ECE 1295 Test #1 Midterm - Winter 2025 PDF

ECE 1295​ ​ ​ Test #1 Details​ ​ ​ ​ ​ Winter 2025 Testable Content: Read chapters 1 through 5 from the text. Read/Review PowerPoint Slides posted to Moodle that were part of class lectures: ​ week 1 ○​ An Educator’s Role in Guiding Children...

ECE 1295​ ​ ​ Test #1 Details​ ​ ​ ​ ​ Winter 2025 Testable Content: Read chapters 1 through 5 from the text. Read/Review PowerPoint Slides posted to Moodle that were part of class lectures: ​ week 1 ○​ An Educator’s Role in Guiding Children ​ What ECE’S have said: ​ we guide children's behaviours, not manage them ​ we empower children by helping them to self-regulate in our guiding strategies ​ we help children to build self-awareness, self-control, and prosocial behaviours ​ positive child guidance allows children to participate/contribute to peer groups ​ positive child guidance ensures individual needs are met regardless of behaviour ​ our ability to guide children helps children feel safe and secure so that they grow to their full potential ​ Relationships: ​ developing positive, healthy relationships with children is the first step to effective guidance for RECE’s ​ caregiving styles affect how effective individuals are at guiding behaviours because of the impact of the relationships that are built \ ​ Two major factors that determine an adults caregiving style ​ Responsiveness: ○​ Wether an adult meets a child’s needs and understands child’s development (pg 7) ○​ Responsiveness refers to varying degrees of: ​ the support and worth offered by an adult ​ the adults awareness of child’s development ​ the adults ability to meet individual needs ​ the adults view of the child as a partner in the program  ​ adult/child interactions ​ the adult's communication style ​ the adult's ability to relay information (explanations, set limits) ○​ Warmth (as a part of responsiveness) ​ research shows that warmth is a very important part of responsiveness ​ children are often aggressive when their caregivers are not warm when they are negative and irritable ​ these same children have been shown to act out in school when their (caregivers) have shown to be angry, unaccepting, and disapproving ​ the greatest caution Baumrind gives about warmth is that it should be sincere ○​ Other Considerations (as part of responsiveness) ​ child development knowledge ​ allows realistic expectations of children at varying ages ​ partners in interaction ​ the belief that children have an important part in any interaction (positive or negative) ​ communication style: ​ highly responsive adults communicate in an open direct way. they see children as competent and worthy of respect ​ giving explanations ​ letting children know so that they understand what is being observed ​ Warmth: ○​ Baumrinds research indicates “that false expressions of affection prevents both parents and educators from being successful at (guiding) discipline encounters when limits are necessary ​ Demandingness: ○​ whether and how the person sets limits, monitors and supervises and faces issues (pg 11) ○​ demandingness is the official term used in caregiving-style research. which refers to an adult's overall view of control  ○​ demandingness includes the following: ​ understanding and setting boundaries, limits and expectations ​ an adult's ability to monitor and supervise ​ the type of guidance strategies used ​ an adult’s style of confrontation ​ Boundaries, limits and expectations ○​ consider: ​ how the boundary, limit or expectation is stated and ​ how things are requested or asked of the children ​ because adults differ in their ability and willingness to help children there are different responses to the same information/situation ​ Monitoring and supervising ○​ consider: ​ an orderly and consistent physical environment ​ the effectiveness of daily schedule and routine ​ whether actions and practices are in harmony with their beliefs ​ continuous but not interruptive monitoring and supervision ​ the entire room not only some children within the room are being observed ​ monitoring all activities within the environment ​ Guidance & Discipline Strategies ○​ consider: ​ strategies that are age-appropriate, individually appropriate, and culturally appropriate ○​ consider styles of confrontation ​ this deals with how the adult will deal with behaviour that is clearly hurtful or inappropriate ​ some adults are firm but kind and are willing to take a stand even if doing so provokes/escalates conflict  ​ Responsiveness & Demandingness Continuum ​ ​ ​ High demandingness ​ ​ ​ ​ High responsiveness ​​ ​ ​ ​ ​ Low responsiveness ​ ​ ​ ​ ​ ​ ​ ​ ​ Low demandingness ○​ Caregiving Styles ​ styles of caregiving ​ baumrind’s research into styles of caregiving began in the 1960’s ​ she looked at the relationship between adult authority and the developmental outcomes for typically developing children ​ the longitudinal study followed groups of children at three stages ○​ preschool ○​ school age ○​ adolescence ​ it looked at the responsiveness and demandingness of parents ​ from her research baumrind identified three caregiving styles 1.