Five Domains of Learning and Development of the NC K–3 Formative Assessment Process

Click each domain to read a brief explanation. If you have difficulty viewing this within Moodle, you can click here to view it in its own window.

1. Approaches to learning

   This domain has been referred to as “executive functions,” and “non-cognitive abilities.” Even though the terms used to describe “Approaches to Learning” may be different, the common thread among these descriptors is that this domain is essential to a child’s development and learning. How children approach learning influences their feelings about school and the likelihood that they will be successful in school and life. Some of the skills included in regard to Approaches to Learning are: curiosity, the ability to choose, engage in and complete tasks, flexibility in solving problems, engaging in purposeful play, following directions, showing initiative and creativity when working collaboratively and independently. The skills and attitudes exhibited by successful, life-long learners cannot be taught, but can be nurtured in young children.

2. Cognitive development

   Children’s cognitive capabilities provide the foundation for learning that occur in school and in life. These cognitive skills – including regulating attention, remembering, reasoning, and problem-solving — enable children to understand new information and apply it to new situations. Research indicates that strong cognitive skills positively affect educational outcomes (Raver, 2012; Evans & Rosenbaum, 2008; Duckworth & Seligman, 2005). Moreover, the continuing development of cognitive skills, as necessary for ongoing academic mastery, depends upon active engagement in developmentally appropriate education.

3. Language development & communication

   The importance of acquiring and developing language and communication competencies is evident for future success in school and in society. The development of these early competencies is essential to later learning (Snow, Burns & Griffin, 1998), can predict future school achievement (National Reading Panel, 2000), and is fundamental to future success in both school and life (Neuman, Copple & Bredekamp, 2004). Language development and communication becomes the principal tool for establishing and maintaining relationships with adults and other children.

4. Health & physical development

   Physical growth, motor development, and health are central to children’s learning and are fundamental to an active lifestyle and lifelong health and wellness. Health programs can reduce the prevalence of health risk behaviors among young people and have a positive effect on academic performance (Basch, 2010). Physical growth & motor development include children’s gross (large muscle) and fine (small muscle) motor skills. As children advance in physical development, they master increasingly sophisticated tasks and gain personal responsibility for their own physical needs. Physical development also promotes social development in many ways, as children learn what their bodies can do. This physical development also plays a significant role as children gain self-confidence. The more children can do, the more willing they are to try new and challenging tasks, and these gains have implications not only for physical development but also for learning behaviors that can keep them healthy and safe. Physical well-being and motor development are central factors in a young child’s learning and development. It should be noted that each child’s growth and development in this domain often occurs at different times for different students.

5. Emotional & social development

   Healthy emotional and social development and positive relationships are the foundation to children’s ability to explore materials and actively engage in learning. Further, students’ relationships with one another are critical in fostering students’ commitment to school and promoting academic success (Blum & Libbey, 2004; Hamre & Pianta, 2006; Hawkins, Smith & Catalano, 2004; Jennings & Greenberg, 2009). The time and effort teachers put into creating a classroom community centered on caring and mutual respect pay dividends far beyond the initial investment (Hamre & Pianta, 2001; Pianta & Stuhlman, 2004). Some of the skills included in emotional and social development involve an understanding of one’s feelings and behaviors, an understanding of the feelings and behaviors of others, and applying this knowledge to interactions and relationships with peers and adults.