EDUC 207 Midterm

Hierarchy of Needs

Abraham Maslow's hierarchy of five levels of basic needs, culminating with attaining self-actualization; presents human needs in a pyramid fashion 1)Physiological Needs: food, shelter, water 2) Safety and Security 3) Love and Belonging 4) Self-Esteem and Self-Competence 5) Self-Actualization

ADA

Americans with Disabilities Act; Passed in 1990, required public barriers to be eliminated for persons with disabilities Impact: design of early childhood environments, ensuring that access is supported for all individuals, regardless of ability

Mandated Reporter

As educators, we are required by law to report suspected incidences of child abuse (physical, sexual, verbal, neglect, etc.)

Attachment Theory

Bowlby- Ethological theory of development that posits that the quality of the caregiver-child relationship in the first 18 months of life will have a lifelong impact on the child's future relationship

SAS

Standards Aligned System; developed by PDE as a comprehensive, researched-based resource to improve student achievement; Identifies six elements that impact student achievement: 1)Standards 2)Assessments 3) Curriculum Framework 4) Instruction 5) Materials and Resources 6) Safe and Supportive Schools

Program Evaluation (ITERS/ECERS)

Standards inform program evaluation by allowing for assessment of whether the program is meeting the standards of not. Program evaluation then supports equity by ensuring that all programs meet the agreed upon standards and all children are receiving the decided quality education. - Early Childhood Environment Rating Scale (ECERS-R) for programs ages 2.5 to 5 and has 7 subscales that focus on language-reasoning, activities, program structure, and parents and staff -Infant/Toddler Environment Rating Scale (ITERS-R) for programs ages infant to 30 months and evaluate effectiveness in a variety of program aspects

Lifelong Learning

Teachers are always learning. They must: -model a love of learning -seek out knowledge to solve problems -realize that teaching and learning is a dynamic process -research shapes how we teach

Goals of Head Start

The goals of Head Start are to ensure later school successes and to provide increased opportunities for low income students.

Section 504

Section 504 of the Rehabilitation Act; To ensure that programs cannot discriminate against people based on their disability Impact: program services and benefits for any program receiving financial services from any federal and state department or agency must extend equal opportunities to benefit from services to all individuals, regardless of ability

Red Flags

developmental indications that reflect atypical patterns of development; consider general expectations and show absence of a developmental skill -teachers should bring red flags to the attention of others (demonstrate when lack of skill is cause for concern, shift focus from general expectations to specific causes for concern, support early identification of children who could benefit from early intervention)

Licensing Standards

legal standards that reflect the meeting of basic health and safety (Ex.-handwashing)

Exceptionalities

-Autism -Attention Deficit Disorder -Behavioral Disorders -Blindness/Visual Impairments -Communication Disorders -Developmental Disabilities -Giftedness -Health Impairment -Intellectual Disability -Learning Disabilities -Mental Health Disorders -Pervasive Developmental Delay -Physical Disabilities -Sensory Processing Disorders

Environment and setting of the Indoor Space

-Environment has role as the third teacher -Must consider arrangement, placement of objects, inclusion of child-sized furniture, and sensory materials -Learning centers that support children's interests -Objects and materials that facilitate hands-on exploration -Freely explore to support independence and responsibility -Universal Design (ensure all buildings met the needs of populations who would use htem) -Consider ADA and physically accessible to all -7 Principles of the Learning Environment

Effective Teaching Strategies

-allow children to explore environment with own preferences and abilities as guide (children learn from interactions) -play is a medium for learning (adequate time, space, and engaging materials) -match instructional resources, teaching activities, and children's developmental levels -effective grouping practice -connect past and future leanring -conversing with students (on their level, focus on child, and let child lead conversation) -Engagement (KWL, Think, Pair, Share) -Clear Directions -Preview Lesson _Check for Understanding -Guided Practice -Monitor Activites -Make Use of time -Knowledge of all areas of content learning

7 Principles of the Environment for Learning

1) Equitable Use: all students can physically access the area, children are safe, materials are accessible Ex. Low shelving of materials at appropriate heights and visual picture cues 2) Flexibility in Use: children have room to explore, work and play, areas for different intelligences Ex. Variety of centers--- able to construct play (blocks and sociodramatic) 3) Simple and Intuitive Use: subdued colors of walls, tactile stiumlation, appeals to senses Ex. Using shaving cream or sensory tables to learn other concepts like math and writing numbers 4) Perceptible Use: children may perceive info., present things students can understand like their own work or topics that relate to their life Ex. displays of student word and read-a-louds about common topics 5) Tolerance for Error: health and safety practices, no hazards, monitor each area of classroom Ex. open areas, rugs with squares, and easy walkways 6) Low Physical Effort: Materials support students' interest, toys give feedback, multisensory and opportunities for self-expression Ex. block ares for construction, appealing materials in dramatic play center 7) Size and Space for Approach and Use: appropriate designation of space and areas for multiple types of instruction Ex. large areas for movement, areas for direct instruction, and tables for small group instruction

