Intro to Early Childhood test#3

At birth, brain weighs ¾ lb.

At 6 months, 1 ½ lbs. At 2 years, 2 ¾ lbs. The brain finishes developing at age 10 (adult sized).

selective elimination of synapses in the brain. Based on repeated experiences

rapid development of neural connections or synapses, experiences increase the development of synapses

a period of developmental time during which certain things are learned more easily than at earlier or later times (language in the first year)

Occurs head to foot

Occurs from midline to extremities

Look at page 229

Birth to 1 month - Sucking and grasping

1-4 months - modification of reflexive actions, habitual thumb sucking, tracking objects with eyes, moving head toward sounds, primary circular reactions - repetitive actions tat are centered on the infant's own body

4 - 8 months - demonstrates coordination between vision and tactile senses, object permanence, secondary circular reactions - repetitive actions focused on the qualities of objects, imitation becomes increasingly intentional

8 - 12 months - "coordination of secondary schemes"

12 - 18 months - "stage of experimentation", tertiary circular reactions - modifications that infants make in their behavior to explore the effects of those modifications,

18 months to 2 years - transition from sensorimotor to symbolic thought, symbolic representation, symbolic play

all children possess a mechanism which permits them to acquire language (hears language and processes grammatical rules)

all children possess a mechanism called a language acquisition device which permits them to acquire language (hears language and processes grammatical rules)

evidence suggests the capacity for speech production and related aspects of LA relate to built - in biological schedules

2 sensitive periods, birth to 3 - unconsciously absorb language through the environment, 3 - 8 yrs - active participants

teaching babies to use sign or gestures to communicate needs and/or wants

single word sentences children use to refer to what they see, hear, feel, primarily referential and expressive (motherese or parentese)

(age 2) words are used as mental symbols

(age 2) 50 word vocabulary and two words sentences, beginning of rapid language development

two words sentences that express actions and relationships

principal means of changing the meaning of sentences, the order in which children learn morphemes is well documented, orderly and consistent

Baby signing,holophrasic speech, symbolic representation,vocabulary development, telegraphic speech, gramatical morphemes, and negatives.

Social relationships begin at birth and are evident in daily interactions.

All infants are capable of and benefit from social interactions.Crying - primary social behavior in infancy, attracts caregiver and promotes a social interaction, survival value - alerts caregiver of a need, caregivers must react to infants with enthusiasm, attentiveness, and concern for them as unique personsImitation - social behavior in infancy, infants have the ability to mimic the facial expressions and gestures of adults

a parent's initial emotional tie to an infant (B) VS. an enduring tie between a parent/caregiver and an infant that endures over time. (A)

use of parents as a secure base to explore the world around them, activly seek parent when they return from being apart. 65% of infants

unresponsive and avoidant to parent, not distressed when parent leaves. Do not establish contact with a returning parent, may even avoid.

20% of infants

seek to be attached to parent, cling, and fail to explore. 10-15% of infants.

demonstrate disorganized and disoriented behavior. approach parent with little or no emotion.

5% of infants

general style of behavior

easy: positive, regularslow-to-warm: low activity, slow to adapt,negative mood.Difficult: irregular, tense, negative mood

1.Realization that life and education of children is holistic2.How important relationships are in growth and development based on research3.

New public awareness about how maternal-child relationships and caregiver-child relationships affect mental health4.Renewed interest in how children are affected by risk factors

emphasis is placed on developing and sustaining positive attachments and relationships between parents, child and caregiver

1.Health and Safety 2.Support Developmental Needs - supportive environments enacle infants to develop basic trust and toddlers to develop autonomy (as toddlers mature mentally and physically they want to do things by themselves with out help3.

