Education 202 Test One – Flashcards
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NAEYC
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National Association of Education of Young Children
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the science of teaching
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scientific research, classroom research, emotional climate, classroom organization, and instructional climate are included
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the art of teaching
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teaching requires vision, creativity, and decision making
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CLASS (Classroom Assessment Scoring System)
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teacher observation tool that assesses 3 dimensions of classroom equality: emotional climate, classroom organization, & instructional climate
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effective teaching strategies
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acknowledging & encouraging, giving quality feedback, modeling, demonstrating, giving clues & hints, creating challenges, questioning, co-constructing, giving direct or explicit instruction, & scaffolding
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whole-group learning
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provides a valuable context for class discussions, music environment, music & movement, planning for the day, or for special experiences like visitors or field trips, & for children to share their experiences and ideas
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small-group learning
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1) provide the opportunity for more focused attention & individualized instruction from the teacher 2) give children the opportunity to interact with & learn from peers
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teaching in learning centers
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defined areas in a classroom where children have opportunities to plan, initiate, & make choices and to practice their developing skills.
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teachers' role in play
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onlooker (act as the audience), stage manager (set the stage by providing props/theme and respond to requests for materials or assistance), co-player (join in and take an active role), & play leader (enrich and extend the play episode, suggesting a theme and introducing new props or prop elements)
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technology in ECE programs
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teachers integrate interactive media into curriculum and instruction as a learning tool to support the development and learning of young children
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pedagogy
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what a teacher says or does that engages children & contributes to their learning & development
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teaching strategy
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a behavior or activity that a teacher deliberately selects and flexibly applies to help students construct meaning
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teacher-initiated experience
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learning experience in which teachers take the lead by providing explicit information and modeling or demonstrating a skill, as determined by the teacher's goals and direction
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child-initiated experience
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experience that allows children to gain knowledge and skills through their own exploration and interactions with objects and other children
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demonstrating
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showing the correct way to perform a skill or procedure while children observe the outcome
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scaffolding
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using a variety of strategies to support children's ability to accomplish learning tasks that they could not otherwise accomplish independently
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acknowledging
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giving positive verbal or nonverbal attention that promotes the child's persistence & effort
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encouragement
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verbal comments or nonverbal signs such as pats or high fives that promote the child's persistence and effort
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wait time
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the length of time that a teacher waits (5 SECONDS) for a response after asking a question or responding to a comment
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open-ended questions
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questions that require children to analyze information in some way & that have many possible answers
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closed questions
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lower-level questions that have one right answer and usually require children to recall information or facts
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feedback loop
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back-and-forth communication between a teacher and a child or a small group of children in an effort to reach deeper understanding
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curriculum
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a written plan that describes the goals for children's learning and development, and the learning experiences, materials, and teaching strategies that are used to help children achieve those goals
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curriculum framework
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a guide for designing or choosing a curriculum
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NAEYC's position statement on effective curriculum
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programs should implement curriculum that is "thoughtfully planned, challenging, engaging, and developmentally appropriate; culturally and linguistically responsive; comprehensive and likely to promote positive outcomes for all young children"
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curriculum approach for dual language learners
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English immersion (all the instruction is in English throughout the child's school career), English-Plus-Spanish (programs use English & Spanish in a wide range of formal & informal teaching and learning experiences), & two-way dual immersion approach (half of the instruction takes place in English and the other occurs in the second language)
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learning standards
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expectations for student learning
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content standards
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describe what students should know and/or be able to do within a particular discipline such as math or science
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performance standards
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describe the knowledge or skill that students should acquire by a particular point in their schooling, usually tied to grade or age level; also known was benchmarks
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integrated curriculum
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addresses learning goals across multiple areas of curriculum at the same time
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thematic curriculum
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way of integrating curriculum in which a broad topic of interest or a "big idea" provides the basis for making connections across learning goals
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project approach curriculum
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strategy for conceptually organizing curriculum by engaging children in in-depth investigation of a topic, focused on finding answers to questions posed by the children, the teacher, or the teacher working with the children
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HighScope & Creative Curriculum
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most widely used curriculums in Head Start & public Pre-K programs
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HighScope Curriculum
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based on a constructivist view of how children learn/emphasizes that children need to be engaged in active learning
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creative curriculum
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a comprehensive curriculum addressing all areas of child development as well as literacy and mathematics/identifies intentional teaching strategies and learning sequences, provides guidance for book discussions, and suggestions for "mighty minutes"-ways to support learning during transitions and routines
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core knowledge curriculum
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designed to be a coherent, content-and language-rich curriculum that offers a progression of skills and knowledge across all areas of development as well as mathematical reasoning and number sense, orientation in time and space, scientific reasoning and the physical world, and music and visual arts
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tools of the mind curriculum
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provides teachers with ideas and strategies to support children's development of early literacy, self-regulation, and cognitive skills. designed to achieve two main goals: 1) development of foundational cognitive abilities that include self-regulation of behavior, emotions, and cognition; memory; and focused attention 2) development of specific academic skills such as symbolic thought, literacy, and an understanding of mathematics
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learning continuum/trajectory/path
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similar to a developmental continuum, but focuses on sequences of knowledge or skill in a content area
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child-centered curriculum planning model
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places the child at the center of curriculum planning; learning is an interactive process; teachers involve children in planning by determining what they already know, as well as what they want and need to know. Situates the child in a socio-cultural context that influences what is included in the curriculum. Cultural values of families and the larger community influence curriculum decisions.
