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FRHD 3190 > Midterm #1 > Flashcards

Midterm #1 Flashcards

Units 1-4

1
Q

Children who participate in high-quality early learning programs are less likely to:

A
  • require remedial education, social assistance, or correctional services
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2
Q

List four rationales that the case for access to universal EC is founded on:

A
  1. recognizing every child’s right to care, development and education
  2. Ensuring that every child has equal opportunities as a prerequisite for social justice
  3. Recognizing that EC is a critical period for learning and development
  4. Recognizing that investing in EC brings economic benefits to society.
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3
Q

List some benefits of Universal Child Care:

A
  • More equal education outcomes
  • increased labour supply and tax base
  • fewer welfare recipients
  • better health outcomes
  • greater gender equality
  • improved work/life balance
  • reduced income disparities
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4
Q

What are the seven ingredients needed for effective EC programs?

A
  1. Equitable access
  2. Education and opportunities for continuous professional development
  3. Suitable programs
  4. Quality adult-child relationships
  5. Involvement of families
  6. Monitoring and evaluation systems
  7. Stable and adequate funding
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5
Q

What does the term “quality” refer to?

A

The term ‘quality’ refers to the extent to which settings exceed the meeting of minimal standards.

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6
Q

What is the ecological framework for early childhood environments?

A
  • Microsystem –> Practices and interactions
  • Mesosystem –>Collaboration between parents and practitioners
  • Exosystem –> Organizational structures and policies, community
  • Macrosystem –> Cultural values and laws
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7
Q

What is the microsystem centred around?

A

the developing child within his or her immediate settings- the family, the EC environment, or the peer group. Made up of the physical environment; the resources within it; the curriculum; the relationships among the parent, educator(s), and child; and the interactions among the children.

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8
Q

What is the mesosystem centred around?

A

Different microsystems are linked together through relationships, such as the educator-parent interaction, or through employment practices that affect the family, such as parental leave benefits. A critical factor is the need for the environment to be welcoming to all those who use it- the child, the parents, and the staff.

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9
Q

What does the exosystem represent?

A

Represents the social structures, both formal and informal, that influence the settings the child experiences. In this dimension, one must consider the roles and influences of parents’ jobs, government policies for the child and the family, the local economy, the media, the workplace, and the immediate community.

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10
Q

What does the macrosystem encompass?

A

the ideologies and patterns of culture, such as the economic, educational, legal, and political systems. Included here are attitudes toward the family and the role of mothers, and community definitions of environments for young children.

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11
Q

What do quality environments depend on?

A
  • effective policies, appropriate and sustained funding, and infrastructure
  • knowledgeable and committed leaders and educators
  • Evidence-informed, age-appropriate programs and practices
  • families who are partners in their children’s early learning
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12
Q

What does the ‘iron triangle’ consist of?

A
  • the adult:child ratio
  • the group size
  • the staff’s professional education in child development
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13
Q

What does process quality refer to?

A

refers to the direct experience of the children, such as the warmth and quality of the relationship between adults and children, the quality of the interaction between the children themselves, and the quality of the relationships among the adults

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14
Q

What are the three ECE Quality Criteria proposed by Woodhead (1996)? (Number One)

A
  1. Entry indicators that establish the base for regulating quality standards. These reflect the areas in the program that are the easiest to define and measure, previously labelled structural quality elements. They include:
    - The staff (qualifications, experience, wages and working conditions, adult:child ratios, etc)
    - The buildings and surroundings (amount of space per child, heating, lighting, toilets, washing facilities, etc)
    - Materials and equipment (furniture, learning materials, play equipment, etc).
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15
Q

What are the three ECE Quality Criteria proposed by Woodhead (1996)? (Number two)

A
  1. Process indicators that reflect the relationships and what happens on a day-to-day basis. As mentioned earlier, these elements can be the most difficult to identify and standardize. Some examples are:
    - Children’s experience (variety, way it is organized, choices provided, play, rest, meals, etc)
    - Approach to teaching and learning
    - Styles of interactions
    - Approach to guidance and discipline (setting limits, rules, managing the group)
    - Relations among adults
    Relations among staff, parents, and others (mutual respect, cooperation, awareness of differences)
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16
Q

What are the three ECE Quality Criteria proposed by Woodhead (1996)? (Number three)

A
  1. Exit indicators, which deal with the impact caused by the experience. This falls into the realm of efficiency and cost benefit can include:
    - Children’s health (monitoring growth, record of illnesses)
    - Children’s skills (motor coordination, language, cognitive aspects, social relations)
    - Children’s adjustment to school life (transition challenges, progress through grades, school achievements)
    - Family attitudes (supporting children’s learning, parental competencies)
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17
Q

What are the most influential factors to measure effective EC environment, listed in order of their impact?

