ece i final exam review unit a personal & professional preparation 1.02 habits of successful...
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ECE IFinal Exam Review
UNIT APersonal & Professional Preparation
1.02 Habits of successful people
4% 2.02
Responsibilities of EC Professionals 4%
3.01 Observation Methods
4% 3.02
Teaching Methods 4%
Unit BChild Development Birth-12
4.01 Domains of Child Development
7% 4.02
Developmental Characteristics of children 7%
4.03 Theories of Child Dev.
7% 5.01
Dev. Appropriate Activities for Infants/Toddlers within PLACES (Domains) 7%
5.02 Apply appropriate reading activities children 3-5
6% 6.01
Dev. Appropriate activities in specific areas for learning for children 3-8 9%
6.02 Evaluate Dev. Appropriate programs for school-age children
5%
Unit CWorking with Children 7.01
Communicating expectations and setting limits 5%
7.02 Guiding Behavior
7% 8.01
Health & Safety policies for EC Settings 5%
8.02 Emergency procedures in EC Settings
4%
Unit DThe Field of ECE 9.01
Leaders in the History of ECE 4%
9.02 Historical Events EC Related Programs
4% 10.01
Career Trends and Opportunities in ECE 4%
10.02 Benefits and limitations of work and education options
3%
Study Objectives in this order 6.01=9%
Dev. Appropriate activities in specific areas for learning for children 3-8
4.01=7% Domains of Child Development
4.02=7% Developmental Characteristics of children
4.03=7% Theories of Child Dev.
5.01=7% Dev. Appropriate Activities for Infants/Toddlers
within PLACES (Domains) 7.02=7%
Guiding Behavior
The higher the %, the more questions you will see from that Objective on the Final VoCATS Exam!
Study Objectives in this order 5.02=6%
Apply appropriate reading activities children 3-5 6.02=5%
Evaluate Dev. Appropriate programs for school-age children
7.01=5% Communicating expectations and setting limits
8.01=5% Health & Safety policies for EC Settings
Study Objectives in this order 1.02=4%--Habits of successful people 2.02=4%--Responsibilities of EC Professionals 3.01=4%--Observation Methods 3.02=4%--Teaching Methods 8.02=4%--Emergency procedures in EC Settings 9.01=4%--Leaders in the History of ECE 9.02=4%--Historical Events EC Related Programs 10.01=4%--Career Trends/Opportunities in ECE 10.02=3%--Benefits/limitations of work/edu. options
Final Exam 100 questions Comprehensive
Objective 1.02, 2.02-10.02 PLEASE READ CAREFULLY
Don’t assume an answer choice until you have read it twice to double-check!!
Process of elimination Automatically mark out answer choices you know are
NOT IT!!!! The answer is usually in the question
Look for KEY WORDS!!! & underline them!!!
7 Habits Be PROACTIVE
Take responsibility for your life. Begin with END in MIND
Define your mission and goals in life. Put 1st things 1st
Prioritize, and do most important things 1st. Think WIN-WIN
Have an everyone-can-win attitude. Seek 1st to understand, then to be understood
Listen to people sincerely. Synergize
Work together as a TEAM to achieve more Sharpen the Saw
Renew yourself regularly
Skills Neededby Early Childhood Professionals
1. Basic communication2. Math3. Thinking4. Life5. Interpersonal6. Leadership7. Resource management8. Professional communication
Life Skills
Leadership Ethics Accountability Adaptability Personal productivity Personal responsibility People skills Self-direction Social responsibility
Primary Responsibilitiesof Early Childhood Professionals
1. Know how children grow and develop
2. Plan developmentally appropriate curricula
3. Prepare the environment
4. Communicate effectively
5. Get along with co-workers
6. Manage time wisely
7. Continue to learn
What type of Observation method is this?
More controlled conditions Examples
Standardized tests Research instruments
(surveys, questionnaires, etc.)
Results used to form developmental norms Require specialized training
Formal observations
What type of observation method is this? Less controlled conditions Easier to use More appropriate for program planning Examples
Interviewing parents Talking with children Observing students in the classroom Collecting student work samples
Informal
SIMPLE records Frequency count Checklist Rating scale
DETAILED descriptions Running record Anecdotal record
Guidelines for Observing in
Early Childhood Education
Be a person of character, a model of honesty, integrity, and fairness
Be sensitive to the needs of others
THICS
Guidelines for Observing in
Early Childhood Education
Keep information about teachers, children, and parents to yourself.
