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EDUC - Curriculum Leadership in Early Learning & Care > Midterm Exam > Flashcards

Midterm Exam Flashcards

1
Q

What is the difference between style and role?

A

¥ Style is mostly about how you carry out a task, your most usual demeanor or choice over how to behave.
¥ Role is much more about the part you have to play within this organization or service

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2
Q

What are the 5 types of leadership?

A

¥ Administrative Leadership: It requires leaders to be involved in the operational, day-to-day running or management of services
¥ Pedagogical Leadership: Underpins the core of early childhood care and education, ensuring the quality of the day-to-day lives of participating children, as well as supporting and enhancing their growth, development and learning
¥ Community Leadership: Involves demonstrating to the community that early childhood education and care is an important issue, and can determine a child’s future success in life. It is contextualising your service into your community
¥ Conceptual Leadership: Revolves around the creation of new ideas to advance the profession. Individuals must be open to new ways and processes of thinking, and demonstrate a willingness to challenge conventional assumptions
¥ Advocacy Leadership: As a whole, the early childhood community helps to improve the landscape for children and families

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3
Q

What are 4 aspects of Rodd’s typology of an early childhood leader?

A
  1. Stage of professional development
  2. Personal characteristics
  3. Professional skills
  4. Roles and responsibilities
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4
Q

What is ELECT’s statement of principles?

A

ELECT:
¥ Statement of Principles: a planned curriculum supports early learning, knowledgeable, responsive early childhood professionals are essential

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5
Q

What are some aspects of effective leadership?

A

¥ Leadership is constructed as each person interacts and influences another while contributing to a shared vision
¥ Early childhood professionals who make decisions about educational practice in their work are leaders in their own right
¥ Pedagogical leadership can be strengthened through strategies and skills along with inter-professional practice

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6
Q

What are 3 aspects of pedagogy?

A

¥ Children are active agents whose interests, knowledge, socio-emotional & physical being have to be carefully understood in order to develop educational paths
¥ To understand the child as a whole it is necessary to focus attention on his/her life environment: family, community and wider society
¥ Thus, early childhood professionalism is characterized by an ethical commitment that has social implications

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7
Q

What are some aspects of professionalism and being competent?

A

¥ Openness towards new experiences & knowledge
¥ Accepting challenges
¥ Nurturing an attitude of questioning
¥ Constantly & critically reflecting on present and past practices & knowledge
¥ Re-defining thoughts about ECEC (transformative thinking)
¥ Re-positioning your role and a role of the child
¥ Using pedagogical tools e.g., observing, planning, educational strategies

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8
Q

What are some ways to establish collegiality?

A

¥ Consider diversity among team members
¥ Value each member’s contribution (professional equality)
¥ Overcome a linear concept on education & develop an understanding that education is a shared responsibility
¥ Sustain collective reflection on practice through an open dialogue that incorporates disagreement and debate as potential opportunities to embrace transformative change

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9
Q

What is dialogic engagement?

A

¥ Concept of dialogue relates to the responsibility to be answerable
¥ To be answerable means to be involved in thinking that will be reflected in practice

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10
Q

What is pedagogical thinking?

A

¥ Pedagogical thinking: an exploration to enable deeper understanding of what informs your practice and the reasons why you work in particular ways

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11
Q

What is reflective thinking?

A

¥ Reflective thinking: the process of serious thought and constructive critical analysis – being in dialogue with yourself

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12
Q

What is metacognition?

A

Metacognition: the ability to think about your own thinking. Metacognitive abilities include awareness of your own ideas and reasoning, knowledge about what you know and, equally important, the gaps in your current understanding

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13
Q

What is divergent thinking?

A

¥ Divergent thinking: the ability to come up with many answers where some of the produced answers can be better than the others

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14
Q

What are 3 challenges that ECEs may encounter when embracing transformative change?

A

¥ Political (informed policy-making, government action/inaction)
¥ Economical (marketing vs. universal approach)
¥ Administrative ( managerial & educational leadership)

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15
Q

What is neo liberalism?

A

¥ Updated version of classical liberalism

¥ Restatement of old ideas of ‘freedom’, ‘individualism’ in an up-to-date and more sophisticated form

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16
Q

What is public choice theory?

A

If the choice is wise, the customer will benefit. If it is unwise, the customer will suffer directly
¥ Economic model of rational behavior where people are guided chiefly by their own self-interests
¥ Rejects the construction of organic decision-making units, such as “the people”, “the community”, or “society” by stating that although most people base some of their actions on their concerns for others, the dominant motive in people’s actions in the marketplace is a concern for themselves

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17
Q

What is agency theory?

