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Early childhood education > Test 1 > Flashcards

Test 1 Flashcards

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

What are the five selves

A
  1. Physical self
  2. Cognitive self
  3. Social self
  4. Emotional self
  5. Creative self
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2
Q

Physical self

A

Understanding about health, body, coordination of hand and eye, small and large muscle coordination - Children starting their lives, begin with small things

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3
Q

example of which of the five selves:

  • Teaching how to hold a pen - small muscle coordination
  • Picking something up, running - large muscle coordination
A

Physical self

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4
Q

Emotional slef

A
  • Reacting to people and situations around them
  • What makes them feel happy, sad, angry, shy, etc. and how to cope with those feelings
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5
Q

Example of emotional self in regards to death

A

Death in the family (don’t just brush it off and lie) - to cope with stress and emotion need to tell the truth (but express it differently - religious: went to heaven)

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6
Q

Why is emotional self in children important

A

Important to deal with emotions early on and teach them how to cope

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7
Q

Social self

A
  • Learn to develop social skills; how to cooperate and share
  • Social = enjoy of life
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8
Q

Cognitive self

A
  • Cognitive → intellectual
  • Intellectual development; being able to develop things (Children: small things)
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9
Q

Creative self

A
  • Unleashing creativity (relative to cognitive)
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10
Q

Why shouldn’t you penalize children for the mess that came out of a creative process?

A

Don’t want to stop their creativity (words have an effect)

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11
Q

What should you do when complimenting a childs work or behaviour for positive reinforcement

A

Use details

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12
Q

What is the reasons for the growth of ECE?

A

Beforehand, people lived in tribes and didn’t need care outside of the family. But afer the agricultual revolution, and then the industrial society, as well as the fact that more women are now in the workplace, there was a need for education on central based programs

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13
Q

Life and education in tribal society

A
  • Life was hard - people stayed together (spreading out was dangerous)
  • Children: Education provided inside of the tribes
  • Didn’t need care outside the family
  • Taught by parents or fellow tribal members
  • Had lots of time for education
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14
Q

Agricultural society

A
  • Happened after the agricultural revolution
  • The start of village life
    Children: Educated provided by family within villages
  • Didn’t need care outside of family
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15
Q

What changed come the industrial revolution

A
  • Children: Education in central based programs
    —– People are busy (parents work)
  • People don’t know each other in an industrial society (in a village - everyone mourns)
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16
Q

Effect of woman in the workpace

A

In the past, women used to stay at home
Raise their children
Do household work
Now, women are in the workplace
If women work AND men work → who takes care of the children
→ Daycare workers
Feed your children, take care of them
Trained people; teachers of young children

*even more need for central based programs

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17
Q
A
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18
Q

What can the workplace do in modern times that is good for business and why?

A
  • Daycare furnished by workplace → Good for business
  • Employees have peace of mind = higher productivity (know that children are being taken care of by trained people)
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19
Q

Mobility in the workplace during modern times (and compare to tribal people)

A
  • Being sent to work elsewhere at the detriment of their job (tribal people grow up all their lives in one place - now: moving)
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20
Q

Modern time changes and what they’re asking for

A
  • Public awareness/politics/business involvement
    People petitioning, asking for better working conditions
    • politics, elections
    • Businesses are hiring people to take care of children, subsidizing their funds to make sure that their children and employee’s children are well taken care of
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21
Q

What is a long term benefit of ECE

A
  • If you educate children, teach them… (5 effects) - will save a lot of money in the long run
  • Spend money now, raise good children - avoid having criminals or rebels
    *75,000$ to keep one criminal in prison

Sending money + educating children = better society with long-term benef

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22
Q

Explain family homes as a setting for ECE, and explain

(setting)

A

Family homes
1. Licensed (homes where you can bring your children to daycare)
2. Not licenced (babysitting, for example)

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23
Q

Age of children in ECE and purpose of education in family homes

A
  • Infants: >18 months – purpose: care
  • Toddlers: 18-35 months – purpose: enrichment (education)
24
Q

Source of funding for family homes

A
  • For-profit (small business)
  • Non-profit (volunteering)
    YMCA, YWCA, employer-supported, university and college-affiliated
25
Q

Age of children in center based programs

A
  • Preschoolers: 3-5 years – purpose: compensation
  • Kindergarten: 5 years – purpose: education
  • School level: 6-8 years – purpose: education
26
Q

Source of funding for center based programs

A
  1. Employer (paid by your job - preschool)
  2. University and college-affiliated
  3. Publicity supported (municipal, provincial programs)
27
Q

Age-related characteristics of infants (0-18 months) + todler (10-35)

A

Infant (0-18 months) and toddler (10-35 months)
- They spend time eating, sleeping, and being changed but they are learning
- Often get what they want by physical rather than verbal means
- 2-3 years eat well and talk little (spill food and milk)

28
Q

Age related characteristics for of pre-schoolers (3-5 years)

A
  • Find first days in preschool anxiety periods
  • Late 3/4 years: Ask questions → want to know answers + enjoy a chance to show off
  • Enjoy more verbally than they can use
29
Q

Explain hot-housing

A

Educating children intensely from a young age, to stimulate a child’s mind
- Back to basics movement: earlier introduction to academics will result in better-prepared and better-educated children
- Experts showed grave appreciation about this trend → attitude pushes preschoolers into inappropriate tests for which they are not developmentally ready
- *harmful - children not enjoying the environment

30
Q

Age related characteristics for of pre-schoolers (5 years)

A
  • Five-year-olds enjoy correcting the teacher who says absurd things
31
Q

Use of before and after school programs

A

For children of parents who start work early or finish late

32
Q

Issues regarding after school programs?

