EDU 203 Midterm

Chapter 6 What identifies the feelings of the adult and helps the child see how his or her behavior influences others?

"I-Messages"

Social Play Types Cooperative-Competitive Play

-7 to 8 years old -The goal is team victory -Organized team sports

Social Play Types Solitary Play

-About 2.5 years old -Play w/themselves -No interaction-language isn't there yet -Comfortable working alone

The Cycle of Learning Elaboration

-Activities allow students to apply concepts in contexts and build on or extend understanding and skill

ORFLIG How? What do you organize?

-Arrange student seating so that each student's attention is focused on you -Dull classroom=boredom -A room that is too busy encourages excitability and discomfort -Decorate the classroom with interesting learning materials so that students are captivated by the positive space -consider soft music, fish, or a plant

Ages of Population Served by ECE Programs for children with special needs

-Available in most communities -Due to PL 94-142: Beginning at age 3, all children w/ special needs must be provided a free, appropriate, public education

Ages of Population Served by ECE Kindergartens

-Available to all children in the U.S. at age 5 -In the past, either it wasn't offered or it was only for parents who could pay for it

ORFLIG Fairness

-Begins with consistency -Respond firmly but kindly -Teach the skill, model the skill, provide for individual help, re-teach if necessary -Embarrassment and fear resulting from not comprehending what has been taught has bred many difficult discipline problems

Montessori Chapter 4

-Believed that children pass through sensitive periods during their progress to adulthood -She viewed the periods as genetically programed blocks of time when young children are especially eager and are able to master certain tasks -Promoted the idea of the unity of the mental and physical- 2 parts to a person the physical and intellectual, the intellectual cannot grow without the physical -During the first three years of life children have absorbent minds --must learn differently from adults --like a sponge they absorb unconsciously what is all around them

Montessouri's 5 specific periods of growth

-Birth to age 3: children unconsciously absorb info from the world around them -Age 3 to 6: Children bring the knowledge of the unconscious to a conscious level -Age 6 to 9: Children build the academic and artistic skills necessary for success in life -Ages 9 to 12: Knowledge of the universe opens up -Ages 12 to 18: Children explore areas of special interest more in depth

Constructivist Learning (Piaget)

-Came from Piaget's theories, they suggest that individuals actively construct knowledge on an ongoing basis -Piaget theorized that we are all constantly receiving new information and engaging experiences that lead us to revise our understanding of the world

Social Play Types Parallel Play

-Children playing w/similar things next to ea. other using similar materials -2.5-3.5 years old -No interaction

Jean Rousseau 1712-1778

-Children should choose their own education "Naturalist" permits growth w/influence or restriction -would hate dress code -Didn't like books -Would hate compulsory ed -Would hate standardized tests -would hate advocate for natural consequences for behavior vs punishment -would advocate for natural world experiences-sensory learning -Negative education-all formal educational experiences should be postponed until age 12 -Children have innate goodness but it is corrupted by society (we make the child bad)

Sigmund Freud 1856-1939

-Created the theory psychoanalysis -Believed that personality was strongly influenced by the ways in which children learned to extend what he called sexual energy from one stage to the next -Oral Stage (0-1) -Anal Stage (1-3) -Phallic Stage (3-5) -Latency Stage (5-11) -Genital Stage (11+)

Ages of Population Served by ECE Childcare Programs

-Designed to provide children w/quality care and education for full days -Usually aligns with the parent's beginning and end of their work day -Many school systems have before and after care

Social Play Types Cooperative Play

-Division of labor/tactics -4.5 years old -Leadership begins to show -Some may still just stand there and take orders

ORFLIG Respect

-Do and say unto children what you would have the, do and say unto you! -Utilize polite words -Preserve students' dignity

Martin Luther 1483-1546

-Had the belief that the Bible was the key to Christian reform, so he began to promote improved education, particularly the ability to read as an essential element in the German society (to read the Bible) -According to him, if you wanted to have a close relationship to God you needed to read the Bible -Wanted to educate the whole child -Wanted to foster intellectual, religious, physical, emotional, and social development -Wanted both boys and girls to be educated (Luther's emphasis on everyone reading the Bible required that all children learn basic academic skills) -All towns and villages should have schools

