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Early Childhood Curiculum > Midterm > Flashcards

Midterm Flashcards

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

advocacy

A

an attitude that encourages professionals parents and other caring adults to work together on behalf of young children

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2
Q

developmental theories

A

principles that examine childrens growth behavior and process of learning

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3
Q

theory

A

a systematic statement of principles and beliefs that is created to explain a group of facts that have been repeatedly tested or widely accepted

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4
Q

psychosocial

A

eriksons eight stages that describe the interaction between an individuals social emotional condition and the interpersonal environment

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5
Q

psychosocial stages

A

basic trust v mistrust b-1yr fountation of trust when needs met
autonomy v shame and doubt 2yr basic self control and independance
initiative v guilt 3-5yrs ready to learn curiosity
industry v inferiority 6-11 yrs ready for challenges physical intellectual and social

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6
Q

cognitive development

A

mental process that focuses on how childrens intelligence thinking abilities and language acquisition emerge through distinct ages, Piaget study of childrens thinking involving creating their own mental images of the world based on encounters with the enviornment

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7
Q

learning

A

change in behavior or cognition that occurs as children construct knowledge through active exploration and discovery in their physical and social enviornments

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8
Q

assimilation

A

piagets process of cognitive development which occurs when a child handles sees or otherwise experiences something

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9
Q

schema

A

an integrated way of thinking or of forming mental images

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10
Q

accommodation

A

piagets theory of modification of existing cognitive information. cognitive schemes are changed to accommodate new experiences or information

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11
Q

equilibrium

A

a balance of ones cognitive schemes and information gathered from the environment, assimilation and accommodation

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12
Q

object permanence

A

state of perceptual development. according to piagets theory, a baby thinks that objects including people cease to exist the moment he stops seeing them. an older child starts to search for the missing object or person

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13
Q

egocentric

A

a stage when individuals think about the world only in relation to themselves

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14
Q

symbolic thinking

A

formation of symbols or mental representations allowing children to solve problems by thinking before acting

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15
Q

zone of proximal development

A

range of potential each child has for learning with that learning being shaped by the social environment in which it takes place

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16
Q

scaffolding

A

adjustable support the teacher offers in response to the childs level of performance

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17
Q

multiple intelligences

A

gardeners theory which proposes that one form of intelligence is not better than another, all eight are equally valuable and viable 8

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18
Q

verbal linguistic intelligence

A

environment-print and language rich

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19
Q

visual spatial intelligence

A

environment graphic rich

think in images and pictures

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20
Q

musical-rhythmic intelligence..

A

environment opportunities for singing music

think in rhythms and melodies

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21
Q

logical-mathematical intelligence

A

babies inspecting world, recognize similar characteristics in objects environment math and science activities
learn through asking questions in logical manner strong problem solving and reasoning skills

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22
Q

bodily kinesthetic intelligence

A

strength coordination use body for self expression opportunities for physical challenges these children learn through moving doing touching

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23
Q

interpersonal intelligence

A

ability to understand people and their actions moods and feelings
provide opportunites to cooperatively participate share negotiate and communicate
learn through listening shared projects demonstrate leadership seeing things from other perspectives organizing and negotiating group activities

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24
Q

intrapersonal intelligence

A

ability to understand himself
provide pleanty of space and time for self reflection and working alone and encourage appropriate risk taking
learn through understanding their role in relationship to others have a strong sense of self and enjoy setting goals planning and working on self paced projects

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25
Q

naturalistic intelligence

A

interest in seeing smelling and touching reacting playing with nature
opportunities to explore outdoors bring outside in through books fieldtrips visuals etc
learn through observing nature

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26
Q

developmentally appropriate practice DAP

A

curriculum planning philosophy expressed by NAEYC defines and describes what is developmentally appropriate for young children in childhood programs serving children and families birth through age eight
meet children where they are enable them to reach goals

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27
Q

development

A

systematic and adaptive changes in the body and mind

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28
Q

self-regulation

A

childs natural ability to exercise control over physical and emotional behavior in the face of changing curcumstances

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29
Q

self help skills

A

in early childhood a childs ability to care for himself such as dressing feeding and toileting

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30
Q

bias

A

any attitude belief or feeling that results in unfair treatment of an individual or group of individuals

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31
Q

anti bias

A

an attitude that actively challenges prejudice stereotyping and unfair treatment of an individual or group of individuals
valuing differences and similarities

