Questions for Exam Review Early Childhood Services 110

Questions for Exam Review – Early Childhood Services 110

Chapter 1 - You: Working with Young Children

1. Describe five ways companies are benefiting by providing child care benefits.
   Five ways companies are benefiting by providing child care benefits are:
2. Positive effects on recruitment, moral and productivity
3. Turnover and absenteeism are reduced
4. Better public relations
5. Tax benefits
6. Ease of scheduling
7. Improved quality of the workforce

1. Compare the jobs of a nanny and an au pair.
   A nanny provides care for a child in the child’s home for a wage. Some nannies may live in the child’s home. They may receive meals and housing in addition to their wages.
   An au pair is a person from a foreign country who lives with a family and performs tasks similar to a nanny in exchange for room, board, and transportation.
   
2. Describe five characteristics of successful early childhood teachers.
   Characteristics of successful teachers include:
3. Has a positive attitude and a sense of humour
4. Is fond of children
5. Relates easily and spontaneously to others
6. Is patient, confident, and caring
7. Is creative and resourceful
8. Is dependent and reliable
9. Is a keenobserver
10. Solves problems well and makes sound decisions
11. Is flexible and adapts well to the requirements of others
12. Is compassionate, accepting children’s strong emotions such as anger, love, and wonder
13. Enjoys challenges and is willing and able to grow
14. Takes initiative in the classroom
15. Has knowledge in curriculum, child growth and development, and child guidance
16. Keeps abreast of changes in the field of reading, attending conferences, seminars, and courses
17. Desirescontinuouslearning
18. Becomes an active member of professional organizations
19. Can juggle many activities at once
20. Feels rewarded by even minimal progress
21. Communicates and resolvesconflictswell
22. Has lots of energy
23. Has a strong sense of ethical behavior

Chapter 28 – Programs for Infants and Toddlers

1. List four guidelines for effective infant-toddler programs
   Guidelines
2. Provide children with a safe and healthy environment
3. Develop trusting relationships with children and their families
4. Respect the cultures represented by the children and their families
5. Design a curriculum to meet the unique needs of each childcare for each child affectionately
6. Respond to children’s distress or discomfort signals immediately
7. Follow a consistent routine in providing for children’s needs
8. Encourage curiosity by providing opportunities for children to explore
9. Help children develop trust, respect and a positive regard for their world
10. Avoid overstimulation. Too many new experiences at one time can overwhelm young children, particularly infants.
11. Plan opportunities for infants and toddlers to master new skills.

1. Describe how an infant should be fed
   Each infant should be assigned to one caregiver. The assigned caregiver should feed the infant leisurely while holding and cuddling the infant
   
2. Describe proper hand washing.
   Proper handwashing:
   

Dispense enough liquid soap to provide a good lather. Add a small amount of water and rub back and forth, providing friction. Work up a good lather. Rinse hands. Use paper towels or an elbow to turn off the faucet. Dry hands.

1. Why should the child’s parent be consulted in planning a nap time schedule?
   Some parents want their child to sleep at the centre so he or she is awake and alert at the end of the day. Other parents, who may have to travel some distance to get home, prefer to have a sleepy baby at the end of the day. Their goal is to have the baby sleep on the way home.
   
2. List five activity areas for toddlers and three questions caregivers should ask themselves when planning the areas.
   The areas are
3. Art area
4. Sensory area
5. Fine motor area
6. Gross motor area
7. Music area
8. Language area

Chapter 4 – Understanding Children from Birth to Age Two

1. How can you test a child to see if he or she understands the concept of object permanence?
   Object permanence could be shown by showing the child an interesting toy. Then cover the toy with a towel or a blanket. If the child attempts to uncover the toy, he or she has at least some understanding of object permanence.
   
2. Explain the concept of deferred imitation.
   Deferred imitation is watching another person’s behavior and then acting out that behavior later. A young toddler’s pretending is loften a form of deferred imitation.
   
