FINAL REVISION FOR SPRING 2012 (2-22-12)
CLDDV-101, Midterm Study Guide
100 Multiple Choice
Bring to midterm: pencil with eraser, scantron 882E, one blank sheet of paper for possible extra credit and/or short essay, one sheet of paper (handwritten) 8.5 X11 (letter size) front and back with original notes that can be used for midterm; students may NOT use a print out of this study guide and students may NOT utilize another student’s notes by either photocopying or copying (handwritten) the other student’s notes. Your notes must be generated and created by you.
Note: It is possible to have one short essay question that would be written on the space that is on the back of the scantron or on a blank piece of paper.
AGENDA FOR EVENING OF CLASS (FEBRUARY 29):
· Approximately first hour of class - review Piaget, Vygotsky, Learning Styles
· Take a 20 minute break
· Approximately last 90 minutes of class – mid-term exam
Questions from syllabus
• Policies for Late work
· Missed quizzes and midterm and final exams
Observation (Anecdote & Running Record)
• Most important part of recording observations is to be accurate and objective.
• Objective reporting/stay away from opinion. Clarity, accuracy, and objectivity affect the quality of the observation. Question: am I describing the things in such a way that anyone viewing the same scene would describe it in the exact same way? Subjective interpretations, which are your opinions, might very well be true, but they can’t be supported by what is observed.
• Interpretation and evaluation of the facts come later.
• Purpose of observation:
• learn about child (needs, interests, strengths)
• evaluate program to see what works well and what doesn’t/can add more difficult puzzles to environment when observing individual children and their ability to put together puzzles
• measure child’s progress over time as skills develop.
• Tie in with assessment.
• Anecdotal record, definition, past verb tense, short story with beginning middle and end, written in past tense, developmentally significant moment representing the child’s ability at that state of development
• Running record, definition, present verb tense, record everything a child does and says in a specified period of time; most often utilized when trying to understand more about the child over a longer period of time such as how many times the child initiates play with others; how many times a child hits; how the child puts together sentences and pronounces words
MJC Child Development Academic Program/Educational Plan/Transfer to a University
• MJC Child Development Program is both a vocational and academic program
• AS degree in child development can be earned by completing 33 units in the major (11 courses – CLDDV-101,
103, 107, 109, 111, 121, 125, a lab (126 or 127 or 128), 163, 167, and 262), all general education and
competency requirements totaling a minimum of 60 units to graduate.
• Several certificates can be earned in Child Development program including Teacher, Master Teacher, Site
Supervisor, Early Interventionist
• Knowledge of how to transfer to a university (completing the transfer pattern for either a CSU or IGETC (UC,
CSU or private university)
· Know importance of a prerequisite
· Know what is found in the catalog and what is found in the course schedule
Developmental Domains:
• Developmentally significant moment-a moment in which the child’s skills are expressive of that stage of
development
• Physical Development/ways in which the body’s makeup, brain, nervous system, muscles, and senses and the
need for food drink, and sleep – helps determine behavior. Gross motor (running, jumping, climbing, pedaling)
and fine motor (writing, cutting, stringing beads)
• Cognitive Development/processing of information, learning, memory, problem solving, and intelligence,
language
• Emotional/emotional response
• Social/ways in which individuals’ interactions with others and their social relationships grow change, and
remain stable over course of life
Piaget’s Preoperational Stage of Cognitive Development (2-7 years of age) (Jean Piaget 1896-1980) (Information found in the running record and anecdotal assignment)
• Relationship between language and thought
• Focus on play in regards to how young children learn best; young scientists/curiosity; hands-on, active exploration of environment
• Symbolic thought/function: use a mental symbol, a word, or an object to represent something that is not physically present. Example: waving his hand and pretending when there is not a sword
• Egocentric thinking-the inability to take others’ perspectives. Hide with a blanket and since child can’t see others, believes others can’t see him.
• Centration-process of concentrating on one limited aspect of a stimulus and ignoring other aspects. Example: put a cat mask on a dog and dog is believed to be a cat. Example: two rows of buttons, one with 10 buttons that are spaced closely together, and the other with 8 buttons spread out to form a longer row; if asked which contains more buttons, typically select the row of 8 that looks longer as child is focusing on appearance.
• Conservation-learning that appearances are deceiving; the ability to understand that quantity is not related to physical appearances (play dough ball versus play dough snake; tall thin glass versus a shorter, round glass)
• Intuitive thought – refers to preschoolers’ use of primitive reasoning and their avid acquisition of knowledge about the world. Curiosity blossoms – seeking out answers/why? Later stages understand if push harder on pedals, makes tricycle go faster.
