CHILD 150 EARLY CHILDHOOD EXAM

Miniature Adults: “Hetty Feather” (Middle ages 300-1600 A.D)

• -High mortality rate

• -Children’s life experience depended on rank and wealth

• -Infancy and abandonment. Involved foundling hospitals.

In Need of Redemption: (1300-1800s)

• - Born in sin

• - Misbehavior was the devil's influence.

• - Saved through strict obedience

• - Teach respect and obedience

• - Read the Bible.

Blank Slates:

• John Locke supported this mentality

• Experiences and environment shape development

• Nurture is key to development

 Innocents:

• Jean Jacques Rousseau

• Children are born good.

• Children develop in stages.

• Educate to build on a child’s innate goodness.

• Nature is key to development.

Economic Value:      

• Child Labor helped to financially support a family.

• Children worked in factories and shaft mines.

Competent:

• A result of scientific study of children and a better understanding of child development.

• This led to the miseducation of young children.

• Children actively influence their own development (act, and not to be acted upon)

Citizens with Rights:    

• Children should have some rights as adults.

• UN convention on the right of a child

• “State parties recognize that every child has the inherent right to life.”    

John Locke: “Locke into your Senses”

-Children learn through their senses

-Children are born a blank slate

Jean Jacques Rousseau: “Go with the flow Rousseau” or “Jean Val Jean”

-Education should follow the natural development of the child.

-Humans are essentially good.

John Amos Comenius: “Come one come all Comenius” or  Come and read my picture book”

-All children should be educated, the rich and the poor

-Wrote the first children’s book

Johann Pestalozzi: “Johann object in Hand”

-Use real objects to teach “Object Lessons.”

Frederich Frobel: “Froel (Noel-gifts and singing)

-Originated circle times

-Developed the first educational toys.

Maria Montessori: “Mini Maria”

-Taught the importance of child-sized furniture

-Believed children had an absorbent mind

Rachel and Margaret McMillan: “Munchin McMillans”

-Children can’t learn if their hungry

-Must care for the physical needs of children first.

Elizabeth Peabody: “English Elizabeth”

-Organized the first english kindergarten

Susan Elizabeth Blow: “Blows Helps Teachers Grow”

-Worked to train kindergarten teachers

Patty Smith Hill: “Happy Birthday Hill”

-Wrote Happy Birthday song

John Dewey: “Dewey’s Lab School”

-Advocated for child labs.

Lucy Sprauge Mitchell: “Bank Street Lucy”

–Founded Bank Street College

–Founded Bank Street College

-Founded the play schools

Historical Events in US that influenced ECE (5)

The Great Depression, World War ll, Sputnik, War on Poverty, No child Left Behind

The Great Depression:

-W.D.A Nursery Schools: Emphasis on giving people jobs who worked on site.

–Positive: Served the poor, showed that child care is a job

-Negative: Most professionals were uneducated

World War ll:

-Lanham Act: An act that supported women/ mothers who worked for the war effort.

-Kaiser Shipyards child care centers: 24hr care, feed mothers and children. Also provided mother counselor resources.

Sputnik:

-The U.S took the space race personally, and blamed it on the poor education of youth.

-Decided to come up with new math, and science programs.

-There needed to be uniformity

-Negative: Push down education, they were being taught advanced concepts

War on Poverty:

-Believed that they could break the cycle by having them educated sooner.

-Federally funded, continuous to be successful

-Emphasized family involvement in schools

-Lyndon B. Johnson

No Child Left Behind:

-Congressional Act passed in 2002, intended to improve the quality of education for all children

-Negative: Standardized testing of children every year, over emphasis on math and science, and children are seen as cohorts and not individuals.

  Basic tenets of DAP (These are characteristics of DAP besides the three main criteria.  Think about all of the ideas you illustrated in your DAP Creative Projects.)

joyful, play-based learning,

focus on the whole child (physical, cognitive, social, emotional)

foster secure relationships, treat children as active learners

design stimulating environments, and build strong family partnerships

  Three main criteria to determine if something is developmentally appropriate

Commonalities: Based upon understanding of child development

Individuality: Quality or character of a particular person.

Context: Race, language, economic status, etc.

