This Document Contains Chapters 1 to 8 Test Questions: Chapter 1 Role of Curriculum in Early Childhood Programs Multiple Choice For each question circle one letter that indicates the best answer. 1. The Lanham Act a. created government sponsored child care to increase female labor force participation. b. was part of President Johnson's War on Poverty. c. mandated individual education programs for children with special needs. d. created government support for public school kindergarten programs. 2. Erik Erikson described the important developmental tasks for infants as developing a. initiative. b. autonomy. c. trust. d. an id, ego, and superego. 3. A constructivist model of early childhood education a. emphasizes the emotional environment to support children's maturation. b. encourages children to be active creators of knowledge. c. includes a structured learning environment with a focus on academic and pre-academic skills. d. emphasizes social development and the importance of peer relationships. 4. Behavioral models of early childhood education usually include a. auto-education activities. b. open-ended questions. c. creative arts and dramatic play. d. direct instruction. 5. Which of the following is not a domain of development in the creative play curriculum? a. Personal awareness b. Perceptual motor c. Emotional well-being d. Creativity 6. Research on Head Start has found that a. effects on children's IQ scores are maintained through age 17. b. the major gains disappear by first grade. c. IQ change is the most dramatic effect of Head Start. d. none of the above 7. The recent research on development of attachment in children in child care a. resulted in concern about the effects on infants under one year of age. b. has been criticized for its methodology. c. used measurement instrument developed in the 1960s. d. all of the above. 8. Teacher turnover rates in child care are annually. a. 20% b. 40% c. 80% d. 95% 9. In a New York City study, a $1,200 salary increase for child care teachers a. reduced the turnover rate by 50%. b. resulted in fees that were unaffordable for 1/3 of parents using center-based child care. c. brought child care workers' salaries to within 20% of public school teachers' salaries. d. all of the above. True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 10. In the last two decades there has been a decrease in the number of children enrolled in center-based care, reflecting parents' concerns about group care for young children. 11. Sigmund Freud used his training as a medical doctor and applied a psychoanalytic perspective to explain the emotional and psychological development of children. 12. The Montessori method of early childhood education emphasizes self-correcting materials to encourage children's independence and self-directedness. 13. A good program for young children also includes a good working environment for teachers. 14. It is not appropriate or effective to include parents in children's assessment. 15. Children from the least disadvantaged families benefit the most cognitively from early childhood education programs. 16. Children in child care are more aggressive; children in parental care are more assertive. 17. Sweden has a comprehensive system of child care that is available to parents who can afford it. 18. Dr. Emmi Pikler's approach to infant care and education focuses on respectful, responsive, and reciprocal interactions between children and adults. 19. Workload and promotion opportunities are among child care workers' greatest job satisfactions. Completion Write the word or words that most accurately completes or answers the following. 20. The developmental theory that explains children's growth and behavior by describing developmental norms or averages is ________________. 21. B.F. Skinner described a theory of operant conditioning that focused on the __________ of behavior as being the most important determinant of behavior. 22. According to Piaget, _____________ occurs when children change their previous way of thinking to allow a new concept or information to be integrated into their reasoning. 23. Name one journal that reports current research or information in the field of early childhood education. ________________ 24. Assessing children's use of space and equipment and their level of involvement in activities can be useful in determining the effectiveness of the _____________. 25. Three interrelated components that are essential to achieving excellence in early childhood programs are _____________, _____________, and _____________. 26. National ________________ is a voluntary process of self-study by a center followed by an on-site validation visit. 27. The _____________ is a competency based program of credentialing for early childhood teachers. Essay Respond to the following using a grammatically correct narrative format. 28. Define curriculum and its various purposes. 29. Describe Piaget's theory about how learning occurs in young children. 30. Choose one of the three NAEYC & NAECS/SDE guidelines below and describe two situations you would observe in a classroom; one situation should reflect inappropriate practice related to this guideline and the other should illustrate the effective implementation of this guideline. a. Is it sensitive to and respectful of cultural and linguistic diversity? Does it expect, allow, and appreciate individual differences? Does it promote positive relationships with families? b. Does it foster children's exploration and inquiry, rather than focusing on "right" answers or "right" ways to complete a task? c. Does it provide experiences that promote feelings of success, competence, and enjoyment of learning? 31. Compare and contrast either two theories of development and learning or two program models. 32. Describe the four major components of a comprehensive early childhood curriculum. 33. Describe what critical theory contributes to curriculum and curriculum development as we plan the best programs for children, their families, and teachers. 34. Describe the outcome of the research by Schweinhart, Weikart, and Larner that examined the effects of different curricula on children in preschool programs. 