Swim ppt ch01
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This chapter discusses the importance of taking a developmental perspective when educating infants and toddlers. It outlines four key developmental domains - physical, emotional, social, and cognitive/language - and explains how evaluating children in these areas can help teachers understand their strengths and needs. The chapter also reviews several influential developmental theories and trends in early childhood education, emphasizing the need to consider both universal patterns and individual differences in child development. Finally, it stresses the importance of respecting cultural diversity and partnering with families.
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The document describes different types of inclusive early childhood programs for children from birth to age 8. It discusses child care programs, preschool programs, Head Start, and programs for school-aged children. It also outlines recommended practices for inclusive programs, including creating caring communities, developmentally appropriate teaching, constructing appropriate curricula, assessing learning, and partnering with families.
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This document discusses different theories that can help guide children, including those focusing on the systems children develop in, how children construct knowledge, and psychological needs. It outlines ecological theory which examines a child's environment from micro to macro levels. Family systems theory looks at boundaries, rules and roles. Piaget's stages of cognitive development and Vygotsky's zone of proximal development are also summarized. Erikson's psychosocial stages and Maslow's hierarchy of needs are presented as ways teachers can help meet children's psychological and social requirements.
Chapter 2 Child Development, Brain Development, and Guidance
The document discusses key theories in child development and guidance. It summarizes Piaget's stages of cognitive development, Vygotsky's idea that social interactions guide development, and Erikson's psychosocial stages. It also covers Gardner's theory of multiple intelligences, the concept of emotional intelligence, the importance of enriched environments for brain development, and the need for teachers to create partnerships with families.
Chapter 5 Organizing the Encouraging Classroom
The document discusses how to create an encouraging classroom that prevents school anxiety. It recommends including all children in developmentally appropriate activities, being culturally responsive, and building relationships with each child. The encouraging classroom also uses features like learning centers, integrated curriculum, and creative arts. It emphasizes organizing for prosocial skills like caring, sharing, cooperation and helping. Finally, it suggests many ways for teachers to encourage family engagement, such as hosting family meetings, conducting home visits, and providing various volunteering opportunities.
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The document discusses how physical environments can indirectly guide young children's development. It explains that for infants and toddlers, classrooms should meet physical and social needs through cleanliness, sensory stimulation, and encouraging exploration. For 3-8 year olds, theories emphasize designing rooms to promote social interaction, active learning, order, and independence through clearly organized activity areas. Well-designed spaces are associated with benefits like lower stress, better behavior, play, and decision-making, while poor design can hinder achievement.
Chapter 9 Solving Problems in the Encouraging Classroom
This document discusses conflict management in early childhood classrooms. It provides guidance questions on the basics of conflict management and how understanding child development can help. The five-finger formula for mediating conflicts is presented, which involves cooling down, discussing the problem, brainstorming solutions, agreeing on a solution to try, and following up. Teachers are advised to teach conflict skills by first mediating heavily and gradually having children take more responsibility for resolving their own conflicts. The document notes the increasing diversity of family structures teachers need to be aware of.
Chapter1 The Guidance Tradition
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The chapter discusses positive guidance and discipline strategies for working with young children. It defines key concepts like guidance, discipline, and punishment. Several major positive guidance strategies are described for redirecting inappropriate behaviors, such as teaching helpful behaviors, setting up practice sessions, giving cues, changing contexts, ignoring minor behaviors, redirecting and distracting young children, making substitutions for older children, active listening, using I-messages, teaching conflict resolution, preventing overstimulation, and helping children save face. The strategies focus on teaching and guiding behavior rather than punishment.
Recommended
Chapter03 allen7e
The document describes different types of inclusive early childhood programs for children from birth to age 8. It discusses child care programs, preschool programs, Head Start, and programs for school-aged children. It also outlines recommended practices for inclusive programs, including creating caring communities, developmentally appropriate teaching, constructing appropriate curricula, assessing learning, and partnering with families.
Marion 10 Chapter 2
This document discusses different theories that can help guide children, including those focusing on the systems children develop in, how children construct knowledge, and psychological needs. It outlines ecological theory which examines a child's environment from micro to macro levels. Family systems theory looks at boundaries, rules and roles. Piaget's stages of cognitive development and Vygotsky's zone of proximal development are also summarized. Erikson's psychosocial stages and Maslow's hierarchy of needs are presented as ways teachers can help meet children's psychological and social requirements.
Chapter 2 Child Development, Brain Development, and Guidance
The document discusses key theories in child development and guidance. It summarizes Piaget's stages of cognitive development, Vygotsky's idea that social interactions guide development, and Erikson's psychosocial stages. It also covers Gardner's theory of multiple intelligences, the concept of emotional intelligence, the importance of enriched environments for brain development, and the need for teachers to create partnerships with families.
Chapter 5 Organizing the Encouraging Classroom
The document discusses how to create an encouraging classroom that prevents school anxiety. It recommends including all children in developmentally appropriate activities, being culturally responsive, and building relationships with each child. The encouraging classroom also uses features like learning centers, integrated curriculum, and creative arts. It emphasizes organizing for prosocial skills like caring, sharing, cooperation and helping. Finally, it suggests many ways for teachers to encourage family engagement, such as hosting family meetings, conducting home visits, and providing various volunteering opportunities.
