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ABSC 444 Early Childhood Education > Exam 5 > Flashcards

Exam 5 Flashcards

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Early Childhood Education flashcards Sight Words (Ages 4-6) flashcards
1
Q

Motor Development is an interaction between what?

A

Biology and Experience

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2
Q

Can the age at which development occurs be modified?

A

Yes

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3
Q

What are the components of Motor Development?

A
  • Body Control
  • Manual Control
  • Sensory-Perceptual Development (perception of the environment influencing your bx)
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4
Q

What are some examples of ways to Facilitate Motor Development?

A
  • Provide an Environment with opportunities for variety of motor experiences.
  • Present Developmentally appropriate materials
  • Arrange experiences to come into contact with Natural Consequences.
  • Use Modeling and Prompting
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5
Q

What are some Activities that Encourage Motor Development?

A
  • Outdoor play: bikes, climbing, chalk
  • Manipulatives: beads, books, puzzles
  • Sensory activities: water or sand table
  • Daily routines: eating, brushing teeth (ADLs)
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6
Q

What are some Activities Designed to Enhance Motor Development?

A
  • Problem Solving / Creative Development
  • Sharing
  • Language Development
  • Learning about content/concepts
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7
Q

What approach should be used for teaching Math and Science?

A

Direct Hands-On exploration and opportunities for Discovery.

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8
Q

What are the General Strategies for Concept Development?

A
  • Focus on Readiness skills for young children
  • Focus on Process, Problem Solving, Critical Thinking
  • Expose children to Variety of examples to promote Generalization.
  • Provide Enjoyable activities to Maintain Interest.
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9
Q

What are some Qualities that are also learned when learning Mathematical Skills?

A
  • Problem Solving
  • Communication
  • Reasoning
  • Connections
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10
Q

What aspects of Problem Solving might a child learning when learning Math?

A
  • Predicting Outcomes
  • What is Missing?
  • What Comes Next?
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11
Q

What aspects of Communication might a child learning when learning Math?

A
  • Measurement
  • Descriptions/models
  • More/less
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12
Q

What aspects of Reasoning might a child learning when learning Math?

A
  • Making Predictions

- Justifying Answers

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13
Q

What aspects of making Connections might a child learning when learning Math?

A
  • Numerals vs. Quantity

- Relation to everyday activities

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14
Q

What is some of the Mathematical Content that a child may learn?

A
  • Estimation
  • Concepts of Whole Number Operations
  • Whole number Computation
  • Measurement
  • Statistics and Probability
  • Patterns and Relationships
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15
Q

What are some Activities to Develop Math and Science skills?

A
  • Provide Direct Experience
  • Collect items
  • Gather information to make Predictions
  • Classify and Organize Everyday items
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16
Q

What is the General Approach to Teaching Math and Science?

A

Hands-On-Discovery

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17
Q

What two factors are interacting to develop language?

A

Biology and Environment

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18
Q

What are the different theories of Language Development?

A
  • Nativist Approach
  • Constructivist Approach
  • Behaviorist Approach
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19
Q

Explain the Nativist Approach Theory to language development-

A

-Biological Predisposition of being human (innate)

20
Q

Explain the Constructivist Approach Theory to language development-

A

Language and cognition are interactive

21
Q

Explain the Behaviorist Approach Theory to language development-

A
  • Language is mediated by listener

- Based on Purpose of words (function of words- going over ‘there.’ That is ‘theirs.’ etc.)

22
Q

What different factors play into Language Structure?

A
  • Semantics: Meaning of the word in the context of the sentence.
  • Morphology: Tense, plurals, possessive (learning to modify words based on context)
  • Syntax: Rules of grammar (sentence structure)
  • Pragmatics: Social rules (word choice = audience dependent)
23
Q

What are the different Functions of Language? (Skinner’s Verbal Operants)

A
  • Echoic
  • Mand: Motivated internally (EO), reinforced by access. . No prompt needed; just says “apple” after EO, gets apple=reinforced.
  • Tact: Stimulus is the antecedent, Pos. reinforcement by Attention “Labeling.” Sees apple, “apple,” reinforced by praise.
  • Intraverbal: VB by someone else is antecedent, Pos. reinforced by attention. “What did you eat?” “Apple.”
24
Q

What mode of instruction does Language learning require?