A

¥ The AT instills “hierarchical work relationships as contracts where a principal becomes a commissioning party to specify or delegate work to an agent to perform in return for some specified sanction or reward”
¥ It creates a rational autonomy which assumes best forms of contract for its agents where both sides delegate their interests

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18
Q

What is human capital theory?

A

¥ Key idea: Wage differences are due to differences in productivity

Definition:
¥ Stock of individual knowledge, capability, and skills that are economically usable
¥ All those skills are acquired through investments in education, but also talents, I.Q., practical experience, etc.
¥ Human being is a maximize of individual economic prosperity

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19
Q

What is a teaching role?

A

¥ Teaching Role: The government suggests that there’s no real difference between care and education when it comes to ECEC. However, one barrier rests with differing terms and conditions of employment. The other lays in integrating two roles in which the word ‘teaching’ is understood differently

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20
Q

What is a pedagogue role?

A

¥ Pedagogue Role: Widespread discomfort with the term ‘teacher’ in the early years community has perhaps led to increased use of the term ‘pedagogy’. Moss (2004) argues that a pedagogue takes a holistic view of development, in which learning, care, and upbringing are equal value

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21
Q

What is the key person role?

A

¥ The Key Person Role: It is a complex role that takes high level of responsibility for all aspects of children’s development, learning, and well-being

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22
Q

What are the 5 different leadership powers?

A

¥ Legitimate or Positional Power: which is given to an educator by organization, in our case by childcare institution, by virtue of their position in the hierarchy
¥ Expert Power: which is based on expertise stemming from skills, knowledge and/or experience
¥ Coercive Power: which may be used upon someone with the purpose of “giving cold shower”
¥ Reward Power: is a power held not only by one individual but rather by a group of individuals. It comes from a strong sense of commitment and active input for the common good. It is distributed among those involved and brings emotional satisfaction from the accomplished task
¥ Referent Power: is given to an individual as to the one who is more knowledgeable, experienced and trustworthy. Comparing it with the legitimate or positional power, referent power may also be given on the basis of trust, friendship, personal talents and qualities which draw children to the educator

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23
Q

What is distributed leadership?

A

Distribution of leadership inevitably involves a distribution of power and ability to think critically and reflectively

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24
Q

What are some aspects of reflective practice?

A 
¥	Habits of busy thinking
¥	Inductive and deductive processes
¥	Being a human
¥	Socratic questioning
¥	Self-regulated learning
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25
Q

What are some aspects of reflective thinking?

A

Reflective thinking, in distinction from other operations to which we apply the name of thought, involves:
¥ A state of doubt, hesitation, perplexity, mental difficulty, in which thinking originates
¥ An act of searching, hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the perplexity

26
Q

What are 3 aspects of Dewey’s “How we Think”?

A

¥ Open-mindedness: the ability to consider problems in new and different ways, to be open to new ideas and thoughts that one may not have previously entailed. To be open-minded is to be able to listen to more sides than one, to be an active listener, to be prepared and able to hear thinking that may be contrary to one’s own
¥ Whole-heartedness: being engaged by thinking. It is associated with experiencing a flood of ideas and thoughts
¥ Responsibility: the need to consider the consequences of one’s actions: to know why; to seek the meaning in what is being learnt. Intellectual responsibility underpins knowing why something is worth believing

27
Q

What are Dewey’s 5 phases?

A
  1. Problem: is seeing the situation in such a way as to recognize the cause for concern
  2. Suggestions: are the possibilities the spring to mind when confronted by a puzzling situation; the suggestions available, the greater the need to suspend judgment in order to consider each appropriately
  3. Hypothesis: is when a suggestion is considered in terms of how it might be used
  4. Reasoning: is when the linking of information, ideas, and previous experiences is used to help in expanding from problem to a testing idea
  5. Testing: is when the hypothesized test result is tested. Testing may result in conforming or negating the hypothesis and may occur either in overt or convert form
28
Q

What are the 4 steps of reflective practice?

A
  1. Describe
  2. Analyze
  3. Theorize
  4. Act
29
Q

What are the 4 steps of framework for reflection?

A
  1. Describe
  2. Inform
  3. Confront
  4. Reconstruct
30
Q

What are 3 ways to become a reflective ECE?

A

¥ Thinking About What You Do & How: Thinking back is the way to reflect on what has happened and to pinpoint what you, or the other ECEs, can learn
¥ Emotional Self-Awareness: An increased level of self-honesty also supports greater insight to what others might be feeling in a given situation, there’re emotional consequences of challenging your own practice, or being challenged
¥ Reflection on Values and Principles: Address important questions like “I believe that ECE practice must be child centered. Am I really adhering to this practice? And what makes me so sure?” or “We, as ECEs, follow children interests. Does my practice demonstrate it? How?”