A

Concerns about children’s safety, vulnerability + lack of judgment

33
Q

Latch-key children

A

Arrive at school with the “latch-key” around their needs and return to an empty home after school

34
Q

Age related characteristics of primary children (6-8 years)

(4)

A
  • More patient and can wait (though not indefinitely)
  • Interest in pleasing the teachers
  • Enjoy jokes, riddles, songs + poems
  • Some of them are bullies
35
Q

List of qualities in ECE programs

A
  1. Group size
  2. Teacher qualifications
  3. Teacher-child ratio
  4. Mixed age grouping
  5. Developmental appropriateness of the program
  6. Teacher-child interactions
  7. Teacher consistency
  8. Respect and concern for teachers
  9. Family involvement
  10. Overall quality of ECE
36
Q

Quality of ECE:

Group size

A
  1. Small groups
    - Children are more cooperative, innovative and verbal
    - Showed less hostility and conflict than in larger groups
    - Make greater gains over time in cognitive and language tests
  2. Large groups
    - Teachers spend more time in management activities
    - Quality diminishes
37
Q

Teacher qualifications

A
  • Staff with specific training in ECE engage in more interactions with child
    —– Children with trained teachers show greater social + cognitive activities compared to children whose teachers lacked such training
  • More positive and less punitive, employing a less authoritarian style
38
Q

Teacher-child ratio

A

1.A good ratio: teachers have fewer children
Quality care ratio
Infants = 1:3 (need more care)
Toddlers = 1:4
2. Poor ratio: teachers have too many children

39
Q

A good teacher to infant ratio

A

1:3 (need more care)

40
Q

A good teacher to todler ratio

A

1:4

41
Q

Mixed age grouping

benefits for both older and younger children

A
  • For older → leadership skills
  • For younger → complex forms of pretend play
    (For a certain age group would be counterproductive, but for others, it might be beneficial)
42
Q

Developmental appropriateness of the program

A

This is where we can plan:
- The environments
- Develop activities
- Set expectations
→ many rooms, many activities

43
Q

________ is in opposition to “hot-housing” idea which pushes preschoolers into ________ tasks

A

developmental appropriateness of the program is in opposition to “hot-housing” idea which pushes preschoolers into inappropriate tasks

44
Q

What are the three things that you need to induvidualize the experience, and what quality of ECE is this part of?

A
  • Age appropriateness
  • Individual appropriateness
  • Culture appropriateness
    Part of developmental appropriateness
45
Q

Teahcer consistency

A
  • Forming secure attachment relations to adults
  • When children lose a teacher whom they have formed such an attachment, loss can be profound
46
Q

Why is teacher consistency important

A

Many children spend the bulk of their years in childcare, with adults other than their parents

47
Q

Respect and concern for teachers

A
  • If staff members receive appropriate pay and benefits + work in a satisfying way
  • Done to show respect and concern for teachers
  • If not they leave for better paying jobs!
48
Q

Family involvement

A
  • Children benefit when parents + early childhood staff share a common commitment to the best interest of the children
49
Q

Pro view for family involvement

A
  • Young children, if see parents involved in activities, will feel ensured
  • Research found that family involvement can provide quality
50
Q

Opposing view for family involvement:

A
  • Danger (could have criminal background)
  • Just because families, doesn’t mean they should be involved
  • If they are not the best influences, could negatively influence their children
51
Q

Teacher’s goals for children

A
  • Self concept
  • Grow in independence
  • Learn to give and share
  • Learn to get along with others (social self)
  • Learn human roles
52
Q

Teacher’s goals for children

Self concept

A

teachers help children develop self concept (personal portrayal of existence and possibilities), i.e. who they are and how they fit into the world.

53
Q

Teacher’s goals for children

Learn human roles

A

(As a sister, act as a sister, not as a mother)
- Begin to understand their bodies
- Learn and practice large and small motor skills (physical self)
- Begin to understand and deal with the physical world

54
Q

Careers in ECE

A

(We think of anyone trained in ECE jobs as working in childcare centers.)
However, there are other jobs for ECE professionals
- Directors
- Teachers, resource teachers
- Assistants
- Home visitors
- Therapy assistants
- Early intervention specialists
in varied setting
- Elementary schools
- Special needs classroom
- Treatment centers
- Hospital and recreation programs

55
Q

How to open a daycare for business

(12)

A
  1. License to operate your daycare
  2. Location
    (Necessary facilities in proximity, such as parts and stores
    Clean and quiet environment with a lot of greenery and a park to facilitate outdoor activities for the children)
  3. Money/ grants
  4. Furnishing and food
  5. Toys and games (age appropriate)
  6. Curriculum
  7. Security and rules (CPR)
  8. Staff
  9. Hours
  10. Name of the daycare
  11. Philosophy
  12. Stories

Early childhood education (2 decks)

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