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ECH Final Review > ECH Final Review > Flashcards

ECH Final Review Flashcards

1
Q

Cepahlo- Caudal

A

Head to toe development

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2
Q

Object Permanence

A

ability to understand an object is still there even when not in sight

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3
Q

Expressive Language Example

A

Emery asked for another cracker

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4
Q

Powerful urge to belong to a peer group (matching)

A

older school agers

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5
Q

concrete operational (matching)

A

older school agers

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6
Q

call each other names and say hurtful things (matching)

A

preschoolers

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7
Q

ask a lot of questions (matching)

A

preschoolers

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8
Q

adult centered definition of behavior

A

when the behavior affects the teacher or parent

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9
Q

Kohlberg

A

Moral stages of development

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10
Q

Mr. Jacoby

A

Inappropriate expectations

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11
Q

Shemeka and Writing Centers

A

frustration

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12
Q

How to react when a child is being annoying or embarrassing

A

A- redirect, B- ignore & C- focus attention elsewhere

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13
Q

Best way to handle situations with young children

A

redirect them

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14
Q

we change the ____________ rather than the ________

A

environment; child

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15
Q

Recognizing and encouraging children is different than praising them, how?

A

Recognition is very specific in nature

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16
Q

What are the two most effective tools in communication skills?

A

practicing and modeling

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17
Q

active listening includes all EXCEPT

A

observing others as child is speaking to you

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18
Q

Gazda and others define 3 needs fro communication, which is NOT one

A

power over the situation

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19
Q

Dreikurs and Castle list 3 goals about a child’s mistaken logic, which is NOT one

A

to be liked

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20
Q

Bibliotherapy

A

the process of using books to help children think about and understand social/emotional concerns

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21
Q

At age 3 we see in increase in _______ aggression and a decrease in _______________ aggression

A

verbal; physical

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22
Q

When is it important for a child to say “I’m sorry”

A

When it is the child’s idea

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23
Q

Consequences occurs without adult intervention (matching)

A

natural

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24
Q

consequence is directly related to infraction (matching)

A

logical

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25
Q

consequence had not connection to the infraction

A

illogical

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26
Q

Setting on wall during outdoor play for not following rules (matching)

A

logical

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27
Q

moving from green to yellow for talking while the teacher is talking (matching)

A

illogical

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28
Q

sitting in a chair next to rug when misbehaving at group time (matching)

A

logical

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29
Q

during a highly structured process of behavior modification, adults typically do what?

A

A-rewards….& B punishes…

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30
Q

Nonverbal communication includes all of the following EXCEPT

A

using simple direct words

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31
Q

Feeling valued and self-sufficient (matching)

A

self-esteem

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32
Q

Having food, water and shelter (matching)

A

freedom form discomfort

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33
Q

b/c children in generational poverty have different rules than school it _____ ______ okay to excuse them to the same expectations

A

IS NOT

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34
Q

The greatest gift we can give children in generational poverty is

A

give them 2 sets of rules

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35
Q

Denton said saying “I like” to a child means (to them)

A

we are trying to manipulate him or others

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36
Q

which is NOT a guideline in power of our words

A

know when to be cautious

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37
Q

mean what you say (matching)

A

be direct

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38
Q

leave out warnings (matching)

A

keep it brief

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39
Q

describe behavior not character or attitude (matching)

A

keep it action oriented

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40
Q

children engage in highly charged activities were too _________ to remember rules and think reasonably

A

emotional

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41
Q

effective redirecting language focuses on

A

what to do instead of what NOT to do

42
Q

Denton: 2 things essential to effective redirecting

A

be specific, be direct

43
Q

“stop that now, what are you thinking?”

A

inappropriate

44
Q

“clean up your center”

A

appropriate

45
Q

“shh” is an effective way to quiet children

A

NO

46
Q

Best strategy for handling problems in a group

A

A - clearly and concisely state what you want

47
Q

Most productive when redirecting

A

specifically tell children what they need to do

48
Q

short term goal (matching)

A

help children learn how to follow basic common rules to all living in a democracy

49
Q

long term goal (matching)

A

master self control

50
Q

Behavior must not infringe on the rights of others

A

be kind

51
Q

behavior must not present clear risk or harm

A

be safe

52
Q

NAEYC

A

National Association for the Education of Young Children

53
Q

Children have the right

A

NOT to be hurt

54
Q

children have the right to avoid

A

unnecessary discomfort

55
Q

Behaviorists say all behavior can be explained by

A

extrinsic learning

56
Q

Ultimate goal of child guidance

A

stimulate internal control based on responsibility and respect for others

57
Q

positive child guidance is fostered by

A

responding to needs showing affection and ensuring value

58
Q

Early Childhood professionals stop behavior if it

A

presents harm, infringes on others rights or damages environment

59
Q

Erikson

A

psycho-social stages of development

60
Q

classical conditioning example

A

“bum bum da bum bum” “bum bum”

61
Q

Fails to establish routine (matching)

A

permissive parenting

62
Q

Rigid and controlling (matching)

A

authoritarian

63
Q

bullying (matching)

A

controlling behavior

64
Q

fits of anger (matching)

A

disruptive behavior

65
Q

Jamal and Tameka fight

A

opinion

66
Q

______ observation allows us to look beyond action and understand troublesome behavior

A

objective

67
Q

Ongoing observation results in

A

A - concrete plans B- curriculum changes & C- environmental changes

68
Q

at designated intervals a specific behavior is noted (matching)

A

time sampling

69
Q

details of a specific behavior are recorded (matching)

A

anecdotal

70
Q

this strategy determines the exact number of times a behavior occurs (matching)

A

event sampling

71
Q

child sized furniture (matching)

A

montessori

72
Q

cognitive stages (matching)

A

piaget

73
Q

psycho-social stages (matching)

A

erikson

74
Q

Zone of proximal development (matching)

A

Vygotsky

75
Q

NCTM

A

national council for teachers of mathematics

76
Q

Which is not a principle for best practice in teaching mathematics

A

learning occurs when a child actively solves a problem

77
Q

infants and toddlers (matching)

A

environment

78
Q

1st-3rd grade (matching)

A

education

79
Q

Constructivists Teaching

A

wrong answers are just as/more important than right

80
Q

object permanence develops in this stage(matching)

A

sensorimotor

81
Q

stage of kids aged 2-6 y/o (matching)

A

pre-operational

82
Q

stage with intuitive thinkers (matching)

A

pre-operational

83
Q

Stage with conserving numbers (matching)

A

concrete operational

84
Q

socially infants and toddlers are attached to

A

parents and caregivers

85
Q

children in the 1st 2 years of life grow

A

faster than any other period of development

86
Q

characteristics of sensorimotor stage

A

A - achieve goal & C- develop schema

87
Q

knowledge of object (matching)

A

physical

88
Q

knowledge acquired through interaction with others (matching)

A

social

89
Q

a child using a cylinder as a bottle to feed a doll

A

representational thought

90
Q

mathematical skill developed first

A

concept of “more”

91
Q

paper and pencil test (matching)

A

formal assessment

92
Q

occurs throughout day (matching)

A

informal assessment

93
Q

based on what individual children know (matching)

A

authentic assessment

94
Q

compare children to each other(matching)

A

standardized assessment

95
Q

ability to think in two directions at once

A

reversibility of thought

96
Q

battle between intuitive and logical thought

A

conservation

97
Q

focusing on ONE aspect of situation

A

centration

98
Q

meaningful counting

A

numerical concept behind counting

99
Q

serration (matching)

A

process of putting in size order

100
Q

classification (matching)

A

group by characteristics

ECH Final Review (1 decks)

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