HDFS 233 midterm 1

HDFS 233 midterm 1 - Developmental attributes, tasks, and...

Info iconThis preview shows pages 1–2. Sign up to view the full content.

View Full Document Right Arrow Icon
Developmental attributes, tasks, and needs: Infants:(0-12 months). A: unique temperament, activity level, reactivity, mood (“easy, difficult, slow-to-warm). Relative helplessness, rapid change, sensory driven. T: First steps, first words. Attachments. Social interaction. Beginning of self-help. N: physical care and beyond. Consistent relationships with adults. Feelings of love and secure. Predictable responses. Sensory stimulation. Dominion over their own bodies. Toddlers:(12-36 months). A:intrinsically motivated. increasingly mobile. Egocentric. Emotional. verbal. T: Toileting. Talking. Self-help (wash hands, clothing). Social interaction. N: independent exploration. Active learning. Safety. Preschoolers: (3-5 yrs.). A: social skills (friendships). Verbal skills. Physical skills. “Master players”. T: Refining self-help skills. Refining social skills. Developing play skills. N: imaginative play with adult support. Creative art (materials). Discovery learning. Primary-aged children: (6-8). A: friendly. Logical. Rule oriented (justice, strong urge to please). Intrinsically motivated. T: Learning how to interact with peers. Academic competence. Wider world (many influences). N: Structure. Challenge (ZPD). Teacher as facilitator. Confidence, conformation. Components of quality in ECE programs : Respect: for children and families . Emphasis on uniqueness of individual child and childhood. Reflected in every decision/interaction. Child-sensitive approaches. Demands of teacher: knowledge of children and child development. Knowledge of individual children and families. Practices: open-ended materials. Listening to understand. Authentic conversations. Partnerships with families. Diversity in classroom materials. Respect of self : authentic to own values and principles. Mature sense of valuing worth of ideas. Demands of teacher: self-awareness. Identity defining principles. Personal&professional integrity. Practices: confidence, self-worth, collaboration. Relationships : web of intensified interrelationships. Demands of teacher: Genuine investment. Demands of teacher: genuine investment. Practices: primary care-givers, multi-age classrooms, adult-to-child ratios . Reciprocity of learning : Learning takes place in contexts of relationships. Children construct knowledge. “Reciprocal learning environment”. Demands of teacher: plan-ful. Shared philosophy. An environment prepared for active learning : interest centers, materials, & experiences, attractive arrangement, “happenings”. Demands of teacher: attention to/respect for environment. Honoring active engagement . Underlying developmental understanding : based in theory & research. Demands of teacher: Solid growing in child development theory. What is NOT quality: institutionalization, failure, indifference . Various Roles of teacher: Nurturer : providing care and fulfilling the needs to promote development. Care-giving: the physical nurturing and protection of young children (warm, individual relationships). Researcher
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

Page1 / 2

HDFS 233 midterm 1 - Developmental attributes, tasks, and...

This preview shows document pages 1 - 2. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online