​ Authoritative Style: ​ caregivers possess qualities that help children develop equally positive qualities ​ on the continuum, Baumrinds research indicates this style is high demandingness and high responsiveness ​ this style of caregiving sets and maintains reasonable, fair limits and closely supervises activities ​ this style is warm, nurturing and respectful but willing to confront when necessary ​ what the authoritative style offers children: ○​ children feel safe and secure ○​ encourages responsibility & self-care  ○​ fosters competence and healthy self-control 2.​ The authoritarian style ​ caregivers have a negative impact on children's development ​ on the continuum baumrinds research indicates this style is high demandingness low responsiveness ​ this style of caregiving sets arbitrary limits and states them poorly, with little to no monitoring ​ this style punishes and tends to be mean-spirited 3.​ The permissive style all permissive adults are low in demandingness ○​ this style allows children to regulate themselves and make their own decisions ○​ there are few guidelines the caregiver makes few demands and imposes no restrictions ○​ the one difference noted in the research regarding permissive caregiving staples is their degree of responsiveness ○​ what the permissive style offers children: ​ Indulgent- high responsiveness/low demandingness ​ children feel they can do whatever they want ​ children have control of the situation ​ uninvolved: low responsiveness/low demandingness ​ children feel that adults don't care ​ children feel unwanted and unloved  Styles Of Caregiving Continuum High Demandingness Authoritative​ ​ ​ ​ ​ ​ Authoritarian ​ High response​​ ​ Low response ​ ​ indulgent permissive by choice​ ​ Uninvolved permissive by default ​ Low Demandingness ○​ Basic Processes Adults Use to Influence Children ​ examples of processes that influence children ​ modeling ​ instruction & practice ​ feedback ​ the physical environment (construction & maintence) ​ expectations ​ change ​ modeling influences learning ​ learning occurs in a social context: ○​ children learn through observation ○​ what is rewarded will be repeated ○​ rewards can be a negative reaction ○​ learning can occur from observing media ​ modeling influences behaviour ​ modeling: ○​ human behaviour is learned by watching someone else perform the behaviour ​ imitation: ○​ a child might learn how to do something by observing a model and then perform the action ​ instruction & practice ○​ direct instruction is done with purpose ○​ there is intentional and explicit teaching ​ example: how to hold scissors ○​ There are a number of life lessons that are taught through direct instruction as well ​ example: sharing, cooperation, making friends, etc ○​ Feedback: ​ feedback from a guiding perspective includes: ​ advice ​ pointers ​ reminders ​ information ​ importance of feedback ​ positive, accurate feedback is essential to children's learning and development ​ feedback that constructs skills or competencies ○​ Influence of the environment ​ remember human behaviour is learned it is… ​ gradually shaped ​ influenced in their environment ​ reinforced by others ​ those held in high regard are the most influential ○​ example: parents, older siblings, peers ​ Factors in the environment ​ consider the following: ○​ the physical setup ○​ routines & structures ○​ the activities & implementation ○​ the learning centers ○​ Expectations: ​ Educators have set expectations to assist children in regulating themselves. if the expectations are inconsistent the child suffers ​ an expectation is intended to scaffold children's understanding of limits and interactions ○​ Behaviour can be changed ​ a change in the social context can create a behavioural change  ​ look to the social environment for clues to behaviour ​ a new expectation or reward for behaviour can result in a positive change ○​ behaviour is reinforced in many different ways: ​ attention ​ recognition of a deed ​ body language ​ feedback from peers ○​ remember: ​ change is possible ​ encouraging children to modify behaviour is part of the change ​ encouraging them to think about their actions and consequences is effective ​ Guidance: ○​ it is important to keep in mind when guiding young children that how a child perceives things and how a child remembers what is perceived impacts their ability to follow directions or guided instruction ​ Two factors that