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

copy

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