AEPA AZ083

Identify some adverse effects upon teaching practices that can result from standards overload and teaching preschool kindergarten and 1st grade students

Because current learning standards vary among U.S. states with no nationalized standards, publishers of curriculum materials try to address Allstate standards, resulting in too many standards that teachers feel they must cover. This becomes overwhelming to both teachers and children. Additional adverse effects upon preschool, kindergarten, and 1st grade teaching practices include too much whole class and group lecturing, teaching separate objectives in a fragmented or unconnected manner, and forcing teachers to adhere to rigid schedules with tight paces, another result is that, and these practices, schools sacrifice important experiences for children and problem solving, Peter collaboration, emotional and social development, physical and outdoor activities, our activities, and rich play activities. Professional educators are concerned that high pressure teaching environments prevent children from developing senses of self efficacy, competence, choice making ability, love of learning, and the expanses enjoy of childhood learning. Many educators aver that preschool primary collaboration is not meant to teach elementary school skills earlier but to assure that younger children develop optimally and learn the basic skills they will need for future school learning.

Dysplasia

Brain cells migrate into the wrong area of the brain

Environmental Radiation

Depending on dosage and time of exposure, can cause intellectual disabilities.

Sequential growth physical growth principle

Development proceeds in an ordered sequence, seen in growth of individual body parts and motor behaviors-- rolling over, then sitting up, then walking

Different types of learning disabilities (LDs)

Dyslexia Dyscalculia Dysgraphia Central auditory processing disorder Visual processing disorders

Optimal tendencies physical growth principle

Growth tends to seek optimal realization of its potential. IF development is delayed, for example, by malnutrition, it tends to catch up when possible; hence children with such environmental delays can develop skills at later ages

Describe a principle of early childhood development that informs teachers' design of curriculum, learning environments, learning experiences, and teaching interactions.

Individual children develop and learn an individual diverse rates; In different domains of individual development vary within the individual child. Patterns and schedules vary to some extent around norms; In each child is unique. Contributing variables include individual child temperaments, personalities, aptitudes and abilities, and how their experiences are influenced by familial, social, and cultural context while chronological age indicates general developmental levels, within these, each child can differ greatly. Teachers often must deploy added resources and actions to assure optimal learning and development in children with special abilities or needs and when children's background experiences do not prepare them for certain educational settings. Thus, teachers should individualize Curricular, teaching, and interactional decisions insofar as they can. Inflexible expecting performance based on group norms does not account for knowledge of true developmental and learning variations. Nonetheless teachers must maintain high expectations of all children and must supply resources and utilize methods to aid them in fulfilling those expectations.

Critical periods physical growth principle

Just as the first few years are critical fro brian development, ages 1 and half to 5 years are critical for motor development

Variables having the potential to cause learning disabilities (LDs) in young children

LDs are basically neurological disorders correlations between LDs and many of the same factors that cause intellectual disabilities, inlacing many of the same factions that cause intellectual disabilities, including prenatal influences like excessive alcohol or other drug consumption, diseases, and so on glandular disorders, brain injuries, exposure to second hand smoke or other toxins, infections of the central nervous system, physical trauma, or malnutrition can cause neurological damage resulting in LDs Hypoxia and anoxia (oxygen loss) before, during, and after birth is a cause as are radiation chemotherapy been observed to run in families heritability does not appear to be a component in influencing learning and behavior disorders

The Strange Situation experiment

Mary Ainsworth experiment; observed children and mother during first six months and later observed the 1 year old infants in strange situation identified secure, insecure and avoidant, insecure and resisted, and insecure and disorganized attachment styles

types of neurological damage that has been found in children with learning disabilities (LDs) and attention deficit hyperactivity (ADHD) disorder

Smaller amount of cells in certain important regions of the brains of some children with learning and behavioral disorders-- some children are found to have brain cells of smaller than normal size Dysplasia is discovered in some cases Blood flow is found to be lower than normal to certain regions in the brain Brain cells of some children with learning and behavior disabilities show lower levels of glucose metabolism

Discuss some factors and considerations related to U.S. criteria for defining developental delays in infants and toddlers aged 0 to 2 to determine their IDEA eligibility for early intervention services

The IDEA Part C specifies the areas of development that states must includes in defining developmental delays. However, individual states must identify the criteria they use to determine eligibility, including pertinent diagnostic instruments, procedures, and functional levels. States currently use quantitative and qualitative measures. Quantitative criteria for developmental delay include: difference between chronological age and performance level, expressed as a percentage of chronological age; performance at a given number of months below chronological age; or number of standard deviations (SDs) below mean of performance on a norm-referenced test. Qualitative criteria include: development considered atypical or delayed for established norms or observed behaviors considered atypical. At least on state differently defines delay according to a child's age in months, with the rationale that a 25% delay, for example, is very different for a 1-year-old than a 3-year-old. Quantitative criteria for defining delay and determining eligibility vary widely among states. A 25% or 20% delay; 2 SDs below mean in 1+ areas or 1.5 SD below mean in 2+ areas are some common state criteria.

Identify a few features of Piaget's stage of cognitive development called concrete operations, explaining how this stage relates to children through the age of 6 years

The age ranges of Piagets stages are approximate and can vary among individual children. Also, further research has found that, since Piaget proposed this theory, some individuals do not necessarily conform to the age ranges originally described. For example, well the approximate age range for the pre operational stage is 2 to 7 years and concrete operations begins around age 7, Piaget and others have also found children develop the concrete, operational feature of conservation of number around age six. Conservation is recognizing a property remains the same despite differences in appearance; For example, there are 12 pennies in one long row but also 12 pennies arranged in three rows of four each. Conservation is one type of mental operation. The hallmark of concrete operations is the ability to perform mental operations and reverse them, but only using concrete objects. Abstract observations developed later in the formal operation stage, around age 11. Significantly, concrete operations coincide with beginning formal schooling and enables children to learn and use arithmetic, grammar, and so on because they can think logically.

Acquired immunodeficiency syndrome (AIDS)

The most advanced, and fatal, stage of an HIV infection passed to fetuses, destroy immunity to infections which can cause intellectual disabilities

identify some common emotional and social characteristics of toddlers and young children that affect their ability to resolve conflicts and some techniques adults can use to promote this ability

Toddlers and young children have not yet developed much self control and impulse control this means they want immediate gratification and have difficulty deferring it they also have difficulty not acting on their impulses these characteristics make it difficult for young children to share things with others and to follow rules the fact that toddlers are also learning control of their bodies and environments and thus asserting their wills further impinges on sharing cooperating and conforming to rules adults can model sharing for them they can set kitchen timers to illustrate the duration waiting for returning group activities young toddlers are unable to resolve conflicts through discussing them when they become frustrated with weeding adults can distract or redirect their attention with other stimuli or activities adults can help toddlers learn and practice the art of sharing by initiating games involving playing together passing or tossing balls around a circle of children taking turns hitting a nerve bold so on

Maternal listeriosis

a bacterial infection from contaminated food, animals, soil, or water, can cause meningitis and intellectual disabilities in surviving fetuses and infants.

Encephalitis

a brain immflamuation cause by infection, most often viral.

Fragile X Syndrome

a mutation in the FMR1 gene that makes a small part of the gene code repeat on a fragile portion of the X chromosome, causing the commonest form of inherited intellectual disabilities in boys

Visual processing disorders

affect visual perception despite normal visual acuity causes difficulty finding information in printed text or from maps, charts, pictures, graphs, and so on synthesizing information from various sources into one place; and remembering directions to locations

Adrenoleukodystrophy

an X-linked genetic trait-- female carries have mild forms; affects males more-- impairs metabolism of very long-chain fatty acids which build up in the nervous system (as well as adrenal glands and male testes) Childhood cerebral form (ages 4 to 8) causes seizures, visual and hearing impairments, receptive aphasia, dysgraphia, dysphagia, intellectual disabilities, and other effects.

Phenylketonuria (PKU)

an autosomal recessive trait that causes lack of the enzyme to process dietary phenylalanine resulting in intellectual disabilities

Galactosemia

an inability to process galactose, a simple sugar in lactose, or milk sugar-- buildup damages the liver, kidneys, eyes, and brain

avoidant, resistant, disorganized attachment association

are associated with negative self-images and low self-esteem, are most predictive of emotional disturbances

resistant/ambivalent attachment association

associated with inconsistent caregiving

secure attachment association

associated with sensitive, responsive caregiving and children's positive self-images and other images

Specific Phobias

associated with specific objects, animals, or persons and are often triggered by traumatic experiences involving these

avoidant attachment association

associated with unresponsive caregivers

Maternal alcohol abuse

can cause fetal alcohol syndrome, which often includes intellectual disabilities, among many other symptoms

describe a principle of early childhood development that informs teachers' design of curriculum, learning environments, learning experiences, and teaching interactions

individual children develop and learn at individually diverse rates; and different domains of individual development vary within the individual child patterns and schedules vary to some extent around norms; and each child is unique-- contributing variables include individual child temperaments, personalities, aptitudes and abilities, and how their experiences are influenced by familial, social, and cultural contexts. while chronological age indicates general developmental levels, within these, each child can differ greatly. teachers often must deploy added resources and a actions to assure optimal learning and development in children with special abilities or needs and when children's background experiences do not prepare them for certain education settings thus, teachers should individualize curricular, teaching, and interactional decisions insofar as they can. inflexibly expecting performance based on group norms does not account for knowledge of true developmental and learning variations teachers must maintain high expectations of all children and must supply resources and utilize methods to aid them in fulfilling those expectations

Meningitis

inflammation of the meninges or the membranes covering the spinal cord or brain and is caused by viral or bacterial infection-- the bacterial form is more serious

OCD

involves obsessive and preoccupied thoughts and compulsive or irritable actions, including often bizarre rituals

Hypoglycemia

low blood sugar from inadequately controlled diabetes or occurring independently and cause intellectual disabilities

Lesch-Nyhan Syndrome

mainly affects males, is a metabolic deficiency in processing purines-- causes hemiplegia, varying degrees of intellectual disabilities and self injurious behaviors

Anxiety

may be about real issues but is nonetheless exaggerated and spreads, over taking a childs life

General Characteristic of newborns with intellectual disabilities

may not demonstrate normal reflexes such as rooting and sucking reflexes, necessary for nursing-- may not show other temporary infant reflexes such as the Moro, Babinski, Swimming, stepping, or labyrinthine reflexes, or the may demonstrate weaker versions of some of these-- these reflexes may exist but persist past the age when they normally disappear-- likely to display developmental milestones at a later-than-typical age.

Dyslexia

most common LD deficiency or inability in reading primarily affects reading but can also interfere with writing and speaking reversal of letters and words for example confusing b and d in reading and writing, reading won and now, confusing similar speech sounds like /p/ /b/ and perceiving spaces between words in the wrong places when reading

Congenital toxoplasmosis

passed to fetuses by infected mothers, who can be asymptomatic, with a parasite form raw or undercooked meat that causes intellectual disabilities, vision or hearing loss, and other conditions.

Congenital Rubella/German Measles

passed to fetuses from unvaccinated and exposed mothers, causing neurological damage including blindness or other eye disorders, deafness, heart defects and intellectual disabilities

Maternal human immunodeficiency virus (HIV)

passed to fetuses, destroy immunity to infections which can cause intellectual disabilities

insecure-resistant attachment

show exaggerated separation anxiety, cry more, and explore less than secure or avoidant babies

insecure-avoidant attachment

show no separation anxiety and stranger anxiety and little interest on reunions with mother and are comforted equally by mother or strangers

Securely Attached Children

show normal separation anxiety when mother leaves and happiness when she returns, avoids strangers when alone but are friendly when mother is present, and use mother as a safe base for environmental exploring

Explain three general ways in which early childhood education (ECE) teachers should apply and adapt their programs curriculum framework in planning their teaching, both to give children coherent learning experiences and to achieve significant learning goals.

(1) ECE Teachers should know the key skills and comprehensions for a given child age group in the physical, cognitive, emotional, and social domains of development, including how development and learning in each domain interacts with and influences the others. (2) ECE Teachers combine the curriculum framework provided to them with their own knowledge, gained through observations and other assessments, of their young students individual language proficiencies, learning needs, progress, and interest. Teachers use care and adapting and shaping the learning experience as they offer to enable every child to attain the curriculum goals (3) ECE teachers use their knowledge of typical developmental sequences and paths to arrange the pace and sequence of the learning activities they provide. For children who have the previous learning opportunities that engender successful school performance, teachers adapt their curriculums in ways that will assist them to make faster progress.

