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ILTS 206 EARLY CHILDHOOD EDUCATION ACTUAL EXAM WITH QUESTIONS AND 100% CORRECT VERIFIED AN, Exams of Psychology

Charter Oak State College (COSC)Psychology

ILTS 206 EARLY CHILDHOOD EDUCATION ACTUAL EXAM WITH QUESTIONS AND 100% CORRECT VERIFIED ANSWERS/ ILTS CONTENT 206 EXAM LATEST 2025-2026 (BRAND NEW!!)

Typology: Exams

2024/2025

Available from 07/02/2025

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ILTS 206 EARLY CHILDHOOD EDUCATION ACTUAL EXAM
WITH QUESTIONS AND 100% CORRECT VERIFIED
ANSWERS/ ILTS CONTENT 206 EXAM LATEST 2025-2026
(BRAND NEW!!)
Equilibrium:
-Family's balance and consistency
Sensorimotor Stage (Piaget):
-Birth-2 years old, Infants learn through environmental input they receive through their senses; motor
actions they engage in; and through feedback they receive from their bodies and the environment about
their actions
Sensorimotor Stage (Piaget), First 3 substages:
-From birth to 1 month old, infant learns to comprehend their environment through their inborn
reflexes such as sucking or looking around.
-From 1-4 months old, babies begin to coordinate their physical sensations with new schemas they form
to represent elements of reality.
-From 4-8 months (Secondary Circular Reactions), children repeat rewarding actions but now they are
focused on things in the environment that they can affect
Last 3 substages of Sensorimotor stage:
-From 8-12 month (Coordination of Reactions): having begun repeating actions purposefully to achieve
environmental effects during the previous substage and further explore their surroundings. Frequently
imitate others
-(Tertiary Circular Reactions), 12-18 months, children begin to experiment through rial and error.
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Partial preview of the text

Download ILTS 206 EARLY CHILDHOOD EDUCATION ACTUAL EXAM WITH QUESTIONS AND 100% CORRECT VERIFIED AN and more Exams Psychology in PDF only on Docsity!

ILTS 206 EARLY CHILDHOOD EDUCATION ACTUAL EXAM

WITH QUESTIONS AND 100% CORRECT VERIFIED

ANSWERS/ ILTS CONTENT 206 EXAM LATEST 2025- 2026

(BRAND NEW!!)

Equilibrium:

  • Family's balance and consistency Sensorimotor Stage (Piaget):
  • Birth-2 years old, Infants learn through environmental input they receive through their senses; motor actions they engage in; and through feedback they receive from their bodies and the environment about their actions Sensorimotor Stage (Piaget), First 3 substages:
  • From birth to 1 month old, infant learns to comprehend their environment through their inborn reflexes such as sucking or looking around.
  • From 1-4 months old, babies begin to coordinate their physical sensations with new schemas they form to represent elements of reality.
  • From 4-8 months (Secondary Circular Reactions), children repeat rewarding actions but now they are focused on things in the environment that they can affect Last 3 substages of Sensorimotor stage:
  • From 8-12 month (Coordination of Reactions): having begun repeating actions purposefully to achieve environmental effects during the previous substage and further explore their surroundings. Frequently imitate others
  • (Tertiary Circular Reactions), 12-18 months, children begin to experiment through rial and error.
  • (Early Representational Thought) 18-24 months, children begin representing objects and events with symbols Object Permanence: the awareness that things continue to exist even when not perceived (typically 8-9 months) Schema and Schema development:
  • A schema does not represent an individual object, but a category or class of things. Conservation:
  • The cognitive ability to understand that objects or substances retain their properties of numbers or amounts even when their appearance, shape or configuration changes. ex: liquid volume experiment Preoperational Stage:
  • (Piaget), 2-6 years children cannot yet perform mental operations nor manipulate information mentally. Concrete Operational Stage:
  • (Piaget) 6-7 years, children begin to think logically using cause and effect to things they can see, feel or manipulate physically. However, they still struggle to think abstractly.
  • Growing musical appreciation goes hand in and with fundamental motor and cognitive development, and social skills needed for language and school readiness Premathematic Learning Experiences:
  • Preschool children do not think the same way older people do. When it comes to problem solving, the depend upon how things look, feel, smell, and taste. Therefore, preschool children should be given concrete objects for problem solving Activities Assisting Children Develop Cognitive Abilities:
  • Young children struggle reversing operations. They are also often egocentric, seeing everything from their point of view. Adults can help them take others' perspectives through guessing games wherein they must give each other clues to guess persons/ objects and dramatic role-playing activities. Gender Differences in Motor Development:
  • On average, preschool boys tend to be more muscular and more advanced in gross motor abilities. Preschool girls tend to me more advanced in fine-motor abilities and small muscle activities. Abilities in Perceptual Development Occurring in Infancy:
  • Babies usually establish the ability to see, hear, smell, taste and feel as well as the ability to integrate such sensory information by the age of six months.
  • Young children develop increasing precision in recognizing visual concepts like size in shape in the ec years. This development allows children to identify accurately the size of an object no matter what angle they perceive it.