ORFLIG Good Teaching

-Have routines -Engage students in lessons -Make sure all students feel they are accountable -Create lessons that are challenging yet attainable

Constructivist Learning Environment

-In this environment, the child creates rather than receiving knowledge and the teacher guide and facilitates this process -children learn by doing

Jerome Bruner 1951-

-Influential book-The Process of Education -Believed that young children can and should be taught basic concepts in the methods of studying subjects such as mathematics science and social studies. These early experiences could then be built upon in later years to enhance intellectual understandings even further. -Promoted what he called discovery or inquiry learning, in which students are encouraged to discover for themselves the important elements of given discipline. In this approach to learning, teachers guide the students as they discover meaningful understandings of the world around them

Characteristics of a Constructivist Learning Environment

-Learning is a social collaborative endeavor rather than a solitary activity -Activities are learner-centered rather than teacher-centered -Activities are often-cross disciplinary, encouraging students to make connections and integrate information, rather than divide it into sections -Topics for inquiry are driven by students' interests rather than strict adherence to a fixed curriculum -Emphasis is on understanding and application rather than rote memorization or copying -Assessment is through authentic measures rather than traditional or standardized testing

The Cycle of Learning Engagement

-Object, event, or question used to engage students -Connections facilitated between what students know and can do

The Cycle of Learning Exploration

-Objects and phenomena are explored -Hands-on activities with guidance

Erikson and play

-Play is a contrast to work -It is free of consequences, light fashion

Jerome Bruner and play

-Play is to be considered low risk opportunity -Excellent way to take risks w/o fear of failure -Children can try combinations of behavior w/o pressure or anxiety

Johann Pestalozzi 1746-1827

-Practitioner who observed children and used what he saw to plan their learning experiences -recognized the impact of student-teacher and peer relationships (before children could learn, they needed a strong relationship with their teacher) Every child has potential, it is the job of the teacher to recognize that -observe children and through that observation plan their learning experiences -advocate for sensory experience and play -strengthening peer relationships

NAEYC National Association for the Education of Young Children

-Provides guidelines for responsible behavior relation to students, families, colleagues and society --Ethical responsibilities to children, colleagues, families, community, and society -Largest national association for the education for young children

Ages of Population Served by ECE Primary Education

-Referring to grades 1-3 in American schooling -Multi-age classrooms (not as common anymore) -Looping-teacher follows same students for multiple years -Integrated curriculum-theme based learning (going away because of core curriculum)

Arnold Gesell 1880-1961

-Spent 30 years as the director of the Yale Clinic of Child Development -In that position, he created a comprehensive collection of data describing normal childhood development -Identified observable changes in growth and behavior that he categorized into 10 major areas -Wrote several books

Social Play Types Associative Play

-Start playing with others -Start forming small play groups -3.5 years -Start to understand playing tougher/sharing -May copy ea. other

High Scope Characteristics

-Structured routined -Active Learning -Focus on organizing -Teachers are constantly observing -Constructivist approach -Teachers act as learners -Teachers are good listeners (iMessage) with a lot of open ended response and higher level thinking -Encourage time outdoors

The Cycle of Learning Evaluation

-Student asses their knowledge skills, and abilities. Activities permit evaluation of student development and lesson effectiveness

The Cycle of Learning Explanation

-Students explain their understanding of concepts and process -New concepts and skills are introduced to develop conceptual clarity and cohesion

John Locke 1632-1704

-Tabula Rasa-children are born with nothing, they are blank slate -developed the idea of "environmentalism " (fills the mind) -here is behind early learning: Headstart in Montessori

Ages of Population Served by ECE Preschool Programs

-Typically designed for children 3-5 as a way to advance social and economic development -Many operate on a half-time program (2-3 days a week; half day) -More preschools are becoming full day because parents work full-time

ORFLIG When organizing lessons and activities be well prepared

-Use a method that compels them to be attentive the minute they walk in the door -Colorful pictures on the screen -Large felt pictures on display on desks or message boards

How is play viewed? (some people)

-Viewed as a frivolous -Viewed as a treat -Play is not defined, but instead we look at the characteristics

