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Gender-Based Differences

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Boys are more likely to have adjustment problems in school than girls are. Girls tend to outperform boys in primary grades. Boys tend to outperform girls in the secondary grades. Some standardized tests are inherently biased against girls. Girls tend to do more poorly in math than boys, probably due to societal influences.

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Practices for Physical Activities

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Active supervision. Rules & equipment: Teachers need to communicate rules & guidelines for activities and games, including boundaries, time limits, behavioral expectations, and guidelines for social interaction. Safety guidelines. Developmentally appropriate practices. Use of prompts and cues.

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Signs of Motor Development Delay

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Inability to sit without support by 8 months. Inability to walk by 15 months. Inability to stack 4 or 5 blocks by 24 months. In young children, possible signs of motor difficulties include the inability to run skilfully by age 5, the inability to climb stairs with alternating feet by age 6, and the inability to grasp a pencil correctly by age 7.

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Major Motor Milestones: Around 3 Months

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Raising head and chest, supporting upper body with arms, wiggling and kicking with arms and legs.

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Major Motor Milestones: Around 6 Months

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Rolling over from tummy to back, reaching for and grasping objects.

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Major Motor Milestones: Around 12 Months

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Crawling on belly, pulling up to standing position, taking a few steps without assistance, grasping small objects with pincer grasp.

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Major Motor Milestones: Around 18 Months

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Walking without assistance, stacking 2 blocks, grasping crayon to scribble.

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Major Motor Milestones: Around 24 Months

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Walking up and down stairs holding onto railing and placing both feet on each step, running stiffly

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Major Motor Milestones: Around 36 Months

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Running effortlessly, standing on 1 foot, drawing circles and squares.

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Major Motor Milestones: Around 48 Months

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Ascending and descending stairs using alternating feet, catching a ball with arms and body, cutting with children's scissors.

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Major Motor Milestones: Around 60 Months

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Skipping using alternating feet turning somersaults, riding a bicycle with training wheels.

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Locomotor Movements

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Moving one's body from one place to another, e.g. crawling, running. Help develop gross motor skills.

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Nonlocomotor Movements

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Moving one's body while stationary. Typically involve core or axial movements. Bending, twisting, wiggling. Help develop stability, balance and coordination.

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Object control/Manipulative Movements

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Use hands in muscles and feet or control objects. Require high degree of hand-eye or foot-eye coordination.

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Oral Language Development ; English Language Learners

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Provide language modeling and coaching in the context of learning center activities. Extend and paraphrase use of spoken English. Incorporate opportunities for discussion into the daily routine. Plan small-group activities that involve conversation or negotiation. Conduct a wide range of listening experiences. Explain and/or translate vocab used in discussions and lessons. Point out similarities between English words and words in the children's home languages.

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Pre-Reading Stage

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Spans kids' early years to about age 6, or the beginning of formal education (1st grade). Kids begin to develop the ability to comprehend and use oral language and begin to develop print awareness. They begin to develop book-handling skills. Near the end of the prereading stage, children develop the ability to distinguish the individual phonemes in words (phonemic awareness) and to grasp the concept that written letters represent the spoken sounds of words (alphabetic principle).

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Oral Language, Reading, ; Writing

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Teachers can help children understand how oral language is linked to reading and writing through writing children's answers or comments on the board during class discussions and then reading them to the class while pointing to each word. Placing writing materials in various learning centers for children to incorporate into their activities. Encouraging kids to "read" picture books or simple print books. Asking kids to point to the words while reading or pretending to read. Talking about the meaning of print in their environment.

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Strategies for Supporting Purposeful Language Use

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Providing plentiful opportunities for play. Teaching developmentally appropriate conflict resolution strategies that require negotiation. Integrating naming games and word play into class activities. Providing direct instruction in vocabulary. Including show & tell time or other opportunities for young children to share their experiences with others. Asking children to tell about a picture they have drawn or a construction they've made. Speaking in a cheerful, warm tone. Using distinct sounds or words as classroom cues. Conducting activities that require listening for a specific purpose.

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Fostering Listening ; Speaking

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Initiating language interactions and responding to children's utterances. Modeling appropriately formed language. Speaking slowly and articulating words and phrases carefully. Providing sufficient wait time for children to respond to questions. Repeating what a child say with enhancement.

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Early Indicators of Potential Communication Disorders

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Inattentiveness to sounds. Inappropriate social speech. Articulation difficulty. Lack of fluency. Morphological difficulties.

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Strategies that Support Development of Self-Regulation

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Adopt a warm, supportive interactional style with children. Model self-regulation. Communicate expectations for self-regulation. Give specific information on how children can control themselves. Acknowledge and encourage children's effort to act in an age-appropriate way.

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Supporting Children's Self-Regulation

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Teachers want to guide children toward healthy self-control, which involves the ability to control impulses, tolerate frustration, postpone immediate gratification, and to set a plan in motion and carry it out. Children begin to show voluntary self-regulation when they're about 3 years old, but it takes several years to develop it fully.

