Midterm Exam Study Pack EDU 247

Question 1

Why are Read Alouds important in the Early Childhood classroom?

Answer 1

• Helps build background knowledge
  -Fun
  -Understand spoken word
  -Increases reading autonomy
  -Builds lifelong readers
  -Active listening skills
  -Connections, Inferences,
  Summarization, Context Clues, and Predictions

Question 2

Characteristics of a Good Book

Answer 2

• Attractive Covers
  -Beautiful Illustrations
  -Rich vocab
  -Humor
  -Problem-solving
  -Narrative (story) vs. Expository (factual)

Question 3

Characteristics of a Good Read Aloud

Answer 3

• Inflection in voice
  -Show pictures (before and during reading)
  -Ask good questions
  -Builds good stamina
  -Models phrasing

Question 4

Selection of a book

Answer 4

• Multiple genres
  -Repeat books
  -“listen UP” (engagement)
  -Open suggestions from children

Question 5

Curriculum (Definition)

Answer 5

sound child development principle; accepted standards of quality and best practices; multilevel process; philosophy, goals, and objectives of early childhood program

Question 6

Development of Curriculum

Answer 6

-suit its own population, location, resources, community and cultural values

Question 7

Types of Curriculum

Answer 7

1.) Interest-based/Emergent (interest/needs of children); ex: Reggio Amelia Curriculum

2.) Thematic Units (connected to common theme); ex: frogs, fall

3.) Integrated Units (knowledge = one subject to another)

4.) Skill-based/Intentional (explicit learning outcomes, strategic learning designs and meaningful assessments)

Question 8

Important Qualities (Curriculum)

Answer 8

• child-centered/child-initiated
  -adapted to meet individual student needs
  -promotes diversity

Question 9

NAEYC’s Ethical Core Values

Answer 9

• Childhood = unique and valuable
  -Children = develop and learn skills
  -Diversity in children and families

Question 10

Philosophers/Methods

Answer 10

-Montessori (cooperation instead of competition)

-Head Start (infants and toddlers)

-Bank Street (child-centered learning)

-Reggio Emilia

Question 11

Curriculum webbing (definition)

Answer 11

Long-range planning (brainstorm how to create lessons based on curriculum)

Question 12

Standard (definition)

Answer 12

Written descriptions; expected student knowledge (end of academic year)

Question 13

Lesson Plan (definition)

Answer 13

theme selection, brainstorming or webbing; developmentally appropriate stages; differentiated instruction; meet specific goals

Question 14

Goal (definition)

Answer 14

global learning outcome; general outcome of program

Question 15

Learning objective (definition)

Answer 15

one of several specific outcomes; helps achieve goal

Question 16

Criteria (objective creation)

Answer 16

1.) Description of student achievement (measurable verb)
2.) Conditions for student to perform task
3.) Criteria for student performance evaluation

Question 17

Steps (Lesson Plan)

Answer 17

1.) Materials (document/cite materials for lesson plans)
2.) Time (how long lesson should last)
3.) Intro/warm-ups/etc (wear props, intro questions)
4.) Procedures/step-by-step/etc (higher-level questions); (intentional questions)
5.) Assessment (determine student success; quiz, observation, etc)
6.) Adaptations/Accommodations (changes in how child accesses information/demonstrates learning; also Modification and Differentiation)
- What you gonna do? How you gonna do it? How will you assess it?

Question 18

Direct vs. Indirect Instruction/BOTH

Answer 18

Direct:
-teacher-centered
-whole group lesson
-research-based approach
-lower-level thinking

Indirect:
-student-centered
-small group lesson
-inquiry-based approach
-higher-level thinking

BOTH:
-variety of hands-on materials
-scaffolding instruction
-question/response
-teachers assist when needed

Question 19

Summative vs. Formative Assessment

Answer 19

Summative:
-evaluate student learning (every week; ex: spelling test)

Formative:
-low stakes; no grade

Question 20

Educational Objectives Acronym

Answer 20

SWBAT (Students Will Be Able To…)

Question 21

Teacher Reflection

Answer 21

-What went well
-Problems
-Anything could do differently
-Build on lesson (future lessons)

Question 22

Bloom’s Taxonomy

Answer 22

-Remembering, memorizing, 5 Ws (Who, What, When, Where, Why) and How
-Knowledge/Comprehension (beginning of week)
-Application, Analysis, Synthesis, Evaluation (end of week)
-questioning/lesson plan objectives

Question 23

Theorists

Answer 23

-Piaget (cognitive = how children think and learn); stages of development; 4 stages; schemata (add info to existing knowledge; experiences/learning)

-Erikson (psychosocial; social (grow socially); 8 stages; 1st stage = trust v mistrust, 2nd stage (3-5 yo) = initiative v guilt, 3rd stage (5-13 yo) = industry vs inferiority

-B.F. Skinner (behavior modification; reinforcement (positive/negative); operant conditioning (consequences/increases behavior)

-Vygotsky (indirect instruction; social/language = important; exploration/work together; zone of proximal development (challenge students/not too difficult); scaffolding)

-Maslow (hierarchy of needs; self-actualization, esteem, love, safety, physiological)

-Bronfenbrenner (ecological; environment = impacts learning; microsystem (family), mesosystem (school), exosystem (neighbors), and macrosystem (politics)

-Gardner (9 Multiple Intelligences; ex: verbal linguistic, interpersonal, naturalist, etc)