35. Describe the process of NAEYC accreditation. Answer Key Multiple Choice 1. a 2. c 3. b 4. d 5. d 6. d 7. d. 8. b. 9. a. True/False 10. False 11. True 12. True 13. True 14. False 15. False 16. False 17. False 18. True 19. False Completion 20. maturational theory 21. consequences 22. accommodation 23. Early Childhood Research Quarterly, Journal of Research in Early Childhood Education, Early Education and Development, Young Children, Childhood Education, Day Care and Early Education, Contemporary Issues in Early Childhood, or Early Childhood Education Journal 24. curriculum 25. quality, compensation, affordability 26. accreditation 27. Child Development Associate (CDA) Essay 28. Curriculum Definition and Purposes: A curriculum is a structured plan outlining educational content, experiences, and activities for students. Its purposes include providing a coherent framework for learning, ensuring educational consistency and quality, addressing diverse learning needs, and guiding teachers in facilitating student development. It also aims to support academic, social, and emotional growth. 29. Piaget’s Theory on Learning in Young Children: Jean Piaget's theory emphasizes that children learn through stages of cognitive development. In young children, learning occurs through interaction with their environment, progressing from sensorimotor experiences to more complex operations. They build knowledge through exploration, experimentation, and the development of mental structures called schemas. 30. NAEYC & NAECS/SDE Guideline (a): • Inappropriate Practice: A classroom where children are segregated based on language or cultural background, leading to a lack of interaction and appreciation of cultural diversity. • Effective Implementation: A classroom where diverse cultural practices are integrated into daily activities, materials reflect various cultures, and families are actively involved in sharing their traditions. 31. Compare Theories of Development: • Piaget vs. Vygotsky: Piaget emphasized stages of cognitive development where children learn independently through interactions with their environment. Vygotsky focused on social interactions and the role of cultural context, proposing that learning occurs through guided interactions and collaboration with more knowledgeable others. 32. Components of Comprehensive Early Childhood Curriculum: 1. Content: Knowledge and skills to be taught. 2. Pedagogy: Teaching methods and strategies. 3. Assessment: Tools and approaches for evaluating children’s progress. 4. Environment: Physical and emotional setting for learning, including materials and classroom arrangement. 33. Critical Theory Contribution: Critical theory in curriculum development challenges traditional practices and promotes inclusivity, equity, and social justice. It encourages curricula to reflect diverse perspectives, address power dynamics, and support the empowerment of marginalized groups. 34. Schweinhart, Weikart, and Larner Research: Their research highlighted that high-quality preschool programs with comprehensive curricula, such as the High/Scope Preschool Curriculum, positively impact children’s long-term academic and social outcomes. Children from such programs typically show better performance in school and higher rates of success in adulthood. 35. NAEYC Accreditation Process: The NAEYC accreditation process involves several steps: 1. Application: Programs submit an application to NAEYC. 2. Self-Study: Programs conduct a self-assessment against NAEYC standards. 3. Application Review: NAEYC reviews the application and self-study report. 4. Site Visit: An NAEYC assessor visits the program to verify compliance with standards. 5. Decision: NAEYC makes an accreditation decision based on the review and site visit. Test Questions: Chapter 2 Creative-Play Curriculum Model Multiple Choice For each question circle one letter that indicates the best answer. 1. Which of the following is not considered an open-ended play material? a. play dough b. coloring books c. water play d. blocks 2. The creative play curriculum fosters the development of personal awareness by focusing on a. personal safety skills. b. personality integration. c. nonverbal communication. d. conservation of resources. 3. The creative play curriculum fosters the development of communication by focusing on a. imitation/memory. b. social interaction. c. auditory memory/discrimination. d. association/classification. 4. Cognitive traits associated with creativity in young children include all of the following except a. curiosity. b. divergent thinking. c. metaphoric thinking. d. preoperational thinking. 5. Which of the following is not an assumption of the creative play curriculum about the mainstreaming of children with special needs? a. The program environment is flexible and highly individualized. b. Separate outdoor play areas must be provided. c. Classroom guidance practices must accommodate varying developmental levels. d. Active learning experiences are planned for all children. True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 6. Preschool children who engage in imaginative play give more original responses in creativity tasks. 7. The aesthetics of a final product is valued by teachers who promote creativity. 8. Creative activities are best limited to expressive art activities. 9. Locomotor skills involve static involvement with the physical environment. 10. Process-oriented activities emphasize allowing children to explore and direct their own play. Completion Write the word or words that most accurately completes or answers the following. 11. Divergent play materials are those that have ________________ correct use(s). 12. Social interaction with peers helps children move from the _____________ stage of moral reasoning to the autonomous stage. 13. Play fosters children's cognitive development as they use the two related processes of ____________ and _____________ to abstract and organize information. 14. The development of drawing and writing skills requires opportunities for practicing the perceptual motor skill of _____________ coordination. 15. The basis for developing goals and objectives for individual children is ____________ Essay Respond to the following using a grammatically correct narrative format. 16. Discuss the role of play in promoting the development of children's emotional well-being. 17. Identify and describe the importance of integrating the components of the invisible curriculum and the visible curriculum. 18. Describe the specific focus on creativity that underlies the creative play curriculum. 19. List the six developmental domains included in the creative play curriculum. Choose one of those domains and briefly describe the different areas of development in the domain. 