Summarize three things early childhood (EC) educators can do regarding daily practices and standards to avoid legal and ethical problems.

(1) Lawful standards that early childhood educators can use to measure their practices include: being consistent; Following the written policies and procedures; Retaining objectivity and acting responsibly; Documenting and reporting the facts; Eschewing discrimination against protected students; And exercising due process, for example, giving parents notice of new policies, inviting their input, and observing their right to a hearing if they dispute their childs evaluation, classification, or placement (2) early childhood educators should document who, what, when, and where but not why. In other words, they should stick to the facts, avoiding opinions, commentaries, and moral judgments. As is stated and practiced in head start programs, "if it isn't documented, it didn't happen." simple, concise documentation is best (3) early childhood teachers can right parent handbooks, staff handbooks, job descriptions, and reports of new procedures. They need not be expert writers. When early childhood educators write down policies and publicize them, and their readers sign them or have requested them, this constitutes giving notice.

according to research literature in early childhood education, express and explain two general principles related to developmentally appropriate practice.

(1) One general principle in early childhood education is that all domains, for example, physical, cognitive, emotional, or social, are significant and are closely interrelated. Child development in one domain influences and is influenced by development and influences in other domains. For example, motor development in infants and toddlers affords greater environmental exploration; Hence, motor development influences their cognitive development and psychosocial development of a sense of autonomy. Language development affects young children's ability to engage in social interactions; Ensuing social experiences further influence additional language development, showing the reciprocal interrelation of linguistic and social development. (2) Another principle is that many areas of child growth and development follow a predictable, stable order; More advanced skills and knowledge build upon those attained earlier period for example, learning to count as a foundation for later understanding numbers and lend learning math. While many changes are predictable the ways they manifest in their associated meanings can vary greatly across various cultural and linguistic contexts. Knowing developmental sequences informs practices and curriculum Development in teaching.

Identify and define six principles associated with the physical growth of children.

1. General to specific 2. Differentiation and integration 3. Growth variations 4. Optimal tendencies 5. Sequential growth 6. Critical periods

Mary Ainsworth

1913-1999; Field: development; Contributions: compared effects of maternal separation, devised patterns of attachment; Studies: The Strange Situation-observation of parent/child attachment; Worked With: John Bowldy

summarize some legal strategies that have failed and succeeded in U S states to challenge school funding policies including alternative strategies that have succeeded after court litigation failed

A 1973 Texas case challenging the constitutionality of state school funding was taken to the US Supreme Court: in Rodriguez versus San Antonio, the federal Supreme Court ruled that education was not a fundamental right under the US constitution. However, the plaintiffs subsequently won this after they filed it in the Texas State courts. This established legal precedent in that leader plaintiffs have directed most claims to state courts, citing the provisions of state constitutions. One strategy was to cite constitutional equal protection clauses. However, when equal protection or equity claims are unsuccessful, another strategy was to claim the right to an adequate education rather than an equal right to education under state law. When litigation failed, some have claimed state financing discrimination under title VI of EU S Civil Rights Act and, in Alaska, under the post civil war anti discrimination statue; However, U S Supreme Court rulings have recently prohibited this. Alternative strategies have included amending state constitutions, as in Florida and Oregon.

Identify seven elements of a comprehensive Child Find system. Generally, identify criteria for early intervention programs, U S state availability, and some of the services included in early intervention.

A comprehensive child find system includes at least: ¨ a definition of the target population ¨ public awareness ¨ referral and intake ¨ screening and identification of young children who may be eligible for services under the IDEA (individuals with disabilities Education Act) ¨ eligibility determination ¨ tracking ¨ interagency coordination early intervention programs provide special services for infants and toddlers from birth through two years old and their families these services are designed to identify and serve the needs of children these ages having developmental disorders or delays or are at risk for having them in the areas of physical, cognitive, emotional, social, communicative, and adaptive development according to the IDEA individual States and territories determine their respective policies for complying with IDEA provisions some of those services typically provided in early intervention programs include: ¨ assistive technology services and devices ¨ audiology and hearing services ¨ family training and counseling ¨ educational programs ¨ a valuated and diagnostic medical services ¨ health services to allow the child to benefit from other services ¨ nursing services ¨ nutritional services ¨ occupational therapy ¨ physical therapy ¨ psychological services ¨ respite care services ¨ speech language services ¨ transportation ¨ service coordination services

Cri Cu Chat Syndorme

A missing part of chromosome 5-- named for the infants characteristic high-pitched, cat-like cry; causes intellectual disabilities among other abnormalities

Explain how doctor Murray bowen's family systems theory characterizes the emotional nature of families

According to bowen's family systems theory, families by nature involve intense emotional connections among their members. Though some people feel distance or disaffection from family members, this is found to be more subjective than objective. In reality, family members have such profound impacts upon one another's feelings, thoughts, and actions that they may be said to live within the same emotional skin. They react to one another's expectations, needs, and distress and recruit one another's attention, support, and approval. The reactive and interconnected nature of families cause their members functioning to be interdependent. When one member is functioning changes, the other members functioning ensues reciprocally. While individual families vary in their degrees of interdependence, this dynamic always exists to some extent. Bowen assumes that emotional interdependence evolved to support familial cooperation and cohesion, which are necessary for sheltering, feeding, and protecting family members.

Genetic or inherited metabolic disorders that cause intellectual disabilities in babies and young children

Adrenoleukodystrophy Galactosemia Hunter Syndrome Hurlers Syndrome Sanfilippo Syndrome Lesch-Nyhan Syndrome Phenylketonuria (PKU)

Identify five structures that develop prenatally in the human brain following closure of the neural tube, and explain the rationale for the sequence of brain development.

After the neural tube closes at around four weeks in gestation, the forebrain, midbrain, and hindbrain differentiate. During this 4th week, the forebrain additionally divides into the diencephalon and telencephalon. Near the fourth weeks end, the hindbrain divides into the metencephalon and the myelencephalon. The forebrains telencephalon grows to cover its diencephalon, forming the cerebral hemispheres and cortices by 11 weeks. The brainstem and the hindbrain developed earliest; Then the midbrain and, finally, the forebrain cerebral cortices developed. This sequence is believed by scientists to be connected to basic biological processes, like breathing and digestion, which must function immediately at birth, before the Gray matter of the cerebral cortices, needed for thinking and other mental processes, will develop in the forebrain.

explain briefly how practitioners of infants and told their caregiving plan curriculum and how early childhood teachers collaborate with educators at lower and higher ages and grade levels

Although practitioners of infant and toddler caregiving may not refer to a part of their work as curriculum planning, they nevertheless do fulfill this function. They do this by identifying the experiences and routines that will nurture children's development and learning and enable children to reach the identified developmental learning goals and then developing plans for systematically providing children with these experiences and routines. Early childhood in preschool education teachers do not work in isolation. Instead they collaborate with caregivers and teachers working with children younger than their own students and with teachers working with students in higher grades than theirs. Caregivers and teachers share information about individual children as they progress through grade levels, about groups and classes, And about general developmental levels and transitions. They collaboratively strive to achieve greater continuity and connection across age and grade levels, at the same time preserving the appropriateness and integrity of instructional practices within each level.

Describe some salient aspects of the emotional and social development of toddlers 1 to 2 years old, including in which types of play they typically engage.

As babies become toddlers, they begin to develop self awareness. They realize they are individuals, independent and separate from other people. Hence, they begin developing the ability to realize others may have their own feelings. Developing the capacity to imagine what others feel enables toddlers to begin developing empathy for others. While toddlers also become more interested in their peers, they are not as likely to play interactively as young children at later ages (e.g. 3 to 4) do. instead, they are most likely to exchange in parallel play, where in the play happens next to another child rather than directly with him or her period for example toddler might approach an older toddler and watch him or her play. With encouragement to play with the other children, the younger toddler will start playing alongside of the older one, observing and sometimes imitating him or her.

identify which of the 50 US states have recently filed litigation challenging school funding, which never have, and how many states have ever had such lawsuits

As of June 2010, the 13 U S states of Alaska, California, Colorado, Connecticut, Florida, Illinois, Kansas, New Jersey, North Carolina, Rhode Island, South Carolina, South Dakota, and Washington have litigations and process to challenge the constitutionality of government funding for K through 12 education. They included cases that had recently been filed in cases wherein a remedy was ordered and that remedy was still in process of being implemented. The five U S states of Delaware, Hawaii, Mississippi, Nevada, and Utah had never had a lawsuit challenging the constitutionality of school funding as of June 2010. The remaining 32 U S states did not currently have a lawsuit as of that date. In U.S. history lawsuits challenging state practices of funding public schools have been brought in 45 of the 50 U S states.

Infant Hyperbilirubinemia

Bilirubin, a waste product of old red blood cells, is found in bile made up of the liver and is normally removed by the liver; excessive bilirubin buildup in babies can cause intellectual disabilities.

Describe some of the symptoms of pediatric bipolar disorder.

Bipolar, formerly called manic-depressive disorder, has similar depressive symptoms in children as adults. However, children's mood swings often occur much faster, and children show more symptoms of anger and irritability; protracted (up to several hours) tantrums or rages; separation anxiety; oppositional behavior; hyperactivity, impulsivity, and distractibility; restlessness and fidgetiness; silly, giddy, or goofy behavior; aggression; racing thoughts; grandiose beliefs or behaviors; risk-taking; depressed moods; lethargy; low self-esteem; social anxiety; hyper sensitivity to environmental or emotional triggers; carbohydrate (sugar or starch) cravings; and trouble getting up in the morning. Other common symptoms include bed-wetting (especially in boys), night terrors, pressured or fast speech, obsessive or compulsive behaviors, motor and vocal tics, excessive daydreaming, poor short-term memory, poor organization, learning disabilities, morbid fascinations, hyper sexuality, bossiness and manipulative behavior, lying, property destruction, paranoia, hallucinations delusions, and suicidal ideations. Less common symptoms include migraines, bingeing, self-injurious behaviors, and animal cruelty

Down Syndrome

Caused by an extra copy on the 21st chromosome which produces varying degrees on intellectual disabilities.

Define the Child Find process for the early childhood population. identify the part to the federal IDEA (the individuals with disabilities Education Act) law applying to service programs for this age group. Identify typical members of Child Find referral networks.

Child find is an ongoing process with the aim of locating, identifying, and referring young children with disabilities and their families as early as possible for service programs this process consists of activities designed to raise public awareness and screenings and evaluations to identify and diagnose disabilities the federal I DEA law mandates under Part B that disabled children are guaranteed early childhood special education services and underpart see that infants and toddlers at risk for developmental delays are guaranteed early intervention programs. (eligibility guidelines vary by state) the IDEA requires school districts to find identify and evaluate children with disabilities in their attendance areas school districts have facilitated this child vine process by establishing community informed referral networks whose members refer children who may have exceptional educational needs (EEN) network members typically include parents doctors birth to three programs childcare programs head start programs public health agencies social service agencies and any other community members with whom the young children can come into contact

CAT scan

Computer-assisted tomography a method of creating static images of the brain through computerized axial tomography

infections that can cause intellectual disabilities in babies and young children

Congenital Cytomegalovirus (CMV) Congenital rubella, or German measles Congenital tozoplasmossis Encephalitis Meningitis Encephalitis Maternal Human Immunodeficiency Virus (HIV) Acquired Immunodeficiency Syndrome (AIDS) Maternal Listeriosis

Chromosomal abnormalities that cause intellectual disabilities in babies and young children

Cri Cu Chat Syndorme Fragile X Syndrome Prader-Willi Syndrome Down Syndrome

Differentiation and integrations physical growth principle

Differentiation is locating or isolating specific body parts and gaining control over them. Once differentiated, children integrate the movements of each part with those of others, enabling more couples motor activities like walking, riding bicycles, and so on

while effective teachers are found to be good decision makers, current accountability pressures and standards can limit their autonomy in early childhood education settings. identify some components of solutions for effective early childhood teaching under these circumstances

Due to the complexity of learning and teaching processes, all of the teachers decisions and actions cannot be directed in advance. When programs or administrators gravitate toward practices expediting accountability pressures and standards, teachers lose autonomy to decide on curriculum, assessments, and even disposition of classroom time. Good teachers must be allowed to apply their knowledge, expertise, and judgment to decisions benefiting their students. However, autonomy does not dictate isolation: teachers must also be given supports, tools, and resources to make solid instructional choices. A school or programmed proving curriculum framework is a good basis for guiding curriculum development. Teachers can then apply their skills and expertise in adapting curriculum Tamale for their students. Teachers should be given professional development associated with curriculum frameworks and collaborative opportunities. Curricular direction helps teachers choose effective learning strategies, experiences, and materials to meet learning goals. Not having to create extra curricula, they can concentrate on instructional decisions. Many EC personnel are insufficiently prepared; Addressing this is informed by recent research and took critical teaching factors.

identify some ways that early childhood education practitioners control physical and psychological conditions in the learning environment for young children

EC practitioner can protect learning Children's Health and safety by supporting their physical needs for sensory stimulation, physical activity, rest, nourishment, and fresh air and outdoor activity. they can balance children's daily schedules between physical activity and rest and give them opportunities to interact with nature. Psychologically, ECE practitioners should make children feel safe, secure, comfortable, and relax in their learning experiences and interactions with other learning community members rather than causing feelings of fear, worry, disengagement, or excessive stress. ECE teachers should promote children's interest and enjoyment and learning. By organizing the environment and creating orderly schedules and routines, ECE teachers give young children stability and structure that are conducive to learning. Dynamically varying aspects of the environment provide variety, while such teacher created stability and structure still maintain the young children perspectives. ECE teachers can additionally maintain optimally positive psychological, emotional, and social learning climates by assuring that children home languages and cultures are represented in their classrooms daily activities in interactions.