3. As a caregiver, what would be your reaction to an occurrence of separation in a one-year-old?
   Since the question says “your reaction,” there are many answers that could fit. One may be to play down the good-byes and keep a familiar routine for the child. Distracting the child can work as well. The care giver needs to be patient, kind but consistent.
   

Chapter 5 – Understanding Two- and Three-Year-Olds

1. Compare the emotional development of two-year-olds to the emotional development of three-year-olds.
   Two-year-olds are –
2. self-centered,
3. may swing between needing independence and security of parents the next,
4. likes immediate gratification of desires and finds it difficult to wait,
5. Continues to seek caregiver approval for behaviors and accomplishments
6. Displays jealousy
7. May develop fear of the dark, needs reassurance

Three-year-olds are –

• Usually cooperative, happy and agreeable
• Feel less frustrated because motor skills have improved
• May still seek comfort from caregivers when tired or hungry
• Learns more socially acceptable ways of displaying feelings
• May substitute language for primitive displays of feelings
• May show fear of dark, animals, stories, and the “bogeyman.”
  

1. Why is extra supervision needed when you take two-year-olds on field trips?
   Extra supervision is needed on field trips as two-year-olds are curious and they like to explore. These children delight in running and movement and are not afraid to try out new equipment. Therefore, several adults are needed to watch all the children and keep them safe.
   
2. List 3 motor skills of a 2-year-old.
   Motor skills of a 2-year-old –
3. Runs without falling
4. Pedals a tricycle
5. Kicks a large ball
6. Jumps in place
7. Plays on swings, ladders, and other playground equipment with a fair amount of ease.
8. Throws ball without falling,
9. Bends at waist to pick up object from floor
10. Walks up and down stairs, both feet on step, while holding onto railings.
11. Stands with both feet on balance beam.
    

1. Describe 3 self-help skills of 3-year olds.
   Self-help skills of 3-year olds include
2. Washes and dries face and hands
3. Unbuckles belt
4. Usually remains dry at night
5. Turns faucet on and off
   

Chapter 6 – Understanding Four- and Five-Year-Olds

1. Why are time concepts difficult for four- and five-year-olds to understand?
   Time is difficult for four- and five-year-olds because this age group does not understand how long an hour or a minute takes. Also, they get confused because time is described in different ways.
   
2. Describe the reading abilities of four- and five-year olds.
   Four- and five-year-olds can recognize and name many letters of the alphabet, and they can recognize their own names. As you read stories, these children may be able to pick out and say words that they recognize. They will also try to guess words that they do not recognize by focusing on the first letter of the word.

1. Typically, what is the teacher’s role in the play of four- and five-year-olds?
   The teacher does not function much as a playmate. The teacher does handle disputes and conflicts, and the teacher may add new ideas to play.
   

Chapter 8 – Preparing the Environment

1. How does the arrangement of space in a centre affect the teacher’s behavior?
   In centres with well-defined space, teachers tend to be friendlier, sensitive, and warm to the children. These teachers tend to teach their children to respect others’ rights and feelings. In centres with poorly planned space, teachers tend to be more insensitive.
   
2. List four goals for a well-planned space.
   Goals of a well-defined space include:
3. Providing a physically safe environment for children
4. Providing children with areas for cognitive, emotional, social, and physical growth
5. Providing adults with a space that is easy to watch
6. Providing space that is pleasing to the eye for both adults and children
7. Providing easy access to materials when needed so children are able to direct themselves
8. Providing space where children can work and play comfortably

1. List two ways to promote:
2. Self-control through the classroom environment
3. Enough space is provided for children to use materials in each classroom area
4. The classroom traffic flow permits children to work without interruption
5. Noisy areas are located away from quiet areas
   
6. Social skills through the classroom environment
7. Boundaries between areas are defined with low shelving units
8. A sufficient amount of materials are available to encourage cooperative play