20. How does the creative play curriculum support the integration of children with special needs into the early childhood classroom? Answer Key Multiple Choice 1. b 2. a 3. c 4. d 5. b True/False 6. True 7. False 8. False 9. False 10. True Completion 11. many or more than one 12. heteronomous 13. assimilation and accommodation 14. eye-hand 15. developmental assessment Essay 16. Role of Play in Emotional Well-Being: Play is crucial for children's emotional well-being as it provides a safe space for them to explore and express their feelings. Through play, children can work through anxieties, build resilience, and develop coping strategies. It also fosters self-esteem and social skills by allowing them to practice interactions, understand different perspectives, and experience success and failure in a supportive environment. 17. Invisible vs. Visible Curriculum: • Invisible Curriculum: Refers to the underlying values, beliefs, and attitudes conveyed through the school environment and interactions, such as social norms and cultural expectations. It shapes how children perceive themselves and their roles in society. • Visible Curriculum: Includes the explicit content and structured activities planned by educators, like lesson plans and educational materials. Integrating both components ensures that educational content is meaningful and culturally relevant, and that children understand the implicit lessons and values being taught. 18. Focus on Creativity in Creative Play Curriculum: The creative play curriculum emphasizes fostering imagination and originality in children. It encourages exploration through unstructured and open-ended activities that allow children to invent, experiment, and express themselves in unique ways. This approach helps develop problem-solving skills, enhances cognitive flexibility, and nurtures a lifelong love for learning. 19. Six Developmental Domains in Creative Play Curriculum: 1. Physical Development 2. Cognitive Development 3. Language Development 4. Social Development 5. Emotional Development 6. Creative Development Physical Development: Includes gross motor skills (like running and jumping) and fine motor skills (like drawing and building). Activities in this domain support muscle development, coordination, and overall physical health, helping children gain control over their bodies and enhance their sensory experiences. 20. Integration of Special Needs in Creative Play Curriculum: The creative play curriculum supports children with special needs by providing inclusive activities that accommodate diverse abilities. It uses adaptive tools and differentiated instruction to ensure all children can participate and benefit. The curriculum promotes individualized support, allowing children with special needs to engage at their own pace and ability level while encouraging social interaction and acceptance among peers. Test Questions: Chapter 3 Role of the Teacher Multiple Choice For each question circle one letter that indicates the best answer. 1. Day found that children's attention to an activity is higher when all of the following occur except a. teachers involve children in conversations related to the activity. b. teachers engage in activities closely related to children's activities. c. teachers are meaningfully involved in children's activities. d. teachers provide children with specific directions and instructions. 2. Touch and physical affection between teachers and children promote a. stereotyped gender behaviors. b. child sexual abuse. c. emotional well-being. d. formal operations thinking. 3. The primary responsibility for children's safety and security rests with a. teachers. b. teaching children self-protection skills. c. advisory board policies. d. fire and health inspections. 4. Transition times for children should be a. learning opportunities. b. highly structured to prevent misbehavior. c. a large group process. d. lengthy to avoid rushing children. 5. More structured, directed activities may be appropriate and necessary when a. using incidental teaching strategies. b. working with a child with special needs. c. using developmentally appropriate teaching strategies. d. teaching problem solving skills to children. True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 6. According to Tegano and Catron, teachers who effectively encourage the development of creative potential in young children create highly structured and aesthetically pleasing classroom environments. 7. Children's achievement gains are associated with teachers who have higher levels of education and more years of teaching experience. 8. Children who develop an emotional attachment to their teachers are less competent learners. 9. Child variables, family variables, and environmental variables all affect children's perceptions and responses to stress. 10. Zigler and colleagues report that the two dimensions essential for children’s positive outcomes in universal preschool programs are quality and comprehensiveness. Completion Write the word or words that most accurately completes or answers the following. 11. "Get ready to go outside" is an example of _____________ communication. 12. "Be nice" is an example of _____________ communication. 13. Elkind has emphasized the role of _____________ as a stress reducer for the hurried child. 14. According to NAEYC "How young children learn should determine how teachers of young children _____________." 15. Teachers who need new experiences such as attending conferences to support their continued enthusiasm and commitment to teaching are in Katz's _____________ stage of professional development. Essay Respond to the following using a grammatically correct narrative format. 16. Discuss teacher characteristics and behaviors that facilitate the development of creativity in children. 17. Choose one of NAEYC's guidelines for the use of developmentally appropriate teaching strategies and use a classroom example to illustrate it. 18. Describe examples of "talking teaching" and "silent teaching." 19. Describe a professional dilemma for which you would use a principle from NAEYC's Code of Ethical Conduct and discuss how this principle would influence your professional behavior. 