HD 341 1st Edition Exam 1 Study Guide Lectures 1 8 Chapter 1 Comenius realized that authoritarian teaching wasn t the most effective Pestalozzi teachers need to look at the system if there are behavioral problems positive behavior is a natural outgrowth when children are involved in engaging activities that meet their needs Owen punishment is never required should be avoided as much as poison in their food kindness in tone look word and action Froebel teachers should see natural impulses of the child not as evil but the source and motivation for human development Montessori looked down on prizing and punishment process of dynamic development Dewey we learn in communities passion for children doing real and relevant work Piaget beneficial to groups and beneficial to self feeling of belonging Adler Maslow Erikson Rogers first 5 years are important in development a key life task is an individual s effort to overcome the inferior life position of the child Dreikurs teachers are leaders not bosses teachers should use encouragement and logical consequences instead of punishment children want social acceptance Ginott contributed to the articulation of the guidance tradition psychology of acceptance I messages cardinal principle address behavior accept child Be able to explain the difference between discipline and guidance Discipline does not allow for individual circumstances innocent mistakes can make children suffer causes humiliation makes the classroom anxious unpleasant makes teachers unable to use professional judgment obedience or consequence Guidance allows use of individual circumstances and judgment supports self esteem prevents future problems What is developmentally appropriate practice advocates educational practices that allow for an interactive approach to learning and teacher child relations establishes routines and expectations understandable to children use methods such as modeling and encouraging expected behavior redirect behavior toward acceptable activity set clear limits What are the three core considerations of DAP 1 What is known about child development and learning a referring to knowledge of age related characteristics that permits general predictions about what experiences are likely to best promote learning and development i we know that children have ages and stages children develop sequentially ii fundamental things we know 2 What is known about each child as an individual a referring to what practitioners learn about each child that has implications for how best to adapt and be responsive to that individual variation i eternal motivation to learn something temperament ii attachment iii learning development can vary 3 What is known about the social and cultural contexts in which children live a referring to the values expectations and behavioral and linguistic conventions that shape children s lives at home and in their communities that practitioners must strive to understand in order to ensure that learning experiences in the program or school are meaningful relevant and respectful for each child and family What are the five guidelines used as a framework for creating developmentally appropriate programs creating a caring community of learners o teaching citizenship teaching to enhance development and learning o curriculum planning curriculum to achieve important goals assessing children s development and learning o are we achieving what we are trying to achieve establishing reciprocal relationships with families Describe constructivist education neo Piagetian child builds knowledge by interacting with the social and physical environment knowledge is not a commodity given to the learner ready made but constructed by the child as a result of ongoing experiences Chapter 2 Review Piaget s contribution to early childhood and development and know the stages sensorimotor birth to 2 preoperational 2 7 concrete operations 7 11 formal operations 11 adulthood What is egocentrism the inability of young children to understand the complexity of social situations Be able to explain Vygotsky s theory of development zone of proximal development scaffolding How does this relate to child guidance Zone of proximal development the psychological distance between what the child can learn on her own and through interactions with others Scaffolding extension of learning through the zone of proximal development by interaction with adults or peers What is the purpose of a child s private speech self talk is an internal mechanism for processing thought and building self control as they develop children teach themselves this way What is executive function set of cognitive abilities that control and regulate other abilities and behaviors located in prefrontal cortex executive function develops in early years but is not fully formed until adulthood experiences impact development Explain Erik Erikson s work and how his stages relate to child guidance 1 Trust vs Mistrust Birth to 18 months a Attachment b separation anxiety c can become a lifelong problem 2 Autonomy vs Shame and Doubt 18 months to 42 months a once a toddler knows they can trust parents they will begin to explore b if they are shamed for exploring they can become ashamed and doubt self worth 3 Initiative vs Guilt 42 months to 6 years a identifies drive to explore create and discover 4 Industry vs Inferiority 6 12 years a children are easily affected by judgment of others at this time Be familiar with the concept of multiple intelligences from the work of Howard Gardner Gardner s Multiple Intelligences intelligence is not just a score on a card o you can be very good at multiple things and not good at other things o you don t just have to be good at math to be smart etc MI and Guidance intrapersonal intelligence o encourage expression of emotions preferences thinking strategies o help with understanding of wishes fears abilities o creativity and personal expression interpersonal intelligence o social interaction cooperation personal problem solving conflict management o games to figure out intentions and emotions What is emotional intelligence Solvey and Grewal 2005 o the ability to perceive emotion integrate emotion to facilitate thought understand emotions regulate emotions to promote personal growth if you can do these things you can be emotionally intelligent o they saw this idea as static you have it or you don t Goleman 2010 o self awareness self management social awareness relationship management o EI refers to