ECE1205 Midterm Exam PDF

ECE1205 midterm exam Format ​ Short answer ​ True and false ​ Multiple choice Make sure to look at the green slideshow First Week Objectives: 1.​ Why do we observe children? ​ Health & Safety ○​ To ensure safety...

ECE1205 midterm exam Format ​ Short answer ​ True and false ​ Multiple choice Make sure to look at the green slideshow First Week Objectives: 1.​ Why do we observe children? ​ Health & Safety ○​ To ensure safety ○​ To ensure health/safety & well-being ○​ To determine the level of health ○​ To monitor nutritional intake ○​ Growth & development ​ Environment & Routines ○​ To evaluate the appropriateness of the learning environment ○​ To evaluate the use of space ○​ To determine the effect of the environment on the child ○​ To help change routines to be more effective ○​ Create an appropriate routine ​ Child Development & Support ○​ Assess progress ○​ Early intervention ○​ To see if extra support/equipment is needed ○​ Identity delays, disabilities, and exceptionalities ○​ Temperament ○​ Interests ○​ Communication and behaviour ○​ Interactions and socialization between adults, children, and peers ○​ Learning styles ​ Observation & Professional Development ○​ To learn about child’s interests ○​ To help build educators' skills in observation ○​ Improve professional practices and promote reflection  ​ Family & Community Involvement ○​ Involve and inform parents and families 2.​ Name and describe the Canadian Privacy Act ​ There are 2 acts: ○​ The privacy act established in 1983 ○​ The personal information protection & Electronic documents act (PIPEDA) ○​ Responsibilities under these acts: ​ Accountability: ​ We have to be responsible for the information we control and appoint people to be responsible ​ Identifying purposes: ​ We have to say why we are collecting the information, and we cannot use it for another purpose without consent. ​ Consent: ​ We have to ask to collect, use and disclose information ​ Limiting Collecting: ​ We can only collect the information we need for the purpose we say, and we have to be fair and lawful when collecting. ​ Limiting use, disclosure & retention: ​ Once we have the information we can use it or disclose it only for the purpose it was collected originally. If we want to use it for another purpose, we must get further consent. ​ Accuracy: ​ We have to make sure the information is as accurate as possible ​ Safeguards: ​ We have to keep the information safe from people who should not see it. Personal health information and legal information require higher security.  ​ Openness ​ We must tell people about our privacy policy and how we handle information ​ Individual Access ​ We must allow people access to their own personal information ​ Challenging compliance & handling complaints ​ We have to respond quickly and appropriately to complaints and let people know where else to take the complaint if it is not resolved. 3.​ Name and describe practical suggestions to protect children's privacy ​ Know who is and is not allowed to read observations ○​ Centre policy- confidentiality & record keeping ○​ Privacy act- federal government ○​ Code of ethics- professional associations ​ Safeguard observation notes and final reports ○​ Keep notes private as you write them ○​ Avoid leaving them open on surfaces ○​ Keep portfolios locked away ​ Treat any observation as confidential ○​ Only talk about observations when you are formally analyzing your notes ○​ Never initiate a conversation about observations with unauthorized persons ○​ Politely but firmly refuse to repond to questions about your observations ​ Refrain from labeling children ○​ Public labeling 4.​ What are the six general steps of observation ​ Step 1: ○​ Choose who and what behaviour you will observe and why. ○​ Clarify the purpose for your observation. ​ Step 2:  ○​ Select the observational method and prepare a record form. ​ Step 3 ○​ Decide where you are going to observe, how long and how often ○​ scheduling the visit, ○​ gathering necessary materials and equipment, ○​ select a position to observe from, ○​ note the environment. ​ Step 4: ○​ Record your observations with the name, age, time, date, setting, observer. ○​ Check your own biases and emotional responses (you must remain objective) ○​ Fill in the appropriate headings ​ Step 5: ○​ Make Inferences but clearly must be labeled as such. ​ Step 6 ○​ Summarize/draw conclusions and develop a course of action. 13. Assess samples of art work to determine stages of scribbling ​ Stage 1 disordered or random scribbling- starts at about 1 year and lasts until 1 year to 2.5 years ○​ Characteristics: ​ Composed of very definite lines created by simple movements ​ Drawing tool is usually gripped tightly in fingers ​ Wrist does not move, the swing of the arm back and forth and determine the line direction ​ Drawing tool rarely removed from the paper ​ Lines are typically repeated several times ​ Line can run right off the page ​ Children can appear to be engaged or looking off somewhere else ○​ Example: ​ Stage 2: Controlled Scribbling Starts at 2.5 - 3 - 3.5 ○​ Characteristics ​ Drawing tool held in closer fashion to an adult ​ Wrist is more flexible ​ The drawing contains more intricate patterns of loops and swirls ​ Greater control of large and fine motor skills ​ Tends to stay on the paper ​ Appears to have greater visual control over the marks. ​ Child watches the process carefully ○​ Example: ​ Stage 3: Representational Scribbling Starts at 3.5 and lasts until about 5 ​ Characteristics ○​ Starts to name the marks on the paper ○​ Early on adult have to stretch their imagination to see what the child says it is. ○​ Child still does not necessarily start with a subject in mind; rather, the “mark” leads him to a thought and further scribbles. ○​ Objects only, no landscaping ○​ Objects are drawn face forward ○​ Children are drawing from their experiences ​ Example:  ○​ ​ Stage 4 Preschematic Scribiling starts at about age 5 ​ Characteristics ○​ Objects do not tend to float in space ○​ There is a beginning of a base and it develops as the stage progresses ○​ There is a greater feeling of order and for relative size ○​ The greatest change is in the drawing of the human figure ​ Example ○​ 14. identify implications of ability to accurately assess stages of scribbling 15. identify who can be recorded: audio, video 16. identify when recording can occur ​ Curriculum planning and implementation ​ Modifications and adaptions 17. identify how recordings can be helpful to the educator ​ Can enrich learning and awareness for all involved: ○​ Parents ○​ Children  ○​ Educators ​ to capture children’s interests, the areas of the centre that is of interest to the child, who they interact with and how. Can be useful for future planning, discussions with family members, coworkers etc. ​ Physical routine of the environment, routines, children’s behavior and actions. ​ May be helpful if other professionals are involved and can assist the educator by providing recomendations/strategies to further childrens learning Week of January 20th ​ Objectives 1.​ Explain how to refrain from being bias in your observations. (see handout in Word) ​ Acknowledge your bias and do not use bias or own experience to make assumptions 2.​ Discussing the proper language (how to write professionally) and being descriptive ​ You only document what you see and hear ​ The way we use words can create a different mental image ​ Assumptions: ○​ Any assumptions are subjective and must be labelled as such ○​ must be supported from observations and background knowledge/facts; ​ “it seems, appears, perhaps... because...” ​ Never assume what the child may be thinking or what their internal experience may be. Try to refrain from making the observations solely negative, try to focus on positive development and key moments ​ Use descriptive words to explain exactly what occurred ○​ facial expressions ○​ movement ○​ actions ○​ words ○​ tone & volume of voice ○​ gestures ○​ problem-solving methods ○​ interactions ○​ conversations, etc. ​ Do not use abbreviations, slang, or red flag words  3.​ (group activity) when documenting based on your observations. 4.​ Describe how to professionally observe a child? (the do’s and don’ts) ​ You only document what you hear and visually see, 5.​ What are “red flag words” (group activity) ​ vague words, used to describe time or amount, ​ words that are possibly subjective, ​ words that do not clarify and are not clear, ​ words that others may have different understandings or views of, words that exaggerate and that are not accurate or fully truthful ○​ Examples: some, a little, a bit, kind of, partially, a lot, excessively, most, very, regularly, frequently, a few, many, tall, short, long, tiny, small, big, lengthy, giant, etc. 6.​ Describe what is a narrative? (see handout in Word) Week of January 27th ​ Inferences: ​ Objectives ○​ What is an inference ○​ What is included in an inference ​ Basic rules of inference 1.​ Focus on what was observed and recorded, not on other less accurate bits of information 2.​ Do not make inferences unless you can support them: ​ Identify the specific behaviours that led to such a thought ​ Validate each statement with the use of at least one of the following ○​ Use of theoretical explanations ○​ Comparison with what is age-appropriate ○​ State source of validation ○​ 3.​ Always separate the observations from it’s summary and analysis ​ Support your inference with reasons using inferential language carefully 4.​ Put on paper only what you consider professional and could defend against challenges ​ Keep the analysis as well as the observation confidential ○​ How do you properly cite the ELECT in an inference ○​ State how to use an inference appropriately  ○​ Discuss the importance of the ELECT document in the observation process ​ What is an anecdote? ○​ An anecdote is one directly observed incident in a short concise non-judgemental narrative ​ What is the purpose of anecdotes? ○​ To document significant and ongoing evidence of a child’s development ​ Behavioural patterns ​ Progress ​ Milestones/ achievement ​ Uncommon happenings ​ Speech, language and literacy ​ Social interaction patterns ​ Problem-solving skills ​ gross/fine motor development ​ Creative characteristics ​ Interests ○​ To support classroom planning ○​ To create a holistic understanding of a child ​ Strengths/advantages ○​ Process driven allowing for a closer look at each child ○​ Allows for developmentally appropriate curriculum to be planned ○​ Ease of use ○​ Little time required ○​ Excellent source of raw data ○​ Can be used for longitudinal study ​ Limitations/challenges: ○​ Biases may influence what we choose to focus on ​ Guidelines for writing anecdotal records ○​ Have a clear understanding of the developmental characteristics of the age of the child observed ○​ Have significant happenings of the child's daily life ○​ Jot down notes for later transcription ○​ As soon as possible, transcribe ○​ Write in past tense ○​ Be factual, objective, concise ○​ State developmental significance in interpretations ○​ Place in portfolio  ○​ Complete 1 to 2 per week per child ○​ Check portfolio periodically to verify variety of developmental domains Anecdotal record example Setting: _________________​ Child: _________________________ Date: ___________________​ Age/DOB: _____________________ Observer: _______________​​ Time: _________________________ ____________________________________________________________________________ Observations: ​ Use descriptive language ​ Use behavioural descriptions (detailed/specific) ​ Respect flow of events ​ Contains dialouge and paraphrasing Interpretations: ​ Relate directly back to observation ​ Inferences are appropriate and logical ​ Comment on developmental areas, skills, abilities, characteristics ​ Use words like “seems”, “perhaps”, “as if”, “appears” ​ Use ELECT or KDOC to cite (ELECT:_____)