Chapter 1 - You: Working with Young Children - ASD-S



Questions for Exam Review – Early Childhood Services 110Chapter 1 - You: Working with Young ChildrenDescribe five ways companies are benefiting by providing child care benefits.Five ways companies are benefiting by providing child care benefits are:Positive effects on recruitment, moral and productivityTurnover and absenteeism are reducedBetter public relationsTax benefitsEase of schedulingImproved quality of the workforceCompare 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.Describe five characteristics of successful early childhood teachers.Characteristics of successful teachers include:Has a positive attitude and a sense of humourIs fond of childrenRelates easily and spontaneously to othersIs patient, confident, and caringIs creative and resourcefulIs dependent and reliableIs a keen observerSolves problems well and makes sound decisionsIs flexible and adapts well to the requirements of othersIs compassionate, accepting children’s strong emotions such as anger, love, and wonderEnjoys challenges and is willing and able to growTakes initiative in the classroomHas knowledge in curriculum, child growth and development, and child guidanceKeeps abreast of changes in the field of reading, attending conferences, seminars, and courses Desires continuous learningBecomes an active member of professional organizationsCan juggle many activities at onceFeels rewarded by even minimal progressCommunicates and resolves conflicts wellHas lots of energyHas a strong sense of ethical behaviorChapter 28 – Programs for Infants and ToddlersList four guidelines for effective infant-toddler programsGuidelinesProvide children with a safe and healthy environmentDevelop trusting relationships with children and their familiesRespect the cultures represented by the children and their familiesDesign a curriculum to meet the unique needs of each childcare for each child affectionatelyRespond to children’s distress or discomfort signals immediatelyFollow a consistent routine in providing for children’s needsEncourage curiosity by providing opportunities for children to exploreHelp children develop trust, respect and a positive regard for their worldAvoid overstimulation. Too many new experiences at one time can overwhelm young children, particularly infants.Plan opportunities for infants and toddlers to master new skills.Describe how an infant should be fedEach infant should be assigned to one caregiver. The assigned caregiver should feed the infant leisurely while holding and cuddling the infantDescribe 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.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. List five activity areas for toddlers and three questions caregivers should ask themselves when planning the areas. The areas areArt areaSensory areaFine motor areaGross motor areaMusic areaLanguage areaChapter 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?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. 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. 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-OldsCompare the emotional development of two-year-olds to the emotional development of three-year-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 accomplishmentsDisplays jealousyMay develop fear of the dark, needs reassuranceThree-year-olds are – Usually cooperative, happy and agreeableFeel less frustrated because motor skills have improvedMay still seek comfort from caregivers when tired or hungryLearns more socially acceptable ways of displaying feelingsMay substitute language for primitive displays of feelingsMay show fear of dark, animals, stories, and the “bogeyman.”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.List 3 motor skills of a 2-year-old.Motor skills of a 2-year-old –Runs without fallingPedals a tricycleKicks a large ballJumps in placePlays 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 floorWalks up and down stairs, both feet on step, while holding onto railings.Stands with both feet on balance beam.Describe 3 self-help skills of 3-year olds. Self-help skills of 3-year olds includeWashes and dries face and handsUnbuckles beltUsually remains dry at nightTurns faucet on and offChapter 6 – Understanding Four- and Five-Year-OldsWhy 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.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.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 EnvironmentHow 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. List four goals for a well-planned space. Goals of a well-defined space include:Providing a physically safe environment for childrenProviding children with areas for cognitive, emotional, social, and physical growthProviding adults with a space that is easy to watchProviding space that is pleasing to the eye for both adults and childrenProviding easy access to materials when needed so children are able to direct themselvesProviding space where children can work and play comfortablyList two ways to promote:Self-control through the classroom environmentEnough space is provided for children to use materials in each classroom areaThe classroom traffic flow permits children to work without interruptionNoisy areas are located away from quiet areasSocial skills through the classroom environmentBoundaries between areas are defined with low shelving unitsA sufficient amount of materials are available to encourage cooperative playChapter 9 – Selecting Toys, Equipment and Educational MaterialsHow 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 culturesHave a culturally diverse collection of puppets, dolls, and people figuresHave puzzles and small manipulatives representing people from around the world.Have musical instruments from various cultures, such as maracas, drums, and flutesHave musical recordings in various cultural styles and languagesArt materials and supplies that reflect various skin tonesMulticultural posters, pictures, and decorationsCulturally relevant dress-up clothes, food, kitchen items, and furnishings for the dramatic play 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. List two characteristics that are vital in selecting developmentally appropriate software programs. Considerations for selecting technology for PlaySchoolsClear, user-friendly directions that children can follow without adult help Colorful, animated, realistic graphics to hold children’s attentionLogical sequencesInteractions with the child, including feedbackPromotion of problem-solving skills by offering choicesInvestigation of concepts, such as numbers, colors, shapes, letters, or counting Chapter 10 – Promoting Children’s SafetyList four safety objectives.Four safety objectives include:`Supervise the children at all timesMaintain at least the minimum adult-child ratio as required in your stateDevelop safety limitsProvide a safe environmentPractice fire safetyKnow emergency procedures for accidental poisoningDevelop plans for weather emergenciesRecognize signs of child abuse and report any known or suspected casesTeach children how to protect themselves from sexual assaultName 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 clothingEmotional 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. 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 dirtyWearing clothes that are inappropriate for the weatherBeing poorly groomedBeing too thin or malnourishedBeing constantly fatigued or illChapter 11 – Planning Nutritious Meals and SnacksList 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 parentsDescribe 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. 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, milkVarious answers possible – should include a couple of servings of fruit/vegetables. List four foods that are unsafe for young children because they present a risk of choking.Foods that are unsafe for young childrenCherries with pitsHard or sticky candyMarshmallowsNutsPeanut butter by the spoonfulGumRaisinsPopcornWhole grapesWhole hot dogsChapter 12 – Guiding Children’s HealthExplain 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. Name the four signs of illness you should watch for daily.Signs of illness include:Atypical behavior, more quiet, tired, fussy, or aggressive than usualBreathing difficultiesDiarrheaFeverFrequent scratching of body or scalpChange in color of urine or stoolsHeadache or stiff neckInfected skin patchesLoss of appetite or refusal to eatRedness or discharge from eyesSevere coughingCongested or runny noseSoresSore throat or difficulty swallowingAchinessRashesVomitingWhat 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 SkillsWhat 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. List and explain five direct guidance principles.Direct guidance principles:Use simple languageSpeak in a relaxed voiceBe positiveOffer choices with careEncourage independence and cooperationBe firmBe consistentProvide time for changeConsider feelingsIntervene when necessaryDescribe three guidance techniques and give examples of each one.Positive Reinforcement - Using consequences -Warning -Time-out -I-messages -Effective praise -Suggesting -Prompting -Persuading -Redirecting -Modeling -Listening -Ignoring -Encouraging -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 wordsProvide 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 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 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download