A

Direct Instruction

25
Q

What are the different Approaches to Language Instruction?

A

Whole Language:

  • Provide a rich environment.
  • No language instruction or teaching is needed.

Direct Language Approach:

  • Break language into component skills and teach.
  • Teaching can be done with ongoing activities

NAEYC recommends a Combination.

26
Q

When do we know that children Understand the Meaning of words?

A

When they begin to Discriminate certain words with certain objects.

27
Q

How do we learn the Meaning of Words?

A

Discrimination Training.

28
Q

What is Discrimination Training?

A
  • Alteration between Two Stimuli
    • Opportunity to respond in the presence of Both
  • Reinforcement received for responding to correct stimuli
29
Q

What are the different Topographies of Language?

A
  • Expressive: Speaker behavior. Act of communication with the other person.
  • Receptive: Listener behavior. Understanding what someone else is communicating.
30
Q

What are the stages of Expressive Language Development?

A
  • Early weeks: throaty vowel sounds
  • 6 months: combining consonants and vowels
  • 1 year: 2-word phrases
  • 2 years: questions and expanded vocabulary
  • 4 years: fluent, understandable speech
31
Q

What are the stages of Receptive Language Development?

A
  • Birth: react to sounds
  • 3 months: smile when hearing familiar voices
  • 1-2 years:
    • follow simple commands
    • point to pictures
    • understand simple questions
32
Q

What are some examples of Social Nuances of Language?

A

Social Mores: General customs practiced by a particular group of people.

American Mores-

- Making eye contact
- Listening to speaker with intent
- Using appropriate transition words (transitioning from sentence-sentence, topic-topic)
33
Q

What are some Strategies for Promoting Language?

A
  • Provide a Variety of Materials
  • Model appropriate language frequently
  • Break language down into Teachable Components
  • Prompt child language when appropriate
  • Reinforce language use
  • Provide alternative means of communication
34
Q

What is EIBI?

A

Early Intervention guidelines-

  • Early: before 5 years old
  • Intensive: many hours of specific treatment
  • Behavioral: use of ABA
  • Intervention: Active implementation of Treatment
35
Q

Suspecting a Delay in child’s Development? What are the necessary steps?

A
  • Rule out Medical or other Organic Causes (deafness, vocal cord damage, poor vision)
  • Assessment:
    • Standardized testing
    • Questionnaire
36
Q

You suspect that one of your students has a language delay. You have already ruled out medical causes. What should you do next?

A

Conduct an Assessment

  • Standardized tests
  • Language development survey
37
Q

T/F: Social development is as important as academic development

A

True

38
Q

What are some examples of Social Development topics?

A
  • Social-Emotional Development

- Typical Progression of Socialization

39
Q

What is each describing?
(Curriculum, Unit, Lesson Plan)

  • The working documents from which the daily program is ran, specifying directions for activities.
  • Overall master plan of the early childhood program, reflecting its philosophy; into which specific activities are fit.
  • Brings broad outlines down to a manageable size and provide unifying themes around which activities are planned.
A
  • Lesson Plan
  • Curriculum
  • Unit
40
Q

What are the Defining Features of Inclusion?

A
  • Access: wide range of activities
  • Participation: promote engagement and sense of belonging
  • Supports: incentives, professional development
41
Q

What are some Strategies of Inclusion of children with Developmental Delays?

A
  • Simplify Tasks
  • Use chaining, shaping, modeling prompts
  • Shorten duration of activities
42
Q

What needs will you need to modify a classroom for?

A
  • Developmental Delays
  • Orthopedic Impairments
  • ADHD
  • Visual Impairments
43
Q

What are some Strategies of Inclusion of children with Orthopedic concerns?

A
  • Stabilize learning materials
  • Make items easier to grasp
  • Change child’s position frequently
44
Q

What are some Strategies of Inclusion for children with Visual Impairment?

A
  • Use tactile cues
  • Mark with Easily Identifiable objects
  • Walk in front or next to child
45
Q

What are some Strategies of Inclusion of children with ADHD?

A
  • Reduce Visual Distraction (squirrel)

- Allow child to stand during activity

ABSC 444 Early Childhood Education (6 decks)

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