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Final Assessment Preparation
32
Accommodation: According to Piaget’s cognitive theory, one of the processes children use to incorporate new information by adjusting what they already know and understand
Affirmativeaction: A policy that favors those who have a tendency to be discriminated against
Antibias: Term for curriculum that emphasizes multicultural education, pluralism, and inclusion
Assimilation: According to Piaget’s cognitive theory, one of the processes children use to incorporate new information by putting it together with what they already know and understand
Autonomy: Being under the authority of oneself; Being able to exist and operate independently
Classification: Grouping like objects by similar characteristics
Constructivism: A theory of learning (developed from Piaget’s ideas about children’s thinking) that posits that children learn through adaptation; Put into practice in such programs as those in Reggio Emilia, Italy
DAP: Philosophy of early childhood education that promotes the use of curriculum, teaching practices, and environments that are suitable for the age and developmental stage of each individual child served
Egocentric: Self-centered; Piaget described children this way, maintaining they think of themselves as the center of the universe
EmergentCurriculum: Planning curriculum using information gathered from teacher observations and incorporating children’s interests
IDEA: The Individuals with Disabilities Education Act, revised in 2004 and put into effect in 2005
Integrated Curriculum: Incorporating various areas of study into the curriculum, for example – incorporating art, science, math, literature, and social studies activities into a curriculum unit about bears
Interactionism: another name for constructivism, Piaget’s view of early childhood development
Interdisciplinary model: An inclusive practice where many professionals, including administrators, teachers, aides, and volunteers, work together as a team
Maturationism: Theory that states children’s behavior is almost completely dependent upon predetermined growth processes, rather than through learning and environmental interactions; Theory developed by Dr. Gesell and associates
MultipleIntelligences: Theory developed and supported by Gardner that states there are 8 different areas of intelligence
Nature: _________ refers to the viewpoint that genetics and predetermined character determine children’s development
Nurture: _________ refers to the viewpoint that experiences and environmental interactions determine children’s development
NegativeReinforcement: ___________________ is when a response to a child’s behavior is given that discourages the behavior from happening again
Norms: ‘Average’ in terms of development
Pedagogy: The study of teaching; The art and science of education
PositiveReinforcement: ___________________ is when a response to a child’s behavior is given that encourages the behavior so that it will happen again
ProjectApproach: An approach to teaching where children explore subjects or themes in an in-depth way over periods of days or weeks
ReflectivePractice: Refers to early childhood professionals watching themselves and studying their own practices to determine their impact and evaluate their strengths and effectiveness
WholeChild: Concept based upon the notion that all areas of development and growth are interrelated
ZPD: The range of learning a child can achieve with help but could not do alone
CriticalPeriod: The period of time when a child can best, and least amount of effort, understand an idea or learn to do something
DEC: The Division of Early Childhood is an advocacy group that works on the behalf of children with developmental disabilities
TabulaRasa: Term used to describe children at the time of birth; coined by John Locke; literally means ‘blank slate’
Culture: The characteristics of a certain group of people, including the group’s religion, language, cuisine, music, arts, and social habits
Diversity: Variety; The ways in which people are different, including differences in race, ethnic background and heritage, gender, religion, and socio-economic background, for example
Bandura: Theorist (20th Century) who created a ‘social cognitive theory’ that included a ‘self-efficacy’ component of human development; Focused on causes of aggression
Comenius: Theorist (17th century) who believed children learned best when instruction and information related to their own lives and when taught concrete lessons before abstract lessons, thereby laying the groundwork for what we now term ‘Developmentally Appropriate Practice’
Dewey: Theorist (late19th and early 20th centuries) who disagreed with Froebel but modeled his ideas after Froebel’s concept of unity; Believed children needed to be actively involved in their education and academic instruction should be meaningful to children
Erikson: Theorist (20th century) whose ‘stage theory’ of human development has its roots in psychoanalysis and anthropology
Froebel: Theorist (19th century) known as the ‘Father of Kindergarten’; His lasting ideas today include the notions that working and playing outside fosters creativity, group play fosters a sense of inclusion, and free play fosters learning
