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
Name and Explain: Guidelines in Observing Ethically
- Know who is and is not allowed to read observations
- safeguard observation notes and final notes by keeping them private when you write them and restricting access after taking notes
- treat any observation report as a confidential document by never initiating a conversation about observations with unauthorized people and refusing to respond to unauthorized questions about my observation
- refrain from labeling children after gathering information about them
Describe: Anecdotal Records (2 Pros & 2 Cons)
A short method of observation that is open (can observe a variety of behaviors/interactions), narrative (its a story), and brief (short with essential info only)
Pro:
- simple
- quick
Con:
- biased
- open to invalid interpretations
Describe: Time Sampling (2 Pros and 2 Cons)
A formal method of observation and recording in which you record selected behaviors during present and at regularly recurring/randomly uniform time period intervals.
Pro:
- representative and reliable data
- the method is economical in terms of time and energy
Con:
- coding schemes do not capture the details of the context (what and how the behaviors occur)
- frequency of occurrence of a given behavior is a limiting factor
Describe: Event Sampling (2 Pros and 2 Cons)
Waiting for an event (domain) of interest until they occur in observation. Only preselected behaviors will be observed. Using coding and narrating form)
Pro:
- potential for rich, detailed, descriptions of behavior and its context
- combines narrative descriptions and coding schemes (creating immediate coding and narrative completeness)
Cons:
- unsuitable for studying infrequent occurring behaviors
- it disregards behaviors and context that don’t proceed and follow the event
Describe: Checklist
A checklist is a list of characteristics or behaviors. A teacher observes a group or child and note what they do or don’t do by marking the preselected behaviors.
Pro:
- Can provide “baseline” information (understand where the child is currently at developmentally and how to see their progression)
- flexibility (choose when to check off behaviors)
Con:
- Lacks information about quality (little information have the behaviors quality or the how of it)
- No information of frequency (gives no information on how frequently a child shows the behavior)
Describe: Rating Scale (2 Pros and 2 Cons)
A listing of characteristics or activities. Rating scales can be descriptive or numerical. 3 types of rating scales (forced choice, numerical, and graphic)
Pro:
- Economical based on time and effort
- useful for planning experiences and comparisons on a child’s behavior
Con:
- unclear terms in rating scales
- most people rate children on the midpoint
