CLDDV-101, Final Study Guide
100 Multiple Choice Exam
Bring to final: pencil with eraser, scantron 882E, one sheet of paper (handwritten) 8.5 X11 (letter size) front and back with notes that can be used for midterm; students may NOT use a print out of this study guide. Students may NOT photocopy or copy in handwriting another student’s notes. The notes you bring to the final exam must be in your own handwriting and created by you.
Educational Philosophies
- Anti-Bias
- Waldorf
- Montessori
- Reggio Emilio
Questions from syllabus
Observation (Anecdotes and Running Records)
• 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
• Running record, definition, present verb tense, record everything a child does and says in a specified period of time
MJC Child Development Academic Program/Educational Plan
• MJC Child Development Academic Program
• One new degree in child development as of summer 2010 called AS degree in Child Development, 60 units to graduate including courses in major and general education courses.
• Skills recognition award (under 18 units) Associate Teacher
• Several certificates including Teacher, Master Teacher, Site Supervisor, Early Interventionist
• Knowledge of how to transfer to a university-finishing transfer plan of general education courses (regardless of major)
- Permits – issued through State of California, Commission on Teacher Credentialing (NOT issued through MJC)
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)
• Relationship between language and thought
• 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
• takes into account how cultures and societies approach problem solving
• 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.
• 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 along with creating a caring, respectful relationship between the teacher and child.
• Time-out versus time with
• 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
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 (page 9)
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 12 Principles of child development and learning that informs practice (pages 10-15)
o Answer to question, “Is this decision developmentally appropriate practice? (pg. 33)
o 6 Guidelines for what excellent teachers do in their classrooms to translate the developmentally appropriate practice framework (pages 16-23)
o 3 things excellent teachers know (what you teacher/how you teach; both teacher –guided (pages 48 and 50)
• Development in the First Three Years of Life, Chapter 2
o Critical-relationships - importance
o Know ages and tasks of young infants (birth to 9 months-seek security), mobile infants (8 to18 months-engage in exploration), toddlers (16 to 36 months, continue to form identity)
o Expectations of the teacher in an infant/toddler class
• Developmentally Appropriate Practice in the Preschool Years – Ages 3-5, Chapter 4
o Critical relationships - importance
o Know ages and tasks of preschoolers in different developmental domains (physical, social and emotional, cognitive)
o Expectations of the teacher in the preschool class
• Developmentally Appropriate Practice in the Kindergarten Year – Ages 5-6, Chapter 6
o Critical relationships - importance
o Know ages and tasks of kindergarteners in different developmental domains (physical, social and emotional, cognitive)
o Expectations of the teacher in the kindergarten class
- Developmentally Appropriate Practice - Examples to Consider, Chapter 3, 5, 7
o Exam-gives scenarios from chart and select best practice from the “Examples to Consider”
o Early Start Evaluation Station
o IFSP – Individualize Family Service Plan - documents and guides the early intervention process for children with disabilities and their families.
- The IFSP is the vehicle through which effective early intervention is implemented in accordance with Part C of the Individuals with Disabilities Education Act (IDEA). It contains information about the services necessary to facilitate a child's development and enhance the family's capacity to facilitate the child's development. Through the IFSP process, family members and service providers work as a team to plan, implement, and evaluate services tailored to the family's unique concerns, priorities, and resources.
- Inclusion (fully including a child with disabilities in a regular education classroom) versus mainstreaming (allowing a child from a special education classroom to mainstream into a regular education classroom for just parts of a day)
- Importance of early intervention: brain development is genetically directed (nature), it is highly impacted both negative and positive by the environment or in this case – early intervention (nurture) in the early years; brain is especially vulnerable during the early years so enriched experiences can stimulate brain development; early intervention has long-lasting impact on child’s growth and development; supports family members and teachers in learning how to work with a child with special needs; child is more likely to fulfill his/her potential with early intervention; early intervention gives emotional support to families who may be grieving when discovering that child’s behavior is atypical.