Why do childcare professionals observe and screen children? - ANSWER-So they can facilitate the growth and development of every child in their program,
... [Show More] detect early signs of development, delay or disability, and identify signs of child abuse or neglect.
Observation - ANSWER-an ongoing process in which child care professionals recognize and document identifiable developmental milestones as they appear using tools such as checklists, anecdotal records, and running records
Screening - ANSWER-is an ongoing process in which child care professionals use specialized observation and documentation tools to identify, document, and monitor typical development or possible developmental delay
Developmental milestones - ANSWER-are observable behaviors, traits, skills, or abilities that typically appear at specific age ranges
3 main reasons child care programs observe and screen children are to: - ANSWER--foster growth and development
- detect early signs of delay
-identify signs of child abuse or neglect
Early intervention - ANSWER-a system of services that helps children who have a developmental disability or delay
Atypical - ANSWER-same as not typical or not expected
Mandatory Reporters - ANSWER-people that must identify themselves and must report suspected abuse or neglect
Documented evidence - ANSWER-written data collected by the program
Observation session - ANSWER-trained adult monitors a child as they demonstrate identified skills or abilities within a developmental domain, in their natural environment
Developmental Domain - ANSWER-Characterize children's skills and abilties
-Physical Health and Motor Development
-Cognitive Development and General Knowledge
-Language and Communication
-Social and Emotional
-Approaches to learning
Natural Environment - ANSWER-places the child would typically be such as home, the child care program, school, rather than a directors office or doctors office.
Developmentally Appropriate Practice - ANSWER-research based framework based on meeting children where they are individually, chronologically, and culturally
Individualized Care - ANSWER-attention paid to a child that recognizes and adapts to his or her unique character and physical emotional, and cognitive traits.
Screening Session - ANSWER-Trained adults identify and measure specific skills and abilities as indicated by a screening instrument
Screening takes place - ANSWER-recurrently using an instrument that is proven to be valid, accurate., and reliable
Family members involvement in screening - ANSWER-May be active or passive, but always involved
Benefits of Screening - ANSWER--identify specific areas of concern
-determine if assessment or evaluation may be necessary
-basis for referral
-give info to parents to make decisions
-open ongoing communication with parents and others
Assessment - ANSWER-an agency or organization gathers and reviews multiple sources of info about a child's suspected or confirmed developmental delay or disability and uses data to improve a child's outcomes
Evaluation - ANSWER-procedures used by qualifies personnel that determines a child's eligibility for federal, state, and local programs and services
Role as a child care professional - ANSWER-Observation, Screening and Referral
Guideline - ANSWER-general course of action taken to achieve a desired result
Best Practice - ANSWER-specific action taken by experts in the field to achieve a desired result
Guidelines for Observation and Screening - ANSWER-Be informed, objective and accurate, honest and fair, focused
Objectivity - ANSWER-ability to set aside personal beliefs, values, opinions and biases, and consider only facts
Subjectivity - ANSWER-involves the application of one's point of view when determining a course of thought or action
Presumption - ANSWER-a belief about something or someone formed before experience shows it is true
Good Faith - ANSWER-moral concept that means to work with sincere intention of doing the right thing, with honesty and integrity and perform with best effort possible
Validity - ANSWER-screening instruments soundness and legitimacy
Correlated - ANSWER-related
Replicated - ANSWER-repeated
Involving families in the prcoess - ANSWER--permission to screen
-enrollment info
-results of previous screenings
-health records
-family dynamics
-health issues
-written consent
Confidentiality - ANSWER-keeping personal info private
Quality programs have developmentally appropriate screening schedule for each child and share it with the parents. The American Academy of Pediatrics recommends screenings at: - ANSWER--9 months
-18 months
-24 months or 30 months
Child care professionals should: - ANSWER-select the right screening tools, ask the right questions, follow guidelines and best practices, involve families
checklist - ANSWER-a list of skills and abilities to be observed.