“Dippy” curriculum (canned, embalmed, accidental)

Canned: It’s easy, convenient, it’s not developmentally appropriate or individualized

Embalmed: Repetition, using it over and over again, lack of individuality.

Accidents: Winging it, not intentional, “I’m just hanging out with kids.”

 Value of play

Play is serious business to children

-Most true dramatic play involves imagination

-Isn’t meant to be stressful, non-stress mind

-Purposeless, no goals

How does theory influence the practice of ECE?

Theory provides the "why" behind ECE practices, ensuring learning is meaningful and supports the whole child.

 How does knowing about theories impact how adults would plan for and respond to children in an early childhood setting?

Informs curriculum and Activities

Guided teacher child interactions

Explains behavior and development

Promotes refelction and equity

Creates a Holistic Approach

What is inclusion?

All children, including those with disabilities, learn and play together in the same setting, participating fully with individualized support.

  How does inclusion differ from a self-contained classroom or the philosophy of mainstreaming?

It's about designing programs and activities so every child can join in, learn, and contribute, not just being present but actively engaged.

What agency is responsible to serve children with disabilities after the age of three? Before?

Before Age Three (Birth to 3 years)

 Early Intervention (EI) after age three, the responsibility shifts to the local public school district (LEA) under Part B of IDEA, providing Free Appropriate Public Education (FAPE) for preschool and K-12 special education

After Age Three (3 to 21 years)

The local public school district (LEA) 

Services: Special education and related services (speech, physical therapy, etc.) to ensure a Free Appropriate Public Education (FAPE).

What does person first language mean?

Putting the person before their disability or condition, emphasizing the individual's humanity first.

   What is tourist curriculum?

 A superficial way of teaching about cultures, focusing only on festivals, foods, traditional clothes, treating cultures like a quick "visit" rather than integrating them deeply.

Know key characteristics and distinguishing characteristics of Montessori

• Key Characteristics: This is a child-centered approach focused on self-directed activity. Learning occurs within a prepared environment using specific, didactic (self-correcting) materials that emphasize sensory learning, practical life skills, and independence.  

• Distinguishing Feature: The use of specific, self-correcting didactic materials and often operating with mixed-age classrooms (typically 3-6 years).

Reggio Emilia

• Key Characteristics: Based on the view of the child as competent, curious, and capable. It uses an emergent, project-based curriculum that evolves based on children's interests. There is a strong emphasis on collaboration among children, teachers, and parents.  

• Distinguishing Feature: The Environment as the "Third Teacher" (designed to be inspiring and stimulating); extensive Documentation of children's work and dialogue; and the expression of ideas through the "100 Languages of Children" (multiple expressive media like art, sculpture, and drama).  

Waldorf

• Key Characteristics: It prioritizes imagination, creative play, rhythm, and reverence. Activities heavily integrate arts, storytelling, and nature.  

• Distinguishing Feature: Delays formal academic instruction (reading, writing) until the first grade (around age seven)

 HighScope

• Key Characteristics: A research-based model centered on Active Participatory Learning, where children learn best by making choices and acting on their interests. Its foundation lies in Piagetian and Vygotskian theories. The approach uses the Key Developmental Indicators (KDIs) for observation.  

• Distinguishing Feature: The structured, core daily sequence called "Plan-Do-Review." Children plan their activity, do it in centers, and then review their experience with an adult .

Creative Curriculum

• Key Characteristics: A widely used, research-based curriculum that organizes learning around developmental domains (social-emotional, physical, cognitive, language) and interest areas/centers (e.g., blocks, sand, dramatic play). It supports project-based investigations that deepen children's understanding.

• Distinguishing Feature: Its comprehensive, easy-to-implement framework guided by 38 Objectives for Development and Learning, which serve as the foundation for instruction,

 Head Start

• Key Characteristics: A highly structured, teacher-led instructional model aimed at rapid skill acquisition. Lessons are explicit, scripted, fast-paced, and follow a precise, logical sequence. It relies heavily on immediate feedback, mastery checks, and high rates of student practice.  

• Distinguishing Feature: It is the most teacher-centered and skill-based approach on this list, with little to no child choice or open-ended exploration, prioritizing the explicit teaching of foundational skills (e.g., phonics, arithmetic).