affect guidance ○​ Perception ​ process children use to organize the information that they gain through their senses ​ quite simply, a child senses things, then perceives (or organizes) the information, and lastly, thinks about it ​ Problems with perception: ​ while the definition and understanding of perception may seem simple there are a number of things to consider when we discuss perception and the young child ​ children have difficulty ignoring irrelevant info ​ Young children focus on one thing at a time ​ impulsiveness affects perception ​ some disabilities affect the perception ​ ​ age plays a significant role: ○​ attention span  ○​ able to ignore irrelevant info ○​ spend more time on tasks ○​ can redirect their attention ○​ Memory ​ process used to store information that will be used or needed at a later date ​ If we consider memory in its simplest terms, the brain filters the information and then stores only some of the information in our memory ​ forms of memory: ​ Different forms of memory are important to understand because they may determine how well a child remember what they are told or what they recall from interactions. ​ Short-term memory (working memory) ○​ stores temporary details or well-known details that need access. ​ Long-term memory ○​ information that is perceived and then stored for permanent record. ​ Recognition memory ○​ refers to a feeling of familiarity with something that we know about from our past and that we encounter again. ​ Recall memory ○​ refers to memories for which a child has to call forth information, either with or without a reminder or cue. ​ changes in memory ○​ there are four main reasons for memory improvement between the ages of 3 to 12 1.​ changes in basic capabilities- attributed to greater short-term memory (working memory) 2.​ changes in strategies used for remembering things  (working with their long-term memory) 3.​ changes in knowledge about memory (10+ age group) use strategies to recall (school work) 4.​ changes in knowledge of the world- comes from experience ​ Social Cognition: ○​ refers to how children think about how the behaviours, motives, feelings and intentions of others (page 64) ○​ consider: ​ How children describe others. ​ How children understand accidents versus intentional behaviour. ​ How children view friendship. ​ Prosocial behaviour ○​ Prosocial Behaviour is an action that benefits another person or animal. (Marion, page 69) ○​ If we think about the definition of social cognition and the definition of prosocial behaviour, we can recognize that the children we work with (age birth through 12) will struggle to build these skills independently as they are egocentric (typically through age 7) ○​ As educators, it is our job to help children develop self-control and become caring individuals. It is our  job to assist children in developing prosocial behaviour. ​ compassion & the young child ○​ three competencies children must have to act compassionately ​ cognitive competency ​ emotional competency ​ specific skills cognitive competency + emotional competency + specific skills = prosocial behavior ○​ The Key to Guiding Children Effectively ​ about quality educators: ​ we know that effective educators are ○​ warm ○​ highly responsive ○​ supportive ○​ able to set clear, concise expectations ​ educators who guide effectively: ​ effective guidance ○​ have knowledge of child development ○​ have a variety of skills ○​ have a positive attitude/ willingness to guide ​ The Impact of Social-Emotional Development ​ (birth to 18 months) ○​ Birth to 8 months: ​ learns to comfort self, shows feelings to caregivers, and uses different cries & facial expressions to communicate. ○​ 8 to 18 months: ​ enjoys interacting with others ​ expresses feelings strongly & changes emotional states quickly & frequently. ​ Uses body & early language to communicate. ​ Typically understands more than what is said with words.  ​ 18 to 48 months: ​ 18 months to 36 months: ○​ becoming increasingly more independent ○​ still requires adult support at play and emotional support ○​ detects and expresses feelings ○​ enjoys social engagements with adults & peers ​ 36 months to 48 months (3-4 year olds) ○​ speaks more clearly with increased vocabulary ○​ Names & labels emotions expressed. ○​ Learning how to resolve conflict but still requires adult support. ○​ Social interactions are important to them & bring joy. ​ 48 months to 60 months (4 to 5 years) ○​ language skills continue to improve ○​ shows greater independence. ○​ Control of emotions is increasing ○​ expression of emotions continues to be appropriate for their age. ​ 6 to 8 years ○​ cognitive and language skills are advanced. ○​ The child can mask feelings and express feelings. ○​ Enjoys spending time with peers & can work well with others. ○​ Significant friendships are beginning (a single best friend for example). ​ week 2 ○​ Theoretical Foundations of Child Guidance ○​ ​ week 3 ​  o​ Supportive Physical Environments: Indirect Guidance o​ Direct Guidance o​ Extended Direct Guidance ​ Quick Facts – children communicating through behaviour ​ Setting Limits ​ Prohibitive Practices – an understanding of what the legislation contains Topics Covered ​ Caregiver Styles ​ Theoretical Perspectives ​ Effective Guidance ​ Environmental Influences on behaviour ​ Indirect/Direct Guidance ​ Prosocial Behaviour ​ Legislation Learning Outcomes that will be assessed in the test: LO#1 (1.1, 1.2, 1.4, 1.5, 1.6, 1.7) LO#2 (2.1, 2.3) LO#3 (3.1, 3.2, 3.3, 3.4, 3.5) LO#4 (4.1, 4.3, 4.4) LO#5 (5.1, 5.2, 5.3, 5.5, 5.6, 5.7, 5.8, 5.9) LO#6 (6.1, 6.2, 6.4) Test Format: ​ Multiple Choice ​ Fill in the blanks ​ True & False ​ Short Answer & Application Questions (The difference between a short answer and an application question is that a short answer question will be a theory driven response to the question, while an application question will expect you to know the theory but give a practical response to a situation or scenario). The test is valued at 25% of the total term marks. Week 1 – January 7th & 9th – Textbook Chapters 1 and 3 How will you respond to big emotions for children in our care? “When little people are overwhelmed, it is our job to share our calm, not their chaos” – L. R. Knost “Children do not misbehave, they [simply] behave” – L. R. Knost How can you cope with stress and resilience as an ECE in an environment of chaos? Guiding Young Children: An Educators Role ​ We guide children’s behavior, not manage them. ​ We empower children by helping them to self-regulate in our guiding principles. ​ We help children to build self-awareness, self-control and prosocial behaviors. ​ Positive child guidance allows children to participate and contribute in peer groups. ​ Positive child guidance ensures individual needs are met regardless of behavior. ​ Our ability to guide children helps children feel safe and secure so that they grow to their full potential. Positive Child-Educator Relationships: ​ Demonstrates respect and shows interest in children ​ Acknowledges/greets the children ​ Gets to know children’s personally and individually ​ Discovers what is important to the child ​ Shows respect by listening and being attentive ​ Shows appreciation and gratitude ​ Expresses enjoyment in the adult-child interactions Early Childhood Educators must... ​ Work to develop healthy self-esteem in children (ECE1024) ​ Plan a developmentally appropriate curriculum ​ Understand the environment is a critical component with many intricate facets to consider ​ Know the developmental stages of young children ​ Know the components of health, safety, and nutrition are inherent parts of ECE ​ Be able to recognize the components of legislation (CCEYA) that governs early learning and care centers, working with the Code of Ethics and Standards of Practice laid out by the College of ECE Two Major Factors of Caregiving: ​ Responsiveness: “whether an adult meets a child’s needs and understands child development”  ​ Demandingness: “whether and how the person sets limits, monitors, supervised, and faces issues” Caregiving Styles and Strategies ​ Research into caregiving styles began in the 1960s ○​ 1966 ​ looking at the “relationship between adult authority and the developmental outcomes for typically developing children” in the three specific life stages being ​ infant ​ preschool ​ school aged. Authoritative Style – (high demandingness, high responsiveness) ​ Caregiver possesses qualities that help children develop equally positive qualities. This style sets and maintains reasonable, fair limits, and closely supervises activities. This style is warm, nurturing, and respectful, but willing to confront when necessary. ​ This style ensures children feel safe and secure. It encourages responsibility and self-care. It fosters competence and healthy self-control. ​ This is the style that educators/ECEs should follow. Think Mufasa and Simba. Authoritarian – (high demandingness, low responsiveness) ​ Caregivers have a negative impact on children and their development. This style sets arbitrary limits, states them poorly, with little to no monitoring. This style tens to punish and be mean-spirited. This style fosters negative self-esteem, results I poor self-control, and it teaches and encourages aggressive and punitive behavior. ​ This style should be avoided by educators/ECEs. Think “mother knows best”, such as the mother in Brave or Tangled. Permissive (low demandingness, low responsiveness) ​ Caregivers give children freedom and independence. This style allows children