Maria Montessori 1870-1952

-Wanted to teach those that the rest of society had rejected -believed that children had an absorbent mind, can't help learning, educate themselves -need a prepared environment so that they can be active and independent -believed in demonstration and repetition -Casa de Bambini-opened in 1907, the setting in which Montessori further developed her theories about children and defined her teaching techniques -Structured learning environment "Auto Education -Teachers guide child without them knowing your presence -Children are the center of learning -Respect each child -Care of environment -Walking, carrying, balancing -Child-size furniture -Active Learning -Nesting toys -Multi-age

ORFLIG Organization

-decide before the students arrive, what you wish their learning environments to be -Do not let them choose! You are the professional -Know what children do, learn, and how they act at a certain age

Vygotsky Chapter 4

-if the child's social and cultural experiences play such a major role in development, it is critical to understand and build on the experiences children bring to ECE settings. -Because relationships with peers and adults are so critical to development, early childhood professionals must work hard to foster stronger adult child and peer relations. -Understanding and supporting child's language development is essential is a critical aspect of learning and development of early childhood settings. -Teaching strategies such as project learning in which small groups of peers work together to attain a common goal are important for young children.

Chapter 6 Establishing strong working relationships with children, families, and colleagues...

-is an effective guidance technique -creates an environment that fosters healthy growth and learning -requires good education skills

ORFLIG Have a plan!

-plan activities that are interesting, nonthreatening, self-explanatory, and nondisruptive

John Amos Comenius 1592-1670

-the first years of a child's life are crucial for development; parents need to assist in the child's growth -two major contributions: books with illustrations and sensory training -children took a more active role than teachers -all children could learn with him -the environment should be pleasant -movement and activity were signs of a healthy learning experience -Young children learn best from real and natural experiences -Advocated for students who could take charge of their own learning -Promoted the idea that all children should be educated -School of Infancy-his book on EC -Goal for education, "To seek and find a method in which the teachers teach less and the learners learn more, by which the schools have less noise, obstinacy, frustrated endeavor, but more leisure pleasantness."

High Scope

-the program emphasizes the importance of teaching the cognitive understandings needed for academic success in reading and mathematics -Grounded in theoretical perspectives of Jean Piaget who believed that children learn best when they build understanding through direct experiences with people and objects in the world around them -Focuses on the whole child and strengthening cognitive skills through active, hands-on learning experiences -Logicomathematical relationships (organizing objects) -Spatiotemporal relationships (focus on helping children understand relational concepts)

Friedrich Froebel 1782-1852

-wanted to re-make all of education-focused on 5-year-olds 2 Books-Education of Man, Mother-Play and Nursery songs -emphasis on play -emphasized the value of singing at home and in school as a pleasant and effective way to learn -believed that music helped build teacher-student and parent-child relationships, was an excellent tool for teaching young children concept Kindergarten -worked with just 5-Year-Olds -structured play -Opened a school (practitioner) -Educated and play base curriculum where children can actively engaged -circle time -Use of songs, games, finger plays -Teacher must guide and direct children to be members of society

ACEI Association for Childhood Education International

...

Three Dimensions of DAP

1. Age Appropriateness-What is suitable for the child based on developmental averages and norms of that age 2. Individual Appropriateness-What is appropriate for each individual child based on his/her unique personality and experiences 3. Social and Cultural Context-ECE professionals must be aware of home lives and community experiences of children and families and build on these in their plans

9 Benefits of Play

1. Intellectual Play-They're learning multi sensory experiments, help w/problem solving, can master abstract symbolism 2. Growth of social skills-learn, give, take, and compromise, start to learn what share means 3. Decreases egocentricism-Allows them to see other points of view, helps them to value other children 4. Understand social interaction-when to listen, speak, lead, and follow 5. Langauge and Literary Development-Play with words and sounds 6.How do sounds and words form sentences...rhyming, word plays, convention of speech 7. Physical development of large and small muscles 8. Emotional Development-Fear, conflict, can help get through traumatic situations 9. Encourages creativity

Four Characteristics of DAP

1. Learning is viewed as an active process -Children are busy exploring and interacting with others -Play 2. Considers all aspects of the child's development -Physical, social, emotional development is valued 3. Active family involvement -Families can contribute time and talents -Their knowledge of the child helps to plan appropriately 4. Multicultural, nonexistent materials and experiences -Anti-bias

Chapter 6 What best describes the problem-solving approach?

