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ECE > 328 Exam 1 > Flashcards

328 Exam 1 Flashcards

1
Q

Where to go for a fire:

A

Lincoln Music Hall

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2
Q

Where to go for a tornado:

A

Basement or between elevators

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3
Q

Where to go for a bomb threat:

A

Lutheran Church

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4
Q

Policy for medication:

A

we do not distribute medication

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5
Q

Appropriate clothing:

A

dress-casual, covered, no holes, long shirts

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6
Q

When to wash hands:

A 
Before eating 
When you arrive 
Before leaving 
Bathroom 
Changing stations 
Coming inside after being outside
Sneeze, cough, etc. 
Sensory table
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7
Q

Picking up/Dropping off children policy:

A

Log it on the sheet
Those specified on the emergency contact forms
Parents must escort the child

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8
Q

Staff to Child Ratio

4 Years

A

16 students = 1:8

18 students = 1:9

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9
Q

Staff to Child Ration

5 years

A

16 students = 1:8
18 students = 1:9
20 students = 1:10

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10
Q

Mild accident procedure (a child is bleeding)

A

rubber gloves, apply pressure, antiseptic, band-aid, keep them calm, accident/ouch report (what happened)

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11
Q

Severe accident procedure (a child falls and becomes unconscious)

A

call 911, mentor teacher ASAP, clear the area, check pulse, CPR? Call the parents/emergency contacts, fill out a report (mentor teacher and parent) – step-by-step what took place

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12
Q

Why is “What’s wrong with you, you’re 4 years old”?

A

Degrading
Implies all 4-year-old’s know what is right vs. wrong in all situations
Instead - talk about what happened

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13
Q

Helping children deal with a problem

A

Guidance

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14
Q

Helping children learn personal personal responsibility for their behavior and to judge between right and wrong for themselves

A

Discipline

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15
Q

External controls; counteractive to healthy attitudes and behaviors

A

Punishment

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16
Q

4 goals of discipline

A
  1. Self-concept
  2. Self-esteem
  3. Self-discipline
  4. Moral Autonomy
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17
Q

understanding who we are and what we do

A

self-concept

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18
Q

how we feel about self-concept

A

self-esteem

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19
Q

regulating themselves

A

self-discipline

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20
Q

having the ability to make decisions about right and wrong, regardless of any rewards or punishments, yet taking into consideration the rights and needs of all involved

  1. Mutual respect
  2. Helping children understand
  3. Guiding choices
A

Moral Autonomy

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21
Q

children must have a relationship with you before they will be motivated to pay attention to what you ask

A

Mutual respect - Moral Autonomy

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22
Q

help children learn the reasons behind your requests and guidelines. State your reasons to the children

A

Helping children understand - Moral Autonomy

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23
Q

provide children with choices so they learn how to make good decisions

A

Guiding choices - Moral Autonomy

24
Q

why are time outs not appropriate?

A 
Used as a punishment
Humiliating
No information for why they are there
Drag on for long periods
Not given a sense of a more appropriate behavior
"one size fits all" mentality
25
Q

involves the child with it, you want them to figure out a solution for themselves; reward and punishment

A

Constructivist

26
Q

you try to mold their behavior, rewards or lack there of; self-governance through expereince

A

Behaviorist

27
Q

children will learn as they mature; “they’ll learn, they’ll get it at some point”

A

Maturaltionalist

28
Q

a mom, dad, etc. that they have an emotional tie to

A

Emotional dependency

29
Q

an object they have a tie to

A

Instrumental dependency

30
Q

the child experiences the direct results of his or her own behavior

A

Natural Consequences

31
Q

those imposed by an adult but linked to the child’s actions— different than punishment

A

Logical Consequences

32
Q

4 Logical concequences

A
  1. Reciprocity
  2. Exclusion
  3. Deprivation
  4. Restitution
33
Q

doing to the child what the child has done; not helping a child with a project because they ruined anothers

A

Reciprocity

34
Q

permits the child to remain a member of the group, but removes him/her from the person they have offended; their actions break the bond

A

Exclusion

35
Q

not being allowed to use materials that we misused; allowing the child to determine when they are ready to return and use it properly

A

Deprivation

36
Q

helps them see themselves as helpful rather than harmful; clean up a mess you made, get a cold cloth for someone you hurt

A

Restitution

37
Q

Rather than showing children how things work, let them touch and investigate materials and tell you how they work

A

Active curriculum

38
Q

Room arrangements

A 
Well defined areas, entries and exits
Boundaries
Identities at home
Home characteristics
Home identities
Activity level – calm vs. active   
Noise level – quiet vs. loud
Involvement level – tidy or “slightly involved” vs. “fully involved”
Types of activities – near each other
39
Q

Amount of supplies

A

Use real materials (e.g. bird’s nests, plants, a visit to a museum or science center, a visit from a community center, historical artifacts such as photographs, diaries, old toys, etc.) as a source of inspiration for lessons
Amount of supplies correlates to the number of students; Too much vs. too little

40
Q

Modeling

A

Adults serve as positive role models for children
Teachers set the tone for the classroom, with children taking on the interaction style of the adult
As teachers, we need to model and teach appropriate behavior methods by showing them or giving them cues to direct their behavior

41
Q

Divert/distract the child’s misbehavior

A

Redirection

42
Q

I-Message (3 parts)

A

Telling the person what they did, how it affected you, and how it affected others

  1. State the unacceptable behavior
  2. State your feelings
  3. Explain why you feel that way
43
Q

an internal form of motivation. You strive towards a goal for personal satisfaction or accomplishment

A

Intrinsic Motivation

44
Q

doesn’t always have to be another person, but it is some outside demand, obligation, or reward that requires the achievement of a particular goal

A

Extrinsic Motivation

45
Q

5 Steps to Problem Solving

A
  1. Clarification
  2. Solution Formation
  3. Solution Selection
  4. Implementation
  5. Evaluation
46
Q

acknowledge the problem and define the ownership of the problem – get both sides

A

Problem Clarification - step 1

47
Q

brainstorm a list of possible solutions

A

Solution Formation - step 2

48
Q

evaluate each solution, taking into account feelings - adopt a solution that all agree to

A

Solution Selection - step 3

49
Q

follow through with who will do what by when

A

Implementation - step 4

50
Q

assess the success of the solution - if it fails, try another

A

Evaluation - step 5

51
Q

4 types of agression

A
  1. Accidental
  2. Expressive
  3. Instrumental
  4. Hostile
52
Q

aggressive acts that are unintentional

A

Accidental Aggression

53
Q

aggressive acts that are playful/exploratory in nature

A

Expressive Aggression

54
Q

aggressive acts that are used to get an object or something the aggressor wants (purpose is not to hurt)

A

Instrumental Aggression

55
Q

premeditated hurtful behavior

A

Hostile Aggression

56
Q

language that conveys a positive regard for children and a respect for and acceptance of their individual ideas and feelings
Example: You need to use your inside voices.

A

Responsive Language

57
Q

language that conveys teacher control by using power assertion methods, threats, commands, and criticisms
Example: Be quiet!

A

Restrictive Language

ECE (1 decks)

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