MEGA/MOCA exam flash cards early childhood education learning across curriculum ALL subjects

identify four basic steps to follow to read and analyze the information on a special purpose map, and include some examples in your response

(1) First, read a map's title and look at the overall map. This provides a general idea of what the map shows. For example, a map entitled "Battles of the Punic Wars" would not be a good choice if someone was looking for the political boundaries of modern day Greece, Italy, and Spain. (2) Next, read the map's legend/key to see what symbols and colors the map uses, and what each represents. For example, some lines represent divisions between countries/states; some, rivers; etc. Different colors can indicate different countries/states, elevations, amounts of rainfall, population densities, etc. These are not uniform across all maps, so legends/keys are necessary references. (3) Use the legend/key to interpret what the map shows. For example, by looking at colors representing elevations, one can determine which area of a country has the highest/lowest altitude. (4) Draw conclusions about what the map displays. For example, if a country map mainly has one color that indicates a certain elevation range, it can be concluded that this is the country's most common elevation.

provide a functional definition of a culturally competent professional in relation to the provision of educational services

A culturally competent professional demonstrates the ability to enable "mutually rewarding interactions and meaningful relationships in the delivery of effective services for children and family whose cultural heritage differs from their own.) (Shonkoff, National Research Council and Institute of Medicine, 2000) Providing interpreters and/or translators does not on its own constitute cultural competence. Hiring racially diverse educational staff in schools is also not enough. Culturally competent educators demonstrate highly developed self-awareness of their own cultural values and beliefs. They must also have and/or develop communication skills that allow them to elicit information from students and families regarding their own cultural beliefs. Further, they must be able to understand how diverse cultural views may affect a child's education, as well as how parents/families receive, comprehend, interpret, and respond to educators' communications. Therefore, educators must develop communication skills to meet educational goals.

define acculturation and differentiate it from assimilation. summarize how acculturation generally influences the interaction of cultural groups with social systems like education and healthcare

Acculturation describes the process whereby people adapt or change their cultural traditions, values, and beliefs as a result of coming into contact with and being influenced by other cultures over time. Some cultures adopt certain characteristics from other cultures they are exposed to, and two or more separate cultures may sometimes virtually fuse. However, assimilation, wherein various ethnic groups unite to form a new culture, is different from acculturation. One dominant culture may assimilate others. A historical example is the Roman Empire, which forced may members of ancient Greek, Hebrew, and other cultures to abandon their own cultures and adopt Roman law, military allegiance, traditions, language, religion, practices, and customs (including dress). A more recent example is the forced assimilation of Native Americans by European colonizers (Spanish, French, and English) in America. Colonizers forced Natives to abandon their own cultures and adopt European cultures or suffer horrific consequences. The extent of a diverse cultural group's acculturation influences how it interacts with social systems like education and healthcare. Groups that are strongly motivated to maintain their cultural identity may interact less with mainstream systems that significantly conflict with, vary from, or, of course, threaten their own cultural beliefs.

identify the use and effects of visual movement in art. describe an example of how a fine artist creates visual movement in a painting, and outline the effects of this movement.

Artists create a visual sense of movement in paintings to direct the viewer's eyes. Direction is frequently toward a focal point or area within the painting. Artists can direct movement along lines, edges, shapes, and colors, but especially along parts with equal value (dark/light), which best facilitates the eyes' movement. For example, in "Liberation of the Peon" (1931), Diego Rivera depicts soldiers liberating a slave by cutting the ropes binding him while clothing his nakedness with a blanket or garment. Paths of movement in the painting all lead to the focal point of the knife cutting the ropes. (Emphasis, another art/design principle, is also see in how the action of freeing the peon is made more important than the soldiers performing the action.) By painting all humans in the scene with their eyes focused on the slave, Rivera creates movement directing our view toward him. At the same time, he painted all horses with their eyes focused out at the viewer, drawing the viewer into the scene.

explain why and how visual artists use emphasis in their work. illustrate this by describing a fine arts example, and identify related design principles the artist used that contributed to the emphasis in the work

Artists use the design principle of emphasis to call attention to particular elements in their works. Emphasis directs the viewer's focus to certain parts of a painting, and makes certain components of a work dominant. Emphasis can be achieved in art by emphasizing various design elements like value (light/dark), color, shape, line, etc. Artists also use contrast (e.g., contrasting values, colors, shapes, etc.) to create emphasis. To emphasize a focal area, a center of interest which focuses on the most important part of a painting, an artist can create visual emphasis through extreme contrasts of light and dark values. Strongly contrasting shapes and/or marked contrasts in other design elements also create visual emphasis. As an example of visual emphasis, in the painting "At the Moulin Rouge" (1892/1895), Henri de Toulouse-Lautrec emphasizes the focal area of a group of friends conversing in a cabaret through contrasting colors and values, as well as through movement directing the eye toward the group. His use of color, light, and shape also help create the scene's atmosphere.

identify three main functions of art. give some examples of how artwork can fulfill social functions

Artworks can be created for physical, social, and personal purposes. When art focuses on the social lives of groups rather than on one individual's experiences or viewpoint, it serves social functions. Art carrying political stances/messages always performs social functions. The Dadaist Meret Oppenheim's hair-covered tea set did not perform any physical function, but served social functions by politically protesting World War I and many other social/political issues. During the Great Depression, photographers like Dorothea Lange, Gordon Parks, Walker Evans, and Arthur Rothstein commissioned by the Farm Security Administration produced stark records of people's suffering. These depictions of social conditions also served social functions. Fine artists like Francisco Goya and William Hogarth, as well as cartoonists like Thomas Nast and Charles Bragg, created satirical works of art lampooning various social and political customs and situations. Satire is intended not only to provide comic relief, insight, and perspective, but also to stimulate social change. Therefore, it serves social functions. Another social function is improving community status and pride through art treasures.

explain how context determines the functions of art. identify three basic functions that art serves. give a few examples of physical functions

Ascertaining the function of a work of art requires considering its context. Half of the context involves the artist. Knowing the artist's country, the historical time period during which the artist lived, and the social and political culture of the time informs artwork and our ability to infer what the artist was thinking and intending when he or she was creating it. The other half of the context involves the viewer. Knowing what the artwork means to you in your own place and time informs your perception of and response to it. Taken within context, art serves physical, personal, and social functions. For example, architecture, industrial design, and crafts have physical functions. A raku pottery bowl made in Japan serves a physical function during a tea ceremony. However, a teacup covered with hair (paired with a hair-covered saucer and spoon) by Dada artist Meret Oppenheim (1936) makes an artistic statement, but serves no physical function. When we view a historical weapon in a museum, regardless of the exquisite craftsmanship it may demonstrate, we realize it was made primarily for bludgeoning enemies.

define balance as an element of visual art, and give an example of how it is used as an organizing design principle in fine art

Balance refers to how visual weight is distributed in a work of visual art. In two-dimensional art like paintings, balance is the visual equilibrium among the painting's elements, which makes the entire picture look balanced. Balance can be symmetrical (both sides equal) or asymmetrical, with shapes and spaces that are unequal and/or unevenly distributed. This produces psychological rather than physical balance, creating tension and suggesting movement. Radial balance/symmetry uses images radiating from a center, such as wheel spokes or ripples around a pebble thrown into water. An example of balance is seen in the painting "Dressing for the Carnival" (1877) by Winslow Homer. The central figure of a carnival performer putting on his costume is the focal point. The performer is surrounded by two adult assistants and a group of fascinated children who are watching him. The shapes, values, and colors are balanced to produce overall visual equilibrium and unity (another organizing principle of art).

give a few examples of general activities adults can use with young children to help them learn early geometrical concepts and develop spatial sense

Because it involves many physical properties like shape, line, and angle, as well as abstract concepts, young children learn geometry most effectively via hands-on activities. Learning experiences that allow them to touch and manipulate concrete objects, such as boxes, containers, puzzles, blocks, and shape sorters, usually works best. Everyday activities can also help children learn geometry concepts. For example, adults can cut children's sandwiches into various geometrical shapes and let children fit them together and/or rearrange them into new patterns. Children become better able to follow directions and navigate through space when they develop geometric knowledge and spatial sense. Adults can provide activities that promote development of these skills. For example, they can let children get into and out of big appliance boxes; climb over furniture; and go into, on top of, out of, under, around, over, and through different objects and structures to allow children to experience the relationship between their bodies and space and solids. As they mature, children can play games in which they search for "hidden" shapes. Such shapes may be irregular, may lack flat bases, or may be turned in various directions.

identify several motor skills milestones that infants typically reach between the ages of 4½ to 23 months. discuss the ranges within which 90% of infants will reach these milestones

By 4½ months on average, babies can roll from back to side. The range within which 90% of infants will be able to do this is 2-7 months. Most babies can sit unsupported by 7 months on average. The range within which 90% of infants will be able to do this is 5-9 months. Most infants also crawl by 7 months on average. The range within which 90% of infants will be able to do this is 5-11 months. Babies pull themselves up to a standing position by about 8 months on average. The range within which 90% of infants will be able to do this is 5-12 months. Babies play "patty-cake" by 9 months, 3 weeks on average. The range within which 90% of infants will be able to do this is 7-15 months. Babies/toddlers can stand alone by 11 months on average. The range within which 90% of infants will be able to do this is 9-16 months. Toddlers can walk unassisted by the age of 11 months, 3 weeks on average. The range within which 90% of infants will be able to do this is 9-17 months. Children can stack two cubes by the age of 13 months, 3 weeks on average. The range within which 90% of infants will be able to do this is 10-19 months. They scribble energetically by the age of 14 months on average. The range within which 90% of infants will be able to do this is 10-21 months. They can climb stairs with assistance by the age of 16 months on average. The range within which 90% of infants will be able to do this is 12 to 23 months.

describe the cultural paradigms of collectivism and individualism, and include some general examples

Certain world cultures are oriented more toward collectivism, while others are oriented more toward individualism. Native American, Latin American, Asian, and African cultures are often collectivistic, focusing on interdependence, social interactions, relationships, and connections among individuals. North American, Canadian, European, and Australian cultures are more commonly individualistic, focusing on independence, uniqueness, self-determination, and self-actualization (realizing one's full potential). Individualism favors competition and distinguishing oneself as an individual, while collectivism favors cooperation that promotes and contributes to the harmony and wellbeing of the group. Individualist cultures value teaching young children object manipulation and scientific thinking, while collectivist cultures value social and relational behaviors. For example, adults in collectivist cultures may interpret a child's first steps as walking toward the adult, while adults in individualist cultures interpret them as developing motor skills and autonomy. These interpretations signify what each culture values most, forming the child's cultural orientation early in life. The planning and design of educational and other programs should be informed by a knowledge of these and other cultural differences.

identify several motor skills that typically emerge in preschool children between the ages of two and six. describe some motor skills developmental milestones for preschoolers and the ages at which they typically emerge

Children develop motor skills most quickly between the ages of 2-6 years. They demonstrate basic locomotion skills, first walking and then running, skipping, hopping, galloping, and jumping. They also develop ball-handling skills, fine motor eye-hand coordination, and- as an extension of previously developed creeping skills- climbing skills. By 2 years of age, children develop balance for basic kicking, which evolves into the ability to execute full kicks (including backswings) by 6 years of age. They try throwing by 2-3 years of age. They develop related skills- including taking a forward step- by the age of 6. They develop the ability to shuffle by 3 years of age, which develops into the ability to skip by 6 years of age. By the age of 3, children walk automatically. They try running, but they are clumsy and lack adequate control. This ability improves by between 4-5 years of age. By this time, children are also more skilled at executing starts, stops, and turns. By the age of 5-6, children can run like adults. They develop climbing skills (ladders, etc.) between the ages of 3-6. The ability to jump longer distances and hopping and galloping skills develop by age 6. Children can catch a large ball while holding their elbows out to the front by age 4, and they can do this while holding their elbows at their sides by age 6.

provide some examples of how nutrition can affect children's development and learning of academic content knowledge

Children must consume a full range of nutrients for their brains to work normally. They need protein for its amino acids, which enable the brain's neurotransmitters (chemical messengers) to fire and communicate with each other. They need fruit and vegetable sugars and other complex carbohydrates to supply fuel to power the brain's functioning. Children's nutrition begins before birth. Pregnant women who do not eat adequate nutrients, vitamins, and minerals have higher risks of delivering infants with low birth weights. Research has found that babies with low birth weights are more likely to experience hearing and vision problems, and to need special education services in school at some point. Children in school who consume insufficient amounts of protein have been found to score lower on achievement tests than their peers who are getting enough protein. Children with iron deficiencies display fatigue, impaired concentration, shortened attention spans, and irritability. Children who miss breakfast consistently perform slower on problem solving tests than those who do not. Their responses are also less accurate. Children who regularly miss meals have compromised immunity against illnesses and infections, and they miss more school.

discuss some considerations related to environmental health risks for children

Children's body systems, unlike those of mature adults, are still developing. They eat, drink, and breathe more in proportion to their body sizes than adults do. Typical child behaviors expose children to more potentially toxic chemicals and organisms. Therefore, children can be more vulnerable to environmental health risks. To protect children, adults can prohibit smoking in homes and cars; keep homes free of dust, mold, pet dander, and pests that can trigger allergies; avoid outdoor activities on high-pollution/"ozone alert" days; and carpool and/or use public transportation. Adults can prevent lead poisoning by only giving children cold water to drink and using cold water to prepare infant formula and cook food; washing bottles, pacifiers, and toys frequently; and protecting children from lead-based paints in older buildings. Adults must ensure children do not have access to toxic chemicals. Maintaining furnaces, chimneys, and appliances; using outdoor gas appliances and tools properly; refraining from using gas appliances and tools indoors; and installing approved CO alarms can all help prevent carbon monoxide poisoning. Choosing fish carefully can help prevent mercury toxicity. Keeping infants out of direct sunlight, using sun-protective clothing, and applying sunscreen on young children are also important.

define the term color as one element of visual art. define primary, secondary, intermediate, analogous, complementary, warm, and cool colors

Color refers to the wavelengths of light reflected by a surface. Some wavelengths are absorbed by paints and other visual art media/materials; we do not see these. Other wavelengths are reflected; these are the ones we see as colors. Primary colors are pure, individual colors that cannot be separated into other colors or produced by mixing colors. The three primary colors are red, blue, and yellow. Secondary colors are combinations of two primary colors (e.g., orange = red + yellow). Intermediate colors are produced by mixing a primary and a secondary color (e.g., red-orange). Colors are arranged on the color wheel. Analogous colors are adjacent to each other on the wheel (e.g., yellow and orange are analogous). Complementary colors are opposite each other on the color wheel (e.g., blue and orange). Mixing equal parts of two complementary colors produces brown. Blue and predominantly blue colors are cool. Red, yellow, and predominantly red/yellow colors are warm. Colors identify objects, evoke moods, and influence emotions.

define the term contrast as a design principle in visual art, and describe its effects. give an example of contrast in a fine art painting. identify eight different types of contrast

Contrast refers to significant differences in the values (lights and darks), colors, textures, shapes, lines, and other elements of visual artworks. Visual contrast creates interest and excitement, and avoids monotony in art. For example, in the painting "Still Life With Apples And Peaches" (1905), Paul Cézanne combined all seven elements and all seven principles of design to create a unified composition. Among these, he used at least eight different types of contrast: (1) unpatterned vs. intricately patterned surfaces (pattern contrast); (2) soft vs. hard/found edges (edge contrast); (3) dark vs. light vs. middle values (value contrast); (4) pure vs. muted/blended colors (intensity contrast); (5) cool vs. warm colors (temperature contrast); (6) textured vs. smooth surfaces (texture contrast); (7) organic vs. geometric shapes (shape contrast); and (8) Small vs. large objects shapes/forms (size contrast).

describe some cultural differences in parents' goals for raising their children that have been identified in research findings, and note some implications of these differences in parenting

Depending on their cultural group. parents have varying goals for their children, and use different practices to achieve those goals. For example, research on four different cultural groups in Hawaii found the following differences related to what parents visualized when they pictured their children as successful adults: Native Hawaiians most wanted their children to have social connections, be happy in their social networks, and demonstrate self-reliance as adults. Caucasian American parents most valued self-reliance, happiness, spontaneity, and creativity as developmental outcomes for their children. Filipino American parents most valued the development of traits related to obedience, citizenship, respect for authority, and good conduct and manners in their children. Japanese American parents placed priority on their children's achievement, as well as their ability to live well-organized lives, stay in contact with family, and master the demands of life. Such distinct differences imply that these parent groups would vary in how they would respond to young children's assertive behaviors, in their disciplinary styles (e.g. permissive, authoritative, authoritarian), and in the emphasis they would place on activities focusing on physical and cognitive skill mastery vs. social competence and connection.

identify some examples of cultural differences among American parents with respect to their views on young children's care, education, and the nature of their cognitive abilities. explain how a transactional perspective of child development influences parental choices

Depending on their native culture, parents vary in terms of the early experiences they select for their young children. For example, Latino parents tend to prefer family-based/home-based care. White parents tend to prefer center-based daycare and education designed to promote school readiness. Another cultural difference is parental beliefs about children's learning capacities. For example, research in California found that the majority of Latino parents believed that their children's learning capacity is set at birth; only a small minority of white parents held this belief. Parents subscribing to a transactional child development model view the complex interaction between child and environment as creating a dynamic developmental process. These parents are more lively to value the stimulation of early childhood development, seem/implement activities that will provide such stimulation, and access early intervention services for children with developmental delays or difficulties. Parents subscribing to a view of fixed, innate cognitive capacity are less likely to believe their children's cognitive abilities can be influenced by educational experiences, and may not see the benefits of or seek out early learning stimulation and intervention.

describe some important aspects of the digestive system's processes of ingestion, digestion, and elimination, and identify some of the structures involved

During chewing, our teeth and tongue physically break down food. Glands secrete saliva to provide lubrication during chewing and swallowing, and provide digestive enzymes to begin the process of chemically breaking down the foods we eat. The pharynx delivers food to the esophagus, where muscular contractions (peristalsis) move food downward. The epiglottis closes the trachea (windpipe) during swallowing to prevent food from being aspirated into the lungs. Glands in the stomach lining secrete gastric fluid comprised of hydrochloric acid and other chemicals, which dissolve food into semiliquid chyme. Chyme gradually passes into the small intestine, where most digestion and absorption occurs. The small intestine is made up of the duodenum, the jenunum, and the ileum. The pancreas secretes digestive juices, the gallbladder secretes bile, and the intestinal mucosa secretes other juices into the duodenum to digest chyme. Digested nutrients are absorbed through the intestinal walls into capillaries and lymphatic vessels to be distributed to body cells. The large intestine consists of the cecum, the colon (ascending, transverse, descending, and sigmoid), the rectum, and the anus. The colon completes digestion and absorption, and delivers wastes to the rectum, which eliminates them through the anus.

relate some general guidelines for EC teachers to help them construct a plan for an art activity or project

EC teachers should first establish the concept they want to teach, the objectives they want to meet through planning and teaching the lesson/activity, and the learning objectives they want the children to meet through participating. Then, a teacher can construct a simple prototype for the project. This enables the teacher to estimate how long it will take the children to complete the activity, and to explore and discover the optimal sequencing of steps for the activity. The teacher should then write down the plan, step-by-step. Steps should include those that need to be completed before the activity. These might include preliminary discussion, book reading/sharing related to the project, viewing related artworks and/or photos, etc. Steps should also include those that need to be completed while setting up the activity, such as dispensing paints, clay, etc.; assembling paintbrushes/other instruments; and passing out paper and other materials. Teachers do not need to be artistically proficient. Young children are not art critics, and teachers can find a great deal of information about art materials and processes by searching online and in books. Available professional development courses focusing on art can also give teachers more ideas for lesson plans.

identify three of six family influences on early childhood development proposed by the family systems theory, and give brief definitions/examples of each

Family systems theory examines not individual behavior but family behavior, including communication, interaction, connection/separation, loyalty/autonomy, and responses to stress within the context of the family unit. Family system components particularly influential in early childhood development include the following: (1) Boundaries- this refers to limits, separateness, and togetherness (i.e. what/whom the family includes/excludes). "Disengaged" families value independence over belonging, and are open to new input. "Enmeshed" families value togetherness over autonomy, and have more closed/restrictive boundaries. (2) Roles- each family member has a role (e.g., helper, clown, peacemaker, victim, rescuer, etc.). Family members also tend to assume these roles in social, school, and work contexts. (3) Rules- family interaction rules have long-term influences (e.g., parents who view life as predictable are likely to plan ahead, while those who view life as less controllable may not prevent/avoid problems, but rather address them as they occur). Family rules can be unspoken. Also, the rules of the family cultures and school cultures can conflict. The other three of the six prominent influences on EC are hierarchy, climate, and equilibrium.

identify three of six prominent characteristics of families proposed by the family systems theory that affect the early development of children. include brief definitions and/or examples of each characteristic

Family systems theory studies the behavior of the family unit rather than the behavior of individual family members. Family behavior includes the interactions among family members and how the family unit responds to stress. Some family characteristics have been identified as particularly pertinent to ECE (Christian/NAEYC, 2006). They are boundaries, roles, rules, hierarchy, climate, and equilibrium. Hierarchy is a family's balance of power, control, and decision making. Culture, religion, age, gender, and economic status influence the family hierarchy, which shifts whenever changes occur in the family's composition. Climate refers to a family's emotional quality, and includes the physical and emotional environments in which families raise children. These environments reflect a family's belief about families and children. Family climate determines whether a child feels safe/loved/supported or frightened/rejected/unhappy in their family. Equilibrium refers to the family's balance and consistency. It is disrupted by stress and change, and is maintained or protected by family traditions, customs, and rituals.