A cooperative effort that engages both the child and adult to independently work independently work through the issues of concern

Chapter 6 What is an example of an appropriate verbal guidance strategy?

Active Listening

The 6-Year-Old

Active, outgoing, assertive, independent, adventuresome, spirited, competitive, and sometimes defiant

Characteristics of Play

Activity Level-Passive is not play, working on something o making something, using muscles (scissors) Choice- Sometimes play is child selected Adults can select activities Motive-Play is process oriented, children are motivated by pleasure Building blocks, trains... no right or wrong way to play Mindset- Play usually requires a suspension of mindset, sometimes silly

Why do children play? Contemporary Theorists Accommodation

Adjusting to the schema to account for new info that does not fit

DAP -Developmentally Appropriate Program

Basing the curriculum on an in-depth understanding of child development and learning The professional in the classroom begins by working hard to understand the developmental abilities of children and then makes decisions about what should be taught -Not a curriculum

The 3-Year Old Socially

Because they continue to be egocentric, they still find sharing difficult and cannot see take the other child's view. They play beside each other (parallel play), but do not engage in interactive or cooperative play very much until they are nearly 4-years old.

Chapter 6 What was based off on the theoretical perspectives of behaviorists such as B.F. Skinner?

Behavior modification

What are the historical views of children?

Children were viewed as miniature adults

Why do children play? Contemporary Theorists Piaget

Constructive structures

Why do children play? Classical theorists Surplus energy theory

Each of us have an infinite level of energy that must be expended, we first use it on survival and then play

The Cycle of Learning

Engagement Exploration Explanation Elaboration Evaluation

Chapter 6 True or False Learning to relate socially to other people is a relatively easy task

False

Chapter 6 True or False The physical space used for group times is of little importance in the success of the experience

False

Ages of Population Served by ECE Infant and Toddler Programs

Fastest growing segment of the program today

Piaget's Cognitive Play Types

Functional Play Birth to age 2: Pleasurable, defined by repetitive muscle movements Construction Play Age 2-3: Actually make something out of the materials given to you; primary play for 2 year olds Dramatic Play Ages 3-7: Children pretend that an object is something else or take on another role -Crucial for later academic learning Games with Rules Approx age 7: Children understand the rules before the beginning and accept the responsibility for following them

Why do children play? Classical Theorists Relaxation Theory

I need to go rejuvenate myself to do something fun, get rid of fatigue

ORFLIG Less is More

K.I.S.S. - Keep it simple, Smartie! When young children sense a calmness, a plan, a well oiled system, it actually soothes and settles them and it creates an affect on them

Lev Vygotsky 1896-1934

Known for 3 main things: ZPD-Zone of Proximal Development-Gap between what they can do independently vs with an adult and peer group. -Scaffolding -Play increases social and language development

Margaret McMillian

Open Air nursery school-model for today's Headstart -Worried about health (hygiene, outdoor play, hands-on learning) -Contributions: Benefits of outdoor play, facilitate emotional development, encourage art -Increase parent involvement

ORFLIG

Organization Repect Fairness Less is more Good teaching

Jown Dewey and play

Play is "process oriented" The doing of the activity gives it more value

Foebel and play

Play is the "natural unfolding of the germinal levels of childhood" Considers it a natural part of growth and development

Why do children play? Contemporary Theorists Freud

Pleasure principal psychoanalytical theory

Why do children play? Classical theorists Pre-exercise Theory

Practicing being adults

Chapter 6 What refers to the directing or distracting the child from an undesirable behavior into a more appropriate activity?

Redirection

Chapter 6 ______ is an example of a punishment where a teacher insists that the child engages in activities that correct or "make up for" the problem when a child engages in inappropriate behavior

Restitution

Vygotsky Chapter 4 Sociocultural theory

States that development is primarily influenced by the social and cultural events of each individual's life. Interactions with other children and adults are primary vehicles children have for learning about the world around them. Language becomes a crucial tool for learning because it is the primary way we communicate and interact with others.

Why do children play? Contemporary Theorists Assimilation

Taking info in and fitting into schemas

Why do we look at historical figures and theories?