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Transitions

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Smooth, well-programmed transitions help children by developing their self-control, memory, literacy, language, cooperation skills, and trust. Transitions should be introduced and practiced so children understand what the teacher expects, are clear about what happens during the transition, recognize when transitions happen and listen to hear if their name is called. Transitions should be short, smooth, orderly and calm, interesting, clearly explained, and not overused.

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Routines in Early Childhood Classrooms

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A routine is a schedules element in a school day that occurs day after day. Children need a teacher's direct and indirect guidance during predictable routines. Teachers show respect for children by creating routines in which they directly guide children with clear instructions, and indirectly guide with predictable ways to set up large or small group activities.

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Guidelines for Appropriate Schedules: Balance

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Short periods for large group activities balance small group activities. Rest and quiet periods balance periods of physical activity. Balance exists between teacher-initiated and child-initiated activities and indoor and outdoor activities.

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Guidelines for Appropriate Schedules: Time

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Children achieve higher levels of cognitive and social play when work center/academic choice times are longer than 30 minutes.

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Guidelines for Appropriate Schedules: Choice

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Developmentally appropriate schedules give children choices within limits.

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Creating Schedules

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Children are more secure, learn more effectively, are less aggressive, and show far less stress when their teacher creates a developmentally appropriate schedule with balance, time, and choice.

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Incidental and Spontaneous Opportunities for Teaching

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Routines offer numerous opportunities for teaching and learning. Support child-initiated activities with opportunities and encouragement. Children learn many things through modeling. A model demonstrates some behavior or skill that the child observes. Scaffolded support involves a teacher's changing level of help as a child constructs an understanding or develops certain skills.

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Range of Teaching Strategies: Child-Initiated

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Begins with a child selecting a learning activity and pursuing it with facilitation by the teacher.

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Range of Teaching Strategies: Guided Discovery

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The teacher uses a child initiated idea and plans ways to guide discovery and learning.

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Range of Teaching Strategies: Teacher-Directed

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What will be learned and the direction of the learning is originated by the teacher. Learning objectives may be dictated by standards or a school - or district- wide curriculum.

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Criteria for Materials ; Resources for Centers

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Materials must be developmentally appropriate and support learning goals. Materials must have smooth, rounded edges, nontoxic paint, and must meet all safety requirements. Materials should encourage active learning and support learning goals. Materials and learning activities should meet the needs of all children in a class. Appropriately used, technology can enhance children's development and learning.

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Organizing the Classroom

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Organize the classroom into learning centers, provide enough centers, and arrange the centers logically. A learning center is a play or work space in a classroom and can be for small groups, the entire class, or individuals. Should be based on the curriculum and developmental needs.

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Presenting a Child-Centered Curriculum

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Combine content areas. Organize projects that satisfy curiosity. Projects satisfy children's curiosity-driven, question-asking, investigative approach. Allows to make content meaningful through everyday connections. Projects allow teachers to introduce new content skills and to appropriately sequence learning activities.

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Sources of Curriculum

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Children are a source of the curriculum. Teachers use observations of interests, questions, understandings/misunderstanding, interactions, a starting point to develop curriculum. Learning standards are a statement about children's development and what they should know and be able to do in content areas.

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Child-centered Curriculum

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Based on children's development and is designed to help children love learning. Young children learn through play and activity based learning as well as through social interactions with other children and with teachers.

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Emergent Curriculum

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Develops from children's needs, interests, and abilities. New goals for learning develop when observing children and uncovering prior knowledge, needs, interests, abilities, and curiosities.

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Goals of an Early Childhood Curriculum

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To promote children's development in all domains: social, emotional, cognitive and language, physical and motor, and aesthetic. To support children's learning, their knowledge and skills. To nurture their passion for learning.

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Definition of Curriculum

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Curriculum is defined by NAEYC as "the goals for knowledge and skills to be acquired by children and the plans for learning experiences through which such knowledge and skills will be received."

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Create a Supportive and Challenging Environment

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Provide materials: children benefit from working with manipulatives. Scaffold children's learning. Provide reasonably novel and challenging tasks. Cognitive growth happens when answering questions about what we know, figuring out how to answer the questions, and understanding something new on that topic.

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Logic-Mathematical Knowledge

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Understanding relationships, such as the relationship of a pine cone to the tree on which it grew. Children build knowledge by connecting familiar ideas.

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Social Knowledge

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Understanding knowledge created by humans, such as the names of things. Children learn through direct engagement with other people.

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Physical Knowledge

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Knowledge constructed by working with real objects such as pine cones. Direct experience allows children to learn about the physical qualities of the objects.

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Positive Guidance

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Develop a warm and supportive relationship with children. Understand child development. Have realistic expectations of what children can do. Communicate effectively, delivering messages simply, kindly, firmly, and consistently. Influence behavior in developmentally appropriate ways. Encourage positive social interaction among children. Create a community of learners in which every child feels respected and has a sense of belonging. Model respectful social interaction and teach key social skills.