Challenging environments (children can explore and interact with a wide variety of materials)4.Promote respectful social development and interactions5.Encourage active involvement

1). Efforts to find quality affordable child care are frustrating (2) More parents in the workforce (3) Help prevent and reduce behavioral and social problems (4) Publicly supported and financed schools ensure no child is excluded (5) Foundation for learning is laid in early years, 3 and 4 year olds are ready willing and able to learn (6) Birth to 5 children develop foundational capabilities on which development builds (7) Provide opportunities for early intervention for children with a disability

(1) Support and develop children's innate capacity for learning (2) Deliver a full range of health, social, economic and academic services to children and families (3) Find solutions for pressing social problems (4) Promote early literacy and math (5) Prepare children to read

Lost baby fat and taken on leaner, lankier lookSlimming down and increasing motor coordination allows more confidence in locomotor activitiesGrow several inches per preschool yearLearning to use and test bodies - locomotion plays large role in motor and development skillsUse activities to investigate and explore relationships among themselves, space, and objectsLike participating in fine motor activitiesPrograms should provide action and play, proper nutrition and healthy habits of plentiful rest and good hygiene

initiative versus guilt

1. Giving children freedom to explore 2. Provide projects that enable discovery and experimentation 3.

Encourage and support attempts to plan, make things and be involved

ability to control emotions and behaviors, delay gratification and build positive social relations

(1) Provide a variety of learning experiences (2) Arrange environment to help children do best (3) Get to know each child (4) Set clear limits (5) work with children to establish rules (6) Use home language (7) Coach children to express feelings verbally (8) Model self control by using self talk

Preoperational stage of intelligence

(1) grow in ability to use symbols (2) not capable of operational thinking (3) center on one thought or idea (4) unable to conserve (5) egocentric

1)Provide concrete materials (2) Use hands on activities (3) Give many and varied experiences (4) Model appropriate tasks and behavior (5) Provide a literacy-rich environment to stimulate interest and development of language and literacy (6) Allow children periods of uninterrupted time

1.Skills grow and develop rapidly2.Vocabulary and sentence length increase3.Add helping verbs and negatives in 3rd year4.Use noun or subject clauses, conjuctions, and prepositions to complete sentences at 4 and 5 years5.

Development ins diverse and comprehensive and constitutes an impressive ranges of learning6.Children learn intuitively the rules of language7.Reading to and with children is one of the best ways to support and enrich their emerging language development

Means children's communication skills are in an emerging state

by reading to and with them and encouraging their participation and modes of response Figure 10.1Involves writing too

the various ways children respond to books and conversations

childeren, families, eary childhood professionals, communities, states and the nation

Health and physical development-physical devop, health status, and physical abilitySocial and emotional develp- feelings about themselves and others, ability to form relationships, interst and skills needed to maintain relationshipsApproaches toward learning: curiosity, enjoyment of learning, confidence, creativity, attention, reflection, and interests.Language develop and communic- verbal and nonverbal skillsCognition and general knowledge- basic knowledge about the world and basic problem-solving skills

Language: most important readiness skill, receptive language (listening to teacher and following directions) expressive language (the ability to talk fluently and articulately with teachers and peers, express oneself in the language of the school, communicate needs and ideas) symbolic language (knowing the names of people, places, and things as well as words for concepts and adjectives and prepositions, knowledge of the letters, vocabularyIndependence: the ability to work alone on a task, take care of oneself, and initiate projects without always being told what to do. Includes mastery of self-help skillsImpulse Control: includes working cooperatively with others, not hitting or interfering with others work, developing an attention span, and being able to stay seated.