The insights of many early educators have influenced the teaching and learning of young children over past centuries but historical people and events shaped ECE and how we teach young children -Rebirth of ideas -Building the dream-again --since 1830 infant schools in Boston public schools -Implementing current practice -empowering professionals

The 8-Year-Old Intellectually

Their attention span is good, and they want to know the "why" of things and are earnest and diligent in their work. They are anxious to do well, extend their knowledge, and please their teacher. They like to be challenged and think for themselves, and can draw meaning from reading and discussing it.

The 6-Year-Old Physically

Their energy is abounded, and they are noisy, exuberant, and boisterous in their play. They are often found wrestling, tumbling, swinging, skipping, building, playing ball, running, and climbing. They enjoy skills and tasks requiring the use of small muscles, but tire easily with such tasks as writing and playing piano. They are proud to be on sports teams, but coaches and parents should beware of competition because it is difficult for them to lose. At this age, and throughout early childhood, the focus should be on developing skills and having fun

The 7-Year-Old Physically

Their games and activities are still focused on large muscle, but they have taken on refinement and polish. This age of child is very interested in small muscle actions; and activities such as writing are getting easier and the child is able to do them more quickly.

The 8-Year-Old Physically

Their growth is slow and steady, and coordination is much improved. They still tend to wiggle and squirm, and nervous habits such as nail biting or twisting their hair may develop. Small motor coordination has developed, and they like to do things with their hands; large muscle actions are characterized by speed and eagerness.

Jean Piaget

Theorist Analyzed standardized test scores. He grew interested and started to observe them (practitioner) Constructivism-where a child learns through their life Published theories concerning concerning intellectual development

The 4-Year-Old Physically

These children are active and use their language muscles to skip, jump, race, throw a ball, climb and gallop. They enjoy deomonstrating a new physical skill. They can be physically assertive and may attempt to solve social challenges in a physical way. they can now manage their own clothing--zipper, buttons, and so on--if it is simple; they eagerly use such equipment as carpentry tools, scissors, and paper punches

The 5-Year-Old Physically

They are active, noisy, and enjoy games. They can do more for themselves, and both their large and small muscles are more defined. They are leaner, more agile, and have a sense of balance. They show an interest in sports and activities such as roller skating, jumping rope, riding a bicycle, and organized sports

The 7-Year-Old Emotionally

They are aware of their own feelings and those of others. They are more absorbed, sensitive, thoughtful, and inhibited. They are also cautious and self-critical and very aware of fair treatment from others. Many 7-year-olds develop fears often relating to being alone or of not belonging or being accepted.

The 2-Year-Old Socially

They are beginning to be interested in other children; but sharing is difficult for them, especially when it involves their own possessions. They begin to participate in dramatic play situations, particularly "playing house," and they play with cars, trucks, and dolls.

The 6-Year-Old Emotionally

They are boastful, sometimes exaggerate, and are critical of others. They are easily excited, may be giggly and silly, often show stuff off. They develop many fears, and their maturity comes and goes. They thrive on praise and approval and their emotions are often transitory. They need much praise and understanding.

The 8-Year-Old Emotionally

They are cheerful, outgoing, and curious but can also be rude, selfish, bossy, and demanding.Most are very sensitive to criticism

The 4-Year-Old Intellectually

They are developing their powers of abstracting, generalizing, and beginning reasoning; but thinking and interpreting still often result in misconceptions. They enjoy learning new words and will often play with words and sounds, make fun with words, or use silly words. THey enjoy exaggerating and have delightful senses of humor. WIth regard to language they speak in lengthy sentences, can tell stories, but may still have some grammar mistakes and articulation problems. They are curious and inquisitive and ask many questions, and may still have difficulty separating fact from fantasy. Their artwork begins to show representation and becomes more symbolic. They need many opportunities for firsthand talking, exploring, and investigating.

The 2-Year-Old Emotionally

They are easily frustrated and upset when events and people do not meet their expectations. They are often impatient, impulsive and egocentric. They are developing independence, and words or phrases such as "No" and "Let me do it myself" are hear often. They are explorers and take risks because of unchecked fears, so they must be closely supervised; caretakers and teachers must be very sensitive and attentive

The 4-Year-Old

They are enthusiastic which leads them to be in a hurry to do everything. School is an important part of the day for them fortunate enough to attend quality preschool programs

The 5-Year-Old Socially

They are friendly, cooperative, and eager to please. They may show an interest in a "best friend." They enjoy dramatic play, pantomiming, and role playing. There is less conflict in their group play, but they like all to conform.