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Respectful Learning Environment

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Culturally competent teachers have an anitbias perspective and they structure the learning environment accordingly. Appropriate materials include art, music, and books showing different ages, genders, and countries. Provide positive guidance.

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How to Create a Safe ; Healthy Interpersonal Learning Environment

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Demonstrate respect ; genuine affection for children. Behave in a consistent and positive way. Try to understand things from a child's viewpoint. Acknowledge each child every day. Provide solitude-safe, quiet, reflective times. Take time to guide children's behavior appropriately.

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Value of Safe and Healthy Environments

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Safe and healthy environments provide sustenance and rest; prevent illness; and keep children from harm. Predictable, structured, and familiar surroundings provide feelings of safety. Teachers need to be predictable. Safe and healthy interpersonal environments support development.

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Positive Learning Environment

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Abraham Maslow identified physiological and security needs as a child's most basic needs. Security requirements refer to children's needs for physical and psychological safety and security and provide the foundation on which children develop social skills and self-esteem.

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Principles of Design

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Unity: All the elements of an artwork combine to create a coherent whole. Balance: Distribution of visual weight in a work of art. An artwork that is balanced conveys a sense of stability. Emphasis: The focal points that guide one's eye in a work of art.

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Elements of Art

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Line, texture, shape & form, and color.

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Key Concepts of Creative Movement & Dance

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Locomotor Skills: Skills used in traveling through space. Nonlocomotor Skills: Those involved in body movements such as stretching and twisting Balance: Having children use their bodies to make shapes in space promotes static balance, while asking them to walk along a wide piece of masking tape on the floor promotes dynamic balance. Kinesthetic sense: Refers to the ability to feel one's body in space, whether moving or still.

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Supporting ELL

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Writing in the home language. Writing about the home culture. Dialogue journals.

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Steps of the Writing Process

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Pre-writing, Drafting, Revising, Editing, Publishing

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Encouraging Writing

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Children's early experiences with writing should be tactile. Use thank-you notes, picture labels, morning message, language experience story, and journal writing.

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Children's Writing Development

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1. Using pictures and/or scribbles to represent ideas around age 3. 2. using letter-like symbols between ages 3 ; 4. 3. Copying letters ; familiar words. 4. Invented spelling 5. Conventional spelling by the early grades. 6. Writing sentences and multi-sentence compositions by 1st grade. By 3rd grade, most kids can write fluently on a range of familiar topics.

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Information Gathering Strategies

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Fieldwork based resources: Ideal for younger kids Authentic objects Print resources Electronic resources

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Informal Progress Monitoring: Think-Aloud

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Assess an individual child's use of comprehension strategies. Child is prompted to read aloud a text and pause periodically to reflect on the text and identify the type of thinking he/she used to draw conclusions.

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Informal Progress Monitoring: Oral Questioning

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Ask literal questions about facts or events in a text and questions that require making simple inferences.

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Informal Progress Monitoring: Writing Assignments

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Assess progress through informal writing assignments

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Informal Progress Monitoring: Discussions

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Assess Progress through informal usage of class discussions or teacher-student discussions.

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Informal Progress Monitoring: Pretest/Posttest

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Ensures comprehension came from knowledge of the material and not from previous background knowledge.

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Informal Progress Monitoring: Diagnostic and Achievement Tests

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Formalized tests that have been standardized and are gradable and measurable against standards.

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Informal Progress monitoring: Informal Reading Inventories

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Administered individually and used to assess reading levels. AS the child reads aloud, the teacher tracks the percent of words read correctly at that level and then conducts a comprehension check.

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Strategies for Assessing Vocabulary

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Asking children to provide oral definitions. Asking children to use given words in an appropriate context. Asking children to select synonyms and antonyms for given words.

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Direct & Indirect Methods for Teaching Vocabulary

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Teacher read-alouds: read aloud age-appropriate fiction & nonfiction, using texts slightly above children's current reading level. Can introduce and reinforce new words, explain definitions directly. Independent reading

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Word Study Strategies

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Explicit explanation and examples Presentation of words in multiple contexts Vocabulary notebooks Semantic maps: A drawing that encourages kids to recall and record related knowledge about vocabulary Structural analysis Use of reference materials Contextual analysis

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Components of Fluency Assessment: Accuracy

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Assessing a child's ability to identify words in a text correctly.

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Components of Fluency Assessment: Rate

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Assessing a child's ability to read at a rate appropriate for comprehension.

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Components of Fluency Assessment: Prosody

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Assessing a child's ability to read in phrases and with expression that both supports and reflects comprehension of the text.

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Fluency & Reading Comprehension

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Fluent reading is accurate at a natural pace and mimics speech in its phrasing and expressiveness. Fluency is only possible if a reader can recognize many words in a text without conscious effort and can apply word analysis skills to unfamiliar words accurately and efficiently. Fluency also entails reading in phrase-length chunks and reading with prosody. Prosodic reading relies on the reader's active engagement in comprehending a text and his knowledge of print conventions that signal phrasing in a written text.