31
Q

What are some potential barriers that would hinder your ability to become a reflective educator?

A

¥ This job does not require deep thought
¥ There’s always others who know better – they tell me what to do
¥ Everything is fine, why rock the boat?
¥ I’ve been doing it for years!
¥ Anxiety to be criticized
¥ Underdeveloped thinking skills (being threatened by being asked “Why?”)

32
Q

What are Schon & Argyris’ 4 theoretical outcomes?

A

¥ Espoused Theory: the outlook and values on which people believe they base their behaviour
¥ Theory-in-use: the outlook and values that are strongly implied by the way people behave in practice
¥ Reflection-on-action: thinking & talking over what has happened with the aim of learning what went well; what might be changed another time and why.
¥ Reflection-in-action: professional thoughtfulness, keeping key values to the front of your mind, recognizing choice points & using even limited time to make the best decision for the moment

33
Q

What are 3 ways reflection frames experiences?

A

¥ An Observer of Self and Others: focuses on qualities & content of relationships
¥ A Critical Reader of Professional Literature: focuses on engaging the literature, rather than simply being a consumer of it
¥ An Implementer of Activities: focuses on a process and outcomes (didactics) associated with your activities and pedagogical thinking

34
Q

What are 3 different reflective writing examples?

A

¥ Reflective Diaries: are focused on demonstrating reflection on an experience
¥ Learning Logs: are mostly a record of events that have happened, which are relevant to the person’s learning.
¥ A Learning Journal: is a record of learning but more focused on bringing out specifics of that process

35
Q

What are some dispositions exercised in the reflective process?

A

¥ Flexibility of Thought: make your thinking visible (concept map, graph, picture, photo, video, audio, etc.)
¥ Intellectual Curiosity: collect & dig deeper
¥ Perseverance: challenging yourself is not always easy
¥ Risk-taking: speak up because you believe
¥ Critical reflection

36
Q

What are 3 aspects of critical reflection?

A

¥ Critical Thinking: focused thought on a subject, event or aspect of practice in order to consider seriously all the details and reach careful and well-supported judgments
¥ Active Thinking: habits of busy thinking are welcome to the adults and modeled by them day by day
¥ Artistry: a flexible and innovative approach to areas of professional practice, blending possible information and strategies – a contrasting alternative to mechanic application of techniques

37
Q

What are 2 challenges to critically reflective practice?

A

¥ Technical Rationality: an unwise model of training that presumes professionals are adequately equipped by transmission of a finite body of knowledge & techniques.
¥ Indeterminate Zone of Practice: inevitable areas within professional practice when the appropriate knowledge or best approach is not immediately obvious: uncertainty, uniqueness, value conflict

38
Q

What are the 3 documents that Ontario follows?

A

¥ DNA
¥ MOE Early Learning Documents
¥ Code of Ethics and Standards of Practice

39
Q

What are some aspects of policy?

A

¥ Describe the program’s specific plans for achieving particular goals
¥ Apply to employees & participating families
¥ Should be written as comprehensive statements describing previously made decisions, identified guiding principles, or already agreed-upon courses of action that will help the program achieve its goal

40
Q

What are some aspects of procedures?

A

¥ Describe specific strategies for complying with established policies
¥ Identify step-by-step actions to reach agreed-upon goals
¥ Apply to all employees should be included in the staff manual
¥ Some apply only to administrators
¥ Procedures that apply to families should be included in the family book

41
Q

What is the STAFF manual?

A

¥ The STAFF Manual is an internal document that describes qualifications for employment; includes job description; and spells out employees’ right and responsibilities, including the expectations that all employees are to comply with laws, regulations, and standards designed to safeguard the health, safety, and well-being of children, families, employees, employers, and community

42
Q

What are 3 things the STAFF manual should contribute towards?

A

¥ The creating of the centre’s culture of caring
¥ Ensure the centre’s smooth day-to-day operation
¥ Should guide employees’ interactions with one another, the families they serve, and the community

43
Q

What is the ADMINISTRATIVE manual?

A

¥ The ADMINISTRATIVE Manual is a tool that guides the administrator’s decision-making process

44
Q

What are 3 things the ADMINISTRATIVE manual includes?

A

¥ Employee salary scale
¥ Waiting list policies
¥ Benefits

45
Q

What is the FAMILY handbook?

