DCF FL Child Care (CGDR) CHILD GROWTH AND DEVELOPMENT UPDATED VERSION (EXAM) QUESTIONS AND, Exams of Health sciences

Download DCF FL Child Care (CGDR) CHILD GROWTH AND DEVELOPMENT UPDATED VERSION (EXAM) QUESTIONS AND and more Exams Health sciences in PDF only on Docsity! 1 [Date] 1 DCF FL Child Care (CGDR) CHILD GROWTH AND DEVELOPMENT UPDATED VERSION (EXAM) QUESTIONS AND ANSWERS GRADED A+  Growth - ✓✓✓refers to specific body changes and increases in the child's size, such as a child's height, weight, head circumference, and body mass index. These size changes can usually be easily measured.  Development - ✓✓✓typically refers to an increase in complexity, a change from relatively simple to more complicated. Development usually involves a progression along a continuous pathway on which the child acquires more refined knowledge, behaviors, and skills. The sequence is basically the same for all children, however, the rate varies.  Growth definition - ✓✓✓Growth is defined as specific body changes and increases in the child's size, proceeding from the head downward and from the center of the body outward.  During the first year of an infant's life, - ✓✓✓babies can grow ten inches in length and triple their birth weight.  After the first year, - ✓✓✓a baby's growth in length slows to five inches a year for the next two years and then continues from age two or three to puberty at a rate of two to three inches each year.  Similarities in growth: - ✓✓✓Growth proceeds from the head downward and from the center of the body outward.  Children gain control of the head and neck first, then the arms, and finally, the legs.  At birth, the brain, heart, and spinal cord are fully functioning to support the infant.  As children grow, the arm and leg muscles develop, followed by the finger and toe muscles. 2 [Date] 2  Differences in growth: - ✓✓✓Some children are taller, some shorter. Some children are smaller, while others are larger.  These differences are completely typical. Typical growth is supported by good nutrition, adequate sleep, and regular exercise.  Children do not grow at perfectly steady rates throughout childhood.  Children will experience weeks or months of slightly slower growth, followed by growth spurts.  Differences in the amount of growth can be a source of self-consciousness for some children.  Because each child is different and special, it is important to help them understand this concept in order to develop a sense of self-acceptance. - ✓✓✓It is important to help the children in your care understand that differences in growth patterns are typical.  Development definition - ✓✓✓Development refers to an increase in complexity; a change from relatively simple to more complicated.  Progress - ✓✓✓Development usually involves a progression along a continuous sequential pathway on which the child acquires more refined knowledge, behaviors, and skills.  Rate varies - ✓✓✓The developmental sequence is basically the same for all children; however, the rate of development varies from child to child  Principles of Child Development - ✓✓✓There are five principles related to the progression of general development that children will typically experience.  1 - Developmental Sequence is Similar for All - ✓✓✓Children develop in relatively the same ways.  There is a typical sequence of development that occurs as a child grows. 5 [Date] 5  The Language and Communication (LC) Domain includes - ✓✓✓a child's abilities to see, hear, speak, read, and write.  The Social and Emotional Development (SED) Domain is defined by - ✓✓✓forming relationships and attachments.  Developmental Sequence is Similar for All - ✓✓✓In the Infant Care Center this fall, you noticed four-month-old Sara roll over; a few weeks later, she began scooting. By December, six-month-old Raul had rolled over and scooted. Last week, you noted that Renae—at the age of five months—had rolled over, and you predict she will be scooting very soon.  Development Proceeds from General to Specific - ✓✓✓Three-month-old Sean loves to wave his arms in the air. As you watch him, you think about the skills he will probably achieve next: first, he will grasp objects; then he will be able to hold a crayon; and someday, he will be able to write with a pencil.  Development is Continuous - ✓✓✓When LaShanda was two, you noted that she enjoyed solitary play and did not interact with other children. By the age of two and a half, LaShanda liked to play next to another child, but there was no interaction (parallel play). By the age of three, LaShanda engaged routinely in associative play and could share common materials with another child without interaction. By three and a half, she had made her first real friend and was capable of true cooperative play.  Development Proceeds at Different Rates - ✓✓✓Tom and Tim are twins and want to do everything together. However, Tom rode his tricycle with ease by his third birthday, but Tim was almost four before he could ride his tricycle with confidence.  5 - All Areas of Development are Interrelated - ✓✓✓Pete and Al, both nearly five years old, are playing with the same puzzle. You watch as Pete tells Al, "The first piece goes 6 [Date] 6 here." Al says, "We both have five pieces now." Even though the activity lasts only a few minutes, you believe it is a good indicator of each boy's current development.  