ONFIDENTIALITY
Guidelines for Observing in
Early Childhood Education
Demonstrate behavior that serves as a good example for young children.
XAMPLE
The goal in observing is to be objectiveobjective.
Objective = reporting facts Subjective = opinions, impressions
When is an anecdotal record used?
When you want to gather information about a specific
situation or incident
When is a frequency count used?
Whenever you need to tally and record how many times a behavior is occurring
Ways Children Learn
From the environmentFrom a teacherFrom their experiences
Learning from the environment Variety of
manipulatives Interactive
environment with opportunities to explore and experiment
Learning from a teacher Provides positive
reinforcement Is a good role model
for children to imitate
When a person shows someone else how to do something, this is called
modeling.
Learning from experiences
Sensory elements Trial and error Learn from mistakes Address all areas of
development
2 types of play
1. Open-ended1. Can be used in a variety of ways, with no one
correct way to play with them
2. Closed-ended1. Structured materials meant to be used in one
way, with one intended outcome
Benefits of Open-ended Materials for Children
1. Develop independence
2. Learn to make decisions
3. Learn to solve problems
4. Use their imagination
Benefits of Closed-ended Materials for Children
1. Learn to follow directions
2. Develop sensory perception
3. Help develop motor skills
Purposes of Lesson Plans Serves as an organizational tool Forces teachers to think ahead Enables teachers to think through
what they want to do Provides time to gather needed
materials Can be saved for future reference
Copy
Results of Teaching without Lesson Plans???
Lessons flounder and fail
Time wasted Children bored Materials not ready Things left out
copy
Lessons usually include these lesson functions: Focus and review
Introduction to capture attention, focus on the topic, review Statement of objective
State what children will learn Teacher input
Introduce new information Student guided practice
Give children a chance to use the new information Independent practice
See how well children can do things on their own Closure
Summarize, bring the activity to an end
Oh, the PLACES You’ll Grow…
Domains ofChild Development -- PLACES Physical Development & Health
Motor skills, Self-care. Growth, Safety awareness Language Development & Communication
Receptive/Expressive language, Reading/Writing Approaches to Learning
Pondering, processing, applying experiences, Curiosity, information-seeking, eagerness, Risk-taking, problem-solving,
Cognitive Development Thinking skills
Emotional Development Developing a sense of selfself
Social Development Developing a sense of self with others
Erik Erikson-Human Dev. Life is a series of
stages Each individual must
pass through each stage
Way in which a person handlers each of these stages affects the person’s identity and self-concept
Psychosocial Stages Newborn
Trust Vs. Mistrust Toddler
Autonomy Vs. Shame and Doubt Preschool Child
Initiative Vs. Guilt School-age child
Industry Vs. Inferiority Adolescent
Identity Vs. Role Confusion Young adult
Intimacy Vs. Isolation Adult
Generatively Vs. Stagnation Elder
Integrity Vs. Despair
Jean Piaget-Cognitive Dev. Behavior of children and the dev. of their
thinking can only be explained by the interaction of:
Nature intrinsic dev.
Nurture extrinsic environmental factors
Children pass through specific stages as they develop their Cognitive Dev. Skills: Sensorimotor
Birth-2 years Infants develop their intellect
Preoperational 2-6 years
Children begin to think symbolically and imaginatively Concrete Operational
6-12 years Children learn to think logically
Formal operational 12 yrs-adulthood
Adults develop critical thinking skills
B.F. Skinner & others-Behaviorism Based on Locke’s tabula rasa (“clean
slate”) idea Skinner theorized that a child is an “empty
organism” An empty vessel
waiting to be filled through learning experiences
Lev Vygotsky-Sociocultural Theory
Cultural environments Children learn values Beliefs Skills Traditions
eventually pass on to their own children
Howard Gardner 8 Multiple Intelligences
1. Linguistic
2. Logical-mathematical
3. Spatial
4. Bodily – kinesthetic
5. Intrapersonal
6. Interpersonal
7. Musical
8. Naturalistic
Maslow’s Motivational Theory He say’s….
