De Anza College CD-050-01S Study Guide
CD 50 Quiz1 Study Guide
Chapter1
pp.8-19
Defining the Terms
In Ancient Times
European Renaissance and Reformation
Comenius, Locke, Rousseau, Pestalozzi, Montessori, Steiner,
pp.20-25
Colonial Days, Children in Enslavement
John Dewey, The Field Expands: Kindergarten, Patti Smith Hill
p.29 Head Start
pp.32-35
The McMillan Sisters, The Progressive Education Movement,
The Waldorf School, Reggio Emilia
Chapter2
pp.48-55
Mixed-Age Grouping, Looping, DAP, Three Criteria,
DAP Principles in Action, DACP
pp.47-70
The Core of Early Childhood Education (all)
The Extending Services to Families (all)
p.72 Out-of-School-Time Care
Chapter 3
pp. 98-108
The Whole Child (all)
Common Characteristics (all)
Word Pictures (all)
Using Word Pictures (all to Five-Year-Old)
pp.112-113
How Children Differ (all)
CD 50 Quiz2 Study Guide
Chapter 4
pp. 131-137
The Nature of Development
Sigmund Freud
Erik Erikson
pp.138-141
Behaviorist Theory
Theory of Behaviorism and Learning
pp.142-147
Cognitive Theory
pp. 149-150
Sociocultural Theory
pp. 152-158
Ecological Theory
Multiple Intelligences Theory
Maturation Theory
Human Theory
pp. 163-165
Learning through Play
Types of Play
Chapter 5
p.190
Teacher Diversity
pp.191-196
The Teacher’s Role
pp.196-199
Self-Awareness
Attitudes and Biases
Professionalism
pp.199-203
A Collaborative Effort: Team Teaching
pp.203-207
The Beginnings of Professionalism
pp. 210-211
Components of A Good Evaluation
Chapter 6
pp. 226-233
What Is Observation?
Why Observe?
pp. 237-244
Common Elements of Observations
Types of Observations
pp. 263-265
Authentic Assessment: The Portfolio
Regulations Handouts
CD50 Quiz3 Study Guide
Chapter 7
pp. 279-284
Factors That Affect Behavior
Developmental Factors
Environmental Factors
Individual Styles
Emotional and Social Needs
Cultural Factors
pp.285-288
What Are Guidance and Discipline?
Developmentally Appropriate Guidance
The Language of Guidance and Discipline
Setting Limits
pp.293-299
Guidance Techniques
Chapter 8
pp. 307-310
Strengthening the Partnership
What Teachers and the School Gain
What Children Gain
pp.311-312
Becoming Full and Equal Partners
pp. 314-317
Patterns of Child Rearing
The Changing American Family
Parents with Unique Needs
Needs of Single Parents
Needs of Immigrant Families
The Teacher’s Role
Chapter9
pp.328-336
What is the Environment?
Criteria for Creating Environment
pp. 337-338
The Anti-Bias Environment
pp.340
The Inclusive Environment
pp. 344-348
Health and Safety in the Environment
Guarding Children’s Safety
pp.350-362
Creating the Environment
General Requirements
Indoors
Outdoors
Organizing Space and Room Arrangements
Playground Designs
pp.362-366
The Temporal Environment