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The document discusses how physical environments can indirectly guide young children's development. It explains that for infants and toddlers, classrooms should meet physical and social needs through cleanliness, sensory stimulation, and encouraging exploration. For 3-8 year olds, theories emphasize designing rooms to promote social interaction, active learning, order, and independence through clearly organized activity areas. Well-designed spaces are associated with benefits like lower stress, better behavior, play, and decision-making, while poor design can hinder achievement.
Chapter 9 Solving Problems in the Encouraging Classroom
This document discusses conflict management in early childhood classrooms. It provides guidance questions on the basics of conflict management and how understanding child development can help. The five-finger formula for mediating conflicts is presented, which involves cooling down, discussing the problem, brainstorming solutions, agreeing on a solution to try, and following up. Teachers are advised to teach conflict skills by first mediating heavily and gradually having children take more responsibility for resolving their own conflicts. The document notes the increasing diversity of family structures teachers need to be aware of.
Chapter1 The Guidance Tradition
The document discusses the history and evolution of guidance in education from the 17th century pioneers to modern practices. It covers influential figures like Comenius, Pestalozzi, Piaget and Montessori who advocated kindness, engagement and cooperation over punishment. Discipline trends of the 1980s emphasized obedience and control while guidance focuses on democratic life skills. Today, guidance means teaching children from mistakes and seeing diversity as an asset. Positive parent-teacher relations are also fundamental to guidance's success.
Marion 10 Chapter 5
The chapter discusses positive guidance and discipline strategies for working with young children. It defines key concepts like guidance, discipline, and punishment. Several major positive guidance strategies are described for redirecting inappropriate behaviors, such as teaching helpful behaviors, setting up practice sessions, giving cues, changing contexts, ignoring minor behaviors, redirecting and distracting young children, making substitutions for older children, active listening, using I-messages, teaching conflict resolution, preventing overstimulation, and helping children save face. The strategies focus on teaching and guiding behavior rather than punishment.
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The document discusses key aspects of child development that are important for teachers to understand in order to guide children effectively. It covers social emotional development, perception and memory, self-control, prosocial behavior, and perspective taking. For each topic, it outlines what teachers can expect at different age levels and how the skills develop over time from infancy through adolescence. The overall goal is to help teachers understand child development and apply that knowledge to better meet children's needs.
Chapter 10 Problem Solving Mistaken Behavior
This document discusses strategies for intervening in and addressing mistaken behaviors among children. It outlines four quick intervention strategies including negotiation reminders, humor, nonverbal techniques, and briefly explaining. When behaviors require follow-up, the document recommends strategies like reflective listening, guidance talks, teacher-child negotiations, including children's ideas, and facilitating reconciliation. It emphasizes taking time to problem-solve behaviors teaches democratic life skills and prevents future issues. When partnering with families, teachers should monitor biases, understand parent development, and problem-solve or refer families to other services as needed.
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The document discusses mistaken behavior in children. It defines mistaken behavior as actions that occur when children haven't yet developed the skills for more mature responses. Mistaken behavior is viewed as something to be corrected through teaching rather than punishment. There are three levels of mistaken behavior - experimentation, socially influenced mistakes, and mistakes that stem from strong unmet needs. The teacher should understand mistaken behavior may be accidental or intentional, communicate respectfully with families, and adjust their response based on the individual child and situation.
Chapter 8 Leadership Communication with the Individual
This document discusses leadership communication techniques for teachers to use with individuals. It covers listening skills, contact talks, compliment sandwiches, friendly humor, touch as a guidance technique, self-care, and parent-teacher conferences. The document provides guidance on building relationships through communication and includes examples of specific techniques for teachers to employ.
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Chapter 6 Managing the Encouraging Classroom
The document discusses strategies for managing an encouraging classroom, including balancing reliability and novelty in the daily schedule, using large group activities sparingly, effectively managing transitions between activities to reduce misbehavior, establishing routines to build confidence, and partnering with families and volunteers. The teaching team works collaboratively to share responsibilities and model respect.
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The chapter discusses a teacher's role in guiding children. It states that teachers must first develop good relationships with children through demonstrating respect, acknowledging them, and paying attention without distractions. A teacher's caregiving style is defined by its level of responsiveness and demandingness. An authoritative style, which is high in both, is considered most positive and helps children feel secure, competent, and develop empathy and self-control. Authoritarian and permissive styles can negatively impact children's self-esteem and behavior. Teachers influence children through modeling, instruction, feedback, and managing their environment.
Chapter 4 Guidance in the Classroom
This document discusses guidance in the classroom and is divided into several sections. It defines the differences between a professional teacher and technician, emphasizing that professional teachers assess situations diagnostically and learn from experience. It also discusses how positive teacher-child relationships, understanding the roots of mistaken behaviors, and solution-oriented interventions can reduce misbehavior. Additionally, it explains that liberation teaching empowers growth by affirming children, and the importance of family partnerships to a child's wellbeing by inviting involvement and supporting parents.
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Chapter 11 Guidance through Intervention
This document provides guidance for teachers on intervening in conflicts, managing strong needs behaviors, and building partnerships with families. It discusses considering boys' development when handling conflicts, intervening when safety is at risk, using crisis management techniques like redirection, taking a comprehensive approach to addressing chronic issues through relationship building and individual plans, managing personal feelings of anger, and reducing tensions with parents through respectful communication and mediation if needed.