identify the muscles involved in fine motor movements, describe how they function, and outline their purposes. identify some skills that are required for and developed by fine motor practice. identify some activities that develop fine motor skills

Fine motor movements use small muscles in the eyes, lips, tongue, wrists, fingers, and toes. Fine/small motor movements work together with gross/large movements to develop movement skills and patterns. Fine motor skills are often used for purposes of functional and expressive communication, like using tools, creating artworks, and writing and typing language. Eye-hand coordination, eye-foot coordination, and manual and finger dexterity are required for the fine motor movements used in drawing, writing, and typing. Fine motor practice also develops children's tactile (touch) awareness and spatial awareness. Rolling dough/putty/clay into balls and/or hiding things inside them promote fine motor skills. Tearing and cutting paper along dotted lines and creating patterns teach accurate size and creating patterns teach accurate size and shape perception and formation. Stringing, lacing, and creating structures using plastic building blocks helps. Writing skills are developed by writing letters/numbers in shaving cream, sand, pudding, and/or on chalkboards using wet makeup sponges/cotton swabs/; using toothbrushes on dry erase boards; and practicing placement on cardboard using rice, beans, wet/dry pasta, glitter, etc.

briefly describe the functions of graphs. identify the three most common types of graphs and explain how each of them is used

Graphs display numerical information in pictorial forms, making it easier to view statistics quickly and draw conclusions about them. For example, it is easier to see patterns/trends like increases/decreases in quantities using visual graphs rather than in columns of numbers. Line graphs, bar graphs, and pie charts are the most common types of graphs. Line graphs depict changes over time by plotting points for a quantity measured each day/week/month/year etc. and connecting the points to make a line. For example, showing the population of a city/country each decade in a line graph reveals how the population has risen/fallen/both. Bar graphs compare quantities related to different times/places/people/things. Each quantity is depicted by a separate bar, and its height/length corresponds to a number. Bar graphs make it easy to see which amounts are largest/smallest within a group (e.g., which of several cities/countries has the largest population). Pie charts/circle graphs divide a circle/"pie" into segments/"slices" showing percentages/parts of a whole, which also facilitates making comparisons. For example, the city/country with the largest population is the largest segment on a pie chart or circle graph.

summarize some basic considerations for promoting human health and wellness and preventing disease

Health and disease prevention begin before birth. Expecting mothers need to be/become informed about good nutrition for all humans and the supplemental nutrition required for prenatal support of developing embryos and fetuses. Mothers also need to get sufficient but not overly strenuous exercise; avoid undue stress; have/learn effective coping skills to deal with unavoidable life stressors; and avoid exposure to environmental toxins, such as radiation, pollution, and chemicals. They should avoid alcohol, tobacco, and exposure to secondhand smoke, as well as most drugs- street, over-the-counter, herbal, and prescription- unless they are prescribed by obstetricians/other physicians who are aware of the pregnancy. Babies initially need their mother's colostrum to provide immunity, and subsequently require breast milk or approved infant formula. Babies must also be held, cuddled, and given attention and affection to ensure survival, growth, and health. Young children need smaller amounts of food than adults that is equally nutritious; sufficient exercise; adequate sleep; and cognitive, emotional, and social stimulation and interaction. Appropriate nutrition and exercise, avoidance of alcohol/tobacco/drugs, and positive relationships and interactions are essential for wellness and disease prevention at all ages.

identify three basic processes involved in the production and reception of works of art. identify and define five steps involved in the second of these three processes

In all branches of the arts, artists and their audiences (who may also be participants in the case of performance art) complete three basic artistic processes that are closely related: creation, performance, and response. The performance process includes five steps. (1) Selecting is the step during which the artist makes a choice about what to present. For example, musicians choose pieces to play. Dancers choose choreographic pieces to perform. Visual artists select which of their paintings, drawings, sculptures, mobiles/stabiles etc. to display. Theater producers, directors, and actors choose a play to perform. (2) Analyzing is the step during which the performer researches the background of the chosen work and analyzes its structure to understand it and its import. (3) Interpreting is the step during which the performer develops a personal idea about what the work should express or accomplish. (4) Rehearsing, evaluating, and refining is the step during which the performer applies their skills and techniques to develop a personal interpretation that enables their performance to make the work come alive. The artist then evaluates the performance, and makes further refinements to subsequent presentations. (5) Presenting is the final step, during which the artist performs the work for others.

describe a shape matching game for preschoolers that develops shape recognition skills, fine motor skills, creativity, observational skills, and general and early math vocabulary skills

In one type of shape matching game, EC teachers help children make a game board out of construction paper that is shaped like a tree. Teachers first help the children cut a treetop and leaf shapes from green paper. They discuss children's preferences for tall/short and thick/thin trunks, giving them practice using descriptive vocabulary words, particularly ones related to size. This step builds both general and math concept vocabulary. Children cut trunks from brown paper and paste/glue them on the treetops. While out of the children's sight, the teacher cuts 5 to 10 (or more) pairs of shapes per child/tree from different colors of construction paper. Pairs should not match exactly (e.g., a blue square can be paired with a red square). The teacher glues one of each pair of shapes to each child's tree while the child is not looking. The teacher then gives each child the rest of their shapes, and invites children to see how quickly they can match each shape to its "partner" on the tree. The teacher can provide "warmer/cooler" distance clues, and should provide reinforcement each time a child correctly matches a pair of shapes. Teachers can make this activity more challenging by using more shapes and/or getting students to match shapes that are different sizes (e.g., children can be asked to match small diamonds to bigger ones).

summarize the components and functions of the human integumentary and musculoskeletal systems

In the human body, the integumentary system consists of skin, hair, nails, and oil and sweat glands. The skin has three layers: the epidermis, the dermis, and subcutaneous tissues. Skin protects tissues underneath it from bacterial infections, blocks most chemicals from entering, prevents fluid loss, and reduces the probability of mechanical injury to underlying body structures. Skin regulates body temperature and synthesizes needed chemicals. It is also a sense organ, as it has sensory receptors for touch, pressure, heat/cold, and pain. It also contains motor fibers that enable necessary reactions to these sensations and stimuli. The musculoskeletal system includes bones, joints, and connective tissues: tendons, ligaments, and cartilage. It is responsible for our body shape, and provides stability and support. It also protects our internal organs and enables locomotion. Bones store calcium and other minerals, and bone marrow produces required blood cells. Muscle fibers contract to enable movement. Depending on their innervation, muscles can have voluntary or involuntary (like the heart) movements. Muscles need blood supply and oxygen to work. Thus, the musculoskeletal system depends on other systems, including the circulatory, nervous, and respiratory systems.

define rhythm as an organizing design principle in visual art. use an example related to fine arts to explain how this principle is used

In visual art, rhythm is achieved through repeating visual movement. Visual movement is created by arranging lines, shapes, and/or colors to give the viewer's eye a sense of motion and direction. Just as we hear rhythm in music through aural beats and varying note durations, we see rhythm in paintings through visual movement of lines, angles, shapes, and other elements. Just as Beethoven used repetition of musical phrases and themes to create mood, drama, and movement, artists use movement and repetition to create visual rhythm. For example, in "Nude Descending a Staircase, No. 2" (1912) by Marcel Duchamp, the artist depicts an abstracted human figure, repeating the figure using overlapping placements in a diagonal, downward pattern. The series of repeated shapes and angles gives the impression of viewing action in strobe lighting or via stop action photography. The figures are physically still, but visually convey the effect of moving down a staircase. By directionally repeating the figure, Duchamp shows movement and rhythm within the static medium of a painting.

define line as a component of visual art, and discuss some of its properties and uses

In visual media, a line is the path of a moving point; the edge of a flat or two-dimensional shape; or the outline of a solid, three-dimensional object. Lines are longer than they are wide. the term measure refers to the width of a line. Lines can be straight, curved, wavy, angular, or zigzag. Lines can be horizontal (side to side), vertical (up and down), or diagonal (at an angle between vertical and horizontal). Lines can also be implied. In this case, they are not physically present, but the artist's arrangement of other elements suggests lines, which organize the picture and/or guide viewers' eyes. The movement a line follows/appears to show is called direction. Where and how a lone is placed in a picture/design is called location. Lines define areas, and imply or create open or closed shapes like circles, rectangles, etc. Line combined with shape creates implied volume in paintings/drawings and actual volume in sculptures. Lines express various qualities by being jagged, loopy, bold, repetitive, etc., and evoke different emotional and mental viewer responses.

outline the principles of cephalocaudal and proximodistal development as they relate to children's motor development. using reaching and grasping as an example, summarize how motor skills development begins with gross motor movements and progresses to fine motor movements. identify several developmental milestones and their associated ages/age ranges

Infant and child motor development follows the same developmental sequences as prenatal embryonic and fetal physical development. Cephalocaudal means head to tail. Just as the body develops from the heady down before birth, babies and young children develop motor control of their heads before they develop control of their legs. Proximodistal means near to far (i.e. central to distant). Head, torso, and arm control develop before hand and finger control. Babies learn a lot about how things look, sound, and feel once they have gross motor skills for reaching and grasping. These then evolve toward fine motor skills. For example, at around three months of age an infant's voluntary reaching gradually becomes more accurate. The infant will not need arm guidance, because they have spatial awareness of location and motion. Babies reach less by five months when they can move things within read. By nine months, babies can redirect reaching to grasp objects moving in different directions. By six to twelve months, development of the pincer grasp enhances babies' capacities for object manipulation.

define some of the aspects of cultural competence at the system level within service systems

It is important for educational professionals to acquire and demonstrate cultural competence at the individual level to effectively interact with individual children and their families. Moreover, cultural competence is also important at the program level, the school level, and the system level. According to the National Center for Cultural Competence (NCCC), system level cultural competence is a continuing process that includes "valuing diversity, conducting self-assessments, (including organizational assessments), managing the dynamics of differences, acquiring and institutionalizing cultural knowledge, and adapting to the diversity and cultural contexts of individuals and communities served." (Goode, 2001) Individual educational interactions are informed by a knowledge of cultural diversity and of the importance of such diversity in educational settings, an ability to adapt to the population's cultural needs, and a willingness to engage in ongoing self-reflection. This same set of knowledge and skills is also applied at the system level. Family engagement is important in EC care and education. This includes understanding the developmental needs of families as well as their children, especially when families and/or children speak different languages.

identify two general categories of features that can be displayed on maps, and include some examples in your response. identify three different purposes for which maps are used

Maps can be drawn to show natural or man-made features. For example, some maps depict mountains, elevations (altitudes), average rainfall, average temperatures, and other natural features of an area. Other maps are made to depict countries, states, cities, roads, empires, wars, and other man-made features. Some maps include both natural and man-made features (e.g., a map showing a certain country and its elevations). Different types of maps are described according to their purposes. For example, political maps are made to depict countries, areas within a country, and/or cities. Physical maps are drawn to display natural features of the terrain in an area, such as rivers, lakes, and mountains. Thematic maps are drawn to focus on a more specific theme or topic, such as the locations and names of battles during a war or the average amounts of rainfall a country, state, or region receives in a given year or month. Some maps are made for more than one purpose, and indicate more than one of the types of information described above.

explain what a grid on a geographical map consists of and what information its components give us, and include an example in your response

Maps show absolute geographic location (i.e. the precise "address" of any place on the planet) using a grid of lines. The lines running from east to west are called parallels or latitudes, and they correspond to how many degrees away from the equator a place is located. The lines running from north to south are called meridians or longitudes, and they correspond to how many degrees away from the prime meridian a place is located. To determine the absolute location of a place, we find the spot on the map where its latitude and longitude intersect. This intersection is the place's absolute location. For example, if we look at Mexico City on a map, we find that its latitude is 19° north and its longitude is 99° west, which is expressed in cartography as 19° N, 99° W. Numbers of latitudes and longitudes like these are also referred to as coordinates.

briefly define motor skills. identify two factors important to develop motor skills. identify several general instructional strategies to develop, teach, and remediate motor skills

Motor skills are the large and small movements of the body. These movements include such things as pushing, pulling, lifting, and carrying larger objects using the legs, arms, and back; and picking up, grasping, and manipulating smaller objects using the hands and fingers. The former are gross motor skills, and the latter are fine motor skills. To develop these, children must make effective use of their mind-body connection (i.e. getting the muscles and bones to perform the movements the mind intends). They must also have developmental spatial awareness (i.e. an accurate sense of the relationship between their bodies and the surrounding space and other bodies/objects). Teaching children to move large and small muscles in time to rhythmic songs helps develop fine motor skills. Teaching directions like up, down, clockwise, counterclockwise, etc. helps with motor planning development. When children find motor skills challenging to master, educators must provide them with frequent instruction, adequate reteaching, and ample modeling that allows them to observe and imitate problematic movements.

identify three newborn motor reflexes, the average ages at which they normally disappear, and the future motor activities they prepare infants to develop. identify several motor skills that babies normally develop by around six months of age

Newborns exhibit the tonic reflex, adopting the "fencing position." In this position, the head is turned to one side, the arm on that side is in front of the eyes, and the other arm is flexed. This normally disappears by the time an infant is around four months old. It may serve as preparation for reaching voluntarily for things/people. The stepping reflex disappears at around two months of age, and prepares babies for walking voluntarily. The palmar grasping reflex on an adult finger disappears by the time an infant is around three to four months old, and prepares babies for grasping voluntarily. When held upright, a baby can typically hold their head steady and erect by about six weeks of age. About 90% of infants develop this skill between the ages of three weeks and four months. Babies lift up from the prone position using their arms by the time they are about two months old. About 90% of infants develop this skill between the ages of three weeks and four months. Babies can also roll from side to back by the time they are about two months old. About 90% of infants will develop this skill between the ages of three weeks and five months. An infant can grasp a cube by the age of three months and three weeks on average. About 90% of infants will develop this skill between the ages of two and seven months.

describe some basic tools that cartographers supply on maps, the information they provide, and how to use them

On maps depicting local, national, and world geography, cartographers supply tools for navigating these maps. For example, the compass rose indicates the directions of north, south, east, and west. By looking at the compass, people can identify the locational relationships of places (e.g., in South America, Chile is west of Argentina). The scale of miles indicates how distances on a map correspond to actual geographical distances, enabling us to estimate real distances. For example, the scale might show that one inch is equal to 500 miles. By placing a piece of paper on the map, we can mark it to measure the distance between two cities (e.g., Washington, DC, in the USA and Ottawa in Canada) on the map, and then line the paper up with the scale of miles to estimate an actual distance of approximately 650 miles between the two cities. Map keys/legends identify what a map's symbols and colors represent.

define the term unity as it relates to the visual arts. identify several elements and principles of design that are used to help achieve unity in a painting. identify a fine arts example that illustrates the principle of unity

One of the most important characteristics of a well-developed work of visual art is its visual unity. When we view a painting without unity, all of the elements in a painting appear to belong together. We may perceive it as fragmentary, disorganized, and incomplete. When an artist achieves visual unity, all of the elements in a painting appear to belong together. Unity affords paintings the quality of cohesion that makes them look and feel finished and complete. For example, in the painting "Starry Night" (1889), Vincent Van Gogh used his characteristic large, visible brush strokes in a swirly pattern throughout the landscape, providing visual unity through the texture, rhythm, pattern, and movement of the lines and shapes. He used predominantly cool colors (blues and bluish browns), providing unity through color. (He also provided emphasis by adding contrasting yellow stars.) The result is a unified painting whose elements work together, strongly conveying the atmosphere, mood, emotion, and story that the artist wanted to express.

explain some factors affecting parents who are immigrants to America that EC educators should consider when working with them to further their young children's education

Parents educated in other countries may not know a great deal about the American educational system, and may not be aware of the educational demands made on their children, even in early childhood. Educators need to work with these parents to find common ground by identifying shared goals for children. While culturally diverse parents may disagree with some educators' goals, they can collaborate with educators to promote those on which they do agree. Immigrant parents may also be unaware of additional services available in America for children with developmental and/or learning problems. Educators can help parents by providing this information. Another consideration is that some other cultures have more paternalistic educational systems. Parents from such cultures, rather than vocally advocating for their children who need services, tend to wait for teachers/specialists to voice concerns before communicating on any problems they have observed. Even worse, educators could misconstrue their behavior as a lack of interest in children's progress, or as resistance to confronting problems.

provide an example of how parents in America who come from different cultures differ in terms of the educational services they are likely to access, and describe the cultural values and beliefs that are at the root of these choices

Parents in America have been found to show distinct preferences for the kinds of care and educational services they access for their children. For example, Caucasian parents in America are more likely to turn to preschool centers for help with their young children's care and instruction. This preference is influenced not only by custom, but also by scientific evidence that center-based preschool experience improves children's skills and prepares them for school. Hispanic parents in America are more likely to use home-based and/or family-based care settings. This preference probably reflects the more collectivist Hispanic perspective, which places more importance on social relationships than on structured learning in early childhood. Educators can take a culturally competent approach to such cultural diversity by looking for ways in which young children's school readiness skills can be promoted in family and home-based child care settings.

describe some of the provisions and features of the Federal Executive Order 13045: Protection of Children from Environmental Health Risks and Safety Risks (1997)

Passed by President Clinton, Executive Order 13045 declares a policy for identifying and assessing environmental health and safety risks that affect children disproportionately, and for addressing these risks through the policies, standards, programs, and activities of every independent federal regulatory agency. This order defines environmental health and safety risks as those that can be attributed to substances children ingest or contact (e.g., air they breathe; food they eat; water they drink, bathe in, etc.; soil they live upon; and products they use or are exposed to or use). The order established a task force reporting to the president and consulting with the Domestic Policy Council, the National Science and Technology Council, the Council on Environmental Quality, and the Office of Management and Budget. The task force is co-chaired by the HHS secretary and the EPA administrator. The task force is co-chaired by the HHS secretary and the EPA administrator. The task force oversees a coordinated, integrated federal research agenda and reports relevant research/data biennially; issues principle, policy, and priority statements; recommends appropriate federal/state/local/tribal government, nonprofit, and private sector partnerships; makes public outreach/communication proposals; identifies related high-priority initiatives; and evaluates new legislation to determine whether it will meet the goals of Executive Order 13045.

define pattern and explain its use and effect as an element of visual art. use an example related to the arts to explain how this element is used

Pattern is the organized or random repetition of elements. Music is made up of sound patterns. Visual patterns often appear in nature. Artists frequently create works featuring repeated designs that produce patterns inspired by those seen in the natural world. Visual art is enhanced by pattern, which enriches surface interest to augment visual excitement. For example, in "Numbers in Color" (1959-59), the artist Jasper Johns created a regular pattern by assembling 11 rows of 11 stacked rectangles each. He painted various numerical digits form 0 to 9 within most of the rectangles. He made these numbers look irregular by irregularly distributing, varying, and applying the colors he used. Many patterned paintings do not include a focal point or area. This often makes them look more like designs- even when they include recognizable images- than portraits, landscapes, still-lifes, or other types of paintings that do not have such repetitive patterning.

define the terms pitch, tempo, and rhythm as they are used in the musical arts, and give some general examples of how they are used

Pitch is the frequency of a sound, such as a musical note. We hear high/middle/low frequency sound waves as high/middle/low pitched sounds. Various pitches are combined in musical compositions to create variety. A series of connected notes of different pitches creates a melody. Sounding (playing/singing) several pitches simultaneously and combining them produces harmonies, and chords. Connected series of harmonies/chords in turn create harmonic/chord progressions. Tempo is the speed of music. Fast tempo can evoke happiness, excitement, fear, anger, or urgency. Slow tempo can evoke serenity, grandeur, solemnity, sadness, or ominousness. Musical compositions commonly direct the tempo using terms like andante (walking speed), adagio (moderately slow), allegro (happy/quick), lento (slow), largo (expansively slow), etc. Rhythm includes the overall beat/time signature (number of beats per measure) and the variations among note lengths that produce patterns (e.g., legato describes smoothly connected series of notes, while staccato describes sharply disconnected notes that are cut short and sounded separately). Composers combine pitch, tempo, and rhythm in music to create atmosphere and mood, and to evoke emotion in listeners. They also arrange these elements to construct/recall musical themes/motifs within compositions.

summarize four main parenting styles identified by psychologists and outline the impact each has on a child's development/behavior/personality traits

Psychologists (Baumrind, 1967; Maccoby & Martin, 1983) have identified four parenting styles: (1) Authoritarian- these parents are strict, punitive, demanding, and unresponsive. They do not explain reasons for their rules to children. Their children are obedient and proficient at completing academic/technical tasks, but they are less competent socially and less happy. They also have lower self-esteem. (2) Authoritative- this is the ideal parenting style. These parents are responsive, nurturing, and forgiving. They are assertive without being restrictive or intrusive. They set rules, but explain them. They are democratic, address children's questions and input, and use supportive rather than punitive discipline. Their children tend to be competent, successful, and happy. (3) Permissive- these parents are indulgent, lenient, nontraditional, and undemanding. They are nurturing, responsive, and communicative with children, but do not expect their children to show much maturity and/or self control. They avoid confrontation and seldom use discipline, often acting more like friends than parents. Their children's self-regulation skills are deficient and they are not as happy as many of their peers. They tend to have difficulty with authority and perform poorly in school. (4) Uninvolved- these parents are undemanding, unresponsive, and uncommunicative. They meet their children's basic needs, but are relatively detached from their children's lives. In extreme cases, these parents may neglect/reject children. Their children have low self esteem and lack self control.

