Chapter 1: Caregiving and Educating
Definitions
-values: beliefs a person or social group in which we have an emotional investment
(either for or against)
-philosophy: the investigation of knowledge and being; the perspectives and values that
underpin practice
-code of ethics: a document that delineates a common basis for resolving situations that
involve ethical decision-making and presents guidelines for responsible behaviour
-sensory play: play that involves touching, smelling, tasting, hearing or seeing
individually or simultaneously
-developmental domains: areas of individual growth and development, including the
physical, intellectual, emotional and social
-holistic development: an approach to development that is based on viewpoint which
visualizes a wider concept of a child including history, relationships, experiences,
culture, present status, health, gender, etc. as well as the interdependence of these
parts
-developmental appropriate practice (DAP): all aspects of children’s programs and
practices that are designed and implanted in ways that demonstrate that the needs of a
group of children are met, that the different needs and developmental levels of
individual student are considered and met, and that the needs of the family, including
cultural and linguistic needs, are respected and included
-direct instruction: a method of teaching where the adult takes responsibility for
structuring learning experiences; adults may use demonstration and other strategies
-guided instruction: a method of instruction that includes strategies on a continuum
ranging from less to more direction offered by the teacher
-philosophy statement: the critical analysis of fundamental assumptions or beliefs
-educare: the term that states there is no difference between care and education for
young children since you accomplish both simultaneously
-responsive care: a philosophy of care, education and nurturance that meets the
changing needs of the developing infant and young child and is sensitive to the
individual differences of each child
-quality care indicators: in the early childhood field, these are generally agreed-upon
measures which contribute to quality in caregiving
-phenomenology: the systematic study of conscious experience; entering into the life-
world of another person
-the top 3 indicators in determining quality of care:
-ratio of children to adults
-size of the group of children
-education and training of the caregiver
-the 3 core components of developmentally appropriate practice:
-knowledge of the child development and learning
-knowledge about individual children, their strengths, interests, temperament,
learning style and needs
-knowledge about the social and cultural contexts in which children live
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Document Summary

Values: beliefs a person or social group in which we have an emotional investment (either for or against) Philosophy: the investigation of knowledge and being; the perspectives and values that underpin practice. Code of ethics: a document that delineates a common basis for resolving situations that involve ethical decision-making and presents guidelines for responsible behaviour. Sensory play: play that involves touching, smelling, tasting, hearing or seeing individually or simultaneously. Developmental domains: areas of individual growth and development, including the physical, intellectual, emotional and social. Holistic development: an approach to development that is based on viewpoint which visualizes a wider concept of a child including history, relationships, experiences, culture, present status, health, gender, etc. as well as the interdependence of these parts. Direct instruction: a method of teaching where the adult takes responsibility for structuring learning experiences; adults may use demonstration and other strategies.

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