Midterm Flashcards
Six Domains
Physical
Social
Emotional
Creative
Cognitive
Language
Describe Physical domain
Children have maximum opportunities to grow and develop their bodies (gross and fine motor skills), health/safety, nutrition, reasonable toilet procedures and adequate rest and relaxation.
Describe Social domain
Children have the opportunity to learn socially desirable behaviors. Social skills development with peer and adult interactions. Development of empathy, respect, cooperation, sex role identification and understanding rights of self and others and the pleasure of friendship.
Describe Emotional domain
Children will establish a climate of trust, where all emotions can be expressed through appropriate means. The child will develop a strong, positive sense of self and strength of character occurring without fear, manipulation, or discrimination.
Describe Creative domain
Enhancing a child’s self esteem and feeling of self worth through opportunities to express emotions and to come to terms with them (using open ended materials/experiences). They will experience life on their terms, without fear or judgment.
Describe Cognitive domain
Children foster analytical reasoning skills in all areas of life while maintaining a sense of wonder.
Describe Language domain
Children develop language through active experiences where concept formation and factual information is learned.
Name and Describe: Parten’s Stages of Play
Parten describes the Six Classification of Play or Social Interaction:
- Unoccupied Behavior
- Onlooker Behavior
- Solitary Play
- Parallel Play
- Associative Play
- Cooperative Play
Unoccupied Behavior
The child is not engaging in any obvious play activity or social interaction. They watch with interest. When they are not interested they play with their body (moving around, follow teacher, stay in one spot just looking around)
Onlooker Behavior
The child spends most of her time watching other children play. The child may talk to the playing children, may ask questions, or give suggestions, but does not enter into play. The child remains within speaking distance so that what goes on can be seen and heard. They have interest in being a part of the group.
Solitary Play
This is play activity that is conducted independently of what anyone else is doing. The child plays with toys that differ from those used by other children in the immediate area within speaking distance-and he makes no effort to get closer to them or to speak to them. Focused on. themselves only.
Parallel Play
The child is playing close to other children but is still independent of them. The child uses toys that are like the toys being used by the others, but they use them as they see fit and neither is influenced by nor tries to influence the others. The child thus plays beside rather than with the other children.
Associative Play
The child plays with the other children. There is a sharing of material and equipment; the children may follow each other around. The children engage in similar but not necessarily identical activity, and there is no division of labor or organization of activity, or of individuals. Each child does what he or she essentially wants to do, without putting the interests of the group first.
Cooperative or Organized Supplementary Play
Key word in this category is “organized.” The child plays in a group that is established for a particular purpose-making some material product, gaining some competitive goal, playing some formal games. There is a sense of “we-ness,” There is also some leadership present- 1 to 2 members who direct the activity of others. Requires some division of labor, a taking of different roles by the group members and the support of one child’s efforts by those of the others.
Name and Explain: Uses of Observation
- to learn about child development
- to authentically assess children’s progress
- to develop appropriate curriculum and instructional methods
- to make wise child guidance decisions
- to reflect on your own practice
- to prevent or solve problems
