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Early childhood education > Test 2 > Flashcards

Test 2 Flashcards

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

Importance of play

why is indoor and outdoor play VERY IMPORTANT

A

Children learn through play

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2
Q

For children, play is often talked about as if it were a relief from serious learning.
What can be said about this

A

For children, play IS serious learning

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3
Q

How do you define play

A

through the characteristics of play

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4
Q

Why is defining play not an easy task

A

it’s easy to recognize but hard to define

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5
Q

Characteristics of play (5)

A
  • Play is voluntary + chosen by the child
  • Play is meaningful to children
  • Play is pleasurable and enjoyable for the child
  • Play involves make belief/pretend
  • Play is fun
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6
Q

Context of play (3)

A

Social, temporal, and physical

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7
Q

Social (context of play)

A

with whom he plays (siblings, parents, and classmates)

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8
Q

Temporal (context of play)

A

time to do the negotiating, planning, and development required for play

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9
Q

Physical (context of play)

A

where he plays; a classroom, a playground or at home

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10
Q

Continuously keep playing; a matter of ____________ for children

A

Continuously keep playing; a matter of relaxation for children

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11
Q

What can be said about the floor plan

A

Don’t divide randomly → use the formula

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12
Q

Ancient theories of play (4)

A
  1. The surplus energy theory
  2. The relaxation and recreation theories
  3. The practice theory
  4. The recapitulation theory
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13
Q

The surplus energy theory

A

play is a mechanism for burning off excess energy

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14
Q

The relaxation and recreation theories

A

play meets an adult’s need for relaxation after a hard days work.

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15
Q

The practice theory

A

play allows children to practise adult activities

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16
Q

The recapitulation theory

A

Children are the link in the evolutionary chain between animals and adults
- In play, children go through or recapitulate all the steps humans passed before reaching their current evolutionary stage.

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17
Q

Freud’s theory of play (3)

A
  • play has an anxiety release and wishful fulfillment functions
  • Allows the child to release from the real world + opportunity to express impulses and wishes that are not acceptable in the real world
  • Play is healing → permits children to relieve frustration and express their emotions
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18
Q

Play therapy evolved from the who’s theory of play

+ what can be said about it

A

the Freudian view of play

+ remains a common and powerful tool in therapeutic and Hospital settings

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19
Q

Piaget’s theory of play (2)

A
  • Saw play as pure simulation
  • In play, the child assimilates a person, an event, or an object into current schemes or ways of thinking
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20
Q

Piaget’s theory of play: Play changes with age (3)

A
  1. Practice play (birth to 2 years)
  2. Symbolic play (2 to 7 years)
  3. Games with rules (7 to 11 years)
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21
Q

Practice play (birth to 2 years)

(4)

A
  • Play is physical, not symbolic
  • Practice play → the term used to describe the repeated actions of the infant
  • The infant repeats the behavior that once was difficult + takes pleasure in mastering the skill
  • As motor development becomes refined → babies use practice, trial and error + experimentation to gain control over the environment
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22
Q

Symbolic play (2 to 7 years)

A
  • Symbolic play becomes possible as the children can mentally represent objects, events, and people
  • pretend play common during this period, and it becomes more social in nature, progressing from solitary to group pretend play
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23
Q

Games with rules (7 to 11 years)

A
  • Games with rules become possible once concrete operations are achieved in children
  • Initiate an interest in organized games with simple rules
  • The rules become more complex as a child’s cognitive capacities become more advanced
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24
Q

Vygotsky’s theory of play

A
  • Saw the emotional side of play, the imaginary, illusory realization of unrealized desires
  • Like Piaget, also side the cognitive side of play
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25
Q

Imaginary play does not emerge until around _____ years

A

three years

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26
Q

Plays is the source of _________ + a major factor __________

A

Plays is the source of development + a major factor in language development

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27
Q

What is play

A

Play is described as a sequence of four activities young children engage in when they encounter new objects and situations

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28
Q

4 parts of play + explain

A

Exploration → an investigation of the situation
Manipulation → familiarization with features and properties
Patience → experimentation
Repetition → mastering skills relative to the object/situation

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29
Q

Definitions of play

A
  • Definitions of play have abounded over the years → most satisfactory ones focusing on play as an attitude
  • Children + adults enter into play with an atitude that is different from their auitude when they work or study
  • That attitude distinguishes play from other forms of activity
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30
Q

Parents social theories (4)

A
  1. Unoccupied behaviour
  2. Solitary play
  3. Onlooker play
  4. Parallel play
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31
Q

Unoccupied behaviour

A
  • Child moves around the classroom going around from one area to another, observingbut not getting involved
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32
Q

Solitary play (+age)

A
  • Child plays alone, uninvolved with other children nearby
  • Done by children of all ages, more complex in older children
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33
Q

Onlooker play (+age)

A
  • Watching others nearby, without joining in
  • Common among 2 year olds
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34
Q

Parallel play (+age)

A
  • Most social form + involves children playing togeher in a shared activity
  • Typical of older preschoolers
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35
Q

Cognitive play (4)

A
  1. Functional play
  2. Constructive play
  3. Dramatic play
  4. Games with rules
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36
Q

Functional play (+age)

A
  • Repetitive, used to explore what object are like and what can be done with them
  • Infants and toddlers
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37
Q

Constructive play

A

Creating something with the play objects

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38
Q

Dramatic play

A

Child uses a play object to substitute for something imaginary

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39
Q

Games with rules (+age)

A
  • Involves accepted, prearranged rues to play
  • More typical in children
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40
Q

Superheroes (good+bad)

A
  • Superhero play has been criticized but it has been pointed out that children benefit from these play experiences in many ways
  • Children:
    a) Are empowered
    b) Experience positive emotions (courage, strength…)
    c) Gain confidence in themselves
    d) Can role play in a safe practice problem solving + decision makin
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41
Q

Why is guidance important?