anecdotal record - ANSWER-write about the development of a skill or ability after it has occured
conversations - ANSWER-word for word accounts of what children said while being interviewed by a provider
can be phonetically, non verbal communication and body language also included
document children's ability to translate words into thoughts
documentation - ANSWER-everything in a child's file
in regards to observation- refers to records that help identify a child who may be at risk of maltreatment, delay, disability or to relay a suspicion of child abuse
frequency count - ANSWER-how often a behavior happens
identify how often behaviors to be addressed or accommodated
running record - ANSWER-write about what is happening while you are observing
standardized test - ANSWER-compare a child's development to other children of the same age. ability to compare contrast, solve problems, classify objects, put things in order, arrive at conclusions tested
time sample - ANSWER-document children's attention span. how much time they spend doing an activity
work sample - ANSWER-observe a child's skill by using a product they have created
can be 2d (drawing or writing) 3d (sculpture)
could be a photograph or video of child building or recording of them singing or telling a story
rating scale - ANSWER-used to measure behavior, skill, ability based on a series of quality points or a continuum
Child care professionals do not - ANSWER-diagnose
at risk - ANSWER-describe a condition or situation of vulnerability or of being in danger
at-risk - ANSWER-before a person or thing that is vulnerable or in danger
Individuals with Disabilities Education Act (IDEA) - ANSWER-Mandates that children with disabilities receive a free and appropriate public education (FAPE)
Who is at Risk? - ANSWER-Males, living in poverty are at the highest risk for developmental delay or disability
Developmental disability - ANSWER-chronic condition that is diagnosed in childhood and substantially limits major life activities in adulthood, and impacts a child's abilities to perform activities in one or more developmental domain
Autism - ANSWER-a group of neurodevelopmental disorders characterized by social impairments, communication difficulties, and restricted and repetitive patterns of behavior
Down syndrome - ANSWER-a genetic disorder characterized by distinct physical traits and intellectual impairments
Genetic disorders - ANSWER-conditions that are due to an abnormality in the way a body's cells are structures. if it is genetic it is present at birth, even if not diagnosed at the time
Distinct physical - ANSWER-traits refers to similar facial and body features shared by people with down syndrome
Intellectual impairments - ANSWER-means that people with Down Syndrome may have a difficult time understanding and processing info
Self-help skills - ANSWER-are a wide variety of abilities that are useful in every day life. Also know as adaptive behavior or adaptive skills
ADHD - ANSWER-a disorder characterized by impulsivity, inattention, and/or hyperactivity
Cerebral Palsy - ANSWER-a disorder that affects body movement and muscle coordination
Fetal Alcohol Syndrome - ANSWER-a syndrome characterized deformities in the joints, fingers, and limbs; atypical behavior, learning disorders; and cognitive impairment
Autism Spectrum - ANSWER-a group of disorders characterized by social and communication impairments and restricted and repetitive patterns of behavior
Cognitive Disabilities - ANSWER-disabilities that affects self-help skills and the way the brain processes info
Fragile X Syndrome - ANSWER-a syndrome characterized by intellectual disability and behavior disorders, more prevalent and severe in males
Bipolar Disorder - ANSWER-a disorder characterized by extreme mood swings and shifts in energy
Phenylketonuria (PKU) - ANSWER-a disorder characterized by delays in motor development and seizures, it often appears in conjunction with a behavioral disorder
The goal of the Infant and Toddler Appropriate Practices course - ANSWER-is to guide child care professionals responsible for the care of children birth through 36 months through the principles of developmentally appropriate practice.
Infant - ANSWER-"infant" comes from the Latin word "infans" which means unable or incapable of speech.
first stage of their life, until around 18 months of age.
Toddler - ANSWER-"toddle" means "to walk with short tottering steps," which makes a toddler a child who is just learning to walk. The term toddler is usually used to refer to children from 18 to 36 months.
Infant and Toddler Divisions - ANSWER-The Florida Department of Education Office of Early Learning divides infants and toddlers into the following divisions: Birth to 8 months, 8 to 18 months, 18 to 24 months, and two-year-olds.
Primary concern for infants - ANSWER-At this stage the primary concern for infants is secure attachments formed through close relationships with parents and caregivers who make them feel safe and secure.
Primary concern for toddlers - ANSWER-Toddlers seek to gain independence and control through more purposeful exploration. A budding sense of self comes from repeated opportunities to explore how the world works. Understanding who they are and how things work is a dominant theme for toddlers.
3 Common Infant/Toddler Personality Types - ANSWER-Flexible, Feisty, Fearful
Flexible Personality - ANSWER-Easy- 40 percent of children
adapt easily, easy to toilet train, generally cheerful, low intensity, low sensitivity
Seldom fuss- need special attention to not get lost in the group
Fearful Personality - ANSWER-Cautious temperaments
get attached to care givers
slow to adapt, withdrawn,
Feisty Personality - ANSWER-Spirited/fun but need managed
so intense they are a handful
zesty, vocal and animated about needs and wants, moody, irregular, sensitive, distractable,
to deal with feistiness:
redirection- empathy then redirect the attention of the child and help them move on
Young Infants NAEYC - ANSWER-birth to 9 months motivated by security
Mobile Infants NAEYC - ANSWER-engage in exploration 9- 18 months
Toddlers NAEYC - ANSWER-18-36 months forming identity
Who created DAP - ANSWER-NAEYC National Association for the Education of Young Children
Sensorimotor Stage - ANSWER-by Piaget
The sensorimotor stage takes place from birth to age two. During this stage children explore their world using their senses and motor skills. They like to touch and hold objects and toys such as rattles, dolls, or soft books. They also tend to explore objects using their mouths. They begin to understand the world by physically manipulating objects, and through trial and error problem solving.
