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ECE ADVANCED DEVLOPMENT > MIDTERM EXAM > Flashcards

MIDTERM EXAM Flashcards

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Early Childhood Education flashcards
1
Q

What are the goals of Anti-Bias Education?

A

IDENTITY, DIVERSITY, JUSTICE, ACTIVISM

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2
Q

What does goal #1 IDENTITY mean?

A

Children will demonstrate SELF-AWARENESS, CONFIDENCE, FAM PRIDE, & POSITIVE SOCIAL IDENTITIES

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3
Q

What does goal#2 DIVERSITY mean?

A

Children will express COMFORT/JOY with HUMAN DIVERSITY, use ACCURATE LANGUAGE, & develop CONNECTIONS with OTHERS

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4
Q

What does goal#3 JUSTICE mean?

A

Children will RECOGNIZE UNFAIRNESS, have LANGUAGE TO DESCRIBE IT, & RECOGNIZE THT UNFAIRNESS HURTS

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5
Q

What does goal#4 ACTIVISM mean?

A

Children will demonstrate SKILLS TO ACT AGAINST PREJUDICE/DISCRIMINATION.

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6
Q

What is PERSONAL IDENTITY?

A

Subjective feelings abt distinctiveness from others, sense of uniqueness & individuality. Ex. Name, personality, talents—things tht make u unique.

Is fostered by temperament, home, fam, etc.

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7
Q

What is SOCIAL IDENTITY?

A

Ways which u feel or would like to be same as others, thro identification w/ fam/peer culture. Group categories defined by society in which u live.

  • Some social identities receive support from dominant culture while some r diminished*
  • Some social identities shift/change while others don’t*
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8
Q

What is DOMINANT CULTURE?

A

Way of life defined by dominant group(s) as the norm & “right” way to live. Culture of ppl who hold social, political & economical power. Other cultural groups judged based on how they differ from DC standards, which then becomes the justification for disrespect, prejudice & discrimination.

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9
Q

At what age do children notice DIFFS IN SKIN COLOUR?

A

BY 6 MONTHS

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10
Q

At what age do children notice gendered diffs, name them; name skin colours?

A

By 2 YEARS

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11
Q

At what age do children ask Q’s abt characteristics? (gender, physical abilities, race)

A

By 3 YEARS

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12
Q

At what age do children become aware of FAM STRUCTURE & ECONOMIC CLASS?

A

By 4 YEARS

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13
Q

At what age do children become CURIOUS ABT WHT PARTS OF THEMSELVES R PERMANENT VS. WHT WILL CHANGE?

A

Between 3-5 YEARS

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14
Q

What are OVERT LESSONS?

A

DIRECT LESSONS — WHT ADULTS SAY

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15
Q

What are COVERT LESSONS?

A

IMPLICIT—ADS, SEE HOW PPL/THEMSELVES ARE TREATED

Often experience conflicting messages abt identities when behaviour of those they look up to (parent, teacher, etc.) does not match their direct messages.

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16
Q

Significant adults in children’s lives ________ in helping children feel ____, ____, or _______ abt their identities and attitudes towards human diffs.

A

Significant adults in children’s lives PLAY A ROLE in helping children feel PROUD, SHAMED, or CONFLICTED abt their identities and attitudes towards human diffs.

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17
Q

Where does learning about social and personal identities begin?

A

It begins in the fam, however, as messages from larger society filter in, it becomes the main influence.

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18
Q

Why is visibility important?

A

Bc when children are not represented in the classroom they may feel shame and start to wish they were like visible social identity groups.

  • Children use schemas to help them understand observations of culture, gender, skin colour, etc.*
  • Children may form PRE-PREJUDICES as they make sense of subtle cues from adults & draw conclusions.* (This is why accurate visibility is so vital).
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19
Q

What are PRE-PREJUDICES?

A

Children’s inaccurate ideas & feelings as they build on theories abt human diffs. (They pay attention to subtle cues from adults).

PRE-PREJUDICE can turn into actual prejudice if reinforced or ignored.

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20
Q

What is ETHNICITY?