to regulate themselves and make their own decisions. There are very few guidelines or rules. Caregivers make few demands and impose no restrictions, limits, or boundaries. Permissive caregiving style differs depending on amount/degree of responsiveness. ​ Indulgent – high responsiveness: parents acknowledge children’s behaviour, however, children do whatever they want and have control in the situation ​ Uninvolved – low responsiveness: parents have little involvement causing children to feel unloved and unwanted Review Questions: What does it mean when L. R. Knost say; “children do not misbehave, they [simply] behave”? All behavior is communication. What is the first step ECE’s must take to effectively guide children? Developing positive, healthy relationships with children to help build trust and encourage a safe educator-child relationship. What are the two major factor of caregiving styles? Responsiveness and Demandingness. What does research say the outcome for children who do not experience warmth? Growing up in fear, increase chance of anxiety, aggressive behaviors. Week 2 – January 14th & 16th – Textbook Chapters 2 & 3 Processes that Influence Children: Modelling: children learn through observation, reinforcement/rewards increases likelihood of behavior repeating, rewards can be a negative reaction (negative behavior brings attention), learning can occur through observing media. Instruction and Practice: giving children time to process, understand, and practice. Direct instruction has a purpose. Teaching can be intentional or explicit (children learn through doing). Life lessons may also be taught through instruction (sharing, cooperation, building relationships). Feedback: advice, pointers, tips, reminders, prompts, providing information and knowledge. Positive, accurate feedback is essential to development. Feedback may be positive and unconditional, positive and conditional, or constructive regarding skills and competencies. The Physical Environment (construction & maintenance): is it safe? Does it meet developmental needs? Are children bored of it? Are any materials damaged? Behavior is learned, gradually shaped, influenced by environment, reinforced by others. Persons of higher regard are most influential (parents, older sibling, peers, educators). Environment includes physical set-up, routines (including transitions) and structures, activities and implementation, the learning centres, and persons involved. Expectations: consistency, conciseness, easily understood. Expectations assist children in their ability to self-regulate. Inconsistent expectations impacts child’s ability to function appropriately. Expectations scaffold children’s understanding of limits. Change: behavior can be changed. Changes in social contexts can create behavior changes. Environments may have clues that influence behavior changes. A new expectation or a reward to a behavior can result in a positive change. Reinforcement: behavior can be reinforced by attention, recognition of a deed, body language, and feedback from peers. Reinforcement is informative. Encouragement and acknowledgement (praise) should be common and first methods of reinforcement. Recall from Growth and Development (textbook pages 35 – 60) Bronfenbrenner Ecology of Human Development Theory: circles of connections and relationships Bowen Family Systems Theory: boundaries, rules, and roles. Piaget Stages of Cognitive Development: sensorimotor, preoperational, concrete operational, formal operational; assimilation and accommodation; adaptation of schemes; children learn through interactions, observations, socialization Vygotsky Zone of Proximal Development: scaffolding, adult-child communication, what children cam do independently vs what children can do with assistance Erikson 8 Stages of Development: emotional-social / psychosocial; trust vs mistrust, autonomy vs shame and doubt, initiative vs guilt, industry vs inferiority, identify vs role confusion, intimacy vs isolation, generativity vs stagnation, integrity vs despair Bandura Social Learning Theory: social variables influence behavior, socialization shapes learning, behaviors are learned through observation and imitation. 7 Principles of social learning and child guidance. Dewey 4 Main Interests in Children: 1.​ desire to investigate 2.​ need to communicate 3.​ joy in construction 4.​ artistic expression. Maslow Hierarchy of Needs: ​ Psychological needs ○​ food, ○​ water, ○​ warmth/shelter, ○​ rest), ○​ Safety needs (security, safety), ​ Belonging and Love needs ○​ friendships, ○​ intimate relationships), ○​ Esteem needs (feelings of accomplishment), self-actualization Adler Theory of Social Influence: a person’s social environment influences their personality development; children need to attain a group membership to feel belonging and to support development; attention, power, revenge, inadequacy/incompetence Rodgers Problem Ownership: determining whom has the problem in a given situation; either the child owns a problem, the adult owns the problem, or there is no problem. Major Theories that affect Guiding children 1.