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Practices to Help Increase Fluency ; Reading Comprehension

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Model fluent reading. Provide explicit instruction in fluency. Provide differentiated instruction to address weaknesses in key components of fluency. Providing opportunities to develop automaticity. Read multiple decodable texts. Read multiple texts written at their independent reading level and at their instructional reading level. Provide opportunities to practice reading using scaffolded fluency: choral, echo, repeated, paired, and buddy reading and reader's theater.

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Sight Words & Reading

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Sight words are words that children don't have to decode because they're recognized immediately with little conscious effort. It's important for beginning readers to learn to recognize by sight certain words that don't follow phonics rules but that are frequently used in print. Can learn in context of meaningful reading, word walls, and direct instruction.

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Assessing Word Identification Strategies

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Nonsense word lists: Helpful for assessing students' ability to apply specific phonics and syllabication rules. Other inventories and word lists: Grade level inventories or word lists that focus on words that contain specific phonics patterns, syllabication types, or morphemes are helpful in assessing individual students' knowledge of and skills of applying these elements. Cloze tests: Consists of a sentence or passage in which targeted words have been systematically eliminated. The child being tested must supply the missing words.

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Attending to Context Cues

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Children can sometimes determine a word's identity by paying attention to pictures or other words around the unfamiliar word. Teachers should only introduce this strategy after students have demonstrated mastery of alphabetic-based word identification strategies.

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Analogy to Known Words

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Children can sometimes use their knowledge of words and their patterns to decode an unfamiliar word that follows the same pattern.

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Structural Analysis

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Relates to the representation of morphemes (units of meaning). Words can be made up of one or more morphemes. A simple word is made up of a single morpheme that can't be broken down into smaller meaningful parts. A complex word consists of a root and at least 1 affix. A compound word is made up of 2 or more simple or complex words. For beginning readers, structural analysis as a decoding strategy primarily focuses on teaching students to recognize common inflections (-s, -ed, -ing) as chunks.

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Syllabication

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Dividing words into syllables helps students chunk letters into familiar combinations, which they can recognize as a unit more quickly than they can sound out each letter.

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Indicators of Giftedness

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Exceptionally good motor skills. Unusually large vocabulary and superior linguistic skills. Creativity beyond that seen in typical development. Advanced reading skills. Superior Spatial understanding. Advanced sense of humor. Unusual curiosity. Extraordinary musical talent very early in life.

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Interrelatedness of Developmental Domains

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Cognitive development is enhanced when children engage in play, which involves physical activity. Playful physical activity readies children's abilities to maintain focus and on-task behavior enabling them to perform higher-level cognitive tasks and increase the capacity for learning. Children are more attentive after physical activity. Children's physical activity is also linked to social and emotional development. Pretend play with other children helps develop social competence. It also reduces stress and increases self-confidence as children begin to master gross motor skills.

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Language Development

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Acquiring the rules of one's culture for communicating thoughts and feelings. Speech refers to talking and how the child learns to express language milestones for language development are guides to what's considered normal development in terms of ability to pronounce words, use vocabulary, engage in conversation and use the rules of grammar to form sentences. teachers see increasing complexity of language development in a child's sentences. 2 1/2 -3 year olds construct simple sentences with fewer words than they will use later and they tend to overgeneralize a rule that they're acquiring, "I comed to school." After age 5, a child can construct longer and more complex sentences, "I came to school after I ate breakfast."

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Literacy: Primary Stage

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2nd & 3rd grade. Literacy learning shifts from reading at the word level to reading more extended text. Purpose for reading shifts from decoding text to comprehending meaning of text. Children should be able to read a range of grade-level texts with fluency and comprehension.

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Indicators of Difficulties in Literacy Development

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Delayed oral language development. Difficulty pronouncing words. Limited interest in or awareness of books and environmental print. Difficulty recognizing or producing rhyming words. Difficulty recognizing the beginning sounds of words. Difficulty learning the names of letters or the sounds they represent.

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Signs of Exceptional Reading Ability

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Early interest in books and reading along with early abilities to recognize and name letters of the alphabet, blend and segment sounds in words and connect letters with their corresponding sounds.

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Supporting Literacy Development

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Creating a print-rich classroom environment. Conducting read-alouds of age-appropriate, high-interest reading materials. Explicitly modeling appropriate reading and writing behaviors. Encouraging families to provide children with literacy experiences at home. Building a classroom library and providing regular opportunities for students to make use of the materials in the library.

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Phonological Awareness

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Understanding that speech is composed of smaller units of sound. Can promote with direct instruction in segmenting sentences into words, segmenting words into syllables, identifying the onset and rime of a word, and recognizing rhyming words.

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Phonemic awareness

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A component of phonological awareness that refers to the ability to distinguish the separate sounds, or phonemes, in a spoken word. Include engaging children in word play; listening to books, singing songs, or reciting poems and chants that contain alliteration and/or reciting poems and chants that contain alliteration and/or rhyming words; clapping or tapping the syllables or phonemes in words and using manipulatives to represent the sounds in words.