Implications for Child Care Professionals - ✓✓✓Child care professionals may spot developmental issues before the parents do, which is why it is important to understand the basic child growth and development principles.  Implications for Learning - ✓✓✓All of your interactions with a child have an effect on the child's development and learning, which means it is important to be aware of what the child is learning while in your care.  Why should child care professionals learn about principles of child development? - ✓✓✓Care and the environment can support or hinder development.  The knowledgeable caregiver can support a child in learning new skills.  When a child is struggling with a new skill, timely intervention can help him/her overcome a problem and "catch back up."  The knowledgeable caregiver can "detect" indicators of possible delays and can help get the child the assistance he/she needs.  What is a theory? - ✓✓✓A theory is a set of facts or principles analyzed in relation to one another and used to explain phenomena. A phenomena is a fact or behavior that can be observed.  Abraham Maslow  (pyramid 5 levels) (father of humanistic psychology) - ✓✓✓Hierarchy of Needs  The father of humanistic psychology. His theory assumes that humans are more than the sum of their parts.  Maslow's hierarchy of needs: - ✓✓✓Maslow developed a hierarchy of needs.  In a hierarchy, one set of things is dependent on the next, both of which are dependent on the next, and so on. 7 [Date] 7  Maslow's hierarchy has five levels, is pictured as a pyramid, and goes from bottom (human need number 1) to top (human need number 5).  Like a pyramid, the upper levels are supported by the lower levels.  Satisfying the needs on the second level depends upon the first level needs being satisfied.  (Base of Pyramid) (1st Basic Needs)  PHYSICAL: - ✓✓✓Shelter to protect  Water to drink  Food to eat  Clothes to eat  (2nd Basic Need)  COMFORT and SAFETY - ✓✓✓Safety  Security  Stability  (3rd Psychological Needs)  SOCIAL - ✓✓✓Belonging  Love  Attention  Acceptance  (4th Psychological Needs)  (Self) ESTEEM - ✓✓✓Adequacy  Confidence  Importance  (Top of Pyramid) (5th Psychological Needs)  SELF-ACTUALIZATION - ✓✓✓Fulfill one's life with purpose and meaning  Being all that one is able to be 10 [Date] 10  A lack of trust can result in poor emotional stability.  Toddler Conflict:  Autonomy vs. Shame and Doubt - ✓✓✓Toddlers need to explore their own bodies and environment in order to become confident about themselves.  When autonomy is allowed, a person can become comfortable with his/her choices.  A lack of autonomy can result in a feeling of shame or insecurity.  Preschool Conflict:  Initiative vs. Guilt - ✓✓✓Four- or five-year olds begin to develop an interest in exploring beyond themselves.  Children who are not allowed to pursue their natural curiosity will be prone to feel guilt for their actions.  When initiative is encouraged, a person experiments within one's environment.  A lack of encouragement for initiative can result in a feeling of guilt for acting on one's natural curiosity.  Grade School Conflict: Industry vs. Inferiority - ✓✓✓Between the ages of 6 to 12, children show the ability to develop competencies. Children who are inhibited in developing these skills and abilities will experience inferiority.  When children experience success, they attain a sense of adequacy and pride.  A lack of industry can result in a feeling of low self-worth.  High School Conflict:  Identity vs. Role Confusion - ✓✓✓Between the ages of 12 to 18, children are attempting to define who they are and where they are going.  When children are given the opportunity to develop their own ideas and opinions, they can form their own identity.  A lack of identity will lead to confusion about who they are. 11 [Date] 11  Early Adult Conflict:  Intimacy vs. Isolation - ✓✓✓Between the ages of 18 to 35, young adults are exploring the development of relationships.  Young adults need the opportunity to develop close relationships with family, friends, and partners.  A lack of intimate relationships can lead to individuals feeling isolated and alone.  Middle Adult Conflict: Generativity vs. Stagnation - ✓✓✓Between the ages of 35 to 64, adults are seeking a sense of accomplishment in life through family and career.  Adults need to see progress in their careers or success in their contributions to society.  A lack of accomplishment often leads to feelings of resentment and regret.  Late Adult  Conflict: Integrity vs. Despair - ✓✓✓After the age of 65, adults seek meaning in their lives.  Adults are reflecting on their accomplishments and fulfillment in life.  A lack of achievement may lead to despair in the final years.  Initiative vs. Guilt - ✓✓✓Four- and five-year-olds begin to develop an interest in exploring beyond themselves. Children who are not allowed to pursue their natural curiosity will be prone to feel guilt for their actions.  Generativity vs. Stagnation - ✓✓✓Between the ages of 35 and 64, adults are seeking a sense of accomplishment in life through family and career.  Intimacy vs. Isolation - ✓✓✓Between the ages of 18 and 35, young adults are exploring the development of relationships. 