ECE114 Exam Notes PDF

**Developmental domains, such as, what are they? What are the stages of development** - Physical development: gross/fine motor - Social development - Personal development - Emotional development - Cognitive development - Language development - Moral development **Nature vs Nurt...

**Developmental domains, such as, what are they? What are the stages of development** - Physical development: gross/fine motor - Social development - Personal development - Emotional development - Cognitive development - Language development - Moral development **Nature vs Nurture** - Nature refers to the way genetics can influence an individual's personality, where nurture can refer to how the environment can impact a person's development. **Development of self: including moral development and types** - At the end of the second year of life, children develop a sense of self. - During early childhood, some important developments in the self take place. - One of them is the issue of initiative vs guild and enhancing self-understanding. - Initiative vs guilt. - According to Erikson, the psychosocial stage that characterizes early childhood is initiative versus guilt. - This is the third of eight stages. - Young children enthusiastically begin new activities but feel guilt when their efforts results in failures or criticisms. - Enchancing self-understanding. - Self-understanding is the child's representation of self, the substance and content of self- conception. - Rudimentary beginning of self- understandings begins with self recognition, which takes place by approximately 18 months of age. - Moral Development - Refers to the rules and regulations about what people should do in their interactions with other people. - Includes the development of thoughts, feelings, and behaviours. - Studied by cognitive theorists, behavioral and social cognitive theorists, and psychoanalytic theorists. - Piaget - - Piaget was one of the first to be interested in how children think about moral issues. - Watched children play games to learn how they used and thought about the games' rules. - Also asked children about ethical issues. - Concluded that children go through two distinct stages in how they think about morality. - Heteronomous Morality - First stage of moral development(4-7 years), Children think of justice and rules as unchangeable properties of the world, removed from the control of people. - Age 7-10, children are in transition showing some features of the first stage of moral reasoning and some stages of second stage - **EXAMPLE** - A heteronomous thinker judges the rightness or goodness of behavior by considering the consequences of the behavior, not the intentions of the actor - Example: Thinking that breaking twelve cups accidentally is worse than breaking one cup intentionally - Heteronomous thinkers also believes that rules are unchangeable and are handed down by all- powerful authorities - When Piaget suggested to young children that they use new rules in a game, they resisted - Young child believes that a violation is connected automatically to its punishment - Autonomous Morality - From 10 years of age and older Children become aware that rules and laws are created by people. - When judging an action, they consider the actor's intentions as well as the consequences - Sense of self is fully developed by age 5 - In early childhood, young children usually confuse self, mind, and body. - This is because the self is a body part for them, they describe it along many material dimensions, such as size, shape, and colour. - - During early childhood, children use their perceptual, motor, cognittive and language skills to make things happen. - Not only feel afraid of being found out, but they also begin to hear the inner voice of self-observation, self-guidance, and self-punishment. - - **Review and have a clear understanding of Erikson, Piaget, Bronfenbrenner (including his PPCT model) and their theories/stages of development. (It is also worth reviewing the other slides where we discussed other theorists to understand an overview of their research). As mentioned in class feel free to further your learning by doing your own research for each theorist.** - 1.Highlights, key concepts and vocabulary\ 2. When the theory was established (or when the theorist published\ theory). - 3\. How can these ideas still be seen in education and in work with children\ today? - Erikson - Theories: - Each stage of is associated with a specific psychological struggle. - Stages of development: - Stage 1: Trust vs. Mistrust (Infancy to 18 months). - Stage 2: Autonomy vs. Shame and Doubt (18 Months to Age 3) - Stage 3: Initiative vs. Guilt (Ages 3 to 5) - Stage 4: Industry vs. Inferiority (Age 6 to 11). - Stage 5: Identity vs. Confusion (Age 12 to 18) - Stage 6: Intimacy vs. Isolation (Age 18 to 40) - Stage 7: Generativity vs. Stagnation (40 to 65) - Stage 8: Integrity vs. Despair (65 to DEATH) - Piaget - Theories: - There are four elements in development - Maturation - Experience - Social transmission - Equilibrium - Stages of development: - Sensori-Motor Stage - Pre-operational Stage (2 to 7 Years) - Concrete Operational Stage (7 to 11 years) - Formal Operational Stage (11 & above) - Bronfenbrenner - Multiple interconnected/layered spheres of influence - Wanted to highlight the importance of context on development - Eventually was dissatisfied with the context focus at the expense of development (the person's role in their own development) - Updated original model in the late 1990's. - Included the proposition that that there is an interplay between the person and their environment. - Distinguished between environments - and processes. - Process in the model, specifically encompassing proximal processes. - "...progressively more complex reciprocal interaction between an active, evolving biopsychological human organism and the persons, objects, and symbols in its immediate external environment" over time. (Bronfenbrenner & Morris,1998, as cited in Tong & An, 2024) - Process - Proximal processes -- interaction with\ people and objects in environment\ - Dynamic and progressively complex - Person - Characteristics\ Disposition\ Resources (experiences, skills, intelligence,\ social and material)\ Age, gender, skin colour , physical\ appearance - Context - Microsystem\ Mesosystem\ Exosystem\ Macrosystem - Time - Chronosystem (Macro-time)\ Micro-time\ Meso-time - **The components of physical literacy, including Gallahue's hourglass model and what skills and development occurs at each stage. Review all the slides under week 4 and 5 for physical development** - **Development of Movement** - *The first phase* -- [reflective phase] is how we begin life. Newborns primarily move through the use of reflexes. - *The second stage* - [Rudimentary movement phase] usually spans approximately the first two years of life. The movements in this phase are basic survival motor behaviours where infants are moving to gain control over some of their enviroments and themselves. - Stability -- control of head and neck, control of trunk, sitting and standing - Locomotion -- horizom=ntal (scoots, figure crawls, bear walks), upright (walks with support, with lead, or alone.) - Manipulation -- reaching (corralling, controlled), grasping (reflective, two hand palmer, pincer) - Releasing - (basic and controlled). - *The third stage* -- [The fundemnetal movement phase] spans from ages 2 to 7. children go from learning basic movement, to a elementary stage, to a mature stage. - Fundemental movements include: locomotor skills, stability skills, and object control skills. - The initial stage children make their first attempts at performing the task, movements are relatively crude and uncoordinated, typcally happens at ages 2 to 3. - The elementary stage dhows an improvement in coordination and rhythm with children gaining greater control over their movements, primarily occurs to children ages 3 to 5, by age 6 or 7 children integrate into the mature stage. - The mature stage are the basis for all sports skills. - *The fourth phase* - [specialized movement phase] spans through adulthood, refinement of motor skills or mastering the special skills needed for recreation or sport. - **Types of parenting and their styles** - Responsiveness - Refers to the degree of adult supportiveness - Degree to which adult is tuned in to a child's developmental level - Knowledge in child development allows adults to have realistic expectations of children of different in terms of motor, physical, cognitive, social and emotional development. - Highly responsive adults communicate in an open, congruent, validating, and direct way - Deliver messages simply, kindly, firmly, and consistently - see children as competent, as having choices, and worthy of respect. - Demandingness - Refers to a person's understanding and setting boundaries, limits and expectations - How one monitors and supervises - How an adult makes requests or suggestions, how he/she asks that children do something - Key is to combine high demandingness with warmth, understanding child development, and giving explanations - Whether adults monitor and supervise children's activities and behavior - Whether they provide an orderly and consistent physical environment and time schedule - Must be aware of the entire room or playground. - **General understanding of the United Nations SDG's (not details of each goal) be prepared to describe, and give examples for the topics mentioned** - 1\. No poverty. - End poverty in all forms everywhere - 2\. zero hunger - End hunger, achieve food security, and improved nutrition and promote sustainable agriculture. - 3\. Good health and well being - Ensure healthy lives and promote well0being for all at all ages. - 4\. Quality education. - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - 5\. Gender equality - Achieve gender equality and empower all women and girls. - 6\. Clean water and sanitation - Ensure availability and sustainable management for clean water and sanitation for all. - 7\. Affordable and clean energy - Ensure access to affordable, reliable, and sustainable and modern energy for all. - 8\. Decent work and economic growth - Promote sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all - 9\. Industry innovation and infrastructure. - Build resilient infrastructure, promote inclusive and sustainable indutrialization, and foster innovation. - 10\. Reduced inequalities. - Reduce inequality within and among countries. - 11\. Sustainable cities and communities - Make cities and human settlements inclusive, safe, and resilient and sustainable. - 12\. Responsible consumption and production - Ensure sustainable consumption and production patterns. - 13\. Climate Action - Take urgent action to combat climate change and its impacts. - 14\. Life below water - Conserve and sustainably use the oceans, seas and marine resources for sustainable development - 15\. Life on land - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss - 16\. Peace, justice, and strong institutions - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels - 17\. Partnerships for the goals. - Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development - **For the short answer and Essay question it is important to read the question carefully and answer all components \"list\", \"describe\", \"explain\", give examples\". Also reference our week to week learning along with any opinions to prove your understanding of the content, where appropriate.** - **Example of questions:** **1) what is physical literacy and describe an ECE\'s role in a classroom environment?** - Physical literacy is the integral part of education where a child receives all aspects of development (ECE114, Week 4 & 5 Slides). An ECE's role in implementing physical literacy in the classroom setting is the achieve the physical, affective, and psychomotor skills in the children through the means of activities (ECE114, Week 4 & 5 Slides). The activities ECE's can take part in to grow these skills in the children are manipulative actitivies, rhythmic activities, freeplay, and water actives (ECE114, Week 4 & 5 Slides **2) children develop inner to outer, this is called cephalocaudal: TRUE or FALSE** - **3) which skill would a child likely develop during the fundamental movement phase?** - A - This is a part of the mature fundamental skills that is the basis for all sports skills. - As the child matures, more nerve cells make stronger connections and the muscles of the body are getting stronger. - Until the brain is mature enough and the muscles are strong enough for a particular motor skills, the child will not be sucessful at mastering it. A\) Throwing a ball with accuracy at a target B\) Scooting C\) Sitting without support D\) Balancing on one leg with control