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| 1 | |
Infant stimulation |
| | A) | means the same as infant education in this book. |
| | B) | is something done to a child rather than something the child chooses to do. |
| | C) | has been proven to make a big difference in children's later IQ scores. |
| | D) | is what this book is based on. |
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| 2 | |
Infant education has a curriculum |
| | A) | which is a set of organized activities planned for a year at a time. |
| | B) | which is only appropriate if it comes from a regulating agency. |
| | C) | which is always written down in a book or binder. |
| | D) | None of the above |
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| 3 | |
In a problem-solving approach to infant-toddler education |
| | A) | the only problems that count are the academic type. |
| | B) | infants and toddlers are always left on their own to solve their problems. |
| | C) | all the problems are planned and set up ahead of time by adults. |
| | D) | children learn to figure out approaches to solving all kinds of physical, social, emotional, and intellectual problems. |
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| 4 | |
Stress |
| | A) | is never good for infants and toddlers. |
| | B) | must be avoided at all costs. |
| | C) | can be useful at optimum levels. |
| | D) | None of the above |
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| 5 | |
Which of the following is the least appropriate role for adults in infant-toddler education? |
| | A) | Providing attention |
| | B) | Providing feedback |
| | C) | Modeling |
| | D) | Teaching how to hold a pencil |
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| 6 | |
Which of the following is true according to the text? |
| | A) | If you are generous with your attention during caregiving times, children are less likely to hunger for attention the rest of the time. |
| | B) | When a child misbehaves, you should ignore that child for the rest of the day. |
| | C) | Praise is never addictive. |
| | D) | You can never praise too much. |
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| 7 | |
Feedback |
| | A) | is the same as punishment. |
| | B) | is an effective teaching tool whether it comes from the environment or from a person. |
| | C) | does not necessarily need to be clear. |
| | D) | is the same as distraction. |
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| 8 | |
Adults use modeling in an effective way when |
| | A) | they scream at a child to stop screaming. |
| | B) | they smoke cigarettes on their break outside the window where children can see them but hope the children will grow up not to smoke. |
| | C) | they lower their own voice to quiet a child who is screaming. |
| | D) | All of the above |
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| 9 | |
Adults who are good infant-toddler educators |
| | A) | try to always be perfect models for children. |
| | B) | can respond in positive ways to their own imperfections and model for children that no one is perfect. |
| | C) | try to be sure never to let children see that adults make mistakes. |
| | D) | All of the above |
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| 10 | |
The role of the infant-toddler educator |
| | A) | only shows when conducting some kind of group lesson. |
| | B) | is the same as teaching, but focuses only on individuals. |
| | C) | is never appropriate for assistant teachers or aides. |
| | D) | can be carried out by any adult at any time, including during caregiving activities and free play times. |
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| 11 | |
Anecdotal records: |
| | A) | are descriptions of anything that captures your attention. |
| | B) | are formal written observations. |
| | C) | are always recorded in video. |
| | D) | require special training before they can be interpreted. |
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| 12 | |
To implement an infant and toddler curriculum, caregivers need skills in understanding: |
| | A) | atypical development. |
| | B) | typical development. |
| | C) | diversity. |
| | D) | All of the above |
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| 13 | |
The best response to toddlers' exploratory urges is to: |
| | A) | teach them to sit still through longer and longer circle times. |
| | B) | use preschool-type activities, and teach toddlers how to do them so they'll be ready for the next stage right away. |
| | C) | encourage them, because exploring is the way they learn. |
| | D) | create strict disciplinary guidelines around exploration so that it becomes inhibited. |
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