give some examples of EC developmental milestones and their associated ages that vary according to culture, using one example to explain how this variation affects expectations of typical development

Research has found that different cultures have different age expectations for many early childhood developmental milestones. For example, Filipinos expect children to eat using utensils at 32.4 months. Anglo families expect children to do this at 17.7 months, and Puerto Rican families expect their children to reach this milestone at 26.5 months. Filipino cultures expect children to sleep all night by 32.4 months, Puerto Rican and Anglo cultures expect this at 14.5 and 14.4 months, respectively. Similarly, while Anglos expect children to sleep by themselves at around 13.8 months and Puerto Ricans around 14.6 months, Filipinos do not expect this until 38.8 months. Filipinos expect children to eat solid food by 6.7 months; Anglos by 8.2 months; and Puerto Ricans by 10.1 months. In Anglo families, an 18-month-old not drinking from a cup could indicate developmental delay if parents introduced the cup when they were one year old and regularly continued encouraging cup use. But, Filipino parents of an 18-month-old have likely not even introduced the child to a cup yet, so the fact that the child is not using a cup would not be cause for concern from a developmental standpoint.

discuss some cultural and other types of influences on whether or how much parents in America read to their young children, and describe some educational implications of these influences

Researcher analyzing national early childhood surveys have identified significant variations in how often white, Asian, and Hispanic parents read to their young children. This variation is not solely due to varying cultural values. Additional factors include parents' financial limitations; familiarity and comfort with accessing libraries and other governmental resources, websites, etc.; and literacy levels in both English and their native language. Educators must realize that trying to encourage or even teach parents to read to their children earlier and/or more often is unlikely to be successful if parents do not place value or priority on the benefits of being read to, or do not view the outcomes of reading aloud to children as benefits. Reading to children is known to promote school readiness and academic success. Educators should also understand that many children, despite not being read to in early childhood, become successful adults. Additionally, some cultures, including African Americans, emphasize oral learning traditions more than written ones, developing different skills, such as the basic understanding of story flow.

define the terms shape, form, and value, and outline some of their properties and uses as elements of visual art

Shape refers to two-dimensional areas created by connecting lines to outline the contours of objects depicted in art. Shapes may be biomorphic (i.e. shapes found in nature) or geometric. Variations in value, texture, or color can make shapes stand out in a piece. Form is the three-dimensional projection of shape. Form as dimension and volume. In paintings and drawings, form appears to have mass, while in sculptures it actually does have mass. The term "form" can also be used to describe an artwork's overall structure. Value refers to the appearance and range of lights and darks seen in a visual work of art. Regardless of color, value varies between black and white, with an indefinite range of various shades of grey between these two absolutes.

identify a major challenge for social scientists attempting to measure the acculturation of immigrants and other diverse cultural groups in America. characterize the bilateral challenges of interactions between American educators and culturally diverse families

Social scientists currently use indices such as people's country of birth, how long they have lived in America, their knowledge of the English language, and their level of English language use to study acculturation. However, these factors are measured not because they are the core elements of acculturation, but because they are easier to validly and reliably measure than the underlying cultural beliefs, attitudes, and behaviors they reflect, which are harder to quantify. The interactions between American educators and culturally diverse families can be problematic on both sides. Educators have difficulty interacting, communicating, and collaborating with families that come from a variety of other countries, speak various other languages, and differ in their degree of acculturation to American culture. On the other hand, immigrant and culturally diverse families encounter a foreign language, different cultural customs and practices, and an unfamiliar educational system with different methods of assessment, placement, curriculum planning and design, instruction, and evaluation- not to mention different laws and procedures. Thus, the acculturation challenges related to interactions between American educators and culturally diverse families are bilateral.

identify some of the main functions of the central nervous system. differentially define the autonomic and voluntary nervous system, and the parasympathetic and sympathetic portions of the autonomic nervous system. provide examples of the functions of each

Some main functions of the central nervous system (i.e. the brain and spinal cord) include controlling consciousness and all mental processes, regulating the functions and movements of the body, and sending and receiving nerve impulses to and form all parts of the body. For example, when we touch something hot, sensory nerve endings in our fingers send impulses to the brain, which interprets them as heat and sends a signal along motor nerves to pull our fingers away. The autonomic nervous system is automatic and involuntary. For example, our brains use it to send impulses to our skeletal muscles when we want to sit/stand/walk, etc., which contract in response. The autonomic nervous system is divided into parasympathetic and sympathetic components. The parasympathetic portion stimulates muscular activity in the organs and gland secretion. The parasympathetic portion stimulates heartbeat, vasoconstriction, and sweating. These two portions of the autonomic nervous system oppose/balance each other to regulate systems.

identify several educational standards students should attain to demonstrate skills in historical and chronological thinking

Students should be able to differentiate among past, present, and future. They should be able to identify the beginning, middle, and end/outcome of historical narratives/stories. They should also be able to construct their own historical narratives, including working forward and backward in time from some event to explain causes and temporal development of various events, issues, etc. Students should be able to calculate and measure calendar time, including days/dates, weeks, months, years, centuries, and millennia. They should be able to describe time periods using BCE/BC and CE/AD. They should be skilled at comparing calendar systems (e.g., Roman, Gregorian, Julian, Hebrew, Muslim, Mayan, and others) and at relating the calendar years of major historical events. They should be able to look at timelines and interpret the information they contain, and make their own timelines using equidistant time intervals and recording events sequentially. Students reconstructing and applying patterns of historical duration and succession. They should be able to identify the structural principles that are the bases of alternative periodization models, and to compare the models.

identify 10 concepts considered essential in geography. define and give examples of the first three

Ten concepts considered essential to the study of geography are: location, distance, achievability, pattern, morphology, agglomeration, utility value, interaction, area differentiation, and spatial interrelatedness. (1) Location: This concept identifies "where" a place is and examines the positive and negative properties of any place on the surface of the Earth. Absolute location is based upon latitude and longitude. Relative location is based upon changing characteristics of a region, and is influenced by surrounding areas. For example, urban areas have higher land prices than rural ones. (2) Distance: This identifies "how far" a place is, and is often described in terms of location. It is also related to the effort required to meet basic life needs. For example, the distance of raw materials from factories affects transportation costs and hence product prices. In another example, land costs less the farther it is from highways. (3) Achievability: The conditions on the Earth's surface dictate how accessible a geographic area is. For example, villages on beaches are easier to reach. Villages surrounded by forests or swamps are harder to reach. As its economy, science, technology, and transportation develop, a region's level of dependency on other areas changes.

identify 10 concepts considered essential to the study of geography. define and give examples of concepts four through seven

Ten concepts considered essential to the study of geography are: location, distance, achievability, pattern, morphology, agglomeration, utility value, interaction, area differentiation, and spatial interrelatedness. (4) Patterns: these are found in geographical forms and in how geographical phenomena spread, which affect dependency on those phenomena. For example, in fold regions (areas where the folding of rocks forms mountains), the rivers typically form trellis patterns. Patterns are also seen in human activity that is based on geography. For example, in mountainous regions, settlements predominantly form spreading patterns. (5) Morphology: this is the shape of our planet's surface resulting from inner and outer forces. For example, along the northern coast of Java, sugarcane plantations predominate on the lowlands. (6) Agglomeration: this is defined as collecting into a mass, and refers to a geographic concentration of people, activities, and/or settlements within areas that are most profitable and relatively narrow in size. (7) Utility value: this refers to the existence and relative usefulness of natural resources. For example, fishermen find more utility value in the ocean than farmers do, and naturalists perceive more utility value in forests than academics would.

identify 10 concepts considered essential to the study of geography. define and give examples of the final three

Ten concepts considered essential to the study of geography are: location, distance, achievability, pattern, morphology, agglomeration, utility value, interaction, area differentiation, and spatial interrelatedness. (8) Interaction: this is the reciprocal and interdependent relationship between two or more geographical areas, which can generate new geographical phenomena, configurations, and problems. For example, a rural village produces raw materials through activities like mining ores or growing and harvesting plant crops, while a city produces industrial goods. The village needs the city as a market for its raw materials, and may also need the city's industrial products. The city needs the village for its raw materials to use in industrial production. This interdependence causes interaction. (9) Area differentiation: this informs the study of variations among regional geographical phenomena. For example, different plants are cultivated in highlands vs. lowlands due to their different altitudes and climates. Area differentiation also informs the study of regional variations in occupation (farming vs. fishing, etc.). (10) Spatial interrelatedness: this shows the relationship between/among geographic and non-physical phenomena, like rural and urban areas. The example above of village-city interaction also applies here.

define the elements of texture and space as they are used in the visual arts, and provide some general examples

Texture refers to how rough or smooth a surface appears and/or feels. Everyday materials have texture, as do works of art. An object or a work of art can look and/or feel spongy or glassy, wet or dry, soft or hard, etc. Texture can be real, as with sandpaper and other rough-textured materials used to create art, or it can be illusory, as when materials appear hard or soft but are really not. Space is defined as the measurable distance between predetermined points. It can be shallow or limited, with a foreground and a background; or it can be deep or extended, with a middle ground as well as a foreground and a background. Two-dimensional space has height and width; three-dimensional space has height and width, plus volume and time. Like negative shape (shape that is not defined by its own outlines, but by the surrounding shapes and their outlines), negative space appears in art. It is the space around and between the positive objects or shaped depicted. This negative space forms its own shapes around positive subjects.

identify a part of the 2009 American Recovery and Reinvestment Act that addresses chronic disease prevention and wellness, and describe the prevention outcomes that are its goals

The 2009 American Recovery and Reinvestment Act has allotted $650 million for preventing chronic disease. To apply these funds, the U.S. Department of Health and Human Services (HHS) has designed a comprehensive initiative entitled Communities Putting Prevention to Work. This initiative aims to create sustainable positive health changes in American communities, prevent or delay chronic disease, reduce disease risk factors, and promote child and adult wellness. Obesity and tobacco use, considered the foremost preventable sources of disability and death, are targeted by this initiative's evidence-based research programs and strategies, which are intended to reinforce state abilities and mobilize community resources. The initiative's central, $373-million community program includes support from the Centers for Disease Control and Prevention in selected communities for attaining the prevention outcomes of increasing physical activity levels, improving nutrition, reducing the incidence of obesity and higher than optimal body weights, decreasing tobacco use, and decreasing secondhand smoke exposure. Through this initiative, HHS hopes to produce effective models that can be reproduced in states and communities nationwide.

identify and paraphrase some national standards regarding the knowledge and abilities related to physical education students should possess

The National Association for Sport and Physical Education (NASPE) has developed six national physical education standards. These standards state that someone who is physically educated: (1) shows the motor skills and patterns of movement competencies they need to conduct various physical activities; (2) shows comprehension of the basic concepts, main principles, methods, and techniques of movement as they relate to learning and executing physical activities; (3) regularly engages in physical activity; (4) reaches and sustains a level of physical fitness that enhances health; (5) demonstrates behaviors, personally and socially, that reflect self-respect and respect for others within contexts of physical activity; and (6) places value upon the benefits of physical activities and of being fit and active, such as the pleasure; the improvement and maintenance of health; the physical, personal, and social challenges; and the opportunities to interact socially and express oneself.

relate some worldwide recommendations for children related to the amounts and proportions of engagement in physical activity. provide some examples of physical activities and their associated health benefits

The World Health Organization (WHO) advises that children between the ages of 5 and 17 should engage in a minimum of 1 hour (continuously or incrementally) of moderate to vigorous physical activity per day. According to the World Health Organization, exercising for more than one hour daily (within reason) will confer additional health benefits. The majority of children's physical activity should be aerobic in nature. Aerobic exercise uses large muscle groups, is rhythmic and continuous, and works the heart and lungs so that the pulmonary and cardiovascular systems become more efficient at absorbing and transporting oxygen. Children should take part in activities that strengthen the muscles and bones through weight bearing and other methods at least three times per week. Children's play activities that can fulfill bone-strengthening requirements include running, jumping, turning, and playing various games. Engaging in general play, playing games or sports, doing chores, using exercise as transportation (walking, biking, etc.), participating in planned exercise sessions, and attending physical education classes are all activities available in family, community, and school settings that can allow children to meet physical activity and fitness requirements.

explain some examples of how the three artistic processes of creating, performing, and responding facilitate student learning, and describe how teachers can promote this learning

The artistic processes have many steps in common. This interrelatedness among the processes informs students' development of educated responses to artworks. For instance, when students learn the step of evaluating their own artworks, they learn to apply better critical approaches when interpreting the artworks created by others. They also use their experiences to direct their selection of works they want to witness and respond to in the future. When students learn how to evaluate and refine their own work, this facilitates their subsequent evaluation and selection of others' works to watch, to perform themselves, and/or to purchase. Teachers can promote this by encouraging students to transfer their learning from one artistic process to another. For example, teachers can introduce students to others' work while they are creating their own so they can transfer what they learn about the creation process to the responding process. When students are solving specific creative/artistic problems, teachers can expose them to other artists' solutions and encourage students to consider these solutions.

identify some important EC learning outcomes that can be achieved through visual arts activities. describe a few objectives that EC educators should try to meet when planning art lessons

The arts are just as important to include in curricula as language, math, science, social studies, health, and physical education. Early learning standards in many states now reflect the goal to integrate the arts into the overall curriculum. Teachers need to provide young children with activities that promote development of fine motor skills, exploration of art materials and processes, and symbolic representation of concepts through artworks. EC educators should not merely assign isolated art activities. They can clarify many concepts and improve learning by providing art projects that fit into the overall curriculum and are well-organized step lists for each activity. Clear directions not only maintain classroom order, but also provide children with a structure within which to experiment with art and enhance their sequencing skills. Teachers should use process-oriented activities, both on their own and within lessons that require products. For example, painting pictures of animals combines product (representing an animal) with process (exploring paint use). Teachers should supply and explain rules/steps for process activities that explore the use of art materials and processes.

identify five major sections of the human brain. identify the twelve cranial nerves and describe their functions

The brain is divided into five major parts: the cerebrum, the midbrain, the cerebellum, the pons, and the medulla oblongata. The cranial nerves are: I - olfactory, which controls the sense of smell; II - optic, which controls vision; III - oculomotor, which controls the movements of the eye muscles, the movements of the upper eyelids, and the pupillary reflexes (expanding and contracting to admit more/less light); IV - trochlear, which controls the movements of the superior oblique eye muscles; V - trigeminal, which controls facial sensation, the eye's corneal reflex, and chewing; VI - abducens, which controls the movements of the lateral rectus eye muscle; VII - facial, which controls movements of the facial muscles and the taste sensation in the front two-thirds of the tongue; VIII - vestibulocochlear, which controls equilibrium (balance) via the vestibular system in the inner ear, and hearing (the cochlea is in the inner ear); IX - glossopharyngeal, which controls the taste sensation in the read one-third of the tongue; X - vagus, which controls pharyngeal contraction (gag reflex), vocal cord movements, and soft palate movements; XI - spinal accessory, which controls movement of the sternocleidomastoid and trapezius muscles; XII - hypoglossal, which controls tongue movements.

summarize the two major functions of the human digestive system. identify the three main phases of body nourishment. give a few examples of other body systems that interact with the digestive system

The chief functions of the digestive system are to provide nutrition to the body's cells and eliminate waste products left after nourishment is extracted from foods. The process consists of three phases: ingestion (taking in foods and liquids), digestion (converting ingested nutrients through physical and chemical means into forms that the cells of the body tissues can absorb and distribute), and elimination (removing the byproducts of digestion- waste- that cannot be utilized). Other body systems work with the digestive system to process nutrients. For example, the nervous system plays a role in appetite, which is a signal for us to eat. The central nervous system also stimulates the release and flow of digestive juices. The endocrine system supplies chemicals (e.g., juices from the pancreas) that aid in digestion. The circulatory system delivers digested and absorbed nutrients to the tissue cells, and also picks up waste products produced as a result of the metabolism process.

describe some of the structures and functions of the human circulatory system, focusing on the cardiovascular system (i.e. the heart and blood vessels)

The circulatory system continuously supplies blood containing oxygen and nutrients to all body tissue cells, exchanges oxygenated blood for the waste products produced during the metabolism process, and transports waste for elimination. Central to the vascular (vessel) system is the heart, which is located in the mediastinum within the thoracic cavity. The heart is encased and protected by the pericardium, a double-walled, tough fibrous sac. The heart has four chambers: two atria and two ventricles. A system of valves regulates opening/closing among the chambers, the aorta, the pulmonary artery, and the great vessels. The aorta, originating at the heart, is the body's largest artery. The pulmonary artery branches to the left and to the right, and transports venous blood from the heart's lower right chamber to the lung for oxygenation. The pulmonary veins return oxygenated blood from the lung to the left atrium of the heart. The superior and inferior venae cavae are vessels that empty into the heart's right atrium.

identify the external and internal organs of the female human reproductive system. summarize the processes of ovulation, conception, and menstruation

The external female reproductive organs include the mons pubis, the labia majora, the labia minora, the clitoris, the vestibule, the hymen, the Bartholin's glands, and several other glands. The breasts/mammary glands can also be considered parts of the reproductive system, as they produce milk for infants following reproduction. Internal organs include the vagina, the two fallopian tubes, the uterus, and the two ovaries. Hormones stimulate either ovary to produce an ovum/egg roughly every 28 days. A follicle containing an egg cell forms. When the egg matures, the follicle ruptures, releasing the egg. This is known as ovulation. The ovum passes into a fallopian tube and travels toward the uterus. Hormones have meanwhile also stimulated the endometrium (uterine lining) to thicken and increase its blood supply. When the egg reaches the womb, it is implanted in the endometrium if it was fertilized in the fallopian tube by a male sperm. This is known as conception. If the egg was not fertilized, hormone signals subside, causing the endometrium to detach from the uterine wall. The sloughed off endometrial tissue, the resulting blood, and the unfertilized egg exit the body. This process is known as menstruation.

provide some examples of movements that use gross motor skills, and of EC activities that develop gross motor skills

The first motor movements of EC are gross motor skills (i.e., large body movements involving the torso, limbs, and feet). Sitting, standing, crawling, walking, running, galloping, jumping, catching, throwing, and kicking use these skills. Activities that help young children develop their gross motor skills include standing on dots/marks on the floor/ground; crawling under and climbing over things, including objects that are part of obstacle courses; and balancing on balance beams. These develop body control, coordination, laterality (using the left/right sides of the body separately), and synchronization of the body's left and right sides. Children develop body control and balance through hopping around objects. They develop coordination and overall gross motor skills through jumping over things like boxes, beanbags, lines/strings; and by kicking balls, balloons, etc. of various sizes. Walking and running around, through, and/or over obstacles like tires, hoops, etc. and/or participating in relays develop gross motor skills. Organized games involving skipping around things to music with various rhythms, and activities requiring twisting, turning, and bending all develop gross motor skills, preparing children for lifelong engagement in sports activities.

identify the functions and organs of the human urinary system, and summarize the process through which it eliminates liquid wastes from the body. discuss the male and female urinary system organ known as the urethra

The function of the urinary system is to eliminate the liquid wastes produced through nutrient metabolism by excreting them from the body. The urinary system is made up of two kidneys, two ureters, the bladder, and the urethra. Behind the abdominal cavity at the thoraco-lumbar level are the kidneys, a pair of large bean-shaped glands. They continually remove water, salts, toxins, and nitrogenous wastes from the bloodstream, and convert these substances into urine. Urine droplets flow from the kidneys into the ureters. The ureters are long, narrow tubes carrying urine to the bladder, which is a hollow, muscular, elastic organ. When enough urine collects in the bladder, nerves stimulate the body to empty it via urination. In human females, the urethra is about an inch and a half long, and is located in the upper vaginal wall. In males, the urethra is about eight inches long, and extends from the bladder through the prostate gland and the penis. Both urine and sperm pass through the male urethra, while the female urethra and vaginal canal are separate.

summarize the nature and some of the functions of the human endocrine system. identify the endocrine system's main glands, including the unique dual nature of one of its glands. use this unique gland to discuss an example of endocrine system function/dysfunction

The human endocrine system is one of the most complex body systems. Scientists understand many of its functions, but not all of them. It is a system of ductless, internally secreting glands (some necessary to life) that extract various substances from tissue fluids and the bloodstream to create completely new substances (i.e. hormones). Operating without ducts, endocrine glands secrete hormones directly into the blood and the lymph circulatory systems for distribution to the organs. The endocrine system's main glands include the pituitary, thyroid, parathyroid, and adrenal glands; the Islets of Langerhans in the pancreas; and the gonads (male testes and female ovaries). Additionally, the pancreas is body an endocrine and an exocrine gland. Its endocrine (internal secretion) function is to secrete insulin to regulate sugar metabolism; its exocrine (external secretion) function is to secrete pancreatic juice into the duodenum to aid in digestion. If the pancreas produces insufficient insulin, type 1 diabetes results. If the body responds insufficiently to insulin, type 2 diabetes results.

summarize some of the structures, functions, and characteristics of the human lymphatic system

The lymphatic system includes lymph (a fluid), collection ducts, and tissues. Lymphatic tissues comprise the lymph nodes, the thymus gland, the tonsils, and the Peyer's patches of the intestinal tract. Lymphoid components are also present in the lungs, the mucosa in the stomach and the appendix, and the bone marrow. Microscopic capillaries merge to form lymph-collecting ducts. These ducts drain to specific centers of lymphatic tissue. The lymph system's functioning is supported by the spleen and thymus glands. While not all characteristics and functions of the lymphatic system are established, known functions include: return transportation of lymph, protein, and microorganisms to the cardiovascular system; production of lymphocytes by the lymph nodes; production of antibodies to enable immune response against infection; absorption of fats and fat soluble substances from the intestine; formation of blood cells in response to some illnesses/conditions; and phagocytosis (i.e. the surrounding/swallowing/"eating" of infectious particles by cells lining the sinuses of the lymph nodes, spleen, and liver). The lymph system defends the body against infection and supports the veins by helping to return fluids to the bloodstream.