Trust vs Mistrust - ANSWER-by Erikson
This conflict is resolved when infants form bonds with their parents and caregivers and establish an emotional foundation through trust. As the basis for fulfilling the safety and comfort needs of infants, emotional security must be established through trusting relationships with adults. Children who do not experience positive, caring and loving attention from adults and caregivers can develop distrust for people around them and can result in poor emotional stability.
Autonomy vs Shame & Doubt - ANSWER-by Erikson
Stage 2 of Erikson's social theory deals with the conflict of autonomy vs. shame and doubt. This means that children need to be able to become independent and learn to problem solve on their own. As a caregiver you can encourage independence by allowing children to explore their environment in a safe and supervised manner. Children who explore and discover their environments will become confident about themselves and develop the ability to problem solve. Children also need to become aware of the physicality of their bodies. Engage children in games of pat-a-cake, tossing or rolling a ball, and manipulative toys that encourage children to use their hands. Install mobiles above infants' cribs to encourage them to look at and reach for the objects hanging down.
5 Areas Of Development - ANSWER-Physical Development
Social and Emotional
Language and Communication
Cognitive Development and General Knowledge
Approaches to Learning
Physical Development - ANSWER-Infants
Weight doubles in the first 6 months and triples by the 1st birthday. During this time infants require frequent feedings to aid in growth
Infants grow 5 inches in length in the first 6 months and add 3 more by 9 months
Toddlers
Appear to grow slower than they did during infant stage
Begin to walk without help
Show interest in exploring their environment
Begin to feed themselves and drink from a cup
Motor Skills (Fine and Gross) - ANSWER-Because infants and toddlers are not yet proficiently mobile or skillful at manipulating objects in the environment, they are developing both their gross and fine motor skills at the same time.
Head to toe (cephalocaudal), meaning infants will learn to use their arms before their legs
Center of body to limbs (proximodistal), meaning infants will gain control of their bodies starting from the torso and working outward to their arms
Gross motor to fine motor, meaning children will develop large general movements such as waving their arms before they learn to grasp and use objects such as crayons
Locomotion - ANSWER-the ability to move from one place to another, also develops along a pattern:
2 - 3 months - head and chest control
3 months - can reach and miss
5 - 6 months - rolls from back to stomach
7 months - sits alone
8 months - stands with help
Motor SKills - ANSWER-Motor Skills are movements used to perform an action:
12 - 15 months - can stand alone and walk well
15 - 18 months - learning to walk backwards
18 - 24 months - throws a ball, jumps in place, becoming more physically able
24 - 36 months - learning to ride a tricycle, stand on one foot
Social and Emotional Development - ANSWER-Birth - 3 months
Able to calm down, enjoys touch, and alerts to sound of a voice.
Unknown why infants begin to express a social smile. Some people believe infants are "prewired" to smile at this age. Others believe smiling earns positive attention so infants begin to smile more.
Infants will communicate by cooing and babbling before they learn to speak, and will eventually begin to make sounds that imitate the language of their culture. Cooing is important to caregivers because it indicates that a child is beginning to practice conversation.
Can participate in "conversations" by taking turns making sounds; for example, when a caregiver speaks to an infant the infant will wait until they finish a phrase and then "coo" in response.
Some infants even engage in "cooing" conversations when they are in adjacent cribs; these infants will take turns cooing in a simulated conversation.
3 - 7 months
Vocalizes, responds to facial expressions (smiles when smiled at), and smiles intentionally.
During feeding, many times infants will pause in their sucking. Mothers often gently jiggle the baby to have them start sucking again. This exchange is important because it keeps both the baby and mother interacting.
Gazing is another powerful tool infants use to engage in social interaction. By gazing into a person's eyes, the baby is saying through body language, "I want to interact with you."
Infants can also indicate when they are over stimulated. They will stop gazing (gaze aversion), turn their head, and may even begin to cry.
