TEST BANK FOR The Young Child Development from Prebirth Through Age Eight Edition Donna S.Wittmer Sandra H. Petersen Margaret B. Puckett Chapter1-16 Answers are at the End of Each Chapter Chapter 1: The What and Why of Early Childhood Development
Chapter Outcomes Upon completion of the study of this chapter, the student should demonstrate comprehension by:
identifying and describing the essential features of early childhood learning and development; describing the complex professional preparation requirements and importance of them for the early childhood professional and profession; and relating the evolution of child study, including how each theory describes children‘s learning and development and what we know now.
Suggested In-Class Activities: These strategies are adapted from the end of the chapter in the text and can be used for assignments, in-class discussions, or as part of an exam. 1. Divide the chapter outcomes among the students with pairs or small groups. Ask the groups to share five pieces of information that demonstrates that they have achieved the outcomes. 2. Ask students to review the key terms individually or with a classmate. 3. Find the video Working with Young Children (youtube.com). Ask students to think back on a meaningful experience they have had with a teacher and relate the elements that made that experience significant to how they will work with young children. 4. Ask students to think back to their early childhood years through age 8 and try to recall their earliest memory. At what age did it occur? What other recollections do they have from their early childhood years? Use the following prompts: a. Chart a lifeline. State how old you were at the time of your earliest recollection. Describe that recollection and others that took place during that period. Continue this process up through age 8 or to your current age. b. Discuss these recollections with other students in your early childhood development class. Your classmates have probably had similar experiences, or their recollections may help you to remember some events you have forgotten. c. Identify personal cultural influences within your life from childhood to the present. 5. Ask, What is your image of the child? 6. Ask, Why do you wish to know more about the early years and become an early childhood professional? a. What people or events have encouraged your interest in the profession? b. What are your concerns about becoming an early childhood professional? c. What are your short- and long-term professional goals? d. Discuss your responses with students in your class.