Download Understanding Developmentally Appropriate Practices (UDAP): Q&A for Early Childhood and more Exams Community Corrections in PDF only on Docsity!
(UDAP) Understanding Developmentally
Appropriate Practices | 2024 Questions
& Answers | 100% Correct | Verified
What affect does quality early care have on children? - ✔✔academic benefits lasting into high school What age group is considered early childhood? - ✔✔birth to 8 years old Age appropriateness - ✔✔considering what is typical for a child within a given age group Individual appropriateness - ✔✔considering the needs of each child as a unique individual Social/Cultural appropriateness - ✔✔considering the social and cultural contexts in which children grow and live Intentionality - ✔✔having clearly defined goals for children and thoughtfully prepared environments, experiences and activities to meet those goals Three critical challenges impacting early childhood practices are: - ✔✔-Addressing differences in school success and achievement
- Integrating and aligning preschool and elementary school programming
- Improving teacher preparation, professional development and ongoing support Structural indicators - ✔✔are things that are "regulable," meaning they can be monitored and are important for providing consistent care. EX: Licensure Lower ratios Smaller group size
Caregiver qualifications Professional development for staff Health and safety regulations Inclusive environment Process indicators - ✔✔are what programs "do" to help promote development through specific activities and intentional practices. Process indicators are observable interactions. EX: Curriculum and established routines Language and reasoning activities Sensitive, responsive interactions Collaboration and provisions for parents and families Parent, teacher, and child interactions Child-sized furnishings Well defined and equipped space that meets the needs of all children Quality experiences early in life lead to better outcomes for children. These experiences lead to: - ✔✔Lower delinquency rates Increased graduation rates Adults who earn higher salaries Increased home ownership Better cognitive and language skills Adults who spend less time participating in social programs or on welfare Quality Preschool - ✔✔Developmentally appropriate curriculum Developmentally appropriate assessment procedures Continuous staff training Administrative support Low teacher/student ratio
Erik Eriksons Theory - ✔✔Erikson's theory explores what a person learns when development proceeds successfully throughout life, from birth to old age. This theory suggests the way adults interact with children in the initial stages determines how the children will develop, because each stage is built upon the previous stage. Erik Erikson's 8 Stages - ✔✔Trust vs. Mistrust (birth to 1 year) - "I am all right." Autonomy vs. Doubt/Shame (1 to 3 years) - "I can make choices." Initiative vs. Guilt (4 to 5 years) - "I can do and I can make." Industry vs. Inferiority (6 to 12 years) - "I can join with others in doing and making things." Identity vs. Role Confusion (adolescence) - "I can be to others what I am to myself." Intimacy vs. Isolation (later adolescence) - "I can risk offering myself to another." Generativity vs. Stagnation (adulthood) - "I am concerned for others." Integrity vs. Despair (older adult) - "I can accept my life." Jean Piaget - ✔✔humans go through certain stages of intellectual development. The first two stages are the most relevant to development in early childhood. According to Piaget, the greatest role of the caregiver is to help the child reach an understanding by providing the child with appropriate activities that stimulate thinking. Piaget believed children build knowledge and understanding through their physical development and through their interactions with the environment. Piaget's 4 Stages - ✔✔Sensorimotor (birth to approximately 2 years) - Children learn through sensory perception and motor activity. Preoperational (2 years to 7 years) - Children are bound by what they experience directly and not by what they think. Children begin to use symbols (one thing that represents another). For example, using sand to make a cake. Children are egocentric; their thinking centers on themselves. They can't see things from another point of view or from another perspective. For example, they do not realize that when they stand in front of the TV, no one else can see it. Concrete-Operational (7 years to 11 years) - Children become more rational in their thinking. For example, realizing that Santa Claus probably doesn't exist. Formal Operations (11 years and beyond) - The final stage of cognitive development, in which thinking becomes very abstract. Children think beyond the present and think about ideal situations.
