erikson institute comprehensive exam...
TRANSCRIPT
Erikson Institute
Comprehensive Exam
Overview
January 12 2013
Today
What we will cover
Purpose and structure of the comprehensive exam
Overview of the comp questions and topics that may be covered
Strategies for preparing for the comp
Comp exam resources
Questions you have throughout
What we will not cover
Answers to sample questions or specific content related to comp question responses
Purpose of the Comp
Goal of graduate study at Erikson Develop a strong working knowledge of child
development and early childhood care and education to take with you into the field
Purpose of the comprehensive exam Assessment of child development knowledge
Help synthesize content learned across courses and through field experiences
Have that strong working knowledge at your fingertips
Comp relates to
1 of 3 areas assessed Knowledge Practice Reflection
-Comprehensive Exam -Internship observations -Assessment of practice competencies -Tutorial sessions
-Seminar participation -Journal entries -Reflective practice video presentation
40 points possible
40 points possible
40 points possible
20 points min required
20 points min required
20 points min required
Graduation requirement = 80 points total min required
What is on the Comp
The comp is not a pop quiz and there should be no mystery about its content
Six questions
Development
Risk and protective factors
Working with adults
Influence of culture
Assessment
Social and historical foundations
Most questions involve some choice
Overview of Comp Questions
Question Category Time Points
1 Development 60 min 10
2 Risk and protective factors 60 min 10
3 Adult development 30 min 5
4 Culture 30 min 5
5 Assessment 30 min 5
6 Socialhistorical foundation 30 min 5
You are given 5 hours for the six
questions
Minimum passing score is 20
4 hours 40 Points
Dimensions of the scoring
rubric Readers score each question on the degree to which
the candidate
1048690 Responds to the question
1048690 Provides accurate information
1048690 Reflects key concepts from appropriate course work
1048690 Includes details and examples
1048690 Demonstrates mastery of relevant theoryideasissues
Two independent readers + 3rd reads if needed
Questions about the purpose
structure and scoring of the
comp
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X X X
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development X X X
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
2 Risk and Protective Factors for
Developmental andor Academic Outcomes
Definition Biological Environmental
Risk factors
Protective factors
bull How do they interact
bull How do they relate to development and b) academic learning
bullHow do they relate to a particular social economic political andor family situation
(eg economic circumstances immigration status family structure)
Sample question
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
bull Quality of schooling
bull Divorce
bull Disabilityspecial needs
bull Immigrationrefugee status
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Today
What we will cover
Purpose and structure of the comprehensive exam
Overview of the comp questions and topics that may be covered
Strategies for preparing for the comp
Comp exam resources
Questions you have throughout
What we will not cover
Answers to sample questions or specific content related to comp question responses
Purpose of the Comp
Goal of graduate study at Erikson Develop a strong working knowledge of child
development and early childhood care and education to take with you into the field
Purpose of the comprehensive exam Assessment of child development knowledge
Help synthesize content learned across courses and through field experiences
Have that strong working knowledge at your fingertips
Comp relates to
1 of 3 areas assessed Knowledge Practice Reflection
-Comprehensive Exam -Internship observations -Assessment of practice competencies -Tutorial sessions
-Seminar participation -Journal entries -Reflective practice video presentation
40 points possible
40 points possible
40 points possible
20 points min required
20 points min required
20 points min required
Graduation requirement = 80 points total min required
What is on the Comp
The comp is not a pop quiz and there should be no mystery about its content
Six questions
Development
Risk and protective factors
Working with adults
Influence of culture
Assessment
Social and historical foundations
Most questions involve some choice
Overview of Comp Questions
Question Category Time Points
1 Development 60 min 10
2 Risk and protective factors 60 min 10
3 Adult development 30 min 5
4 Culture 30 min 5
5 Assessment 30 min 5
6 Socialhistorical foundation 30 min 5
You are given 5 hours for the six
questions
Minimum passing score is 20
4 hours 40 Points
Dimensions of the scoring
rubric Readers score each question on the degree to which
the candidate
1048690 Responds to the question
1048690 Provides accurate information
1048690 Reflects key concepts from appropriate course work
1048690 Includes details and examples
1048690 Demonstrates mastery of relevant theoryideasissues
Two independent readers + 3rd reads if needed
Questions about the purpose
structure and scoring of the
comp
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X X X
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development X X X
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
2 Risk and Protective Factors for
Developmental andor Academic Outcomes
Definition Biological Environmental
Risk factors
Protective factors
bull How do they interact
bull How do they relate to development and b) academic learning
bullHow do they relate to a particular social economic political andor family situation