Once our most critical needscritical needs—physical, are met, individuals can focus on achieving higher and loftier needs such as love, respect, and self-actualization.
Maslow’s Basic NeedsBeginning with the most critical
What types of activities support development in the PLACES Domains of infants & toddlers? Physical
Music and Movement Activities Rolling and bouncing Playing with rattles Playing music Group movement activities Reflexes Holding, rocking, singing
What types of activities support development in the PLACES Domains of infants & toddlers? Language/Reading Activities
Reading books to children Storytelling Talking to children to promote cooing
What types of activities support development in the PLACES Domains of infants & toddlers? Approach to Learning
Science Activities Activities to extend attention span Activities to promote curiosity Sensory activities, including textures, hanging toys to see and hear
What types of activities support development in the PLACES Domains of infants & toddlers? Cognitive
Math Activities Visually tracking moving objects Interactive toys Seeing shapes and forms Thinking through sequences
What types of activities support development in the PLACES Domains of infants & toddlers? Emotional
Art Activities Pictures of emotions posted Toys with colors Activities with shapes Bubbles Mirrors
What types of activities support development in the PLACES Domains of infants & toddlers? Social
Social Studies Activities Attachment activities Gentle touching
5.02 Story Time Before During After
Let’s look at closet door to review!
Objective 6.01
Exemplify Developmentally Appropriate Activities in specific areas of learning for Children 3-8 year olds Think about all the different centers in pre-k
classes All the lesson ideas and how they relate to each
subject -- PLACES
Objective 6.02 Evaluate developmentally appropriate
programs for school-age children
Environment Relaxed, comfortable atmosphere; free of
stress Interesting learning centers Developmentally appropriate materials Indoor and outdoor areas
Routines
Some predictable daily routines needed Also need variety and choices Balance between structured routines and
the freedom of unstructured time Routines planned for arrivals, planning
time, meals and snacks, activities, rest time, departures
Staff Adult-child ratios to meet state
requirements Ideal: One care provider per ten children Staff trained and experienced in working
with school-age children
Activities Activities for all areas of development and for guiding
behavior Balance
Quiet vs. active Indoor vs. outdoor Large vs. small group activities
Help children with homework Activities promote respect for cultural diversity Activities that accommodate diverse groups with a
range of ages represented Community participation; clubs, teams, and special
activities
What are the two types of guidance?
Direct involving physical and verbal actions
Indirect involving outside factors that influence behavior
What are some guides for communicating expectation?
Model respect and acceptance Encourage empathy and compassion Encourage cooperation and teamwork Insist on self-control Communicate rules in an easy-to-understand way
Safety Goals
Goals of safety policies Supervise children at all times Maintain minimum adult-child ratios Provide a safe environment
D - 9.01 - History 63
Knowing about ECE History
Provides a sense of support and perspective Serves as a source of inspiration Helps teachers develop creative expression Helps teachers develop better methods of
teaching Creates awareness and understanding of changes
in education Helps individuals get in touch with their own early
childhood experiences Helps individuals develop a philosophy of teaching
Copy what is underlined.
D - 9.01 - History 64
John Locke1632-1704
Tabula rasa
Founder of modern educational philosophyFounder of modern educational philosophy Theory based on scientific method, study Theory based on scientific method, study
of mind and learningof mind and learning Believed that each child is born with a Believed that each child is born with a
“clean slate” (“clean slate” (tabula rasa) tabula rasa) on which their on which their experiences are writtenexperiences are written
D - 9.01 - History 65
Friedrich Froebel1782 - 1852
•Coined the word kindergarten
•Started the first kindergarten in Germany in 1837
•Emphasized teacher-directed learning
•Advocated freedom, initiative, and relevant curriculum
D - 9.01 - History 66
Sigmund Freud
1856-1939
•A child’s personality develops through a predictable pattern of psychosexual stages.
•Many emotional and psychological problems of adults are connected to how their parents and care providers met their basic needs as children.
