CLD 231 Study Guide - Fall 2018, Comprehensive Midterm Notes - Lev Vygotsky, Interaction, Visible Minority
12 Oct 2018
School
Department
Course
Professor
CLD 231
MIDTERM EXAM
STUDY GUIDE
Fall 2018
September 10, 2018— Fall semester CLD 231
Part 1: understanding family
chapter 1: engaging with parents as early childhood educators
Why we study family:
-well being of children and their families are tied together — working with their
families indirectly or directly !
-gives necessary knowledge and tools to work effectively with children and families —
can give resources and advocate for our program !
the evolution of the concept of working with families:
historically: family involvement consisted of keeping parent happy and informed !
educators: !
-hesitant to work with parents !
-seen as a source of stress and job dissatisfaction !
-perceived as “babysitters” !
-expectation seen as unrealistic !
-difficult to use “expert” advice — can’t be an expert in all areas parents believed this
and were dissatisfied with ECE’s !
The current shift:
-parents see educators as vital to their child’s development — recognize the value of
ECE’s!
-programs are essential to families long term development !
-interactions are changing between ECE’s and families — recognize best interest of
the child is central to both educators and parents !
-now know ECE’s are experts at child interaction— shift away from “expert” model to
a collaborative one!
recent development in early childhood education:
-field recognized as having a core body of knowledge and high professional
standards !
-neuroscience research: brain development in the first five years is critically !
-educators are valued !
-most significant change started in Ontario in 2007— framework built on universal
value, beliefs and understandings that leads to practices in children’s developmental
needs!
-involve including children and their family !
-curriculum comes from understand the child as a capable and from a place of
curiosity !
find more resources at oneclass.com
find more resources at oneclass.com
the socio-cultural perspective:
- educators like this in health and psychology fields recognize the importance of
child’s circumstances
-perspective introduced by Lev Vygotsky !
socio-cultural perspective:
-socio-cultural factors characterize a society or group: customs, life styles and
values !
-cultural factors: concepts of beauty, education, language and law, politics, values
and attitudes !
-social factors: references groups, family role and status in society !
the importance of self reflection:
- to understand others we must understand ourselves !
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Part 1: understanding family chapter 1: engaging with parents as early childhood educators. Well being of children and their families are tied together working with their families indirectly or directly. Seen as a source of stress and job dissatisfaction. Di cult to use expert advice can"t be an expert in all areas parents believed this and were dissatis ed with ece"s. Parents see educators as vital to their child"s development recognize the value of. Programs are essential to families long term development. Interactions are changing between ece"s and families recognize best interest of the child is central to both educators and parents. Now know ece"s are experts at child interaction shift away from expert model to a collaborative one recent development in early childhood education: Eld recognized as having a core body of knowledge and high professional standards. Neuroscience research: brain development in the rst ve years is critically.