(eg economic circumstances immigration status family structure)
Sample question
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
bull Quality of schooling
bull Divorce
bull Disabilityspecial needs
bull Immigrationrefugee status
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Purpose of the Comp
Goal of graduate study at Erikson Develop a strong working knowledge of child
development and early childhood care and education to take with you into the field
Purpose of the comprehensive exam Assessment of child development knowledge
Help synthesize content learned across courses and through field experiences
Have that strong working knowledge at your fingertips
Comp relates to
1 of 3 areas assessed Knowledge Practice Reflection
-Comprehensive Exam -Internship observations -Assessment of practice competencies -Tutorial sessions
-Seminar participation -Journal entries -Reflective practice video presentation
40 points possible
40 points possible
40 points possible
20 points min required
20 points min required
20 points min required
Graduation requirement = 80 points total min required
What is on the Comp
The comp is not a pop quiz and there should be no mystery about its content
Six questions
Development
Risk and protective factors
Working with adults
Influence of culture
Assessment
Social and historical foundations
Most questions involve some choice
Overview of Comp Questions
Question Category Time Points
1 Development 60 min 10
2 Risk and protective factors 60 min 10
3 Adult development 30 min 5
4 Culture 30 min 5
5 Assessment 30 min 5
6 Socialhistorical foundation 30 min 5
You are given 5 hours for the six
questions
Minimum passing score is 20
4 hours 40 Points
Dimensions of the scoring
rubric Readers score each question on the degree to which
the candidate
1048690 Responds to the question
1048690 Provides accurate information
1048690 Reflects key concepts from appropriate course work
1048690 Includes details and examples
1048690 Demonstrates mastery of relevant theoryideasissues
Two independent readers + 3rd reads if needed
Questions about the purpose
structure and scoring of the
comp
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X X X
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development X X X
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
2 Risk and Protective Factors for
Developmental andor Academic Outcomes
Definition Biological Environmental
Risk factors
Protective factors
bull How do they interact
bull How do they relate to development and b) academic learning
bullHow do they relate to a particular social economic political andor family situation
(eg economic circumstances immigration status family structure)
Sample question
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
bull Quality of schooling
bull Divorce
bull Disabilityspecial needs
bull Immigrationrefugee status
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Comp relates to
1 of 3 areas assessed Knowledge Practice Reflection
-Comprehensive Exam -Internship observations -Assessment of practice competencies -Tutorial sessions
-Seminar participation -Journal entries -Reflective practice video presentation
40 points possible
40 points possible
40 points possible
20 points min required
20 points min required
20 points min required
Graduation requirement = 80 points total min required
What is on the Comp
The comp is not a pop quiz and there should be no mystery about its content
Six questions
Development
Risk and protective factors
Working with adults
Influence of culture
Assessment
Social and historical foundations
Most questions involve some choice
Overview of Comp Questions
Question Category Time Points
1 Development 60 min 10
2 Risk and protective factors 60 min 10
3 Adult development 30 min 5
4 Culture 30 min 5
5 Assessment 30 min 5
6 Socialhistorical foundation 30 min 5
You are given 5 hours for the six
questions
Minimum passing score is 20
4 hours 40 Points
Dimensions of the scoring
rubric Readers score each question on the degree to which
the candidate
1048690 Responds to the question
1048690 Provides accurate information
1048690 Reflects key concepts from appropriate course work
1048690 Includes details and examples
1048690 Demonstrates mastery of relevant theoryideasissues
Two independent readers + 3rd reads if needed
Questions about the purpose
structure and scoring of the
comp
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X X X
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development X X X
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
2 Risk and Protective Factors for
Developmental andor Academic Outcomes
Definition Biological Environmental
Risk factors
Protective factors
bull How do they interact
bull How do they relate to development and b) academic learning
bullHow do they relate to a particular social economic political andor family situation
(eg economic circumstances immigration status family structure)
Sample question
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
bull Quality of schooling
bull Divorce
bull Disabilityspecial needs
bull Immigrationrefugee status
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
What is on the Comp
The comp is not a pop quiz and there should be no mystery about its content
Six questions
Development
Risk and protective factors
Working with adults
Influence of culture
Assessment
Social and historical foundations
Most questions involve some choice
Overview of Comp Questions
Question Category Time Points
1 Development 60 min 10
2 Risk and protective factors 60 min 10
3 Adult development 30 min 5
4 Culture 30 min 5
5 Assessment 30 min 5
6 Socialhistorical foundation 30 min 5
You are given 5 hours for the six
questions
Minimum passing score is 20
