Midterm Flashcards
advocacy
an attitude that encourages professionals parents and other caring adults to work together on behalf of young children
developmental theories
principles that examine childrens growth behavior and process of learning
theory
a systematic statement of principles and beliefs that is created to explain a group of facts that have been repeatedly tested or widely accepted
psychosocial
eriksons eight stages that describe the interaction between an individuals social emotional condition and the interpersonal environment
psychosocial stages
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
cognitive development
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
learning
change in behavior or cognition that occurs as children construct knowledge through active exploration and discovery in their physical and social enviornments
assimilation
piagets process of cognitive development which occurs when a child handles sees or otherwise experiences something
schema
an integrated way of thinking or of forming mental images
accommodation
piagets theory of modification of existing cognitive information. cognitive schemes are changed to accommodate new experiences or information
equilibrium
a balance of ones cognitive schemes and information gathered from the environment, assimilation and accommodation
object permanence
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
egocentric
a stage when individuals think about the world only in relation to themselves
symbolic thinking
formation of symbols or mental representations allowing children to solve problems by thinking before acting
zone of proximal development
range of potential each child has for learning with that learning being shaped by the social environment in which it takes place
scaffolding
adjustable support the teacher offers in response to the childs level of performance
multiple intelligences
gardeners theory which proposes that one form of intelligence is not better than another, all eight are equally valuable and viable 8
verbal linguistic intelligence
environment-print and language rich
visual spatial intelligence
environment graphic rich
think in images and pictures
musical-rhythmic intelligence..
environment opportunities for singing music
think in rhythms and melodies
logical-mathematical intelligence
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
bodily kinesthetic intelligence
strength coordination use body for self expression opportunities for physical challenges these children learn through moving doing touching
interpersonal intelligence
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
intrapersonal intelligence
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
naturalistic intelligence
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
developmentally appropriate practice DAP
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
development
systematic and adaptive changes in the body and mind
self-regulation
childs natural ability to exercise control over physical and emotional behavior in the face of changing curcumstances
self help skills
in early childhood a childs ability to care for himself such as dressing feeding and toileting
bias
any attitude belief or feeling that results in unfair treatment of an individual or group of individuals
anti bias
an attitude that actively challenges prejudice stereotyping and unfair treatment of an individual or group of individuals
valuing differences and similarities
prejudice
attitude opinion or idea that is preconceived pr decided usually unfavorably
stereotype
oversimplified generalization about a particular group race or sex often with negative implications
play
behavior that is self motivated freely chosen process oriented and enjoyable
provides children joy and understanding of themselves and others
unoccupied behavior
refers to a child infant or toddler who occupies himself by watching anything of momentary interest
onlooker play
play of young children introduced to new situations that focus on an activity rather than the environment
solitary play
independent play behavior of a child without regard to what other children or adults are doing
parallel play
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
associative play
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
developmental stages of play
Patten unoccupied behavior onlooker play solitary play parallel play associative play
theorists and play
erikson
piaget
vygostsky
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
cooperative play
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
practice play or sensorimotor play
stage in cognitive development during which the young child learns through repetitive sensory and motor play activites
symbolic play
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.
goals
general overall aims or overview of an early childhood program
objectives
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
schedule
basic daily timeline of an early childhood program
routines
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
curriculum
multileveled process that encompasses what happens in an early education classroom each day reflecting the philosophy goals and objectives of the early childhood program
philosophy
in an early childhood program expresses the basic principles attitudes and beliefs of the center school or individual teacher
goals
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
objectives
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
inclusive curriculum
underscores the importance of individual differences special needs and cultural and linguistic diversity among young children
integrated curriculum
encourages young children to transfer knowledge and skills from one subject to another while using all aspects of their development
emergent curriculum
curriculum that emerges out of interests and experiences of the children
curriculum model
structure or organizational framework that is used to make decisions about everything from policies and priorities to teaching methods and assessment procedures.
montessori
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
headstart
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
bank street
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
high scope
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
reggio emilia
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
culture
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
inclusion
reflective of the blending of practices from early childhood education and early childhood special education
environment
in an early childhood setting the conditions and surroundings affecting children and adults
learning centers
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
theme
broad concept or topic that enables the development of a lesson plan and the activities that fit within this curriculum plan
unit
section of the curriculum based on the unifying theme around which activities are planned
project
an indepth investigation of a topic
curriculum web
visual illustration or process that integrates various learning activities and curriculum areas
lesson plan
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.