Gardner: Theorist (20th – 21st century) who, as a Professor of Education at Harvard University, developed the Theory of Multiple Intelligences
Gesell: Theorist (20th century) influenced by Froebel, Pestalozzi, and Rousseau whose idea of maturation maintained that most of a child’s development is predetermined, but is also in part influenced by environment
Kohlberg: Theorist (20th century) who developed a theory of moral reasoning based on the work of Jean Piaget; His theory was later expanded upon by others to include early childhood
Locke: Theorist (17th century) with a background in philosophy and medicine who believe children are born as a ‘blank slate’ upon which experience and environment have a great influence; Believed children need to be educated with their individual differences in mind
Montessori: 20th century Italian theorist who became the first female Italian doctor and whose ideas included promoting positive interrelationships by maintaining mixed age-group classrooms, promoting sharing by providing insufficient materials to go around, promoting self-direction by allowing children to choose their own activities, providing stability through structured activities, and demonstrating respect for children by promoting the use of real tools for real work
Pestalozzi: 18th -19th century theorist who, among other things, provided us with the ideas of universal education (controversially including both poor and female children) and of using developmentally appropriate materials to teach young children concrete subjects before the introduction of abstract concepts
Piaget: 20th century theorist who developed a constructivist theory of child development which maintains that both nature and nurture have a profound effect on children and neither should be discounted
ReggioEmilia: __________________ is the name of a town in Italy, the schools operated there, and the curriculum practices put into place there where a project approach to curriculum development is used and children are seen as the ‘protagonists’ in their own learning and development; Incorporates the ideas of Piaget, Vygotsky, and Gardner, among others
Rousseau: 18th century theorist who believed children were born basically ‘good’ and needed a safe, nurturing environment in which to learn and develop; Believed that early childhood instruction should follow a child’s interests and take place largely outdoors and that a natural consequences approach to discipline is best for children
Skinner: 20th century theorist who is associated with behaviorism and believed in the overwhelming influence of environment upon the growth and development of young children
Vygotsky: Early 20th century theorist who, like Piaget, believed in constructivism as a theory of development but, unlike Piaget, included a social component in his theory that he considered integral
Waldorf: Name given to the schools developed by Rudolf Steiner in the early 20th century which focused on positively developing the personalities and natural talents of children through the use of art activities, creative story time sessions, and eurythmy, an art form developed by Steiner using movement, language, music, and rhythm
Final Assessment Preparation
Across:1. | __________________ is the name of a town in Italy, the schools operated there, and the curriculum practices put into place there where a project approach to curriculum development is used and children are seen as the ‘protagonists’ in their own learning and development; Incorporates the ideas of Piaget, Vygotsky, and Gardner, among others | 4. | Theorist (late19th and early 20th centuries) who disagreed with Froebel but modeled his ideas after Froebel’s concept of unity; Believed children needed to be actively involved in their education and academic instruction should be meaningful to children | 5. | According to Piaget’s cognitive theory, one of the processes children use to incorporate new information by putting it together with what they already know and understand | 10. | Philosophy of early childhood education that promotes the use of curriculum, teaching practices, and environments that are suitable for the age and developmental stage of each individual child served | 13. | Theory developed and supported by Gardner that states there are 8 different areas of intelligence | 15. | The characteristics of a certain group of people, including the group’s religion, language, cuisine, music, arts, and social habits | 16. | 18th century theorist who believed children were born basically ‘good’ and needed a safe, nurturing environment in which to learn and develop; Believed that early childhood instruction should follow a child’s interests and take place largely outdoors and that a natural consequences approach to discipline is best for children | 18. | Variety; The ways in which people are different, including differences in race, ethnic background and heritage, gender, religion, and socio-economic background, for example | 19. | ‘Average’ in terms of development |