4 hours 40 Points
Dimensions of the scoring
rubric Readers score each question on the degree to which
the candidate
1048690 Responds to the question
1048690 Provides accurate information
1048690 Reflects key concepts from appropriate course work
1048690 Includes details and examples
1048690 Demonstrates mastery of relevant theoryideasissues
Two independent readers + 3rd reads if needed
Questions about the purpose
structure and scoring of the
comp
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X X X
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development X X X
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
2 Risk and Protective Factors for
Developmental andor Academic Outcomes
Definition Biological Environmental
Risk factors
Protective factors
bull How do they interact
bull How do they relate to development and b) academic learning
bullHow do they relate to a particular social economic political andor family situation
(eg economic circumstances immigration status family structure)
Sample question
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
bull Quality of schooling
bull Divorce
bull Disabilityspecial needs
bull Immigrationrefugee status
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Overview of Comp Questions
Question Category Time Points
1 Development 60 min 10
2 Risk and protective factors 60 min 10
3 Adult development 30 min 5
4 Culture 30 min 5
5 Assessment 30 min 5
6 Socialhistorical foundation 30 min 5
You are given 5 hours for the six
questions
Minimum passing score is 20
4 hours 40 Points
Dimensions of the scoring
rubric Readers score each question on the degree to which
the candidate
1048690 Responds to the question
1048690 Provides accurate information
1048690 Reflects key concepts from appropriate course work
1048690 Includes details and examples
1048690 Demonstrates mastery of relevant theoryideasissues
Two independent readers + 3rd reads if needed
Questions about the purpose
structure and scoring of the
comp
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X X X
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development X X X
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
2 Risk and Protective Factors for
Developmental andor Academic Outcomes
Definition Biological Environmental
Risk factors
Protective factors
bull How do they interact
bull How do they relate to development and b) academic learning
bullHow do they relate to a particular social economic political andor family situation
(eg economic circumstances immigration status family structure)
Sample question
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
bull Quality of schooling
bull Divorce
bull Disabilityspecial needs
bull Immigrationrefugee status
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Dimensions of the scoring
rubric Readers score each question on the degree to which
the candidate
1048690 Responds to the question
1048690 Provides accurate information
1048690 Reflects key concepts from appropriate course work
1048690 Includes details and examples
1048690 Demonstrates mastery of relevant theoryideasissues
Two independent readers + 3rd reads if needed
Questions about the purpose
structure and scoring of the
comp
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X X X
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development X X X
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
2 Risk and Protective Factors for
Developmental andor Academic Outcomes
Definition Biological Environmental
Risk factors
Protective factors
bull How do they interact
bull How do they relate to development and b) academic learning
bullHow do they relate to a particular social economic political andor family situation
(eg economic circumstances immigration status family structure)
Sample question
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
bull Quality of schooling
bull Divorce
bull Disabilityspecial needs
bull Immigrationrefugee status
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Questions about the purpose
structure and scoring of the
comp
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X X X
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development X X X
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
2 Risk and Protective Factors for
Developmental andor Academic Outcomes
Definition Biological Environmental
Risk factors
Protective factors
bull How do they interact
bull How do they relate to development and b) academic learning
bullHow do they relate to a particular social economic political andor family situation
(eg economic circumstances immigration status family structure)
Sample question
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
bull Quality of schooling
bull Divorce
bull Disabilityspecial needs
bull Immigrationrefugee status
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X X X
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development X X X
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
2 Risk and Protective Factors for
Developmental andor Academic Outcomes
Definition Biological Environmental
Risk factors
Protective factors
bull How do they interact
bull How do they relate to development and b) academic learning
bullHow do they relate to a particular social economic political andor family situation
(eg economic circumstances immigration status family structure)
Sample question
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
bull Quality of schooling
bull Divorce
bull Disabilityspecial needs
bull Immigrationrefugee status
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X X X
Cognitive development
Language development
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development X X X
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