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32
Q

prejudice

A

attitude opinion or idea that is preconceived pr decided usually unfavorably

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33
Q

stereotype

A

oversimplified generalization about a particular group race or sex often with negative implications

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34
Q

play

A

behavior that is self motivated freely chosen process oriented and enjoyable
provides children joy and understanding of themselves and others

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35
Q

unoccupied behavior

A

refers to a child infant or toddler who occupies himself by watching anything of momentary interest

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36
Q

onlooker play

A

play of young children introduced to new situations that focus on an activity rather than the environment

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37
Q

solitary play

A

independent play behavior of a child without regard to what other children or adults are doing

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38
Q

parallel play

A

observable play in the older toddler and young three year old that emphasizes being near another child while playing with an object rather than playing with a child

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39
Q

associative play

A

activity of a three or four year old child playing with other children in a group the child props in and out of play with minimal organization of activity

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40
Q

developmental stages of play

A 
Patten
unoccupied behavior 
onlooker play
solitary play
parallel play
associative play
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41
Q

theorists and play
erikson
piaget
vygostsky

A

erikson emphasizes the importance of playin helping children develop cooperative relationship and gain mutual trust ego building function
piaget- play provides opportunities for many types of learning emphasis on developing representational language and thought practice play or sensorimotor play symbolic or dramatic play
Vygotsky social experiences shape childrens way of thinking and play offers children a way to interpret the world by focusing on rules scaffolding

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42
Q

cooperative play

A

type of play organized for some purpose by the four year old and older child. it requires group membership and reflects a childs growing capacity to accept and respond to ideas and actions not originally his own

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43
Q

practice play or sensorimotor play

A

stage in cognitive development during which the young child learns through repetitive sensory and motor play activites

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44
Q

symbolic play

A

type of play that allows the child to transfer objects into symbols (things that represent something else) and images into people places and events within his experiences. symbolic play occurs during piagets preoperational stage 2-7yrs. superhero fantasy play is considered a type of symbolic play for a young child.

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45
Q

goals

A

general overall aims or overview of an early childhood program

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46
Q

objectives

A

specific purposes or teaching techniques that interpret the goals of planning schedules and routines. these objectives are designed to meet the physical intellectual social emotional and creative development of young children

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47
Q

schedule

A

basic daily timeline of an early childhood program

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48
Q

routines

A

events that fit into the daily time frame of an early childhood program. arrival departure mealtimes and snacks diapering and toileting rest transitions activity time outdoor activities

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49
Q

curriculum

A

multileveled process that encompasses what happens in an early education classroom each day reflecting the philosophy goals and objectives of the early childhood program

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50
Q

philosophy

A

in an early childhood program expresses the basic principles attitudes and beliefs of the center school or individual teacher

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51
Q

goals

A

general overall aims or overview of an early childhood program that consider what children should know and be able to do developmentally across the disciplines

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52
Q

objectives

A

specific purposes or teaching techniques that interpret the goals of planning schedules and routines as well as meaningful descriptions of what children are expected to learn. these objectives are designed to meet the physical intellectual social emotional creative development of young children

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53
Q

inclusive curriculum

A

underscores the importance of individual differences special needs and cultural and linguistic diversity among young children

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54
Q

integrated curriculum

A

encourages young children to transfer knowledge and skills from one subject to another while using all aspects of their development

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55
Q

emergent curriculum

A

curriculum that emerges out of interests and experiences of the children

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56
Q

curriculum model

A

structure or organizational framework that is used to make decisions about everything from policies and priorities to teaching methods and assessment procedures.

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57
Q

montessori

A 
Absorbent minds
childsized environment stimulating and inviting beauty order warm comfortable
choose her own work meaningful and purposeful to her
independent learning
hands on activities
preschool critical for brain development
parents partners in education
teacher careful observer
58
Q

headstart

A 
publicly funded
health medical screening/treatment
parent participation and involvement
comprehensive services for families
classroom based
low income families
individualized 
low child staff ratio
address families unmet needs
center based home supported
59
Q

bank street

A

Lucy mitchell
flexibility
child centered learning
foster all aspects of childs development
interaction between child and environment
thinking emotion not separate but interactive
children become learners for life
distinct learning centers
variety materials and experiences
making choices taking risks and accepting help

60
Q

high scope

A

Weikert
high quality early care and education
key experiences–foster developmentally important skills and abilities
consistent routine
plan do review sequence make plan carry it out and recall and reflect
time for active exploration
child observation record-daily observations of the teacher