Interpersonal Skills: include getting along and working with peers, teachers and other adults, working cooperatively, learning and using basic manners, learning how to learn from othersExperiential Background: experiences are the building blocks of knowledge, children can only build on the background information they bring to a new experiencePhysical and Mental/Emotional Health: must have good nutritional and physical habits, must have positive, nurturing environments and caring professionals to help develop a self-image for achievement

Froebel built system of schooling on the educational value of playMontessori viewed active involvement with materials and the prepared environment as primary means through which they absorb knowledge and learnJohn Dewey advocated and supported active learning and believed children learn through play activities based on interest, helps prepare children for adult occupationsPiaget believed play promotes cognitive schemes and means by which children construct knowledgeVygotsky viewed social interaction that occurs through play as essential to development, children learn through social interactions the language and social skills that promote and enhance their cognitive development

Children engage in play naturally and enjoy it, do not select play activities because they intentionally set out to learnPlay is full of opportunities for learning but no guarantee that children will learn all they need to know through playProviding opportunities to choose among well planned varied learning activities enhances the probability they will learn what they need to know.. (putting blocks in order from smallest to largest)

Achieve knowledge, skills and behaviorsLearn conceptsDevelop social skillsDevelop physical skillsMaster life situationsPractice language processesDevelop literacy skillsEnhance self-esteemPrepare for adult life and roles

Social Play: Children play with others in groups Cognitive PlayInformal Play: play in which children play in activities of interest to them, learning is best when it occurs spontaneously, teachers are active participants, enables children to learn many things as they interact with activities, materials and peopleSociodramatic Play: two kinds - sociodramatic and fantasy play centers include areas of housekeeping, dress up, occupations, dolls, school, and other situations of interestOutdoor Play: children need to relieve stress and tension through play, promote large - and small-muscle development and body coordination as well as language development, social interaction, and creativity for all childrenRough-and-Tumble Play: enable children to learn how to lead and follow, develop physical skills, interact with children in different ways, grow in the abilities to be part of a larger group

1. Functional play - play involving muscular activities, the only play of the sensorimotor period, characterized by repetitions, manipulations, and self imitation, allows children to practice and learn physical capabilities while exploring the immediate environment2.

Symbolic play - let's pretend stage of play, display creative and physical abilities and social awareness in a number of ways, occurs when children pretend that one object is another, play becomes more elaborate and involved with growth3. Playing games with rules - begins around 7 or 8, playing within limits and rules, adjust their behavior accordingly, make and follow social agreements4. Constructive play - play involving the use of modules to build things, represents children's adaptations to problems and their creative acts, characterized by engaging in play activities to construct knowledge of the world

Social and Interpersonal Skills, Self-Help and Intrapersonal Skills, Approaches to Learning, Learning to Learn, Academics, Language and Literacy, Character Education, Music and Art, Wellness and Healthy Living, Independence

Should include opening activities, large group meeting and planning, learning centers or play time, bathroom and hand washing, snacks, outdoor time, bathroom and toileting, lunch, relaxation, nap time, and small group time

A passage from one learning setting, grade or program to another.

1.

Prior experience influences the nature and success of their transition, 3 areas are important ( home lives, skills and prior school-related experiences and classroom characteristics)Research findings listed on 290-2912. Preschool and kindergarten staff can cooperated to work out a transition plan3. Prepare children and parents as much as possible for what to expect4. Arrange an actual visit

Pushing children: revolves around an overemphasis on learning basic skills and expecting young children to behave like older childrenAccess to quality preschools: not enough public preschools and parents can't afford private preschools, not equitably distributedUniversal preschool: free and accessible for allFunding preschool programs: different constituencies compete for funding, and questions of priority abound when not enough money is availableFuture of preschool education: growth for all children to be included will take decades, public schools will focus more on programs for 4 year olds then 3 year olds

More challenging and higher levels of learningEmphasize basic skills of reading, math and scienceMore public and private schools and for profit agenciesMore universal (the availability of kindergarten to children) 65% of 5 year olds up from 20% three decades agoMore states are requiring districts to provide kindergartenMore are full day 64%

In the US kindergarten is for 5 and 6 year oldsParents and professionals support an older than younger entrance age because they think older children are more ready and learn betterMany districts require children to be 5 before September 1