Summarize some ways in which our government policies generally can better represent educational practices that are developmentally appropriate for early childhood education (ECE)

EC practitioners have crucial influences in the formation of our future citizens and democracy. As such, ethically they are responsible for practicing in accordance with professional standards. However, full implementation of these standards and practices depends upon public funds and policies that are supportive of and BCE system founded on providing all children with high quality, developmentally appropriate learning experiences. Educators call for progress on both sides---more developmentally appropriate practices by ECE professionals and more policies created and funds dedicated to support of those practices. Federal, state, and local policies need to reflect developmentally appropriate practice, including these at the very least: Sanders of early learning for young children with associated curricula and assessments; A comprehensive system governing compensation and professional development; A system for rating ECE program quality, informing families, policymakers, and the public regarding program quality, and improving program quality; Coordinated, comprehensive services for young children; Focus on program evaluation; And more public funding for quality, affordable programs in all settings.

Identify several attributes important to assessing the process of young children's learning in early childhood education (ECE) programs

ECE assessment methods are appropriate for young children's developmental levels and experiences, acknowledge individual student differences, and accordingly permit various ways for students to demonstrate competence. Hence, appropriate ECE classroom assessment methods include clinical interviews, teacher observations of children, portfolio assessments and collections of work samples produced by children, and records of children performance during authentic (real life or close to it) instructional activities. assessment tests not only children independent achievements but also performance of tasks with needed scaffolding (temporary support), as with groups, pairs, or other assistance. Teachers incorporate information from families and children themselves about their work, along with teacher evaluations, for overall assessment. Assessments are debt designed for specific purposes; Proven to yield valid, reliable results for those; And only use for those purposes. Major decisions for children, like enrollment or placement, are always based on multiple data sources, never one instrument. Sources include observations by an interactions with parents and family, teachers, and specialists. If screening or assessment identifies possible special needs, follow up, evaluation, and referral as needed are made appropriately without immediate diagnosis or labeling.

Describe some aspects of effective 2- way relationships between early childhood education (ECE) practitioners and parents and families of children in ECE programs.

ECE teachers and the families of the children they teach should be mutually sharing with one another their knowledge about the individual child and also sharing their respective understandings of child development and learning. They should do this sharing as a part of their daily communications, as well as during planned conferences and meetings. ECE teachers should also support the children families in whichever ways they find their best for enhancing their families abilities and proficiency in making decisions for the child and family. Before a child enters an ECE program, the programs practitioners should engage the child's family as an important source of information about the child and should involve them in educational planning for their child. Once the child is enrolled in the program, program practitioners should also continue to engage the family in planning and progress assessment as an ongoing practice period EC programs and practitioners should additionally provide children families with connections to a range of services according to family concerns, needs, priorities, and identified resources.

identify some aspects of appropriate curriculum planning and early childhood education programs relative to clarifying and targeting important developmental and learning goals

ECE teachers must know and clearly express their young students developmental and learning goals. They take into account what young children should understand, no, and be able to do in the physical, cognitive, emotional, and social domains of the development in the preparation and readiness they need for future learning and performance across the school disciplines and elementary and higher grades. ECE teachers should familiarize themselves thoroughly with any state mandates or standards that exist for their schools or programs. They should also provide additional goals not sufficiently addressed by those standards. In addition, regardless of where learning goals may have oriented, both teachers and administrators and ECE make sure that they clearly define these goals and communicate them to young students families and other stakeholders in the children education and that all stakeholders understand these goals and their definitions.

Discuss some important considerations for establishing mutual relationships with young children's families in early childhood education (ECE).

ECE teachers must know not only general principles of early childhood development and specific characteristics of their individual students; They must also no children living contexts. The younger the children, the more teachers must obtain this knowledge through relationships they develop with children families. Reciprocal relationships require cooperation, shared responsibility, mutual respect, and negotiation of any conflicts---all for achieving goals for children shared by teachers and families. Teachers create and sustain frequent, regular, bilateral communication with families for collaborative partnerships. This includes non native English speaking families: teachers use the child home language if able or recruit volunteer translators. Families should participate in the program decisions about their children's caregiving and instruction. Families must be welcome in programs and be offered multiple opportunities to participate. Teachers recognize, respect, and respond to family goals and choices for children while maintaining responsibility for practices supporting children's development and learning.

Articulate a principle regarding young children's development regarding the interplay of nature and nurture, giving general examples of each and the general implication for teachers.

Early childhood development and learning are the outcome of the interactions between biological influences and environmental experiences. These interactions are ongoing and dynamic in nature. For example, a child may be genetically predisposed for strong, healthy development, but environmentally deprivation such as malnutrition and early childhood can impede fulfillment of that biological potential. On the other hand, a child may be diagnosed with an organic condition known to have adverse influences on development and learning; However, systematically applying interventions individualized for that child can mitigate such effects in promote the optimal possible outcomes. Also, children interactions with adults and other children, and vice versa, reciprocally influence and are influenced by children basic temperaments, such as extraversion or introversion. Because of the strength of the influences of both biological and experiential Actors and their interactions, early childhood teachers need to hold and communicate high expectations for each child and to assess their own funds of knowledge, persistence, and creativity in seeking different methods that enable each individual child success.

Characterize less effective versus more effective ways of aligning preschool and elementary educational standards-- Depict the status of state learning standards in the United States and associated problems

Educators find preschool-elementary standards alignment crucial for their effectiveness Some note that why they call downward mapping, that is, taking standards for older children and simplifying them for younger children, is not realistic and hence not effective it is recommended that early learning standards should be developed on the bases of research-based and practice-based evidence about children from diverse backgrounds at specific ages and developmental stages and about sequences, processes, variations, and long term outcomes of early development and learning Currently though educators are discussing the establishment of a framework for national state standards, this does not yet exist, and individual state standards say without alignment Textbook and curriculum publishers striving to be competitive in the market attempt to address all state standards-- teachers feeling pressure to cover these myriad topics, touch only fleetingly and shawllowly upon each-- this sacrifices in depth knowledge and concentration on and mastery of fewer more central learning goals

EEG

Electroencephalogram An amplified recording of the waves of electrical activity that sweep across the brain's surface. These waves are measured by electrodes placed on the scalp.

environmental, nutritional, and metabolic influences that can cause intellectual disabilities in babies and young children

Environmental deprivation syndrome Malnutrition Environmental Radiation Congenital hypothyroidism Hypoglycemia Infant Hyperilirubinemia Reye Syndrome

Name and characterize the second stage of a child emotional and social development according to erikson theory of psychosocial development

Erikson identified his second stage as centering on resolving the nuclear conflict of autonomy versus shame and self doubt, transpiring between about 1 1/2 to two years and three and a half to four years of age children are learning to control their bodies during this stage as exemplified by toilet training they extend this developing ability from controlling their bodily functions to exerting control over their environments-- as they experience control they began to assert their independence parents are familiar with the temper tantrums, loud pressions of no, and so on associated with what is often called the terrible twos children successfully resolving this conflict feel proud and self assured those who overexert control or are punished feel ashamed and doubt their own abilities erikson found that the positive outcome for successfully completing this stage as Will

Comment on some aspects of availability and costs of evaluating preschool children aged 3 to 5 years for developmental disabilities and delays (DDs) under the IDEA law (the Individuals with Disabilities Education Act) and on early intervention and early childhood special education services for children and families living on U.S. reservations

Even if preschoolers are not yet enrolled in the public school system, the idea charges school districts with providing them evaluations, eligibility determinations, and services. Parents need not pay for evaluations, which are funded by federal and state governments. If a child is determined eligible for early intervention or early childhood special education services, these are also provided by school districts at no cost to parents. In every state, parent training and information courses in community parent resource centers are funded by the federal government. For rural families, the goals of early intervention and early special education services are the same as an urban setting; However, services may be delivered differently. Organizations like the University of Montana rural institute in the national rural education association can provide rural families with information about services. Special needs Native American infants, toddlers, and children living on reservations are included under state LED agencies responsibilities for providing early intervention services in state education agencies responsibilities for special education services to preschoolers.

Discuss some considerations regarding differential diagnosis of ADHA in young childcare, including neurological examinations, and some other conditions to rule our that cause similar symptoms to ADHD

Experts have found that neurological examinations such as EEG, CAT scan, PET scan, MRI, or fMRI do not help diagnose or treat ADHD and are only indicated for seizure disorders or other neurological symptoms observed through the child history and medical and physical examinations. a number of other conditions can produce symptoms similar to those caused by ADHD some medications cause side effects including inattention and hyperactivity various social and emotional variables can cause a child to experience anxiety which can have symptoms of distractibility and impulsivity and attentiveness or hyperactivity sensory impairments can cause the appearance of inattention: the child may be unable to detect sensory stimuli rather than ignoring them some systemic medical illnesses can also produce symptoms resembling those of ADHD; children with seizure disorders but not ADHD may exhibit ADHD like symptoms of inattention or distraction which are really minor (petit-mal or absence) seizure activity. lead poisoning or other environmental toxicity can also produce symptoms appearing similar to those of ADHD

Explain how early childhood language and preliteracy development and related to elementary school reading and writing success. Identify some general strategies that early childhood teachers should use to promote preliteracy skills.

Finds that young children vocabulary knowledge and other spoken language elements significantly predict their later reading comprehension. Although young children with limited vocabularies may learn basic decoding skills, they are none the less likely to have problems by grade three or four, when they must read about different subjects in more advanced text. Deficient comprehensive caused by deficient vocabulary inhibit success across the crib kilham. This difficulty is compounded for students hearing little or no English at home. Early childhood education programs beginning proactive vocabulary development early can mitigate achievement gaps for these students. Early childhood that teachers should engage children in linguistic interactions throughout their days. For example, they can read to small groups of children and then engage them in discussions about the stories. Recent research add discourse, that is, conversations between children and adults on any given topic, continued across multiple sessions or instances, is particularly beneficial to young children language development.

Explain how the senses of smell and taste are found to develop ins the human fetus, including the bases for these finding.