give some general examples of how physical, emotional, and social factors can influence personal physical health

The parts of the body, including the brain, are connected, related, interactive, and interdependent. As humans also interact and are interdependent with their environment, both internal and external factors influence their health. For example, physical factors like exposure to air pollution or radiation can cause illnesses like asthma, other lung diseases, and various cancers. Too much or too little nutrition can cause obesity and diabetes or malnutrition. Too much or too little exercise can cause exhaustion and injuries or weakness, diabetes, and cardiovascular and pulmonary problems. Not exercising enough may also be a factor in being overweight or obese. Diabetes itself causes many related health problems, including blindness, circulatory deficiencies, amputation, and cardiovascular disease. Water and/or sleep deprivation ultimately cause death. Emotional factors like depression, anxiety, and irritability can cause a host of health problems, including insomnia, overeating, anorexia, high blood pressure, and heart disease. Social factors include family influences. According to the family systems theory, dysfunctional family dynamics can cause a child to develop a physical illness. Whether the source is family, society outside the home, or both, stress is a social influence with multiple negative health impacts.

identify the main direct and indirect functions of the pituitary gland. summarize the main functions of the thyroid and parathyroid glands

The pituitary and thyroid glands are both components of the endocrine system. The pituitary gland functions directly by regulating physical growth, development, and sexual maturation in children and adolescents; regulating the retention and excretion of fluid; regulating the balance of electrolytes (sodium, potassium, and chloride) in blood and tissues; and regulating new mothers' lactation (milk production). The pituitary is termed the hypophyseal/"master gland" because it also regulates all other glands in the endocrine system. Therefore, it is involved in regulating food assimilation and metabolism through hydrating the thyroid gland; regulating body composition, adaptation, and resistance to stress through acting on the adrenal and parathyroid glands; regulating breathing, circulation, digestion, urine excretion, and muscular action through the collective activity of multiple hormones; and regulating sexual development, activity, and reproduction through acting on the gonads. The thyroid gland manufactures and secretes hormones that regulate child growth and development, as well as certain metabolic processes and their rates. It also stores iodine. The parathyroid glands secrete hormones that regulate blood calcium levels phosphorus metabolism, and muscle and nervous system excitation.

describe some of the functions, organs, and structures of the human respiratory system. summarize some mechanical processes being carried out by the respiratory system when a person breathes

The respiratory system provides oxygen to the body and removes carbon dioxide, the waste product of respiration (breathing). In doing so, the respiratory system and many other body systems work together through complex interactions. Twelve thoracic vertebrae, twelve pairs of ribs, the sternum, the diaphragm, and the intercostal muscles comprise the thoracic cage containing the lungs. As one breathes in and out, the thoracic cage is always moving. The diaphragm, a muscular wall dividing the chest cavity and abdominal cavity, functions as a bellows for breathing. (It also plays a role in expelling feces and delivering babies.) There are air pathways between the nose/mouth, pharynx, trachea, bronchi, bronchioles, and lungs. Alveoli, tiny air sacs in the lungs, exchange oxygen and carbon dioxide. During inspiration/inhalation, the ribs and sternum rise, the diaphragm contracts and lowers, the intercostal muscles contract, air pressure in the lungs decreases, and air enters the lungs. During exhalation, the intercostal muscles and diaphragm relax, the ribs and sternum return to a resting position, air pressure in the lungs increases, and air exits the lungs.

identify the external and internal organs of the male human reproductive system and summarize their functions

The scrotum and the penis are the external reproductive organs of the human male. The internal organs of the male reproductive system include two testes, two epididymides, two seminal ducts, two seminal vesicles, two ejaculatory ducts, two spermatic cords, the urethra, the prostate gland, and several other glands. The testes, which are glandular organs, hang on either side of the scrotum from spermatic cords. These cords contain the vas deferens, blood vessels, and supportive tissues. Male sperm cells and hormones are produced by the testes. Each testis has an epididymis connecting it to the vas deferens, an excretory seminal duct. The vas deferens travel upward inside the spermatic cords to the prostate gland, which is in front of the neck of the urinary bladder. There, the vas deferens join with the pouch-like glands called seminal vesicles to form ejaculatory ducts. The prostate gland and seminal vesicles secrete substances into the semen that promote sperm motility. The ejaculatory ducts release semen into the urethra, and from here the semen is ejected through the penis during sexual intercourse.

identify six steps in a conflict resolution approach designed for children between the ages of 18 months and 6 years. comment on the cognitive and emotional-social abilities of young children as these abilities relate to conflict resolution, and outline some of the benefits of teaching children conflict resolution skills

The steps used to mediate EC conflicts resemble the steps used in adult mediation. For example, EC experts at the HighScope Educational Research Foundation designed a conflict resolution approach for children aged 18 months to 6 years that consists of these six steps: (1) Calmly approach the children who are in conflict and stop any harmful behaviors. (2) Acknowledge what the children are feeling. (3) Collect information about the conflict. (4) Restate what the problem is. (5) Ask children to suggest possible solutions, and help them choose one together. (6) Follow up by providing support as needed. Experts find that children as young as 18 months demonstrate emergent problem solving skills. They observed young children's abilities to immediately and honestly express emotions. They noted that with adult support, children can frequently generate simple and creative problem solving solutions. While school conflict resolution is typically aimed at preventing violence, teaching conflict resolution skills can also help children develop the social skills needed to grow into independent, productive members of society.

identify three basic processes involved in the production and reception of works of art. identify and define our steps involved in the first of these processes

Three processes common to all branches of the arts- visual, musical, dance, dramatic, and performance art- are creating, performing, and responding. The first of these, creating, involves the genesis of the artistic product. There are several steps in creating. (1) Imagining is the step during which the artist develops their ideas and considers the concepts and feelings they want to communicate and express through the work. (2) Planning is the step during which the artist researches, experiments with, and designs the means by which they will present their ideas and emotions (e.g., the materials that will be used and how they will be manipulated to produce the desired effects). (3) Making, evaluating, and refining is the step during which the artist applies their skills and various techniques to create an artistic product that brings their ideas and feelings to life. (4) Presenting is the step during which the artist exhibits visual art in a gallery, private exhibit, or another type of showing. The artist might also perform music, dance, theater, or performance art for an audience so that others can participate in and respond to the artwork.

explain why chronological thinking is important to understanding history. identify some abilities and activities that develop chronological thinking. identify three measurement/analysis skills students should learn and apply when studying history, and include some examples

To see cause-and-effect relationships in historical events and explore and understand relationships among those events, students must have a solid grasp of when things happened and in what sequence (chronology). Teachers can help students develop chronological thinking by using and assigning well-constructed/well-written narratives. These include histories written in the same style as stories, works of historical literature, and biographies. These hold students' attention, allowing them to focus on authors' depictions of temporal relationships among antecedents, actions, and consequences; of historical motivations and deeds of individuals and groups; and of the time structure of sequential occurrences. By middle school. students should have the skills needed to measure time mathematically (e.g., in years/decades/centuries/millennia), interpret data displayed in timelines, and calculate time in BCE and CE. High school students should be able to analyze patterns of historical duration (e.g., how long the U.S. Constitutional government has lasted) and patterns of historical succession (e.g., the development of expanding trade and communication systems, from Neolithic times through ancient empires and from early modern times to modern global interaction).

list a number of early developmental milestones that have varying age expectations among different cultural groups. explain some implications of these variations for EC educators and for developmental assessments

When EC researchers investigated the average expectations of different cultural groups of when children would reach various developmental milestones, some of the milestones they examined included: eating solid food, weaning from nursing, drinking from a cup, eating with the fingers, eating with utensils, sleeping alone, sleeping through the night, choosing ones own clothes, dressing oneself, and playing alone. They also looked at daytime and nighttime toilet training. Educators must become aware of different cultures' different socialization goals before assuming culturally diverse children have developmental delays. On the other hand, they must also avoid attributing variations in milestone achievement to cultural child rearing differences when full developmental assessments might be indicated. Family expectations and values influence the complex process of developmental assessment. When families and assessors share common cultures, it is more likely that valid data will be collected and interpreted. When their cultures differ, however, it is more likely that the assessment information will be misinterpreted. Employing EC teachers/care providers who are familiar with the child, family, and assessment setting as mediators can make developmental assessments more culturally competent.

provide several examples of learning objectives for young children related to visual arts activities designed by teachers. provide some examples of how teachers can integrate art activities with these objectives, with thematic concepts, and with curriculum units or lessons

When children participate in teacher-designed art activities, they can fulfill learning objectives such as exploring various art materials and processes; developing awareness of visual art and its basic elements (e.g. line, shape, color, and texture); using art forms to represent feelings, thoughts, and/or stories; developing the skills of color recognition and discrimination; and even building their vocabularies and language skills, depending on the activities. Teachers can integrate such objectives with an overall theme for each art activity/project that they integrate with the current theme for their lesson or curriculum unit. For example, if space travel is the class theme one week, constructing model rocket ships is more appropriate than painting self-portraits. Even open-ended activities to explore art materials and processes can be integrated with thematic units. For example, teachers can apply activities exploring cutting and gluing processes to a theme of one specific color by providing various materials and textures that are all the same color. In this way, teachers can connect a learning concept to experimentation with artistic processes.

discuss some ways in which physical activity gives young children enjoyment, as well as opportunities to learn, address challenges, express themselves, and interact socially

When young children engage in physical activity, they learn new motor skills and reinforce, advance, and refine existing ones. They also learn important early math skills like spatial awareness. Whenever they attempt new activities, they encounter challenges, such as having to develop higher levels of coordination, control, precision, strength, speed, flexibility, and agility. They are also challenged to coordinate their mental and physical processes more closely and in a manner that is more complex. They learn to exert effort, and to persevere in the face of difficulty. When they succeed at meeting these challenges, their self-esteem and self-efficacy (sense of competence to perform tasks) are enhanced. Since motor skills generally develop ahead of language skills, physical activity is a valuable means of direct self-expression. Young children learn many social skills through interacting with peers and adults during physical games, sports activities, etc. In addition to all these benefits, young children typically seek out physical activity, deriving fun and enjoyment through moving, playing games/sports, and interacting physically with others.

provide a basic definition of culture. give some general examples of factors that unite cultural groups and promote cultural identification. describe some traditional approaches to cultural diversity in fields like healthcare and education and the pitfalls of these approaches

While no single definition of culture is universally embraced, one from the cultural anthropology perspective is "a system of shared beliefs, values, customs, behaviors, and artifacts that members of society use to cope with their worlds and with one another, and that are transmitted from generation to generation through learning." (Bates and Fratkin, 2002) Cultural groups are based on a wide range of factors, including geographic location, occupation, religion, sexual orientation, income, etc. Individuals may follow the beliefs and values of more than one culture concurrently. For instance, recent immigrants often espouse values and beliefs form both their original and adopted countries. Traditionally, social systems like education and healthcare have approached cultural diversity by focusing on race/ethnicity and common beliefs about various racial/ethnic group customs. These are frequently generalizations (e.g., lumping Mexican, Cuban, and Puerto Rican cultures together and describing them as "Latino culture"). This type of practice can lead to oversimplified stereotypes, and therefore to unrealistic behavioral expectations. Service professionals need more detailed knowledge of cultural complexities and subtleties to effectively engage and interact with families.

name three functions of art. give some general examples of how art may serve personal functions

Works of art can have physical, social, and personal functions. Of these three, the personal functions of art are the most variable. Artists' motivations to create works include the desire to express their feelings and ideas, to obtain gratification through producing art, to communicate messages to viewers, to enable both themselves and their viewers to have an aesthetic experience, and to simply entertain viewers. Some artists also claim that they sometimes create art for no particular reason, and that the art produced has no deeper meaning. Art can perform a personal function of control. For example, some artists use their work to give order to the world's apparent chaos. Others use art to create chaos in an overly orderly, boring environment. Art can be therapeutic for both artists and viewers. Much art has served the personal function of religion. Artworks with biological purposes, like cultural fertility symbols or bodily decorations designed to attract males for procreation, are also examples of the personal functions of art.

name the three fundamental artistic processes that are common to all branches of the arts. name and define four steps involved in the third of these three processes

Works of art, whether visual, musical, dramatic, literary, dance, or performance art, all involve three basic and interrelated processes: creation of the work, performance of the work for others, and the response of others (e.g., audiences, participants, viewers, readers, etc.). The artistic process of responding to artwork includes four steps. (1) Selection is the step during which the person(s) who will receive the artwork choose what they want to experience (possible choices include attending a gallery exhibit of paintings, drawings, or sculptures; going to see a theatrical play or a movie; attending a dance performance; attending/participating in a performance art show; or reading a book of poetry or prose). (2) Analysis is the step during which the viewers/audience/participants/readers see/hear and understand the components of the work. and mentally bring these components together to perceive the work as a whole. (3) Interpretation is the step during which those experiencing the work and/or its performance construct meaning from what they have witnessed, developing a personal response to the creator's and performer's expressions of concepts and emotions. (4) Evaluation is the final step, during which the respondent(s) assess the quality of the artwork and of its performance.

explain a few ways in which cooking and self-care activities can help young children develop fine motor skills, math skills, and life skills. outline some ways in which fine motor skills are necessary to normal development

Young children are often fascinated by adults' cooking activities, want to participate, and offer to help. Involving them is not only beneficial to their self-esteem, but also develops various skills. Measuring amounts of liquids and solids in different forms develops children's math skills. Mixing, stirring, and blending ingredients using different parts of their hands develop children's fine motor skills. Life skills include self-care skills, such as combing one's hair, brushing one's teeth, fastening and unfastening buttons and snaps on clothing, and lacing and unlacing shoes. Life skills also require being able to open and close drawers, doors, and jars; to clean a house; and to wash things. It is necessary to children's normal development that they learn to combine multiple fine motor skills. Children's development of fine motor skills also needs to be integrated with the development of various self-care and other life skills (such as those listed above) that are required for normal activities of daily living.

give four reasons/purposes for our country's laws and rules that would be understood by young children, and identify the concept children learn when they understand these reasons and purposes. describe some general instructional techniques for teaching citizenship to EC learners

Young children must understand the purposes of rules/laws: They identify acceptable/unacceptable citizen behaviors; make society and life predictable, secure, and orderly; designate responsibilities to citizens; and prevent persons in authority positions from abusing their roles by limiting their power. Understanding these functions of laws/rules enables children to realize that our government consists of individuals and groups authorized to create, implement, and enforce laws and manage legal disputes. Some creative EC teachers have used children's literature to illustrate these concepts. Children can relate personally to stories' characters, and story situations make the concepts real and concrete to children. Stories can be springboards for discussing rules and when they do/do not apply. One activity involves children in small groups making class rules (e.g., "no talking" and "stay in your seat"), and then rewriting these to be more realistic (e.g., "talk softly in class; listen when others speak" and "sit down and get right to work"). Children consider issues of safety and fairness, and develop an understanding of judicial and legislative roles.

discuss some examples of how physical, emotional, and social factors can influence young children's activity levels and physical fitness

Young children who have already become overweight/obese because of an improper diet and lack of exercise are more likely than children who are within a healthy weight range to find physical activity uncomfortable and avoid it. Even those who enjoy activity are more at risk of injury if they are overweight or lack physical conditioning. Exercise is more challenging for children with illnesses. For example, asthma interferes with breathing. Therefore, asthmatic children must be supervised and monitored when exercising. So must diabetic children, whose blood sugar can fluctuate excessively due to exercise. Their food intake must be monitored and coordinated with exercise. Children with physical disabilities may require adaptive equipment and/or alternative methods of physical instruction and exercising. Emotionally, children experiencing depression are more likely to be apathetic and uninterested in movement. Hyperactive children (e.g., those with ADHD) are often overactive physically to the point of exhaustion. Children lacking adequate social skills, friends, and/or peer groups have fewer opportunities and are less likely to engage in physical games and sports with others, so their motor skills and physical fitness may suffer.

identify three basic factors that contribute to children's early development of interpersonal relationships, and summarize how these factors contribute to the development of these relationships, and summarize how these factors contribute to the development of these relationships. summarize the views of reward versus punishment in constructive ECE approaches to interpersonal development

(1) The first basic factor that contributes to the development of interpersonal relationships in early childhood is child-adult relationships. These are the earliest interpersonal interactions, and start to develop at birth. When children's needs are consistently met by adults, children learn to trust adults. In his theory of development, Erikson called the first stage of psychosocial development and the central conflict of infancy basic trust vs. mistrust. (2) The second factor is autonomy, which refers to making decisions and doing things for oneself. Toddlers develop autonomy. Erikson called his second stage of psychosocial development and the central conflict of toddlerhood autonomy vs. shame and self-doubt. Children who are consistently give developmentally appropriate autonomy are more likely to respect others' autonomy, a key feature of interpersonal development. (3) The third basic factor is pretend play, which emerges as children's understanding of basic symbolic representation develops and they begin to use things to stand for other things. Pretending to be grown-ups engaging in adult activities helps children learn about adult skills and roles. Interacting with peers in make-believe scenarios prepares children for real-life adult interactions. Constructive ECE approaches do not involve punishing children who have not developed sufficient interpersonal relationship awareness. Instead, they encourage adults to teach children socially acceptable behaviors and reward positive interpersonal interactions.

describe a simple activity teachers can use with preschoolers that makes practicing counting fun. explain how this activity advances cognitive development to support early math skills development

A common practice among preschool children is counting on their fingers. Young children learn concretely before they develop abstract thought, so they must have concrete objects to work with to understand abstract mathematical concepts. They use their fingers to count because fingers are concrete. A simple activity that allows children to continue finger counting while removing additional visual support is "blind finger counting." When children cannot see objects, they must learn to count mentally instead. This allows them to take another step in their progress from concrete to abstract thinking. To count mentally without visual reinforcement takes practice. Teachers can tape a shoebox lid to its box and cut a small hole in it. Children can fit a hand through the hole, but cannot see inside. Children close their eyes; the teacher drops several small objects into the box; and each child reaches in, counting the objects using only touch. Varying objects and quantities maintains the fun of this activity.

identify a few examples of how various organisms reproduce. describe the typical course of the sexual reproduction cycle in humans and other animals

A few examples of the many ways in which organisms reproduce include binary fission, whereby the cells of prokaryotic bacteria reproduce; budding, which is how yeast cells reproduce; and asexual reproduction. The latter occurs in plants when they are grafted, when cuttings are taken from them and then rooted, or when they put out runners. Plants also reproduce sexually, as do humans and most other animals. Animals, including humans, produce gametes (i.e. sperm or eggs) in their gonads through the process of meiosis. Gametes are haploid, meaning they contain half of the number of chromosomes found in the body's cells. During fertilization, the gametes combine to form a zygote. A zygote is diploid, meaning it has the full number of chromosomes (half from each gamete), which are arranged in a genetically unique combination. Zygotes undergo mitosis, reproducing their gene combination with identical DNA sequences in all new cells, which then migrate and differentiate into organizations of specialized organs and tissues. These specialized organs in biologically mature organisms, alerted by signals such as hormone cues, undergo meiosis to create new haploid gametes, beginning the cycle again.

describe a learning game for preschoolers that requires only sidewalk/pavement and chalk, and involves writing numbers, identifying numbers, and running. identify the skills this game helps to develop

A game for young children that some educators call "Number Dash" (Miller, ed. Charner, 2009) builds foundational math concepts and skills, while providing physical activity. It can involve small or large groups (the referenced authors say "the more the merrier"). Help children write large numbers on a paved area with sidewalk chalk. Make sure numbers are spread far enough apart so children will not collide while running. There should be one of each number for each child (e.g., six "1s," "2s," "3s," etc. if there are six children. Use chalk colors that contrast with the pavement color to ensure the numbers are highly visible. Tell children to run ("dash") to whichever number you call out and stand on it until you call another number. Call out numbers randomly. Encourage children who have located the number to help their classmates/playmates. This game develops gross motor skills, number writing skills, and number recognition skills. It also provides experience with playing organized games, following rules, following directions, and cooperating with and helping others. This game can also be played with letters, colors, and/or shapes.

summarize how children use reasoning skills to understand and apply early mathematical and scientific concepts. give some examples of how adults can support this process

A major component of problem solving is reasoning. Children reason when they think through questions and find usable answers. They use reasoning skills to make sense of mathematical and scientific subject matter. Children use several ability during the reasoning process. For example, they use logic to classify objects or concepts into groups. They follow logical sequences to arrive at conclusions that make sense. They use their analytical abilities to explain their own thought processes. They apply what they have learned about relationships and patterns to help them find solutions to problems. They also use reasoning to justify their mental processes and problem solutions. To support children's reasoning, adults can ask children questions, give them time to think, and listen to their answers. This simple tactic helps children learn how to reason. Adults can also ask children why something is as it is- letting them think for themselves rather than looking for a particular answer- and listen to the ideas they produce.

give an example of a simple preschool activity that gives children experience collecting, organizing, and displaying data using sticky notes and a teacher-made chart. explain how the activity promotes the skills mentioned above

