Author Question: One characteristic of behaviorism is an emphasis on a. observable events. b. the importance ... (Read 256 times)

jazziefee · **on:** Sep 15, 2018

One characteristic of behaviorism is an emphasis on

a. observable events.

b. the importance of how people think and plan.
c. one-trial learning.

d. introspection.

Question 2

There are some basic philosophical early childhood beliefs or guidelines that should be considered as one thinks about creating a developmentally appropriate curriculum for children. Describe at least 4 of them.

What will be an ideal response?

poopface · **Reply #1 on:** Sep 15, 2018

Answer to Question 1

ANSWER: a

Answer to Question 2

ANSWER: 1. Curriculum is child-centered or child-initiated while being sensitive to, and supportive of, the development, age, and experiences of young children, individually and in a classroom community.
2. Curriculum provides for all of a childs development by planning experiences that build upon what children already know and are able to do.
3. Curriculum encourages children to learn by doing through experimentation, exploration, and discovery while building self-control and a positive self-image.
4. Curriculum includes appropriate supports and services for children with special needs in an inclusive environment.
5. Curriculum promotes opportunities to support each childs diverse cultural and
linguistic heritage.
6. Curriculum invites creativity by providing opportunities for unevaluated discovery
and activity while promoting tolerance and respect for each others creation.
7. Curriculum facilitates physical activity and play by integrating movement within activities throughout the day.
8. Curriculum involves reciprocal relationships between teachers and
families. Positive communication between home and school is crucial to providing a consistent and beneficial experience for young children.
OR
In DAP, the curriculum helps young children achieve goals that are developmentally and educationally significant. The curriculum does this through learning experiences (including play, small group, large group, interest centers, and routines) that reflect
what is known about young children in general and about these children in particular, as well as about the sequences in which children acquire specific concepts, skills and abilities, building on prior experiences.