2 Risk and Protective Factors for
Developmental andor Academic Outcomes
Definition Biological Environmental
Risk factors
Protective factors
bull How do they interact
bull How do they relate to development and b) academic learning
bullHow do they relate to a particular social economic political andor family situation
(eg economic circumstances immigration status family structure)
Sample question
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
bull Quality of schooling
bull Divorce
bull Disabilityspecial needs
bull Immigrationrefugee status
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function)
Cognitive development
Language development X X X
Development of regulation expression amp
understanding of emotions
Development of relationship with adults
and peers
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
2 Risk and Protective Factors for
Developmental andor Academic Outcomes
Definition Biological Environmental
Risk factors
Protective factors
bull How do they interact
bull How do they relate to development and b) academic learning
bullHow do they relate to a particular social economic political andor family situation
(eg economic circumstances immigration status family structure)
Sample question
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
bull Quality of schooling
bull Divorce
bull Disabilityspecial needs
bull Immigrationrefugee status
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
2 Risk and Protective Factors for
Developmental andor Academic Outcomes
Definition Biological Environmental
Risk factors
Protective factors
bull How do they interact
bull How do they relate to development and b) academic learning
bullHow do they relate to a particular social economic political andor family situation
(eg economic circumstances immigration status family structure)
Sample question
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
bull Quality of schooling
bull Divorce
bull Disabilityspecial needs
bull Immigrationrefugee status
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
1 Development Question
Area 0-3 3-5 5-8
Physical growth amp development
(including brain function) X
Cognitive development X
Language development X
Development of regulation expression amp
understanding of emotions X
Development of relationship with adults
and peers X
Influence of culture and context
2 Risk and Protective Factors for
Developmental andor Academic Outcomes
Definition Biological Environmental
Risk factors
Protective factors
bull How do they interact
bull How do they relate to development and b) academic learning
bullHow do they relate to a particular social economic political andor family situation
(eg economic circumstances immigration status family structure)
Sample question
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
bull Quality of schooling
bull Divorce
bull Disabilityspecial needs
bull Immigrationrefugee status
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
2 Risk and Protective Factors for
Developmental andor Academic Outcomes
Definition Biological Environmental
Risk factors
Protective factors
bull How do they interact
bull How do they relate to development and b) academic learning
bullHow do they relate to a particular social economic political andor family situation
(eg economic circumstances immigration status family structure)
Sample question
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
bull Quality of schooling
bull Divorce
bull Disabilityspecial needs
bull Immigrationrefugee status
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Sample question
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
bull Quality of schooling
bull Divorce
bull Disabilityspecial needs
bull Immigrationrefugee status
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
3 Working with Adults
Questions draw on material from Erikson course work Human development
Adult education and supervision
Family and culture
PreventionEarly intervention methods (infant study students)
Integrative seminar
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
3 Working with Adults
Supervision
Understanding types of supervision
Purposes and goals of supervision
Challenges in the supervision process
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
3 Working with Adults Professional
Relationships with Colleagues
Understand ldquoculture of professionalsrdquo
(Kalyanpur amp Henry 1999)
Challenges working with colleagues
Overcoming challenges to achieving
goals for the teamrsquos efforts to work on
behalf of children and families
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
3 Working with Adults
Parents
How do professionals establish
effective working relationships with
parents
How can professionals value and shape
the place of parental expertise in
advocating for their childrenrsquos needs
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
4 Culture Question
Culture is part of every piece of the puzzle
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
4 Culture Question
Understanding of
theories and
constructs
In cultural context
Critical awareness
of own cultural
background and
experiences
Professional
Practices
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
4 Culture Question
Theories and Models
- Rogoff
Sociocultural-historical
perspectives
- Harkness and Super
Developmental niche
Constructs
Cultural practices
Cultural regularities
Parental ethnotheories
Developmental goals and
competences
Racial socialization
Social stratification and
privilege
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Could be specific or broad
Rogoff states Understanding ones own cultural heritage as well as other cultural communities requires taking the perspective of people of contrasting backgrounds (2003 p 323) Do the following bull First discuss the meaning of this statement to you and include
