Download Chapter 1 - You: Working with Young Children

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:
a. Positive effects on recruitment, moral and
productivity
b. Turnover and absenteeism are reduced
c. Better public relations
d. Tax benefits
e. Ease of scheduling
f. Improved quality of the workforce
2. 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.
3. Describe five characteristics of successful early
childhood teachers.
Characteristics of successful teachers include:
a. Has a positive attitude and a sense of humour
b. Is fond of children
c. Relates easily and spontaneously to others
d. Is patient, confident, and caring
e. Is creative and resourceful
f. Is dependent and reliable
g. Is a keen observer
h. Solves problems well and makes sound
decisions
i. Is flexible and adapts well to the requirements
of others
j. Is compassionate, accepting children’s strong
emotions such as anger, love, and wonder
k. Enjoys challenges and is willing and able to
grow
l. Takes initiative in the classroom
m.
Has knowledge in curriculum, child
growth and development, and child guidance
n. Keeps abreast of changes in the field of
reading, attending conferences, seminars, and
courses
o. Desires continuous learning
p. Becomes an active member of professional
organizations
q. Can juggle many activities at once
r. Feels rewarded by even minimal progress
s. Communicates and resolves conflicts well
t. Has lots of energy
u. Has a strong sense of ethical behavior
Chapter 28 – Programs for Infants and Toddlers
1. List four guidelines for effective infant-toddler
programs
Guidelines
a. Provide children with a safe and healthy
environment
b. Develop trusting relationships with children
and their families
c. Respect the cultures represented by the
children and their families
d. Design a curriculum to meet the unique needs
of each childcare for each child affectionately
e. Respond to children’s distress or discomfort
signals immediately
f. Follow a consistent routine in providing for
children’s needs
g. Encourage curiosity by providing
opportunities for children to explore
h. Help children develop trust, respect and a
positive regard for their world
i. Avoid overstimulation. Too many new
experiences at one time can overwhelm young
children, particularly infants.
j. Plan opportunities for infants and toddlers to
master new skills.
2. 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
3. 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.
4. 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.
5. List five activity areas for toddlers and three
questions caregivers should ask themselves when
planning the areas.
The areas are
a. Art area
b. Sensory area
c. Fine motor area
d. Gross motor area
e. Music area
f. 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 threeyear-olds.
Two-year-olds are –
 self-centered,
 may swing between needing independence and security of parents the next,
 likes immediate gratification of desires and finds it difficult to wait,
 Continues to seek caregiver approval for behaviors and accomplishments
 Displays jealousy
 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.”
2. 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.
3. List 3 motor skills of a 2-year-old.
Motor skills of a 2-year-old –
 Runs without falling
 Pedals a tricycle
 Kicks a large ball
 Jumps in place
 Plays on swings, ladders, and other playground equipment with a fair amount of ease.
 Throws ball without falling,
 Bends at waist to pick up object from floor
 Walks up and down stairs, both feet on step, while holding onto railings.
 Stands with both feet on balance beam.
4. Describe 3 self-help skills of 3-year olds.
Self-help skills of 3-year olds include
 Washes and dries face and hands
 Unbuckles belt
 Usually remains dry at night
 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.
3. 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:
a. Providing a physically safe environment for children
b. Providing children with areas for cognitive, emotional, social, and physical growth
c. Providing adults with a space that is easy to watch
d. Providing space that is pleasing to the eye for both adults and children
e. Providing easy access to materials when needed so children are able to direct
themselves
f. Providing space where children can work and play comfortably
3. List two ways to promote:
a. Self-control through the classroom environment
i. Enough space is provided for children to use materials in each classroom area
ii. The classroom traffic flow permits children to work without interruption
iii. Noisy areas are located away from quiet areas
b. Social skills through the classroom environment
i. Boundaries between areas are defined with low shelving units
ii. 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:
 Have a variety of books containing accurate information about many cultures
 Have a culturally diverse collection of puppets, dolls, and people figures
 Have puzzles and small manipulatives representing people from around the world.
 Have musical instruments from various cultures, such as maracas, drums, and flutes
 Have musical recordings in various cultural styles and languages
 Art materials and supplies that reflect various skin tones
 Multicultural posters, pictures, and decorations
 Culturally relevant dress-up clothes, food, kitchen items, and furnishings for the
dramatic play
2. 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.
3. List two characteristics that are vital in selecting developmentally appropriate software
programs.
Considerations for selecting technology for PlaySchools
 Clear, user-friendly directions that children can follow without adult help
 Colorful, animated, realistic graphics to hold children’s attention
 Logical sequences
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Interactions with the child, including feedback
Promotion of problem-solving skills by offering choices
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:`
 Supervise the children at all times
 Maintain at least the minimum adult-child ratio as required in your state
 Develop safety limits
 Provide a safe environment
 Practice fire safety
 Know emergency procedures for accidental poisoning
 Develop plans for weather emergencies
 Recognize signs of child abuse and report any known or suspected cases
 Teach children how to protect themselves from sexual assault
2. 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.
3. Give three signs that a child may be neglected.
Three signs that a child may be neglected include:
 Wearing clothing that is too small or dirty
 Wearing clothes that are inappropriate for the weather
 Being poorly groomed
 Being too thin or malnourished
 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:
 Provide nutritious meals and snacks,
 Introducing new foods that are nutritious,
 Encouraging good eating habits,
 Offering multicultural foods,
 Involving children in meal activities,
 Providing nutritional information to parents
2. 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.
3. 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.
4. List four foods that are unsafe for young children because they present a risk of choking.
Foods that are unsafe for young children
 Cherries with pits
 Hard or sticky candy
 Marshmallows
 Nuts
 Peanut butter by the spoonful
 Gum
 Raisins
 Popcorn
 Whole grapes
 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:
 Atypical behavior, more quiet, tired, fussy, or aggressive than usual
 Breathing difficulties
 Diarrhea
 Fever
 Frequent scratching of body or scalp
 Change in color of urine or stools
 Headache or stiff neck
 Infected skin patches
 Loss of appetite or refusal to eat
 Redness or discharge from eyes
 Severe coughing
 Congested or runny nose
 Sores
 Sore throat or difficulty swallowing
 Achiness
 Rashes
 Vomiting
3. 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:
 Use simple language
 Speak in a relaxed voice
 Be positive
 Offer choices with care
 Encourage independence and cooperation
 Be firm
 Be consistent
 Provide time for change
 Consider feelings
 Intervene when necessary
3. Describe three guidance techniques and give examples of each one.
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Positive Reinforcement Using consequences Warning Time-out I-messages Effective praise Suggesting Prompting Persuading Redirecting Modeling Listening Ignoring Encouraging -
4. Explain three ways to promote a positive self-concept in children.
Ways to promote a positive self-concept in children:
 After an outing, make an experience charge. Include children’s names and their exact
words
 Provide a special chair and crown for each child on his or her birthday. Take an instant
photo of the child.
 Record children’s stories from sharing and telling time on a large piece of posterboard
titled Our News.
 Make charts of children’s likes. For example, you might chart children’s favorite colors
or animals.
 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, socialemotional 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, prosocial behaviours, indirect guidance, direct guidance,
positive reinforcement, consequence, natural consequences, artificial consequences, time out, lmessage, prompting, redirecting, modeling, active listening