Signs of Progress in Typical Motor Development:

  • Genetics, physiological maturation, nutrition and experience through practice combine to further preschoolers' motor skills development.
  • Motor skills development entails both learning new movements and gradually integrating previously learned movements into smooth, continuous patters as in learning to through a ball with skill. Characteristics in Art Reflecting Perceptual, Cognitive and Motor Development:
  • Observations of young children find that while a 2.5 year old can grasp a crayon and scribble with it, by the age of 4, they can draw a picture we recognize as a human called "the tadpole person".
  • This development is enabled by greater development in motor control, eye-hand coordination, among other variables Self Concept and Self-Esteem:
  • Young children's self-concepts are founded on observable, readily defined, mainly concrete factors. Many young children also experience much adult encouragement. Because of their self-concepts are more simple and concrete compared to adults and older kids, preschoolers typically have high self- esteem Basic Temperaments in Children That Influence Personalities:
  • Three types of Temperaments:
  • Easy Temperament: Babies cry when in need, typically easy to soothe, sleep fairly well and mood is predominately good.
  • Difficult Temperament: Cry longer, harder to soothe, hard to get them to sleep, More easily upset overall.
  • Slow to warm up Temperament: Alike difficult in many ways, and usually take time to 'warm up' to strangers

Second Stage of Freud's Psychoanalytic Theory of Personality Development:

  • Anal stage
  • Children 18-36 Months
  • Focus of pleasure is on the anus as they engage in potty training. They must learn to control anal stimulation.
  • Children this age are also learning to assert their individual independence and will.
  • Success leads to healthy development, when unsuccessful, these children are often sloppy, messy, disorganized and defiant later on Effect of the Oedipal Conflict on Later Development:
  • Phallic Stage
  • Children ages 3- 6
  • Pleasure is focused on genitals
  • A boy will unconsciously desire his mother, competing with his father for affection towards her which equals fear and aggression towards the father
  • Unsuccessful conflict resolution results in confusion/weakness of sexual identity and either excessive or insufficient sexual activity
  • "Electra" for girls but not accepted by Freud Functions of the Basic Personality Structures in Freud's Developmental Theory:
  • Personality is governed by three structures: Id, Ego and Superego
  • The Id, or "pleasure principle", represents the source of our powerful, instinctual urges such as sexual and aggressive impulses
  • The Ego, or "reality principle", represents our sense of self within reality. It is necessary for telling us what will happen if we act upon Id's impulses and knowing how to control them to protect ourselves.
  • The Superego, or "conscience", represents our sense of morality. It is necessary when Ego protects ourselves but not others. Ensures ethics and non harm to others Third Stage of Freud's Psychoanalytic Theory of Personality Development:
  • Phallic Stage
  • Ages 3-6 years old
  • Pleasure is focused on genitals as children discover them
  • At this age, boys develop unconscious sexual desire for their mothers and rival their fathers for her attention Fourth and Fifth Stages of Freud's Psychoanalytic Theory of Personality Development:
  • Latency Stage
  • 6 - puberty years old
  • Children in the latency stage repress their sexual impulses while developing cognitive and social skills take priority
  • After puberty, sexual impulses resurface Ego Defense Mechanisms of Freud's Psychoanalytic Theory of Personality Development:
  • Regression
  • Projection
  • Denial Key Differences Between Freud's and Erikson's Developmental Theories:
  • Initiative vs. Guilt
  • Preschool age
  • Exploring environments and trying to control them through cognitive, emotional and social skills
  • Success = purpose and direction
  • Unsuccessful = excessive inhibition against taking actions or ruthless, inconsiderate behaviors Fourth Stage in Erikson's Psychosocial Theory of Human Development:
  • Industry vs. Inferiority
  • 5 - 6 - Puberty ages
  • Focus is on achievements and accomplishments
  • Successful = competence and method
  • Unsuccessful = narrowness of abilities and inertia (lack of activity) Kohlberg's Cognitive-Developmental Theory:
  • When children are around the age of 2, they begin to develop their distinct sense of self. once they have differentiated self from the rest of the world, they also begin to develop complex mental concepts. Key Concepts of Bandura's Social Learning Theory:
  • Children learn by observing and imitating the behaviors of models, including adults or older children and peers.
  • Four conditions required for this learning: Attention, Retention, Reproduction and Motivation
  • Children can learn new behaviors by seeing others be rewarded for performing these, and them imitating them

Maslow's Hierarchy of Needs:

  • Pyramid form expressing more pressing needs at the base
  • Physiological
  • Security
  • Social
  • Esteem
  • Self-actualizing Fundamental Principles of Behaviorist or Learning Theory:
  • Organisms learn through interactions with the environment
  • Environmental influences shape behavior
  • Positive reinforcement
  • Skinner and Thorndike Using Integrated Curricula:
  • Integration of newer, mandated-related practices into existing plans and methods. Integrated learning domains and subject content in turn integrates the child's developing skills with the whole child. Use topics interesting to the children Process Skills Developed by Preschool Science Programs:
  • Observation, Classification, Communication