Chapter 9 – Selecting Toys, Equipment and Educational Materials

1. How can a variety of cultural and ethnic groups be represented in the classroom?
   Ways to represent different cultural and ethical groups:
2. Have a variety of books containing accurate information about many cultures
3. Have a culturally diverse collection of puppets, dolls, and people figures
4. Have puzzles and small manipulatives representing people from around the world.
5. Have musical instruments from various cultures, such as maracas, drums, and flutes
6. Have musical recordings in various cultural styles and languages
7. Art materials and supplies that reflect various skin tones
8. Multicultural posters, pictures, and decorations
9. Culturally relevant dress-up clothes, food, kitchen items, and furnishings for the dramatic play
   
10. Explain the difference between physical age and developmental age.
    Physical age is determined by a birth date. Developmental age refers to a child’s skill and growth level compared to what is thought of as normal for that physical age.
    
11. List two characteristics that are vital in selecting developmentally appropriate software programs.
    Considerations for selecting technology for PlaySchools
12. Clear, user-friendly directions that children can follow without adult help
13. Colorful, animated, realistic graphics to hold children’s attention
14. Logical sequences
15. Interactions with the child, including feedback
16. Promotion of problem-solving skills by offering choices
17. Investigation of concepts, such as numbers, colors, shapes, letters, or counting
    

Chapter 10 – Promoting Children’s Safety

1. List four safety objectives.
   Four safety objectives include:`
2. Supervise the children at all times
3. Maintain at least the minimum adult-child ratio as required in your state
4. Develop safety limits
5. Provide a safe environment
6. Practice fire safety
7. Know emergency procedures for accidental poisoning
8. Develop plans for weather emergencies
9. Recognize signs of child abuse and report any known or suspected cases
10. Teach children how to protect themselves from sexual assault
    
11. Name the four types of child abuse and explain.
    Physical Abuse –non-accidental physical injury. This may include bruises, bites, burns or other injuries.
    

Neglect – This is when a child is deprived of proper food, medical care, shelter, and/or clothing

Emotional Abuse – is abuse of a child’s self-concept through words or actions. It may involve excessive or inappropriate demands. Emotional abuse is the result of insufficient love, guidance, and/or support from parents or guardians.
Sexual Abuse –is forcing a child to observe or engage in sexual activities with an adult. Incest is sexual abuse by a relative. Molestation is sexual contact made by someone outside the family with a child.

1. Give three signs that a child may be neglected.
   Three signs that a child may be neglected include:
2. Wearing clothing that is too small or dirty
3. Wearing clothes that are inappropriate for the weather
4. Being poorly groomed
5. Being too thin or malnourished
6. Being constantly fatigued or ill

Chapter 11 – Planning Nutritious Meals and Snacks

1. List the goals for a good nutrition program.
   Goals for a good nutrition program:
2. Provide nutritious meals and snacks,
3. Introducing new foods that are nutritious,
4. Encouraging good eating habits,
5. Offering multicultural foods,
6. Involving children in meal activities,
7. Providing nutritional information to parents
   
8. Describe the eating guidelines for children with diabetes.
   Children with diabetes should eat at regular intervals. They should balance food choices and portion sizes. Physical activity and medications should be considered when planning meals and snacks. Keeping the diet low in saturated fat and cholesterol is important. Moderating sugars and salt is advised.
   
9. Write a one-day lunch menu appropriate for four-year-olds and explain why it is nutritionally adequate and appealing.
   

Lunch might be – broccoli, roast turkey, mashed potatoes, whole wheat bread, milk

Various answers possible – should include a couple of servings of fruit/vegetables.

1. List four foods that are unsafe for young children because they present a risk of choking.
   Foods that are unsafe for young children
2. Cherries with pits
3. Hard or sticky candy
4. Marshmallows
5. Nuts
6. Peanut butter by the spoonful
7. Gum
8. Raisins
9. Popcorn
10. Whole grapes
11. Whole hot dogs

Chapter 12 – Guiding Children’s Health

1. Explain the purpose of requiring all children to have a preadmission medical examination.
   The preadmission medical examination helps the teacher learn whether the child is free from communicable diseases, has had all needed immunizations, has any known allergies, or has any special health problems that would affect his or her enrollment.
   