A preschool teacher is teaching their group of ten children about basic data collection, data arrangement, and data display. They show children yellow, blue, and green sticky notes and has each child select one. Five choose yellow, three choose blue, and two choose green. By choosing one of three colors, all of the children have participated in data collection. The teacher draws lines to divide a piece of paper into three rows and labels each row with one of the colors. They help the children place their sticky notes in the correct rows. By arranging the colored sticky notes into rows, the teacher and children have organized the data they gathered. Once all the notes are in their correct rows, the completed chart is an example of how collected, organized data can be displayed. BLUE: blue blue blue YELLOW: yellow yellow yellow yellow yellow GREEN: green green\

describe a simple pattern resist art activity for preschoolers that involves using crayons and watercolor paints and helps to develop children's ability to recognize and reproduce shapes. identify additional skills developed during this activity

A significant mark of progress in early math skills development is the ability to not only identify various shapes, but also to draw them. Once young children develop this ability, they typically want to practice it all the time. Teachers can encourage this by helping children make pattern resist paintings. The teacher tapes white paper to children's tables/trays, gives them crayons, and invites them to fill the paper with drawings of different shapes of various sizes and colors. Teachers can introduce young children to new shapes (e.g., ovals, stars, crescent moons, etc.) by drawing them on separate pieces of paper for children to look at and copy. Then, the teacher replaces the crayons with water, watercolor paints, and brushes; shows the children how to dip brushes into paint and water to dilute the colors; and allows them to paint over their crayoned shapes, covering all the white paper with color. The children see the shapes show through the paint, creating the pattern resist. Dipping brushes and diluting various colors also helps develop children's color recognition skills and their hand-eye coordination.

explain one way a preschool teacher can reuse sectioned plastic trays from the grocery store to create an enjoyable activity that will give young children concrete practice with naming numbers and counting

A teacher can wash and reuse the compartmentalized plastic trays from the grocery store that are used for vegetable and fruit to create a preschool counting activity. The teacher supplies beads, pennies, erasers, or other small objects, as well as about a dozen stick notes. They write a number on each note. For older preschoolers, the teacher can write the numeral and the word (e.g., "7" and "seven"). For younger children, the teacher can write the numeric symbol ("7") and seven dots or other marks as a clue to the numeric symbol. The teacher puts one numbered note in each compartment and the supply of small objects in the central dip compartment. Then, they guide each child to transfer the correct number of each small object to the correct compartment. The child should count aloud while transferring each small object, and should repeat this process until all compartments with a numbered sticky note have the correct number of objects. Children can then repeat the process to practice and perfect their counting, or the teacher can place notes with different numbers in the tray's compartments.

give a description of a scenario involving an elementary school class learning about geometric shapes and their properties. describe a challenging activity the teacher might present to students that requires them to identify and count shapes within shapes

A teacher has been working with students to help them develop their shape identification skills. They can recognize shapes by sight, and have also learned the defining properties of different shapes (number of sides, etc.) The teacher shows the class the attached figure. She asks how many rectangles they can find in the figure. One student answers, "There is one rectangle," which is incorrect because a square is a rectangle; this figure has four rectangles that are squares. Moreover, the entire figure is itself a rectangle. Another student says, "There are five rectangles," which is also incorrect. Two adjacent squares also form a rectangle; which means that there are three additional rectangles. Three adjacent squares for a rectangle as well; this means there are two more rectangles. Solving this puzzle requires the use of many skills, including analyzing visual information, synthesizing visual information, recognizing patterns, recognizing shapes, and identifying the properties of shapes.

describe a hypothetical scenario wherein a teacher introduces standard measurement to first graders using a ruler, and include an example of how the teacher might explain the concept of starting at zero rather than one

A teacher is introducing standard measures to their class as part of a unit on measurement, one of the early math skills. They show the children a ruler, explaining that it is one foot long, and that we can use it to measure inches and parts of inches. They demonstrate placing the ruler on paper to measure a given length, explaining that the ruler can also be used as a straight edge for drawing lines. One child asks, "How come you start with zero? Why don't you start with one like when we count?" The teacher responds, "That's a very good question! Zero means none, or nothing. When we count, we start with one because we already have at least one of something. When you were born, you were not one year old; your age began at zero. After a year, on your first birthday, you were one year old. We also begin measuring distances at zero/none/nothing. The first piece or unit of measurement is one, not two. The distance from zero to one is equal to one. To get to one inch, for example, we need to start at zero."

explain how creating a treasure hunt activity for preschool children can promote pattern recognition skills, imagination, an understanding of symbolic representation, and map reading skills, while providing an entertaining adventure

A treasure hunt is an ideal outdoor activity for young children, and can also be adapted for indoor fun. The treasure can be anything (e.g., a small toy/play money/chocolate "coins"/rocks spray painted gold or silver/etc.). The adult should put the treasure in a paper bag marked with a large X. The adult should hide it somewhere where it is not visible, but will not be overly difficult for children to find. Then, the adult should make a treasure map, using few words and many pictures, sketching landmark objects in the area (trees, houses, etc. if the activity is done outdoors; furniture, walls, etc. if indoors). The adult should ensure the map is developmentally appropriate for young children, and that they will be able to read it independently. Adults with time and motivation can make the map look authentic by soaking it in tea/coffee, drying it in a 200° oven, or even charring its edges. Adults should include a dotted line on the map that reinforces the simple directions and indicates the path to the treasure, which is indicated on the map by a large X. Children have fun, use their imaginations, make connections between symbols and images to corresponding real-world physical objects, and begin learning to read maps.

give a few examples of how adults can help children use charts and graphs to enhance their early mathematical thinking skills

According to experts, almost every daily activity can be charted in some way. For example, adults can help children peel the little stickers off of plums, bananas, etc. and stick them to a piece of paper/poster board divided into columns. After a week, they can count each column to determine how many pieces of each kind of fruit they ate. Similarly, adults can show children how to use removable stickers or other small objects to document the number of times they performed any daily activity. For example, children could place a toy car or block near the front door every time somebody comes in or out or rings the doorbell/knocks. This enables children to count the number of times given events occur by recording them. Some children are better able to understand math by viewing and making graphs. This is because creating graphs involves representing quantities visually instead of just listing numbers.

discuss how adults can use an arts and crafts project to help young children practice the early math skills of sorting and categorization, while also learning, monitoring, and documenting healthy eating habits and developing fine motor and graphing skills

According to the U.S. Department of Agriculture, preschoolers need three one-half-cup servings of fruit and three one-half-cup servings of vegetables daily. However, many young children are picky or resistant. Adults can motivate them to eat produce with a "food rainbow" project. Adults show children a picture of a rainbow, and discuss its colors and their sequence (teaching some earth science, optics, and color theory!). A fun art project is allowing students to color their own rainbows, which improves fine motor skills. Then, adults can have children cut out pictures from grocery circulars and name each food. The adult can help children find one healthy fruit/vegetable for each color, gluing each food to its corresponding stripe on the rainbow. Adults can then help children pull apart cotton balls and glue them to their rainbow pictures to represent clouds. Children can then post their food rainbows on refrigerators as artwork and as healthy eating reminders. At the bottom, children can draw and color one box (bottom-up) for each food they eat (e.g., blue = blueberries, orange = carrots, red = apples, etc.) to create a bar graph. Children should try to "eat" the whole rainbow every week. This activity gives children the opportunity to produce colorful art, eat better, track and document their diets, and develop graphing skills.

describe a fun guessing game that does not require any equipment or supplies that adults can play with young children to strengthen their numeracy skills

Adults can adapt the format of "20 Questions," "I Spy," and other similar guessing games to focus on numbers and help children learn number concepts. For example, adults could say, "I'm thinking of a number from 1 to 10," and then give children 10 guesses. Adults give children cues as they guess, such as "higher" or "lower" than the guessed number, to help narrow down the number of possible correct answers. As children improve, adults can increase the number range (e.g., from 0 to 50) or use larger numbers (e.g., from 20 to 40). As children's skills and self confidence develop, adults can reverse roles, having children think of numbers and give clues while adults guess. Young children enjoy the fun of guessing, getting closer using clues, deducing correct answers, and fooling adults with their own clues. Concurrently, they learn to describe numbers, compare them, and sequence them. Adults can make the game more difficult by limiting the number of guesses allowed and/or setting time limits. They can make it easier by providing a written number line for children to reference. This game requires no materials (or just a basic number line), is a great way to pass time, and entertains children while helping to develop numeracy skills.

give some examples of things adults can do to help young children understand patterns and relationships, which will help prepare them for content mathematics

Adults can help young children develop their understanding of patterns and relationships in life by looking at pictures and designs with them, encouraging and guiding them to identify patterns within drawings, paintings, and abstract designs such as prints on fabrics and other decorative designs. When children participate in movement activities, including dancing to music, running, skipping, hopping, playing simple musical instruments, etc., adults can help them identify patterns in their own and others' movement. Adults can encourage young children to participate in hands-on activities, such as stringing wood, plastic beads, or penne and other hollow dry pasta tubes onto pieces of string to make necklaces with simple patterns (e.g., blue-yellow-blue-yellow). As children grow older, adults can encourage them to create more complicated patterns. They can alternate a larger number of colors, and they can vary the numbers of each color in more complex ways (e.g., three blue, two yellow, one red, etc.).

relate some beneficial practices adults can use when playing mental math games with young children to develop problem solving skills. briefly describe an example of an abstract algebra-related activity that children can progress to by the end of early childhood

Adults can use children's favorite foods and toys to pose story problems to children involving addition and subtraction. For example, they can ask them questions like "If I give you [this many] more, how many will you have?" or "If we take away [this many], how many are left?" It is better to ask children questions than to give them answers. It is important to use turn taking. In this method, the adult poses a story problem to the child, and then the child gets to pose one to the adult. Adults must try to solve the problem, even if the child makes up numbers like "bazillion" or "eleventy." Games should be fun, not strictly factual like math tests. Adults can introduce age-appropriate story topics as children grow older. At the end of early childhood/around school age, children can handle the abstract algebraic concept of variables/unknown numbers (which some experts call "mystery numbers") and use this concept in games. Adults can pose riddles where "x" or "n" is the unknown number, and the children must use an operation (e.g., x + 4 = 7) to solve the riddle.

give some general examples of how adults can communicate with children to promote their mathematical reasoning skills, and provide some examples of how children communicate math concepts they have learned

Adults reciprocally talk to and listen to children during communication that is focused on using mathematical skills like problem solving, reasoning, making connections, etc. To promote young children's understanding, adults can express mathematical concepts using pictures, words, diagrams, and symbols. Encouraging children to talk with their peers and adults helps them clarify their own thoughts and think about what they are doing. Communicating with children about mathematical thinking problems also develops their vocabularies and promotes early literacy and reading skills. Adults should listen to what children want to say, and should have conversations with them. Communicating about math can also be accomplished through reading children's books that incorporate numbers and/or repetition or rhyme. In addition to talking, adults can communicate math concepts to children by drawing pictures or diagrams and using concrete objects (e.g., blocks, crayons, pieces of paper, fingers, etc.) to represent numbers and/or solve problems. Children also share their learning of math concepts through words, charts, drawings, tallies, etc. Even toddlers hold up fingers to tell others how old they are.

describe some of the basic physical characteristics of living organisms, and provide some general examples

All living organisms have fundamental needs that must be met. For example, plants that grow on land need light, air, water, and nutrients in amounts that vary according to the individual plant. Undersea plants may need less/no light. They need gases present in the water, but not in the air above the water. Like land plants, they require nutrients. Like plants, animals (including humans) need air, water, and nutrients. They do not depend on light for photosynthesis like most plants do, but some animals require more light than others, while others need less than others or none at all. Organisms cannot survive in environments that do not meet their basic needs. However, many organisms have evolved to adapt to various environments. For example, cacti are desert plants that thrive with only tiny amounts of water, and camels are desert animals that can also go for long periods of time with little water. Penguins and polar bears have adapted to very cold climates. Internal cues (e.g., hunger) and external cues (e.g., environmental change) motivate and shape the behaviors of individual organisms.

give some examples of activities adults can use with young children to help them develop number sense and numeracy skills

As children complete their daily activities, it is beneficial for adults to count real things with children and encourage them to count as well. This helps children understand numbers by using their own experiences with objects in the environment, and gives them practice counting and using numbers. To help children understand that we use numbers to describe quantities and relationships, adults can ask children to sort objects by size, shape, or color similarity. They can also ask children to sort objects according to their differences (e.g., which object is bigger/smaller). Adults can also discuss with children how numbers are used to find street addresses and apartment numbers, and to keep score during games. To help children count upwards and downwards with efficiency and accuracy, adults can point out that counting allows us to determine how many items are in a group. Adults should point to each object as they count it. They can count on their fingers and encourage young children to do the same. Adults should also help children count without repeating or skipping any numbers.

provide a general overview of the importance of problem solving skills in math, the abilities used during problem solving tasks, and how adults can promote the development of problem solving skills in young children

Being able to solve problems is fundamental to all other components of mathematics. Children learn the concept that a question can have more than one answer and a problem can have more than one solution by participating in problem solving activities. To solve problems, a child must be able to explore a problem, a situation, or subject; and use logical reasoning. These abilities are needed to not only solve routine/everyday problems, but also novel/unusual ones. Using problem solving skills not only helps children think mathematically, but also promotes their language development and their social skills when they work together. Children are naturally curious about how to solve everyday problems. Adults can take advantage of this inherent curiosity by discussing everyday challenges, asking children to propose ways to solve them, and asking them to explain how they arrived at those solutions. Adults can also invite children to propose problems and ask questions about them. This helps them learn to analyze different types of problems and realize that many problems have multiple possible solutions.

describe some preschool activities that use a "button board" that support learning the math skills of shape identification, counting, 1:1 correspondence, sorting, and categorization. identify which activities support which concepts/skills

By gluing buttons of various sizes and colors to a piece of cardboard, teachers can initiate a number of activities that help preschoolers learn math concepts while having fun. Preschoolers are commonly learning shapes and how to draw them. Teachers give children lengths of string/twine/yarn or long shoelaces and show them how to wrap them around different buttons to form shapes like rectangles, triangles, and squares. To practice counting and 1:1 correspondence, teachers can ask children to wrap their string around a given number of buttons. Preschoolers need to learn the concept that spoken number words like "five" can equate to a group of five concrete objects (such as buttons), and this activity promotes that learning. The button board is also useful for giving preschool children practice with sorting or classifying objects into groups based on a common characteristic. For example, the teacher can ask children to wrap their pieces of string around all the big buttons, all the little buttons, only the red buttons, etc.

summarize what general research findings have identified as EC developmental milestones involving children's interactions and relationships with peers

By the time they are a year old, most babies have begun to interact with their peers, particularly when it comes to activities involving concrete objects. The development of walking and talking abilities in typically developing toddlers by the time they are two years old enables them to coordinate their behavior when playing with peers. They can imitate one another's behaviors, and can alternate roles during play, as they understand symbolic representation and can create make-believe scenarios. Pretend play increases from the ages of three to five years, as do prosocial behaviors, which include helping and caring for others. At the same time, egocentrism and aggressive behaviors decrease, as children are more able to consider others' viewpoints and feelings. Emergent social interaction skills such as these form the foundation for children's early peer relationships. When children demonstrate preferences for certain peers and choose to play and otherwise interact with them over others, this is the beginning of what will develop into preschool friendships, which are based mostly upon mutual play activities and exchanges of concrete things. Children tend to form daycare friendships with members of their own sex only over time.

define the mathematical number terms cardinal, ordinal, nominal, and real numbers, and include some examples of each

Cardinal numbers are numbers that indicate quantity. For example, when we say "seven buttons" or "three kittens," we are using cardinal numbers. Ordinal numbers are numbers that indicate the order of items within a group or a set. For example, when we say "first, second, third, etc.," we are using ordinal numbers. Nominal numbers are numbers that name things. For example, we use area code numbers and telephone numbers to identify geographical calling areas, and we use zip code numbers to identify geographical mailing areas. Nominal numbers, therefore, identify categories or serve as labels for things. However, they are not related to the actual mathematical values of numbers, and do not indicate numerical quantities or operations. Real numbers include all rational and irrational numbers. Rational numbers can always be written as fractions that have both numerators and denominators that are whole numbers. Irrational numbers cannot, as they contain non-repeating decimal digits. Real numbers may or may not be cardinal numbers.

provide brief definitions of naturalistic, informal, and structured learning experiences that allow young children to learn basic science concepts. include a consideration for teachers that is related to EC learning

Children actively construct their knowledge of the environment through exploring it. Young children's learning experiences can be naturalistic (i.e. spontaneously initiated by the child during everyday activities). During naturalistic learning, the child controls their choices and actions. Informal learning experiences also allow the child to choose their actions and activities, but they include adult intervention at some point during the child's engagement in naturalistic pursuits. In structured learning experiences, the adult chooses the activities and supplies some direction as to how the child should perform the associated actions. One consideration related to EC learning that teachers should keep in mind is that within any class or group of children, there are individual differences in learning styles. Additionally, children from different cultural groups have varying learning styles and approaches. EC teachers can introduce science content in developmentally appropriate ways by keeping these variations in mind.

summarize the basic steps of the scientific method, and include a brief description of each step. present the steps and the associated activities at a level that is developmentally appropriate for young children

Children are born curious and naturally engage in problem solving to learn. Problem solving and inquiry are natural child behaviors. EC teachers can use these behaviors to promote children's scientific inquiry. Scientific inquiry employs the scientific method. The first step of the method is to ask a question, which is another natural child behavior. Just as adult scientists formulate research questions, the first step of the scientific method for children is to ask questions they want to answer. Next, to address a question, both adults and children must form a hypothesis (i.e. an educated guess about what the answer will be). The hypothesis informs and directs the next steps: designing and conducting an experiment to test whether the hypothesis is true or false. With teacher instruction/help, children experiment. For example, they might drop objects of different weights from the same height to see when each lands, as Galileo did. Teachers help record outcomes. The next steps are deciding whether the results prove or disprove the hypothesis and reporting the results and conclusions to others.

briefly discuss the role of making connections in children's early mathematical development, and explain how teachers can help children make the transition from intuitive to formal math thinking

Children informally learn intuitive mathematical thinking through their everyday life experiences. They naturally apply mathematical concepts and reasoning to solve problems they face in their environment. However, one frequent problem among children when they begin formal education is that they can come to see academic mathematics as a collection of procedures and rules, instead of viewing it as a means of finding solutions to everyday, real-life problems. This view will interfere with children's ability to apply the formal mathematics they learn to their lives in a practical and useful way. Teachers can help prevent this outcome by establishing the connection between children's natural intuitive math and formal mathematics. They can do this by teaching math through the use of manipulative materials familiar to children. They can use mathematics vocabulary words when describing children's activities, which enables children to develop an awareness of the natural mathematical operations they use in their daily lives. When a teacher introduces a new mathematical concept to children, they can give illustrative examples that draw upon the children's actual life experiences.

summarize the background and method of the clinical interview, and include some examples of questions that may be asked during a clinical interview. explain the advantages of this approach over observation alone, and describe how it can be adapted for classrooms

Clinical interviews have long been used by individual and family therapists, as well as by researchers. Piaget used them along with observations and case histories to understand young children's thinking as he formulated his cognitive developmental theory. Interviewers ask structured/semi-structured/open-ended questions and listen to the responses, often recording them for accuracy. This method gives the interviewer a way to find out what the respondent is thinking and feeling inside, which cannot be determined by observing outward behaviors alone. In educational settings, a teacher might ask a child questions like, "How did you do this?" "What is happening now?" "Can you tell me more about this?" "Why are you doing this?" "What are you thinking about now?" etc. Flexible questioning helps uncover the child's thought process, which is what is leading them to engage in specific behaviors. Just observing the behaviors alone does not allow the child to express their knowledge. While fully interviewing each child in a classroom is not practical, teachers can adapt this method by asking clinical interview-type questions as part of their instruction.

identify a mathematical milestone for typical four-year-olds and the levels of this milestone, explaining the cognitive process involved in each level and the significance of the highest level

Counting is considered a math skill milestone for young children. Typical four-year-olds enjoy counting aloud. Experts identify three levels of counting. The first is counting from 1 to 12, which requires memorization. The second is counting from 13 to 19, which requires not only memorization, but also an understanding of the more unusual rules for "teen" numbers. The third level is counting from 20 on. This process is very consistent, and the numbers are ordered according to regular rules. Experts in math education believe that at this level of counting, children are discovering a regular mathematical pattern for the first time, which is base ten (i.e., 20, 30, 40, etc. are two tens, three tens, four tens, etc., and after the base a number between 1 and 9 is added). Researchers and educators in early childhood mathematics programs recommend encouraging children as young as four years old to learn to count up to 100. They find that doing this helps young children learn about and explore patterns in depth.

explain the abilities in young children that are involved in number sense and number operations, and describe how these abilities contribute to math comprehension

Counting is one of the earliest numeracy skills that young children develop. Even before they have learned the names of all the numbers, young children learn to count to three, then to five, etc. However, number sense involves a great deal more than just counting. Number sense includes understanding the various applications of numbers. For instance, we use numbers as tools for conveying and manipulating information, as tools for describing quantities, and as tools for characterizing relationships between or among things. Children who have developed number sense are able to count with accuracy and competence. Given a specific number, they can count upwards from that number. They can also count backwards. They are able to break down a number and then reassemble it. They are able to recognize relationships between or among different numbers. When children can count, are familiar with numbers, and have good number sense, they can also add and subtract numbers. Being familiar with numbers and being able to count easily helps young children understand all other areas of mathematics.

discuss some current ECE views regarding conflict resolution processes. include an overview of their applications, their developmental levels, and the skills they help develop in your response