| 20. | Theory that states children’s behavior is almost completely dependent upon predetermined growth processes, rather than through learning and environmental interactions; Theory developed by Dr. Gesell and associates | 22. | The range of learning a child can achieve with help but could not do alone | 24. | Name given to the schools developed by Rudolf Steiner in the early 20th century which focused on positively developing the personalities and natural talents of children through the use of art activities, creative story time sessions, and eurythmy, an art form developed by Steiner using movement, language, music, and rhythm | 26. | The Individuals with Disabilities Education Act, revised in 2004 and put into effect in 2005 | 27. | 20th century Italian theorist who became the first female Italian doctor and whose ideas included promoting positive interrelationships by maintaining mixed age-group classrooms, promoting sharing by providing insufficient materials to go around, promoting self-direction by allowing children to choose their own activities, providing stability through structured activities, and demonstrating respect for children by promoting the use of real tools for real work | 29. | Planning curriculum using information gathered from teacher observations and incorporating children’s interests | 30. | Theorist (17th century) who believed children learned best when instruction and information related to their own lives and when taught concrete lessons before abstract lessons, thereby laying the groundwork for what we now term ‘Developmentally Appropriate Practice’ | 31. | According to Piaget’s cognitive theory, one of the processes children use to incorporate new information by adjusting what they already know and understand | 32. | Theorist (17th century) with a background in philosophy and medicine who believe children are born as a ‘blank slate’ upon which experience and environment have a great influence; Believed children need to be educated with their individual differences in mind |
| | Down:2. | Theorist (20th century) influenced by Froebel, Pestalozzi, and Rousseau whose idea of maturation maintained that most of a child’s development is predetermined, but is also in part influenced by environment | 3. | Early 20th century theorist who, like Piaget, believed in constructivism as a theory of development but, unlike Piaget, included a social component in his theory that he considered integral | 6. | _________ refers to the viewpoint that genetics and predetermined character determine children’s development | 7. | Grouping like objects by similar characteristics | 8. | The Division of Early Childhood is an advocacy group that works on the behalf of children with developmental disabilities | 9. | ___________________ is when a response to a child’s behavior is given that encourages the behavior so that it will happen again | 11. | Refers to early childhood professionals watching themselves and studying their own practices to determine their impact and evaluate their strengths and effectiveness |
| 12. | Self-centered; Piaget described children this way, maintaining they think of themselves as the center of the universe | 14. | Incorporating various areas of study into the curriculum, for example – incorporating art, science, math, literature, and social studies activities into a curriculum unit about bears | 17. | 18th -19th century theorist who, among other things, provided us with the ideas of universal education (controversially including both poor and female children) and of using developmentally appropriate materials to teach young children concrete subjects before the introduction of abstract concepts | 21. | Term used to describe children at the time of birth; coined by John Locke; literally means ‘blank slate’ | 23. | 20th century theorist who developed a constructivist theory of child development which maintains that both nature and nurture have a profound effect on children and neither should be discounted | 25. | Concept based upon the notion that all areas of development and growth are interrelated | 28. | The study of teaching; The art and science of education |
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© 2013
PuzzleFast.com, Noncommercial Use Only
Final Assessment Preparation
Across:1. | __________________ is the name of a town in Italy, the schools operated there, and the curriculum practices put into place there where a project approach to curriculum development is used and children are seen as the ‘protagonists’ in their own learning and development; Incorporates the ideas of Piaget, Vygotsky, and Gardner, among others | 4. | Theorist (late19th and early 20th centuries) who disagreed with Froebel but modeled his ideas after Froebel’s concept of unity; Believed children needed to be actively involved in their education and academic instruction should be meaningful to children | 5. | According to Piaget’s cognitive theory, one of the processes children use to incorporate new information by putting it together with what they already know and understand | 10. | Philosophy of early childhood education that promotes the use of curriculum, teaching practices, and