A

PLACE OF ORIGIN, HERITAGE OF ANCESTORS

21
Q

What is CULTURE?

A

RULES, PATTERNS OF BEHAVIOUR, LANGUAGE, VALUES, BELIEFS

22
Q

What is NATIONALITY?

A

Country in which you are a CITIZEN

23
Q
  1. What is RACE?

2. What is RACIALIZED IDENTITY?

A
  1. Socially & politically constructed. Diff ethnic groups assigned to same racialized identity group.
  2. One of most fundamental social identities in societies built on FALSE SOCIAL/POLITICAL CONCEPT of race & practices of SYSTEMIC RACISM .
    * Imposed on everyone & becomes basis for societal advantages/disadvantages. Imposed from outside & constructed internally.*
24
Q

What are ISMS?

A

Set of beliefs, policies, & actions tht are designed to keep power/privilege in hands of one group at the expense of another.

  • Reflected in edu, health care, housing, employment*
  • Gov policies/laws
25
Q

What is SURFACE CULTURE?

A

COSTUMES, FOOD, MUSIC, HOLIDAYS, ARTIFACTS.

26
Q

What is DEEP CULTURE?

A

LANGUAGE, VALUES, GENDER ROLES, ROLE OF CHILDREN, EMOTION, HISTORIC EVENTS, RELIGION, WORK, HOUSING, HEALTH CARE, IDEAS ABT EDU

Cultural identity begins at birth. Language is a fundamental part of cultural identity.

27
Q

What are some CLASSROOM STRATEGIES surrounding ANTI-BIAS EDUCATION?

A
  • CONSIDER FAMS
  • EXPLORE SIMS/DIFFS
  • INDIVIDUALIZE CURRICULUM
  • SUPPORT IMMIGRANT FAMS
  • ADRESS DIFFS B/W HOME & CLASS CULTURE
  • CONSIDER LANGUAGE
  • LEARN ABT FOOD, MUSIC, DANCE, ETC.
28
Q

What are the EFFECTS OF ISMS?

A

DIRECT: School segregation, no voting rights, same sex marriage

INDIRECT: Laws restricting immigration, hate crimes/groups, psychological impacts of racism/discrimination

29
Q

What is a BIAS?

A

Beliefs tht effect how individuals think, feel, & act towards others. Leads to prejudice.

30
Q

What are some examples of EXPLICIT BIAS?

A

Sexual harassment, violence, racial bias.

31
Q

What are some examples of IMPLICIT BIAS?

A

“You’re so pretty,” someone who says they’re “colour blind” but is surrounded by white, middle-class, able-bodied children, black children suspended more often.

32
Q

What are some CLASSROOM STRATS surrounding DIVERSITY?

A
  • MAKE RACIAL DIVERSITY VISIBLE
  • PAY ATTENTION TO INDICATORS OF CONFUSION/SELF-REJECTION
  • EXPAND WHT CHILDREN KNOW ABT DIFF BACKGROUNDS
  • FOSTER CRITICAL THINKING & ACTING W/ FAIRNESS
33
Q

What is STRESS?

A

Wht u feel when u have to handle more than wht ur used to. Body responds tht ur in danger—hormones tht speed up HR, breathing rate, burst of energy.

Stress can be helpful when u need to work hard or react quickly. **BUT IF STRESS HAPPENS TOO OFTEN/TOO LONG CAN CREATE HEALTH PROBLEMS

34
Q

What are the STRESS SYMPTOMS for TODDLERS/PRESCHOOLERS?

A
  • ANGER
  • ANXIETY
  • EATING/SLEEPING ISSUES
  • FEAR OF BEING ALONE
  • REGRESSING TO INFANT BEHAVIOURS
  • TREMBLING
  • UNCONTROLLABLE CRYING
  • WITHDRAWN
35
Q

What are the STRESS SYMPTOMS for SCHOOL-AGERS?