IdEgoSuperego
D - 9.01 - History 67
John Dewey1858 - 1952
•First real American influence on American education
•Founder of progressive movement
•His theory = progressivism
•Advocated child-centered learning in groups
D - 9.01 - History 68
Margaret McMillan1860 - 1931
•Margaret and her sister Rachel extended concern beyond education to medical and dental care for children
•Created open-air nursery in a slum
•Developed the McMillan
theory of fresh air, sleep, and bathing
D - 9.01 - History 69
Rudolph Steiner1861 - 1925
•Founded Waldorf Schools
•Interdisciplinary, multi-sensory curriculum with emphasis on the arts
•Emphasized the whole child; begin where the learner is.
•Promoted self-regulation and self-discipline
D - 9.02 - Programs & Initiatives 70
Impact ofKaiser Child Care Centers
Served over 3,000 children Freed women to work during World War
II Provided a model for exemplary child
care
D - 9.02 - Programs & Initiatives 71
Impact ofHead Start on ECE
Services for low-income families Comprehensive developmental services to over 10
million children Now serving about 20% eligible low-income children Burst of enthusiasm for programs for young children Expanded enrollment in nursery school, kindergarten,
and child care programs National attention to the need for good care and
educational experiences for children
D - 9.02 - Programs & Initiatives 72
Impact ofSmart Start on ECE
Made early childhood education accessible to children of all races, classes, cultures, and needs
Made child care affordable Improved child health outcomes Strengthened families Used cutting-edge, innovative approaches for
early learning
D - 9.02 - Programs & Initiatives 73
Impact ofNo Child Left Behind
Provides accurate assessment of student performance
Provides children with effective development materials
Increases student and teacher accountability Provides individualized and comprehensive reporting Encourages parental involvement by providing at-
home activities
D - 9.02 - Programs & Initiatives 74
Impact of More at Four Provides a high quality classroom-based educational
program Children served in a variety of settings:
public schools for-profit and nonprofit child care Head Start Combination settings
Offers financial assistance Serves a diverse group of children Very detailed planning of program objectives for
children
D - 9.02 - Programs & Initiatives 75
Impact of 21st Century Skills
Provides expanded academic enrichment activities for children
Opportunities for students and their families to continue to learn new skills and discover abilities after school year has ended
Provides tutorial services Provides art, music, and recreation programs Helps children meet standards in reading and math
1. Societal trends Those that relate to the activities and customs
of human beings collectively Increase in dual-career families Increase in single parenting Increasing mobility of population Increasing need for child care Increasingly diverse population
English as a second language (ESL) Special populations Cultural/religious differences
2. Educational trends Those that relate to the system for teaching
and learning Rising enrollment in private preschools Increasing emphasis on early childhood
education programs Increasing need for teachers Gradual decline in student enrollment
3. Workplace trends Those that relate to the system within which
people work Increasing number of elderly in the workplace Increase in entrepreneurships More child care centers on work sites More flexible work schedules and locations Increased availability of family leave
Career Opportunities INEarly Childhood Education
Career Opportunities RELATED TO Early Childhood Education
Parent education coordinatorInfant teacherToddler teacherPreschool teacherMontessori teacherParent cooperative teacherCenter directorKindergarten teacherKindergarten aide/assistantHead Start teacherSchool-age child care teacher
Adoption counselorAmusement park guideArchitect who designs child care settingsChild custody mediatorChildren’s book authorChildren’s zoo guideFuneral home bereavement counselorFamily and consumer sciences community college instructor or university professorSchool nurse or nurse practitionerSummer camp or sports clinic instructor, counselor, or director
D - 10.02 - Benefits & Liimitations
Option ABenefits of Going Straight to Work
Immediate employment
Feeling of accomplishment
Using skills before they are forgotten
Sense of independence
copy
D - 10.02 - Benefits & Liimitations
Option ALimitations--- Going Straight to Work
Lower pay
Entry-level tasks
Minimum job benefits
Limited variety of jobs
Fewer opportunities for advancement
Interferes with further education
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D - 10.02 - Benefits & Liimitations
Option BBenefits of Going to School
Financially rewarding careers
Opportunities for advancement
Manageable hours and working conditions
Professional status
Broad range of majors
Broad education base
Financial assistance available
Opportunities for continuing education
D - 10.02 - Benefits & Liimitations
Limitations--- Going to School
Greater initial cost
Longer time required to reach career goal
Entrance requirements
Competitive job market