12 [Date] 12  Integrity vs. Despair - ✓✓✓After the age of 65, adults seek meaning in their lives by reflecting on their accomplishments and fulfillment in life.  Autonomy vs. Shame and Doubt - ✓✓✓Toddlers need to explore their own bodies and environment in order to become confident about themselves.  Industry vs. Inferiority - ✓✓✓Between the ages of 6 and 12, children show the ability to develop competencies. Children who are inhibited in developing these skills and abilities will experience inferiority.  Trust vs. Mistrust - ✓✓✓Trust is developed over time by providing a consistent, comforting environment.  Identity vs. Role Confusion - ✓✓✓Between the ages of 12 and 18, children are attempting to define who they are and where they are going.  Jean Piaget  (4 Stages of Cognitive Development and Structures) - ✓✓✓1. Sensorimotor: 0-2 years old 2. Preoperational: 2-7 years old 3. Concrete-Operational: 7-11 years old  4. Formal Operations: 11 years old and older  Cognitive structures are patterns of - ✓✓✓of physical or mental action that inspire acts of intelligence and correspond to stages of child development.  Jean Piaget - ✓✓✓assumes that humans take the information they receive and process it, then react to it.  Sensorimotor: 0-2 years old - ✓✓✓Children learn through sensory perception and motor activity 15 [Date] 15  Vygotsky's process has four main strategies for success. They are: - ✓✓✓• Generating a question for understanding • Clarifying that they are understanding what they are reading • Stopping to predict from clues what they think will happen in the learning material and • Summarizing what they have learned  Connections - ✓✓✓Vygotsky's sociocultural theory of cognitive development focuses on the connections between people and the culture in which they interact.  Maria Montessori  (beauty, order, sensory) - ✓✓✓believed that children should be able to work independently in a clean, beautiful, and organized environment filled with child-sized materials, and caregivers who help children understand order and responsibility.  "Montessori's theories about children have influenced the way all early childhood programs are structured today."  Key ideas of Maria Montessori's theories: - ✓✓✓• Emphasis is placed on the preparation of the learning environment. This includes the space children use; and the furnishings, materials, children, and adults who occupy the environment. • The learning environment should be beautiful and orderly. This allows children to learn about order from the learning environment. • Furniture, tools, materials, and toys should be child-sized. • Children learn best by having sensory experiences. • Children should be provided with tools that work. • Materials should be organized and accessible to children. They should be allowed to find what they need and return it when finished.  How can you implement the theories of Montessori in your child care environment? - ✓✓✓• Create an environment that is full of beauty and order. • Provide child-sized furniture and materials. 16 [Date] 16 • Allow children to access the materials they need, and help them learn to return those materials to where they belong when they are finished. • Provide opportunities for sensory experiences.  Maria Montessori - ✓✓✓Maria Montessori's theory focuses on the child's independence in order to engage them in a developmentally appropriate learning environment so they can advance their developmental skills.  John Bowlby  (Attachment theory) - ✓✓✓infants and young children need attentive, responsive adults in order to develop into well-adjusted individuals through the following stages of their lives, including adulthood  As a caregiver, it is one of your most important responsibilities to ensure that all children in care feel loved and attended to. - ✓✓✓Failure to provide these experiences for children may lead to mental health problems later in life.  Foundation for a child's confidence and self-esteem - ✓✓✓"When we support infants' attachment to the significant adults in their lives, we support their emerging confidence in themselves and their ability to get what they need from the people around them."  Attachment Theory Key Point - ✓✓✓Children who are able to form close relationships with adults during their early years develop a good sense of self-esteem and have a smaller chance of developing mental health problems later in life  Knowledgeable - ✓✓✓Being knowledgeable about typical child development, as well as the factors that affect development, allows you to tailor the activities and expectations for the children in your care. Knowledge of child development is essential to effectively work with children 17 [Date] 17  Books - ✓✓✓One of the most influential experiences in childhood is books. Learning to love to read sets the stage for lifetime learning.  Synaptic connections  ("use it or lose it") - ✓✓✓-100 billion brain cells at birth  -Messages between synapses are sent electrochemically  -Stimulation and experience determine what synaptic connections are initially formed  -Practice and repetition help determine the strength and durability of a connection - Responses that seem to bring about a pleasurable outcome are tried again. Responses that seem ineffective are eventually abandoned.  "developmental windows" - ✓✓✓certain periods of time when children are especially receptive to their surroundings and interactions with other people  language skills - ✓✓✓"window of opportunity" for learning language skills begins to close around five years old and greatly diminishes around puberty.  Dr. Hannaford - ✓✓✓Using physical activities, such as Brain Gym, helps stimulate the brain to ensure it is alert and receptive to absorbing new information and concepts.  Staying hydrated is paramount to ensuring high brain performance. - ✓✓✓Ensuring that children stay hydrated is especially important when children experience stress due to learning new concepts, taking tests, or facing deadlines.  Hereditary factors - ✓✓✓Heredity is the blend of physical and temperamental characteristics inherited by a child from the birth parents, which affect their personality and may have positive or negative influences on a child.  Temperament - ✓✓✓describes the emotional response of a child. 20 [Date] 20  Inclusion - ✓✓✓means to ensure that all children are involved in activities  When child care programs fully support children with developmental disabilities, they are said to be inclusive.  The Americans with Disabilities Act (ADA) - ✓✓✓-Legislation passed in 1990 that prohibits discrimination against people with disabilities. Under this Act, discrimination against a disabled person is illegal in employment, transportation, public accommodations, communications and government activities.  -Children and adults with disabilities are entitled to the same rights and privileges that others enjoy, meaning that children with disabilities are legally entitled to equal access to community-based child care settings.  Individuals with Disabilities Education Act, (IDEA) - ✓✓✓federal law that ensures children with disabilities ages 3 to 21 receive a free and appropriate public education and that early intervention services are provided to eligible infants and toddlers.  truly inclusive - ✓✓✓staff must fulfill some specific roles and responsibilities. After ensuring that children's basic physical needs are met and making sure they are safe at all times, the most important responsibility of the child care professional when including children with developmental disabilities, is to ensure the learning environment is nurturing and accepting  Developmentally Appropriate Practice (DAP) - ✓✓✓Education that focuses on the typical developmental patterns of children (age-appropriateness) and the uniqueness of each child (individual-appropriateness).  Equal access - ✓✓✓Children with disabilities are legally entitled to equal access to community-based child care settings. 21 [Date] 21  Developmental obstacles - ✓✓✓Overcoming or reducing the effect of developmental obstacles requires teamwork between the child, parents, and the child care professional.  positive behavior support - ✓✓✓"is a framework or approach for assisting school personnel in adopting and organizing evidence based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students."  Prevention: - ✓✓✓is a strategy that stops challenging behaviors before they begin, and it is the primary method child care professionals use to encourage children to discard these behaviors.  Redirection: - ✓✓✓is a strategy that is used to guide children's behavior by recognizing challenging behavior at its earliest stages and taking steps to stop it from escalating.  Positive reinforcement: - ✓✓✓is a strategy in which desired behaviors are rewarded so that the child is encouraged to repeat them.  Routines - ✓✓✓∞ All children need routines that are safe and predictable.  ∞ A predictable schedule helps children know what is expected of them.  ∞ Display daily routines where children can see them, and use pictures to illustrate activities for younger children who cannot read.  ∞ Balance the daily routine with opportunities for both physical activities and quiet activities.  A routine is: - ✓✓✓a predictable sequence of steps or activities that are performed to complete a task.  A routine should be based on children's developmental level and skills and help them feel secure and comfortable by letting them know what to expect.  Security and self-esteem - ✓✓✓"My needs will be met" or 22 [Date] 22  "I am worthy of this person's attention."  Time and space - ✓✓✓"Toys go here." or "This is when we have a snack."  Independence and competence - ✓✓✓"I can do this by myself."  Developmental Stages - ✓✓✓Knowledge of developmental stages and influences on a child is crucial in making your decisions as a child care professional.  Typical behaviours and abilities - ✓✓✓A child care professional who is knowledgeable about typical behaviors and abilities of children can support learning new skills and detect problems.  Typical Ranges - ✓✓✓Knowing the typical growth, behavior, and skill expectancies of children across their age range is paramount for caregivers when designing an appropriate learning environment, creating curriculum and learning strategies, and assisting parents in evaluating children's progress.  