HDFS 412 Midterm UPDATED ACTUAL Questions And Correct Answers
Terms in this set (72)
ECE Early Childhood Education: education for birth through age 8
EI/ECSE Early Intervention/Early Childhood Special Education: service provision for
children with or at risk for disabilities and developmental delays
Simple View of Reading Word Recognition + Language Comprehension = Reading Comprehension
Scarborough's Rope Upper Strands: Language Comprehension: background knowledge, vocabulary,
language structures, verbal reasoning, literacy knowledge
Lower Strands: Word Recognition: phonological awareness, decoding, sight
recognition
Four-part Processing Model Context: visual and situational cues
Meaning: vocabulary
Phonological: spoken words
Orthographic: recognizing letters
Components of Reading Instruction phonemic awareness, letter knowledge, and concepts of print, alphabetic code
(phonics and decoding), fluency, vocabulary, text comprehension, written
expression, spelling and handwriting, screening and continuous assessments,
motivation
Stages of Music and Movement Learning 1) Effortless Absorption
2) Instructional Experiences
3) Mastery Choice
Types of Intelligence 1) Linguistic
2) Logical/mathematical
3) Spatial
4) Interpersonal
5) Intrapersonal
6) Musical
7) Bodily/Kinesthetic
8) Naturalistic
9) Existentialist
Principles of DAP Individual needs met
Environment and curriculum reciprocated
Music and movement integrated
Family and community involved
Standards and assessment provide guidance
, Types of Play Functional: involves senses and muscles
Constructive: planning and building
Dramatic: taking on roles
Games with rules: increased structure
When teaching movement concepts, it is important to lead the children through problem solving to explore the concepts
WIDA Early Years MLLs ages 2.5 - 5.5 years
WIDA Can Do Philosophy Asset based approach
Models of Curriculum Performance: mastering knowledge in traditional subject areas
Competence: child-led exploration and investigation, integration of knowledge
and skills, and experiences
We should apply an _____ based approach inquiry
Where to start planning for and assessing child outcomes Program mission and goals
Curriculum
Educator desires
Child strengths and individual supports
Considerations when planning learning experiences How does the environment support the experience? Are we being age and
developmentally appropriate? Set boundaries (physical, temporal, social, etc.)
Objectives Statements in specific and measurable terms describing what the learner is
expected to know or be able to do as a result of the learning activity
Bloom's Taxonomy Remember, Understand, Apply, Analyze, Evaluate, Create
Formative Assessment Ongoing, guides teaching/learning, tends to be more informal
Summative Assessment Performance at one specific point in time, more for end of unit summary, tends to
be more formal
Process Assessment Evaluates form, qualitative feedback for teaching/learning
Product Assessment Evaluates outcome, quantitative performance
Informal/Authentic Assessment Authentic data collection for what a learner CAN do
Formal Assessment Standardized or norm-referenced (often used for placement), criterion-
referenced (specific skills within developmental domains), or curriculum-
referenced
Standards What we want children to know and be able to do
Terms in this set (72)
ECE Early Childhood Education: education for birth through age 8
EI/ECSE Early Intervention/Early Childhood Special Education: service provision for
children with or at risk for disabilities and developmental delays
Simple View of Reading Word Recognition + Language Comprehension = Reading Comprehension
Scarborough's Rope Upper Strands: Language Comprehension: background knowledge, vocabulary,
language structures, verbal reasoning, literacy knowledge
Lower Strands: Word Recognition: phonological awareness, decoding, sight
recognition
Four-part Processing Model Context: visual and situational cues
Meaning: vocabulary
Phonological: spoken words
Orthographic: recognizing letters
Components of Reading Instruction phonemic awareness, letter knowledge, and concepts of print, alphabetic code
(phonics and decoding), fluency, vocabulary, text comprehension, written
expression, spelling and handwriting, screening and continuous assessments,
motivation
Stages of Music and Movement Learning 1) Effortless Absorption
2) Instructional Experiences
3) Mastery Choice
Types of Intelligence 1) Linguistic
2) Logical/mathematical
3) Spatial
4) Interpersonal
5) Intrapersonal
6) Musical
7) Bodily/Kinesthetic
8) Naturalistic
9) Existentialist
Principles of DAP Individual needs met
Environment and curriculum reciprocated
Music and movement integrated
Family and community involved
Standards and assessment provide guidance
, Types of Play Functional: involves senses and muscles
Constructive: planning and building
Dramatic: taking on roles
Games with rules: increased structure
When teaching movement concepts, it is important to lead the children through problem solving to explore the concepts
WIDA Early Years MLLs ages 2.5 - 5.5 years
WIDA Can Do Philosophy Asset based approach
Models of Curriculum Performance: mastering knowledge in traditional subject areas
Competence: child-led exploration and investigation, integration of knowledge
and skills, and experiences
We should apply an _____ based approach inquiry
Where to start planning for and assessing child outcomes Program mission and goals
Curriculum
Educator desires
Child strengths and individual supports
Considerations when planning learning experiences How does the environment support the experience? Are we being age and
developmentally appropriate? Set boundaries (physical, temporal, social, etc.)
Objectives Statements in specific and measurable terms describing what the learner is
expected to know or be able to do as a result of the learning activity
Bloom's Taxonomy Remember, Understand, Apply, Analyze, Evaluate, Create
Formative Assessment Ongoing, guides teaching/learning, tends to be more informal
Summative Assessment Performance at one specific point in time, more for end of unit summary, tends to
be more formal
Process Assessment Evaluates form, qualitative feedback for teaching/learning
Product Assessment Evaluates outcome, quantitative performance
Informal/Authentic Assessment Authentic data collection for what a learner CAN do
Formal Assessment Standardized or norm-referenced (often used for placement), criterion-
referenced (specific skills within developmental domains), or curriculum-
referenced
Standards What we want children to know and be able to do