Ideal time to involve children in projects of building because they have a desire to be involved in physical activityLearning centers - Areas of the classroom set up to promote student centered, hands on, active learning, organized around students interests, themes, and academic subjects6 year old boys: average 46 lbs and 45 in tall6 year old girls: average 44 lbs and 45 in tallAt 7 years, both boys and girls average 50 lbs and 48 inches tall

Children ages 5 and 6 are in industry vs.

inferiority

Provide opportunities for children to be physically and mentally involved in problem solving and social activitiesTeach and role model how to make and keep friendsModel positive social and emotional responsesGive children opportunities to be leadersState your expectations for appropriate behavior

Kindergarten is a period of rapid intellectual and language growthTremendous capacity to learn words and like the challenge of new wordsLike and need to be involved in many language activitiesDesire to be verbal should be encouraged and supported

More is expected from kindergarten children today

Beginning in the 90's, there has been an emphasis on academics in US educationParents believe and academic approach to learning is the best way to succeed in school and the work worldStandards, testing and high-quality education reform movement encourages greater emphasis on academics

different kinds of programs for children who are not ready for the demands placed on them in a normal kindergarten setting

Developmental kindergarten - designed to provide children with additional time for maturation and physical, social, emotional, and intellectual developmentTransition Kindergarten - designed to serve children who may be old enough to go to first grade but are not quite ready to handle all of its expectations

the practice of giving children more time in a program or at home to develp physically, emotionally, socially, and cognitively as preperation for kindergarten

a single-graded class of children staying with the same teacher for two or more years

destined to spend another year in kindergartenThey appear immature and fail to measure up to the districts or teachers standards for promotionUsually retained for low academic achievement of low IQIt is assumed that children who are retained will do better. However research shows that children do not do better and parents report children have a pessimistic attitude which results in a negative impact on social-emotional development

Developmentally Appropriate Practice - teaching and learning that is in accordance with children's physical, cognitive, social, linguistic, cultural, and gender development.

Make learning meaningful to children by relating it to what they already knowIndividualize your curriculum as much as possible to account for the needs of all children of all diversities, abilities and backgroundsMake learning physically and mentally activeInvolve children in hands-on activities with concrete objects and manipulatives.

Provide many materials that support children learning to read and writeOrganize the children into groups of different sizes and ability levelsUse a variety of different instructional approachesDevelop your classroom arrangement so that it supports district and state learning standardsAdapt your classroom arrangement so it meets the learning and social needs of your children.

Collaborate with your children to "personalize" your classroomMake supplies and learning materials accessible to children by storing them on open shelves with labels

all children of all cultures, gender, socioeconomic leves, and backgrounds should be valued and respected

Engage in one-to-one interactionsGet on the child's level for face-to-face interactionsUse a pleasant, calm voice and simple languageProvide warm, responsive physical contactFollow the child's lead and interest during playHelp children understand classroom expectationsRedirect children when they engage in challenging behaviorListen to children and encourage them to listen to othersAcknowledge children for their accomplishments and efforts

teaching that focuses on reading, writing, speaking and listening

Too many children and adults cannot readBusinesses and industries are concerned about how unprepared the nations workforce is to meet the demands of the workplaceState governments are at the forefront of making sure all children learn to read well and that they read on level by 3rd grade

children's literacy development before receiving formal reading and writing instruction

Reading/writing involve cognitive and social abilities that children use in becoming literate in gaining meaning from reading, writing, speaking and listeningMost children are involved in activities long before they come to schoolLiteracy develops within a social context in which children have the opportunity to interact with and respond to printed language and to others using printed languageChildren's cultural identity influences how literacy develops and what form it takes.

children are presented with whole words and develop a sight vocabulary that enables them to begin reading and writing (Word walls, labels etc.) One of the most popular methods

stresses letter-sound correspondence, enables children to make automatic connections between words and sounds to sound out words and read on their own. Second most popular

child centered and maintains that literacy education should be meaningful to children, growing out of experiences that are interesting to them (teachers transcribe children's dictated experience stories and use them as a basis for writing and reading)

philosophy of literacy development that advocates the use of all dimensions of language - reading, writing, listening and speaking- to help children become motivated to read and write, other characteristics include child centered, social interactions, spending time on the processes of reading and writing is more important than spending time on skills, reading writing speaking and listening are taught as an integrated whole, writing begins early, children's work is used as reading materials, themes or units of study are used as means of promoting interests and content

a teaching method in which the teacher and children read together from text that is visible to all, uses big books and little-book copies for individual rereading.