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Effecting schoolwide change
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Conducting professional development and consultations
Working effectively with families
Supporting students during transitions
Advocating for students
Connecting with professional organizations that address disability-related concerns
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About the Presenter
Dr. Belva C. Collins is Professor Emeritus at the University of North Carolina at Charlotte and the University of Kentucky, having served as Chair of the Special Education departments at both institutions. Beginning as a rural special education teacher, she has focused on serving students with low incidence disabilities for over 40 years. Her research on systematic instruction and personnel preparation has resulted in numerous texts, research publications, and professional presentations. Dr. Collins served as Chair of the American Council on Rural Special Education (ACRES) and Editor of Rural Special Education Quarterly, resulting in receipt of the Eagle Award for lifetime service. She also served on the Executive Board of the Higher Education Consortium for Special Education (HECSE) and recently received the North Carolina Special Education Teacher Educator of the Year Award. She currently works on a national project to facilitate inclusion of students with significant disabilities.
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
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Chapter01 allen7e
The document discusses inclusion in early education. It defines inclusion as children with special needs attending school with typically developing peers and being valued members of the classroom. It outlines the history of inclusion from segregating children with disabilities to the modern approach of inclusion and support. The rationale for inclusion is that it has ethical, social, and developmental benefits for both children with special needs and their typically developing peers. Challenges are addressed but research shows that with proper support all children can learn and grow together.
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The document discusses strategies for successful transitions from early childhood education to school. It summarizes research and guidelines from experts like Robert Pianta and Dockett and Perry. Their research emphasizes the importance of relationships, continuity of learning, family involvement, individualized support, and collaboration between early education and school staff. The document then describes a research project exploring perceptions of school readiness from teachers and parents. It finds that strengthening connections between early education centers and schools may help better prepare children and assess their readiness. It outlines steps taken in one early education center to facilitate relationships with local schools through forums, shared documentation, and transition activities.
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Early childhood education
The early childhood education program at Ivy Tech Community College focuses on child development from infancy to age 8 and preparing students for careers working with young children. The program offers certificates and associate degrees that can help students work in fields like early childhood education, childcare, and elementary education. Coursework includes child development topics, teaching methods, and hands-on experience in practicums at childcare centers and schools. Financial assistance may be available for those working in early education.
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The document discusses strategies for building an encouraging classroom environment through leadership communication. It suggests using guidelines instead of rules to establish positive expectations. Encouragement is preferred over praise as it empowers student effort. Class meetings provide opportunities for discussion and problem-solving. Friendliness is taught through literature, roleplaying scenarios, and cooperative group work. Regular communication with parents in various forms helps maintain partnerships.
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Theories of child psychology
This document discusses several important theories of child psychology, including:
- Psychodynamic theories proposed by Freud and Erikson focusing on psychosexual and psychosocial development.
- Behavioral learning theories from Pavlov, Skinner, and Bandura regarding classical conditioning, operant conditioning, and social learning.
- Jean Piaget's theory of cognitive development, which describes four stages from sensorimotor to formal operations between birth and adolescence involving developing schemas, object permanence, causality, and symbolic thought.
My presentation about hobby
This English class document introduces snorkeling as an outdoor activity. It includes questions about hobbies and experience with swimming and snorkeling. A sample dialogue is provided about two friends, Jane and Kayla, where Kayla explains she is going snorkeling and describes it as swimming over coral in the sea while wearing goggles and breathing through a tube. Examples are given of other outdoor hobbies like hiking, scuba diving, swimming, sunbathing, and gardening.
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Marion 10 Chapter 3
The document discusses key aspects of child development that are important for teachers to understand in order to guide children effectively. It covers social emotional development, perception and memory, self-control, prosocial behavior, and perspective taking. For each topic, it outlines what teachers can expect at different age levels and how the skills develop over time from infancy through adolescence. The overall goal is to help teachers understand child development and apply that knowledge to better meet children's needs.
Chapter 10 Problem Solving Mistaken Behavior
This document discusses strategies for intervening in and addressing mistaken behaviors among children. It outlines four quick intervention strategies including negotiation reminders, humor, nonverbal techniques, and briefly explaining. When behaviors require follow-up, the document recommends strategies like reflective listening, guidance talks, teacher-child negotiations, including children's ideas, and facilitating reconciliation. It emphasizes taking time to problem-solve behaviors teaches democratic life skills and prevents future issues. When partnering with families, teachers should monitor biases, understand parent development, and problem-solve or refer families to other services as needed.
Chapter 3 Mistaken Behavior: Understanding Conflicts, Aggression, and Challen...
The document discusses mistaken behavior in children. It defines mistaken behavior as actions that occur when children haven't yet developed the skills for more mature responses. Mistaken behavior is viewed as something to be corrected through teaching rather than punishment. There are three levels of mistaken behavior - experimentation, socially influenced mistakes, and mistakes that stem from strong unmet needs. The teacher should understand mistaken behavior may be accidental or intentional, communicate respectfully with families, and adjust their response based on the individual child and situation.
Chapter 8 Leadership Communication with the Individual
This document discusses leadership communication techniques for teachers to use with individuals. It covers listening skills, contact talks, compliment sandwiches, friendly humor, touch as a guidance technique, self-care, and parent-teacher conferences. The document provides guidance on building relationships through communication and includes examples of specific techniques for teachers to employ.
Njea prek integrated public
Discusses integrated preschool program that included individuals with disabilities, including autism and communication impairments
Chapter 6 Managing the Encouraging Classroom
The document discusses strategies for managing an encouraging classroom, including balancing reliability and novelty in the daily schedule, using large group activities sparingly, effectively managing transitions between activities to reduce misbehavior, establishing routines to build confidence, and partnering with families and volunteers. The teaching team works collaboratively to share responsibilities and model respect.