20. Identify the four developmental stages of teachers as described by Katz. Choose one of the stages and describe teachers' characteristics and specific needs for training at that stage. Answer Key Multiple Choice 1. d 2. c 3. a 4. a 5. b True/False 6. False 7. True 8. False 9. True 10. True Completion 11. unclear, nonspecific 12. unclear, nonspecific 13. play 14. teach 15. renewal Essay 16. Teacher Characteristics for Creativity: Teachers who foster creativity exhibit patience, openness, and encouragement. They create a supportive environment where experimentation is valued over correctness, and mistakes are seen as learning opportunities. Characteristics include a willingness to explore new ideas, flexibility in allowing children to direct their own play, and providing diverse materials and experiences that stimulate imaginative thinking. 17. NAEYC Guideline Example (Developmentally Appropriate Teaching Strategies): NAEYC's guideline emphasizes the importance of teaching strategies that match children's developmental levels. For instance, in a preschool setting, a teacher might use open-ended questions and interactive storytelling to engage children in a way that aligns with their cognitive and language development, rather than using rote memorization or overly structured tasks that may not be developmentally appropriate. 18. Examples of Teaching Approaches: • Talking Teaching: A teacher actively engages with students through verbal interactions, asking questions, providing explanations, and facilitating discussions. For example, during a science experiment, the teacher explains concepts and encourages students to share their observations. • Silent Teaching: A teacher uses non-verbal methods to guide learning, such as setting up materials in a particular way or modeling behavior without direct verbal instruction. For example, a teacher arranges art supplies to inspire creativity and lets children explore independently. 19. Professional Dilemma and NAEYC Code Principle: A professional dilemma could be handling a situation where a child's behavior is disruptive, and the teacher must decide between implementing a strict disciplinary approach or understanding underlying issues. Using the principle of "ethical responsibility to families and children," a teacher would address the behavior with empathy, communicate with the child’s family, and seek collaborative solutions that support the child’s well-being and development. 20. Katz’s Developmental Stages of Teachers: 1. Survival 2. Consolidation 3. Renewal 4. Maturity Consolidation Stage: Teachers at this stage have gained confidence and experience but may need ongoing professional development to refine their skills and adapt to new teaching challenges. They benefit from advanced training that helps them deepen their instructional strategies and address emerging issues in the classroom. Test Questions: Chapter 4 Partnerships with Parents Multiple Choice For each question circle one letter that indicates the best answer. 1. It is projected that by 2010 parents will constitute of the workforce. : a. 25%. b. 50%. c. 75%. d. 85%. 2. Which of the following guidelines for classroom volunteers is not an appropriate suggestion? a. Tell the children your name. b. Learn and use children's names. c. Communicate with children in a positive way. d. Use sit and watch for most cases of misbehavior. 3. Hug notes a. are short anecdotal messages to parents about the child's day. b. share developmental assessment information with parents. c. can be posted on the bulletin board to promote two-way communication. d. all of the above. 4. Parents experiencing divorce are likely to a. use abusive discipline. b. change the way they discipline and parent their child. c. have more time to volunteer in the classroom. d. all of the above. 5. The cultural, linguistic, and ethnic diversity of the United States' childhood population is a. increasing. b. decreasing. c. over 50% of the population. d. over 75% of the population. True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 6. Teacher-child attachment can create jealousy for parents. 7. Staff schedules must be arranged so that teachers are available to greet and talk with parents as they arrive. 8. All parents must go through stages of denial, blaming, fear, guilt, mourning, withdrawal, recognition, and acceptance before they are ready to accept a child with special needs. 9. The number of victims of sexual abuse is more easily documented than the number of victims of physical abuse. 10. An analytical cognitive style is affective and people-oriented and characterized by significant nonverbal communication. Completion Write the word or words that most accurately completes or answers the following. 11. Parents' involvement in the early childhood program can relieve the feelings of _____________ that often accompany the use of nonparental care for working parents. 12. Once a decision has been made to enroll a child in the program a ________________ should be held. 13. According to Powell the time at which most communication between parents and teachers occurs is _____________. 14. Giving attention to the stated and implied feelings and responding in a reflective manner is ________________. 15. Applying pressure with coins to reduce illness or pain is called _____________ in Indochinese families. Essay Respond to the following using a grammatically correct narrative format. 16. Discuss the value--to the program, the child, and the families--of involving families in the early childhood program. 17. Describe ways that parents can volunteer directly or indirectly in the program. 18. Describe how effective teachers plan for and conduct parent conferences. 19. What steps should teachers take if they suspect a child in the program is a victim of abuse? 20. Describe special cultural, educational, or economic considerations that must be planned for when working with a family from Mexico. Answer Key Multiple Choice 1. d 2. d 3. a 4. b 5. a True/False 6. True 7. True 8. False 9. False 10. False Completion 11. stress and guilt 12. pre-enrollment conference 13. arrival and departure times 14. active listening 15. coining Essay 16. Value of Involving Families: Involving families in early childhood programs benefits all stakeholders. For the program, it fosters strong home-school connections and community support. For children, it enhances their learning experience by providing consistency between home and school and strengthens their sense of security and belonging. For families, it allows them to be active participants in their child's education, leading to better communication and shared goals for the child’s development. 