61
Q

reggio emilia

A

Malaguzzi
Relationships central in learning connection between culture and development
partners and collaborators in learning
pedigogista
symbolic languages including drawing sculpture dramatic play and writing
same group of children for 3 years
environment as third teacher
collaboration documentation one hundred languages of children transparency

62
Q

culture

A

learned sum total of a childs or familys ways of living, values beliefs language patterns of thinking appearance and behavior. these are passed or learned from one generation to the next

63
Q

inclusion

A

reflective of the blending of practices from early childhood education and early childhood special education

64
Q

environment

A

in an early childhood setting the conditions and surroundings affecting children and adults

65
Q

learning centers

A

well defined curriculum areas sometimes called interest centers zones clusters or activity centers where materials and supplies are combined around special groups and common activities

66
Q

theme

A

broad concept or topic that enables the development of a lesson plan and the activities that fit within this curriculum plan

67
Q

unit

A

section of the curriculum based on the unifying theme around which activities are planned

68
Q

project

A

an indepth investigation of a topic

69
Q

curriculum web

A

visual illustration or process that integrates various learning activities and curriculum areas

70
Q

lesson plan

A

outgrowth of theme selection brainstorming/webbing selection of projects and activities involves making a series of choices based on the developmental stages learning styles and interests of the children the goals and objectives of the program and the availability of materials supplies and resources.

71
Q

transition

A

activities or learning experiences that move children from one activity to another

72
Q

observation

A

process of observation is taking in information and objectively interpreting it for meaning

73
Q

anecdotal record

A

brief informal narrative account describing an incident of a childs behavior that is important to the observer

74
Q

checklist

A

record of direct observation that involves selecting from a previously prepared list the statement that best describles the behavior observed the conditions present or the equipment supplies and materials available

75
Q

reflective log or diary

A

teacher or administrators record of the most significant happenings usually made at the end of the day or during an uninterrupted block of time

76
Q

case study

A

way of collecting and organizing all of the information gathered from various sources to provide insights into the behavior of the child studied

77
Q

portfolio assessment

A

an evaluation method based on a systematic collection of information about a child and the childs work gathered by both the child and teacher over time from all available sources

78
Q

assessment

A

refers to the collection of information for the purpose of making educational decisions about children or a group of children or to evaluate a programs effectiveness

79
Q

evaluation

A

process of determining whether the philosophy goals and objectives of the early childhood program have been met

80
Q

emergent literacy

A

process of developing awareness about reading and writing before young children can read or write

81
Q

language

A

human speech the written symbols for speech or any means of communicating

82
Q

language development

A

developmental process of a predictable sequence that includes both sending and receiving information it is related but not tied to chronological age
babies cry cooing smiling and laughing babbling association one word usage recall telegraphic speech multi word speech

83
Q

literacy

A

ability to read and write which gives one the command of a native language for the purpose of communicating

84
Q

literacy development

A

lifelong process that begins at birth and includes listening speaking reading and writing

85
Q

phonics

A

relationship between the letters of written language and the sounds of spoken language

86
Q

phonemes

A

smallest unit of speech

87
Q

rhyming

A

ability to auditorily distinguish two words that end the same way

88
Q

phonological or phonemic awareness

A

ability to hear and identify individual sounds and spoken words

89
Q

vocabulary

A

refers to the words we must know to communicate

90
Q

flannelboard

A

used as a prop to tell or extend a story effectively

91
Q

rebus chart

A

visual pictures such as signs illustrations and directions to help children make sense of any activity

92
Q

literature

A

all the writings prose and verse of a people country or period including those written especially for children

93
Q

genre

A

category used to classify literary works usually by form technique or content

94
Q

format

A

overall arrangement of the way a book is put together such as size shape paper quality colors and content of each page

95
Q

alphabet books

A

simple stories based on hte alphabet that present letter identification and one object picture association

96
Q

beginning to read books

A

predictable books that are easy to read and present words that are simple and repetitive

97
Q

big books

A

oversized books that present extra large text and illustrations

98
Q

board books

A

first books for infants toddlers made of laminated heavy cardboard

99
Q

concept books

A

books that present themes ideas or concepts with specific examples the also identify and clarify abstractions such as color or shape and help with vocabulary development

100
Q

counting books

A

books that describe siimple numeral and picture associations and often tell a story. they show representations of numbers in more than one format and vary from simple to complex

101
Q

folk literature

A

tales that come from the oral tradition of storytelling that appeal to the childs sense of fantasy