Marion 10 Chapter 1
The chapter discusses a teacher's role in guiding children. It states that teachers must first develop good relationships with children through demonstrating respect, acknowledging them, and paying attention without distractions. A teacher's caregiving style is defined by its level of responsiveness and demandingness. An authoritative style, which is high in both, is considered most positive and helps children feel secure, competent, and develop empathy and self-control. Authoritarian and permissive styles can negatively impact children's self-esteem and behavior. Teachers influence children through modeling, instruction, feedback, and managing their environment.
Chapter 4 Guidance in the Classroom
This document discusses guidance in the classroom and is divided into several sections. It defines the differences between a professional teacher and technician, emphasizing that professional teachers assess situations diagnostically and learn from experience. It also discusses how positive teacher-child relationships, understanding the roots of mistaken behaviors, and solution-oriented interventions can reduce misbehavior. Additionally, it explains that liberation teaching empowers growth by affirming children, and the importance of family partnerships to a child's wellbeing by inviting involvement and supporting parents.
Chapter09 allen7e
This document discusses partnerships between teachers and families of children with disabilities. It emphasizes the importance of cultural competence when working with families and the need to understand different family structures and experiences. The challenges families face in adjusting to their child's disability are also examined. Effective parent-teacher partnerships require open communication, establishing trust, providing parent support and involvement in the child's education, with the shared goals of supporting the child and empowering families.
Chapter 11 Guidance through Intervention
This document provides guidance for teachers on intervening in conflicts, managing strong needs behaviors, and building partnerships with families. It discusses considering boys' development when handling conflicts, intervening when safety is at risk, using crisis management techniques like redirection, taking a comprehensive approach to addressing chronic issues through relationship building and individual plans, managing personal feelings of anger, and reducing tensions with parents through respectful communication and mediation if needed.
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This document discusses developing a positive learning environment through diversity and inclusion. It outlines the Rouse model of inclusion and key legislation related to inclusion such as the Equality Act of 2010. The Public Sector Equality Duty from the Equality Act requires schools to eliminate discrimination, advance equality of opportunity, and foster good relations. The Special Educational Needs Code of Practice establishes principles of participation, support for students, and achieving the best outcomes. The code also details key elements including education plans, personal budgets, and the local offer of support.
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Administrators aren’t the only education professionals who can take on leadership roles. Every teacher can be a leader—and this edWebinar will show special educators how to choose and navigate their own individual path to educational leadership.
In this edWebinar, Belva C. Collins, Ed.D., Professor Emeritus at the University of North Carolina at Charlotte, introduces eight different paths you can follow to become a leader in your school and community:
Making data-based decisions and conducting classroom research
Effecting schoolwide change
Mentoring other teachers and paraprofessionals
Conducting professional development and consultations
Working effectively with families
Supporting students during transitions
Advocating for students
Connecting with professional organizations that address disability-related concerns
Dr. Collins guides you through reflective experiences and challenge you to develop your own personal leadership plan that you can accomplish without leaving the classroom. Learn from examples of effective special education teacher-leaders and get practical guidelines for following various leadership paths. This recorded session is essential viewing for all special education professionals, from pre-K through high school.
About the Presenter
Dr. Belva C. Collins is Professor Emeritus at the University of North Carolina at Charlotte and the University of Kentucky, having served as Chair of the Special Education departments at both institutions. Beginning as a rural special education teacher, she has focused on serving students with low incidence disabilities for over 40 years. Her research on systematic instruction and personnel preparation has resulted in numerous texts, research publications, and professional presentations. Dr. Collins served as Chair of the American Council on Rural Special Education (ACRES) and Editor of Rural Special Education Quarterly, resulting in receipt of the Eagle Award for lifetime service. She also served on the Executive Board of the Higher Education Consortium for Special Education (HECSE) and recently received the North Carolina Special Education Teacher Educator of the Year Award. She currently works on a national project to facilitate inclusion of students with significant disabilities.
Join the Teaching All Students: Practical Strategies for Inclusive Classrooms community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates.
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An enabling environment is one that meets individual needs, fosters independent learning, and provides opportunities both indoors and outdoors for holistic development. Creating such an environment requires considering the physical space, emotional support, relationships between children and adults, and adaptations to teaching to meet diverse needs through differentiation. Measuring quality requires assessing elements like interactions, resources, and inclusive practices to ensure all children's needs and abilities are addressed.
Chapter01 allen7e
The document discusses inclusion in early education. It defines inclusion as children with special needs attending school with typically developing peers and being valued members of the classroom. It outlines the history of inclusion from segregating children with disabilities to the modern approach of inclusion and support. The rationale for inclusion is that it has ethical, social, and developmental benefits for both children with special needs and their typically developing peers. Challenges are addressed but research shows that with proper support all children can learn and grow together.
Transition to school: a community perspective
The document discusses strategies for successful transitions from early childhood education to school. It summarizes research and guidelines from experts like Robert Pianta and Dockett and Perry. Their research emphasizes the importance of relationships, continuity of learning, family involvement, individualized support, and collaboration between early education and school staff. The document then describes a research project exploring perceptions of school readiness from teachers and parents. It finds that strengthening connections between early education centers and schools may help better prepare children and assess their readiness. It outlines steps taken in one early education center to facilitate relationships with local schools through forums, shared documentation, and transition activities.