From roughly 12 weeks of gestation, the human fetus begins swallowing amniotic fluid. This means that anything the mother ingests, an be received by the fetus. Any changes in the maternal diet or other substances ingested change the kind of stimulation the experiences. Because the sensory receptors for smell and taste in the fetal brain are both bathed in amniotic fluid, these two senses are difficult for scientists to separate. Fetal responses to olfaction, or smell, and gustation, taste, are typically combined under the term chemosensation. Researchers have found that. when they inject sugar into the amniotic fluid, fetuses swallow morel when a harmful substance, like iodinated poppy seed, is injected into the amniotic fluid, they swallow less. The facts that newborn infants orient toads their own amniotic fluid and prefer the odors of their mothers one those of other women are interpreted by scientists as additional evidence that babies experience smells and tastes before birth.

fMRI

Functional Magnetic Resonance Imaging A technique for revealing blood flow and, therefore, brain activity by comparing successive MRI scans.

emotional disturbances in young children classified as anxiety disorders and some of their symptoms

Generalized Anxiety Disorder (GAD) Obsessive-compulsive disorder (OCD) Posttraumatic stress disorder (PTSD) Panic Disorder Social Phobia Specific Phobias

discuss some considerations related to the social and cultural context of early childhood learning and their educational implications

Growing children are strongly affected by multiple, interacting social and cultural context, including their families, educational settings, communities, and larger society. The latter's biases, for example, sexism, racism, and related discrimination and negative stereotypes, influence all children, including those with supportive, loving families living in healthy, solid communities. Although cultural aspects in education are frequently represented as considerations for diverse, minority, and immigrant children and families, every individual is a member of, and thus influenced by, a culture. Each culture individually and characteristically organizes and views child development and behavior. therefore, early childhood teachers must comprehend how family and social cultural settings influence children developing abilities and learning and recognize children resulting varied expressions of their developmental complements. Educators' sensitivity to their own cultural experiences and how these form their viewpoints is crucial, as in considering multiple perspectives, for their decision-making regarding children development and education.

Identify and define three basic principles of development relevant to human prenatal development

Human development and utero follows 3 basic principles. One is cephalocaudal, or literally, from head to tail; That is, physical structures closer to the head develop earlier than those closer to the toes. Another principle is from more basic to more specialized. In other words, body organs and systems do not first appear as completely formed miniatures organs and systems do not first appear as completely formed to miniatures but in simpler earlier forms that only later developed finer details. For example, the heart first forms with two chambers and later develops into an organ with four chambers. A third principle of human prenatal development is in the order of importance. The organs most important to survival, such as the brain and the heart, develop earliest, while other organs not as important for surviving develop later.

Identify and summarize purposes and key points of the legislation for section 504, education for the handicapped act (EHA), EHA amendments, and ADA, including their years and public law numbers

In 1973, section 504 of the rehabilitation act, also called public law 93-112, was enacted to ensure individuals with disabilities equal access to federally financed programs and to promote their participation in them. A child must have a physical or mental impairment that substantially limits a major life activity to be eligible for a free, appropriate public education under section 504. This last emulated motivation to educate students with disabilities, contributing to the passage of the education for all handicapped Children Act, also call public law 94-142, in 1975. This law provides that all children with disabilities must receive a free appropriate public education provided in the least restrictive environment possible and individualized. Its procedural safeguards mandate due process. The 1986 EHA amendments, or public law 99-457 extended special education two disabled preschoolers age three to five years; Services to infants and toddlers are at each U.S. states discretion. In 1990s Americans with Disabilities act (ADA) requires access for disabled people to public buildings and facilities, transportation, and communication but does not cover educational services.

Identify three categories of risk for developmental delays (DD) used by many U.S. states in determining service eligibility for early intervention services to infants and toddlers aged 0 to 2 years under the IDEA. Give examples of factors in each risk category.

In applying IDEA's part C early intervention provisions for children age zero to two years, many states divide risk and establish risk, biological or medical risk, and environmental risk. Established risk is a "diagnosed physical or mental condition which has a high probability of resulting in developmental delay." this includes genetic, chromosomal, or congenital disorders; severe hearing, vision, or other sensory impairment; Innate metabolic disorder; congenital infections; Disorders reflecting disturbed nervous system development; Fetal alcohol syndrome; Other disorders secondary to exposure to toxins; And severe attachment disorders. Part C makes these eligible regardless of the presence or absence of measure delay. Several states add many other conditions to this definition. Biological or medical risk includes low birth weight, chronic lung disease, interventricular hemorrhage at birth, and failure to thrive. Because these do not always cause DD, comprehensive evaluation by multiple disciplinary teams (MDT's) must determine eligibility and specific services. Environmental risk includes poverty, homelessness, parental age, education, DD, substance abuse, family social disorganization, in child abuse or neglect. Eligibility and service determination in this category require MDT evaluation as with biological or medical risk.

In bowen's family systems theory regarding the element of emotional cutoff give examples of three general forms that unresolved family attachments can take briefly state real versus perceived reasons for unresolved attachments and how differentiation of self affects original family attachment

Individuals form different types of attachments to their original families. Some parts of their attachments are always unresolved. Unresolved attachments can appear in many different forms including these three examples: (1) an individual regresses to feeling childlike when visiting his or her parents, expecting parents to make decisions for him or her that he or she normally makes independently (2) an individual experiences guilt when around his or her parents, feeling that he or she must solve the parents problems, resolve their conflicts, or alleviate their distress. (3) In individual feels that his or her parents do not appear to approve of or understand him or her, and consequently has an enraged reaction. the real source of unresolved attachment is both the parents in the adult child and maturity. However, it is typical for individuals experience unresolved attachment to blame either themselves or other people for the problems occurring. Although everybody has some amount of unresolved attachment to his or her original family, those with higher differentiation of self have far more resolution than those with lower differentiation of self.

Explicate some ways in which early childhood education teachers promote the accountability of all members of the learning community to promote all members learning and well being

It takes time and experience for young children to develop self regulation and responsibility for themselves and toward others teachers realizing this can plan their curriculums and interactions with children towards furthering such development. In addition to teaching pro social behaviors, teachers are also responsible for observing behaviors that impede learning or disrespect the learning community and for anticipating, preventing, and redirecting such behaviors. Affective teachers establish inconsistently apply clear, reasonable limits for children's behavior. They assist children in being accountable to themselves and others for their behaviors. They may even involve preschoolers in developing their own behavioral rules for the learning community. Teachers must hear and acknowledge children's emotions, including frustration; respectfully respond in ways understandable to young children; Supply guidance and conflict resolution; And model problem solving skills. Good teachers should also model superior levels of self regulation and responsibility for young children through their own interactions with other adults and children.

MRI

Magnetic resonance imaging A technique that uses magnetic fields and radio waves to produce computer-generated images that distinguish among different types of soft tissue; allows us to see structures within the brain

Discuss a few considerations related to the use of quantitative and qualitative data and testing instrumentation to define and determine eligibility for IDEA (the Individuals with Disabilities Education Act)- mandated early intervention services

Many U.S. states quantitatively expressed developmental delays in children aged zero to two years through standard deviations below the mean on standardized, norm reference test; Percentage of the chronological age; or developmental agent months. However, some areas of child development are not well described by these methods. Another consideration is that traditional standardized assessments instruments may vary across developmental domains or children's ages period to address these concerns, some states also include qualitative data, like observations of atypical behaviors, along with quantitative measures to determine developmental delays. Additional considerations with using traditional testing instruments are that not enough such instruments exist for the zero to two years age group; And knows that do exist do not have good predictive validity. Hence, the IDE as part C regulations also require informed clinical opinion as a basis for determining eligibility. Such opinion is usually obtained through multidisciplinary consensus including parents, multiple data sources, and quantitative and qualitative data. Several states only identify informed clinical opinion, without separate quantitative criteria, as their eligibility criteria.

Identify some sources of information on early intervention and preschool special education services for special needs infants, toddlers, and young children of U.S. military families

Military families stationed both in the United States and overseas who have young special needs children can seek information and assistance from the federally funded organizations specialized training of military families (STOMP). the staff of stomp is composed of parents having special needs children themselves, who also have been trained to work with other parents to special needs children. Stomp staff members are spouses of military personnel who does understand the unique, specialized circumstances and needs of military families. Another government agency, EU S Department of Defense, includes the office of the Department of Defense education activity (DoDEA) and provides comprehensive guidance to military families with special needs children who are eligible to receive, or are receiving, free appropriate public education (FAPE) as mandated by the IDEA law (individuals with disabilities Education Act), whether that education is located in the United states or in other countries.

General to specific physical growth principle

Movements become more defined with development, Infants wave their limbs; older children can walk and draw

Discuss Dr. Murray Bowen's concept of the multigenerational transmission process as one of eight connected components in his family systems theory

Multigenerational transmission is the process whereby small variations between parents and children in differentiation of self accumulate over time to larger variations among family generations. Through relationships, information causing variations is transferred across generations. This transfer is both consciously taught and learned and unconsciously, automatically programmed through emotional responses and behaviors. Through genetics, relationships, and their interactions, information forms the individual self. While differentiation levels are similar in parents and children due to human children's long dependency duration, at least one sibling often develops somewhat more self-differentiation and one less than others because of the relationship patterns inherent in nuclear family emotional systems. Grown children choose mates with self-differentiation levels matching theirs; one of their children will be more or less self-differentiated than they are and grow up to marry someone with similar self-differentiation. As this process repeats, successive generations show greater disparity. This explains greater variation within multigenerational families in marital stability, reproduction, health, longevity, education, and occupational outcomes: Relative differentiation of self influences all these.

Generally define children's approaches to learning, and discuss some of their influences upon school readiness and achievement.

National experts on educational goals and planning identify approaches to learning as included among several aspects of children's school readiness. Approaches to learning emphasize not the what of learning but the how. They include children feelings related to learning, for example motivation, interest, and pleasure and learning; In children behaviors during learning, for example, attention, flexibility, persistence, and self regulation. Even the youngest children vary in approaches to learning, which can affect school readiness and achievement. Research studies find children more eager to learn upon beginning school have more success in reading and math than children less motivated. Children exhibiting more positive learning related behaviors like attention, initiative, and persistence develop better language skills later period kindergartner showing such skills plus better self regulation demonstrate greater reading and math skills in higher grades. While temperament and other individual differences influence approaches to learning, early family and educational experiences also exert strong effects. Research supports the effectiveness of working with families; Strengthening relationships with children; And choosing appropriate and effective methods of curriculum, assessment, and instruction.

comment on how siblings positions and families affect individual development and behavior according to Bowen family system theory ( include a couple of historical precedents )

Neo-Freudian psychiatrist Alfred Alder first proposed that a child birth order influences his or her personality. Later, psychologist Walter Toman researched the position of siblings within a family and its effect on personality and behavior development. Murray Bowen incorporated Tomans findings into his family systems theory as he found them so consistent with his own thinking. they both believe that people develop similar significant traits in common with others growing up in the same sibling position. For example, oldest children tend to lead, while youngest children tend to follow. Youngest children who like being in charge typically demonstrate different leadership styles from older siblings. Positions are not considered better or worse but complementary: oldest child bosses may work best with youngest child assistants. Toman found sibling position affect spouses probability of divorcing. An older brother of a younger sister has less chance of divorcing when marrying another younger sister with an older brother. An older brother of a brother who marries an older sister of a sister has more chance of divorce.

briefly explain human prenatal visual development; characterize the visual development of a human newborn infant

Of all senses, vision is the least stimulated and used in utero as there is no light source inside the womb and the fetus sees little more than a diffused orange glow which may become lighter if very bright light is shined on the mother's abdomen or transvaginally at the cervix thus infant vision is less developed than other senses upon birth when infants receive all the same visual stimuli that adults do the pupillary reflex, which expands and contracts the pupils to admit more or less light, is underdeveloped at birth. visual accommodation for focusing on near or further objects is also restricted at birth it is clearest at around 7 to 20 inches, corresponding to the distance of the babies eyes from the mother's face when nursing the combination of poor people reflexes and visual combination in neonates makes much of their vision unfocused these abilities develop quickly after birth as the baby grows processes of tracking scanning and other eye movements additionally develop enhancing eyesight

According to Toman's research and Bowen's family systems theory regarding sibling position and how it affects family relationships, explain why probabilities of divorce differ according ti sibling position in the original family. Explain how differentiation of self accounts for variable functioning in individuals with the same sibling positions.

Older brothers of younger sisters marrying younger sisters of older brothers are less likely to divorce than older brothers of brothers marrying older sisters of sisters. this is because, in the former situation, each spouse is used to living with the opposite sex, and each duplicates his or her rank in the original family. But in the latter, neither spouse grew up with an opposite sex sibling, and neither married into a complementary ranked position. The older brother of a brother and older sister of a sister may clash over control period two youngest children marrying may clash over who gets to be more dependent. Differences among individuals with the same sibling positions are explained partly by differentiation of self. And oldest child who feels anxious rather than comfort regarding leadership or responsibility may develop indecision and reactivity to expectations; the younger sibling may become the functional oldest in the family system. Anxiously focused youngest children may become especially helpless and demanding. Conversely, two more mature youngest children may have a very successful marriage.

Congenital Cytomegalovirus (CMV)

Passed to fetuses from mothers, who may be symptomatic-- 90% of newborns are also asymptomatic; 5% to 10% of these have later problems such as neurological abnormalities, including intellectual disabilities.