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Development of Print Awareness

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Participating in interactive read-alouds of Big Books. Listening to a book read aloud while sitting next to a teacher or on the teacher's lap. Pretend-reading. Asking a child to complete tasks such as identifying the different parts of a book and where a reader should start reading. Pointing to the words in a book as the teacher reads or as the child pretends to read and asking the child to point to or explain the purpose of words, capital letters, and punctuation marks. Asking a child to start reading a book and then observing the child's behaviors. Presenting a child with an unconventional book or text-related situation and prompting him or her to identify anything that's wrong.

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Alphabetic Principle

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The understanding that there are systematic and predictable relationships between written letters and spoken sounds. Activities to increase understanding include: singing the alphabet song and listening to alphabet books. Engaging in physical activities that promote letter knowledge. Identifying the ltters in their own names and other common words. Identifying words based on the first sound and letter of a word. Using manipulatives, such as magnetic letters and alphabet blocks, to form target words. Showing a child written letters and asking the child to identify the letter's name/sound and asking a child to point to the letter that corresponds to that sound. Analyzing children's early spellings as a source of information about their understanding of the alphabetic spelling, e.g. children's invented spelling.

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Spelling Development Precommunicative Stage

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Prekindergarten and kindergarten. Children's scribbles and letter-like marks are intentional, but the marks or letters are random and don't correspond to specific sounds. Kids may know how to form some letters, but may not yet grasp concepts such as letter directionality, distinctions between upper- and lowercase letters, or how to represent word boundaries in writing.

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Spelling Development Semiphonetic Stage

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Middle to end of kindergarten. Kids know most letters and show an understanding of the alphabetic principle. Use invented spelling to represent words based on their alphabetic knowledge. In early stage, may use a single letter to represent entire words or syllables. Often overgeneralize letter names in spelling. End of stage, typically begin to use short clusters of letters in their writing.

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Spelling Development: Phonetic Stage

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Beginning to middle of first grade. Spell words as they sound, using a letter or letter combo to represent each phoneme in a word. Can accurately spell some single-syllable words with short-vowel sounds. Spelling may be unconventional but is systematic to understandable.

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Spelling Development Transitional Stage

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Middle to end of first grade. Can correctly spell CVC (Consonant-vowel-consonant) words that follow a regular short-vowel phonics pattern and begin to have some accuracy and consistency with the vowel-consonant + e long-vowel patter (ate, like)

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Spelling Development Conventional Stage

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2nd grade on. Develop accuracy and consistency applying increasingly complex phonics patterns in their writing. Spelling knowledge advances with decoding knowledge as learn new phonics patterns, syllabication skills, structural analysis skills, and common orthographic guidelines.

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Activities That Encourage Spelling Development

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Writing in journals using invented spellings. Building words using manipulatives such as letter cards, magnetic letters, or letter tiles. Sorting words based on spelling patterns. Making analogies to known words.

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Involving Families in Literacy Development

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Keeping families informed about current literacy instruction and class activities, providing developmentally appropriate at-home literacy activities and projects for children and family members to complete together. Setting up a lending library or exchange program for books and literacy-related games and activities. Inviting family members or community members to participate in classroom activities as volunteers, chaperones, or guest speakers. Offering literacy workshops and resources for families on topics such as typical milestones in literacy development and best practices in reading to kids.

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Knowledge of Phonics

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Phonics refers to the relationship between phonemes (sounds in words) and graphemes (the letters that represent those sounds). An effective phonics program begins by teaching students to decode words that follow simple patterns and introduce selected sight words. As readers progress through primary grades, they're taught how to decode words containing more complex phonics patterns.

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Phonics Instruction

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Instruction should include: Play games and sing songs that encourage understanding of the alphabetic principle. Provide explicit instruction in each new phonics element and its utility for reading and writing. Model how phonics skills are used in reading, emphasizing the sequential blending of letter-sounds in written words. Allow opportunities for student practice of the phonics skill in isolation. Provide ample opportunities for student application of the phonics skill in context. Provide opportunities for new phonics patterns and phonics elements to become automatic.

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Assessing Children's Phonics Skills

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Having students read words with specific phonics patterns determines whether they have mastered a newly taught pattern. The drawback is that students could be memorizing words instead of learning phonics patterns. Using nonsense words with distinct phonics patterns helps eliminate this possibility. Having students write words that the teacher dictates is more effective as a phonics assessment when the dictated words are new.