17. Parental Volunteering: • Direct Volunteering: Parents can assist in the classroom by leading activities, reading stories, or helping with arts and crafts. • Indirect Volunteering: Parents can contribute by organizing classroom supplies, preparing materials at home, or participating in program planning committees. 18. Planning and Conducting Parent Conferences: Effective teachers prepare for parent conferences by reviewing the child’s progress, setting clear objectives for the meeting, and preparing examples of the child's work. During the conference, they use positive, clear language to discuss the child’s strengths and areas for improvement, listen to parents’ concerns, and collaboratively set goals to support the child’s development. 19. Steps for Suspected Child Abuse: If a teacher suspects abuse, they should: 1. Report: Notify the designated child protection agency or authority as required by law. 2. Document: Keep detailed, objective records of observations and any disclosures made by the child. 3. Follow Policy: Adhere to the program’s established protocols for reporting and handling such situations. 4. Support the Child: Provide a supportive and safe environment for the child. 20. Considerations for Working with Mexican Families: • Cultural Sensitivity: Understanding and respecting Mexican cultural values and traditions, such as family-centered practices and communal support. • Educational Differences: Being aware of different educational expectations and practices that may affect family engagement and communication. • Economic Factors: Recognizing potential economic challenges that may impact family involvement and accessing resources, and providing appropriate support and flexibility. Test Questions: Chapter 5 Classroom Management and Guidance Multiple Choice For each question circle one letter that indicates the best answer. 1. Locating the art center away from traffic flow and high mobility areas helps to a. keep the room clean. b. prevent and reduce behavior problems. c. reduce the amount of time children have to wait. d. support the development of children's creativity. 2. Congruent communication is an interaction in which a. the teacher uses developmentally appropriate language. b. the tone of the teacher's voice is positive yet firm. c. the teacher gets on the child's eye level. d. both content and tone of the message match. 3. Which of the following is not an appropriate strategy for effectively ignoring a child's whining or tantrumming? a. Clarify for the child what behavior is inappropriate. b. Do not react to the child's behavior by looking at or saying anything to the child. c. Encourage other children not to look at or react to the child. d. Point out to the child the behavior of other children that is appropriate. 4. Sit and watch is appropriately used when a. a child is sent to the sit and watch chair for hitting. b. a child is put in sit and watch for refusal to share the dress-up clothes. c. a child is sent to sit and watch for biting another child. d. a child is put in sit and watch for 10 minutes for hitting a teacher. 5. The use of a sit and watch chart is useful for all of the following except a. gathering information to help identify the problem children in the classroom. b. determining the effectiveness of the sit and watch technique. c. gathering information about the pattern of a child's behavior over time. d. determining teacher's frequency of use of sit and watch. True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 6. Not having and not enforcing rules helps children to develop trust in adults and confidence in their own skills. 7. Children's negative responses to punishment are more likely to be associated with the punisher rather than with the behavior for which the child is being punished. 8. Most states' licensing standards prohibit corporal punishment for some or all age groups of children enrolled in group child care. 9. Using commands and prohibitions is more effective in getting children to comply than offering suggestions. 10. Logical consequences are based on the natural flow of events and take place without adult intervention. Completion Write the word or words that most accurately completes or answers the following. 11. A well planned curriculum has a schedule of activities with a balance of quiet and _____________ periods, indoor and _____________ play, small group and _______________________ activities. 12. An appropriate method of getting children's attention before beginning conversation with them is ________________. 13. Saying to children "Put on your coat" rather than "It's time to go outside" ensures that communication is ________________. 14. An appropriate way to use physical restraint to help a child calm down would be _____________________. 15. Children who understand the need for rules are more likely to internalize them and thus develop true ________________. Essay Respond to the following using a grammatically correct narrative format. 16. Describe five goals of effective guidance policies and practices. 17. Compare outcomes of punishment versus outcomes of positive guidance techniques. 18. Describe the differences between rules and limits. 19. Compare and contrast the uses and outcomes of praise versus encouragement. 20. Describe your use of the conflict resolution technique in a situation in which two children are arguing over the use of a tricycle. Answer Key Multiple Choice 1. b 2. d 3. d 4. c 5. a True/False 6. False 7. True 8. True 9. False 10. False Completion 11. active, outdoor, large group 12. making eye contact, kneeling, touching 13. clear, specific 14. holding the child's arms or legs 15. self-discipline Essay 16. Goals of Effective Guidance Policies and Practices: 1. Promote Positive Behavior: Encourage and reinforce desirable behaviors through consistent, clear expectations. 2. Foster Self-Regulation: Help children develop the ability to manage their own behavior and emotions. 3. Build Social Skills: Support children in learning how to interact respectfully and empathetically with others. 4. Enhance Problem-Solving: Equip children with strategies to resolve conflicts and challenges constructively. 5. Ensure Safety and Well-being: Create a secure environment where children feel safe to explore and express themselves. 