​ Theories that Focus on Systems in Which Children Develop a.​ Urie Bronfenbrenner - Ecology of Human Development Theory b.​ Murray Bowen - Family Systems Theory We must acknowledge the influence that different theories have on children We must consider the impact systems have on different children (needs, exceptionalities, cultural, community, etc.). Remember that children view rules, roles, and boundaries through their own lens (often shared by families), and they may not understand how these may differ from their own. 2.​ Theories focusing on How Children Construct Knowledge a.​ John Dewey - 4 Main Interests in Children b.​ Jean Piaget – Stages of Cognitive Development c.​ Lev Vygotsky – Zone of Proximal Development A child’s natural curiosity is a sign of their intelligence. Children learn through doing. Learning is scaffolded through observation and imitation. Learning occurs in schemas. Childs current abilities in combination with a child capacity to learn will change over time with assistance from adults. Educators should connect with children, validate them and their curiosity, and help children to connect ideas and abilities together for maximal development. Children need time to play. 3.​ Theories focusing on Psychological, Emotional, and Social Learning Needs a.​ Erik Erikson - Stages of Psychosocial Development b.​ Abraham Maslow – Hierarchy of Needs c.​ Alfred Adler – Theory of Social Influence d.​ Carl Rodgers – Problem Ownership e.​ Albert Bandura – Social Learning Theory All children have similar needs that vary depending on their age, developmental level, and experiences. Children’s needs must be met for positive development to occur. Children should be active in their own development. Social environments influence behavior. Children learn from their environments. Actively listening to children helps them feel secure. Week 3 – January 21th & 23th – Textbook Chapters 4, 5 Guiding Children Using the Environment ​ Children must feel safe in the environment, and all materials should be kept up to date, safe, clean, and engaging. ​ Children should have the opportunity to review and explore new things. ​ Children should have a trusting adult to guide them and support them in play-based learning. ​ Children should have the opportunity to make their own choices and be able to complete a project or keep it for a longer period of time. ​ The environment should allow children to work and play in different areas, with engaging and interesting things within the entire space. Behaviors increase with boredom. ​ Children should be able to work by themselves, co-operatively in small groups or with partners, and in a large group. ​ Child guidance occurs both indirectly (through the set-up and using environment as a ‘third teacher’) and directly (through activities, hands-on learning, guidance, communication, and planned curriculum). Organization is necessary. Active Learning: collaboration, working with real objects, hands-on learning, problem-solving, discussing, demonstrating, teaching others, leading Passive learning: reading, observing, minimal interactions, solitary/independent play, imaginary play, sitting back, processing, reflecting ​ Room Design for Childcare ​ A Sense of Order: clean, organized, messy play space, logical arrangements, sensory-rich ​ Social Interactions: ability to socialize and collaborate ​ Making Choices: options, opportunities, activity areas, attractive ​ Active Learning: hands-on play working with real objects Indirect Strategies influence; curriculum (options & participation), activities (age appropriate, ask and answer questions), materials (rich in assortment, reflect needs, interests, and abilities) The Benefits of a Well-Designed Space ​ An increase in independence ​ Growth of competency and confidence ​ Supports self-regulation and self-control ​ Strengthen ability to make decisions ​ Strong engagement and participation Poorly designed spaces ​ Poor academic achievement ​ Increased behavioral incidences ​ Higher stress levels which can contribute to challenging situations ​ Decreased engagement in play and participation Learning Centers ​ Small Group Centers: 5 or 6 children engaging and cooperating together ​ Individual: space to work alone, but around others ​ Large Group: all children can engage together ​ Private: relaxing, refuge, easily monitored Determining What is Sufficient (textbook pg. 96 figure 4.10) X = n + (n/3) ​ ​ N = number of children