 Direct Instruction (DI)

• Key Characteristics: A highly structured, teacher-led instructional model aimed at rapid skill acquisition. Lessons are explicit, scripted, fast-paced, and follow a precise, logical sequence. It relies heavily on immediate feedback, mastery checks, and high rates of student practice.  

• Distinguishing Feature: It is the most teacher-centered and skill-based approach on this list, with little to no child choice or open-ended exploration, prioritizing the explicit teaching of foundational skills (e.g., phonics, arithmetic).

pros and cons of thematic approaches

Teacher-chosen topic (e.g., "Dinosaurs")

Curriculum is structured around a single, predetermined, interdisciplinary topic

.Provides clear organization and helps children make basic connections across subjects

.Can lead to superficial learning and limited child engagement since the topic is adult-chosen.

pros and cons Emergent

Child's documented interests and questions

Content is highly flexible and evolves organically from the children's curiosity and observations.

Results in high child motivation, deep engagement, and highly relevant, authentic learning.

Requires high teacher expertise, constant observation, and can be challenging to document and assess consistently.

pros and cons of  Project

In-depth investigation of a real-world topic (often flowing from an emergent idea)

Structured, in-depth study, typically lasting weeks, involving collaboration, fieldwork, and distinct phases (beginning, middle, end)

Fosters deep, complex knowledge and naturally integrates practical skills through real-world investigation.

Requires significant time, is resource-intensive, and demands strong facilitation skills for group work.

What is the difference between Activity Play Times and Gathering Times?

The difference between Activity Play Times and Gathering Times lies in the children's choices and whether the group is participating in the same activity simultaneously. 

Environment: What are some things to consider when planning an effective environment?

(lighting, flow, run ways, organization, colors, elements recommended on outdoor Playscapes, etc.)

• Have well defined areas

• Avoid runways

• -Neat, organized, attractive environment, where visuals is placed at eye level

• -Plan a variety of floor coverings, consider types if activities to be conducted in each area of the classroom.

Curriculum-  What are seven important parts of a curriculum plan?

1. Pre-assessment

2. Idea or skill to be emphasized

3. Schedule map out the day

4. Items for special attention-planning for worst case scenarios

5. Follow through with Parents

6. Evaluation

·        What is the difference between open vs close ended questions? When are each best used?

Open ended questions: Multiple responses, gospel answers

Closed ended questions:  short, specific answers like "yes/no," useful for quick checks

Best Uses: 

Use open-ended questions to foster creativity and deep learning during play and storytelling

Use closed-ended ones for factual checks (colors, names) or quick transitions, but aim for open-ended ones for richer interaction.

 What are some strategies when teaching young children?

 -Giving instructions

-Acknowledge and Encourage

-Scaffoldings

-Add challenges

-Giving cues and hints

NAEYC’s Code of Ethical Conduct

 "Above all, we shall not harm children," with paramount responsibility for their safety, health, and development, followed by commitments to families, colleagues, and society, all grounded in knowledge of child development and core values like respecting dignity and supporting potential.”

What is the ultimate goal of discipline?

The ultimate goal is self-control

  What is the difference between guidance and punishment?

Guidance encourages control with, and the consequences are logical

Punishment imposes control without consequences that have to do with fraction.

 Why do children misbehave?  (Jimmy Hymes)

1. Stage of Growth: Acting their age

2. There’s unmet need

3. Situation

4. Doesn’t know

 What are some positive guidance strategies to use

Model Positive Behavior: Be the example of calm, respectful actions and communication.

Use Positive Language: Say what to do ("Walk, please") instead of what not to do ("Don't run").

Give Choices: Offer acceptable options ("Would you like to wear the blue or red shirt?") to build independence.

 discipline strategies to avoid?

-Inflicting physical pain

-Avoid humiliating and shaming

-Withholding food or bathroom privileges

-Using sarcasm

  What is the difference between praise and encouragement?

 Praise focuses on the outcome or the person ("You are so smart," "You're a good artist"). 

Encouragement focuses on the effort, process, and choices made ("You stuck with it," "I see you trying new things").