A
  • DISTRUSTFUL
  • FEELING UNLOVED
  • HEADACHES/STOMACHACHES
  • NO APPETITE
  • WITHDRAWN
  • TROUBLE SLEEPING
  • URINATE FREQUENTLY
  • BED-WETTING
  • NOT CARING ABT SCHOOL/FRIENDSHIPS
  • WORRY ABT FUTURE
36
Q

What are the THREE TYPES OF STRESS & what do they mean?

A

POSITIVE: Brief increases in HR, mild elevations of stress hormone lvls

TOLERABLE: Serious, temporary stress response, buffered by supportive relationships

TOXIC: Prolonged activation of stress response systm in absense of protective relationships.

37
Q

What is TRAUMA?

A

Lasting emotional response tht often results from living thro a distressing event. Can harm sense of safety, sense of self, and ability to regulate emotions & navigate relationships.

38
Q

What are ACEs?

A

ADVERSE CHILDHOOD EXPERIENCES: Potentially traumatic events tht occur in childhood (0-17yrs). Ex. Abuse, neglect, violence

Common among all populations, but some populations more vulnerable.

39
Q

What is the order of the ACE PYRAMID?

A

ACEs > DISRUPTED NEURODEVELOPMENT > SOCIAL, EMOTIONAL, COGNITIVE IMPAIRMENT > ADOPTION OF HEALTH-RISK BEHAVIOURS > DISEASE, DISABILITY, SOCIAL PROBLEMS > EARLY DEATH

40
Q

What are some examples of FIGHT, FLIGHT, & FREEZE?

A

FIGHT: Self-harm, rage, hitting, biting, defiant behaviour, verbal abuse, needing control.

FLIGHT: Separation anxiety, changes in eating, regression, loss of bladder control, increased fearfulness.

FREEZE: Refusal to talk, lack of eye contact, unwilling to try new things, difficulty forming friendships.

41
Q

What are the DEVELOPMENTAL IMPACTS OF ACEs?

A
  • All biological systms in body interact w/ each other
  • Can overload bio systms & lead to longterm effects
  • Brains developing circuits are highly sensitive to effects of elevated stress activation
  • Early, frequent activation of immune systm can result in “double hit” against lifelong health
  • Combo of stress/inflammation threatening to health/well-being thro cardiometabolic systm
42
Q

What can educators do in terms of TRAUMA?

A
  1. Recognize tht all children will benefit from a Trauma-Informed approach
  2. Use strengths-based teaching
  3. Recognize, appreciate, & address differing influences on children’s experiences w/ trauma
  4. Embrace resilience as a goal for every child
43
Q

How can we create a TRAUMA SENSITIVE CLASSROOM?

A
  • Consistent daily routines
  • Tell children when something out of ordinary will happen
  • DA choices
  • Nurturing & affectionate, sensitive to children’s triggers
44
Q

What is GENDER IDENTITY?

A

Imposed externally by society, constructed internally by child.

45
Q

At what age do most children refer to themselves as “boy” or “girl”?

A

By 2 YEARS.

46
Q

At what age have children absorbed dominant culture messages abt gender roles?

A

By 4 YEARS

47
Q

What does TRANSGENDER mean?

A

When a person’s assigned sex doesn’t match their gender identity.

48
Q

How can EDUCATORS SUPPORT LGBTQ FAMS?

A
  • INCLUSIVE LANGUAGE
  • BOOKS W/ REPRESENTATION
  • “PERSON U LOVE” DAY INSTEAD OF MOTHER/FATHER’S DAY
  • DISPLAY FAM PICS
  • DISCUSS SIMS/DIFFS
  • CURRICULUM THT CHALLENGES STEREOTYPES
49
Q

What are some EDUCATOR STRATS & ACTIVITIES surrounding CLASS & FAM STRUCTURE?

A
  • CREATE WELCOMING/EQUITABLE LEARNING COMMUNITY
  • FOSTER “NONCLASSIST” INTERACTIONS
  • HELP CHILDREN APPRECIATE DIFF TYPES OF WORK
  • LOVING FAMS IN DIFF TYPES OF HOUSING
  • ADDRESSING MYTHS ABT JOBS
  • SUPPORT RECYCLING

ECE ADVANCED DEVLOPMENT (1 decks)

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