17. Punishment vs. Positive Guidance Outcomes: • Punishment: Often leads to fear, resentment, and may not address the underlying causes of misbehavior. It can damage the child’s self-esteem and the relationship with the caregiver. • Positive Guidance: Focuses on understanding the behavior, setting clear expectations, and teaching alternative behaviors. It promotes long-term self-discipline, a positive self-image, and strong relationships. 18. Rules vs. Limits: • Rules: General guidelines for behavior that are often broad and apply to a range of situations. For example, "Be respectful" or "Follow directions." • Limits: Specific boundaries set for immediate situations or behaviors to ensure safety and appropriateness. For example, "You must wait your turn to use the tricycle." 19. Praise vs. Encouragement: • Praise: Often focuses on the child’s ability or outcome, such as “You’re so smart!” It can sometimes lead to dependence on external validation. • Encouragement: Focuses on the child’s effort and process, such as “You worked really hard on that project.” It fosters intrinsic motivation and resilience. 20. Conflict Resolution Example: When two children argue over a tricycle, I would use the following steps: 1. Acknowledge Feelings: Validate their feelings by saying, “I see that both of you really want to use the tricycle.” 2. Identify Needs: Ask each child to express why they want the tricycle and how they feel. 3. Find a Solution: Suggest a fair compromise, like taking turns or setting a timer. 4. Guide Implementation: Help them agree on and implement the solution, and reinforce positive behavior during the process. Test Questions: Chapter 6 Classroom Design and Organization Multiple Choice For each question circle one letter that indicates the best answer. 1. Considering the number and variety of activities a classroom should contain, how many play items and activities should there be for 20 children? a. 20 b. 30 c. 40 d. 50 2. An example of a responsive material is a. puzzles. b. blocks. c. finger paint. d. tricycles. 3. The small motor area should include a. crayons and markers. b. tricycles and jump ropes. c. blocks and transportation toys. d. puzzles, beads, and pegboards. 4. The National Academy of Early Childhood Programs, part of NAEYC, recommended staff-child ratio for a class of 8 infants is a. 1:3 b. 1:4 c. 1:5 d. 1:6 5. In the zone staffing procedure a. staff are assigned to an area and children circulate through activity areas. b. staff are assigned a specific group of children. c. children are assigned to specific areas and move to different areas at regular time intervals. d. children and teachers are assigned to specific activity areas. True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 6. Considering distribution of activities in a classroom, imaginary play and blocks should be separated from books and manipulatives. 7. Adding cookie cutters to a play dough activity creates a super unit. 8. "Visual noise" refers to too much blank space in a classroom. 9. Deep pile rugs allow for increased mobility for children in wheelchairs. 10. Materials in the activity areas should be rotated at least every other month. Completion Write the word or words that most accurately completes or answers the following. 11. An environment that encourages imaginative play, fantasy, original thought, and creative problem solving helps meet children's need for _____________. 12. An environment that includes a system of staff assignments that allows teachers to rotate various responsibilities helps to meet adult's need for ________________ and _____________. 13. Children should build block structures no higher than _____________. 14. The distribution of activities within a room should be considered according to their _____________ with one another. 15. When planning daily schedules minimize or omit unnecessary _____________, which can lead to boredom, restlessness, and "unpleasant interactions." Essay Respond to the following using a grammatically correct narrative format. 16. Discuss three needs that both children and adults have in an early childhood program setting and ways the environment can be planned to meet those needs. 17. List the major activity areas you would include when designing an infant classroom. 18. Develop a sample schedule for a full-day toddler program. 19. Describe ways to "stage" interactions to encourage the social interactions of all children, including children with special needs. 20. Describe adaptations that should be made to make classroom space more easily accessible for a preschool-aged child in a wheelchair. Answer Key Multiple Choice 1. b 2. c 3. d 4. b 5. a True/False 6. True 7. False 8. False 9. False 10. False Completion 11. self-expression 12. variety and complexity 13. (height of) the child's own head 14. compatibility 15. waiting Essay 16. Needs in an Early Childhood Setting: 1. Safety and Security: Both children and adults need a safe environment. The space should be free from hazards, with clear emergency procedures and secure areas for storage. 2. Emotional Support: Emotional well-being is essential. Create cozy, quiet spaces for calm and reflection, and foster a nurturing atmosphere where everyone feels valued and understood. 3. Social Interaction: Opportunities for interaction are crucial. Arrange the space to facilitate group activities, provide areas for cooperative play, and ensure there are comfortable seating arrangements for discussions and collaboration. 17. Major Activity Areas for an Infant Classroom: 1. Safe Play Area: Soft flooring and age-appropriate toys for exploration and movement. 2. Sleeping Area: Cribs or mats for naptime with clear sightlines for supervision. 3. Feeding Area: A designated space for bottle feeding and solid foods with easy-to-clean surfaces. 4. Diapering Area: A clean, well-organized space with all necessary supplies. 5. Sensory Area: Materials and activities to stimulate the senses (textures, sounds, visual stimuli). 