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Piaget's Stages of Cognitive Development

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Sensorimotor: Birth to about 2 years: Center on own body; gain info through motor activity and the senses. Preoperational: 2-7 years: Uses symbols to represent experience and images in their mind. Doesn't understand conservation of matter. Concrete operational: 7-11 yrs: No longer tricked by appearances; think more logically but are limited to thinking about concrete objects; can reverse processes Formal operations: 11 yrs on: Applies logic to abstract ideas; solves problems efficiently

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Howard Gardner

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Theory of Multiple Intelligences: Humans posses not just one, but many forms of intelligence. Linguistic intelligence: Ability to use language for a variety of purposes. Logical-mathematical: Linked with mathematical thinking, involves the ability to see patterns to reason well, and to think logically. Musical: Ability to perform, compose, or appreciate patterns in music Bodily-kinesthetic: Using the boy and its parts to tackle problems Spatial: Thinking in pictures and an awareness of space and one's body in space. Interpersonal: Ability to understand what other people intend, want, and need. Intrapersonal: Understands and knows oneself. Naturalist: Recognize and categorize elements of the natural world and the environment created by humans.

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Emotional Development

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Involves changes in how children feel, express, and understand feelings. They move from action and body-oriented expression of feelings during infancy and the toddler years to using words during preschool through the primary grades, ages 4-8.

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Social Development

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changes in kids' abilities to get along with others and to changes in social skills. This involves changes in self-esteem, self-control, and problem-solving skills. Infants up to 12 months show social interest by watching other babies and respond to a play-partner's behaviors, such as reaching out to a person who shows interest in playing with the infant. From 12-36 months children can imitate another person's activity, begins to take turns and shows helping and sharing behaviors. From preschool through the primary grades, children can appropriately express positive emotions and control negative thoughts about social partners, take turns speaking in a conversation, and show spontaneous acts of kindness and compassion.

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Lev Vygotsky

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Social interaction is important in children's learning. Zone of Proximal Development: The zone where children's learning and development takes place. At 1 end is current ability. At the other end are tasks that a child can't accomplish even with help. The child's ZPD is the zone where a child can complete learning tasks with the help of a knowledgeable other. Scaffolding: Teacher's changing support as a child constructs new knowledge or skills. Teacher-child dialogues

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Jean Piaget

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Constructivist perspective. Construct knowledge through interactions with others through processes of assimilation and accommodation. Assimilation is taking in new info into existing cognitive structures. Accomodation is changing an existing understanding to adopt, revise, extend, or expand new knowledge.

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Methods of Observation Used in Assessments: Anecdotal Records

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Brief notes written about child's behavior giving enough detail to give accurate picture of the incident. Pros:Easy to use and learn. Don't always have to spend time away from children. They tell a story. Cons: There isn't much info. Possible for observer's bias to influence what's recorded.

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Methods of Observation Used in Assessments: Running Records

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Longer set of notes gives more detail about an incident. Pros: Gives more detail from the longer observation but takes about 5-10 min. Cons: Teacher can't interact with class when writing this observation.

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Methods of Observation Used in Assessments: Checklists

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List of behaviors, teacher checks if characteristic or behavior is/isn't observing. Pros: Quick and easy to use, flexible. Cons: Gives no detail about the quality of the behavior only tells if has/hasn't done something/

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Methods of Observation Used in Assessments: Rating Scales

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A scale to record a judgment of some aspect of a child's behavior; observer can choose from low to high on the scale. Pros: Quick and easy to use; don't have to record raw data. Cons: No data given, only a judgment. Possibility of observer bias.

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Play ; Development: Emotional Development

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Promotes mental health and joyful complex play is a sign of mental health. Children who play either alone (solitary play), next to another child (parallel), or with others (cooperative) can grapple with feelings in a nonthreatening way.

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Play ; Development: Social Development

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Children learn self-control when they have to pay attention to rules and practice social skills.

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Play ; Development: Cognitive/Language Development

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Socially interactive pretend play activates many areas of the child's brain, contributing to denser synaptic connections in the brain. Helps to develop memory and language skills. Pretend play helps children to expand problem solving and perspective-taking skills.

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Play & Development: Motor Skills & Physical Development

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Play enhances motor skills and aids physical development.

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Play & Development: Aesthetic Development

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Play such as painting, drawing, and other visual arts contributes to an appreciation of art and beauty.

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Parten's Stages of Play

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Solitary Play: Child plays alone Parallel Play: 2 or more children play next to one another but don't interact. Associative Play: Children play separately at the same activity but now sharing and talking is evident. Cooperative Play: Common goal in play episode evident; highly organized; children can take on or assign roles.

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Different Types of Play

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Free Play: Children are the most self-directed. Guided Exploration: Teachers give some direction. Play provides a scaffold for children as they learn about their world.

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Beginning Reading Stage

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Stage typically begins in kindergarten or 1st grade. Children master the ability to recognize letters of the alphabet and to connect those letters with corresponding sounds. master basic phonics skills and begin to build a sight-word vocabulary. Start to learn more complex phonics skills, such as decoding more complex letter combos and morphological units of words.

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RTI Tiers

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Tier 1: Represents all children, where nearly 80% achieve grade-level success. Tier 2: Represents "prereferral" students: those children who need targeted, additional instruction in a systematic way. Tier 3: Represents children who qualify for SPED services and intense instruction.

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Children with Intellectual Disabilities

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May have difficulty with attention to critical features, generalization and maintenance of a learned skill, and a lack of motivation.

