Rhonda Hibbitts CDA Resource Book Table of Contents I. Autobiography II. Statements of Competence A. To establish and maintain a safe‚ healthy learning environment. B. To advance physical and intellectual competence. C. To support social and emotional development and to provide positive guidance. D. To establish positive and productive relationships with families. E. To ensure a well-run
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with infants that were pushed around in a large stroller. When the children were brought outside there were a total of 4 teachers outside supervising them. Cognitive/Language The child W was able to effectively back up the toy car he was driving after becoming stuck. He performed this task multiple times. He also frequently engaged in make-believe play with the other children‚ such as driving a racecar and motorcycle‚ sailing in a boat‚ and cooking in a toy kitchen. Throughout the observation‚ the
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1. Misha is a friend of mine who I just recently met; I’m observing her 19 month old daughter Amaya at her house around noon. 2. During the day when they are at home by their selves they play games with each other and when the cartoon Spongebob comes on they watch Spongebob. Around one o’clock Misha begins to prepare a meal for her and feeds her. After she feeds her she puts her in the bath to get ready for a nap. 3. Her daughter is a very observant person. You can tell she had stranger anxiety
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believe play using stick to retrieve object stimuli re pe ate d to bore dom Habituation Main Findings novelty preference Habituation immediate test phase phase visual re cognition = 3 months Faces MEMORY DURING INFANCY INFANT LEARNING & MEMORY PT I PIAGET be havioural / se nsorimotor familiarity preference delayed test phase automatic basic behaviour Familiariz ation phase ide ntical stimuli symbolic visual field Paired
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building‚ and dramatic play to teach. I encourage curiosity and problem solving with every activity by asking open ended questions. I respond to children’s interest by webbing themes to create immersion learning. I recognize children learn differently and incorporate all centers as active learning discovery opportunities. I set aside time before and after center time to ask questions to extend the child’s thinking. I am aware of each child’s progress and support them with new and challenging opportunities
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Infant Observation Time and Location Date: February 4‚ 2014 Time: 4:00-6:00 p.m. Location: the living room of the child’s home Developmental Stage The infant observed‚ SG‚ was female and approximately two months old. SG was still in the infancy stage. Physical Development SG spent most of the time the observation was done asleep. When SG was awake though‚ a few experiments were conducted to test her reflexes. SG showed consistent signs of every reflex except the Stepping‚ and Tonic neck
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coming back to pick them up after they get done working or other errands they need to run first. The textbook mentions how‚ “Sensorimotor stage lasts from birth to 2 years of age and how within this stage‚ infants construct understanding of the world by constructing sensory experiences (such as seeing and hearing) with physical‚ motoric actions---hence the term “sensorimotor”
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Toddlers and infants demonstrate an ability not seen in many adults‚ the want to care for‚ and provide abetment for others. This instinct comes from the exercise of altruism‚ which releases the beneficial drugs; oxytocin‚ dopamine‚ and endorphins‚ within the body. However‚ as mentioned previously this capacity does not last for very long after these young children begin to mature. In an experiment carried out by American developmental psychologist‚ Michael Tomasello‚ infant altruism was studied through
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the George Mason University campus. This observation lasted about fifteen minutes with a total of twelve students in the classroom. At the time of my observation the students were engaging in free playtime where they are allowed to play games‚ make crafts‚ and interact with their fellow classmates. I was seated in the corner of the classroom where the children could not easily see me or get distracted by me. I stayed seated throughout the whole observation so the students would not be affected by
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Principle #1 Involve Infants and Toddlers in Things that Concern Them I used this principle first hand today when I was visiting the mom that I work with and her son. Mom has had a very hard time changing her son’s diaper from time to time because he is now at that age where he is very curious and active and desperately wants to explore the world. Needless to say‚ he does not want to lie still for more than a couple of seconds. I shared this principal with her today and when I went to change
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