18. Sample Schedule for Full-Day Toddler Program: • 8:00 AM - 8:30 AM: Arrival and Free Play • 8:30 AM - 9:00 AM: Morning Circle (songs, storytime) • 9:00 AM - 9:30 AM: Snack Time • 9:30 AM - 10:15 AM: Outdoor Play/Physical Activity • 10:15 AM - 11:00 AM: Art or Sensory Activity • 11:00 AM - 11:30 AM: Group Activity (games, puzzles) • 11:30 AM - 12:00 PM: Lunch • 12:00 PM - 1:30 PM: Nap Time • 1:30 PM - 2:00 PM: Quiet Time/Books • 2:00 PM - 2:30 PM: Snack Time • 2:30 PM - 3:15 PM: Themed Activity (science, music) • 3:15 PM - 4:00 PM: Free Play and Clean-Up • 4:00 PM - 4:30 PM: Storytime and Departure 19. Staging Interactions for Socialization: • Structured Group Activities: Plan activities that require cooperation, like building a large puzzle together. • Peer Buddy Systems: Pair children, including those with special needs, with peers for tasks and play to encourage interaction. • Facilitation: Actively engage and model social behaviors, guiding children in initiating and maintaining conversations. 20. Adaptations for Wheelchair Accessibility: • Wide Pathways: Ensure that aisles and play areas are spacious for easy maneuverability. • Accessible Tables and Shelves: Use lower tables and adjustable shelves to make materials reachable. • Modified Fixtures: Install accessible sinks and bathrooms with support bars. • Inclusive Play Equipment: Provide adaptive toys and play structures that accommodate various needs. Test Questions: Chapter 7 Outdoor Play Environment Multiple Choice For each question circle one letter that indicates the best answer. 1. The adventure playground a. includes nonmovable steel play equipment. b. has a high level of aesthetic appeal. c. includes informal play areas that utilize scrap building materials. d. is usually designed by a professional architect. 2. Under all climbing structures the resilient surface of cushioning material should be at least a. 1-3 inches. b. 3-5 inches. c. 5-7 inches. d. 8-10 inches. 3. An example of outdoor play equipment that supports creative and dramatic play experiences is a. an art easel. b. gardening tools. c. a water table. d. sheds. 4. The National Academy of Early Childhood Programs recommends a minimum of how many square feet of outdoor play space per child? a. 35 sq. ft. b. 50 sq. ft. c. 75 sq. ft. d. 100 sq. ft. 5. The Danish landscape artist who originated the adventure playground concept was a. Sorensen. b. Vey M. Nordquist. c. C. Th. Buehler. d. Joe Frost. True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 6. The creative playground features a more formal environment and handmade equipment. 7. The majority of playground injuries are the result of children's running into sharp edges on equipment surfaces. 8. National mandatory standards for play equipment should guide teachers' selection of playground equipment. 9. Including an amphitheater area for young toddlers supports their dramatic play needs. 10. Of the three types of swings a platform swing is most appropriate for a child with special needs. Completion Write the word or words that most accurately completes or answers the following. 11. Water play is an example of which category of outdoor equipment and experiences? _____________ 12. A concrete area should be provided on the infant playground where older infants can begin pushing _____________. 13. To have a fully accessible playground the tricycle path should be wide enough to allow a wheel toy and a _____________ to pass at the same time. 14. For a child in a wheelchair the water table should be _____________ high. 15. As children discover the effects of too little water, too much sunlight, or too much water in their gardening experiences they are learning basic _____________ relationships. Essay Respond to the following using a grammatically correct narrative format. 16. Compare and contrast the four different types of playgrounds. 17. Describe the activity areas and equipment you would select when designing an outdoor play area for infants. 18. Describe examples of cognitive concepts that children can learn through outdoor water play experiences. 19. Describe accommodations to be made in an outdoor play environment for a preschool-aged child in a wheelchair. 20. Describe plans to enhance children's creative and dramatic play experiences on a playground with a limited budget. Answer Key Multiple Choice 1. c 2. d 3. a 4. c 5. a True/False 6. False 7. False 8. False 9. False 10. True Completion 11. sensory/tactile 12. wheel toys 13. wheelchair 14. waist 15. cause-and-effect Essay 16. Types of Playgrounds: • Traditional Playgrounds: Feature classic equipment like swings, slides, and climbing structures. They focus on physical activity and basic motor skills but may lack sensory and cognitive stimulation. • Natural Playgrounds: Incorporate natural elements such as trees, rocks, and water features. They promote exploration and environmental awareness, offering rich sensory experiences. • Adventure Playgrounds: Provide open-ended play with materials like logs, ropes, and loose parts. They encourage creativity, problem-solving, and risk-taking. 4. Inclusive Playgrounds: Designed to accommodate children of all abilities, including those with disabilities. They feature accessible equipment and design elements to ensure all children can play together. 17. Outdoor Play Area for Infants: • Soft Surfacing: Use padded or rubberized surfaces to cushion falls. • Low-Profile Equipment: Include small, age-appropriate structures like low slides or crawl tunnels. • Sensory Stations: Provide sensory-rich elements like sandboxes or water tables with safe, engaging materials. • Sheltered Areas: Create shaded spots for protection from sun and rain, and a calm space for rest and feeding. 18. Cognitive Concepts from Outdoor Water Play: • Cause and Effect: Children learn how water flows and changes direction based on their actions, like pouring or tipping containers. • Spatial Awareness: They explore concepts of volume, quantity, and space as they manipulate water and observe changes. • Problem-Solving: Children experiment with different ways to transfer or contain water, fostering critical thinking skills. 19. Accommodations for Wheelchair Accessibility: • Accessible Paths: Ensure smooth, wide paths leading to play areas with appropriate ramps. • Adaptive Equipment: Install lower-height play equipment or provide transfer stations. • Sensory Features: Incorporate sensory elements at reachable heights, like water play tables with adjustable heights. • Inclusive Seating: Provide accessible benches or seating areas near play spaces for rest. 20. Enhancing Creative and Dramatic Play on a Budget: • Repurposed Materials: Use items like old tires, pallets, and fabric for building forts or playhouses. • DIY Props: Create simple props like costumes from donated clothes or cardboard boxes for imaginative play. • Natural Elements: Incorporate natural materials like sticks, leaves, and stones to inspire creativity and role-playing. Test Questions: Chapter 8 Child Observation and Assessment Multiple Choice For each question circle one letter that indicates the best answer. 