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ECE I

ECE I. Final Exam Review. UNIT A Personal & 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 B Child Development Birth-12. 4.01 Domains of Child Development 7%

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ECE I

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  1. ECE I Final Exam Review

  2. 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%

  3. 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%

  4. 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%

  5. 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%

  6. 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!

  7. 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

  8. 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

  9. 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!!!

  10. 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

  11. Skills Neededby Early Childhood Professionals • Basic communication • Math • Thinking • Life • Interpersonal • Leadership • Resource management • Professional communication

  12. Life Skills • Leadership • Ethics • Accountability • Adaptability • Personal productivity • Personal responsibility • People skills • Self-direction • Social responsibility

  13. Primary Responsibilitiesof Early Childhood Professionals • Know how children grow and develop • Plan developmentally appropriate curricula • Prepare the environment • Communicate effectively • Get along with co-workers • Manage time wisely • Continue to learn

  14. 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

  15. Formal observations

  16. 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

  17. Informal

  18. SIMPLE records • Frequency count • Checklist • Rating scale

  19. DETAILED descriptions • Running record • Anecdotal record

  20. 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 T H I C S

  21. Guidelines for Observing in Early Childhood Education • Keep information about teachers, children, and parents to yourself. O N F I D E N T I A L I T Y

  22. Guidelines for Observing in Early Childhood Education • Demonstrate behavior that serves as a good example for young children. X A M P L E

  23. The goal in observing is to be objective. • Objective = reporting facts • Subjective = opinions, impressions

  24. When is an anecdotal record used? When you want to gather information about a specific situation or incident

  25. When is a frequency count used? Whenever you need to tally and record how many times a behavior is occurring

  26. Ways Children Learn • From the environment • From a teacher • From their experiences

  27. Learning from the environment • Variety of manipulatives • Interactive environment with opportunities to explore and experiment

  28. 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.

  29. Learning from experiences • Sensory elements • Trial and error • Learn from mistakes • Address all areas of development

  30. 2 types of play • Open-ended • Can be used in a variety of ways, with no one correct way to play with them • Closed-ended • Structured materials meant to be used in one way, with one intended outcome

  31. Benefits of Open-ended Materials for Children • Develop independence • Learn to make decisions • Learn to solve problems • Use their imagination

  32. Benefits of Closed-ended Materials for Children • Learn to follow directions • Develop sensory perception • Help develop motor skills

  33. 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

  34. Results of Teaching without Lesson Plans??? • Lessons flounder and fail • Time wasted • Children bored • Materials not ready • Things left out chaos copy

  35. 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 Closure may include transition to the next activity...

  36. Oh, the PLACES You’ll Grow…

  37. 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 self • Social Development • Developing a sense of self with others

  38. 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

  39. 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

  40. 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

  41. 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

  42. 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

  43. Lev Vygotsky-Sociocultural Theory • Cultural environments • Children learn values • Beliefs • Skills • Traditions • eventually pass on to their own children

  44. Howard Gardner 8 Multiple Intelligences Linguistic Logical-mathematical Spatial Bodily – kinesthetic Intrapersonal Interpersonal Musical Naturalistic

  45. Maslow’s Motivational Theory • He say’s…. • Once our most critical needs—physical, are met, individuals can focus on achieving higher and loftier needs such as love, respect, and self-actualization.

  46. Maslow’s Basic NeedsBeginning with the most critical

  47. 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

  48. 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

  49. 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

  50. 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

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