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| 1 | |
With infants and toddlers there is no way to separate intellectual needs from physical, social, and emotional needs. Therefore, |
| | A) | the term curriculum, that is, the plan for learning, is very broad. |
| | B) | curriculum doesn't look the same for infants and toddlers as it does for children in school. |
| | C) | both caregiving times and play times can be thought of as curriculum. |
| | D) | All of the above |
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| 2 | |
Learning and attachment are related, so |
| | A) | the approaches to insure that attachment occurs can be thought of as curriculum. |
| | B) | diapering is not of concern to caregivers because it is merely a mechanical task. |
| | C) | adult-child interactions during caregiving times can be designed to promote attachment. |
| | D) | (a) and (c) |
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| 3 | |
Caregiving routines can be thought of as essential activities of daily living. Which of the following is not a caregiving routine? |
| | A) | A field trip to the zoo |
| | B) | Diapering |
| | C) | Feeding a baby a bottle |
| | D) | Sitting with toddlers while they eat |
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| 4 | |
A primary caregiver system is set up |
| | A) | so no caregiver has to work too hard. |
| | B) | with the idea of rotating the caregivers so children don't get attached. |
| | C) | to prepare children to go to primary school where they have just one teacher. |
| | D) | as a way of connecting a caregiver to a group of three or four children for the purpose of promoting attachment. |
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| 5 | |
A primary caregiver system is designed to |
| | A) | be exclusive so that a child is only exposed to one caregiver, never more. |
| | B) | be a team situation so there is always someone else the child knows if the primary caregiver is absent. |
| | C) | use record-keeping as a means of promoting attachment and facilitating communication with the family. |
| | D) | (b) and (c) |
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| 6 | |
Knowing what each child needs |
| | A) | is easier when the caregiver knows the child well and is attached. |
| | B) | means that the caregiver can always meet every need. |
| | C) | has to be learned from books. |
| | D) | is too difficult when a child is still preverbal. |
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| 7 | |
The way caregivers feed infants can have a positive long term effect if |
| | A) | the infant is involved. |
| | B) | the infant and caregiver are sharing quality time. |
| | C) | they are communicating and interacting responsively. |
| | D) | All of the above |
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| 8 | |
To help children learn to become self-feeders, |
| | A) | give them adult size utensils right away so they get used to them. |
| | B) | never allow them to play or experiment with food. |
| | C) | encourage them to try once they show interest and give them child-size utensils to use. |
| | D) | avoid finger food. |
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| 9 | |
Which of the following is not a key to pleasant feeding experiences? |
| | A) | Ignoring a child's signals |
| | B) | Interacting responsively |
| | C) | Giving some choices |
| | D) | Defining limits clearly |
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| 10 | |
When a child resists being diapered |
| | A) | you may have to suspend the principles of respect and just hold the child down. |
| | B) | you can't respect the child. |
| | C) | you can be sensitive and responsive and still set limits. |
| | D) | All of the above |
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| 11 | |
Infants become good problem-solvers when they: |
| | A) | have a trusting relationship. |
| | B) | are taught specific problem-solving skills as early as possible. |
| | C) | have adults available to solve all their problems. |
| | D) | None of the above |
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| 12 | |
What experiences are the basis of intellectual development in infants and toddlers? |
| | A) | exposure to a specialized academic curriculum |
| | B) | involvement in several play groups |
| | C) | adequate utilization of cognitive toys |
| | D) | trusting relationships with consistent, responsive caregivers |
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| 13 | |
Continuity of care means: |
| | A) | children share a primary caregiver with 3 or 4 other children. |
| | B) | children experience things in the same way consistently, even when they |
| | C) | move on to another room and another caregiver. |
| | D) | ataying with one caregiver for several years. |
| | E) | a short-term but intensive tie to a special person. |
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| 14 | |
All of the following are appropriate feeding behaviors except: |
| | A) | heating jars of baby food in the microwave. |
| | B) | starting solid foods at 4-6 months. |
| | C) | using barley cereal as a starter food. |
| | D) | avoiding eggs, citrus fruits and white flour in the first 6 months. |
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