2. Name the four signs of illness you should watch for daily.
   Signs of illness include:
3. Atypical behavior, more quiet, tired, fussy, or aggressive than usual
4. Breathing difficulties
5. Diarrhea
6. Fever
7. Frequent scratching of body or scalp
8. Change in color of urine or stools
9. Headache or stiff neck
10. Infected skin patches
11. Loss of appetite or refusal to eat
12. Redness or discharge from eyes
13. Severe coughing
14. Congested or runny nose
15. Sores
16. Sore throat or difficulty swallowing
17. Achiness
18. Rashes
19. Vomiting

1. What is the best way for a child to get rid of blockage in the windpipe?
   The best way for a child to get rid of blockage in the windpipe is for the child to cough up the object causing the blockage.
   

Chapter 13 – Developing Guidance Skills

1. What is the difference between direct and indirect guidance?
   Direct guidance involves verbal and nonverbal behavior used to guide children’s actions. Indi2rect guidance focuses on the selection of materials and the physical setup of the classroom.
2. List and explain five direct guidance principles.
   Direct guidance principles:
3. Use simple language
4. Speak in a relaxed voice
5. Be positive
6. Offer choices with care
7. Encourage independence and cooperation
8. Be firm
9. Be consistent
10. Provide time for change
11. Consider feelings
12. Intervene when necessary
    
13. Describe three guidance techniques and give examples of each one.
    
14. Positive Reinforcement -
15. Using consequences -
16. Warning -
17. Time-out -
18. I-messages -
19. Effective praise -
20. Suggesting -
21. Prompting -
22. Persuading -
23. Redirecting -
24. Modeling -
25. Listening -
26. Ignoring -
27. Encouraging -

1. Explain three ways to promote a positive self-concept in children.
   Ways to promote a positive self-concept in children:
2. After an outing, make an experience charge. Include children’s names and their exact words
3. Provide a special chair and crown for each child on his or her birthday. Take an instant photo of the child.
4. Record children’s stories from sharing and telling time on a large piece of posterboard titled Our News.
5. Make charts of children’s likes. For example, you might chart children’s favorite colors or animals.
6. Make height and weight charts.

General Questions

1. What is the purpose of open-ended questions? Be able to write examples of open-ended questions.
   
2. What is the purpose of positive reinforcement? Why should our statements be positive? Know how to change potentially negative statements into positive ones?
   
3. Write lesson plans specific to individual areas of development.
   
4. Be able to write about proper response to child behaviours.

Vocabulary words:

Early childhood, nanny, au pair, entrepreneur, development, infant, toddler, preschooler, physical development, gross motor development, fine motor development, cognitive development, social-emotional development, maturation, reflex, motor sequence, object permanence, deferred imitation, telegraphic speech, temperament, attachment, separation anxiety, language comprehension, expressive language, egocentric, gender roles, self-concept, articulation, stuttering, rote counting, isolation area, staff room, audiovisual board, acoustic material, cubbies, cool colors, warm colors, traffic pattern, sensory table, stationary equipment, spectator toys, physical age, chronological age, developmental age, multicultural, co-op (cooperative), consumable supplies, limits, emetic, non-accidental physical injury, neglect, emotional abuse, sexual abuse, incest, molestation, statute, privacy law, nutrition, nutrients, under-nutrition, malnutrition, diabetes, insulin, allergy, anaphylactic shock, policy, communicable diseases, food-borne illness, wound, abrasion, rabies, burn, first-degree burn, second-degree burn, third-degree burn, head lice, asthma, epilepsy, human immunodeficiency virus (HIV), acquired immunodeficiency syndrome (AIDS), guidance, prosocialbehaviours, indirect guidance, direct guidance, positive reinforcement, consequence, natural consequences, artificial consequences, time out, l-message, prompting, redirecting, modeling, active listening