Growing together
The document discusses challenges that early childhood educators face in supporting children with complex emotional and social needs, as well as their families. Educators felt they lacked training and confidence to provide feedback to parents on children's needs, encourage follow through on referrals, and work across disciplines. The document proposes adopting a design-thinking approach and child-centered practice model to develop new strategies for supporting children and families.
Early childhood education
The early childhood education program at Ivy Tech Community College focuses on child development from infancy to age 8 and preparing students for careers working with young children. The program offers certificates and associate degrees that can help students work in fields like early childhood education, childcare, and elementary education. Coursework includes child development topics, teaching methods, and hands-on experience in practicums at childcare centers and schools. Financial assistance may be available for those working in early education.
Chapter 7 Leadership Communication with the Group
The document discusses strategies for building an encouraging classroom environment through leadership communication. It suggests using guidelines instead of rules to establish positive expectations. Encouragement is preferred over praise as it empowers student effort. Class meetings provide opportunities for discussion and problem-solving. Friendliness is taught through literature, roleplaying scenarios, and cooperative group work. Regular communication with parents in various forms helps maintain partnerships.
Parent Engagement in ECEC
Why is it important; What is it; Can we improve it?
Presented by,
Dr. Catherine Wade, Principal Research Specialist & Psychologist Parenting Research Centre & University of Sydney
Providing sensitive care
This document discusses the importance of sensitive care in child care settings. Sensitive care involves promptly and appropriately responding to a child's needs, having positive interactions, and providing a secure base for exploration. It is important because caregivers replace primary caregivers and are responsible for children's development. Sensitive care helps children feel secure and able to communicate. The document provides examples of sensitive care for different age groups and encourages creating a learning environment within children's zones of proximal development through play and commitment to meeting children's physical and emotional needs.
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Chapter 3 Mistaken Behavior: Understanding Conflicts, Aggression, and Challen...
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Viewers also liked
Theories of child psychology
This document discusses several important theories of child psychology, including:
- Psychodynamic theories proposed by Freud and Erikson focusing on psychosexual and psychosocial development.
- Behavioral learning theories from Pavlov, Skinner, and Bandura regarding classical conditioning, operant conditioning, and social learning.
- Jean Piaget's theory of cognitive development, which describes four stages from sensorimotor to formal operations between birth and adolescence involving developing schemas, object permanence, causality, and symbolic thought.
My presentation about hobby
This English class document introduces snorkeling as an outdoor activity. It includes questions about hobbies and experience with swimming and snorkeling. A sample dialogue is provided about two friends, Jane and Kayla, where Kayla explains she is going snorkeling and describes it as swimming over coral in the sea while wearing goggles and breathing through a tube. Examples are given of other outdoor hobbies like hiking, scuba diving, swimming, sunbathing, and gardening.
Integrated Child Development Scheme (ICDS)
The Integrated Child Development Services (ICDS) scheme was initiated in 1975 to improve nutritional and health status of children under 6 years, pregnant and lactating mothers. It provides supplementary nutrition, immunization, health checkups, referral services, and non-formal preschool education. The scheme is implemented through Anganwadi centers by Anganwadi workers with support from helpers, ASHA workers, and the health department. Over the years it has expanded its coverage and enhanced services but continues to face issues like irregular food supply and lack of community participation.
My hobby my interest
Laura Dennis-Smith enjoys dance as her hobby, having started ballet lessons at age 5 with her sister. Over the years she has studied various dance styles like tap, jazz, and contemporary jazz, earning trophies and certificates of completion. Her favorite is classical ballet, which she has studied the longest, and she has advanced to pointe work. She loves dance because while it provides exercise, it has allowed her to perform, meet people, and enter competitions, all while having fun.
My hobby
This presentation is my try to get more people interested in this phenomena. Please, comment your toughs and let's share a cheer for our hobby. ;)
Note: Slides #10, 25 & 26 got text moved and shrink, sorry about that.
integrated child developmental scheme(ICDS)
The ICDS program was launched in 1975 to provide early childhood development services including nutrition, health care, immunization, and preschool education. It aims to improve nutrition, reduce mortality and morbidity, and enhance early childhood development for children under 6 and their mothers. The key services provided are supplementary nutrition, health checkups, referrals, and preschool education at anganwadi centers staffed by frontline workers. It is one of the world's largest programs focused on early childhood development.
Factors Affecting Growth & Development of children
Growth and development depends on many genetic and environmental factors. Parental traits like height, head size, and body type are often passed down to children. Environmental factors like nutrition, infections, socioeconomic status, climate, and culture also influence growth. Chronic diseases, injuries, and emotional trauma can negatively impact development. The combination of genetic and environmental influences determines the rate and pattern of a child's growth.
Theories & factors affecting growth and development
Kohlberg's and Fowler's theories of growth and development are discussed. Key points include:
- Growth refers to physical changes in size while development is the progressive increase in skills and abilities.
- Development follows cephalocaudal and proximodistal patterns from head to tail and center to periphery.
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- Physical growth involves changes in height, weight, head circumference, and chest size at different stages.
Hobbies
This document discusses the importance of having hobbies and identifies some key advantages. It defines a hobby as something enjoyed during leisure time. Hobbies allow time for oneself, can reveal hidden talents or passions, and provide relaxation and stress relief. Examples of hobbies include games, sports, extreme sports, collecting, and outdoor recreation. The document aims to persuade readers of the advantages of incorporating hobbies into their lives.
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The document discusses how gerunds and infinitive forms can be used to describe hobbies, interests, and expectations in English. Certain verbs, like enjoy, feel like, and consider are usually followed by gerund forms, while want, wish, and expect are usually followed by infinitive forms. However, some verbs like like, love, and prefer can be followed by either gerund or infinitive forms.