Froebel's Educational Theory Regarding Learning and Teaching:

  • 19th century inventor of Kindergarten
  • He found that observation, discovery, play, and free self-directed activity facilitated children's learning
  • Believed in equal rather than authoritarian teacher-student relationships and advocated for family involvement/collaboration Siegfried Engelmann's Contribution to ECE:
  • Cofounded the Bereiter-Engelmann Program funded by U.S. office of Education
  • Program demonstrated the ability of intensive instruction to enhance cognitive skills in disadvantaged preschool-aged children, establishing the Bereiter-Engelmann Preschool Program
  • Worked with Head Start Engelmann's Methods and Features of His Curricula:
  • Emphasis on phonics and computing early in young children's instructions; using precise logical sequence to teach new skills; teaching new skills in small, separate, "child-sized" pieces; correcting learners' errors immediately; adhering strictly to designated teaching schedules; constantly reviewing to integrate new learning with previous knowledge; intense measurements for assessing skill mastery Direct Instruction Method of Teaching Children (DI):
  • Behavioral method of teaching
  • Learner erros receive immediate corrective feedback, and correct responses receive immediate, obvious positive reinforcement
  • Children are instructed in small groups based upon ability levels
  • Focus is teacher-centered

Project Follow Through:

  • Created in 1967 by President Johnson Fundes by U.S. Office of Education
  • Focused on declaring war on poverty and maintain positive benefits in Head Start Approaches to Remedial or Compensatory Education:
  • Affective (bank street, responsive education, open ended models)
  • Basic Skills (DI, behavior analysis)
  • Cognitive (higher-order and problem solving) High Scope Curriculum:
  • David Weikart 1960- 1970
  • Active learning is optimal for young children; that they need to become involved actively with materials, ideas, people and events; that children and teachers learn together in the instructional environment Emergent Literacy Theory: is the idea that learning literacy actually begins at a very early age, long before official lessons in school. This term is used to describe the knowledge a child has of reading and writing before reaching the age where those skills are taught

Managing the Normal Behavior of Young Children:

  • Before reacting to young children's behaviors, adults should make sure children understand the situation.
  • State rules simply, clearly and regularly
  • Consistently give rewards for compliance
  • Explain why they are/are not receiving rewards by citing the rules they did/did not follow Positive and Negative Reinforcement:
  • Positive Reinforcement: Introducing something rewarding immediately after a behavior
  • Negative Reinforcement: Rewarding by removing something unwanted Positive and Negative Punishment:
  • Positive Punishment: Introducing an aversive consequence for a behavior
  • Negative Punishment: Removing a desirable stimulus Involving Families in Their Children's Education:
  • Flexibility and Variety are two main components
  • Include families in designing children's Individual Family Service Plan (IFSPs)
  • Communicate regularly
  • Work around their work schedule

Developmental Screenings:

  • Doctor's office may give guardian a questionnare
  • Health or educational professional may administer a screening test to the child
  • Extremely generalized Child Find:
  • Locating, identifying and referring young children with disabilities and their families as early as possible for service programs
  • IDEA LAW: Guarantees disabled children special education services and early intervention programs
  • Network members typically include parents, doctors, birth-3 programs, child care programs, public health agents, social service agencies and other community members Post-Evaluation and the Individualized Education Program (IEP):
  • Every child who will receive special education services must have an IEP
  • Main purposes of IEPs are to:
  • Establish reasonable educational goals for the individual child
  • Indicate what services the school district will provide the child Screening vs Assessment Instruments:
  • Screening: Used to identify those children showing signs of possible problems who need assessments, not diagnose problems
  • Assessments: Used to develop/and or confirm diagnoses of developmental disorders or delays

Communication Development Normally Occurring Within a Child's First Five Years of Life:

  • Three developmental periods are observed
  • At birth: Infant crying and gazing
  • Between 6-8 months old: Become able to coordinate their attention visually with other people relative to things and events, enabling purposeful communication with adults
  • 18 months old-on: Use language as their main way of communication and learning Milestones of Normal Language Development by the 2 Years Old:
  • Most of the time, by two years old children acquire a vocabulary of 150-300 words Environmental Print:
  • Street signs, traffic signs, restaurant names, candy wrappers, food labels, product logos- print we see in every day life Alphabetic Principle:
  • The concept that letters and letter combinations represent speech sounds Print Awareness:
  • Realization that spoken language is represented by the markings on paper

Self-Concept:

  • Children coming to identify characteristics, abilities, values, and attitudes they feel define them
  • From 18-36 months old, children develop the categorical self: the concrete view of oneself Language Experience Approach (LEA):
  • An integration of reading and writing approaches using students' experiences and words Whole Language Approach:
  • Concentrates on children seeking, finding and constructing meaning in language
  • Young children's early technical correctness is not the priority
  • Teacher's don't make corrections unless it obtains to overall engagement Phonological Awareness:
  • The ability to reflect on and manipulate the sound structure of spoken language Phonemic Awareness: The ability to hear, identify,and manipulate the individual sounds, phonemes, in oral language. Phonics:
  • The instructional method used to establish the Alphabetic Principle