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1 | |
The environment should be safe and healthy for all the children in it, which means |
| | A) | paying attention to specific issues related to children with disabilities, challenges or special needs who may use the environment. |
| | B) | examining what extra health measures may need to be taken for children who are medically fragile or have chronic illnesses (like asthma, for example). |
| | C) | using or creating a checklist that addresses the specific situation you are in and relates to the specific population you serve. |
| | D) | All of the above |
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2 | |
Which of the following is true about feeding infants and toddlers? |
| | A) | It's best to tell mothers to wean their babies from breast milk when they are placed in child care. |
| | B) | Caregivers know more than parents do about nutrition for children under three. |
| | C) | Food must be appropriate to the child's age, physical condition and cultural or religious traditions. |
| | D) | There's little difference between feeding infants and feeding toddlers. |
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3 | |
Which of the following are guidelines for feeding infants that most pediatricians agree on? |
| | A) | Start with solid foods in the first days of life. |
| | B) | Feed infants adult casseroles with lots of ingredients to wake up their taste buds. |
| | C) | Sweeten infant foods with honey. |
| | D) | Stay away from all additives such as salt, sugar, and artificial colors and flavors. |
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4 | |
Which of the following is not true about creating a learning environment for infants and toddlers? |
| | A) | The structure of an infant-toddler program comes from a well-planned environment. |
| | B) | Research shows that behavior is influenced by the environment. |
| | C) | A well-designed environment supports infants' and toddlers' emotional wellbeing, stimulates their senses and challenges their motor skills. |
| | D) | When considering a learning environment it is necessary to focus on cognitive development and not to worry about social development. |
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5 | |
Some general rules for setting up an environment for infant-toddler care include: |
| | A) | Having a designated place for arrivals and departures with storage for children's belongings |
| | B) | Separating the sleeping and eating areas from the play area |
| | C) | Creating an appealing outdoor space that invites exploration |
| | D) | All of the above |
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6 | |
Examples of flexibility of infant-toddler environments include: |
| | A) | Thinking of ways to respond to the changing needs of the children so the environment remains developmentally appropriate as children grow and develop. |
| | B) | Using furniture in imaginative ways, such as pulling a couch out from the wall to create an interesting path for crawlers. |
| | C) | Constantly moving things around to keep the children stimulated with something new. |
| | D) | Answers (a) and (b) |
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7 | |
The learning environment for very young infants is different from that of toddlers in all but one of the following ways: |
| | A) | Size of group it accommodates |
| | B) | Amount of space designated for each group |
| | C) | Opportunities for exploration |
| | D) | Attention to safety factors |
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8 | |
All of the following are special considerations that apply to mixed-age groups in family child care homes except: |
| | A) | The challenges related to keeping the environment safe and developmentally appropriate for all the children in it, even the youngest children |
| | B) | Figuring out how to give infants access to mouthable objects when older children play with small objects, because they have learned not to put them in their mouths |
| | C) | Keeping babies in a room by themselves so they never mix with the toddlers and preschoolers |
| | D) | Maintaining a noise level appropriate to the youngest and/or the most sensitive child |
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9 | |
All of the following are appropriate for the play environment for nine-month-olds except: |
| | A) | Dolls, plastic cars, nesting toys |
| | B) | Cloth or cardboard books |
| | C) | Objects from the adult world, like wooden spoons or pots and pans |
| | D) | Marbles |
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10 | |
Jones and Prescott defined five dimensions of teaching-learning environments. Three are listed below. Which is answer is not one of the five dimensions? |
| | A) | Soft and hard |
| | B) | Simple and complex |
| | C) | Hot and cold |
| | D) | Open and closed |
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