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Factors Affecting Growth & Development of children
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Similar to Swim ppt ch01
Swim ppt ch02
1) The document discusses physical, cognitive, and language development patterns from birth to 36 months. It covers theories by Piaget and Vygotsky on cognitive development as well as brain development, motor skills, play, and language milestones.
2) Early intervention is important for children with special needs to support their development and potential. Conditions discussed include motor disabilities, sensory impairments, and cognitive delays.
3) Research shows that early intervention can help children with cleft lip/palate achieve normal social and emotional development by age 7. Supporting positive caregiver interactions is especially important.
Atep prof195 mns_2012
Here are the key points of an informal chat:
- Set aside time to talk one-on-one with the student away from others.
- Remind them of the agreed upon expectations/rules.
- Discuss the specific misbehaviour and why it's an issue.
- Ask for their perspective to gain understanding.
- Come to an informal agreement together on improving the behaviour.
- Follow up to see if the agreement is being followed through.
- Praise and acknowledge positive changes as a result of the chat.
The goal is to problem solve respectfully and get the student invested in making better choices moving forward.
Swim ppt ch10
The document discusses development in infants from birth to four months of age. It covers physical, cognitive, language, emotional, and social development. For each area of development, it provides suggestions for curriculum to enhance that development, such as frequently changing an infant's position to support physical development or talking and singing to support cognitive and language development. It also discusses the importance of responsive caregiving and notes that research shows breastfeeding may support cognitive and social-emotional development.
Development matters-final-print-amended
This document provides guidance for early childhood practitioners on supporting children's holistic development in accordance with the Early Years Foundation Stage (EYFS) framework. It emphasizes that children learn through positive relationships and enabling environments that meet their individual needs and interests. The document outlines four interconnected themes of the EYFS - a unique child, positive relationships, enabling environments, and learning and development. It describes observing, assessing and planning for children's progress across prime areas of learning and characteristics of effective learning. The goal is for practitioners to closely match support to each child's developmental level and needs.
Development matters-final-print-amended
The document provides guidance for early years practitioners on supporting children's learning and development. It discusses four key themes of the Early Years Foundation Stage (EYFS): A Unique Child, Positive Relationships, Enabling Environments, and Learning and Development. For each theme, it provides examples of children's development and suggestions for how practitioners can support children. The overall message is that children learn best through positive relationships, enabling environments, and when experiences respond to their individual needs and interests. Practitioners should observe each child, understand their development, and plan experiences and opportunities to challenge and support further learning.
CHILD-ADOLESCENT-AND-ADULT-LEARNING_1.pptx
This document compares the learning characteristics of children, adolescents, and adults. It states that children learn best through active, hands-on engagement as they have short attention spans. Adolescents are developing their identity and need meaningful activities that engage their interests while allowing independence. Adults come with life experiences and prefer self-directed learning applicable to their jobs and lives. The implications are that teaching methods and content should adapt based on the learner's developmental needs and stage.
Growing Together
The document discusses challenges that early childhood educators face in supporting children with complex emotional and social needs, as well as their families. Educators felt they lacked training and confidence to provide feedback to parents on children's needs, encourage follow through on referrals, and work across disciplines. The document proposes adopting a design-thinking approach and child-centered practice model to develop new strategies for supporting children and families.
002 week 2 & 3 (1).pdf
This document discusses early childhood inclusive education. It begins by defining inclusion in early childhood education as ensuring every child has equal access and opportunities to participate in learning experiences from birth to age 5-6 regardless of their diversity. It then discusses two conceptual frameworks that guide early childhood inclusive education - the Early Years Learning Framework which focuses on intentional teaching, and the Developmentally Appropriate Practice framework adopted by NAEYC. The document also outlines barriers to inclusion like attitudes and funding, and debunks common myths about inclusion not applying to disabilities or being detrimental to other children. It emphasizes that inclusion and early intervention are related but have separate goals, with early intervention providing additional specialized support to help children develop skills to participate in family and community life.
An Overview of the New EYFS Guidelines 2021.pptx
This is a document that contains an overview of the new EYFS Guidelines (2021) It gives an insight into the new updates made
Ev681 session 1 sue
This document provides an overview of key concepts in child development and early years education. It discusses theories of child development, including behavioral, social learning, cognitive, and socio-cultural theories. It also covers principles of observation and assessment in early years settings. Key topics include attachment theory, emotional regulation, attention development, theory of mind, resilience, challenging behavior, and approaches to creating a positive learning environment. The document references theories from theorists such as Piaget, Vygotsky, Bruner, and Bandura to provide a holistic view of child development.
Swim ppt ch11
The document discusses development in infants aged 4-8 months. It covers physical, cognitive, language, emotional, and social development. For physical development, infants are rapidly developing locomotion, manipulation, and eating skills. Caregivers should provide toys and space for infants to practice sitting, standing, rolling, grasping, and other skills. Cognitive development involves sensory exploration and object permanence. Caregivers can play peek-a-boo and hide/retrieve games. Language development includes babbling and distinguishing words. Caregivers should talk, sing, and name objects for infants. Emotional development involves expressing more emotions and stranger anxiety, so caregivers limit strangers and provide comfort. Social development involves attachment and interaction; caregivers should
Types of Early Childhood Curricula by Arianny Calcagno, M.Ed.
