Multicultural Nonsexist Materials and Experience Questions

multicultural, nonsexist materials and experiences.

child-initiated, child-directed, adult-supported play.

all areas of development are integrated into the planned activities.

learning is viewed as a passive process.

active parent involvement.

deficiency needs

attachment

ecological develoment

stages of psychosocial development

deficiency needs

health needs

self-actualization

growth needs

Learning by doing, and children have absorbent minds

Learning by watching, and children have absorbent minds that have limited space to store information

Learning by watching, and children have a blank mind which teachers write upon with teacher-directed activities

Learning by doing, and children have a blank mind which teachers write upon with teacher-directed activities

by rewards and punishments regardless of the people and experiences the child encounters.

by cultural and social activities in which a person experiences and is raised in.

by eight stages of psychosocial challenges that children need to overcome.

only by the child’s heredity.

go through eight stages of psychosocial development.

gain new information only when they receive specific, teacher-directed lessons.

either assimilate or accommodate new information through experience.

gather important information by receiving rewards and punishments from the caregiver.

direct teaching strategies the teacher uses to work with young children.

indirect planning strategies for curriculum development.

general ways of thinking about or interacting with things in our environment.

scaffolding experiences teachers provide for children.

a series of milestones, many entering school for the first time, with continued rapid development.

rapid growth, making the transition from dependency to more autonomous play and learning.

concrete operational thinking.

formal schooling, social development, and management of emotions.

a series of milestones, entering school for the first time, and rapid development rate in comparison to infants and toddlers.

sensorimotor thinking.

formal schooling, social development, and management of emotions.

rapid growth, making the transition from dependency to more autonomous play and learning.

curiosity and a willingness to explore possibilities.

unusually strong language skills.

attention to detail.

talented, but unable to perform or show potential for performance.

a. demonstration of excellence beyond most children of the same age.

active.

process oriented.

child-selected and suspension of reality.

adult directed and product oriented.

surplus energy theory

psychoanalytic theory

relaxation theory

pre-exercise theory

play as arousal theory

surplus energy theory

psychoanalytic theory

cognitive structures

games with rules.

dramatic play.

solitary play.

functional play.

parallel play

construction play.

functional play

solitary play

play beside, but not with other children.

play with little awareness of children around them.

play in adjacent centers or play spaces.

play with, but not beside other children.

mastering abstract symbolism.

developing problem-solving skills.

developing fine motor skills.

a. leading to conceptual development.

decreasing egocentrism.

understanding the rules of social interaction.

social roles

increase in solitary play

supporting individual and solitary activities.

reducing children’s access to written materials.

decreasing opportunities to use newspapers, magazines, and books.

enhancing oral and written language skills.

disciplining and punishing children.

early learning professionals helping children listen to a story.

all the adult does or says to determine academic readiness.

all the adult does or says to influence the behavior of the child.

all the adult does or says to determine academic readiness

part of the guidance process in which the adult is dealing with children’s behavior.

all the adult does or says to influence the behavior of the child.

part of the guidance process in which the adult is dealing with children who misbehave.

competence, worth, and control.

control, competition, and pessimism.

determination, competition, and control.

worth, depression, and competence.

telling children what not to do.

modeling.

punishing them when they do something wrong.

correcting them when they do something wrong.

problem solving involves only children working to address issues of concern, and behavior modification involves only families in working to address issues of concern.

problem solving involves both adult and child in cooperative efforts, and behavior modification is initiated and directed by the adult.

problem solving is initiated and directed by the adult, and behavior modification is initiated and directed by the child.

problem solving is initiated and directed by the adult, and behavior modification involves both adult and child in cooperative efforts.

has changed because of the increasing birth rates of Hispanics.

has changed because of the decreasing birth rates for Whites.

has changed because of the decrease in immigrants from other countries.

has changed little over the last decade.

involved adults have a greater appreciation for your efforts.

additional assistance in the classroom gives you less time to work with children.

involved families tend to speak positively about the challenges of early education.

interaction with adults can leave you feeling more satisfied with your work.

communication with families improves your relationships with children.

provide information about a child’s progress, friendships, and interests.

all of the above

c. allow families to view samples of their child’s work.

build positive rapport between families and early childhood professionals.

children’s exposure to diversity.

refusing to acknowledge differences that exist.

taking time to make an analysis of their own attitudes about diversity.

talking only about similarities.

Using quality children’s literature

Providing children with gender-specific and stereotypical toys

Making available traditional games reflecting the dominant culture

Planning curriculum that only discusses a specific cultural group around its most popular celebration or holiday

Plan for the Education of All Handicapped Children.

Individual Education Programs.

Individualized Family Service Plans.

d.Individuals with Disabilities Plan.