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ELL from Different Cultural Backgrounds

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English learners benefit from math teaching that utilizes the best of ESL instruction as well as the principles of standards-based math. Math teaching that emphasizes a problem-based learning approach where students can choose their own problem-solving strategies and explore language development.

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Students with Exceptional Abilities in Math

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Typically have an intense need for mental stimulation and are often identified by their mental agility and a fluency of unique ideas. Teachers can help them by providing accelerated materials and enriched or novel math experiences.

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Performance-Based Assessment

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Tied to actual problem-solving activities. Allows the student to share their knowledge, skills and understanding.

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Erik Erikson: Stages of Psychosocial Development

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Trust vs. Mistrust: Birth-18 months: Meet children's needs consistently. Autonomy vs. shame or doubt: 18 months - 3 yrs.: Encourage toddlers to do things by and for themselves when it's possible and safe. Initiative vs guilt: 3-5 yrs: Encourage children to explore and make sense of their world. Industry vs. inferiority: 6-12 yrs.: Support new abilities to learn and to take on the challenges of which a child is now capable.

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Authentic Assessment

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An authentic assessment is based on discovering a child's best performance. All developmental domains are evaluated. It involves a child working with everyday objects and materials on everyday performance tasks in pursuit of an end goal. It's used to discover child's best performance, and not weaknesses. It's useful in organizing a child's activities to move him forward faster.

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Effective approach toward family involvement

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The characteristics of an effective approach toward family involvement includes 4 elements: collaboration, variety, intensity, ; individuation. In order to encourage family involvement teachers need to find ways to communicate with families, especially non-traditional families, and express that both the family and the educator have a key role and knowledge to contribute to the child's educational process.

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Little Scientists

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Piaget believed that children developed intelligence independently by going through various developmental stages. Based on his Cognitive Development Theory, he referred to children as "little scientists."

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Dramatic Play

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One or several children may act out a dramatic play in a sequence of related events or actions in a make-believe story that they develop. 6 or 7 years olds can pick up the play theme from day to day and carry it forward, while younger children may start over each time that they begin, changing the storyline a little each time.

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Direct Instruction

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DI is a method used by educators to teach students information. The steps are: 1. attend, 2. show or tell, 3. differentiate, 4. apply. Additionally, the outcome of using the direct instruction method is an immediate result from an action and children learn to follow directions.

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Behavior Reflections

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Behavior reflections are also known as informative talks or descriptive feedback. Behavior reflections help children notice things or situations that thev've not spotted initially.

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Early Screening Project

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The Early Screening Project is designed to identify children 3-5 years old who are at risk for behavioral problems such as acting out, adjustment problems, or withdrawn behavior problems. Teachers nominate students who are acting out or withdrawn for assessment. The Early Screening Project (ESP) doesn't diagnose a problem, but identifies risk.

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Sight Word

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Sight words are also called look-say or whole words. When using the sigh word approach, children learn whole words or high frequency words that are seen in printed material most often. Sight words help children develop their vocabulary, which enables them to begin reading and writing.

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Collegial Development

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There are 6 stages of collegial development. There are peer interaction, partnering, competition, study of teaching, integration of skills, and collegiality. Peer interaction- Emotional comfort Partnering-Helping Behaviors Competition- Comparison of Strengths & Weaknesses Study of teaching - Reflective problem solving

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Involving Dads

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Planning activities and conferences that are geared towards men, such as Dad in Destiny, or that target men's interests, is one successful approach. Additional steps include listing the father's name on school forms and on correspondence sent home.

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Orthographic Awareness

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The visual analysis and structure of words.

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Phoneme

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The lowest level of speech when it's used to change the meaning of a sound.

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Alphabet knowledge

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Refers to the names and shapes of letters that are used to indicate a sound.

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Phonics

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Refers to learning the alphabet principle and acquiring knowledge of the sounds of its letters.

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Symbolic Representation

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When using symbolic representation, especially in small group activities, children use symbols or words to describe an event, or to make an interpretation of what they have observed.

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Marasmus

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Marasmus occurs when a child's body fat is burned for energy due to malnutrition. The impacts on development include cognitive delays and long lasting learning delays.

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Microsystem & Exosystem

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Parents are part of a child's microsystem. A child's exosystem is one of the ecological influences on development in which a child doesn't have direct interaction with an individual, but the interaction does impact the child.

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Formative assessment

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Formative assessments assess learning before or during a unit to adjust instruction. Formative assessment can assess the teaching as well as the learning that's occurring.

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Infant mental health

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Social and emotional abilities of infants. A young child's mental and emotional well-being is known as infant mental health. An infant's mental health is impacted by genetics, the environment and nurturing. The nurturing of an infant is affected by factors such as the parent's or caregiver's mental health, education, social and economic status, as well as the parent's knowledge and abilities, home conditions and the family's values and practices.