your understanding of the underlying assumptions Rogoff is making
bull Second describe and discuss one (1) example from your own work with children families and colleagues that illustrates the significance of understanding contrasting cultural perspectives
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Could be specific or broad
What does it mean that parenting is culturally organized and determined
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Culturally
defined models of developmental
goals child compentence and
parenting
Cultural construction of school
success special needs and disability
Social stratification race social
class immigration and
language status
The culture of early childhood
professionals and institutions
Consider culture broadly
Be careful not to overgeneralize
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Screening
5 Assessment Question Usually
a single
measure
Assessment Standardized Testing
Observation
Interview
Alternative
Assessment
ParentTeacher ratings Usually
multiple
methods
Various assessment methods
Strengths and limitations
Appropriate methods for various purposes (eg
cognitive abilities academic
achievement adaptive functioning
Age considerations
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
5 Assessment Question
School readiness assessment methods ndash what is school readiness and how would you measure it
MSECE students For various assessments
What will be assessed
When points in time
How Systematic us of tool and procedure
Where Setting whom present
Type Norm vs criterion referenced
Difference between Formative and Summative assessment
NOTE Candidates pursuing the bilingualESL certificate MUST include discussion of
issues pertinent to English language learners and bilingual students
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
6 Social and Historical
Foundation Question
The ideas and beliefs that have shaped early
childhood care and education and how they have
done so
The transition to school ndash what is it about Why
is it important What factors have shaped it
Schooling and diversity bull Why schools have had a difficult time coping with a diverse
population of children
bull Distinct issues in meeting the learning needs of children of color
children who speak a language other than English at home and
children with special needs
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
6 Social and Historical
Foundation Question
Historical developmentevolution goals and
organization of particular forms of early childhood
care and education
How non-professional charitable helping efforts
of late 19th century served as framework for
formal professional helping efforts in the 20th
century
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Sample Question
6 Choose a particular type of early childhood care or
education program (for example preschool child care
special education early intervention parenting programs)
Describe its history goals and current availability in the
larger picture of program offerings in the United States
today
OR
Discuss the nature of and reasons for changes in
kindergarten over the past 20 years How has the transition
to school changed What has prompted these changes
How have these changes affected children families and
teachers
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Summary Comments
Focus on theory conceptual models and
research that are relevant to the issues and
ideas you are discussing
Refer to people who are associated with a
particular idea or point of view as
appropriate (It is not necessary to have
exact quotes and citations)
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Summary Comments (contrsquod)
Read the questions carefully discuss a
few issues in depth rather than make an
exhaustive list
Use your professional experience to
support your ideas andor to provide
examples
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Comps Preparation Schedule
Time Frame
Tasks
3 months out
Organize outline and review material from each
different course related to the different questions
2 weeks out
Condense material into outlines with 3-5 concise
words or phrases to remind you of big ideas in
each area
3 days out
Memorize outlines and key words
Relax and exercise
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Sample Planning Grid h
Question ___________________
Key ConceptsBig Ideas Major Theorists
Examples
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Practice writing responses to
some sample questions
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Answer all parts
Question 2 Sample Risk and Protection
Define and discuss what we mean by risk and protective factors In what ways can being at risk for academic failure be distinguished from being at risk for development Discuss the dynamics of risk and protective factors for example how do they accumulate and interact Use one of the following examples to illustrate your discussion
j
- Quality of schooling
- Divorce
- Disabilityspecial needs
- Immigrationrefugee status
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
- Time yourself on a few
- Bring snacks
- Get enough rest the day
before
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Comp Resources
Academic Success Center (ASC)
This PowerPoint
FAQ about Comps
Copies of 2 comp exams from past year
Series of brief taped interviews with faculty
C10 Social and Historical Perspectives on Early Childhood Care and Education Key Ideas ndash by Robert Halpern
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140
Need testing accommodations
Contact Jeanne Lockridge
jlockrieriksonedu
312-893-7140