LTS Early Childhood Education (206) Final Exam [100% PASS] /verified/
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Course
Elementary Education
Institution
Elementary Education
ILTS Early Childhood Education (206)
Final Exam [100% PASS] /verified/
Equilibrium: *Ans* -Family's balance and consistency
Sensorimotor Stage (Piaget): *Ans* -Birth-2 years old, Infants learn through environmental
input they receive through their senses; motor actions they engage in; and thr...
ILTS Early Childhood Education (206) Final Exam [100% PASS ] /verified / Equilibrium: *Ans* -Family's balance and consistency Sensorimotor Stage (Piaget): *Ans* -Birth -2 years old, Infants learn through environmental input they receive through their senses; motor actions they engage in; and through feedback they receive from their bodies and the environment about their actions Sensorimotor Stage (Piaget), First 3 substages: *Ans* -From birth to 1 month old, infant learns to comprehend their environment through their inborn reflexes such as sucking or looking around. -From 1 -4 months old, babies begin to coordinate their physical sensations with new schemas they form to represent elements of reality. -From 4 -8 months (Secondary Circular Reactions), children repeat rewarding actions but now they are focused on things in the environment that they can affect Last 3 substages of Sensorimotor stage: *Ans* -From 8 -12 month (Coordination of Reactions): having begun repeating actions purposefully to achieve environmental effects during the previous substage and further explore their surroundings. Frequently imitate others -(Tertiary Circular Reactions), 12 -18 months, children begin to experiment through rial and error. -(Early Representational Thought) 18 -24 months, children begin representing objects and events with symbols Object Permanence: *Ans* the awareness that things continue to exist even when not perceived (typically 8 -9 months) Schema and Schema development: *Ans* -A schema does not represent an individual object, but a category or class of things. Conservation: *Ans* -The cognitive ability to understand that objects or substances retain their properties of numbers or amounts even when their appearance, shape or configuration changes. ex: liquid volume experiment Preoperational Stage: *Ans* -(Piaget), 2 -6 years children cannot yet perform mental operations nor manipulate information mentally. Concrete Operational Stage: *Ans* -(Piaget) 6 -7 years, children begin to think logically using cause and effect to things they can see, feel or manipulate physically. However, they still struggle to think abstractly. Preoperational Stage Continued: *Ans* - (Piaget), children between 2 -6 have begun using objects to represent other things through exploration of pretend/make -beleive play. -Piaget termed pre operational children "egocentric" in that they literally cannot adopt another point of view even concretely Animism: *Ans* -Develops in pre operational stage -Assigning human beliefs, qualities, feelings and actions to inanimate objects -Related to egocentrism in regard to everything revolving around oneself Stages of Growth and Development in Art: *Ans* -Six stages -Scribble Stage (age 2 -4): uncontrolled scribble, controlled scribble, naming scribble to indicate representation -Preschematic Stage (4 -6 years old): Children begin to develop a visual schema -Schematic Stage (7 -9 years old): Drawings more reflect actualy physical proportions and colors. -Dawing Realism Stage (9 -11 years old): Drawings become increasingly representational. -Pseudorealistic Stage (11 -13 years old): Reflecting their abilities to reason -Period of Decision stage (14+ years old): Reflecting their adolescent identity crisis Music and Development: *Ans* -Music is a great aid to emotional development -Provide opportunities for guided musical experiences -Growing musical appreciation goes hand in and with fundamental motor and cognitive development, and social skills needed for language and school readiness Premathematic Learning Experiences: *Ans* -Preschool children do not think the same way older people do. When it comes to problem solving, the depend upon how things look, feel, smell, and taste. Therefore, preschool children should be given concrete objects for problem solving
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