A
  1. The contribution of families to the design and implementation of programs is vital in terms of children’s emotions, and for ensuring consistency between home and the EC setting.
  2. The program promotes positive relationships among all children and adults to encourage each child’s sense of worth and belonging as part of a community.
  3. Knowledgeable and responsive EC educators are a critical factor in quality EC programs.
  4. An explicit, clear, and relevant educational program in which general principles are fitting for all participants.
  5. Monitoring and evaluation systems for the program and for the children’s learning offer results that are taken into account when planning educational practice.
  6. Adequate and organized physical environments, with access to materials that enable children to explore, discover, and transform.
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18
Q

What are the four basic needs for children to be considered in designing physical space?

A
  1. Encourage movement
  2. Support comfort
  3. Foster competence
  4. Encourage a sense of control
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19
Q

What must educators consider when examining the impact of the environment?

A
  • indoor and outdoor space
  • overall design, size and layout of space
  • availability of materials and equipment
  • health and and safety needs of the children
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20
Q

Define: Provision rights

A

Provision rights mean children have the right to possess, receive, or have access to certain things and services, including life, EC services, health care, an adequate standard of living, education to develop to their fullest potential, and rehabilitative care.

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21
Q

Define: participation rights

A

children have the right to participate in society and in decisions affecting their lives, including “the right to express their views in matter affecting themselves”

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22
Q

Define: Protection rights

A

the right of children to be shielded from harmful practices and acts, such as discrimination or separation from parents, and the right to special protection if they are without a family.

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23
Q

What are the special rights of children?

A
  • to protection from harm
  • to promotion of their growth and development
  • to participation in decisions affecting them according to their age and maturity.
24
Q

What does ‘Social Policy’ refer to?

A

Social policy primarily refers to guidelines and interventions for the changing, maintenance, or creation of living conditions that are conducive to human welfare.

25
Q

What is the role of the Federal Government with regards to EC?

A
  • Tax measures and income supports
  • Transfers to provinces and territories to support programs for children
    Direct Delivery:
  • Aboriginal head start
  • First nations/Inuit child care
  • Military family resource centres
  • Research and information
  • Human resource sector council
  • Grants and Contributions
26
Q

What is the role of the Provincial Government with regards to EC?

A

Child care legislation, including:

  • Licensing regulations
  • Capital and operating funding
  • Subsidies for families
  • Quality indicators and quality assurance
  • Employment/labour laws
  • Post-secondary education
  • Pilot/demonstration sites
  • Research
27
Q

What is the role of the Municipal Government with regards to EC?

A 
Regulations:
- Zoning and parking by laws
- Public Health regulations
- Fire/safety regulations
Can vary by jurisdictions, but can include:
- Provision of child care services
- Subsidies
- Local level system and management
28
Q

What are the responsibilities of the Provinces and Territories?

A
  • EC standards, policies and procedures, and guidelines
  • Child care services regulation
  • Kindergarten programs
  • Funding arrangements
29
Q

What are the three main sources of revenue for an EC program?

A
  • parent fees
  • fee subsidies
  • grants
30
Q

Our best future is one where children are…

A
  • healthy and secure
  • emotionally and socially competent
  • eager, confident, and successful learners
  • respectful of the diversity of their peers
31
Q

How is a vision formed?

A

A vision is formed using a combination of information and knowledge and a concern for the wellbeing of the stakeholders of the program.

32
Q

What is a philosophy?

A

A philosophy is a statement of beliefs reflecting the program’s value system, based on theory and guided by research.

33
Q

What is family-centred practice?

A
  • Collaboration between families and EC educators
  • family is central to the child’s life
  • Each family has its own strengths, competencies, resources, and ways of coping
  • Every family is respected and accepted on its own terms, without judgements or preconceptions
  • Each family’s race, culture, ethnicity, religion, language, and socio-economic status are respected
34
Q

What are the steps in developing the program philosophy?