8 - 18 months
Show affection, such as hugs and kisses
Become familiar with their surroundings
Continue to use a comfort item when feeling stressed or tired
Vocalize and point to get attention
Recognize the name of a friend
Initiate simple games and choose things to explore
Pay attention to their reflection in the mirror
18 - 24 months
Show empathy for others
Continue parallel play
Use emotional expression to obtain desired objects
Stop and look when their name is called
Begin to end tantrums with some redirection
Cry when parents leave
Use words to get their needs met
24 - 36 months
Seek support to address conflicts with peers
Become more comfortable when entering new environments
Engage in reassuring self-talk
Wait for a turn
Develop social play
Share occasionally
Want to dress themselves
Point to themselves in pictures
Senses - ANSWER-Taste - Infants prefer sweet tastes. They may be predisposed to prefer the sweetness of breast milk.
Sight - As newborns, infants are able to focus on objects 7 to 8 inches from their face. This may also be a predisposition because the average distance between a breast feeding baby and the mother's face is approximately 7 to 8 inches.
Smell - Newborns also have a developed sense of smell. They react positively to sweet smells like vanilla and negatively to smells like rotten eggs. Infants who breast feed can also distinguish between their mother's smell and their father's smell.
Hearing - Infants have the ability to hear even while they are still in the womb. Infants are able to distinguish between high and low sounds as well as loud and soft.
Touch - Newborns also experience some degrees of pain. As infants grow and their nervous system develops, sensitivity to pain increases. Infants who experience pain have an increase in heart rate and blood pressure. Stress hormones like cortisol increase and they also exhibit behaviors like crying, irritability and prolonged wakefulness.
Positive Guidance Strategies - ANSWER-Positive guidance strategies are techniques to not only prevent difficult behavior but to address them once they happen. Guidance strategies differ drastically from punishment in that punishment is meant to control behavior through negative outcomes, where guidance strategies are designed to shape and encourage more acceptable behaviors
Challenging Behaviors in Toddlers - ANSWER-Temper tantrums, refusing to share, biting, saying no, throwing objects, putting objects in mouth, hitting, kicking, hair pulling,
What affect does quality early care on children? - ANSWER-"...children who have high-quality care see academic benefits lasting into high school."
DAP - ANSWER-Developmentally Appropriate Practice focuses on children birth to eight years old and is made up of three principle components: age appropriateness, individual appropriateness, and social/cultural appropriateness.
Age appropriateness - ANSWER-considering what is typical for a child within a given age group.
Individual appropriateness - ANSWER-considering the needs of each child as a unique individual.
Social/Cultural appropriateness - ANSWER-considering the social and cultural contexts in which children grow and live.
Intentionality - ANSWER-Studies show, highly effective teachers have clearly defined goals for children and they thoughtfully prepare environments, experiences and activities to meet those goals.
Three critical challenges impacting early childhood practices are: - ANSWER--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 - ANSWER-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 - ANSWER-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
Studies suggest quality experiences early in life lead to better outcomes for children. These experiences lead to: - ANSWER-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 - ANSWER-Developmentally appropriate curriculum
Developmentally appropriate assessment procedures
Continuous staff training
Administrative support
Low teacher/student ratio
Systematic effort to involve parents
Quality Early Care + Quality Education = - ANSWER-Quality Outcomes for Children
High Quality Child Care - ANSWER-High-quality child care is a safe, nurturing environment where children learn and grow. Staff are properly trained and supported. Parents have access to the program at all times and the program is well organized to promote optimal skill development.
Motivational theories - ANSWER-focus on the belief that humans are controlled by many factors. They place more emphasis on personal motivation and desires than on what is happening in the environment. Based on these theories, you might consider what motivates children to act the way they do.
Social development theories - ANSWER-focus on emotional and personality development. Psychosocial development helps children shape their personalities by strengthening their ability to successfully negotiate conflict during various stages. Each stage of development lays foundational patterns that influence a person's ability to resolve conflict throughout life.
Intellectual/Cognitive development theories - ANSWER-focus on children developing an intellectual understanding of their world. Children interact with materials and people in the environment to construct knowledge. Children are naturally curious about the world around them and they learn best when they are stimulated and interested in what they are doing.
Abraham Maslow's Hierarchy of Needs - ANSWER-This theory suggests children move through stages as certain needs are met. If basic needs are not met, children do not progress in development.
Physical (Basic) Needs
Safety and Security (Comfort)
Belongingness and Love (Social)
Self-Esteem
Self-Actualization (People cannot become everything they are capable of becoming until all needs are met.)
Erik Erikson - ANSWER-8 Stages of Social Development
Erik Eriksons Theory - ANSWER-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 - ANSWER-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 - ANSWER-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 - ANSWER-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 - ANSWER-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." [Show Less]