Chpt 9 Day 4

Front 1

How many children areenrolled in preschool or childcare during early childhood

Back 1

· Morethan 60%

Front 2

What is thedifference between preschool and child care

Back 2

· Preschool-a program w/ planned educational experiences aimed at enhancing the developmentof 2 to 5 years old

· Childcare– refers to a variety of arrangements for supervising children of employedparents, either in home or at a center

Front 3

Why do you think Berk was careful to use only “child care” but never“day care” in her description

Back 3

opin

Front 4

Define“child-centered programs

Back 4

· Teachersprovide activities from which children select, & much learning takes placesthrough play.

Define“academic programs” (p. 341).

· Teachersstructure children’s learning, teaching letters , numbers, color, shapes, &other academic skills through formal lessons, and drills

Front 5

Whatis the impact of formal academic training in early childhood (p. 341)?

Back 5

· Underminesyoung children’s motivation and emotional well-being

Front 6

How do children whoare exposed to large-group, teacher-directed academic instruction compare tochildren who are exposed to learning centers with responsive teachers, and whatare the long-term consequences

Back 6

· Preschoolteachers directed academic instruction to worksheets as opposed to beingactively engaged in learning centers by warm, responsive teachers displays morestress behaviors such as wiggling or rocking, and having less confidence intheir abilities, less challenging tasks, àleads to poorer study habits and lower achievement test scores

Front 7

What is Montessorieducation (p. 342)? What are its 4distinguishing features

Back 7

· Specialtype of child-centered

· ByItalian physician and child development researcher, to poverty-strickenchildren, à 1. Multiageclassrooms, 2. Teaching materials specially designed to promote exploration& discovery, 3. Long time periods for individuals & small grouplearning in child-chosen activities, & 4.equal emphasis on academic andsocial development

Front 8

Define“Project Head Start” (p. 342). What are the outcomes for children who attendHead Start Centers (p. 343-344)?

Back 8

· 1965à provides children w/ a year or twoof preschool, along w/ nutritional and health services. Parent involvement iscentral to head start philosophy

· Outcomesà parents contribute to programplanning, work directly

Front 9

Howmuch does Project Head Start cost per child and what is the lifetime return tosociety for that investment (p. 344)?

Back 9

· 17,000pre child

· Lifetime return to society – 300,000 to 500,000

Front 10

Whathappens to children exposed to poor-quality child care (pp. 344-345)? Good-quality child care?

Back 10

· Poorquality child care- score lower in cognitive & social skills * displaysbehavior problems

· Goodquality child care – enhances language, cognitive, & social development

Front 11

Describethe 8 characteristics of high-quality DAP Early Childhood Programs (p. 345,Applying What We Know).

Back 11

1.Physical setting- the indoor environment in clean, good repair, everything isdivided equally including make-believe play, blocks, science, math, art, music,outside environment in fenced in play equipped w/ swings, climbing, tricycles,and sandbox

· 2.Group size- no larger than 18 – 20 children w/ two teachers for preschools&child care

· 3.Teacher-child ratio- centers no more than 8- 10 children for home care no morethan 6 children

· 4.Daily activities- children select their own activities learning throughexperiences relevant to their own lives mainly in small groups,

· 5.Interactions between adults & children – teacher move around groups askingquestions, offering suggestions, & adding more complex ideas, usingpositive guidance, encouraging

· 6.teacherqualification – have college-level degree àearly childhood development, early childhood education, related fields

· 7.Relationships w/ parents- parents are encouraged to observe & preparation,teachers talk regularly w/ parents

· 8.Licensing & accreditation- licensed by state- high quality program

Front 12

Howwidely-viewed is Sesame Street (p. 346)? What are the consequences (p. 346)?

Back 12

· 140countries, making it the most widely view children’s educational program in theworld

· Consequences-low ses children are more frequent tv viewers- watdhing tv all the time isn’t agood thing

Front 13

Howmuch TV and video does the average child in early childhood watch per day (p.346)?

Back 13

· 3months- 40 %

· 2year old – 90%

· 2– 6 year old watch 1 ½ - 2 ½ hours a day

· Onaverage to 3 ½ hours of day & declining slightly in adolescence

Front 14

Whatare the consequences of TV viewing (pp. 346-347)?

Back 14

· Moretv they watch the less time they will spend reading & interacting w/ others& poorer their academic skills

Front 15

Howmany 2-4-year-olds have used a computer (p. 347)? What are the benefits? Drawbacks?

Back 15

· Themajority - more than 1/3 regularly

· Benefits– rich educational, literacy & math programs, online storybooks, expandschildren general knowledge, diverse language, arithmetic skills

· Drawbacks-are common w/ gender stereotypes & violence

Front 16

Whatis the average vocabulary of a 2-year-old (p. 348)? A 6-year-old? How many words per day do children learn in early childhood?

Back 16

· 2year old – 250 words

· 6year old – 10,000 words

· 5new words everyday

Front 17

Define “fast mapping”

Back 17

· connectnew words with their underlying concepts after only a brief encounter

· Is when child build their vocabulary quickly

Front 18

Define “mutual exclusivity bias”

Back 18

· Theassumption that words refer to entirely separate (non overlapping) categories

Front 19

Define “syntactic bootstrapping”

Back 19

· Observinghow words are used syntax or the structure of sentences

· Ex:hearing the same word in different sentence the child is able to refine theworlds meaning and generalize it to other categories

Front 20

Define “overregularization”

Back 20

· Oncechildren acquire these markers, they sometimes overextend the rules to wordsthat are exception, a type of error

· Ex:we ach got two foots, my toy car breaked

Front 21

At what age canchildren understand passive sentences

Back 21

· By4 ½

· Ex:the car is pushed by the truck

Front 22

Define“semantic bootstrapping” (p. 351). Givean example. How is it different fromsyntactic bootstrapping?

Back 22

· Childrenrely on semantic bootstrapping, or word meanings, to figure out grammaticalrules,

· EX:children might begin by grouping together words w/ agent qualities (things thatcause actions) as subjects & words w/ action qualities verbs

· semanticbootstrapping Differentfrom syntactic bootstrapping b/c syntactic is hearing the same word and beingable to define it differently

Front 23

Define “pragmatics”

Back 23

· Childrenmust learn to engage in effective * appropriate communication, by taking turns,staying on the same topic, stating their messages clearly, and conforming tocultural rules for social interaction

· EX:by age 2 children take turns in conversations in face to face interactions taketurns respond appropriately to their parents remarks

Front 24

When can childrenadjust their speech to social expectations

Back 24

· Byage 4

· EX:acting out roles w/ hand puppets, they show that they understand thestereotypic features of different social positions

Front 25

Describe what happensto children’s phone skills from 4-8-years-old

Back 25

· Bothconversing & giving directions over the phone improve greatly

Front 26

Define “recasts”

Back 26

· recasts- Restructuring inaccurate speech into correct form, EX: “I gotted new redshoes” parent will say “ yes, you got a pair of new red shoes”

Front 27

” Define “expansions

Back 27

· Expansions- Elaborating on children’s speech, increasing its complexity (p. 353). Give an example of each. EX: over time speech shifted to correct forms

· How do they illustrate scaffolding?

Front 28

· How do they illustrate scaffolding?

Define “expansions Define “recasts”

Back 28

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