Questions for Exam Review – Early Childhood ...



Questions for Exam Review – Early Childhood Services 110Chapter 1 - You: Working with Young ChildrenDescribe five ways companies are benefiting by providing child care pare the jobs of a nanny and an au pair.Describe five characteristics of successful early childhood teachers.Chapter 28 – Programs for Infants and ToddlersList four guidelines for effective infant-toddler programsDescribe how an infant should be fedDescribe proper hand washingWhy should the child’s parent be consulted in planning a nap time schedule?List five activity areas for toddlers and three questions caregivers should ask themselves when planning the areas.Chapter 4 – Understanding Children from Birth to Age TwoHow can you test a child to see if he or she understands the concept of object permanence?Explain the concept of deferred imitation.As a caregiver, what would be your reaction to an occurrence of separation in a one-year-old? Chapter 5 – Understanding Two- and Three-Year-OldsCompare the emotional development of two-year-olds to the emotional development of three-year-olds.Why is extra supervision needed when you take two-year-olds on field trips?List 3 motor skills of a 2-year-old.Describe 3 self-help skills of 3-year olds. Chapter 6 – Understanding Four- and Five-Year-OldsWhy are time concepts difficult for four- and five-year-olds to understand?Describe the reading abilities of four- and five-year olds. Typically, what is the teacher’s role in the play of four- and five-year-olds? Chapter 8 – Preparing the EnvironmentHow does the arrangement of space in a centre affect the teacher’s behavior?List four goals for a well-planned space. List two ways to promote:Self-control through the classroom environmentSocial skills through the classroom environmentChapter 9 – Selecting Toys, Equipment and Educational MaterialsHow can a variety of cultural and ethnic groups be represented in the classroom?Explain the difference between physical age and developmental age. List two characteristics that are vital in selecting developmentally appropriate software programs. Chapter 10 – Promoting Children’s SafetyList four safety objectives.Name the four types of child abuse and explain. Give three signs that a child may be neglected.Chapter 11 – Planning Nutritious Meals and SnacksList the goals for a good nutrition program.Describe the eating guidelines for children with diabetes.Write a one-day lunch menu appropriate for four-year-olds and explain why it is nutritionally adequate and appealing.List four foods that are unsafe for young children because they present a risk of choking.Chapter 12 – Guiding Children’s HealthExplain the purpose of requiring all children to have a preadmission medical examination.Name the four signs of illness you should watch for daily.What is the best way for a child to get rid of blockage in the windpipe? Chapter 13 – Developing Guidance SkillsWhat is the difference between direct and indirect guidance?List and explain five direct guidance principles.Describe three guidance techniques and give examples of each one.Explain three ways to promote a positive self-concept in children. Chapter 14 – Guidance ProblemsKnow what causes stress in children and how best to prevent and handle stress.Be able to give good advice to handle stressful situations. General QuestionsWhat is the purpose of open-ended questions? Be able to write examples of open-ended questions. What is the purpose of positive reinforcement? Why should our statements be positive? Know how to change potentially negative statements into positive ones?Write lesson plans specific to individual areas of development. 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, prosocial behaviours, indirect guidance, direct guidance, positive reinforcement, consequence, natural consequences, artificial consequences, time out, l-message, prompting, redirecting, modeling, active listening, overstimulated, frustration, stress ................
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