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.
2. Compare the jobs of a nanny and an au pair.
3. Describe five characteristics of successful early childhood teachers.
Chapter 28 – Programs for Infants and Toddlers
1. List four guidelines for effective infant-toddler programs
2. Describe how an infant should be fed
3. Describe proper hand washing
4. Why should the child’s parent be consulted in planning a nap time schedule?
5. 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 Two
1. How can you test a child to see if he or she understands the concept of object permanence?
2. Explain the concept of deferred imitation.
3. 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-Olds
1. Compare the emotional development of two-year-olds to the emotional development of three-year-olds.
2. Why is extra supervision needed when you take two-year-olds on field trips?
3. List 3 motor skills of a 2-year-old.
4. Describe 3 self-help skills of 3-year olds.
Chapter 6 – Understanding Four- and Five-Year-Olds
1. Why are time concepts difficult for four- and five-year-olds to understand?
2. Describe the reading abilities of four- and five-year olds.
3. Typically, what is the teacher’s role in the play of four- and five-year-olds?
Chapter 8 – Preparing the Environment
1. How does the arrangement of space in a centre affect the teacher’s behavior?
2. List four goals for a well-planned space.
3. List two ways to promote:
a. Self-control through the classroom environment
b. Social skills through the classroom environment
Chapter 9 – Selecting Toys, Equipment and Educational Materials
1. How can a variety of cultural and ethnic groups be represented in the classroom?
2. Explain the difference between physical age and developmental age.
3. List two characteristics that are vital in selecting developmentally appropriate software programs.
Chapter 10 – Promoting Children’s Safety
1. List four safety objectives.
2. Name the four types of child abuse and explain.
3. Give three signs that a child may be neglected.
Chapter 11 – Planning Nutritious Meals and Snacks
1. List the goals for a good nutrition program.
2. Describe the eating guidelines for children with diabetes.
3. Write a one-day lunch menu appropriate for four-year-olds and explain why it is nutritionally adequate and appealing.
4. List four foods that are unsafe for young children because they present a risk of choking.
Chapter 12 – Guiding Children’s Health
1. Explain the purpose of requiring all children to have a preadmission medical examination.
2. Name the four signs of illness you should watch for daily.
3. What is the best way for a child to get rid of blockage in the windpipe?
Chapter 13 – Developing Guidance Skills
1. What is the difference between direct and indirect guidance?
2. List and explain five direct guidance principles.
3. Describe three guidance techniques and give examples of each one.
4. Explain three ways to promote a positive self-concept in children.
Chapter 14 – Guidance Problems
1. Know what causes stress in children and how best to prevent and handle stress.
2. Be able to give good advice to handle stressful situations.
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, 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