reading skills generally associated with first and second graders, while other children will just be beginning to recognize and write letters. This is sometimes no reflection of their actual cognitive capabilities, but simply the result of their experiences up to this point.

Explaining Behavior

When notable differences are encountered and an educator has determined intervention is necessary, it is important that he/she look at other variables that may explain the behavior. For instance, children who are not reading at the level generally expected for their age may have a learning disability and may need special education or tutoring to advance their reading skills, but this may not be the only possible explanation. It may be that they have simply come from an environment in which reading is not done frequently, or in which family members may not be literate. Only by having a broader conversation with the family, and potentially a child psychologist or counselor, can you determine the best explanation for behavior and develop a strategy that will promote learning of the required skills.

Observation Methods

Through observation, educators must be able to identify when developmental milestones are met cognitively, physically, and socially. Observation is a way of gathering information through the use of our senses. Educators watch and listen during observation, and record significant data, such as the first time a child does something or any behavior that warrants further attention. There are several common methods used for this.

Anecdotal records—Anecdotal records are a quick, easy way to write up an event or behavior after it has occurred. Educators can record qualitative information, such as conversations and responses.

Observation in naturalistic settings—In this instance, the educator will simply observe the children in their natural, everyday setting, and will not intervene. This may be necessary when trying to gauge a child’s ability to navigate through a particular situation alone.

Videotape—Videotaped observation records the live actions and interactions of the children to be used for later observations and discussions. This can be done as an instructional exercise or to have a broader discussion with caregivers.