102
Q

informational books

A

books that offer nonfiction for emergent readers by providing accurate facts about people and subject matter

103
Q

interaction books

A

books used to stimulate imagination by using some device for involving young readers such as pop ups fold outs scratch and sniff pasting puzzle pictures humor and riddles

104
Q

mother goose and nursery rhyme books

A

books passed from generation to generation and known by children all over the world. these are often a childs first introduction to literature

105
Q

multicultural books

A

books that develop awareness of and sensitivity to other cultures. they also help to increase positive attitudes toward similarities and differences in people

106
Q

picture books

A

books written in a direct style that tell a simple story with illustrations complementing the text

107
Q

poetry

A

form of literature that contributes imaginative rhyme rhythm and sound

108
Q

predictable books

A

books that contain familiar and repetitive sequences

109
Q

realistic literature

A

form of literature that helps children cope with common actual experiences by offering positive solutions and insights

110
Q

reference books

A

books that emphasize individualized learning through special topic books picture dictionaries and encyclopedias

111
Q

series books

A

books written for primary grade children and built around a single character or group of characters

112
Q

teacher and child made books

A

books made by the teacher and child that encourage self esteem creativity and the sharing of ideas. they also encourage children to articulate experiences

113
Q

wordless picture books

A

books that tell a story with visually appealing illustrations. these books promote creativity by encouraging a child to talk about experiences and use his or her imagination

114
Q

word wall

A

alphabetically arranged display or chart of words that children have experienced throughout the school year.

115
Q

early mathmatics

A

refers to exposure to and interactions with materials that contribute to the acquisition of knowledge about the underlying concepts of mathmatics

116
Q

physical knowledge

A

learning about objects in the environment and and their characteristics such as color weight and size

117
Q

logico mathematical knowledge

A

includes relationships constructed in order to make sense out of the world and to organize information such as counting and classification

118
Q

concept development

A

construction of knowledge through solving problems and experiencing the results while being actively involved with the environment

119
Q

number sense

A

concept that develops over time as children thing about explore and discuss mathematical ideas

120
Q

one to one correspondence

A

pairing of one object to another object or one group of objects to another group of equal number

121
Q

route counting

A

ability to recite names of numerals in order

122
Q

rational counting

A

requires matching each numeral name in order to an object in a group

123
Q

classifying and sorting

A

grouping objects by a common characteristic such as size shape or color

124
Q

pattern

A

sequence of color objects sounds stories or movements that repeats in the same order over and over again

125
Q

seriation

A

ordering objects based on the ability to place them in logical sequence such as smallest to largest or shortest to tallest

126
Q

geometry

A

area of mathematics that involves shape size space position direction and movement

127
Q

spatial sense

A

comparisons that help children develop an awareness of themselves in relation to people and objects in space such as exploration using blocks and boxes

128
Q

measurement

A

finding the length height and weight of an object using units like inches feet and pounds

129
Q

virtual manipulatives

A

refers to interactive web based computer generated images of objects that children can manipulate on the computer screen

130
Q

dramatic play

A

type of creative spontaneous play in which children use their imaginations to create and dramatize pretend characters actions or events

131
Q

sociodramatic play

A

highest level of symbolic play in which young children create their own happenings based on their experiences

132
Q

practice play

A

during piagets sensorimotor stage infancy to two years infants explore the sensory qualities of objects and practice motor skills

133
Q

symbolic or dramatic play

A

type of play that allows the child to transfer objects into symbols things that represent something else and images into people places and events within his experieces. symbolic play occurs during piagets preoperational stage two to seven years. superhero fantasy play is considered a type of symbolic play for a young child

134
Q

games with rules

A

childrens spontaneous physical and cognitive play that occurs during piagets concrete operations stage of development seven years and older

135
Q

functional play

A

play that occurs when a child takes on a role and pretends to be someone else

136
Q

constructive play

A

play that helps children understand their experiences. involves planning or manipulation of objects or people to create a specific experience

137
Q

prop box

A

collection of actual items related to dramatic play activities that focuses on a specific theme or lesson plan

138
Q

Cognitive theory

A 
Piaget
Constructivism
Assimilation
Schema
Accommodation
Equilibrium
138
Q

IDEA

A

individuals with disabilities education act
early intervention special ed
least restrictive enviornment

139
Q

Sociocultural theory

A

Vygotsky
Zone proximal development
Scaffolding

140
Q

Public law 94-142

A

Least restrictive enviornment

Early Childhood Curiculum (1 decks)

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