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Frequency Counts

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Frequency counts are tallies of specified behavior as it occurs, as well as increases or decreases on a daily basis. Frequency may be charted and used to adjust instruction, climate, intervention, classroom events, and interaction.

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Expanding Horizon Approach

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The expanding horizon approach, aka expanding environment approach, is a method used to teach social studies through traditional and non-traditional approaches with respect to curricular reform, those stages are: 1. the contribution approach, 2. the ethnic-added approach, 3. transformational approach, 4. decision making and social action approach.

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Authoritative teachers

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Authoritative teachers use non-punitive behavior guidance called inductive discipline. That form of disciplinary process includes the teacher talking to the child about his or her actions, providing guidance on right and wrong behaviors and offering alternatives.

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Cognitive theory

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Focuses on children learning through observation and imitation. Behaviorists focus on reinforcement and behavior.

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Physical science

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Physical science focuses on the properties of material, an object's position and motion, light, hear, electricity, and magnetism.

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Earth science

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Earth science focuses on earth and atmospheric properties.

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Life science

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Focuses on the life cycle of organisms.

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Conservation

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Around 6-7 years children begin to grasp the concept of conservation - that external changes don't alter the quantity of a substance. They typically develop this first with solid substances, such as clay. Conservation of area develops around age 8.

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Cultural pluralism

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The belief that cultural diversity is positive and important to maintain.

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Bias-free

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Refers to materials, curriculum, attitudes, and activities that don't include biased perceptions.

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Infusion

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Relates to making multiculturalism a part of the curriculum in all subject areas.

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Interactionist curriculum

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Encourages logical thinking and problem solving and is based on the foundations created by Piaget.

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Child Care

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Consists of services that provide basic, supportive, and comprehensive care to a child and is usually provided outside of the home.

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Part C of IDEA 2004

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Covers infants and toddlers to the age of 3. Transition planning begins around the age of 2 1/2.

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Abstraction Principle

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The approach is to count part of a mixed set of objects or items.

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John Dewey

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He created the concept of a learner-centered ideology. He wanted to create the ideal school. The idea was to focus on the needs of learners.

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Personality

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Birth order affects the development of personality. A child's birth order influences how family is experienced.

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Developmental Delay at 4 years

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At 4 years the typical child should be able to jump over or across a small object. A developmental delay should be suspected if a child this age is unable to do this successfully.

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Authoritative Parents

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Rely on negotiation and democratic process to help ensure compliance. Fear of punishment isn't characteristic of this style.

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DIAL-3

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Used to assess motor, concepts, language, self-help, and social development. It's appropriate for use with children age 3- 6 years 11 months.

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Lesson sequence

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Preschool children tend to view the world from the perspective of "me" or "mine". Therefore, when developing lessons, the teacher should sequence information from self to other.

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Exploratory Play

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The base of the children's activity pyramid. Young children learn through playful exploration within their environment. Exploratory play allows children to discover through firsthand investigation, proceeding at their own pace. There are no prescribed answers and the child's direction is driven by her own interests.

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Reggio Emilia

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In the system the atelierista is responsible for helping children to use materials to create projects and solve problems. The atelierista is a teacher trained in the visual arts who works closely with other teachers and children. The atelier is a studio or workshop. The atelierista helps children use materials to create projects and solve problems. Teachers observe and listen to children to know how to proceed with their work, and families provide daily support.

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Planning Pathways

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When planning pathways, the teacher should attempt to minimize distractions and create clear boundaries. The teacher should avoid long, empty spaces, which might encourage running.

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Intersubjectivity

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A concept developed by Vygotsky. It's the 2nd concept in his Theory of Development and is the idea that an individual will solve his own problems or draw his own conclusion based on their own subjective approach of making sense of a situation.

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Multiple windows

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A strategy for collecting and recording information that's needed to determine whether a child needs special services and whether she's benefiting from specific learning activities. Information is collected from a variety of sources and methods as well as contexts.

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Gender consistency

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Between the ages of 4 and 5, children typically develop gender consistency. This is the understanding that one's gender doesn't change based on activities or changes in appearance.

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Eyeberg Child Behavior Inventory

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Used to assess the intensity of behavioral or conduct problems such as oppositional defiant disorder in a child. The ECBI is used to rate the intensity of a behavioral or conduct disorder in a child. It's used with children already deemed at risk or diagnosed with a disorder. It's not used to screen for risk or to diagnose.

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Secondary emotions

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These emotions, such as guilt and envy, develop at age 2.

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Head Start Program

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Began in 1965. It focuses on children between birth and 5 years. The program teaches nutrition and encourages parental literacy.

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Alphabet recognition

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At 6 years the typical child can recognize all the letters of the alphabet when they're written or printed. Children at this age may also recognize 1 or 2 words when they're written or printed.

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Montessori

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Schools focus on directing concrete learning. The materials provided aren't conducive to abstract learning.

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Recognizing differences

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Around the age of 8, children begin to recognize that the people around them are different. They develop an understanding of diversity, and understand issues surrounding race, gender and that some children have disabilities.

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