Explain the meanings of animism and magical thinking in the context of Piaget's preoperational stage in his theory of cognitive development.

Piaget Characterize the thinking of preoperational children, aged roughly 2 to 7 years, at egocentric, illogical, and intuitive. He found one common feature of this thinking is animism that is, attributing human properties to inanimate objects. For example a preoperational child might describe an autumn leaf falling off a tree branch as, "the tree threw that leaf away." Or a child might say, "the son was angry at me and burned me." another common feature of pre operational thinking is magical thinking. This thinking attributes cause and effect relationships where they run them. For example, children in this stage often believe their own internal thoughts or feelings cause external environmental events to occur if they dislike or are angry at someone and secretly wish that something bad would happen, and then something bad does happen to that person, they think their wish caused it. This feature explains why young children frequently blame themselves for divorce, death, and so on, and informs parents to clarify to children that they did not 'cause these events.

Summarize some highlights of the preoperational stage of cognitive development in children according to Piaget's Theory

Piaget Theorize that children aged from approximately 2 to 7 years progress from the sensory motor stage of infancy to his second, pre operational stage. Piaget Term to this stage preoperational based on his idea that children later developed the cognitive ability to perform in reverse mental operations, or use logical thought processes. He found children in the preoperational stage are not yet able to perform such operations. A key trait of this stage is egocentrism children cannot yet take others viewpoints, either literally or figuratively. Piaget In colleagues conducted experiments wherein children in this age range, even after viewing objects from different sides of a table, could not predict how the objects would look to other people sitting at each side. They predicted that everyone would see the object from their own current view. Thus, in their perception, the world does revolve around egocentric children. Preoperational children learn to represent things symbolically using language and images. They also learn to classify objects by one property, for example, my color or shape.

Summarize some key points of Piaget's theory of cognitive development regarding his first stage, which he called sensorimotor

Piaget proposed that, from birth to 2 years of age, babies are in the sensory motor stage, which focuses on learning through sensory input and motor output. Infants respond to information they gain about the world through their senses and discover that their motor activities can cause effects not only within themselves but also in the environment. They comprehend a sense of self and differentiate themselves from objects. They identify themselves as agents of reactions and begin to interact with their environments intentionally, for example, shaking rattles to make noise or, later, throwing bottles out of their cribs to make parents retrieve them. At around eight to nine months of age, babies achieve what Piaget termed object permanence: the realization that objects continue to exist even when out of sight. This realization is related to the popularity of peekaboo games with children in this age period.

Discuss some signifiant functions of play in the development and learning of babies and young children and some types of play.

Playing has been observed in all young humans and animals. Various types of player beneficial for physical, cognitive, emotional, and social development and learning in all species. Human children develop their physical abilities and their appreciation of the outdoors and nature, practice developing skills, make sense of their environments, express their emotions and control them, interact socially with others, and develop their abilities to represent reality symbolically and to solve problems. Researchers find correlations between playing and basic abilities including self regulation, memory, spoken language, social skills, and school success. Play includes physical play, playing with objects, pretend and dramatic play, constructive play, and playing games involving rules period from birth, Children Act upon their environments for the enjoyment of observing cause and effect; For example, repeatedly tossing a bottle out of the crib. Children who have had experiences observing others make believe behaviors will begin imitating these around age 2, for example, pretending to drink from a seashell.

PET scan

Positron Emission Tomography a visual display of brain activity that detects where a radioactive form of glucose goes while the brain performs a given task

describe some social influences that promote optimal emotional and social development in babies and young children

Relationships that are secure, warm, consistent, and nurturing, afforded to babies and young children by responsive adults are required for children to develop language, communication skills, emotional self regulation, empathy, cooperation, cultural socialization, identity formation, and peer relationships. Children and adults who know one another well learn to anticipate one another's behaviors and cues. They become attuned to each other and develop trust. The attachments they form with parents and caregivers prepare them for all other relationships with children and adults. Just as trusting relationships with parents are the foundations for leader interactions, positive relationships between teachers and young children also contribute to children's emotional development, social skills, and learning and achievements. children develop high self esteem, strong senses of self efficacy (belief in one's ability to perform given task or skills), social skills for establishing connections and friendships with others, and skills for cooperation and conflict resolution through nurturing relationships with adults. Moreover, adults positive modeling and support help children feel confident and secure in attempting new experiences and skills, furthering learning.

Discuss some aspects of cellular prenatal and postnatal brain development, including numbers, timing, and processes of cell growth and death

Research has found that all the neurons a human will ever have are produced by the end of the second trimester of gestation. As many as 250,000 cells per minute are formed between the 10th and 26th weeks after conception. Cellular overproduction is normal during prenatal development. Also normal is natural cellular death, known as apoptosis or pruning, which takes place before and after birth; an estimated 50% to 70% of this pruning occurs postnatally. Once formed, neurons establish connections. Those not making connections or making improper ones die, that is, they are pruned, as part of the developmental process. Ultimately, the adult human brain contains approximately 100 billion neurons

Identify some effective practices in early childhood education (ECE) that educational researchers believe should be extended to elementary grades in a recent or current educational trend to promote ECE elementary community

Researchers have investigated a number of ECE practices that predict child success. These include strong curriculum content; Teachers adhering carefully to establish learning sequences and literacy, math, science is, physical education, and so on; And focusing on developing children emotional self regulation, focused attention, and engagement and learning. Some additional practices that are familiar specifically to educators in the ECE field that have forward positive outcomes for children you ready include relationship based learning and teaching; Establishing partnerships with child families; Adapting instruction for child from diverse linguistic, cultural, ethnic, religious, and socioeconomic backgrounds; Individualizing instruction for specific children; Providing children with active learning experiences; Making learning activities meaningful to children; And having classes with smaller sizes. Educational researchers recommend extending these beneficial practices to elementary grades on a widespread basis. Also, some reset pilot projects emerging nationwide involve schools encompassing prek through grade 3, exploring ways to enhance alignment, continuity, and cohesion. researchers are studying some of these programs to learn more about connecting EC and elementary education.

genetic abnormalities and syndromes affecting the nervous system that cause intellectual disabilities in babies and young children

Rett Syndrome Tay-Sachs Disease Tuberous sclerosis

Briefly define scaffolding relative to early childhood education (ECE). Give three examples of general principles ECE teachers can apply in providing scaffolding to young child learners.

Scaffolding is support that adults lend to youngsters while they learn a skill they have not yet mastered----just enough to enable them to perform it and gradually withdrawn as they gain proficiency until they can do it independently. Three general principles related to scaffolding are: (1) teachers realize that any single child scaffolding needs vary through time and that skills and hence support needs vary among children in respond accordingly; (2) scaffolding can have varied forms, for example, modeling and skill, providing a cue, giving a hand, or modifying or adapting activities and materials; Scaffolding can be given in buried settings, for example, plan learning activities, outdoor activities, play situations, and daily routine; (3) teachers can model a skill to provide scaffolding directly, or the teacher can plan for peers, such as learning buddies, to model it

generally discuss single and multiple risk factors in infants and toddlers (ages 0 to two years) for developmental delays (DD), factors migrating risk, how these inform assessment, and how some U.S. states address them

Scientists find that developmental outcomes for children are not reliably predicted by anyone risk factor or event. Developmental risk increases with increased biological, medical, or environmental risk factors. However, researchers have found some variables that afford resilience in children to offset risk factors. These can include the child basic tempermant, the child having high self esteem, the child having a good emotional relationship with at least one parent; And the child having experiences of successful learning. These findings indicate that assessment should include criteria for multiple biological environmental risk factors, for cumulative biological and environmental risk factors, and for protective or resilience factors, considering all of these in the context of change occurring overtime period under the eye DEA, U S states have the option to provide early intervention services to children considered at risk for adverse developmental outcomes as well as those already identified with them. Some states apply multiple risk models, requiring three to five risk factors for service eligibility. Some states also determine eligibility with less DD when biologically, medical, or environmental risk factors also exist.

Name and describe the attachment styles identifies in toddles by Mary Ainsworth

Securely attached Insecure and resistant Insecure and avoidant Insecure and disorganized Secure style Avoidant, resistant, and disorganized

Summarize some recent (2009) legal changes to the Americans with Disabilities act (ADA) affecting the classification of disabilities for young children's educations

The ADA Amendments Act (ADAAA, 2009) Overrules prior Supreme Court decisions narrowly interpreting the ADA. this qualifies many more conditions as disabilities. (1) Physical or mental impairments substantially limiting one or more life activities now include immune system functioning; Normal cell growth; Brain, and neurological, respiratory, circulatory, endocrine, reproductive, digestive, bowel, and bladder functions, added to the existing activities of eating, sleeping, thinking, communicating, concentrating, lifting, and bending. (2) Impairments include physical (deaf, blind, or wheelchair bound); conditions (aids, diabetes, or epilepsy); mental illnesses and ADHD; Record of impairment, for example, cancer and remission in regarded as impaired. (3) Reasonable accommodations mean adaptations or modifications enabling persons with disabilities to have equal opportunities. The ADA Describes this regarding Equal Employment opportunities but it could also be interpreted relative to equal educational opportunities. (4) Reasonable accommodations that would cause undue hardship, for example, financial, are not required

Characterize how the family projection process in doctor Murray bowen's family systems theory typically affects the children relationship with parents and differential family effects

The family projection process depicts how parents pass on their emotional imbalances to their children. By wearing something is wrong with the child and trying to correct it, parents unwittingly cause the child to reflect parental fears and perceptions in his or her behavior. For example, if parents worry a child locks confidence and continually try to encourage him or her, the child comes to depend on parental encouragement--an external factor--for confidence, instead of developing it internally. Siblings less embroiled in this process have more realistic and mature relationships with parents; They develop into less reactive, needy, more gold directed individuals. Mothers, as primary caretakers, are usually more likely to become overly emotionally involved with one or more children. In terms of Bowens triangles, fathers usually are on the outside, with mother and the targeted child or children on the inside. These positions shift during times when the mother child relationship experiences increased tension. Both parents are unsure relative to the child; However, typically one parent feigns sureness with others complicity.

Discuss some challenges and considerations for U.S. states in eligibility determination of infants and toddlers for early intervention services under the IDEA (the Individuals with Disabilities Education Act)

The federal IDEA laws part C mandates and broadly describes early intervention services for children age zero to two with developmental disabilities first signed specific definitions and eligibility criteria to individual states. IDEA Part C requires States and jurisdictions to serve (1) children with developmental delays and (2) children would diagnose mental or physical conditions putting them at high risk for developmental delays. States and jurisdictions also have the option to provide services to children at risk of significant developmental delays through not receiving early intervention. Defining eligible populations and establishing eligibility criteria affect types and numbers of children who need to get services, types of services rendered, and early intervention expenses, challenging state governments. While many states wanted to serve at risk children after IDEA established its early intervention program, fear of cost limited how many states included them in their definitions. Some states do not serve, but monitor, at risk children and refer them if developmental delays appear.

describe the fetal period of human prenatal development including its time periods during gestation and some of their hallmarks

The fetal period follows the germinal and embryonic periods. it begins two months after conception and continues for an average of seven months. At three months following conception, a fetus is almost 4 inches parenthese about 10 centimeters) long and weighs a bit more than two oz ( 60 grams parentheses. The fetus becomes physically active during this., moving its limbs and heads and opening and closing its mouth. The fetal forehead, face, eyelids, nose, teaching, and hands are discernible. The lower fetal body parts undergo a grow sperat around four months. Toenails and fingernails developed by five months; Fetal activity increases. By the end of six months, fetal eyelids and eyes are completely formed; the fetus has developed a grasping reflex and begins to breathe intermittently. During an eighth and nine months, the fetus develops fatty tissues; The functioning of the heart, kidneys, and other organs increase; And sensory systems began working, especially hearing. Some children report memories of sounds like the maternal heartbeat; Summer member music they heard in utero.

