| A | B |
|---|
| early childhood | birth to age 8 |
| dual focus | education & care |
| no child left behind | states set standards |
| personal values | each teacher has their own techniques |
| how does a child develop | as a whole |
| Developmentally Appropriate Practice (DAP) | age appropriate, individually appropriate, & culturally appropriate |
| basic principles | development follows a predictable pattern, influenced by maturation & experience, development proceeds top down center outward |
| nature | biological factors (genetic/inborn) |
| nurture | environmental factors (interactions/experiences) |
| temperant | attitude/how you behavior |
| Arnold Gesell: Maturational Theory | stages of development/stages of context/readiness |
| Jean Piaget: Constructivist Theory | child teaches themselves/cognitive/learning through interactive learning |
| Piaget (A.A.E.) | Assimilation:new info into existing/Accomodation:modifying an old concept/Equilibrium:being able to identify difference |
| Laurence Kohlberg: Theory of Moral Development | moral reasoning |
| Lev Vygotsky: Sociocultural Theory | construct own knowledge by social interacts |
| Vygotsky: Zone of Proximal | difference between what a learner can do without help & what they can do with help |
| scaffolding | strategy when adults support child's learning |
| Erik Erikson: Psychosocial Theory | 8 stages of psychological development/psychoanalytic understanding of child development |
| Urie Bronfenbrenner: Ecological Theory | children exist in several environments which are nested together |
| Brofenbrenner: systems | Micro: closest net/Meso:relationships within a microsystem/Exo:affects child development but not directly child(neighborhood/media)/Maco:bigger nest(culture,values,beliefs)/Chrono:timing of event near birth & its effects on development(9/11) |