transition
activities or learning experiences that move children from one activity to another
observation
process of observation is taking in information and objectively interpreting it for meaning
anecdotal record
brief informal narrative account describing an incident of a childs behavior that is important to the observer
checklist
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
reflective log or diary
teacher or administrators record of the most significant happenings usually made at the end of the day or during an uninterrupted block of time
case study
way of collecting and organizing all of the information gathered from various sources to provide insights into the behavior of the child studied
portfolio assessment
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
assessment
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
evaluation
process of determining whether the philosophy goals and objectives of the early childhood program have been met
emergent literacy
process of developing awareness about reading and writing before young children can read or write
language
human speech the written symbols for speech or any means of communicating
language development
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
literacy
ability to read and write which gives one the command of a native language for the purpose of communicating
literacy development
lifelong process that begins at birth and includes listening speaking reading and writing
phonics
relationship between the letters of written language and the sounds of spoken language
phonemes
smallest unit of speech
rhyming
ability to auditorily distinguish two words that end the same way
phonological or phonemic awareness
ability to hear and identify individual sounds and spoken words
vocabulary
refers to the words we must know to communicate
flannelboard
used as a prop to tell or extend a story effectively
rebus chart
visual pictures such as signs illustrations and directions to help children make sense of any activity
literature
all the writings prose and verse of a people country or period including those written especially for children
genre
category used to classify literary works usually by form technique or content
format
overall arrangement of the way a book is put together such as size shape paper quality colors and content of each page
alphabet books
simple stories based on hte alphabet that present letter identification and one object picture association
beginning to read books
predictable books that are easy to read and present words that are simple and repetitive
big books
oversized books that present extra large text and illustrations
board books
first books for infants toddlers made of laminated heavy cardboard
concept books
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
counting books
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
folk literature
tales that come from the oral tradition of storytelling that appeal to the childs sense of fantasy
informational books
books that offer nonfiction for emergent readers by providing accurate facts about people and subject matter
interaction books
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
mother goose and nursery rhyme books
books passed from generation to generation and known by children all over the world. these are often a childs first introduction to literature
multicultural books
books that develop awareness of and sensitivity to other cultures. they also help to increase positive attitudes toward similarities and differences in people
picture books
books written in a direct style that tell a simple story with illustrations complementing the text
poetry
form of literature that contributes imaginative rhyme rhythm and sound
predictable books
books that contain familiar and repetitive sequences
realistic literature
form of literature that helps children cope with common actual experiences by offering positive solutions and insights
reference books
books that emphasize individualized learning through special topic books picture dictionaries and encyclopedias
series books
books written for primary grade children and built around a single character or group of characters
teacher and child made books
books made by the teacher and child that encourage self esteem creativity and the sharing of ideas. they also encourage children to articulate experiences
wordless picture books
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
word wall
alphabetically arranged display or chart of words that children have experienced throughout the school year.
early mathmatics
refers to exposure to and interactions with materials that contribute to the acquisition of knowledge about the underlying concepts of mathmatics
physical knowledge
learning about objects in the environment and and their characteristics such as color weight and size
logico mathematical knowledge
includes relationships constructed in order to make sense out of the world and to organize information such as counting and classification
concept development
construction of knowledge through solving problems and experiencing the results while being actively involved with the environment
number sense
concept that develops over time as children thing about explore and discuss mathematical ideas
one to one correspondence
pairing of one object to another object or one group of objects to another group of equal number
route counting
ability to recite names of numerals in order
rational counting
requires matching each numeral name in order to an object in a group
classifying and sorting
grouping objects by a common characteristic such as size shape or color
pattern
sequence of color objects sounds stories or movements that repeats in the same order over and over again
seriation
ordering objects based on the ability to place them in logical sequence such as smallest to largest or shortest to tallest
geometry
area of mathematics that involves shape size space position direction and movement
spatial sense
comparisons that help children develop an awareness of themselves in relation to people and objects in space such as exploration using blocks and boxes
measurement
finding the length height and weight of an object using units like inches feet and pounds
virtual manipulatives
refers to interactive web based computer generated images of objects that children can manipulate on the computer screen
dramatic play
type of creative spontaneous play in which children use their imaginations to create and dramatize pretend characters actions or events
sociodramatic play
highest level of symbolic play in which young children create their own happenings based on their experiences
practice play
during piagets sensorimotor stage infancy to two years infants explore the sensory qualities of objects and practice motor skills
symbolic or dramatic play
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
games with rules
childrens spontaneous physical and cognitive play that occurs during piagets concrete operations stage of development seven years and older
functional play
play that occurs when a child takes on a role and pretends to be someone else
constructive play
play that helps children understand their experiences. involves planning or manipulation of objects or people to create a specific experience
prop box
collection of actual items related to dramatic play activities that focuses on a specific theme or lesson plan
Cognitive theory
Piaget Constructivism Assimilation Schema Accommodation Equilibrium
IDEA
individuals with disabilities education act
early intervention special ed
least restrictive enviornment
Sociocultural theory
Vygotsky
Zone proximal development
Scaffolding
Public law 94-142
Least restrictive enviornment