The 5-Year-Old Emotionally

They are home-centered. They enjoy school and are anxious to share much about their family with their classmates. They are more aware of their own identity and embarrass easily, especially when they make mistakes. They are aware of right and wrong and are obedient. They are more self-reliant and dependable, and affectionate and trusting toward the adults and their environment

The 7-Year-Old Intellectually

They are more reflective and serious thinkers, and think before they act. They enjoy collecting things and working on group projects. They can solve more abstract problems, and reasoning is beginning to be based on logic. They show an interest in money and can tell time. Most often they favor reality.

The 8-Year-Old Socially

They are more willing to sacrifice their own interests in terms of group interests and are more cooperative and less insistent on having their own way, They often have a best friend, and this friend is almost always the same sex. They like responsibilities and being rewarded for their goo behavior.

The 4-Year-Old Socially

They are much more interested in others their own age and enjoy groups of children. Although both sexes play with children of the opposite sex, both prefer the same sex in play situations. They enjoy the world of pretend and dramatic play. They are cooperative, share, and accept rules, and begin to talk without differences. They can be bossy, impolite, or stubborn--but they can also be cooperative, friendly, and easy to work with.

The 7-Year-Old Socially

They are seen in groups, and there is less play between boys and girls. They do not like to be criticized by peers or have their disapproval; and when there is disagreement, it is "fought" verbally rather than physically. When they play with friends they enjoy board games, physical games and activities, and manipulative materials that can be shared. They are anxious to please others and be accepted.

The 5-Year-Old Intellectually

They are talkative and their attention spans are improving. Their sentences are well-defined, longer, and utilize many parts of speech. Their questions, comments, and answers are more relevant. They recognize some letters, numbers, words, and their artwork becomes representational. They are curious and can distinguish truth from fantasy.

The 2-Year-Old Physically

They are very busy and often push beyond what their bodies can tolerate; they tire easily and may still require naps. They enjoy musical activities that give them opportunity to move and dance. They lack small-muscle control, which gives them fine motor coordination; still they enjoy crayons, paintbrushes, and other art materials, and manipulative toys with larger pieces such as snap beads and peg boards with large-sized pegs

The 7-Year-Old

They begin to show an interest in hobbies and individual projects. This child needs a lot of praise and acceptance, and is full of energy often to the point of being wrestles and fidgety

The 3-Year Old Physically

They can walk and run, but their coordination fails them at many times; skipping, hopping, and other large-muscle skills requiem balance and dexterity often are too difficult for them. They like doing things with their hands but may be awkward and messy, because they lack small-muscle coordination. They enjoy musical activities, finger plays, dramatizing stories or poems, and creative movements

The 6-Year-Old Intellectually

They conceptualize and think in more abstract and complex thoughts, although concepts still need to be taught in concrete ways. They are talkative, curious, ask many questions, and are indecisive. They enjoy reading, writing, singing, and hearing stories.

The 6-Year-Old Socially

They engage in much more interchange and activity with friends, and their companions are usually the same sex. They are still egocentric, but group activities are prevalent. They now become anxious for peer approval, and sharing is easier. They often have a "best friend" but because of inconsistent playmates this changes often. They are aggressive and competitive in their play. They need guidance in learning to lose, playing fairly, and keeping the rules. They tattles and tease and enjoy playing group games.

The 2-Year-Old

They have more of a curriculum that encourages free play, less structure, and many experiences that offer opportunities for sensory exploration-they enjoy materials such as sand, water, and clay. They need much adult supervision

The 3-Year Old Intellectually

They have very short attention spans so their activities may vary and alternate frequently. They cannot deal with abstract ideas, so teaching needs to be concrete, simple, and basic. They are curious and inquisitive and ask many questions. They enjoy the world of fantasy, using their imaginations and pretending; but they also need exposure to reality and truths. They need quality language models to perfect their grammar and articulation, and they enjoy learning new words. They easily develop misunderstandings and misconceptions, so teachers need to teach carefully and get feedback on what has been understood.

