HD 341 1st EditionExam # 1 Study Guide Lectures: 1-8Chapter 1Comenius- realized that authoritarian teaching wasn’t the most effectivePestalozzi- 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 needsOwen- punishment is never required, should be avoided “as much as poison in their food” - kindness in tone, look, word and actionFroebel- teachers should see natural impulses of the child not as evil but the source and motivation for human developmentMontessori- looked down on prizing and punishment- process of dynamic developmentDewey- we learn in communities- passion for children doing real and relevant workPiaget- beneficial to groups and beneficial to self- feeling of belongingAdler 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 childDreikurs- teachers are leaders, not bosses- teachers should use encouragement and logical consequences instead of punishment- children want social acceptanceGinott- 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 problemsWhat 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 limitsWhat are the three core considerations of DAP1. What is known about child development and learninga. referring to knowledge of age-related characteristics that permits general predictions about what experiences are likely to best promote learning and developmenti. we know that children have ages and stages, children develop sequentiallyii. fundamental things we know2. What is known about each child as an individuala. referring to what practitioners learn about each child that has implications for how best to adapt and be responsive to that individual variationi. eternal motivation to learn something, temperamentii. attachmentiii. learning development can vary 3. What is known about the social and cultural contexts in which children livea. 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 respectfulfor each child and familyWhat are the five guidelines used as a framework for creating developmentally appropriate programs?- creating a caring community of learnerso teaching citizenship- teaching to enhance development and learningo curriculum- planning curriculum to achieve important goals- assessing children’s development and learningo are we achieving what we are trying to achieve?- establishing reciprocal relationships with familiesDescribe 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 experiencesChapter 2Review 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 situationsBe 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 peersWhat 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 wayWhat 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 developmentExplain Erik Erikson’s work and how his stages relate to child guidance. 1. Trust vs Mistrust (Birth to 18 months)a. Attachmentb. separation anxietyc. can become a lifelong problem2. Autonomy vs Shame and Doubt (18 months to 42 months)a. once a toddler knows they can trust parents they will begin to exploreb. if they are shamed for exploring they can become ashamed and doubt self worth3. Initiative vs Guilt (42 months to 6 years)a. identifies drive to explore, create and discover4. Industry vs Inferiority (6-12 years)a. children are easily affected by judgment of others at this timeBe 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 cardo you can be very good at multiple things and not good at other thingso you don’t just have to be good at math to be smart, etcMI and Guidance- intrapersonal intelligenceo encourage expression of emotions, preferences, thinking strategieso help with understanding of wishes, fears, abilitieso creativity and personal expression- interpersonal intelligenceo social interaction, cooperation, personal problem solving, conflict managemento games to figure out intentions and emotionsWhat is emotional intelligence?- Solvey and Grewal, 2005o 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