Introduce the book Read and respond to the bookExtend the book

Problem solvingReasoningCommunicationMaking connectionsDesigning and analyzing representations

Areas of number and operationGeometry and measurement

How to teach is often left up to the teacher. Some districts, teachers have to use district lesson plans.

Primary reason for using scripted lesson plans is to assure that all children are learning what the standards call for

Ideal vehicle for developing children's questioning mindsImplementing National Science Education Standards can help students take their place in a scientifically literate societyChildren acquire oral and written language for scientific expressionWhen children learn about nature they respect and care for the planet and its resourcesLearning scientific methods teaches to view themselves as scientistsExciting lessons can foster a lifelong love

Includes history, geography, economics and civics

focused on the expanding horizons or expanding environments approach - an approach to teaching social studies where the student is at the center of the expanding horizons and initial units, and at each grade level is exposed to a slowly widening environment

begins with who the children are an where they are, should be child centered and developmentally appropriate

Consists of knowledge, skills, and concepts from these four areas: music, art, dance and theater

Time- often a problem because of the emphasis on reading/literacy and math, integrate across the curriculumOpportunity - are endless, capitalize on events that children are experiencing in their everyday lives, circle times and class meetings provide opportunities for singing and role play and opportunities are provided by making materials available to studentsMaterials - include materials for visual arts, music and dance

practice of postponing entrance into kindergarten of age-eligible children to allow extra time for socioemotional, intellectual, and physical growth

includes achievement testing and developmental and readiness screening. Development screening and readiness screening

- current legislative practices indicate that state and school districts will continue to push back the kindergarten entrance age.

Growth is slow and steady, continual.Develop increasing control over their bodies and explore the things they are able to do.Weight of boys and girls tends to be the same until after age nine when girls pull ahead.

6 year olds are in initiative stage of psychosocial development; 7 and 8 year olds are in the industry stage

Children should be actively involved in activities that enable them to use their bodies to learn and develop feelings of accomplishment and competence.

Minimal differences between boys and girlsContinuing refinement of fine-motor skills, can dress themselves and attend to most of their personal needs.

industry vs. inferiority

Children ages 6-9 are in Erikson's industry vs. inferiority stage of social-emotional development during which time they gain confidence and ego satisfaction from completing demanding tasks

effort/industriousness, paying attention, determination, and perserverance

a condition that can develop when children perceive that they are not doing as well as they can or as well as their peers, lose confidence in their abilities and achievement, and then attribute their failures to a lack of ability.

Children are passive and have learned to feel they are helpless

1. Use literature to discuss emotions2. Encourage children to express their emotions3. Write about feelings4. Provide opportunities for play5.

Provide for cultural differences

Promotes well-being, encourages a sense of contentment and happiness, and creates an atmosphere in which they are more inclined to engage in school and other activities

-Persistent sadness-Withdrawal from family,friends, and enjoyed activites-Increased irritability or agitation-Changes in eating/sleeping habits-Frequent physical complaints (headaches,stomachaches)-Lack of enthusiasm/motivation-Decreased energy, chronic fatigue-Play that involves excessive aggression for self or others or involves sad themes- Indecision, lack of concentration, forgetfulness-Feeling of worthlessness or excessive guilt-Recurring thoughts of death or suicide