Vygotsky - ✔✔children create knowledge by interacting with their environment AND through social interactions, their culture and the use of language. Two developmental levels of ability: The ability to do something with help or assistance The ability to do something without help or assistance The distance between these two levels is called the "Zone of Proximal Development." Structure of a Neuron - ✔✔Neuron - specialized nerve cells that make up the central nervous system. Axon - Each neuron has one axon. An axon is a fiber that sends messages "away" to other neurons. Dendrites - Each neuron has many dendrites. Dendrites accept incoming messages from the axons. How many neurons are in a brain at birth? - ✔✔already nearly 100 billion neurons in the child's brain Physical Development - ✔✔Physical development refers to the development of large and small muscles as they gradually develop. It involves typical growth patterns, changes in weight and height, and general health and safety. Art Progression - ✔✔Children will typically progress from drawing free radicals into drawing basic shapes, such as circles, squares, rectangles, and triangles, then eventually drawing representations of people, places and ideas. By the age of three, children should begin to draw their first representations of the human form using basic shapes.
- Art/Creative Expression: paper, paints, pencils, markers, pens, collage materials, brushes, easels
- Music/Movement: records, tapes, CDs, musical instruments
- Manipulatives: pop beads, stack/nesting toys, puzzles
- Wood Working: tools, Styrofoam, glue, toy hammer/nails
- Feeding Area: tables/chairs, utensils, garbage can, sinks
- Sleeping Area: individual cots, blankets, transitional objects, sheets, soothing music, dim lights
- Writing Center: pencils, crayons, markers, dry-erase board, paper, sticky notes, erasers, stamps
- Parent Communication Board Room Arrangement - ✔✔-Exits clearly marked
- Remove clutter and eliminate blind spots
- clear pathways that allow for smooth traffic flow in and out of each area
- Keep toys and supplies on low, open shelves with picture and word labels that are appropriate for the children's age and abilities
- Traffic patterns should be set up to avoid large open run-ways, yet should not be so divided up they are hard to move around in. Good room arrangements foster positive relationships and interactions by creating a homelike atmosphere that is inviting and culturally representative. Room Arrangement Tips - ✔✔Easy movement between centers is encouraged when like centers are placed near each other. Messy play areas, such as art, sand and water, should be placed near each other and should be convenient to a water source to facilitate setup and cleanup. Quiet, clean areas, such as books, manipulatives and computers, should be physically placed away from the messy areas. Recycling and Resources - ✔✔There is a list of resources for you to use when trying to find free or low- cost items for your classroom. These resources include: carpet companies that have free carpet square samples; canvas/awning makers, who often have heavy scrap material; dress shops that have material scraps for making bean bags; and repair shops for finding realistic home living props, such as toasters, TVs, and video cameras. Dollar stores can also be a great resource, just be careful about small parts or objects that might be a potential safety hazard. Appliance stores often throw away large boxes that can be used for many things, and these are especially good for creating houses and painting projects. The ideas are endless!
Two great resources for finding inexpensive, creative ideas are Beautiful Junk Creative Classroom Uses for Recyclable Materials by Karen Brackett and Rosie Manley and Beautiful Stuff! Learning with Found Materials by Cathy Weisman Topal and Lella Gandini. Daily Schedule - ✔✔-written and posted in class
- structure and sequences
- balanced (loud and quiet, physical and non physical, active and passive) Transitions - ✔✔-Transitions take place all day long, whenever one activity stops and another starts
- Some transitions are more difficult because of the number of steps involved (lunch to nap)
- It is easier to move from quiet to loud/active than from loud/active to quiet activities The following ideas will help you ease chaos during transition times: - ✔✔-Encourage children to clean up after play so you can supervise rather than clean
- Plan your daily schedule so there are as few transitions as possible
- Have materials ready so one activity can end and another can begin without having the children wait
- Use methods like music or a movement activity to hold children's attention during the transition
- Offer choices to the children. For example, "You can sit at the table until we finish or you can listen to the story."
- Help children become familiar with the routine, so they know what to expect
- Give children a warning just before the transition to help them prepare and get ready for what is coming next Scaffolding - ✔✔assistance a teacher or more skilled peer provides Three components of Developmentally Appropriate Practice: - ✔✔age appropriateness, individual appropriateness, social/cultural appropriateness
