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HDFS 318 exam 1Questions with 100% correct answers!! HDFS 318 exam 1Questions with 100% correct answers!! HDFS 318 exam 1Questions with 100% correct answers!!
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context or human ecology theory, identifies five environmental systems with which an individual interacts. ... Ecological systems theory was developed by Urie Bronfenbrenner.
family religious system classroom peers
school community mass media health agencies
economics society culture political systems nationality
that looks at the important contributions that society makes to individual development. This theory stresses the INTERACTION between developing people and the culture in which they live. This theory suggests that human learning is largely a social process
Erikson, Piaget, Vygotsky, and Gardner. growth and development are important parts of teaching young children.
understanding object prominence exploration of all things
when it moves beyond their field of vision.
egocentric thinking
still only the exceptional child who can solve problems with multiple variables by breaking them down systematically.
logical and abstract thinking
children in activities and things that concern them
to two years are in nonparental care About half of these children are cared for by relatives The older children get, the more likely they are to be cared for Quality in early care and education: NAEYC Promote positive relationships for all children and adults Implement a curriculum that fosters all areas of child development POWERPOINT ONLINE The environment Group size Educated caregivers
In general, what we attend to matters because it alters the course of development for children—positively or negatively
Show respect for the child by allowing children time to complete tasks and help them make choices. Reggio Emilia's concept of rights of children reflects a child who is rich in resources, strong, and confident. Genuine approval serves as encouragement.
Being attuned is not instinctual for all persons. Includes observing and recording child behavior. Reading and responding to children's cues creates an "interactional dance."
others
safety
communicate genuinely and effectively
should not exceed 6 mobile infant groups should not exceed 9 toddler groups should not exceed 12.
with the same caregiver and peer group for the first three years or the full time the child is enrolled in the program. Continuity allows children to experience a stable, long-term relationship not only with their caregiver but also with each other.
Someone who looks to the adult for nurturance and guidance Someone with whom to share meaning Someone who is capable of cooperating in a relationship with an adult and who thrives when given the opportunity to do so Responsive, Reciprocal Relationships
Dialogue that fosters sharing attention with the child Dialogue that is not intrusive or demanding, but gives the child time and space to solve problems Dialogue that engages the child in learning and meaning making Dialogue that communicates respect
community among adults and children when the child is first entering an infant-toddler center Individualized for each family Parent interviews and home visits Parent-teacher meetings Documentation Large or small group discussions with families Daily communication Reggio Emilia Approach to Infant-Toddler Education
living through example, demonstration, explanation, and focusing attention Shapes behaviors with love, respect Reinforce desired behavior Is like gardening...
socially competent with peers and other adults Teaching appropriate behavior and setting limits on inappropriate behavior Our personal experiences have shaped our beliefs about discipline.
Not showing preference for caregiver Not making eye contact Whining Being overly compliant or avoidant with the caregiver Diminished efforts to use communications skills that have previously been used
feeling states Teachers model and mirror feeling states Caregivers accept emotions and the need to express them as normal Good caregiving in emotion-centered
self-soothing Appropriate words of encouragement help children of all ages. Encourage positive self-talk Scaffolding or building sets of ideas and demonstrating how to use them can be used to promote positive self-talk.
relationships Helping children to explain how others feel
Selective use of "no"
consequences are most effective
Provide substitute activity
toddlers feel more powerful and in control of outcomes Involve families in problem solving
responsibility, solve problems
how to behave better in the future
connection? Is it respectful and encouraging? Is it effective long-term? Does it teach important life skills?
calm and in control of feelings Reduce need to say "no" with reasonable planning & childproofing Learn what behavior is realistic for child's stage of development Give child words to tell how they feel and how to work out conflicts