A
  1. Be knowledgeable about theories of child development
    2 Consult with stakeholders at each stage
  2. Identify key considerations
  3. Identify priorities
  4. Draft the philosophy statement
  5. Operationalize the statement
35
Q

What is the point of having a personal philosophy?

A

Formulating a personal philosophy of education clarifies your purpose, process, disposition and ideals of teaching as an educator.

36
Q

Define: Best practices

A

standards that guide practitioners based on current research

37
Q

Define: Legislation

A

regulations that prescribe, direct, limit, or govern early childhood programs

38
Q

Define: Policy Statement

A

written rules that guides decisions, specifies the actions, behaviours, of staff and families

39
Q

Define: Procedures

A

a series of steps to be followed to implement a policy.

40
Q

What are some of the major barriers to program quality?

A
  • financial instability
  • insufficient government funding
  • inadequate levels of staff education and too few professional development opportunities
  • leaders who are inadequately prepared for their jobs
  • a lack of infrastructure support to programs
41
Q

What is Ontario’s vision for early years programs?

A

Ontario’s children and families are well supported by a system of responsive, high-quality, accessible, and increasingly integrated early years programs and services that contribute to healthy child development today and a stronger future tomorrow.

42
Q

What is HDLH?

A

How does learning happen is a professional learning resource guide about learning through relationships for those working with young children and families. It is intended to support pedagogy and curriculum/program development in early years programs.

43
Q

What are the four foundations of HDLH?

A
  • Belonging
  • Well-being
  • Engagement
  • Expression
44
Q

What does ‘belonging’ refer to?

A

belonging refers to a sense of connectedness to others, an individual’s experiences of being valued, of forming relationships with others and making contributions as part of a group, a community, the natural world.

45
Q

What does ‘Well-being’ address?

A

Well-being addresses the importance of physical and mental health and wellness. It incorporates capacities such as self-care, sense of self, and self-regulation skills.

46
Q

What does ‘engagement’ suggest?

A

Engagement suggests a state of being involved and focused. When children are able to explore the world around them with their natural curiosity and exuberance, they are fully engaged. Through this type of play and inquiry, they develop skills such as problem solving, creative thinking, and innovating, which are essential for learning and success in school and beyond.

47
Q

How is ‘expression’ fulfilled?

A

Expression or communication may take many different forms. Through their bodies, words, and use of materials, children develop capacities for increasingly complex communication. Opportunities to explore materials support creativity, problem solving, and mathematical behaviours. Language-rich environments support growing communication skills, which are foundational for literacy.

48
Q

What are the six ELECT Principles?

A
  1. Positive experiences in early childhood set the foundation for lifelong learning, behaviour, health, and well-being.
  2. Partnerships with families and communities are essential.
  3. Respect for diversity, equity, and inclusion is vital.
  4. An intentional, planned program supports learning.
  5. Play and inquiry are learning approaches that capitalize on children’s natural curiosity and exuberance.
  6. Knowledgeable, responsive, and reflective educators are essential.
49
Q

Every child has a sense of ________ when he or she is connected to others and contributes to their world.

A

belonging

50
Q

Every child is developing a sense of self, health and ________

A

well-being

51
Q

Every child is an active and ________ learner who explores the world with body, mind and senses.

A

engaged

52
Q

Every child is a capable communicator who __________ himself or herself in many ways.

A

expresses

53
Q

Define: pedagogy

A

Pedagogy is defined as the understanding of how learning happens and the philosophy and practice that support that understanding of learning.

54
Q

What are some pedagogical approaches that nurture learning and development in the early years?

A
  • establishing positive, responsive adult-child relationships;
  • providing inclusive learning environments and experiences that encourage exploration, play and inquiry
  • engaging as co-learners with children, families/caregivers, and others
  • planning and creating environments as a “third teacher”
  • using pedagogical documentation as a means to value, discuss, and make learning visible
  • participate in ongoing reflective practice and collaborative inquiry with others
55
Q

How does good learning happen (according to Vygotsky)?

A
  • good learning happens through interactions where the adult can challenge children and provoke learning at a high level that is slightly in advance of the child’s current capacities.
56
Q

Pedagogical documentation helps to find meaning in what children do and what they experience. It is:

A
  • a way to value children’s experiences and include their perspectives
  • a way to make children’s learning and understanding of the world around them visible to the children themselves
  • a process for educators to co-plan with children and with families

FRHD 3190 (2 decks)

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