environments that are suitable for the age and developmental stage of each individual child served | 13. | Theory developed and supported by Gardner that states there are 8 different areas of intelligence | 15. | The characteristics of a certain group of people, including the group’s religion, language, cuisine, music, arts, and social habits | 16. | 18th century theorist who believed children were born basically ‘good’ and needed a safe, nurturing environment in which to learn and develop; Believed that early childhood instruction should follow a child’s interests and take place largely outdoors and that a natural consequences approach to discipline is best for children | 18. | Variety; The ways in which people are different, including differences in race, ethnic background and heritage, gender, religion, and socio-economic background, for example | 19. | ‘Average’ in terms of development |
| 20. | Theory that states children’s behavior is almost completely dependent upon predetermined growth processes, rather than through learning and environmental interactions; Theory developed by Dr. Gesell and associates | 22. | The range of learning a child can achieve with help but could not do alone | 24. | Name given to the schools developed by Rudolf Steiner in the early 20th century which focused on positively developing the personalities and natural talents of children through the use of art activities, creative story time sessions, and eurythmy, an art form developed by Steiner using movement, language, music, and rhythm | 26. | The Individuals with Disabilities Education Act, revised in 2004 and put into effect in 2005 | 27. | 20th century Italian theorist who became the first female Italian doctor and whose ideas included promoting positive interrelationships by maintaining mixed age-group classrooms, promoting sharing by providing insufficient materials to go around, promoting self-direction by allowing children to choose their own activities, providing stability through structured activities, and demonstrating respect for children by promoting the use of real tools for real work | 29. | Planning curriculum using information gathered from teacher observations and incorporating children’s interests | 30. | Theorist (17th century) who believed children learned best when instruction and information related to their own lives and when taught concrete lessons before abstract lessons, thereby laying the groundwork for what we now term ‘Developmentally Appropriate Practice’ | 31. | According to Piaget’s cognitive theory, one of the processes children use to incorporate new information by adjusting what they already know and understand | 32. | Theorist (17th century) with a background in philosophy and medicine who believe children are born as a ‘blank slate’ upon which experience and environment have a great influence; Believed children need to be educated with their individual differences in mind |
| | Down:2. | Theorist (20th century) influenced by Froebel, Pestalozzi, and Rousseau whose idea of maturation maintained that most of a child’s development is predetermined, but is also in part influenced by environment | 3. | Early 20th century theorist who, like Piaget, believed in constructivism as a theory of development but, unlike Piaget, included a social component in his theory that he considered integral | 6. | _________ refers to the viewpoint that genetics and predetermined character determine children’s development | 7. | Grouping like objects by similar characteristics | 8. | The Division of Early Childhood is an advocacy group that works on the behalf of children with developmental disabilities | 9. | ___________________ is when a response to a child’s behavior is given that encourages the behavior so that it will happen again | 11. | Refers to early childhood professionals watching themselves and studying their own practices to determine their impact and evaluate their strengths and effectiveness |
| 12. | Self-centered; Piaget described children this way, maintaining they think of themselves as the center of the universe | 14. | Incorporating various areas of study into the curriculum, for example – incorporating art, science, math, literature, and social studies activities into a curriculum unit about bears | 17. | 18th -19th century theorist who, among other things, provided us with the ideas of universal education (controversially including both poor and female children) and of using developmentally appropriate materials to teach young children concrete subjects before the introduction of abstract concepts | 21. | Term used to describe children at the time of birth; coined by John Locke; literally means ‘blank slate’ | 23. | 20th century theorist who developed a constructivist theory of child development which maintains that both nature and nurture have a profound effect on children and neither should be discounted | 25. | Concept based upon the notion that all areas of development and growth are interrelated | 28. | The study of teaching; The art and science of education |
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© 2013
PuzzleFast.com, Noncommercial Use Only