ECE experts find that while many elementary and secondary schools have implemented conflict resolution programs, children should start learning how to resolve conflicts at younger ages. For example, experts associated with the successful HighScope EC curriculum have designed an approach to conflict resolution for children from 18 months to six years old. The steps in EC conflict resolution are similar to those used to resolve adult conflicts in education, law, labor relations, and diplomacy. Such problem solving steps have also been found to be effective om daycares, Head Start programs, preschools, nursery schools, and kindergartens. While the steps are the same regardless of the age of the children, they are applied differently according to children's developmental levels. Adults supply much of the language to describe problems and solutions for toddlers; preschoolers can often do this themselves. After experiencing the conflict resolution process, elementary school students can frequently function as mediators for classmates. Even very young children with limited language skills should be encouraged to agree and participate through nodding, pointing, and answering yes/no questions. Conflict mediation and resolution skills help children develop lifelong problem solving and social skills.

explain how some characteristics of the planet Earth influence conditions such as seasons, daylight and darkness, temperatures, and humidity in different locations

Earth is roughly spherical in shape. Its North and South Poles at the top and bottom are farthest away from and least exposed to the Sun, so they are always coldest. This accounts for the existence of the polar ice caps. The equator, an imaginary line running around the Earth at its middle exactly halfway between the North and South Poles, is at 0° latitude. Sunrises and sunsets at the Equator are the world's fastest. Days and nights are of virtually equal length at the Equator, and there is less seasonal variation than in other parts of the world. The equatorial climate is a tropical rainforest. Locations close to the North Pole, like Norway, are at such high latitudes that their nights are not dark in summertime, hence the expression "Land of the Midnight Sun." They also have very little light in wintertime. As Earth revolves around the Sun over the course of a year, the distance and angle of various locations relative to the Sun change, so different areas receive varying amounts of heat and light. This is what accounts for the changing seasons.

identify the three types of rocks found on the Earth's surface, and provide examples of each. explain how sedimentary rock is formed. identify and define three subcategories of sedimentary rock

Earth's rock types are sedimentary, igneous, and metamorphic. These categories are based on the respective processes that form each type of rock. Sedimentary rocks are formed on Earth's surface, and characteristically accumulate in layers. Igneous rocks are formed from volcanoes. Metamorphic rocks are formed when igneous and sedimentary rocks deep inside the Earth's crust are subjected to intense heat and/or pressure. Erosion and other natural processes deposit sedimentary rock layers. Some sedimentary rocks are held together by electrical attraction. Others are cemented together by chemicals and minerals that existed during their formation. Still others are not held together at all, but are loose and crumbly. There are three subcategories of sedimentary rock. Clastic sedimentary rocks are made of little rock bits- clasts- that are compacted and cemented together. Chemical sedimentary rocks are frequently formed through repeated flooding and subsequent evaporation. The evaporation of water leaves a layer of minerals that were dissolved in the water. Limestone and deposits of salt and gypsum are examples. Organic sedimentary rocks are formed from organic matter, such as the calcium left behind from animal bones and shells.

define ecology. define abiotic and biotic factors, and identify some examples of each. briefly explain some ways in which these factors affect environmental conditions

Ecology is defined as the study of interactions between organisms and their environments. Abiotic factors are the parts of any ecosystem that are not alive, but which affect that ecosystem's living members. Abiotic factors include the sunlight, the atmosphere (including oxygen, hydrogen, and nitrogen), the water, the soil, the temperatures within a system, and the nutrient cycles of chemical elements and compounds that pass among living organisms and their physical environments. Biotic factors are the living organisms within any ecosystem, including animals, plants, microorganisms, etc. The definition of biotic factors also includes the interactions that occur between and among various organisms within an ecosystem. Sunlight determines plant growth and, hence, biome locations. Sunlight, in turn, is affected by water depth. Ocean depths where sunlight penetrates, called photic zones, are where the majority of photosynthesis on Earth occurs.

define erosion. give a general explanation of how the process of erosion works. explain how it can both break down and build up landforms, and give an example

Erosion is a natural process whereby Earth's landforms are broken down through weathering. Rain, wind, etc. wear away solid matter. Over time, rain reduces mountains to hills. Rocks break off from mountains, and in turn disintegrate into sand. Weathering and the resulting erosion always occur in downhill directions. Rains, rivers, and streams wash soils away, and ocean waves break down adjacent cliffs. Rocks, dirt, and sand change their form and location through erosion. They do not simply vanish. These transformations and movements are called mass wasting, which occurs chemically (as when rock is dissolved by chemicals in water) or mechanically (as when rock is broken into pieces). Because materials travel as a result of mass wasting, erosion can both break down some landforms and build others up. For example, a river runs through and erodes a mountain, carrying the resulting sediment downstream. This sediment gradually builds up, creating wetlands at the river's mouth. A good example of this process is Louisiana's swampland, which was created by sediment transported by the Mississippi River.

define estimation, and identify the prerequisite knowledge children need in order to estimate basic quantitative measurements. identify three skills related to estimation that are important for young children to learn

Estimation is making an educated or informed guess about a measurement when no actual measurement is available. As adults, we often make estimates about the sizes of objects when we do not know their exact measurements, about the amounts of substances we have not actually measured, and about the numbers of small objects in large collections when we have not actually counted the objects. However, young children are in the process of learning the concepts of sizes and numbers. Children must comprehend concepts of comparison and relativity (e.g., larger, smaller, more, less, etc.) before they are able to make accurate estimates. When children start to develop the ability to estimate amounts or sizes, this process helps them learn related math vocabulary words, such as "about" or "around," and "more than" and "less than." Through estimating, they also learn how to make appropriate predictions and arrive at realistic answers. It is important for young children to learn how to make estimates, to recognize when it is appropriate to apply the estimation method, and to recognize when their estimates are reasonable.

briefly define the five levels of self-awareness children progress through during their early development, and use mirror images as illustrative references

Even newborns demonstrate differentiation of body through rooting and orienting responses, which are triggered by touching the cheek. (1) Differentiation: At this level, children recognize correspondence between their movements and those in the mirror, and differentiate their mirror images from other individuals. They differentiate the self. (2) Situation: At this level, beyond matching the surface properties of what they feel and what they see in the mirror, and beyond differentiating the self, children realize that their body/self and other things are situated in space. (3) Identification: At this level, beyond differentiating and situating the self, children now identify their reflection as "men." When psychologists place a dot/sticky note on a child's face before they look in a mirror, the child reaches toward their own face to touch/remove it, demonstrating self-recognition and an emerging self-concept. (4) Permanence: At this level, children identify a permanent self across time and place, recognizing themselves in photos and home movies regardless of year/age/clothing/location/setting, etc. (5) Self-consciousness/"meta" self-awareness: At this level, children recognize their self from others' perceptions/perspectives as well as their own. They experience pride, shame, and other "self-conscious" feelings.

identify some institutions that function as socializing agents, and discuss how they influence the development of individual identity, relationships, beliefs, and behaviors

Family is the first and most important socializing agent. Infants learn behavioral patterns from guardians. Their primary socialization is enabled through such early behaviors as nursing, smiling, and toddling. Babies soon interact with other family members. All the infant's physiological and psychological needs are met within the family. Babies learn their sleeping, eating, and toileting habits within the family environment. Babies' personalities also develop based on their early experiences, especially the amounts and types of parental love and affection they receive. School is also a critical socializing agent. Children extend family relationships to society when they go to school. Cognitive and social school experiences develop children's knowledge, skills, beliefs, interests, attitudes, and customs, and help determine the roles children will play when they become adults. In addition to family relationships, receiving reinforcements at school and observing and imitating teachers influence personality development. Peer groups that are based on friendships, shared ideas, and common interests in music, sports, etc. teach children/teens about conforming to rules and being rejected for not complying with these rules. Mass media like TV profoundly influence children, both negatively and positively.

explain how very young children approach fractions according to Piaget's cognitive developmental theory, what children need to know to comprehend fractions, and how adults can help children comprehend fractions

Fractions are parts or pieces of a whole. While adults understand this and do not remember ever not understanding it, very young children think differently. As Piaget showed, children in the preoperational stage of cognitive development cannot perform logical or mathematical mental operations. They focus on one property of an object rather than all of its properties, a practice he called centration. Hence, if you cut an apple into pieces, very young children see that there are more pieces than there were before, and they believe that several apple pieces are more than one apple. They cannot yet comprehend the logical sequence of dividing an apple into fractions. To comprehend fractions, children must know what a whole unit consists of, how many pieces the unit is divided into, and whether the pieces are of equal size. Adults can help children understand fractions through informal sharing activities, such as slicing up a pizza or a pan of brownies, and/or equally dividing household/preschool chores and play materials.

summarize some highlights in the progression of children's self-awareness between birth and two years of age that are based on research findings

From birth, infants differentiate their bodies from the environment, and differentiate internal from external stimuli (i.e. self-touch/stimulation vs non-self/others' touch/stimulation). From two months old, babies show a sense of their body's position relative to other things in their environment. They systematically imitate others' facial expressions and movements. They also explore and consider the environment's responses to their own actions. Additionally, they smile and socially interact face-to-face with others, showing a new sense of shared experiences. By four months, infants systematically reach for and touch objects they see, showing hand-eye coordination. From four to six months, they regulate their reaching based on their sitting/posture and balance. By six months, babies can differentiate live videos of themselves from that of experimenters imitating the same behaviors. By two years, children develop an understanding of symbolic representation, and know that mirror images and pictures of themselves. They also start to develop language skills and develop the ability to engage in pretend play.

describe how creating collages during preschool art projects can help young children learn shape recognition and part-to-whole relationships

Fundamental math skills that prepare preschoolers for kindergarten include shape recognition. To introduce children to an activity they will view as fun rather than as work, teachers can show children how to make a collage of a familiar figure. This will also give children the opportunity to experiment with the artistic process. For example, they can create a Santa Claus or an Easter Bunny as a holiday art project. They can make collages of other imaginary/real people for various events/seasons/topics. Teachers cut out paper templates, including circles for heads, triangles for hats, squares for bodies, and narrow rectangular strips for limbs. First, they help children name each shape. They have each child trace the template shapes onto paper and cut them out with child-safe scissors. The teacher then instructs children to arrange their cutout shapes on a piece of cardboard/construction paper. Once they are in the correct positions, the children glue the shapes in place. Teachers can subsequently teach additional shapes (octagons, ovals, etc.), challenging children to make new, different collages.

discuss some of the characteristics of gases, including elementary, compound, and noble gases

Gas, liquid, and solid are the three states of matter. Gases have the least cohesive (i.e. mutually attracted) molecules of the three states of matter, while solids have the most cohesive molecules. Gases do not maintain a defined shape, while solids do. If not contained within a receptacle, gases spread and expand indefinitely. Gases can be elementary or compound. An elementary gas is composed of only one kind of element. At normal temperatures and pressures, 12 elementary gases are present: argon*, chlorine, fluorine, helium*, hydrogen, krypton*, neon*, nitrogen, oxygen, ozone, radon*, and xenon*. Compound gases have molecules containing atoms of more than one kind of chemical element. Carbon monoxide (one carbon and one oxygen atom) and ammonia (nitrogen and hydrogen atoms) are common compound gases. Heating gas molecules/atoms charges them electrically, making them ions. Plasma combines positive gas ions and electrons. Some gases are colorless and odorless, while others are not. Some burn with oxygen, but others don't. *Noble/inert gases. Single atoms that do not normally form compounds with other elements.

identify three ways in which heat is transmitted. define and describe the process of heat conduction, and give an example. define thermal conductivity and heat sinks. explain the function of heat sinks in computers

Heat is transmitted through conduction, radiation, and convection. Heat is transmitted in solids through conduction. When two objects at different temperatures touch each other, the hotter object's molecules are moving faster. They collide with the colder object's molecules, which are moving slower. This speeds up the movement of the (previously) slower moving molecules, which heats up the colder object. This process of transferring heat through contact is called thermal conductivity. An example of thermal conductivity is the heat sink. Heat sinks are used in many devices, including many computers. A heat sink transfers the heat building up in the computer processor, moving it away before it can damage the processor. Computers contain fans, which blow air across their heat sinks and expel the heated air out of the computers.

explain how igneous rocks are formed. identify two different kinds of igneous rocks and explain how each is formed

Igneous or volcanic rocks are formed from the magma emitted when a volcano erupts. Magma under the Earth's surface is subject to heat and pressure, keeping it in liquid form. During a volcanic eruption, some magma reaches the surface, emerging as lava. Lava cools rapidly in the outside air, becoming a solid with small crystals. Some magma does not reach Earth's surface, but is trapped underground within pockets in other rocks. Magma cools more slowly underground than lava does on the surface. This slower cooling forms rocks with larger crystals and coarser grains. The chemical composition and individual cooling temperatures of magma produce different kinds of igneous rocks. Lava that cools rapidly on the Earth's surface can become obsidian, a smooth, shiny black glass without crystals. It can also become another type of extrusive rock, such as andesite, basalt, pumice, rhyolite, scoria, or tuff (formed from volcanic ash and cinders). Magma that cools slowly in underground pockets can become granite, which has a coarse texture and large, visible mineral grains. It can also become another type of intrusive rock, such as diorite, gabbro, pegmatite, or peridotite.

provide a general description of how people use probabilities and statistics in everyday life. briefly explain how adults can help children use calendars

In general, when people work with statistics, they present them in graphs or charts to organize them, interpret them, and make it easier to see relationships among individual statistics. Graphs are a visual alternative that depict mathematical information and show relationships among individual statistics, especially changes over time. Graphs also allow for the comparison of different groups. Probabilities indicate the likelihood that something will happen. Adults use probabilities to predict things, such as people's risks of developing or dying from various diseases or medical conditions; the chances of accidents; children's risks of experiencing academic difficulties, dropping out, or developing emotional/behavioral disorders; and the chances that a certain area will receive rain or snow. Scientists use probabilities to predict the likelihood of various behaviors or outcomes they are studying. They use statistics to show the numbers and proportions of responses or results obtained in research studies. Calendars are one type of chart. Adults can help children use them to organize daily and weekly activities, and to understand how we organize information.

describe a good summertime activity that teachers can use to help preschoolers develop early math skills related to sequencing, practice fine motor skills, and learn an early science concept

In hot weather, making ice cube necklaces is a fun activity that helps young children cool off while learning to sequence objects. The activity also helps children develop their manual motor skills and learn about liquid and solid states of matter. Regular ice cube trays are fine; those with fun-shaped compartments are even better. The teacher cuts plastic drinking straws so that they will fit into each ice cube compartment. The children participate, watching and/or helping pour water into trays and adding various food colorings/fruit juices. The teacher places one straw clipping into each compartment. While putting the trays into the freezer, the teacher tells children that at 32° Fahrenheit/0° Celsius is the temperature at which water freezes. Children practice making scientific observations by noting how long the water takes to freeze. They empty the cubes into a big bowl. The children put on bathing suits or other clothing that can get wet, and the class goes outdoors. The teacher provides strings that are knotted at one end, and calls out a color pattern (e.g., one blue cube, then a yellow cube, etc.). Children follow the teacher's instructions to create color-patterned necklaces they can tie, wear, and watch melt.

define the math terms rational numbers and irrational numbers, and include examples of each

In mathematics, rational numbers are numbers that can be written as ratios or fractions. In other words, a rational number can be expressed as a fraction that has a whole number as the numerator (the number on top) and the denominator (the number on bottom). Therefore, all whole numbers are automatically rational numbers, because all whole numbers can be written as fractions with a denominator of 1 (e.g., 5 = 5/1, 237 = 237/1, etc.). Even very large, unwieldy fractions (e.g., 9,731,245/42,754,021) are rational numbers, because they can be written as fractions. Irrational numbers can be written as decimals, but not fractions, because the numbers to the right of the decimal point (the numbers less than one) continue indefinitely without repeating. For example, the value of pi begins as 3.141592... and continues without end. The square root of 2 = 1.414213... There are an infinite number of irrational numbers between zero and one. However, irrational numbers are not used as commonly in everyday life as rational numbers.

provide some examples of how infants and toddlers learn various science concepts as a result of normal developmental processes

Infants use their senses to explore the environment, and are motivated by innate curiosity. As they develop mobility, children gain more freedom, allowing them to make independent discoveries and think for themselves. Children learn size concepts by comparing the sizes of objects/persons in the environment to their own size, and by observing that some objects are too large to hold, while others are small enough to hold. They learn about weight when trying to lift various objects. They learn about shape when they see that some objects roll away and others do not. Babies learn temporal sequences when they wake up wet and hungry, cry, and have parents change and feed them. They also learn this concept by playing, getting tired, and going to sleep. As soon as they look and move around, infants learn about space, including large/small spaces. Eventually, they develop spatial sense through experiences like being put in a playpen/crib in the middle of a large room. Toddlers naturally sort objects into groups according to their sizes/shapes/colors/uses. They experiment with transferring water/sand among containers of various sizes. They learn part-to-whole relationships by building block structures and then dismantling them.

describe how an adult would typically initiate an informal learning experience for a young child, and provide some relevant examples

Informal learning experiences involve two main components. First, the child spontaneously initiates naturalistic learning experiences during everyday activities to explore and learn about the environment. Second, the adult takes advantage of opportunities during naturalistic experiences to insert informal learning experiences. Adults do not plan these in advance, but take advantage of opportunities that occur naturally. One way this happens is when a child is on the right track to solve a problem, but needs some encouragement or a hint from the adult. Another way is when the adult spots a teachable moment during the child's naturalistic activity and uses it to reinforce a basic concept. For example, a three-year-old might hold up three fingers, declaring, "I'm six years old." The parent says, "Let's count fingers: one, two, three. You're three years old." Or, a teacher asks a child with a box of treats if they have enough for the whole class. The child responds, "I don't know." The teacher then responds, "Let's count them together," and helps the child count.

discuss some considerations regarding integrating early childhood math into everyday activities and using early childhood math curricula. include some relevant examples in your response

Integrating math into the context of everyday activities has been the philosophy of early childhood math education until recently. For example, when teachers have children line up, they ask them who is first, second, third, etc. to practice counting. When children play with blocks, teachers ask them to identify their shapes and whether one block is larger/smaller than another. During snack times, teachers help children learn 1:1 correspondence by having them place one snack on each plate. These activities are quite valuable. However, some educators maintain that they are insufficient when used on their own, because in larger classes it is not always possible to take advantage of "teachable moments" with every child. Therefore, this educational approach cannot be applied systematically. These educators recommend that in addition to integration strategies, EC teachers should use a curriculum. The HighScope curriculum, the Creative Curriculum, and Big Math for Little Kids are just a few examples. Many teachers combine several curricula, selecting parts of different programs. Using a curriculum allows teachers to use a more planned approach to integrate math into all activities.

give a simple analogy explaining how a generator moves electrical current. define current/amperage and voltage, and identify their respective units of measurement. include an example of how amps and voltage could be used to quantify a generator's output

Magnetism and electricity are related, and they interact with each other. Generators work by using magnets near conductive wires to produce moving streams of electrons. The agent of movement can range from a hand crank, to a steam engine, to the nuclear fission process. However, all agents of movements operate according to the same principle. A simple analogy is that a generator magnetically pushes electrical current the way a pump pushes water. Just as water pumps apply specific amounts of pressure to specific numbers of water molecules, generator magnets apply specific amounts of "pressure" to specific numbers of electrons. The number of moving electrons in an electrical circuit equals the current, or amperage. The unit of measurement for amperage is the ampere, or amp. The amount of force moving the electrons is the voltage. Its unit of measurement is the volt. One amp equals 6.24 x 10¹⁸ electrons passing through a wire each second. For example, a generator could produce 1 amp using 6 volts when rotating 1,000 times per minute. Today's power stations rely on generators.

discuss magnetism, and identify its most familiar form. identify some common devices that use magnets, and describe some ways in which magnets work

Magnetism is the property some objects/substances have of attracting other materials. The form of magnetism most familiar to us is certain materials attracting iron. Magnets also attract steel, cobalt, and other materials. Generators supplying power include magnets. as do all electric motors. Loudspeakers and telephones contain magnets. Tape recorders use magnets. The tape they play is magnetized. Magnets are used in compasses to determine the location of north and various corresponding directions. In fact, the planet Earth is itself a giant magnet (which is why compasses point north). Hence, like the Earth, all magnets have two poles: a north/north-seeking pole and a south/south-seeking pole. Opposite poles attract, and like poles repel each other. A magnet's effective area/range is its magnetic field. All materials have some response to magnetic fields. Magnets make nearby magnetic materials into magnets, a process known as magnetic induction. Materials that line up parallel to magnetic force field lines are paramagnetic, while materials that line up perpendicular to magnetic force field lines are diamagnetic.

define the term measurement relative to early math skills. indicate what broad skills children can develop by learning about and practicing measurement

Measurement is the process of determining how long, wide, and tall something is physically and how much it weighs by using measuring units like seconds, minutes, hours, days, weeks, months, years, centuries, millennia, etc. Measurement is not just a formal means of quantifying size, area, and time. It is also an important method for young children to seek and identify relationships between and among things they encounter outside of school in everyday life. When young children practice measuring things, they are able to understand not only the sizes of objects and beings, but also their comparative sizes (i.e., how large or small something is compared to another object used as a reference). Furthermore, they are able to figure out how big or little something is on their own.

describe where, how, and from what materials Earth's metamorphic rocks are formed. identify two examples of metamorphic rocks