List some human prenatal developmental milestones by specific fetal behaviors and their corresponding gestational ages in weeks

The first fetal movements are observed by seven weeks of gestation startling and general motions occur at 8 weeks hiccoughs isolated arm and leg movements and isolated backward head bending occur at 9 weeks isolated head rotation happens at 9 to 10 weeks isolated downward head bending breathing movements arm and leg twitches stretching rotation and hand face touching emerge at 10 weeks jaw movements appear at around 10:50 weeks and fetuses have been observed to yawn at 11 weeks movements of the fingers and sucking and swallowing movements typically develop by 12 weeks of fetal development Clonic movements, meaning short, spasmodic motions, of the fetal arms and legs are observed to occur by 13 weeks the developing fetus will demonstrate motions associated with the rooting reflex (physically searching for the nipple to nurse) at 14 weeks of gestation the fetus is found to make its first eye movements by the gestational age of weeks

identify the first two of three periods of human prenatal development their time periods during gestation and some of their milestones

The first stage of development is the germinal period in the first two weeks after conception. cells divide rapidly and begin to differentiate. Within one week 100 to 150 cells have formed. The zygote parentheses fertilized egg parentheses differentiates and delayers: the innermost layer, which will become the embryo, is the blast of site; The outermost layer of cells, which will support and nourish the embryo, is the trophoblast. Approximately 10 days following conception, the zygote becomes implanted in the uterine wall (endometrium). from two to eight weeks after conception is the embryonic period. The embryonic cells further differentiate into three layers. Air mouse is the endoderm, which will develop into respiratory and digestive systems and some other internal body parts. The middle layer is mesoderm, which will develop into bones, muscles, and the reproductive and excretory systems. The outermost layer, the ectoderm, will develop into the nervous system and sensory receptors---eyes, ears, nose, and skin. The amniotic SAC, umbilical cord, and placenta develop along with the embryo.

Identifying to find the three main stages in cellular development in the human brain before and after birth including time periods

The first stage of neuronal development, which occurs prenatally and is complete by the end of the second trimester of gestation, is proliferation, that is, the production of nerve cells. The second stage is cellular migration, occurring between the 4th and ninth months of gestation. Cells are verse formed in the wall of the neural tube and then migrate to their ultimate destinations. Alongside of the developing neurons, radial glial cells grow to guide the formation of neural pathways for neurons to migrate to their final locations. The third stage of neuronal development continues beyond birth and involves 2 processes: myelinization and synaptogenesis. Myelinization Is the process whereby myelin, a sheath a fatty tissue, develops around the neurons to insulate them from other cells, protect them, and facilitate the transmission of neural impulses along the nerves. Synaptogenesis is the process whereby neurons established synapses--- connections to communicate with each other and with an organs, enabling transmission of neural impulses throughout the brain and between the brain and other organs.

Indicate which part of Erikson's fourth psychosocial stage of development applies to children through 6 years of age: name this stage and describe its developmental task

The fourth stage is termed: School Age Begins around age 5 to 6 years, coinciding with when children begin formal education in Western and developed societies, and continuing until adolescence. Only the beginning of this stage applies to children through age 6-- this stage and its nuclear conflict is called Industry Versus Inferiority Children beginning school must learn to follow formal rules, Unstructured, free preschool play is replaced by structured play with complex rules, often requiring teamwork, as in sports. Children's activities of making and getting along with friends are extended as their social circles expand. Homework and extracurricular artifices require increasing self-discipline. children who have previously learned trust, autonomy and initiative in Eriksons three earlier stages are prepared to develop industry for accomplishing task; those who learned mistrust, shame or self-doubt, and guilt will likely experience defeat, developing a sense of inferiority. Eriksons positive outcome for this stage is called Competence.

Discuss some aspects of early learning standards in the United States, including their genesis, how various U.S. states apply them, and some problems and challenges associated with state early learning standards.

The good start, grow smart legislation passed in 2002 mandated early learning standards for language, literacy, and mathematics, so such standards are fairly recent period some U S states have applied these standards comprehensively across developmental and learning domains; Others concentrate mainly on the legally mandated areas especially literacy. When a state does not develop comprehensive standards, the ensuing curriculum will also be less comprehensive. Any alignment between preschool and elementary education would probably be restricted to those few curriculum elements named by the standards. In addition to narrowing the scope of curriculum, many state standards overestimate or underestimate young children's abilities by adhering to shallow learning objectives rather than addressing desired child abilities and knowledge and aligning with age and grade, developmental levels, developmental sequences, and learning characteristics. Predominantly English language assessments are also of concern because they prohibit demonstration of significant knowledge by English as a second language (ESL_ English-language-learner (ELL)) Students.

Summarize the onset time, relative rate, and physical proportionality of human prenatal brain development. Describe how the brain forms during the embryonic period

The human brain begins forming 18 days after conception. It is among the slowest developing organs and continues development after birth for many years. In a nine week fetus, the brain makes up 25% of body weight, which decreases as the rest of the body develops. The brain is 10% of a newborn body weight in 2% of an adults. In the embryonic., by the third week, the embryonic disc, which will become the body, has formed the three germ layers of ectoderm, mesoderm, and endoderm. Cells in the ectoderm thicken, forming the neural plate, in a group forms in this plate at around 18 days. This group begins to close, creating the neural tube, which normally closes fully by four weeks. Failed or incomplete closures results in neural tube birth defects like anencephaly clear spina bifida. Neural tube walls thicken to form the neuropathology am, where glia, neurons, and all brain cells will develop.

describe doctor Murray bowen's characterization of how the family projection process operates as one of eight interconnected concepts in his family systems theory

The main way that parents pass their emotional problems to their children is described in bones family systems theory by the family projection process, which can impair children functioning and raise their risk for clinical symptoms. Problems from parents affecting children's lives most our relationship sensitivities, for example, blaming self or others, difficulties with others expectations, excessive need for attention and approval, feeling responsible for others happiness, feeling others are responsible for their own happiness and not tolerating anxiety, in acting not thoughtfully but impulsively to relieve momentary anxiety. Relatively intense projection processes cause children to develop relationship sensitivity stronger than those of their parents. These sensitivities promote behaviors that exaggerate chronic anxiety and relationship systems, increasing susceptibility to clinical symptoms. The intensity of the family projection process is related to the degree of apparent emotional involvement with the child but not to the amount of time a parent spends with the child.

Describe several characteristics of sound practices for assessing the learning progress and achievement of young children in early childhood education (ECE) programs

To plan and implement instruction, to evaluate its effectiveness, and to monitor children's progress toward program goals, ECE teachers must assess children's development and learning. Instruction and assessment should be mutual; That is, assessments evaluate what instruction is developing, and instruction develops what is being assessed. Assessment must have validity (it measures what it is meant to measure) and reliability (it can be reproduced with the same results). it should not be used for tracking, labeling, or other practices detrimental to children. It should be purposeful, strategic, and continual. Its results inform communications with children families, instructional planning and implementation, and evaluations and improvements of programs and teachers effectiveness. It should focus on progress toward developmentally and educationally important goals. Programs should have systems for gathering, interpreting, and applying formative assessment results to guide classroom activity. Teachers must continually make assessments, including during all interactions with children, to improve instruction and learning.

Give some examples of toddlers' and young children' emotional and social developmental needs and how adults can help meet these to promote emotional, social, and linguistic development.

Toddlers often feel emotions quite clearly but have not yet developed the language skills to express them this combined with their limited abilities to control their behavior and refrain from acting on their impulses is why they so frequently act out their feelings physically threw tantrums hitting others and so on adults can help by putting emotions into words; they can also provide modeling by verbally articulating their own emotions helping them verbally label emotions and practice ways of managing them helps children eventually learn to practice these behaviors independently explaining consequences of children actions help them develop empathy and responsibility adults can ask or suggest what better choices the child can make next time to promote learning

explain how sibling orders influence on relationships is not limited to chronological age and how being a middle sibling can affect the personality and behavior of an individual according to Walter toman research in Murray bowen's family systems theory

Tomen and Bowen both found certain characteristics and variations in individuals personalities, behaviors, and relationships according to their positions among siblings and their original families. Not only birth order but also individuals sibling roles affect development. For example, sometimes the chronologically oldest sibling is uncomfortable with a leadership role, and a younger sibling assumes it, becoming the functional oldest. When a youngest child who is a very mature marries another mature youngest child, they are at a much lower risk of divorcing then couples wearing one or both spouses were immature youngest children. Middle children function showing characteristics of two sibling positions. A girl with an older brother and a younger sister typically demonstrates some characteristics of a younger sister of a brother and some of an older sister of a sister. Another significant factor is the sibling positions of an individual's parents. The oldest child of parents who were both the youngest children in their respective families meets with different parental expectations and one whose parents were both oldest children.

Describe some finding related to how human fetuses experience sensations of touch, temperature, and pain

Touch is the earliest fetal sense to develop at around 8 weeks gestation. Fetuses around 8 to 9 weeks move their heads away from touch stimuli to the cheeks or lips; However, they moved toward touch stimuli in the second trimester. Expecting the back and top of the head, most of the fetal body responds to touch by 14 weeks. Fetuses touched their faces with arms or hands from around 13 weeks, supplying tactile stimulation; Twins, triplets, or other multiple pregnancies afford greater touch stimuli. Pregnant mothers report more fetal movement when they take hot baths; Otherwise, the temperature regulation of normal pregnancy prevents fetuses from feeling much temperature variation. Neural pathways for pain develop around 26 weeks. Pain is subjective and can only be measured indirectly in fetuses, so whether they feel pain is controversial. However, behavioral reactions have been observed in fetuses when touched by a needle during amniocentesis, and after fetal scalp blood sampling during labor, and biochemical stress responses have been measured after needle punctures during blood transfusions from 23 weeks' gestation.

Discussed triangles as one of the eight interconnected concepts and Dr. Murray Bowen's family systems theory: including how triangles often cause clinical family problems to develop

Triangles or 3-person relationship systems are the smallest stable systems and hence molecules, building blocks of larger systems period two person systems, or dyads, are unstable, with standing less tension before requiring third persons. Because tension can shift among three relationships, triangles tolerate more tension. Despite greater stability, triangles also generate one odd person out, increasing tension. Excessive tension for one triangle spreads to a series of in connected triangles. Behaviors and triangles indicate individuals attempts to preserve emotional attachments to significant others, their responses to excessive intensity in attachments, and they're taking sides and others conflicts. There are always two insiders excluding 1 outsider trying to become an insider with one of them, with individual roles alternating one whoever is most uncomfortable maneuvers for change. With moderate tension, usually one side has conflict and two have harmony. With high tension, if two insiders conflict, one replaces the current outsider to let him or her fight with the other instead, seeking to regain insider status once conflict and tension abate period two parents intense focus on a child problems can cause a child rebellion, depression, or illness.

Growth variations physical growth principle

Various body parts grow at different rates children's motor abilities cary by age

Prescription drugs, substances of abuse, social drugs, and diseases in pregnant mothers that can cause intellectual disabilities in developing fetuses and newborn infants

Warfin Trimethadione Maternal abuse of solvent chemicals Maternal crack cocaine Maternal alcohol abuse Maternal rubella (German measles) virus Maternal herpes simplex virus The Varicella (chicken pox) virus

Generally describe some of the behavioral variations and characteristics of attention deficit hyperactivity disorder (ADHD) and general relevance of diagnosis to intervention with young children having ADHD

While the chief symptoms associated with ADHD are inattentiveness, impulsive behavior, distractibility, and excessive physical activity, there is considerable variation among individual children having ADHD. For example, the degree of severity of this condition can vary in how much he or she exhibits each of these primary characteristics. Some children might not appear to behave very impulsively but show severe deficits in attention. Some may focus better, but only for short periods, and are very easily distracted. Some display very disrupted behavior, while others do not but may daydream excessively, not attending to programming. In general, children who have ADHD can show deficits in following rules and directions. Also, when their developmental skills are evaluated or observed, they are likely to demonstrate inconsistencies in performance over time. To identify or select specific intervention methods and strategies, professionals should use a comprehensive evaluation to obtain information about the child's specific behaviors in his her natural environment that need remediation.

Rett Syndrome

a nervous system disorder causing developmental regression, particularly severe in expressive language and hand function associated with a defective protein gene on an X chromosome having two X chromosome, males are either miscarried, stillborn, or die early in infancy produces many symptoms, including intellectual disabilities

Trimethadione

a prescription anti seizure drug can cause developmental delays in babies when it has been taken by pregnant mothers.