1. The document describes 7 types of early childhood curricula models including developmental, cognitive, constructivist, ecological/functional, behavioral, psychosocial, and developmentally appropriate practice curricula.
2. It provides details on each model including the underlying theory, examples of interventions, and instructional approaches. For example, the cognitive curriculum is based on Piaget's cognitive psychology theories and focuses on developing thinking skills through direct experiences and age-appropriate activities.
3. The document also discusses the Individualized Education Program (IEP) and Individualized Family Service Plan (IFSP), which are used to guide curriculum planning for children with disabilities ages 3-5 and infants/toddlers respectively. The
Swim ppt ch06
The document discusses strategies for building relationships and guiding the behaviors of infants and toddlers. It covers the Reggio Emilia approach which was developed in Italy after WWII and focuses on developing competent and active learners. Key concepts include inserimento for welcoming new children, emphasizing a caring community, and using respectful strategies like emotional labeling, setting limits, and problem solving to help young children develop self-regulation.
Swim ppt ch12
This document summarizes key aspects of infant development between 8-12 months. It discusses their rapid physical development of skills like crawling, walking, and using their hands. Cognitive development involves object permanence and imitation. Language development involves understanding and saying first words. Emotional development involves expressing feelings and developing independence. Social development involves interacting with others and developing preferences. The document provides suggestions to support development in each area.
Swim ppt ch09
The document discusses key aspects of designing a curriculum for infants and toddlers. It notes that the curriculum should be based on each child's development and scaffold their learning. The influences on the curriculum include cultural expectations, the care setting, and the individual child. Routine care times like eating and diapering should engage children in positive learning. Planned learning experiences should follow each child's developmental profile and introduce new materials. Flexibility is important since schedules change as infants and toddlers grow.
Infants Toddlers and Twos Chapter 5 (7th)
This document discusses the characteristics, knowledge, and preparation needed to be an effective early childhood educator. It outlines that competent educators are healthy, have a positive self-image, are caring and respectful professionals. Educators need knowledge about child development, families, education practices, program implementation, and partnerships. Preparation can include informal opportunities as well as formal education and training, such as mentorships, workshops, continuing education courses, vocational programs, and CDA programs. The document emphasizes that teacher education impacts quality of care and education for infants and toddlers. Educators must observe and record child behaviors using various tools to make educational decisions and plans.
The essence of quality childcare…when a teacher recogn.docx
The essence of quality childcare…
when a teacher recognizes and accepts
where a child is
academically, socially and culturally
and teaches them through play
allowing them to engage in learning.
Quality Care Overview
What does QUALITY mean?
• How good or bad something is
• A characteristic or feature that someone or
something has
• Something that can be noticed as a part of a
person or thing
• A high level of value or excellence
Why is Quality Childcare
important?
What is Quality Childcare?
We will emphasize a high level of
value or excellence in maintaining
standards, best practices and
attitudes that support the
development of children in our care.
The state regulates quality based on the following aspect:
• Ratio: The number of children per adult in a home or classroom
• Group Size: The total number of children
• Health: Policies and practices around illness, immunization, nutrition,
cleanliness, and preventing the spread of germs
• Safety: Practices to make sure the environment is safe, both indoors
and outdoors. This includes practices around First Aid and Infant and
Child CPR training for staff, fire precautions, criminal background
checks
• Training, education and experience of the provider: Assures that
providers are knowledgeable in child development and other related
topics
Quality care is more than
just following regulations,
it is embracing the
individual, developmental, and academic
needs of children;
meanwhile respecting parents as their
primary educators.
Research has shown that building positive relationships with
children and their families, plus providing safe developmentally
appropriate learning environments produces long lasting
positive effects on children’s cognitive and social development.
This includes:
developmentally appropriate curriculum
knowledgeable and well-trained teachers
comprehensive services that support the health, nutrition and
social well-being, in an environment that respects and supports
diversity
Employing effective practices in the
following stages of quality care
are essential for
every early childhood teacher.
Stages of Development
Children grow and develop at different rates. While their
pathways through childhood differ, most pass a set of
predictable milestones along the way.
The information presented here offers a map that can
help you follow a child's journey.
The map divides the developmental milestones
into four areas:
Physical Development
From the start, babies want to explore their
world. As they grow, children's determination to
master movement, balance, and fine-motor skills
remains intense.
Social and Emotional
Social and emotional milestones are often harder to
pinpoint than signs of physical development. This area
emphasizes many skills that increase self-awareness
and self-regulation. Research shows that social skills
and emotional development (ref lected in the ability to
pay at ...
Pyp mic presentation
The document describes the Primary Years Programme at Michelangelo International Elementary School. It provides an overview of the school's mission, vision, and values which emphasize academic excellence, developing lifelong learners, and fostering international-mindedness. The school implements both the Quebec Educational Program and the International Baccalaureate Primary Years Programme (PYP), focusing on developing inquiry, communication, thinking, and social skills in students.
Taylor Potter Psychology 1170
This document discusses cognitive development throughout childhood, covering infancy, early childhood, middle childhood, and adolescence. It describes the major stages and abilities associated with each period, including sensorimotor learning in infancy, preoperational thinking in early childhood, concrete operational skills emerging in middle childhood, and formal operational abstract thinking in adolescence. The document also examines similarities and differences between stages, components and flaws of Piaget's model, language and intelligence testing, and effects of daycare on attachment.
Swim ppt ch03
This document discusses social and emotional development patterns in infants and toddlers from birth to 36 months. It covers several topics:
- Emotional development theories including Erikson's psychosocial stages and Mahler's separation-individuation theory.