Thinking is less egocentric and more logicalConcrete operational thought is the cognitive milestone that enables children from 7 to 12 to begin to use mental images and symbols and can perform operations (mental actions that enable children to reason logically)

logico-mathematical activities. Children are not yet capable of abstract reasoning and their logical operations still require concrete objects and referents

2 stages of moral thinking

stage of moral thinking in which children are governed by others regarding matters of right and wrong

being governed by oneself regarding right and wrong

reliance on others to determine right and wrong

engagement with others in making decisions about good, bad, right, or wrong

moral thinking occurs at three developmental levels1. preconventional2. conventional3.

postconventionalAll individuals move through the process of moral development beginning at level 1 and progressing through each level. No level can be skipped but each individual does not necessarily achieve each level

(morality is based on punishment and rewards)In stage 1 - punishment and obedience orientation - children make moral decisions based on physical consequences, will an action bring pleasureIn stage 2 - instrumental-relativist orientation - children's actions are motivated by satisfaction of their needs

civic virtue and moral character: honesty, kindness, respect, responsibility, tolerance for diversity, racial harmony, and good citizenship

the arrangement of standards, curriculum, and tests so they are in agreement

the process of making sure that what is taught matches the standards

the analysis of assessment data to make decisions about how best to meet the instructional needs of each child.

developing plans, selecting instructional strategies, and teaching to promote learning

A teaching strategy in which small groups of children work together on a variety of learning activities to improve their understanding of a topic, with each member responsible for learning what is taught and helping teammates learn

children experience how others think and behave and thereby learn how others solve problems and become more competent problem solvers.Encouraged to develop and use interpersonal skillsIt's a way of boosting student achievement and positively enhancing the climate of the classroom

-Abundant supply of materials for learning-Learning centers reflect content areas-Children seated in clusters of chairs/desks-Literature of all genres to support content area and materials provide for emulate real work experience-Materials and instruction provide for interdisciplinary integrated approaches-Progam,learning, and environment are coordinated so materials support and align with outcomes and standards-Teacher instruction and student involvement are balanced-All centers have materials that support reading and writing-Children's products displayed and valued-Schedules are posted where children can read them-Technology supports and enriches basic skill and concept learning and children use tech.

for presentations, projects, and reports.

-Families,adults,and the community are connected to the classroom-Children are valued and respected (classroom is a community of learners)-Children live and learn in peace and harmony-High expectations are essential pary of classroom culture-Assessment is continuous and is designed to support teaching and learning-Thinking is considered a basic skill and is integrated throughout

-Use the fundamentals of letter-sound correspondence, word study,and decoding, as well as holistic experiences in reading, writing, speaking, and listening-Incorporating many reading approaches-Using many forms of writing-Integrating literacy across the curriculum-Integrating literacy across cultures -Using childrens written documents as reading material, as well as literature books, vocab-controlled and sentence-controlled stories-Organizing literacy instruction around themes -Having children create stories,write letters,keep personal journals,and share their written documents

Children read texts that are at their developmentally appropriate reading level and have a minimum of new things to learn

1. Introduce the book2. Read and respond to the book3.

Extend the book

1. number and operations2. algebra3. geometry4. measurement5.

data analysis and probability6. problem solving7. reasoning and proof8. communication9. connection10.

representation

Emphasizes hands-on activities, problem solving, group work and teamwork, application and use of mathematical ideas and principles to real-life events, daily use of mathematics, and an understanding of and use of math understandings and competencies.Seeks to have students be creative users of math in life and workplace settings but also includes the ability to recall addition sums and multiplication products quickly

involvement of children in activities and processes that lead to learning

• Posing questions• Observing• Reading and researching for a purpose• Proposing solutions and making predictions• Gathering information and interpreting it

The integrated study of the social sciences and humanities to promote civic competence

to help children develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society

Include content knowledge, skills, concepts and themes in your students learning experiences. Should be content based and child centered.

RespectResponseRelationship

age 3 has 1000 trillion synaptic connection; by adult hood you only have 500 trillion