Metamorphic rocks are formed from sedimentary and igneous rocks. Sedimentary rocks are formed on the Earth's surface by layers of eroded material from mountains that were deposited by water, minerals like lime, salt, and gypsum deposited by evaporated floodwater, and organic material like calcium from animal bones and shells. Igneous rocks are formed from liquid volcanic rock- either magma underground or lava above- that cools and hardens. Metamorphic rocks are formed when sedimentary and/or igneous rocks are deep inside the Earth's crust, where they are subjected to great pressure or heat. The process of metamorphism does not melt these rocks into liquid, which would happen inside a volcano. Rather, the pressure and/or heat change the rocks' molecular structure. Metamorphic rocks are thus more compact and denser than the sedimentary or igneous rocks from which they were formed. They also contain new minerals produced either by the reconfiguration of existing minerals' structures or by chemical reactions with liquids infiltrating the rock. Two examples of metamorphic rocks are marble and gneiss.

identify four different types of animal life cycles. provide a brief description of each one, and give a few examples of animals that go through each type of life cycle

Most animals, including mammals, birds, fish, reptiles, and spiders, have simple life cycles. They are born live or hatched from eggs, and then grow to adulthood. Animals with simple life cycles include humans. Amphibians like frogs and newts have an additional stage involving a metamorphosis, or transformation. After birth, they breathe through gills and live underwater during youth (e.g., tadpoles). By adulthood, they breathe through lungs and move to land. Butterflies are examples of animals (insects) that undergo complete metamorphosis, meaning they change their overall form. After hatching from an embryo/egg, the juvenile form, or larva, resembles a worm and completes the majority of feeding required. In the next stage, the pupa does not feed, and is typically camouflaged in what is called an inactive stage. Mosquito pupae are called tumblers. The butterfly pupa is called a chrysalis, and is protected by a cocoon. In the final stage, the adult (imago) grows wings (typically) and breeds. Some insects like dragonflies, cockroaches, and grasshoppers undergo an incomplete metamorphosis. There are egg, larva, and adult stages, but no pupa stage.

identify two ways in which plants can reproduce. describe a typical life cycle of a plant

Most plants can reproduce asexually. For example, cuttings can be rooted in water and then planted. Some plants put out runners that root new growths. Many plants can be grafted to produce new ones. Plants also reproduce sexually. Plants' sexual life cycles are more complex than animals', since plants alternate between haploid form (having a single set of chromosomes) and diploid form (having two sets of chromosomes) during their life cycles. Plants produce haploid cells called gametes (equivalent to sperm and egg cells from animals) that combine during fertilization, producing zygotes (diploid cells with chromosomes from both gametes). Cells reproduce exact copies through mitosis (asexual reproduction), becoming differentiated/specialized to form organs. Mature diploid plants called sporophytes- the plant form we usually see- produce spores. In sporophytes' specialized organs, cells undergo meiosis. This is part of the process of sexual reproduction, during which cells with half the normal number of chromosomes are produced before fertilization occurs. The spores produced by the sporophyte generation undergo mitosis, growing into a haploid plant of the gametophyte generation that produces gametes. The cycle then repeats.

describe a few examples of naturalistic learning experiences for young children, and describe the adult's role in these experiences

Motivated by novelty and curiosity, young children spontaneously initiate naturalistic experiences during their everyday activities. Infants and toddlers in Piaget's sensorimotor stage learn by exploring the environment through their senses, so adults should provide them with many objects and substances they can see, hear, touch, taste, and smell. Through manipulating and observing concrete objects/substances, preschoolers in Piaget's preoperational stage begin learning concepts that will enable them to perform mental operations later on. Adults should observe children's actions and progress, and should give positive reinforcement in the form of looks, facial expressions, gestures, and/or words encouraging and praising the child's actions. Young children need adult feedback to learn when they are performing the appropriate actions. For example, a toddler/preschooler selects a tool from the toolbox, saying, "This is big!" and the mother responds, "Yes!" A four-year-old sorting toys of various colors into separate containers is another example of a naturalistic experience. A five-year-old who observes while painting that mixing two colors yields a third color is yet another example.

describe some properties of the positions and motions of objects in space in the physical world, referring to Newton's laws of physics

Moving physical objects changes their positions. According to Newton's first law of motion, an object at rest tends to stay at rest and an object at motion tends to stay in motion, unless/until an opposing force changes the object's state of rest/motion. For example, an object at rest could be a small rock on the ground. If you kick the rock into the air, it moves through the air. The rock continues to move, but when a force like gravity acts on it, the rock stops/falls. The resulting motion from kicking the rock illustrates Newton's third law of motion: for every action there is an equal and opposite reaction. The acceleration or increase in velocity (a) of an object depends on its mass (m) and the amount of force (F) that is applied to the object. Newton's second law of motion states that F = ma (force = mass x acceleration). Thus, moving objects maintain their speeds unless some force(s) cause acceleration or slowing/stopping, as frictional forces do.

define structured learning experiences and explain how they differ from naturalistic and informal ones. provide some examples of structured learning experiences suitable for young children that are related to basic science concepts

Naturalistic learning experiences are spontaneously initiated and controlled by children. Informal learning experiences involve unplanned interventions by adults during children's naturalistic experiences, which is when adults offer suitable correction/assistance/support. Structured learning experiences differ in that the adult pre-plans and initiates the activity/lesson, and provides the child with some direction. For example, a teacher who observes a four-year-old's need to practice counting can give the child a pile of toys, and then ask them how many there are. To develop size concepts, a teacher can give a small group of children several toys of different sizes, and then ask the children to inspect them and talk about their characteristics. The teacher holds up one toy, instructing children to find one that is bigger/smaller. If a child needs to learn shape concepts, the teacher might introduce a game involving shapes, giving the child instructions on how to play the game. Or, a first grade teacher, recognizing the importance of the concept of classification to the ability to organize scientific information, might ask students to bring in bones to classify during a unit on skeletons.

discuss some properties of liquids

Of the three states of matter- solid, liquid, and gas- liquids have properties that fall somewhere in between those of solids and gases. The molecules of solids are the most cohesive (i.e. they have the greatest mutual attraction). Gas molecules are the least cohesive, and liquid molecules are in between. Liquids have no definite shape, while solids do. Liquids have a definite volume, whereas gases do not. The cohesion of liquid molecules draws them together, and the molecules below the surface pull surface molecules down, creating surface tension. This property can be observed in containers of water. Liquid molecules are also attracted to other substances' molecules (i.e. adhesion). Surface tension and adhesion combined cause liquids to rise in narrow containers, a property known as capillarity. Liquids are buoyant (i.e. they exert upward force so objects which have more buoyancy than weight float in liquids, while those with more weight than buoyancy sink). Liquids can be made solid by freezing and gaseous by heating/evaporation. Liquids can diffuse, which means they can mix with other molecules. Liquid diffusion across semi-permeable membranes is known as osmosis.

give some examples of games/activities that adults can use to encourage children to use the kinds of problem solving skills they will need to learn mathematics

One method that has been found to enhance children's reasoning skills is using adult-child conversations to play mental mathematics games. For example, once children are able to count beyond five, adults can give them basic oral story problems to solve (e.g., "If you have two plums and I give you two more, how many will you have?"). Using children's favorite foods in story problems, which takes advantage of their ready ability to envision these foods, is a good place to start. Thereafter, adults can add story problems involving pets, toys, cars, shopping, and other familiar objects/animals/activities. Experts advise adults to to restrict the types of problems presented to a child based solely on the child's grade level. Children can work with any situation if they can form mental imagery. Adults can sometimes insert harder tasks (e.g., problems involving larger numbers, problems involving division with remainders, or problems with negative number answers). Even toddlers can solve problems such as how to divide three cookies between two people. The division may not be fair, but it will likely be efficient. Adults should use the Socratic method, asking guiding questions to allow children to arrive at a solution to a problem themselves rather than telling them a "right" answer.

explain why sorting and categorization are important preschool math skills. describe a simple guessing game adults can use to promote the development of these abilities in children

One of the major learning accomplishments of young children is being able to identify similarities and differences among objects. Developing this ability enables children to sort like objects into groups, and to place objects into categories based on their differences. When preschoolers compare and contrast objects, they demonstrate an important early step in the development of critical thinking, analytical, and problem solving skills. For an easy, entertaining guessing game, adults can select assorted household items familiar to children and put them into a bag/pillowcase. They then give children various clues (e.g., "I stir lemonade with this," "it's made of wood," "we keep it in the kitchen drawer," etc.) and ask them to guess which items are in the bag. It is important to give young children one to two minutes to consider each clue before they make a guess. Adults repeat clues when children guess incorrectly. If children guess correctly, they are allowed to look inside the bag, Youngsters greatly enjoy seeing that the object they guessed is actually inside the bag. Adults can gradually make the game more challenging by beginning with very common objects, and then eventually progressing to more unusual ones.

define ecological relationship. define the ecological relationships of mutualism, commensalism, and parasitism, and provide an example of each type of relationship

Organisms interact, both with other organisms and their environments. Relationships wherein two differing organisms regularly interact so that one or both of them benefit are known as ecological relationships. In mutualistic relationships, both organisms benefit. For example, bacteria live in termites' digestive systems. Termites eat wood. However, they cannot digest the cellulose (the main part of plant cell walls) in wood. The bacteria in termites' guts break down the cellulose for them releasing the wood's nutrients. Reciprocally, the termites as hosts give the bacteria a home and food. In commensalistic relationships, one organism benefits and the other one is unaffected. One example is barnacles attaching to whales. Barnacles, which are filter feeders, benefit from the whales' swimming, which creates currents in the water that bring the barnacles food. The whales are not disturbed by the barnacles. In parasitic relationships, the parasite benefits, but the host suffers. For example, tapeworms inside animals' digestive tracts get nutrients. The hosts lose the nutrients stolen by the worms, and can sustain tissue damage because of the presence of the tapeworms.

define patterns and relationships, and indicate their significance to early math development. give a few examples of basic skills that demonstrate comprehension of patterns and relationships

Patterns are generally defined as things that recur or are repeated regularly. Patterns can be found in images, sounds, numbers, events, actions, movements, etc. Relationships are generally defined as connections or associations between things that are identified and/or described using logic or reasoning. Being aware of patterns and relationships among aspects of the environment helps us comprehend the fundamental structure of these aspects. This awareness enables us to predict what will occur next in a series of events, even before it actually happens. This gives us more confidence in our environment and in our ability to interact with it. We find patterns and relationships in such areas of life as art, music, and clothing. Math-specific activities like counting numbers and working with geometrical shapes, lines, arcs, and curves also involve patterns and relationships. When children understand patterns and relationships, they can understand repetition; rhythm; categorization; and how to order things from smallest to biggest, shortest to longest, etc.

briefly define physical science and matter. identify the three states of matter and some of the properties of each. briefly define vapor

Physical science is the study/science of the physical universe surrounding us. Everything in the universe consists of matter (i.e. anything that has mass and takes up space) or energy (i.e. anything that does not have mass or occupy space, but affects matter and space). Three states of matter are solid, liquid, and gas. Solids preserve their shape even when they are not in a container. Solids have specific, three-dimensional/crystalline atomic structures and specific melting points. Liquids have no independent shape outside of containers, but have specific volumes. Liquid molecules are less cohesive than solid molecules, but more cohesive than gas molecules. Liquids have flow, viscosity (flow resistance), and buoyancy. Liquids can undergo diffusion, osmosis, evaporation, condensation, solution, freezing, and heat conduction and convection. Liquids and gases are both fluids, and share some of the same properties. Gases have no shape, expanding and spreading indefinitely outside of containers. Gases can become liquid/solid through cooling and/or compression. Liquids/solids can become gaseous through heating. Vapor is the gaseous form of a substance that is solid/liquid at lower temperatures. For example, when water is heated it becomes steam, a vapor.

describe a creative craft project using colored ping pong balls and an egg carton that adults can complete with children that develops spatial awareness, counting skills, pattern awareness, and artistic design skills

Prerequisite abilities that young children need in order to develop early math skills include the ability to identify, copy, expand, and create patterns; as well as the ability to count. Adults can promote the development of these skills by giving children a craft project and introducing them to an interactive game they can play using their crafts. First, the children paint six ping pong balls red on one side to make red-and-white balls. Then, the children paint six ping pong balls blue on one side to make blue-and-white balls. Once the paint dries, the adult puts several balls into an egg carton so that one color is face up. The adult starts making a simple pattern (e.g., two white, then two red, then two blue), and asks each child to continue the pattern. Then, the adult allows each child to create their own original color patterns. Once a child masters creating patterns using solid colors, he or she can then use both the white and colored sides of the balls to create more complex patterns. Children can design an infinite number of patterns, which are often quite artistic.

provide an example of a popular kindergarten activity that gives children experience with collecting and organizing data to answer basic science questions, and identify the skills and concepts involved

Preschoolers and kindergarteners continue their earlier practices of exploration to learn new things, and they apply fundamental science concepts to collect and organize data, children must have observation, counting, recording, and organization skills. One activity kindergarteners and teachers enjoy is growing bean sprouts. For example, the teacher can show children two methods: one using glass jars and paper towels saturated with water, the other using cups of dirt. The children add water daily as needed, observe developments, and report to the teacher, who records their observations on a chart. The teacher gives each child a chart that they add information to each day. The children count how many days their beans took to sprout in the glass and the dirt. They then compare their own results for both methods, and then to their classmates' results. The children apply concepts of counting, numbers, time, 1:1 correspondence, and comparison of numbers. They also witness the planting and growing process.

explain how preschool teachers can adapt the "red rover" game to support shape and color recognition skills, early literacy skills, and gross motor skills

Red Rover is a good game for groups of children who are attending parties or playing outdoors at parks/playgrounds. Two teams take turns calling and roving. The child called runs to the other team and tries to fit into its line. If successful, they join the opposite team. The game continues until one team has no more members. Teachers can adapt this game to teach shape recognition by cutting out various shapes from construction paper of different colors and pinning a shape to each child's shirt. In large groups, more than one child can have the same shape or color. Instead of children's names, the teacher instructs players to use shapes and colors when calling (e.g., "Red Rover, Red Rover, blue circles come over!"). This supports the development of shape and color recognition skills. Teachers can vary action verbs (e.g., "hop over, jump over, skip over," etc.) to support vocabulary development and comprehensive skills. When children perform such movements, they are also practicing and developing gross motor skills.

identify some fundamental science concepts that young children learn during everyday activities, and include some examples

Science entails asking questions, conducting investigations, collecting data, and seeking answers to the questions asked by analyzing the data collected. Natural events that can be examined over time and student-centered inquiry through hands-on activities that require the application of problem-solving skills are most appropriate for helping young children learn basic science. In their everyday lives, young children develop concepts of 1:1 correspondence through activities like fitting pegs into matching holes or distributing one item to each child in a class. They also develop counting concepts by counting enough items for each child in the group or counting pennies in a piggy bank. They develop classification concepts when they sort objects into separate piles according to their shapes or some other type of category (e.g., toy cars vs. toy trucks). When children transfer water, sand, rice, or other substances from one container to another, they develop measurement concepts. As they progress, children will apply these early concepts to more abstract scientific ideas during grade school.

define science process skills. identify and briefly define some process skills necessary to science and math, and give an example of an EC activity involving these skills

Science process skills include observation (using the senses to identify properties of objects/situations), classification (grouping objects/situations according to common properties), communication (using observations, classifications, and measurements to report experimental results to others), inference (finding patterns and meaning in experiment results), and prediction (using experimental experience to formulate new hypotheses). Inferences and predictions must be differentiated from objective observations. Classification, measurement, and comparison are basic math concepts which, when applied to science problems, are called process skills. The other science process skills named, as well as defining and controlling variables, are equally necessary to solve both science and math problems. For example, using ramps can help young children learn basic physics concepts. Teachers ask children what would happen if two balls were rolled down a ramp at the same time, if two balls were rolled down a ramp of different height/length, if two ramps of different heights/lengths were used, etc. In this activity, children apply the scientific concepts of observation, communication, inference, and prediction, as well as the concepts of height, length, counting, speed, distance, and comparison.

relate what scientists do and do not know about magnetism. discuss a widely accepted modern theory of magnetism

Scientists have known about the effects of magnetism for hundreds of years. However, they do not know exactly what magnetism is, or what causes it. French physicist Pierre Weiss proposed a theory of magnetism in the early 20th century that is widely accepted. This theory posits that every magnetic material has groups of molecules- domains- that function as magnets. Until a material is magnetized, its domains have a random arrangement, so one domain's magnetism is cancelled out by another's. When the material comes into a magnetic field- the range/area wherein a magnet is effective- its domains align themselves parallel to the magnetic field's lines of force. As a result, all of their north-seeking/north poles point in the same direction. Removing the magnetic field causes like poles to repel one another as they normally do. In easily magnetized materials, domains revert to random order. In materials that are harder to magnetize, domains lack sufficient force to disassemble, leaving the material magnetized. Later versions of Weiss's theory attribute domain magnetism to spinning electrons.

explain briefly why Pluto was once considered a planet but is now classified as a dwarf planet

Since more powerful observatories have enabled greater detection and measurement of celestial objects, the International Astronomical Union has defined three criteria for defining a planet. First, it must orbit the Sun. Pluto meets this criterion. Second, it must have enough gravitational force to shape itself into a sphere. Pluto also meets this criterion. Third, a planet must have "cleared the neighborhood" in its orbit. This means it must become the strongest gravitational body in its orbit as they form. Therefore, when close to smaller bodies, planets either consume these smaller bodies or repel them because of their greater gravity, clearing their orbital area/"neighborhood." To do this, a planet's mass muss sufficiently exceed the mass of other bodies in its orbit. Pluto does not meet this criterion, having only 0.07 times the mass of other objects within its orbit. Thus, astronomers reclassified Pluto as a "dwarf planet" in 2006 based on its lesser mass and the many other objects in its orbit with comparable masses and sizes.

briefly define human socialization. identify some major socializing agencies and their functions

Socialization is the process by which individuals learn their society's norms, values, beliefs, and attitudes; and what behaviors society expects of them is relative by parameters. This learning is imparted by agencies of socialization. The family, peer groups, and leaders of opinion are consider primary socializing agencies. The family is probably the most important because it has the most significant influence on individual development. Families influence the self-concept, feelings, attitudes, and behaviors of each individual member. As children grow, they encounter peer groups throughout life, which also establish norms and values to which individual group members conform. Schools, workplaces, religions, and mass media are considered secondary socializing agencies. Schools dictate additional academic and behavioral norms, values, beliefs, and behaviors. Workplaces have their own cultures that continue, modify, and/or add to the values and behaviors expected of their members. Religions also regulate members' behavior through beliefs, values, goals, and norms that reflect moral principles within a society. Mass media communicates societal conventions (e.g., fashion/style), which enables individuals to learn and adopt new behaviors and/or lifestyles.

discuss some of the properties of solids, and explain why some substances that seem solid are not true solids

Solids are one of the three forms of matter, the others being liquid and gas. Solids maintain their shape when they are not inside of containers, whereas liquids and gases acquire the shapes of containers holding them. Containers also prevent liquids and gases from dispersing. Of the three forms of matter, solids have the most cohesive molecules. Solid molecules are most attracted to each other, and solid molecules are held together most strongly. Solid atoms are organized into defined three-dimensional, lattice-shaped patterns (i.e. they are crystalline in structure). Solids also have specific temperatures at which they melt. Some substances that seem solid, such as plastic, gel, tar, and glass, are actually not true solids. They are amorphous solids because their atoms do not have a crystalline structure, but are amorphous (i.e. the positions of their atoms have no long-range organization). They also have a range of melting temperatures rather than specific melting points.

define spatial sense and geometry relative to early math development. explain how young children typically informally learn about spatial sense and geometry. give an example of how adults can promote geometric learning

Spatial sense is an individual's awareness of one's own body in space and in relation to the objects and other people; to see and hear adequately, and to be aware of whether others can see and hear them; and to develop and observe a socially and culturally appropriate sense of their own and others' personal space. Geometry is the area of mathematics involving space, sizes, shapes, positions, movements, and directions. Geometry gives descriptions and classifications of our physical environment. By observing commonplace objects and spaces in their physical world, young children can learn about solid objects and substances, shapes, and angles. Adults can help young children learn geometry by identifying various shapes, angles, and three-dimensional figures for them; asking them to name these shapes, angles, and figures when they encounter them in the future; and asking them to describe different shapes, draw them in the air with their fingers, trace drawings of the shapes with their fingers, and then draw the shapes themselves.

discuss some advantages of pasta necklace making as a learning activity for young children, including skills it helps to develop. describe some ways in which adults can help children with the activity

Stringing beads/noodles is an activity that helps young children develop hand-eye coordination, which they need for writing and other everyday activities that require fine motor coordination. Noodles are typically the perfect size for young children's hands. They are inexpensive, usually costing less than comparably-sized beads. Moreover, pasta is non-toxic, an advantage when working with little children who put things in their mouths. Hollow, tubular noodles like penne, ziti, wagon wheels, etc. are ideal. Fishing line/craft beading string/other stiff string is best; soft, limp string/yarn is more difficult for young children to manipulate. Using multicolored vegetable pasta removes the need to use markers or dye to add color. If using white pasta, children can color the noodles with markers, but adults should keep in mind that the ink can bleed onto skin/clothes even when it is dry. Adults should cut pieces of string that are long enough to allow children to easily slip the necklaces on and off after they are tied. Adults should also use a knot to secure a noddle to one end of the string. By providing more than one noodle shape, adults can invite children to string the noodles to create patterns, which develops pattern recognition and pattern creation abilities. These abilities also inform repetition, rhythm, categorization, and sequencing skills, which are important in math, music, art, literature, clothing design, etc.