A

¥ A programs FAMILY Handbook play a critical role in ensuring that the program’s operations comply with applicable laws, regulations, and standards

46
Q

What are some guidelines that should be addressed in the FAMILY handbook?

A

¥ About the program operations, policies, and procedures e.g., requiring parents/guardians to submit child’s immunization

47
Q

What are the 10 categories of policies and procedures?

A

¥ Program overview – e.g., program vision, goals, etc.
¥ Program services – e.g., education & care, food, transportation, etc.
¥ Administration – e.g., parent council, nominating, etc.
¥ Personnel policies – e.g., recruitment, staff training, performance review, etc.
¥ Services to children – e.g., max. group size, types of assessment, etc.
¥ Health & Safety – e.g., care & exclusion of sick children, nutrition and food-handling guidelines, etc.
¥ Business, budget, and financial issues – e.g., the system of accounting, identification of a person(s) responsible for the program financial management, etc.
¥ Record keeping – e.g., identify who, under what circumstances, has access to the records
¥ Families – e.g., program philosophy, ways of communicating with families, etc.
¥ Public relations and marketing – e.g., outreach to the community, governing boards, etc.

48
Q

What is the difference between a worldview and a paradigm?

A

¥ Worldview: a basic set of beliefs that guide action

¥ Paradigm: a model or framework for observation and understanding, which shapes what we see and how we understand it

49
Q

What are 4 aspects of the modern view?

A

¥ Accepts diversity of views, understandings, behaviours as legitimate
¥ Something like “different folks have different strokes”
¥ It’s pretty easy for many of us to adapt the modern view
¥ Example: Dandelion is a plant

50
Q

What is the difference between the real life and the research world?

A

¥ In real life it does not matter which paradigm you prefer and/or follow
¥ In the world of research, it makes a difference (for those who conduct research, for those who read a research report)

51
Q

What is the postmodern view?

A

¥ The postmodern view presents a critical dilemma for scientists
¥ While their task is to observe and understand what is “really” happening, they are all human
¥ As such, they bring along personal orientations that will colour what they observe and how they explain it
¥ There’s ultimately no way people can totally step outside their humanness to see and understand the world as it is “really” is – that is, independently of all human view points

52
Q

What is the modern view?

A

The modern view acknowledges the inevitability of human subjectivity, the postmodern (post-foundational) view suggests there is no “objective” reality to be observed in the first place

53
Q

What is the pedagogy of play according to John Locke?

A

¥ Play for educational purposes
¥ Educational materials, strategies, didactics
¥ Edutainment = education + entertainment

54
Q

What is the pedagogy of play according to Jacques Rousseau?

A

¥ Play as a pleasure, natural activity
¥ Free play, natural and unstructured environments
¥ Robinson Playgrounds

55
Q

What is toysation?

A

¥ According to Farne, the toy-format has a special communicative power – a power of an adult over a child where adult transmits message (ideology) to children

56
Q

What are 3 current images in ECEC?

A
  1. Early childhood education and care
  2. Postfoundational paradigm
  3. Modern/developmentalistic paradigm
57
Q

What are some distinct vocabulary terms?

A 
¥	Efficacy: school-readiness
¥	Effectiveness: curriculum as a set of predetermined activities
¥	Objectivity
¥	One universal truth
¥	Imposed standards
¥	Measurable outcomes
¥	Child in need of improvement
¥	Child as a learner (meaning scholar?)
¥	Meaning maker
¥	Emergency: curriculum as an evolving process
¥	Contextualization
¥	Documentation/learning stories
¥	Multiple truths
¥	Competent child
¥	Child as a citizen
58
Q

What are 3 different positions on the curriculum?

A

¥ Comforting: Froebel, Montessori, Waldorf
¥ Reforming: High/Scope, Tools of the Mind, Bank Street School, etc.
¥ Transforming: Reggio Emilia, Te Whariki

59
Q

What is the difference between the modern developmentalistic paradigm, and the postfoundational paradigm?

A

Modern Developmentalistic: reforming position on the curriculum; pre-primary approach

Postfoundational: transforming position on the curriculum; social pedagogy

60
Q

What are the two stages of the mosaic approach?

A
  1. Children and adults gather documentation and practitioners and parents reflect on what they think life is like for the child(ren)
  2. Piecing together information for dialogue, reflection and interpretation and practitioners and parents listen to the child(ren’s) own perspectives
61
Q

What is Australia’s Children’s Voice Project?

A
  • Young children can construct valid meanings about the world and their place in it
  • Young children know the world in alternative (not inferior) ways to adults
  • Young children’s perspectives and insights can help adults to understand their experiences better

EDUC - Curriculum Leadership in Early Learning & Care (1 decks)

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