Chapter 13 and 14 Quiz

Seriation

Type of patterning that appears in basic form early but really develops during the preschool and early elementary years. the process of putting items in order by weight, amount, size, or other related characteristic and going from smallest amount to largest amount or vice versa.

Arithmetic

usually happens in the early elementary school years, but may occur earlier. is understanding how numbers function. In other words, arithmetic is addition, subtraction, multiplication, and division. Examples can be books, crayons, and real-world spreadsheets. These same concrete objects can be used in the early childhood classroom.

Health Education

Teaching young children about healthy habits and the importance of being healthy and making healthy choices must be integrated into your lesson plans. The importance of mental health for young children of all ages, even infants, should not be forgotten.

Number Concepts

are properties and functions of numbers. In general, there are two number concepts, counting and more complex arithmetic, that categorize skills in young children. Counting ability appears around age 21⁄2 or 3 years. Examples can be through practice with books, songs such as "Three Little Ducks," and everyday routines such as setting the table for dinner or folding laundry.

Fractions

are the numeric representations of part and whole relationships, especially equal parts. At first, children can be exposed to whole numbers, and then they can group pieces of the whole numbers into patterns. As children become more familiar with fractions, they begin using vocabulary associ- ated with fractions with more accuracy. Words such as more, less, and same and later half, third, and fourth. Examples: children can make patterns with colored marbles or cardboard circles. An example is a pattern of three blue marbles and two red marbles. In this example, three fifths of the marbles are blue, and two fifths of the marbles are red.

Constructivism

being active in creating people's understanding of the world around them, is the main theory that gives foundational support to math and science understanding.

Technology

can be used successfully with young children from 3 to 8 years of age. Technology can even be used as a teaching aid with children who have special needs. A variety of technologies can be used, from computers, to tablets, to e-books, to assistive technologies. Tablets are used to teach young children aged 3 to 6 years some technical drawing skills. technology helps the children to be more indepen-dent learners. Some of the keys to successful use of and teaching about and with technology are integrating the skills and concepts into other content and developmental areas and allowing children to utilize as many senses as possible to explore. Other important keys are considering the early childhood teacher's beliefs, attitudes, and practices; considering the interactive nature of the technology; and evaluating and using technology guided by research-based recommendations

Physical Fitness

children should be allowed space, time, opportunity, and incentive to be physically active.

Environmental Science

focuses on making children aware of their world, introducing basic concepts, and teaching young children about actions to take to protect the envi- ronment. children learn about how population, resources, science and technology, and environmental changes impact their own life. More practical examples of earth science topics are water, garbage, and plants.

Data Collection

fundamental step in the scientific method where young children systematically record their numeric or verbal observations. Around 31⁄2 to 4 years of age, children can begin systematic data collection. They can classify, work with patterns, and measure. Examples: children can measure and record the length of each person's hair. They can also record the frequency with which each child sharpens a pencil or raises his or her hand.

Manipulatives

include puzzles and games with small pieces, such as LEGO bricks, bingo tokens, and dominoes. In the beginning, when the children are young, the puzzles should have knobs and large pieces; however, by age 8 years, a young child can put together a 50-piece puzzle with medium-sized pieces.

Number Sense

is a basic understanding of number or quantity. This basic understanding is communicated with basic language in a consistent fashion around 18 to 24 months of age, making this skill easier to see, assess, and foster

Measurement

is calculating the quantity or amount of something. Young children can measure length, height, weight, volume, mass, or area. Obviously, measurement ability is better as children develop more. At approximately 3 years of age, children can make general comparisons by saying that something is bigger or heavier, and so on. By age 5 years, children understand that measurement involves the reoccurrence of equal- size units. Examples can be children can understand and enjoy measurement if taught with activities that are concrete and relate to their lives. Counting teaspoons of chocolate syrup while putting them into a glass of milk or counting how many feet deep is the swimming pool is the type of activity that makes measurement enjoyable and fun. The swimming pool can be visited as a class field trip, or this activity can be substituted with measuring each child's height or arm length.

one-to-one corespondence

is the awareness and knowledge that each individual number in a counting sequence refers to one object.

Geometry

is the study of the properties and relationships of two- and three-dimensional shapes. Children can learn the basics of geometry at young ages, as their world is filled with interesting shapes. Once children begin to recognize shapes, around age 3 years or younger, they have rudimentary geometrical knowledge. Around the age of 5 or 6 years, children can use shapes to create other objects and combine shapes to make other shapes or objects. Examples can be understanding how triangles can fit inside other shapes such as squares, rectangles, or octagons. Teaching these concepts with manipulatives such as blocks really helps young children grasp geometric concepts and reasoning

Space

optimal facilitation of physical growth and motor skill development. Unstructured and structured spaces are key for preschoolers and toddlers. The unstructured space should invite young children to play with a few carefully placed objects such as scarves and tumbling mats. The structured space should be prepared for teacher-facilitated, planned activities such as body puzzles or tag

Patternings

putting objects, people, or sensations in some sort of repeated order. Even sounds and movements can be put into a pattern. starts before age 2 years, but can be seen more readily during the preschool years, ages 3 to 5, and keeps on developing in complexity, detail, and accuracy as young children develop

physical science

teachers of young elementary children can focus on energy and the characteristics and movement of objects and substances. teachers of young elementary children can focus on energy and the characteristics and movement of objects and substances.

Life Science

the study of living things, Basic life science concepts can be mastered by young children in the early elementary grades. To begin, children need to understand the difference between living and nonliving things. For instance, plants and kitty cats are alive, but robots and cars are not. Children need repeated exposure and comparisons to nonliving and living things to understand their characteristics and needs.