Multiple Intelligence

1) Linguistic Intelligence- skilled at reading, writing, comp. Ex. - matching vocab words to pictures and creating a writing with those words 2) Spatial Intelligence- understand visual environment and can perceive space Ex.- block activity laying blocks on outline 3)Bodily-Kinesthetic Intelligence- skilled at movement and physical activity Ex.-act out plant growth 4) Interpersonal Intelligence- skilled at social interaction and works well with others Ex.- partner projects 5) Logical-Mathematical Intelligence- works well with numbers and skilled at logically thinking through problems Ex.- using math manipulatives for counting exercises 6) Intrapersonal Intelligence- works well by self and expresses own thoughts well Ex.- keep journal reflections during week 7)Naturalistic Intelligence- enjoys connecting with nature and like context materials Ex.-science scavenger hunt 8) Musical Intelligence- drawn to music and can read music Ex.- exposure to instruments

Origins of Nursery Schools and Preschools/Kindergarten/First Grade

Day Nurseries ----- Day Care (originally charity, care for low income parents, support development and language for ages birth to 5) Nursery Schools ----- Preschools ("educating", originally developed by parents, often in university settings, birth of NAEYC, credited with the birth of parent education) Kindergarten--- (support children's emotional and social readiness for formal school, solution to urban poverty, integrate diverse children, need for an extra year) First Grade (primary grades)----- (focused on formal isntruction, impacted by kindergarten as they too began to used more child-centered educated) ***debate continues

DAP

Developmentally Appropriate Practice; ongoing, reflective practice that strives to provide supportive early childhood services to every child Represents three kind of knowledge: 1) What is known about child development and learning 2)What is known about the social and cultural contexts in which children live 3) What is known about the strengths, interests, and needs of each individual child

Understanding Child Diversity

Diversity in Children Occurs in: 1) ability (capabilities to learn and interact, social and emotional environment) 2) culture (understanding family and family dynamics, beliefs) 3)linguistics (language --- ELLs) * diversity emphasizes that all children are different from one another, not that some children are different from one another

ELL

English Language Learners, used to describe children who are acquiring English proficiency -Exam biases -Learn about students' cultures and language -Learn about each child's family -Integrate knowledge of the student and family into the classroom environment and through instruction -Learning resources and play materials should reflect multicultural development

Theory of Psychosocial Development

Erikson's theory that development occurs based on internal psychological factors and external social factors: 1) Trust vs. Mistrust (b-2): learn if caregivers will respond 2)Autonomy vs. Shame/Doubt (2-3): have independence, self-care tasks 3)Initiative vs. Guilt (Preschool): exploration of environment, have opportunities for risk 4)Industry vs. Inferiority (Primary Grades): develop sense of competence and worth, child is ensured that they have opportunities for successful interaction

Head Start

Head Start is an early childhood education program for preschool-age children considering to be lacking in advantages from low income families. Goal: -ensure later school success Mission is completed by providing many services and supporting parent involvement

Theory of Multiple Intelligences

Howard Gardner proposed that there are eight types of intelligence that influence how children choose to process and interact with their larger environment; teachers must ensure that the environment created responds and supports the varied types of intelligences of all children 1)Linguistic 2)Logical-Mathematical 3)Spacial 4)Bodily-Kinesthetic 5)Interpersonal 6)Intrapersonal 7)Musical 8)Naturalist

IEP

Individualized Education Program; team-developed written program identifying the goals and objectives, supporting the development of children between ages 3-21 with disabilities

IDEA

Individuals with Disabilities Education Act, ensures that education services are provided to children ages 3 to 21, to ensure that children with disabilities have the seem access to education as students without disabilities Impact: ensures that all children ages 3 to 21 are entitled to a FAPE

NAEYC

National Association for the Education of Young Children; they promote excellence in early childhood education by providing a framework for best practice (use research of child development and learning and a knowledge base of teaching) - have a code of ethical conduct for professionals -provides accreditation -has NAEYC Goals (all children have access to ECE, professional support, all families have access to ECE, communities and states work together)

Person-First Language

Person first, then disabilities Ex.- The student with autism

Theory of Cognitive Development

Piaget's theory that presented children's cognitive development in a series of four stages: 1) Sensorimotor (b-2): senses and reflexes 2)Preoperational (2-7): begin to yield concrete understanding for comprehending and interacting with environment 3) Concrete Operational (7-11): experienced and interacting with physical word and apply knowledge in a logical manner 4)Formal Operational (11-adult)

Benefits of Play

Play is an important vehicle for developing self-regulation as well as for promoting language, cognition, and social competence.

12 Principles of Child Development and Learning

Principle 1: Domains of development are closely related Principle 2: Sequence of Learning and Development Principle 3: Individual Patterns of Development Principle 4: Interactions between biological maturation and experience Principle 5: Establishing foundations and supporting optimal dev. and learning Principle 6: Progression of Development Principle 7: Importance of Relationships Principle 8: The Influence of Social and Cultural Contexts on Development and Learning Principle 9: The Role of Effective Teaching Principle 10: The Importance of Play Principle 11: Providing Opportunities for Challenge and Mastery Principle 12: Supporting Positive Disposition and Approaches to Learning

Legal Standards

program standards that must be adhered to for the program operation (Ex.- requirements by PDE for PA public schools)