- The influence of temperament and emotional intelligence on development.
- The importance of secure attachment between infants/toddlers and their caregivers for social development.
- The development of relationships with peers, self-esteem, and prosocial behaviors during this age.
- Special considerations for children with developmental disabilities or disorders.
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Curriculum Infants, Toddlers and Two Year Olds
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The document discusses strategies and best practices for planning and conducting effective parent-teacher conferences. It recommends explaining the conference purpose to parents, planning for uninterrupted time and a private location. Teachers should prepare materials to discuss goals and encourage parent participation through active listening. Conferences should have a positive attitude and avoid technical terminology, negative evaluations, unprofessional conversations, advice-giving, and rushing solutions. Self-evaluation and parent feedback after conferences can improve future meetings. Productive conferences require planning, time, two-way communication, respect for all participants, and a positive child-focused discussion.
Chapter 8pp
The document discusses effective methods for teachers to communicate with all families. It recommends using a variety of one-way and two-way communication techniques, including daily conversations, telephone calls, personal notes, bulletin boards, email, newsletters, traveling backpacks and classroom displays. Teachers must take initiative in communication and consider factors like parent time and access. The goal is to persist in communication and evaluate its effectiveness.
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The document discusses strategies for teachers to support parents and children through the transition to a new school. It recommends initial orientations to choose schools and meet teachers without children to discuss separation. Teachers should do home visits, letters, and phone calls. The first classroom visits should have an abbreviated schedule and transition period to establish communication habits. Strategies for kindergarten include orientations, home visits, and rituals for parents to ease separation anxiety in children and parents.
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Chapter 5pp
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Chapter 3pp
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Chapter 2pp (1)
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Swim ppt ch01
- 1. Chapter 1 A Developmental Perspective on Educating Infants and Toddlers ©2014 Cengage Learning. All Rights Reserved.
- 2. Introduction • What do people who work with young children need to know? • What do they need to be able to do? Answers are found in research and professional standards ©2014 Cengage Learning. All Rights Reserved.
- 3. Taking a Developmental Perspective • Developmental Perspective – Each child’s genetic code interacts with environmental factors to result in ‘full potential’ – From the moment of birth, the child and the people around the child affect each other – Teachers must learn to be mindful in all of their interactions • Magda Gerber’s 10 principles of caregiving ©2014 Cengage Learning. All Rights Reserved.
- 4. Taking a Developmental Perspective • Four developmental domains will be used in this book: – Physical – Emotional – Social – Cognitive/Language • Once you understand the normative patterns or milestones, you can more easily recognize and honor the unique patterns that each child demonstrates ©2014 Cengage Learning. All Rights Reserved.
- 5. Using a Developmental Profile • Evaluate each child in all the skill behaviors of the age range in order to establish an average age level for each of the four developmental areas on the profile – Appendix A: Developmental Prescription – By comparing relative strengths and weaknesses, curriculum can be designed to enhance each child’s development – Development is a continuing process wherein children grow in the same direction at different rates ©2014 Cengage Learning. All Rights Reserved.
- 6. Theories on Child Development • Past theories and views – John Locke – Jean-Jacques Rousseau – Charles Darwin – G. Stanley Hall – Arnold Gesell – Alfred Binet – Erik Erikson – John Watson – Skinner and Belmont – A. Bandura – Jean Piaget – Bowlby ©2014 Cengage Learning. All Rights Reserved.
- 7. Theories on Child Development • More recent theories and views: – Brain Development Theory: Based upon innovations in technology – Ecological Systems Theory: Brofenbrenner – Socialcultural Theory: Vygotsky ©2014 Cengage Learning. All Rights Reserved.
- 8. Unique Patterns of Development • A controversy: – Universal versus unique patterns of development • Only through taking a developmental perspective and paying close attention to both universal and unique patterns of development will we be able to determine the practices to optimally enhance the growth and development of individual infants and toddlers ©2014 Cengage Learning. All Rights Reserved.
- 9. Current Trends in Development and Education • Current trends considered in this section reflect the research being completed concerning brain development, attachment theory, and sociocultural theory – More children in nonfamilial care settings – Family Grouping – Continuity of Care – Primary Caregiving Systems – Partnering with Families – Early Head Start ©2014 Cengage Learning. All Rights Reserved.
- 10. Valuing Cultural Diversity • Accept the challenge to develop a multicultural curriculum that involves both parents and children • Respect, embrace and value differences • Create scripts for getting to know each family • Respect infants’ wants, needs and desires • Understanding Bronfenbrenner’s Bidirectional relationships ©2014 Cengage Learning. All Rights Reserved.
- 11. Spotlight on Research • Essential Life Skills for Infants – Minds in the Making: The Seven Essential Life Skills Every Child Needs (Galinsky 2010) – Recognize and build on the competencies of very young children – We must recognize how each area of development works with other areas to result in complex understanding and behaviors ©2014 Cengage Learning. All Rights Reserved.
- 12. Checkpoint Discussion Questions • Justify why an infant-toddler teacher should employ a developmental perspective in his/her work. • Explain what the four developmental domains are and why it is useful, yet artificial, to divide development in this manner. • Select two developmental theories. Compare and contrast them; in other words, explain how they are alike and how they are different. • Explain some of the current trends in early care and development. • How does the diversity of families in today’s society influence early education programs and teachers? ©2014 Cengage Learning. All Rights Reserved.