A
  • Every time you help a child to look at his or her behavior and to evaluate its appropriateness → shaping future behavior
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42
Q

what can be said regarding time and guidance

A

Doesn’t happen in one instance → Takes time and patience

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43
Q

Explaining = ________

A

Explaining = Guiding

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44
Q

Guidance = __________
Punishment = ____________

A

Guidance = positive discipline
Punishment = negative discipline

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45
Q

Guidance is _________ not __________

A

Guidance is positive discipline not punishment

46
Q

Positive discipline helps children achieve __________

A

Positive discipline helps children achieve self-discipline

47
Q

What is Punishment

A

Punishment emphasizes what the child should not do, without giving any indication of what the desired behavior is

48
Q

Punishment focuses on ____________ rather than ____________

A

Focuses on obedience rather than development of self-control

49
Q

why do we say what punishment undermines self-esteem?

A

because it makes decisions for the child rather than allowing the child to think through a solution

50
Q

why can physical punishment increase undesirable behavior such as aggression

A

since it models the very behavior it intended to discourage

51
Q

why do ECE experts discourage punishment

A

because of its long-term ineffectiveness in changing behavior

52
Q

what do we call the behaviors we expect of young children

A

Goals (pro-social qualities)

53
Q

What behaviors do we expect of young children

A

Friendly, sociable, responsible, helpful cooperative, and considerate, and who acquire a conscience

54
Q

where are prosocial behaviors most likely to appear

A

children who live in a nurturing environment (Where understanding and caring are modeled
Where responsibility is expected
Where inductive reasoning is used)

55
Q

You can guide children to gain prosocial qualities behaviors through ________

A

You can guide children to gain these behaviors through the act of play

56
Q

Induction

A

an approach in which adults help children see through logic and reasoning the consequences of their behavior for other people

57
Q

Morality of autonomy

A

based on inner sense of integrity

58
Q

Morality of obedience

A

based on doing what one is told to do

59
Q

To achieve morality of autonomy

A

Children need, from an early age, many opportunities to develop a sense of personal values

60
Q

Internal control

A

The development of values comes from the opportunities to exchange viewpoints with others and opportunities to make decisions

61
Q

_____ rather than _____ control is critical

A

Internal rather than external control is critical

62
Q

What does this mean

Internal rather than external control is critical

A

Means that the child does what is right, not because they might be responsible to do it, but because it’s the right thing to do

63
Q

inner control and morality of autonomy - which is the key term

A

Inner control is the key term - mortality of autonomy deals with inner control

64
Q
A
65
Q

Morality of obedience deals with ______

A

Morality of obedience deals with external control

66
Q

Eclectic approach to guidance

(both sides)

A
  • If you were raised by a family that used fitness and fairness –> Will most likely bring your own experiences to the task of guiding young children
  • If your family was an authoritarian - you were expected to follow rules - then you will need to examine whether you carry this attitude into your work
67
Q

Eclectic approach to guidance - what should you keep in mind

A

As you explain your own values, keep in mind your aim in working with the children whose parents have entrusted them into your daycare

68
Q

Eclectic approach to guidance

Review your style, why

A

Review your style → if it is not appropriate or practical then you change it

69
Q

Model

A

Children are likely to imitate those they admire and like

70
Q

Guidance techniques (7)

A
  1. Model
  2. Focus on “Do’s” Instead of “Don’ts”
  3. Listen
  4. Stay calm and gentle
  5. Know the children
  6. Provide choice: Autonomy vs. obedience
  7. Use redirection and distraction
71
Q

Guidance technique

Focus on “Do’s” Instead of “Don’ts”

A

Stop running in the hall –> Walk in the hall, please. You can run when we go outdoors

72
Q

Guidance technique

Listen

A

Listening is important –> It is a process: listening, understanding, remembering, evaluating and responding

73
Q

Guidance technique

Stay calm and gentle

A

As a teacher remaining calm + not allowing stress to interfere in your judgment is critical to keeping others calm

74
Q

Guidance technique

Know the children

A

Know what triggers certain children’s behaviors (ex. A child who hits children when the room is crowded; make sure that he has more space)

75
Q

Guidance technique

Use redirection and distraction

A
  • distraction through humor → used very effectively by some teachers in “Me Against You”
  • Fun to use humor; helps prevent power struggles
76
Q