1. Which of the following is not an appropriate guideline for choosing an assessment procedure for use with young children? a. Trained teachers are the primary evaluators. b. Assessment occurs in a naturalistic, rather than contrived context. c. Children can evaluate and reflect on their own learning. d. Assessment results help in decision making about grouping children by ability. 2. Which of the following is an indicator of creativity in preschool-aged children? a. Child is bilingual b. Child is innovative, inventive, and resourceful. c. Child can play a musical instrument. d. Child's drawing and artistic expression is advanced. 3. Which statement is an example of an objectively written observation comment? a. Child enjoys outdoor play. b. Child has a happy temperament. c. Child engages in cooperative play in the block area on a daily basis. d. Child likes painting at the easel. 4. Which of the following is not an appropriate topic of discussion in a parent conference? a. Ways the child's assessment information is used by teacher to set goals, plan program curriculum, and implement individual activities. b. Ways the child's assessment information can be used by parents to facilitate their child's development at home. c. Using assessment information to compare their child's development with the development of an older sibling at that age. d. Parent anecdotes about the child's development and behavior at home. 5. The M-Team a. involves a multi-disciplinary team that determines appropriate educational and support services for the child with special needs. b. is a management team of parents and teachers that meets to determine strategies for dealing with a child's behavior problems. c. is a meeting of teachers and the director to determine appropriate classroom placement for children with special needs. d. is the list of professionals who are able to further assess the child. True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 6. After child assessment results are shared with parents then the information may be released to other agencies or professionals. 7. No reliable creativity indicators have been determined in children under three years of age. 8. Prepare in advance for a parent conference by reviewing current copies of the child's assessment data. 9. Criterion-referenced tests compare a child's performance to a larger population in the same age range. 10. The developmental checklist and screening assessment information cannot be used to diagnose problems in development. Completion Write the word or words that most accurately completes or answers the following. 11. _____________ development at any one age level includes a broad spectrum of skills and behavior. 12. Public law 99-457 requires family involvement in the development of a(n) _________________ plan. 13. The primary purpose of the developmental checklist is not to obtain a developmental age or to predict future development but to assist in describing ______________. 14. What is lacking in many assessment processes is the linkage between assessment and ________________. 15. To be effective as an evaluator teachers must become _____________ observers. Essay Respond to the following using a grammatically correct narrative format. 16. Describe appropriate purposes and uses of assessment in early childhood education programs. 17. Describe the role of assessment in curriculum planning. 18. Describe the role of the teachers as an evaluator in the assessment process. 19. What is the role of parents in the assessment process? 20. Identify and describe the components of a comprehensive assessment process. Answer Key Multiple Choice 1. d 2. b 3. c 4. c 5. a True/False 6. False 7. True 8. True 9. False 10. True Completion 11. normal 12. individual family service plan (IFSP) 13. the child's unique development and areas of strength 14. curriculum 15. objective Essay 16. Purposes and Uses of Assessment: Assessment in early childhood education serves several purposes: 1. Monitoring Development: Tracks children's progress in various domains (cognitive, social, emotional). 2. Informing Instruction: Guides teachers in planning and adjusting teaching strategies to meet individual needs. 3. Identifying Needs: Helps identify areas where children may need additional support or intervention. 4. Evaluating Program Effectiveness: Provides data on how well the program is meeting its goals and objectives. 17. Role of Assessment in Curriculum Planning: Assessment informs curriculum planning by: 1. Identifying Strengths and Weaknesses: Helps tailor the curriculum to address specific developmental needs and interests of the children. 2. Setting Goals: Establishes learning objectives based on assessment data. 3. Adapting Instruction: Guides modifications to activities and teaching methods to better support each child's growth and learning. 18. Teacher's Role as an Evaluator: Teachers as evaluators: 1. Collect Data: Observe and document children's behavior, progress, and interactions. 2. Analyze Information: Interpret assessment data to understand each child’s needs and progress. 3. Adjust Teaching: Use insights from evaluations to modify instruction and provide targeted support. 19. Role of Parents in Assessment: Parents contribute by: 1. Providing Insights: Sharing observations and concerns about their child’s development and behavior. 2. Participating in Assessments: Engaging in assessments like parent-teacher conferences or home-based evaluations. 3. Supporting Goals: Collaborating with teachers to reinforce learning goals and strategies at home. 20. Components of a Comprehensive Assessment Process: 1. Observation: Systematic and ongoing observation of children's behavior and interactions. 2. Documentation: Recording detailed notes, samples of children’s work, and other evidence. 3. Assessment Tools: Using standardized tests, checklists, and rating scales as appropriate. 4. Analysis: Reviewing and interpreting collected data to make informed decisions. 5. Feedback: Communicating findings to parents and adjusting plans based on their input and observations. Test Bank for Early Childhood Curriculum: A Creative Play Model Carol E. Catron, Jan Allen 9780131711112, 9780023202650
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