HDFS 105 1st EditionExam # 2 Study Guide Lectures: 9 - 15Lecture 9 (February 18)Early Childhood Development What are the 7 developmental areas? How is intelligence measured? What are Gardner’s types of intelligence? Explain Piaget’s pre-operational stage (conservation). Explain the importance of play. -7 developmental areas-Large motor: strength- limbs, torso, balance -Fine motor: hands, fingers, eye-hand coordination -Cognitive: thinking and problem solving skills -Language: speaking, writing, communication -Creative: self-expression, creative thinking, arts (using what is known and express it in new creative ways) -Social: cooperation, relationships (taking turns) -Emotional: attachment, self-esteem, self-control (leads to good behavior) -Measuring intelligence (cultural contexts not always appropriate for all children!)-IQ tests use a single number to describe several areas of intelligence- compares with others of same age (not very good for preschoolers; everyone is on their own developmental curve/independent scale) -Developmental Portfolios- use observation, samples, anecdoctal reports to document individual child's growth and progress (good but time consuming; samplesof their scribbles/drawings; observing each child's improvements) -Milestone checklists use benchmarks based on the average child at a given age and compare -Howard Gardner- Types of Intelligence (Specific skills/areas people are good at; not everyone learn best the same way) -Linguistic -Logical-mathematical -Spatial -Musical -Bodily-kinesthetic -Interpersonal (good with collaboration with others) -Intrapersonal (know themselves well and what they are best at)-Naturalist (nature and biological sciences)-Piaget-Pre-operational stage (2nd stage) Age 2-7-Children develop language capability-Children develop symbolic thinking ability -Children learn from exposure to materials in their environment-Children learn through hands-on manipulation of materials (assigning symbols to what they know) -Egocentrism- can’t share other's perspectives yet (everything in the world is focused on them; affects social skills in early childhood years) -ConservationoUnderstanding that the quantity or amount of something stays the same when it changes in shape or appearanceoMost preschooler's can't do this yet. Why not? --> they don't pay attention to transformation/change (ex. They think that the same amount of water put into a taller glass has more water) oCentering- they focus on 1 feature of a situation at a time Lecture 10(February 23) How are the behaviors of boys and girls influenced? -Besides some exceptions, behavior and emotions of boys and girls are influenced by our sexist society- fulfilling stereotypes-Toy companies pay attention to what the kids want: typically boys like action figures and girls like dolls -Sexist parenting: boys are left to cry longer to toughen them up -Biologically wired to be different: -Difference in sense of direction: Women rely on landmarks and have better memory for details;men rely on general directions -Innate behaviors due to hormones (testosterone, estrogen) -Newborns: males are more startled, females would suck on their thumb and move their lips more -Evolution: Women have better fine motor skills and men are better at seeing things at 3 dimensions (video games, sports). Females are more nurturing, more sensitive to sound and arebetter at reading people's emotions and tending a baby's needs, picking up non-verbal cues-On average, men have more upper body strength than women- strength tests are never equal for men and women. Lecture 11 (February 25)What are the characteristics of supplemental care? What are the quality indicators in childcare?What is the day care trilemma? -Characteristics of supplemental care -In-home care: when childcare provider comes to home and takes care of the kids when parents are at work/busy; childcare provider tends to be older females andhave typically no professional training and educational background; adult oriented hazards in the house; typically 1:1 adult to child ratio from 6-10 hours a day; no structured activities -Family day care home: family day care provider who decides the child care business in a certain home; tends to be younger women 25-30 y/o with some experience and educational background; young women who have a child of their own but don’t want to let other people take care of their kid/don’t want to go back to work/with little income; converts home into a family daycare home -Nursery school/preschool: children would come for a short amount of time to socialize; younger women childcare professionals with formal education and training,with experience; physical environment are child-centered so no adult oriented hazards; wide diversity of children/peers, highly structured with specific schedules/planned activities-Child care/day care center: child-centered setting, lots of planned activities; childrenare there from 8-10 hours/day and typically 5 days/week, extended hours! Children consume most of their calorie intake in day care; child care providers tend to be young and less educated; high turn-over of care providers but kids are there for a long period of time -Quality indicators in child care-Structural indicators oUsed to regulate child care settings oTo guide program development oEasily quantifiableLooks at adult-child ratios (Ideally lower ratio; since adult mediates the children's experiences so can't have too many adults because children become dependent; ideal = 1 adult for every 4 babies) Group size: how many children in the program total and how many in each classroom; smaller tend to be better; ideal group of babies = 5-6 babies; toddlers= 12-15Staff stability: how long are the staff present for the program; developing secure/attached relationships for the children so they need the same stafffor a long period Staff education/training: degrees, credentials-Global indicators oMeasurement procedures that provide overall assessment oTrained raters- spend a few days to rate the different aspects of program oEx. ITERS/ECERS- widely used global ratings used -Process indicators oFocus on processes- what goes on in the program; how staff interact with children, what kind of communication do staff have with parents/families, etc.oDifficult to assess; labor intensive process; requires well-trained staff oResearch on developmental outcomesoNAEYC accreditation (national)- utilizes all 3 indicators; year-long process to do