Five Domains - ✓✓✓Physical Development,  Social and Emotional Development,  Approaches to Learning, Language and Communication, and  Cognitive Development and General Knowledge  Physical Development Domain (PDD) - ✓✓✓Domain refers to typical growth patterns, changes in weight and height, general health and safety, visual perception, and hearing. It refers to a child's ability to move around and control various body parts. Examples include abilities such as grasping, rolling over, sitting up, hopping on one foot, writing, and using tools for tasks.  Motor development - ✓✓✓a large and important part of the Physical Development Domain 25 [Date] 25  It is never too early to start reading to children - ✓✓✓Daily reading is essential to literacy - the more children read, the better readers and writers they become.  Communication with others - ✓✓✓The Language and Communication Domain involves a child being able to communicate with others through their abilities to see, hear, speak, read, write, and construct an understanding of things around them.  Practice writing - ✓✓✓Daily practice in the skills of writing is essential for children to develop their writing ability. Reading and writing skills develop in children at the same time.  Cognitive Development & General Knowledge: - ✓✓✓Domain refers to the child's intellectual or mental abilities  learning opportunities - ✓✓✓Knowing what to expect from each child in your care allows you to create the ideal learning environment and design the most appropriate opportunities for learning.  The Cognitive Development and General Knowledge Domain - ✓✓✓includes knowledge of mathematics, scientific thinking, awareness of social studies, and the arts through exploration, discovery, concept and memory formation, problem solving, and creative expression.  Guiding Children's Behaviors - ✓✓✓The foundation for establishing order in the classroom and helping children maintain their composure is setting clear and realistic rules that define what is expected of children  Positive Guidance - ✓✓✓When caregivers are prepared to address them, challenging attitudes and behaviors present an opportunity for caregivers to provide positive guidance to children 26 [Date] 26  Prosocial behavior in adults and children represents the most positive attributes of society - ✓✓✓Providing instruction in prosocial behavior within the child care environment creates a setting in which all learning is enhanced.  People once believed that if we were taught to think about the needs of others, corresponding behaviors would follow. True or False? - ✓✓✓False. Good thoughts do not necessarily lead to good deeds.  Prosocial behavior - ✓✓✓opposite of antisocial behavior includes behaviors such as sharing, cooperating, sympathizing, and comforting  self-discipline - ✓✓✓Self-discipline in children is established when adults and caregivers successfully teach children how to behave appropriately on their own.  Strategies - ✓✓✓Successfully addressing challenging behaviors in the child care environment requires a combination of using effective strategies, and avoiding negative or ineffective strategies.  Describe some ways you can encourage children to develop positive, prosocial behaviors in the child care environment. - ✓✓✓∞ Participants anticipate that everyone will do his or her best to support one another.  ∞ Both adults and children contribute to decisions made, practices, and procedures.  ∞ Communication is direct, clear, and mutual.  ∞ Individual differences are respected.  ∞ Expectations are reasonable. ∞ People like one another and feel a sense of belonging to the group.  ∞ There is an emphasis on group as well as individual accomplishments."  Developmentally Appropriate Practice (DAP) often referred to - ✓✓✓often referred to as  "Ages and Stages" 27 [Date] 27  Classroom planning - ✓✓✓It is important to value the ages and abilities of children in order to make appropriate choices in planning your early childhood classroom.  Max potential - ✓✓✓Developing and utilizing high-quality materials and research gives us an understanding of the children in our care, and of the stimulating and responsible curriculum they need to help them reach their maximum potential.  We use DAP when planning for children because it: - ✓✓✓∞ Helps children maintain a high level of attention  ∞ Assures learning while participating in age-appropriate activities  ∞ Encourages participation without causing feelings of frustration and  ∞ Allows for individual developmental growth  Child care professionals who use Developmentally Appropriate Practice make decisions about the education and the well-being of children based on three important sources: - ✓✓✓1. What you know about how children develop and learn  2. What you know about the strengths, needs, and interests of individual children and  3. What you know about the social and cultural contexts in which the children live  Developmentally Appropriate Practice is - ✓✓✓age appropriate  Developmentally Appropriate Practice is - ✓✓✓individually appropriate  Developmentally Appropriate Practice is - ✓✓✓socially and culturally appropriate.  guidline - ✓✓✓DAP is valuable as a general guideline to support children's learning.  Definition of Dap - ✓✓✓Developmentally Appropriate Practice (DAP) is defined as curriculum and environments that are age, individually, socially, and culturally appropriate.