Warfin

a prescription anticoagulant drug to thin the blood and prevent excessive clotting , can cause microcephaly (undersized head) and intellectual disabilities in an infant when the mother has taken it during pregnancy

Identify some of the symptoms of societal regression according to bowen's description of the societal emotional process in his family systems theory. identify recent regressive symptoms and contributing factors in a prediction for the future

according to Bowen subscription of the societal emotional process, societies reflect the same interactional patterns observed within families on a larger level. Societies go through progressive and regressive periods. In progressive times, people take actions based on principles and considerations for the long term future; In regressive times, people instead take actions reactively to alleviate their current anxieties. Symptoms of societal regression include increasing divorce rates, climbing crime and violence rates, more racial polarization, rising bankruptcy rates, drug abuse epidemics, more allegations behavior, and more attention to rights than to responsibilities, and leadership decisions making become less principled. Recent regressive signs appear related to factors including the population explosion, natural resource depletion, and a sense of decreasing frontiers. Boeing predicted that, as in families, societal regression continues until taking the easy way out and difficult matters results in consequences worse than those of making long term decisions. He predicted human society living in greater harmony with nature by the mid 21st century.

Name and describe the first stage of a childs emotional and social development in the first 2 years of life according to Erik Erikson's psychosocial theory of development

according to erikson's theory from birth through 1 1/2 to two years children are in the stage of basic trust versus mistrust. in this first stage if an infants needs such as feeding changing bathing pain relief physical holding and cuddling and overall nurturing are met timely to satisfaction inconsistently the infant develops a sense of basic trust in the world emerging with a sense of security and optimism towards life. if the infant's needs are not met are only met after delays are insert efficiently satisfied or our met inconsistently or unpredictably, the child emerges with emotional and social characteristics of mistrust in the world and basic insecurity. ericksons positive outcome for this stage is hope.

explain how Government Accountability mandates to schools affect teachers' roles as decision makers in early childhood education

accountability and standards have caused U.S. states and education stakeholders to define what knowledge and abilities children should have at respective grade levels and demand rapid progress and achievement across all student groups. Therefore, many administrators and policymakers prefer strategies and tools meant to expedite these results, including curricula, lessons, in schedules that are "teacher proofed". In some state and district publicly funded early childhood settings, teachers report much less freedom than before, or none, to decide on curriculum, assessments, or even how they use class time. The question emerges regarding the balance between how much teacher and dependence is optimal for child learning and how much direction and support of teachers practices furthers this end. Many school administrators lack early childhood education backgrounds and cannot judge best early childhood practices. Early childhood educator teachers have this specialized knowledge and daily classroom interaction with children. However, due to no standards for entry level EC credentials, diverse program settings and conditions, low pay, and high turnover, many early childhood teachers also lock current preparation in some parts of the curriculum.

Characterize some of the elements of emotional and social development in three to four year old children, including play, and give some examples-- give some examples of how adults can support children early friendships

as toddlers grow older they began playing more interactively with peers while engaging in pretend play most three to four year olds are developing better abilities to share and take turns with peers than one to two year olds but they are still learning adults can encourage early friendships by providing some activities without sharing such as individual artwork playing musical instruments and so on when a child refuses to play with a peer saying look at his or her face how do you think he or she feels helps the child imagine how his or her actions affect others explaining others feelings in suggesting pro social comfort helps children see others viewpoints prompting empathy

Describe some main features of child language development from 6 to 12 months of age

at six months most babies vocalize expressively especially babbling. They incorporate the same international patterns into babbling that they hear in adult speech, imitating adult rhymes, pitch changes, and so on. Respectively, they respond to hearing their names. Without visual prompt, they respond to others voices by turning their heads or eyes toward the speakers. They show motional understanding of voices by responding appropriately to friendly and angry tones. From 7 to 12 months, babies listen once spoken to, start enjoying games like peekaboo and Patty cake and recognize names of familiar people or things like mommy, daddy, car, phone, key, and so on. They began to respond to requests such as "give book two mommy" in questions like parentheses more milk?" by 12 months, babies understand simple directions, especially when accompanied by physical or vocal cues. They can use one or more words meaningfully. They realize the social import of speech. They practice using intonations and began to utter their first words for example momma doggy night night, and bye bye

Tay-Sachs

autosomal recessive disorder, is a nervous system disease caused by a defective gene on chromosome 15 resulting in a missing protein for breaking down gangliosides, chemicals in nerve tissue that build up in cells, particularly brain neurons, causing damage more prevalent in Ashkenazi Jews adult form is rare; the infantile form is commonest, with nerve damage starting in utero symptoms include intellectual disabilities, appearing at 3 to 6 months and death occurs by 4 to 5 years

Describe how developing play abilities in preschool age children benefit their emotional, social, cognitive, and linguistic development. Identify a trend counter to this development and what research generally finds regarding plays relation to academic achievement

by the time they're three to five years old children expand rudimentary make believe representing objects with other objects, to more develop play involving planning plots, acting out roles, and interacting in these roles. as play is highly motivating, children adhered to their roles in scenario or game rules, helping them develop self regulation and impulse control. Dramatic play also develops children skills and planning, cooperating, and coordinating actions with others. Research finds this play cognitively, emotionally, and socially benefits to children. One educational trend counter to these beliefs is more overt adult direction and using media and activities in general researchers observe that children richly imaginative, socially interactive play consequently appears to be decreasing. Adults must actively support children early imaginative play to establish basis for later, more mature dramatic play promoting overall development. They should also use established methods for encouraging children sustained involvement and higher level play. Playing does not interfere with academic achievement; Rather, it is found to support the requisite abilities for scholastic learning and success.

Explain some ways that adults can use the language development of 3 to 4 year- olds to promote their social and emotional skills in sharing and cooperating, following rules, and observing limits and requests.

by three years old, most children comprehend and utilize language well enough to understand simple verbal explanations. Adults can use children linguistic development to promote their ongoing learning of social skills using simple language they can follow. For example, they can define limits and other alternatives: "hitting hurts; You may not hit. When you are mad, you can stop your feet, jump up and down, rip up paper, throw soft toys, or ask me for a hug." Explaining natural consequences for their actions teaches cause and effect relationships: throwing a hard toy has the consequence of putting the toy away; The positive consequence of cooperatively putting on coats is more time at the playground. Adults should explain the benefits of rules to children: sharing toys gives everyone a chance to play; Helping after meal cleanup by taking their plates to the kitchen allows more time for stories. This enables children to understand reasons for limits and requests, teaches them to follow rules, and helps them eventually learn to make positive choices.

Varicella (chicken pox) virus

can cause intellectual disabilities as well as muscle atrophy in babies

Maternal Rubella (German Measles) virus

can cause intellectual disabilities as well as visual and hearing impairments and heart defects

Maternal abuse of solvent chemicals

can cause microcephaly and intellectual disabilities

Maternal herpes simplex virus

can cause microcephaly, intellectual disabilities, and microophthalmia (small or no eyes)

Maternal crack cocaine abuse

can cause severe and profound intellectual disabilities and many other developmental defects in fetuses, which become evident when they are newborns

Reye Syndrome

cause by aspirin given children with flu or chicken pox, or following these viruses or other upper respiratory infections, or from unknown causes, produces sudden liver and brain damage and can result in intellectual disabilities

Prader-Willi Syndrome

caused by a missing gene on a part of chromosome 15; causes small size, floppiness, intellectual disabilities, reduced, absents sex hormones, and uncontrollable urge to eat everything

tuberous sclerosis

caused by genetic mutations produces tumors damaging the kidneys, heart, skin, brain, and central nervous system symptoms include intellectual disabilities, seizures, and developmental delays

Germ phobia

constant hand washing, repeatedly checking whether tasks are done or undone, and collecting things excessively

Social Phobia

develops fear and avoidance of day care, preschool, or other social settings

Dysgraphia

difficulties specifically with writing omitting words in writing sentences or leaving sentences unfinished, difficulty putting ones thoughts into writing, and poor handwriting

Dyscalculia

difficulty doing mathematical calculations also affect using money and telling time

Central Auditory Processing Disorder

difficulty perceiving small differences in words despite normal hearing acuity couch and chair may be perceived as cow and hair background noise and information overloads exacerbate the effects

Identify some different reflexes demonstrated by newborn human infants in the corresponding typical developmental time ranges when they are evident from birth to number of months old

from birth to four or five months infants demonstrate the rooting reflex when their cheeks and mouth edge are touched from birth to four to six months the sucking reflex is activated by touching their mouths from birth to four months baby show the grasping reflex when their hands are touched the Moro, or startling, reflex results from sudden loud sounds such as objects being dropped and occurs from birth to four to six months The Babinski reflex, wherein the baby's toes fan out and then curl up when the soul the foot is stroked appears from birth to 9 to 12 months babies demonstrate the swimming reflex, holding their breath and making swimming motions with their limbs when placed in water from birth to four to six months when infants are held above a surface in their feet touch it they show the stepping reflex from birth to three to four months from birth to four months babies exhibit the labyrinthine reflects extending limbs when placed on their backs and flexing limbs when placed on their stomachs these reflexes normally disappear by the ends of the time range is given

Describe some features of current collaborative approaches and models in school districts for screening young children for special developmental needs

historically the tradition was to conduct kindergarten screenings of children entering schools around age 5; in recent years school districts have developed community referral networks to assist in the processes of Child Find, screening, evaluation, in referral for early intervention and early childhood special education and related services current models are more informal, proactive, and collaborative collaborative educational interagency service efforts give parents information about normal early childhood development and available community resources and offer opportunities for developmental screenings of their young children Specific procedures are governed by individual U S state laws generally district networks implementing current models send developmental review forms to parents to complete in advance and then they attended developmental screening at a community site parents discuss normal early childhood growth and development with program staff while in the same room trained professionals observe their children as they play children vision and hearing are also screened parents can discuss their child's current development with psychologists early childhood educators or counselors thereafter they can learn about community resources

Define behavioral states in the human fetus-- name and characterize four identified fetal behavior states including their approximate gestational times

human fetuses are generally active throughout gestation; however as they develop their movements more clearly differentiate into active and inactive periods behavioral states, that is, well defined, distinguishable sets of factors with stability across time and discrete transitions between them, have been observed by 36 weeks of gestation and identified based on newborn behavioral states as referents some describe these states as evidence of increased central nervous system integration quiet sleep (1F) involves a stable heart rate, no eye movements, and occasional startling. This occurs at c. 15% at 36 weeks; 32% at 38 weeks; and 38% at term active sleep (2F) includes eye movements, gross body movements, and heart rate often accelerating with movements. This occurs as c. 42% to 48% of the time. quiet awake (3F) involves eye movements; no body movements, no heart rate accelerations, and wider oscillation bandwidth than quiet sleep (1F) occur briefly and rarely active awake (4F) involves eye movements, constant activity, and an unstable and faster heart rate, occurring c. 6% to 7% of the time at 36 to 38 weeks in 9% c. 40 weeks just before birth

General Characteristic of young children with intellectual disabilities

likely to walk, self-feed, and speak later than normally developing children, those who learn to read and write do so at later ages-- may lack curiosity and have quiet demeanors, those with profound intellectual disabilities are likely to remain infantile in abilities and behaviors throughout life-- will score below normal on standardized IQ tests and adaptive behavior rating scales.

Define motor development in children. Identify variables that influence child motor development. Differentially define gross and fine motor development, and give examples of each.

motor development means children physical growth and growth in their abilities to use their bodies and bodily skills. The process whereby children gain skills and patterns and physical movement is also a common definition of motor development. Variables influencing motor development include genetic factors; The childbirth age, body composition, and body build; Nutritional elements; Birth order the child; Aspects of child rearing; The family social class and social economic status; The child temperament type; The child's and families ethnic groups; And family cultural influences. Gross motor development and involves use of the large muscles for sitting, standing, walking, running, jumping, reaching, throwing, and so on. Fine motor development involves the use of small muscles for self feeding by hand and with utensils; Picking up small objects, drawing, writing, tying shoes, brushing teeth, and so on.