Guidance technique

Reinforcement and bribe - difference

A
  • Reinforcement → Follows the behaviour - Technique used to manage behavior
  • Bribe → The promise of reward comes first, followed by the behavior
77
Q

Guidance technique

Reinfocement - what can you do for more powerful reinforcement and when

A

Behaviorists may result in more powerful reinforcement; Food, toys, tokens or privileges to reward a child –> Only if that child does not respond to social reinforcement

78
Q

While positive reinforcement can be a powerful tool, ________ or general statements like “ good boy, good job” → actually be _________-

A

While positive reinforcement can be a powerful tool, ineffective praise or general statements like “ good boy, good job” → actually be counterproductive

79
Q

Effective praise

A

focuses on the activity and process, allows children to evaluate their own work

80
Q

what to keep in mind with praise

A

Praise immediately

81
Q

Provide attention

A

Helps build trust

82
Q

Relaxation techniques

*children

A

One approach to relaxation is to experience muscle tension followed by muscle relaxation
- ex. for children: Children instruction instructed to make themselves Stiff as a board, then to become as floppy as a doll

83
Q

What type of behavior deserves timeout?

A

When the behavior is serious, the child is taken to an identified location

84
Q

purpose of timeout

A

Method used to eliminate undesirable behaviors

85
Q

time out - how can it be considered just punishment?

A

If you just put them in the corner and say nothing as to why → punishment

(deprive the child of being with their friend)

86
Q

Time out - punishment or guidance?

A

If you put them in the corner and explain to them why they are there:
- The act of bringing them there → punishment, but…
- Explaining why → is a form of guidance
→ combination of both

87
Q

Time out and time

A

Two minutes or less!!
Leave a kid for 5 minutes → an abuse

88
Q

Curriculum

A

Curriculum is a lesson plan. Curriculum = for children: should be flexible

89
Q

Curriculum vs. lesson plan

A
  • The term curriculum is used when discussing programs for preschool children
  • The term lesson plan is more used when discussing school children
90
Q

Elements of the Curriculum

A

The ECE Curriculum is the result of both long-range and short-term planning + children’s developmental levels

91
Q

What type of planning - infants

A

short term planning
Long-term planning → inappropriate for infants and toddlers
Change so quickly - almost daily

92
Q

Curriculum has to be really related to several important factors (4)

A
  1. Philosophy
  2. Learning outcomes
  3. Observation
  4. Evaluation
93
Q

Program philosophy and curriculum

(2)

A
  • Curriculum takes its direction from the overall philosophy of your program
  • The children in your program + your assumptions about how best to meet their specific requirements will also affect the curriculum
94
Q

Standards, learning outcomes, and curriculum

A
  • Objectives/goals stem from a program’s philosophy → are standards you aim to achieve
    → translated into concrete learning outcomes
95
Q

Standards + learning outcomes

A

expectations about what we want a person to know and be able to do

96
Q

Observation and curriculum - why

A

Would be impossible to determine if your outcome was appropriate without observation

97
Q

Observation and curriculum:

Observations must be _____ and _______

A

Observations must be describable and measurable

98
Q

Assessment, evaluation, and curriculum

A
  • A curriculum has to be closely matched to the needs of the children + the program
  • Evaluation is an important element in curriculum development
99
Q

Children’s development and curriculum

A

Curriculum that does not accommodate and adjust for the comprehension levels, abilities, needs and interests of the children is meaningless

100
Q

To plan an appropriate program requires knowledge (4)

A
  • Individual variation among the children
  • Age group of your class
  • Family characteristics
  • Backgrounds
101
Q

Curriculum content

Best way to find what is appropriate in a curriculum → say it should be derived from (3)

A
  1. The children’s life experiences
  2. Based on what is concrete
  3. Tied to their emerging skills
102
Q

Children as the focus of the curriculum

A
  • Most crucial attributes children need to face the future → feelings of self-worth + competence
  • Self-understanding comes from learning about oneself
  • Children enjoy learning about themselves → focus on children as a part of the curriculum
103
Q

The family as the focus of the curriculum

A

Family is vitally relevant to the children + provides another basis for curriculum topics

104
Q

The community as the focus of the curriculum - why

A
  • Can help children build an understanding of a community as a social system by focusing on the interrelatedness of the people who live and work in
105
Q

The community as the focus of the curriculum - how

A

From the community + the people that work in it, children can learn through projects: About local forms of transportation, health services, local recreational facilities…

106
Q

Planning the curriculum - Preschoolers and school age children

A

Plans + objectives may cover a longer time span

107
Q

Planning the curriculum - Primary school level

A

Flexible long-term objectives are appropriate

108
Q

Planning the curriculum: Activities

A
  • The play in which children are involved → as important as any planning
  • Children at play → constructing new knowledge, for which we could not possibly plan
109
Q

Planning the curriculum: Environment

A
  • An environment that is designed to promote play + learning opportunities facilitates children’s propensity to explore and investigate
  • Peaks their curiosity + desire to find out more; which generates questions
110
Q

Planning the curriculum: Team Planning

A
  • Planning for an individual child or class without regard for the system to which they belong → useless
  • The school as a whole must buy into the philosophy, goals, + curriculum

Early childhood education (2 decks)

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