describe a preschool activity that involves tossing a beanbag and playing hopscotch that makes learning and practicing counting and numeracy skills fun for young children

Teachers can encourage preschool children's counting and number development by creating a grid on the floor with the numbers 1 to 20 using masking tape, construction paper, and markers. Teachers could also draw the grid outdoors by drawing on pavement with chalk. The teacher arranges the numbers in ascending order within the grid of 10 squares/rectangles. They ask the children to name these numbers. The teacher provides beanbags. Each child gets a chance to throw a beanbag into any one of the numbered squares. Children can see how far they can throw and/or practice their aim. Each child names the number inside the square/rectangle where their beanbag lands. The children then play a version of hopscotch by hopping from numbered square to square, collecting their beanbags, and then hopping back. If desired, the teacher can write the number each child's beanbag lands on into a "scoreboard" graph. Children will observe them writing the same numbers found on the floor/ground onto a "scoreboard." Teachers can review learning after the game to assess whether children can count using number words, name selected numbers, and throw accurately with consistency.

give an example of how a teacher can use questioning based on the clinical interview method during early childhood math activities. explain how this technique enhances children's math communication skills and promotes literacy development

Teachers can gain a lot of information and insight about how children are learning math concepts by observing their behaviors. For children to actually express their knowledge and thinking processes, however, teachers must ask them questions. For example, when a teacher introduces new shapes to young children, they can ask students the shapes' names, how they differ from one another, and why they think the shapes differ. Teachers can then use children's various responses to elicit further responses form them. This technique requires children to use language in significant ways during math activities. Therefore, these activities not only teach math skills, but also promote literacy development. Asking clinical interview-type questions promotes children's development of math communication skills, one of the essential components of math education. Additionally, being able to put one's knowledge and thoughts into words is a skill that is very important in all areas of education, not just math. Using clinical interview-type questions helps children learn to use language to explain their thinking, share ideas, and express themselves, promoting and strengthening children's awareness of the functions of mathematical language.

describe a game that teachers can create for preschool children to allow them to practice number recognition, briefly explain how this game can be adapted to allow children to practice other skills

Teachers can help preschoolers practice identifying numbers and counting by creating a "fishing for numbers" game. Teachers cut 10 fish shapes that are about 6 inches long from pieces of construction paper that are different colors. Teachers then write a single number between 1 and 10 on each "fish." Near each fish "mouth," the teacher punches a hole and inserts a paper clip. The teacher makes "fishing rods" by tying strings to dowels and gluing a magnet to each string. After spreading out the fish so the children can easily see the numbers, the teacher assigns each child a number and they "fish" for it, picking up the fish by bringing the magnet close to the paper clip. The children then "reel in" their catches. This gives children practice correctly identifying number names. The game can be adapted for more advanced math concepts as well. For example, the teacher can cut out fish shapes of various sizes and have children fish for larger/smaller fish. The activity can also be adapted to promote literacy development. The teacher can write letters instead of numbers on the fish to give students practice with alphabet recognition, or write a sight word on each fish to give students practice recognizing and identifying important vocabulary words.

summarize several common steps completed during problem solving activities that prepare young children to learn math. outline the additional skills children must develop to solve problems

The process of solving problems often involve the following steps: understanding the problem; coming up with a plan to solve the problem; putting that plan into action; and, finally, observing the outcome and reflecting on whether the solution was effective, and whether the answer arrived at makes sense. Solving problems not only involves learning this series of steps, but also requires children to develop the qualities needed to solve problems. Children who are able to solve problems have a number of characteristics. For example, children who are effective problem solvers are able to focus their attention on the problem and its individual component parts. They can formulate hypotheses and about the problem/situation, and then test them for veracity. They are willing to take risks within reason. They are persistent if they do not solve a problem right away, and do not give up if their first attempt at solving a problem is unsuccessful. They maintain flexibility, and experiment with alternative methods. They also demonstrate self-regulation skills.

explain the electrical properties of insulation and conduction in terms of atomic structure, and identify two requirements for electricity to flow

The smallest units of all matter are atoms. The nuclei of atoms are orbited by negatively charged electrons. Some materials have electrons that are strongly bound to their atoms. These include air, glass, wood, cotton, plastic, and ceramic. Since their atoms rarely release electrons, these materials have little or no ability to conduct electricity, and are known as electrical insulators. Insulators resist/block conduction. Metals and other conductive materials have free electrons that can detach from the atoms and move around. Without the tight binding of insulators, materials with loose electrons enable electric current to flow easily through them. Such materials are called electrical conductors. The movements of their electrons transmit electrical energy. Electricity requires something to make it flow (i.e. a generator). A generator creates a steady flow of electrons by moving a magnet close to a wire, creating a magnetic field to propel electrons. Electricity also requires a conductor (i.e. a medium through which it can move from one place to another).

describe a scenario wherein a preschool teacher has children select one of three colors of sticky notes, organize them by color, and display them on a chart. explain how the teacher can use this activity to give children some experience with analyzing and interpreting data

The teacher had ten children each choose one of three colors of sticky notes, an example of basic data collection. She used a chart with three columns to organize the children's choices as follows: blue blue blue yellow yellow yellow yellow yellow green green The chart displays the collected and organized data. The teacher asks the children which color was chosen the most. Seeing five yellow notes, they answer, "yellow." She asks which color was chosen the least, and they say, "green." She asks them to use numbers to arrange the color choices from most popular to least popular. They arrive at "five yellow, three blue, and two green." Together, the teacher and the children point to and count ten children. She tells them five equals half of ten, and asks which color half of the children chose. Together, they can figure out it was yellow. These are examples of analyzing and interpreting data.

give a general description of the solar system's location and components. explain how the Earth's movements relative to the sun determine our measurements of time

The universe is composed of an unknown (possible infinite) number of galaxies or star systems, such as the Spiral Nebula, the Crab Nebula, and the Milky Way. Our sun, Sol, is one of billions of stars in the Milky Way. The solar system's planets are held in position at varying distances (according to their size and mass) from the Sun by its gravitational force. These planets orbit or revolve around the Sun. From the closest to the Sun to the furthest away, the solar system's planets are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Pluto was historically included as the ninth planet. but is now considered a dwarf planet by the International Astronomical Union since 2006. Due to angular momentum, planets rotate on their axes, which are imaginary central lines between their north and south poles. One complete Earth rotation equals what we perceive as one 24-hour day. As the Earth turns, different portions face the Sun. These receive daylight, while the portions turned away from the Sun are in darkness. One complete revolution of the Earth around the Sun represents one calendar year.

describe the three levels young children typically progress through as they learn to perceive and identify shapes. identify a shape activity young children enjoy that addresses the second and third levels

Three levels of perceiving shapes that children typically move through sequentially are seeing, naming, and analyzing. Very young children recognize simple shapes like circles, squares, and triangles. As their cognitive and language skills develop, they learn the names for these shapes, and use these names to identify single shapes. The third level is analyzing each shape to understand its properties. Whereas identifying shapes visually is intuitive and based on association, analyzing their properties is more abstract, since a shape can have a number of different appearances. For example, three-year-olds can differentiate a triangle from other shapes. However, if you show them a very tall, skinny/short, wide/lopsided/crooked triangle, they will have trouble identifying it as a triangle. At the analysis level, children realize that a triangle has three sides, which are not necessarily equal in length. An activity that young children enjoy is closing their eyes, reaching into a bag of assorted shapes, finding a triangle by touch, and explaining why it is a triangle. This involves both the second and third levels of naming and analysis.

give several examples of activities adults can use with young children to help them understand and practice the early math skill of estimation

To accustom young children to the idea of estimating, adults should regularly use words related to estimation in their conversations with children (e.g., "around," "about," "approximately," "near," "more/greater than," "less than," "between," etc.) During everyday activities like shopping or eating, adults can ask children to estimate amounts of foods, numbers of items, or lengths of time. Later, adults can help children compare the actual outcome with their original estimate. This process helps children compare the actual outcome with their original estimate. This process helps children learn to make realistic/reasonable estimates. Activities promoting estimation skills can be very simple. Adults can ask children, for example, to guess which of their friends is tallest, and then test the accuracy of the guess using real measurements. When children grow older, adults can write down estimates and real measurements, and then repeat the exercise described above or present a similar one. With repetition, children will eventually begin making more accurate estimates. The goal is not for children to come up with exact measurements, but ones that are close to actual amounts/numbers. Giving children opportunities to practice improves their estimating skills.

summarize the role of mathematics in and its relationship to everyday life and other academic subjects. give some examples of how adults can help children recognize these connections

We use math throughout our lives during everyday activities. There are countless examples and combinations of various mathematical concepts in the real world. Additionally, math concepts inform other academic content areas, including music, art, and the sciences. Therefore, it is important for children not to view math as an isolated set of procedures and skills. Children comprehend math more easily when they can make connections, which involve applying common mathematical rules to multiple, varied functions, processes, and real-life activities. For example, adults can ask children to consider problems they encounter daily and solve them. When a parent asks a child to help put away groceries, the child practices sorting categories of foods and packages, and experiments with comparative package sizes and shapes. Parents need not be concerned with what specific mathematical processes are involved, but should simply look for examples of math in everyday life and expose children to these examples on a regular basis. For example, pouring liquid into containers of various sizes and speculating which one will hold the most is an easy, fun activity that incorporates a number of skills and concepts, including estimation, measurement, spatial sense, and conservation of liquid volume.

use basic acoustical principles and the human hearing process to explain how the vibrations of physical objects produce sound, and how we sense and perceive sound

When any physical object moves back and forth rapidly, this is known as vibration. The movements that occur during vibration disturb the surrounding medium, which may be solid, liquid, or gaseous. The most common sound conducting medium in our environment is gaseous: our atmosphere (the air). An object's vibratory movements represent a form of energy. As this acoustic energy moves through the air, it takes the form of sound waves. The outer ear receives and amplifies the sound and transmits it to the middle ear, where tiny bones vibrate in response to the sound energy and transmit it to the inner ear. The inner ear converts the acoustic energy into electrical energy. The electrical impulses are then carried by nerves to the brain. Structures in the brain associated with hearing receive these electrical signals and interpret them (make sense of them) as sounds. The ears' reception of sound waves is auditory sensation. and the brain's interpretation of them is auditory perception.

explain how light is reflected. state the law of reflection and explain what it means. explain how light is scattered, and describe a common everyday example

When a beam of light hits a smooth surface like a mirror, it bounces back off that surface. This rebounding is reflection. In physics, the law of reflection states that "the angle of incidence equals the angle of reflection." This means that when light is reflected, it always bounces off the surface at the same angle at which it hit that surface. When a beam of light hits a rough rather than a smooth surface, though, it is reflected back at many different angles, not just the angle at which it struck the surface. This reflection at multiple and various angles is scattering. Many objects we commonly use every day have rough surfaces. For example, paper may look smooth to the naked eye, but actually has a rough surface. This property can be observed by viewing paper through a microscope. Because light waves striking paper are reflected in every direction by its rough surface, scattering enables us to read words printed on paper from any viewing angle.

explain how light is refracted. define normal line, angle of refraction, and refraction index. give examples of familiar devices that use refraction, and of materials with differing refraction indices. describe the effects of these differing refraction indices

When light moves from one transparent medium to another (e.g., between water and air/vice versa), the light's speed changes, bending the light wave. It bends either away from or toward the normal line, an imaginary straight line running at right angles to the medium's surface. We easily observe this bending when looking at a straw in a glass of water. The straw appears to break/bend at the waterline. The angle of refraction is the amount that the light wave bends. It is determined by how much the medium slows down the light's speed, which is the medium's refraction index. For example, diamonds are much denser and harder than water, and thus have a higher refraction index. They slow down and trap light more than water does. Consequently, diamonds sparkle more than water. Lenses, such as those in eyeglasses and telescopes, rely on the principle of refraction. Curved lenses disperse or concentrate light waves, refracting light as it both enters and exits, thus changing the light's direction. This is how lenses correct (eyeglasses) and enhance (telescopes) our vision.

explain how light is absorbed at the atomic level. describe how light absorption produces subtractive color, and provide some examples

When light strikes a medium, the light wave's frequency is equal or close to the frequency at which the electrons in the medium's atoms can vibrate. These electrons receive the light's energy, making them vibrate. When a medium's atoms hang on tightly to their electrons, the electrons transmit their vibrations to the nucleus of each atom. This makes the atoms move faster and collide with the medium's other atoms. The energy the atoms got from the vibrations is then released as heat. This process is known as absorption of light. Materials that absorb light, such as wood and metal, are opaque. Some materials absorb certain light frequencies but transmit others. For example, glass transmits visible light (and therefore appears transparent to the naked eye), but absorbs ultraviolet frequencies. The sky looks blue because the atmosphere absorbs all colors in the spectrum except blue, which it reflects. Only blue wavelengths/frequencies bounce back to our eyes. This is an example of subtractive color, which we see in paints/dyes and all colored objects/materials. Pigments absorb some frequencies and reflect others.

describe a few typical preschooler activities that help children develop spatial awareness, and explain why spatial awareness is important. identify some math concepts that are important for preschoolers to learn

When preschool children build structures with blocks and put together pieces of puzzles during play, they are not only having fun, but are also developing spatial awareness. The relationships of objects to each other and within space are important concepts for children to learn, and serve as a foundation for the principles of geometry and physics that children will learn later. When they are moving around, preschoolers begin to notice how other people and objects are positioned in space, and how their own bodies move through space in relationship to objects and other people. This type of spatial awareness supports children's developing gross motor skills, coordination, and social skills. Young children can and should learn a number of math concepts and skills, such as the ones recommended by preschool math curricula like the HighScope program's "Numbers Plus" preschool mathematics curriculum. These concepts and skills include number symbols and names, counting, shapes, spatial awareness, relationships of parts to the whole, measurement, units, patterns, and analyzing data.

provide some examples of how adults can help young children learn and practice measurement by integrating this early math skill into daily activities

While it is obviously important for children to eventually learn standardized measurement units like inches, feet, yards, etc., adults can facilitate early development of measurement skills by letting children choose their own measurement units. For example, they might use their favorite toy to describe a playmate or sibling as "three teddy bears tall;" or they might describe a room as "seven toy cars long." Similarly, when children are too young to know formal time measurements like minutes and hours, adults can support children's ability to quantify time using favorite TV shows. For example, four-year-olds can often relate to the idea of one episode of a show (whether it is 15 or 30 minutes, as most cartoons are) as a time measurement. Adults can apply this with statements like, "Daddy will be home in one episode." Numerous everyday activities, including grocery shopping, cooking, sewing, gardening, woodworking, and many others, involve measurement. Adults can ask children to help with these tasks, and then discuss measuring with children as they participate.

describe a cookie baking activity adults can use with young children to help them learn early math skills, including shape recognition, measurement, sorting, categorization, and pattern recognition

Young children are typically curious about adult activities like baking. They usually want to know more about the process, and often ask many questions. They also love to be included and to participate, frequently offering/asking to help Letting them help builds their self-esteem and self-efficacy (i.e. their confidence in their competence to accomplish a task). Adults can allow children to help while also providing instruction and practice with shape recognition, measurement, sorting, and categorization. The adult prepares a favorite cookie recipe. Some children can help measure ingredients, which helps develop the skill of measurement. With the dough rolled out, children can use cookie cutters of various shapes. Recognizing, naming, and selecting the shapes promote the development of shape recognition skills. Adults "shuffle" or mix the baked cookie shapes and have children separate cookies with like shapes into groups, which promotes sorting skills. Having children identify similar/different shapes, sizes, and colors promotes categorization skills. Arranging cookie shapes into patterns for children to identify promotes pattern recognition skills, which are necessary to the development of math skills and many other skills. Giving each child a cookie to eat afterward is naturally reinforcing.

explain how young children use problem solving skills in their daily lives, and include some examples. identify two major problem solving skills used in abstract mathematics

Young children continually explore their environments to unravel mysteries about how things work. For example, preschoolers use math concepts to understand that they have three toys, to comprehend that three fingers equals three toys, or to understand that two cookies plus one more cookie is three cookies. To do abstract mathematics in the future, young children will need two major skills that are also used to solve problems: being able to visualize a scenario, and being able to apply common sense thinking. Thinking and planning to achieve goals within the constraints of the properties of the surrounding environment is a natural behavior for young children. They will persist in their efforts to get an older sibling to stop another activity to play with them, to repair broken toys with tape or chewing gum, to manipulate a puzzle or plastic building blocks to get an uncooperative piece to fit, etc. The great 20th century mathematician and teacher George Polya stated that problem solving is "the most characteristically human activity." He pointed out that problem solving is a skill learned by doing, and that developing this skill requires a great deal of practice.

summarize the role of representation skills in children's learning and their ability to use early math process skills, and provide a few examples. provide an example of how teachers can help children apply these skills as they play/work with materials provided in preschool math centers

Young children develop an understanding of symbolic representation (the idea that objects, written letters, words, and other symbols are used to represent other objects or concepts) at an early age. This is evident in their make-believe/pretend play, and in their ability to learn written language and connect it to spoken language. As children develop early math skills, representing their ideas and information they acquire helps them organize, document, and share these ideas and facts with others. Children may count on their fingers; create tallies using check marks/tick marks and/or words; draw pictures or maps; and, as they grow older, make graphs. Teachers must help children apply mathematical process skills as they use learning center materials. For example, when a child enjoys sorting rocks by color, the teacher can state that the child is classifying them, bridging informal math activities with math vocabulary. Asking the child how they are categorizing the rocks emphasizes math vocabulary. Asking the child after they finish what other ways they could classify the rocks encourages problem solving.

describe a homemade beanbag game for young children that can develop their counting skills, numeracy skills, and motor skills, while also encouraging imagination and creativity

Young children enjoy tossing objects and practicing their aim. Adults can make a beanbag game that helps children learn numbers and identify sets, while also allowing them to construct their own fame rules. First, the adult should cover five big, equally-sized coffee (or similar) cans with paper that is adhesive on one side. The adult should then use markers to write a number from 1 to 5 and draw the corresponding number of dots on each can. The next step is to fill 15 tube socks with beans and knot/tie/sew them shut. The following numerals and the corresponding number of dots should be written on each homemade beanbag using markers: the number 1 on five beanbags, the number 2 on four beanbags, the number 3 on three beanbags, the number 4 on two beanbags, and the number 5 on one beanbag. Next, the adult should attach the cans to the floor with tape or velcro. Then the adult should mark a line on the floor that children must stand behind, and should direct children ONLY to toss the beanbags into the cans. Children will devise various games/rules. First, they may simply toss the beanbags into the cans; then, some may try to toss beanbags into a can that has the same number as the one marked on the beanbag. Eventually, some may throw three beanbags into the "3" can. They may/may not keep score. Allowing children to determine the details and rules gives them an opportunity to develop their imagination and decision making skills, and to create their own games while learning number and set identification.

explain the difference between knowing number names and understanding 1:1 correspondence, and describe the significance of the latter for preschoolers. describe a hands-on "grab bag" game teachers can use to help students develop these early math skills

Young children learn to name numbers in a way that is similar to how they learn to recite alphabet letters. However, learning to associate number symbols with concrete objects in the real world environment is a major advance in their cognitive development. The concept of 1:1 correspondence entails matching number symbols to the quantities they represent, an essential early math skill. Teachers can support the development of this math skill with a simple "grab-bag" game youngsters enjoy. The teacher writes a number from 1 to 10 on each of ten cards, folding each card in half and putting them into a paper lunch bag. The teacher provides each child with a handful of pennies/play coins/buttons/blocks to use as counting tokens. Each child takes a turn closing their eyes and pulling a card out of the bag. The child reads the number on the card, counts out the corresponding number of tokens, and puts them with the card. As children learn, teachers can place additional and/or different numbers (e.g., 11 to 20) in the grab bag. To promote the development of early literacy skills, teachers can also include the name of the number on each card.

identify some prominent characteristics of young children's thinking and learning that inform EC math curricula. give a few examples of how young children naturally learn basic math concepts through everyday activities

Young children think in concrete ways and cannot understand abstract concepts, so effective EC math curricula typically use many concrete objects that children can see, feel, and manipulate to help them understand math concepts. Young children also naturally learn through exploring their environments, so good EC math curricula have many exploration and discovery activities that allow and encourage hands-on learning. In everyday life, young children start to observe relationships as they explore their surroundings. They match like objects, sort unlike objects, categorize objects, and arrange objects in simple patterns based on shared or contrasting properties. They start to understand words and phrases like "a little," "a lot," "more," "less," and "the same (as)." Preschoolers use available materials such as sticks, pieces of string, their feet, their hands, their fingers, etc. as tools to measure objects. They also use rulers, measuring cups, and other conventional tools. They use their measurements to develop descriptions, sequences, and arrangements, and to compare various objects.

provide several examples of strategies adults can use to help younger children start learning about the measurement of time

Younger children typically do not have an understanding of the abstract concept of time. However, adults can still help children understand that time elapses, and that we count/measure this process. For example, adults can ask younger children simple questions, such as "Who can stand on one foot longer?" This comparison strategy helps children figure out which of two or more actions/activities takes a longer/the longest period of time. Even when children do not yet understand what "five minutes" means, adults should still make such references (e.g., "You can play for five more minutes, and then we have to go."). Repeating such references will eventually help children understand that time passes. Adults can time various everyday activities/events and tell children how long they took. They can also count the second hand's ticks on a watch/clock (e.g., "one second, two seconds, three seconds-"). This familiarizes children with counting, and with using counting to track the passage of time. Until children are old enough to understand abstractions like today/yesterday/tomorrow, adults can use concrete references like "after lunch" or "before bedtime."