Summarize some of the milestones of children's language development from one to two years old

one year old can point to pictures of things named by adults and point to some body parts on request they can follow simple directions and understand simple questions one year olds enjoy hearing adults recite rhymes and sing songs and listening to simple stories-- they like having the same rhyme game or story repeated multiple times by 18 months most children have expressive vocabularies of around 5 to 20 words mostly nouns their speech includes much jargon that is non word or unintelligible speech which however express his emotional content through tone volume pitch rhythm and so on they made us play some echolalia that is repeating what others say we're repeating the same word or phrase over and over children from 18 months to two years old generally speak in utterances of one or two words at a time though these utterances can express the same meaning as sentences

Panic disorder

pain attacks involving extreme fear and physical symptoms like a racing heart, cold hands and feet, pallor, hyperventilation, and feeling unable to move

explain some of the ramifications of having greater or lesser differentiation of self for families and other social groups, according to doctor Murray bowen's family systems theory

people with good differentiation of self recognize their realistic dependence on others but can independently make decisions important to family and society based on careful thought and principles they have developed rather than on momentary emotional reactions. They can support or reject others viewpoints objectively, without subjective extremes or unquestioning allegiance or enmity. people with poorer differentiation of self either try to please by agreeing with others, or bully others to agree with them, or try to stimulate a self through extreme rebellion but rebel against everybody or everything routinely rather than based on personal principles or individual choices. Differentiation of self exists in humans to all varying extents within the range between strong and weak differentiation. Hence, the intensity of emotional interdependence and families and other social groups varies according to its members levels of differentiation of self. Tensely interdependent groups are less able to adapt to stressful occurrences without exacerbating chronic anxiety. This causes them to develop greater proportions of the most severe problems in society.

discuss some ways that promoting emotional social and behavioral development in young children promote and predict academic success

professionals have known for some time that good emotional, behavioral, and social adjustment in young children---at home, in educational settings, and throughout life---is valuable for its own sake. However, in recent years, research studies have established that a number of emotional, social, and behavioral factors are also associated with better cognitive skills and school achievement. For example how well children transition to formal schooling and how well they do in elementary grades are predicted by variables like self regulation, cooperation, interdependence, and responsibility. The early childhood education field has long ignited emotional self regulation a primary developmental goal for young children. Recent research findings support this by showing that young children self regulation skills are predictive of their leader skills and focus attention, planning, problem solving, decision making, and metacognition (i.e. thinking about thinking or understanding one's own cognitive processes and using that understanding to select and apply effective learning strategies). these contribute to learning success. Additionally, children from adverse life situations, when helped to develop strong self regulation, are better prepared for school success.

Summarize the origins of the IDEA law (the Individuals with Disabilities Education Act), stating its year. Identify six main principles of the IDEA law.

public law 94-142, the Education for All Handicapped Children Act/Education for he Handicapped Act (EHA), Passed in 1975; in public law 99-457, the E amendments, passed in 1986, provided foundations that were expanded by new 1990 legislation. As a result, EHA was renamed the Individuals with Disabilities Education Act (IDEA). The IDEA's 6 main principles follow: 1. publicly funded education cannot exclude any student because of the student disability. 2. The rights of students with disabilities and of their parents are assured by the protection of due process procedures. 3. The parents of students with disabilities are encouraged to participate in their children's educations. 4. The assessment of all students must be fair and unbiased. 5. All students must be given a free, appropriate public education (FAPE), and it must be provided in the least restrictive environment (LRE) where the student and other students can learn and succeed 6. information related to students with disabilities and their families must be kept confidential

Identify some preliteracy skills in young children that are predictive of later reading and writing proficiency and how recent developments in the early childhood education (ECE) filed reflect this

recent research has found strong evidence that phonological awareness, alphabetic knowledge and print awareness in young children significantly predict their reading and writing proficient when they are older 10 to 15 years ago, many teachers of preschoolers did not view teaching preliteracy skills as being part of their jobs or even as being appropriate-- bc of more recent findings, though, it has become apparent that giving young children familiarity and practice with recognizing, differentiating, breaking down and combining speech sounds, with the letters of the alphabet and their correspondence to and symbolic representation of speech sounds and with printed texts and how they are used are important prekindergarten foundations for later literacy many early childhood classrooms still need considerable improvements in their treatment of early literacy, at least the profession of ECE now realizes that providing such literacy foundations is an important aspect of preschool children's learning experience

Malnutrition

results from starvation; vitamin, mineral, or nutrient deficiency; deficiencies in digestion or absorbing foods and some other medical conditions.

Environmental deprivation

results when developing children are deprived of necessary environmental elements-- physical, including adequate nourishment (malnutrition); climate or temperature control (extremes of heat or cold); hygiene, like changing and bathing-- includes lack of adequate cognitive stimulation which can stunt a child's intellectual development and neglect in general.

insecure-disorganized attachment

seem dazed and confused, respond inconsistently, and may mis resisted and ambivalent and avoidant behaviors

Articulate some aspects of differentiation of self as one of Dr. Murray Bowen's eight interlocking concepts in his family systems theory.

social groups, including families, influence their members feelings, thoughts, and actions. However, the amount of pressure to conform varies among groups , and individuals vulnerability to group pressures varies. These variations reflect different levels and differentiation of self. When an individual sense of self is less developed, others influence his or her behavior more, and he or she tries more---actively or passively---to control others behavior. Bowen believes the basic raw materials of self are innate, but family relationships influence how much sense of differentiate itself in an individual develops. Those with poorly differentiated cells may become chameleons, agreeing with others to please them, or bullies, pressuring others to agree with them. Either form is equally threatened by disagreement. Extreme rebels disagree, but habitually or indiscriminately, and are also poor differentiated. Those with well differentiated selves realistically acknowledged dependence on others but can be objective during conflict, rejection, or criticism, separating fact from emotion. They can agree or disagree, resisting pressure, retaining independent thought, and being neither wimpy nor pushy. What they decide, stay, and do our consistent.

identify and summarize some key elements of U.S. Federal legislation passed in 1997, 2001, and 2004 that importantly affected the education of young children with and without disabilities

the 1990 individuals with disabilities Education Act was reauthorized in 1997 and numbered public law 108-446. it provided more access for children with disabilities to the general education curriculum and extended collaborative opportunities for teachers, other professionals, and families of children with disabilities. No child left behind (NCLB, 2001, now that every student succeeds act, ESSA 2015), stressed accountability for outcomes by identifying schools and districts needing improvement and assuring teacher quality it required school performance data to include disabled students standardized test scores. No child left behind emphasize giving teachers and administrators better research information in schools more resources, parents more information about their children progress and the schools performance, and more local flexibility and control and utilizing federal education funds in improving teacher qualifications, for example, through alternative certifications. And, 2004's IDEA reauthorization, individuals with disabilities education improvement act (IDEIA), covers better alignment of no child left behind with individuals with disabilities Education Act, appropriately identifying students needing special education, ensuring reasonable discipline while protecting special needs students defining highly qualified teachers, reducing paperwork, and increasing cooperation to decrease litigation.

Glucose (Blood sugar)

the brains main source of fuel, where inadequate utilization of glucose can affect the brains ability to perform some functions related to cognitive processing, as in LDs, and to attention and impose control, as in ADHD

briefly summarize the content of the principles in Section I, ethical responsibilities to children, espoused by the National Association for the education of young children (NAEYC) in its code of ethical conduct

the first principle, taking precedence over all others, is not to harm children physically, mentally, more emotionally. Other principals address positive environments providing cognitive stimulation in supporting each child culture, language, ethnicity, and family structure; Not discriminating for or against children; Involving everyone with relevant knowledge and decisions for children while protecting information confidentiality; using appropriate, multiple sources for assessment information; Building individual relationships with each child, making individualized educational adaptations, and collaborating with families and specialists; Familiarity with risk factors for child neglect and abuse and following state laws and community procedures protecting against these; Reporting responsible cause to suspect child abuse or neglect, following up regarding actions taken, and informing parents or guardians; assisting others suspecting child abuse or neglect in taking appropriate protective action; and being ethically responsible to protect children or inform parents of others who can protect them when becoming aware of situations or practices endangering children safety, health, or well being.

Hunter syndrome

the inability to process mucopolysaccharides or glycosaminoglycans (long sugar-molecule chains) and other enzymes-- causes progressive intellectual disabilities

Hurler's Syndrome

the inability to process mucopolysaccharides or glycosaminoglycans (long sugar-molecule chains) and other enzymes-- causes progressive intellectual disabilities; autosomal recessive intellectual disabilities, meaning both parents must pass on the defect.

Sanfilippo syndrome

the inability to process mucopolysaccharides or glycosaminoglycans (long sugar-molecule chains) and other enzymes-- causes progressive intellectual disabilities; autosomal recessive intellectual disabilities, meaning both parents must pass on the defect.

Describe how high versus low levels of differentiation of self in individuals influence their respective lives according to doctor Murray bowen's family systems theory specifically in his component of the multigenerational transmission process and some implications of these different influences

through the multigenerational transmission process, some children develop slightly higher or lower levels of differentiation of self than their parents and marry spouses with levels similar to theirs; Some of their children do likewise; Eventually, these differences become magnified over generations. The small differences between parents and children become more marked differences among a family's multiple generations. These differences affect overall life functioning, including health, life span, reproduction, marriage stability, education, and work. Individuals with high differentiation of self typically have nuclear families with great stability and make many contributions to society. Those with poor differentiation of self have disorganized personal lives in our overly dependent on other support. Multigenerational transmission significantly implies that the origins of both the most exemplary human achievements in the most serious human difficulties go back generations. The process programs not only individuals levels of self but also their interactions with others. An individual programmed by family for intense attachments and dependency will probably choose a spouse who also attaches intensely but is directive and controlling.

PTSD

traumatic experiences/events children have frequent, extreme nightmares, crying, flashbacks wherein they vividly perceive or believe they are experiencing the traumatic event again insomnia depression anxiety social withdrawal

Characterize the typical language development of children between three and four years old

typically 3 year olds comprehend who what or where questions and respond when called from another room; a child should be able to say his or her name age and sex when asked they can now think through and answer questions like what they should do when hungry thirsty sleepy or cold they understand most simple questions about their surroundings and activities; they can recount their experiences understandably to adults they should not be expected to answer all questions asked of them even when they understand about 90% of 3 year olds speech should be intelligible to adults; they know the main body parts and can either name or point to them between three and four years children develop expressive vocabularies of around 900 to 1000 words; they can easily utter three word sentences verbs become more prevalent than earlier nouns they correctly use the pronouns I me and you and begin using some past tense and plurals they commonly use the prepositions in on and under and may know more than three prepositions

describe the general current status of teaching numeracy skills and early childhood education, one reason for this status, in its relevance to learning mathematics and other abilities in later grades

typically, pre kindergarten teaching currently addresses math very little. One reason for this oversight is that ECE teachers are frequently missing preparation, skills, and self confidence to give more attention to math in their curriculums. there's a mission is not trivial: research has found that preschool children's knowledge of numbers and numeral sequences strongly predicts their mathematical success in higher grades. Not only does early numeracy predict success in later math learning; Moreover, it also predicts success in later student literacy. Educational professionals and researchers find that curriculum and teaching practices EC are using will require substantial strengthening to incorporate sufficient numeracy (and literacy) concepts. They observed that methods exist to teach young children foundational numeracy and literacy skills in developmentally appropriate and engaging ways but have not yet been included in most ECE programs. Doing so would improve children school readiness and achievement, reduce achievement gaps within the US population, and improve overall US student performance relative to that of other developed nations.

Describe some exam Those are the kinds of data required by school districts and their child find initiatives for tracking their screening and referrals of young children for disabilities

typically, school districts track screening locations, districts involved, participants, and screening frequencies by area, numbers and age of children screen, and referrals. For example as identifying information, a district data collection for may include a screening county; School districts or child and family connections responsible for screening and working with the screening entity; the screening date, and for cumulative Reporting purposes, the screening month; The places of the screening events; The individual in charge of each screening session, the contact person in his or her contact information; Any agency or agencies or individual providers that conduct the screening activities; And the agency or provider type. Total number of children screened during an event or cumulative monthly report, and number by each age, are recorded for tracking. Numbers of children were fired for further evaluation, 80 to three and three to five plus respectively, are recorded as our referral types and agency names the numbers of children Passing screening but referred for rescreening various reasons may also be recorded

Congenital hypothyroidism

under active thyroid can cause intellectual disabilities

significant functions of play in the development and learning of babies and young children and some types of play

various types of play are beneficial for physical, cognitive, and social development and learning in all species human children develop their physical abilities and their appreciation of the outdoors and nature, practice developing skills, make sense of their environments, express their emotions and control them, interact socially with others, and develop their abilities to represent reality symbolically and to solve problems researchers find corrections between playing and basic abilities including self-regulation, memory, spoken language, social skills, and school success play includes physical play, playing with objects, pretend and dramatic play, constructive play, and playing games involving rules from birth, children act upon their environments for the enjoyment of observing cause and effects; for example, repeatedly tossing a bottle out of the crib children who have had experiences observing others' make-believe behaviors will begin imitating these around age 2, for example pretending to drink from a seashell