Vygotsky's view of cognitive development (Lev Vygotsky 1896-1934) (will be presented in class on Feb. 29)
• takes into account how cultures and societies approach problem solving
• Focus on play in regards to how young children learn best
• zone of proximal development, the level at which a child can almost but not fully perform a task independently, but can do so with the assistance of someone more competent such as a parent, teacher or even older child.
• scaffolding is the support for learning and problem solving that encourages independence and growth; think about behavior/adult can model behavior
Reed-Baker, Guides to Speech and Action
• Purpose is to help teachers effectively guide and support children in a manner that is mutually respectful and builds a child’s self-esteem and ego strength.
• Identify guides to speech and guides to action and be able to define them and their purpose. For example: A guide to speech states that it is most helpful to state comments in the positive instead of the negative. A child is jumping on the table and tables are for eating, drawing, etc. but not for jumping. Identify a way to state in the positive what the teacher wants the child to do instead of jumping on the table.
• Respond to questions on topics such as sharing, reducing the number of times the word “no” is used with children and the importance “Time-out” versus “Time with”
Developmentally Appropriate Practice Manual
• NAEYC Position Statement/page 1
o Purpose/promote excellence/provide a framework for best practice
o Three Core considerations in developmentally appropriate practice
o What is know about child development and learning; What is known about each child as an individual; What is known about social and cultural contexts in which children live
• To Be An Excellent Teacher, Chapter 1
o Twelve Principles of child development and learning that informs practice
o Answer to question, “Is this decision developmentally appropriate practice?
o Six Guidelines for what excellent teachers do in their classrooms to translate the developmentally appropriate practice framework
o Three things excellent teachers know (what you teacher/how you teach; both teacher-guided
• Development in the First Three Years of Life, Chapter 2
o Critical-responsive, relation-based curriculum, culture, continuity of care, adaptations of care are negotiated between family and center utilizing best practices as a guide while emphasizing that quality care is when the center’s practices are in harmony with the parent’s practices.
o Know ages and tasks of young infants, mobile infants, toddlers
o Expectations of the teacher in an infant/toddler class
o Importance of Harlow Monkey Study/Strength of attachment to caregiver in infancy (short video clip in Infant/Toddler Power point)
• Examples to Consider, Chapters 3
o Exam-gives scenarios from chart and be able to select best practice
• Preschool chapters 4 and 5 will be on the final exam and not on the mid-term
Educational Philosophy
· Anti-Bias Philsophy/Curriculum
o Four goals of Anti-bias philosophy
o Important-teachers encouraged to reflect on curriculum that is taught in the classroom so that it reflects the children that are enrolled including the teaching understanding the “whys” when choosing curriculum
o Know what the work provides a foundation for
o Definitions of terms such as social justice, equity, diversity, bias
o Diversity concepts
o Young children are very aware of differences in people
o Know what a teacher “needs” to believe/feel in order to carry out an anti-bias approach in the classroom
o Know why it is important in the early years NOT to only represent different cultures in their “ceremonial” dress.
Extra Credit for Mid-Term Exam will be on Learning Styles
The points for this extra credit will be added directly to the mid-term exam which means it is “extra”, extra credit! Typical extra credit is added to the “extra credit” column in Blackboard. The information on learning styles will be presented in class on February 29 before mid-term although it is strongly recommended that you read the information below before coming to class in order to have time to absorb and think about the questions below.
Learning Styles
As a student, learning about and understanding your own learning style and the differences between learning styles can be helpful as you develop strategies for classroom learning and for how to present curriculum to children who learn best through hands-on active exploration of materials (kinesthetic learners.) As you identify and reflect on your learning style, you will be more aware of how to develop strategies to compensate for the areas that you want to improve as a learner and make the most of your strengths.
· Visual Learners (Learn through seeing):
These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn bestfrom visual displays including: diagrams, illustrated textbooks, overhead transparencies, videos, flipcharts and handouts. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.
· Auditory Learners (learn through listening):
They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.
· Kinesthetic Learners (Learn through, moving, doing and touching):
Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.
· Reflect on the following questions in order to prepare for the extra credit on the midterm exam:
1. How could knowing your learning style be of benefit to you, personally?
2. How can it be helpful in your interactions with others?
3. How do you think this could help you in your studies?
4. How do you think this could help you in lectures?
5. How do you think this could help you in note taking?
6. After identifying your learning style, is there anything your instructor might do differently in presenting information each week to help you learn the information? Explain.