The 3-Year Old Emotionally

They prefer being close to family members. They are anxious to please adults and are dependent on their approval, love, and praise. They cry easily, "no" is still one of their favorite words. They may strike out emotionally at those around them, especially when they are thwarted or tired. They show an increase of self-reliance and independence but still need watchful, attentive adults around them.

The 4-Year-Old Emotionally

They test to see what they can control, so they need adults who are firm and establish limits. They are confident, and valiantly stand up for and defend their family and their family values. They can be boastful and impatient. They are beginning to develop some fears and anxieties, some of which are imaginary, so they need security and sensitivity

The 2-Year-Old Intellectually

They think in concrete terms, and their cognitive exploration is primarilly sensory. They learn language by hearing it spoken, and are quick to pick up meanings and make mistakes with syntax and articulation. They enjoy listening to stories and conversing with those around them

The 5-Year-Old

They try hard to please and are very conforming. Easy to live and work with

The 8-Year-Old

This chid needs much praise and support from adults. They will often have best friends and seek opportunities for group play and team games, and individual group projects. They love opportunities for dramatizing and enjoy both hearing and reading stories and books

Chapter 6 True or False A logical consequence makes a clear link between the child's inappropriate behavior and the consequences for that behavior

True

Chapter 6 True or False Guidance techniques differ between early learning environments because every professional is unique

True

Chapter 6 True or False Physical proximity of the adult makes a difference in children's behaviors

True

Lev Vygotskty and play

Views imaginative play as key to overall development of the child Play creates the ZPD where a child responds above what he normally does

Chapter 6 Adults can help children deal with teasing and bullying by all of the following except... a. promote competitive games b. talk about teasing and bullying c. involve families in the process d. intervene regularly

a. promote competitive games

Chapter 6 Guidance refers to...

all the adult does or says to influence the behavior of a child

Chapter 6 Adults can help young children deal with traumatic events by doing everything except... a. be a good listener b. clearly tell the child why they are upset c. provide support to families d. seek professional advice when needed

b. clearly tell the child why they are upset

Chapter 6 Goals for positive reinforcement should include all of the following except... a. demonstrating helping b. taking the egocentric perspective c. engaging in sharing d. exhibiting concern

b. demonstrating helping

Chapter 6 All are aspects of guidance except a. building children's self-esteem b. dealing with children's social and emotional issues c. helping children become more dependent on adults d. helping children grow toward independence and self-control

c. helping children become more dependent on adults

Chapter 6 Principles of indirect guidance do not include... a. forming appropriate expectations b. managing the physical environments to support positive behavior c. planning the same length of time for all activities and lessons d. carefully observing to gain an understanding of each child

c. planning the same length of time for all activities and lessons

"In Play...

children construct understanding of their world, become empowered to do things for themselves and experience social competence." "These are essential learning processes."

Chapter 6 The three dimensions to self-esteem are...

competence, worth, and control

Chapter 6 What strategy is recommended to help young children engage in problem solving? a. "Mind your own business" more often and see what children can do to resolve problems b. Pause before you intervene to encourage more independent behavior c. Step back a bit and allow children to at least try to work through it themselves d. All of the above

d. All of the above

Chapter 6 The following are all principles of guidance that must be considered except... a. each child is unique b. every situation is unique c. early learning styles and techniques are unique d. children are similar and should be disciplined in the exact same way

d. children are similar and should be disciplined in the exact same way

Chapter 6 Punishment is now defined as any event or action that...

follows a behavior and decreases the likelihood that the behavior will occur again

David Elkind and play

identifies the importance of play with stress

Chapter 6 Early care and learning professionals can help young children develop self-regulation by

modeling

Chapter 6 Examples of appropriate physical guidance techniques are...

placing oneself in physical proximity and gesturing or body language

Chapter 6 An event or action that follows a behavior and increases the likelihood that it will occur in the future is a description of...

positive reinforcement

Chapter 6 The basic techniques that are associated with behavior modification include...

positive reinforcement, punishment, and ignoring

Chapter 6 Problem solving and behavior differ because...

problem solving involves both adult and child in cooperative efforts, and behavior modification is initiated and directed by the adult

Chapter 6 Early childhood professionals can define the limits of acceptable behavior by...

setting and consistently applying program rules

Chapter 6 Discipline refers to...

the part of the guidance process in which the adult is dealing with children's behavior