CLDDV-101, Midterm Study Guide
100 Multiple Choice
Bring to midterm: pencil with eraser, scantron 882E, one sheet of paper(handwritten) 8X10 front and back with
notes that can be used for midterm; students may NOT use a print out of this study guide.
Note: It is possible to have one short essay question that would be written on the space that is on the back of
the scantron.
Questions from syllabus
• Policies for Late work
o Missed quizzes and midterm and final exams
Observation (Anecdotes
• Most important part of recording observations is to be accurate and objective.
• Objective reporting/stay away from opinion. Clarity, accuracy, and objectivity affect the quality of the
observation. Question: am I describing the things in such a way that anyone viewing the same scene would
describe it in the exact same way? Subjective interpretations, which are your opinions, might very well be true,
but they can’t be supported by what is observed.
• Interpretation and evaluation of the facts come later.
• Purpose of observation:
• learn about child (needs, interests, strengths)
• evaluate program to see what works well and what doesn’t/can add more difficult puzzles to environment when
observing individual children and their ability to put together puzzles
• measure child’s progress over time as skills develop.
• Tie in with assessment.
• Anecdotal record, definition, past verb tense, short story with beginning middle and end, written in past tense,
developmentally significant moment,
• Running record, definition, present verb tense, record everything a child does and says in a specified period of
time
MJC Child Development Academic Program/Educational
Plan
• MJC Child Development Academic Program
• On degree in child development –AS, 60 units to graduate including courses in major and general education
courses.
• Skills recognition award (under 18 units) Associate Teacher
• Several certificates including Teacher, Master Teacher, Site Supervisor, Early Interventionist
• Knowledge of how to transfer to a university
Developmental Domains:
• Developmentally significant moment-a moment in which the child’s skills are expressive of that stage of
development
• Physical Development/ways in which the body’s makeup, brain, nervous system, muscles, and senses and the
need for food drink, and sleep – helps determine behavior. Gross
motor (running, jumping, climbing, pedaling) and fine motor (writing, cutting, stringing beads)
• Cognitive Development/processing of information, learning, memory, problem solving, and intelligence,
language
• Emotional/emotional response
• Social/ways in which individuals’ interactions with others and their social relationships grow change, and
remain stable over course of life
Piaget’s Preoperational Stage of Cognitive Development (27 years of age) (Jean Piaget 1896-1980)
• Relationship between language and thought
• Symbolic thought/function: use a mental symbol, a word, or an object to represent something that is not
physically present. Example: waving his hand and pretending when there is not a sword
• Egocentric thinking-the inability to take others’ perspectives. Hide with a blanket and since child can’t see
others, believes others can’t see him.
• Centration-process of concentrating on one limited aspect of a stimulus and ignoring other aspects. Example:
put a cat mask on a dog and dog is believed to be a cat. Example: two rows of buttons, one with 10 buttons that
are spaced closely together, and the other with 8 buttons spread out to form a longer row; if asked which
contains more buttons, typically select the row of 8 that looks longer as child is focusing on appearance.
• Conservation-learning that appearances are deceiving; the ability to understand that quantity is not related to
physical appearances (play dough ball versus play dough snake; tall thin glass versus a shorter, round glass)
• Intuitive thought – refers to preschoolers’ use of primitive reasoning and their avid acquisition of knowledge
about the world. Curiosity blossoms – seeking out answers/why? Later stages understand if push harder on
pedals, makes tricycle go faster.
Vygotsky's view of cognitive development (Lev Vygotsky
1896-1934)
• takes into account how cultures and societies approach problem solving
• zone of proximal development, the level at which a child can almost but not fully perform a task independently,
but can do so with the assistance of someone more competent.
• scaffolding is the support for learning and problem solving that encourages independence and growth; think
about behavior/adult can model behavior
Reed-Baker, Guides to Speech and Action
• Purpose is to help teachers effectively guide and support children in a manner that is mutually respectful and
builds a child’s self-esteem and ego strength.
• Time-out versus time with
• Identify guides to speech and guides to action and be able to define them and their purpose. For example: A
guide to speech states that it is most helpful to state comments in the positive instead of the negative. A child is
jumping on the table and tables are for eating, drawing, etc. but not for jumping. Identify a way to state in the
positive what the teacher wants the child to do instead of jumping on the table.
• Respond to questions on topics such as sharing
Developmentally Appropriate Practice Manual
• NAEYC Position Statement/page 1 o Purpose/promote excellence/provide a framework for best
practice
o Three Core considerations in developmentally appropriate practice (page 9)
o What is know about child development and learning; What is known about each child as an individual; What
is known about social and cultural contexts in which children live
• To Be An Excellent Teacher, Chapter 1 o 12 Principles of child development and learning that
informs practice (pages 10-15)
o Answer to question, “Is this decision developmentally appropriate practice? (pg. 33)
o 6 Guidelines for what excellent teachers do in their classrooms to translate the developmentally appropriate
practice framework (pages 16-23)
o 3 things excellent teachers know (what you teacher/how you teach; both teacher –guided (pages 48 and 50)
• Development in the First Three Years of Life, Chapter 2 o Critical-relationships
o Know ages and tasks of young infants, mobile infants, toddlers
o Expectations of the teacher in an infant/toddler class
• Examples to Consider, Chapters 3 o Exam-gives scenarios from chart and select best practice
• Preschool chapters 4 and 5 will be on the final exam instead of the mid-term