ANSWERS AT THE END. - for The Young Child Development from Prebirth T...

Instructor’s Manual and Test Bank for The Young Child Development from Prebirth Through Age Eight Seventh Edition Donna S. Wittmer Sandra H. Petersen Margaret B. Puckett

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TABLE OF CONTENTS

CHAPTER 1 The What and Why of Early Childhood Development 6 CHAPTER 2 The Where, When, and How of Early Childhood Study and Assessment 14 CHAPTER 3 The Family Before Birth 20 CHAPTER 4 The Child and Family At Birth 26 CHAPTER 5 The Brain, Perceptual and Motor Learning and Development,

and Physical Health and Growth of the Infant: Birth to 1

32

CHAPTER 6 Emotional and Social Development of the Infant: Birth to 1 39

CHAPTER 7 Cognitive, Language, and Literacy Learning and Development

of the Infant: Birth to Age 1

47 CHAPTER 8 Perceptual and Motor Learning and Development, Health and

Physical Development: Ages 1–3

53

CHAPTER 9 Emotional and Social Learning and Development: Ages 1–3 59

CHAPTER 10 Cognitive, Language, and Literacy Learning and

Development: Ages 1–3

67 CHAPTER 11 Motor Learning and Development, Health and Physical

Development: Ages 3–5

74

CHAPTER 12 Emotional and Social Learning and Development: Ages 3–5 80

CHAPTER 13 Cognitive, Language, and Literacy Learning and

Development: Ages 3–5

89 CHAPTER 14 Motor Learning and Development, Health and Physical

Development: Ages 5–9

96

CHAPTER 15 Emotional and Social Learning and Development: Ages 5–9 101

CHAPTER 16 Cognitive, Language, and Literacy Learning and

Development: Ages 5–9

108

ANSWER KEYS 115

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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.

• 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.

• Ask students to review the key terms individually or with a classmate.
• 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.

• 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:

• 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.

• 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.

• Identify personal cultural influences within your life from childhood to the present.
• Ask, What is your image of the child?
• Ask, Why do you wish to know more about the early years and become an early

childhood professional?

• What people or events have encouraged your interest in the profession?
• What are your concerns about becoming an early childhood professional?
• What are your short- and long-term professional goals?
• Discuss your responses with students in your class.

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Web Resources:

1. Children’s Defense Fund:

http://www.childrensdefense.org/

2. National Association for the Education of Young Children (NAEYC):

www.naeyc.org

3. Division of Early Childhood of the Council for Exceptional Children:

http://www.dec-sped.org/

4. The Jean Piaget Society:

www.piaget.org

• The book From Neurons to Neighborhoods (National Academies Press) available online:

http://www.nap.edu/books/0309069882/html/

• Weekly e-newsletter on issues related to children at the Benton Foundation Connect for Kids

Weekly: http://benton.org/

Other Resources (check with organization regarding availability):

From www.naeyc.org (Descriptions quoted from website)

• The New Developmentally Appropriate Practice DVD-ROM provides an overview of

Developmentally Appropriate Practice. Presentations from NAEYC leadership and experts in the field and accompanying video examples explain and underscore the principles and guidelines of developmentally appropriate practice in action. Also included is a video podcast series titled Responses to Questions You Asked about DAP in which Carol Copple and Sue Bredekamp- authors and editors of key NAEYC publications on DAP- respond to questions from the field on DAP, as well as a bonus video called Reflections on the Historical Journey of DAP at NAEYC.

• Developmentally Appropriate Practice: A Focus on Intentionality and on Play DVD-ROM

is an engaging DVD containing video segments taken from NAEYC’s two online programs—DAP and Intentionality and DAP and Play. Produced in conjunction with the 2009 release of the third edition of Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8, it is designed as a resource to be used in group training sessions and courses on DAP. Presentations from practitioners and other experts in the field, as well scenes depicting developmentally appropriate practice in action in classrooms for infants, toddlers, preschoolers, kindergartners, and primary grade children are highlighted in the videos.

• Foundations for Excellence in Early Childhood Education DVD-ROM is designed to assist

early childhood educators—primarily teaching staff in center- and school-based programs for preschool children—to better understand the issues regarding curriculum, assessment, and high-quality teaching. Presentations feature Juanita Copley, Jerlean Daniel, Deborah Leong, and Peter Pizzolongo providing background information, recommendations, and depictions of concepts in action in preschool classrooms to help early childhood educators connect

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