Children and Families in a Diverse Society Practice Questions
Course Introduction
This course explores the dynamics of children and families within the context of a diverse society, examining how factors such as culture, ethnicity, socioeconomic status, gender, and family structure influence child development and family relationships. Students will analyze theories and research on family systems and diversity, critically consider challenges and opportunities faced by families from varied backgrounds, and investigate strategies for supporting children and families in inclusive and equitable ways. Emphasis is placed on developing cultural competence, fostering respect for differences, and applying knowledge to real-world contexts in education, social services, and community settings.
Recommended Textbook
Child Family and Community Family Centered Early Care and Education 7th Edition by Janet Gonzalez
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2
Chapter 1: The Child in Context of Family and Community
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Sample Questions
Q1) Which of the following statements best describes Lilian Katz's quote: "Your client is not the child, but the family."?
A) Caregivers should focus only on the child
B) Caregivers should focus primarily on the parent, then on the child
C) Caregivers should focus on the families more than the child
D) Caregivers should focus on the family and the child within that family
Answer: D
Q2) The best definition of bioecological theory is
A) Every child is at the center of concentric circles of contexts
B) Every child should be the star in the home
C) Every child should be responsible for his environment
D) Every child should have specific duties at home
Answer: A
Q3) Which theorist was the co-founder of Head Start?
A) John Bowlby
B) Ira J. Gordon
C) Urie Bronfenbrenner
D) Douglas Powell
Answer: C
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Page 3
Chapter 2: Supporting Families Around Issues of
Attachment and Trust
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Sample Questions
Q1) Cross-cultural research shows which of the following, regarding attachment?
A) In some cultures, the ideal attachment of an infant is to a group
B) Attachment should always be exclusive to the mother
C) Some cultures do not value attachment
D) Attachment occurs in the same way across cultures
Answer: A
Q2) What is the definition of temperament?
A) Temperament is the word to describe a temper tantrum
B) Temperament is a personality disorder
C) Temperament is an inborn trait that is genetically determined
D) Temperament is an environmental condition
Answer: C
Q3) Which of the following statements is true about attachment?
A) Attachment theory has not been supported by brain research
B) Attachment has no connection to survival
C) Attachments occurs faster if adults let babies cry for long periods of time
D) The first attachments provide the basis for all future relationships
Answer: D
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Chapter 3: Supporting Families With Autonomy-Seeking Youngsters
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Sample Questions
Q1) Punishing an active child during the autonomous stage may result in the child
A) Developing a healthy respect for adults
B) Developing a sense of shame for exploring
C) Knowing right from wrong
D) Being ready for the next stage of development
Answer: B
Q2) How can caregivers help children during good-byes?
A) Distract children
B) Acknowledge and accept feelings
C) Tell children, "you are fine."
D) Encourage children to stop crying
Answer: B
Q3) Nikko is a child who is firmly attached to his family. In terms of exploration, Nikko is likely to
A) Explore only at home
B) Not explore much
C) Explore when he is instructed to
D) Explore and discover often
Answer: D
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Chapter 4: Sharing Views of Initiative With Families
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Q1) What four qualities are important when facilitating conflict resolution between children?
Q2) Aggression in young children
A) Is the same as initiative
B) Can come from a variety of causes
C) Is not usually a problem in preschool-age children
D) Can be healthy if the child can get what they want
Q3) How can play help to empower children?
A) By allowing children to try on powerful roles and feelings
B) By making children feel guilty for not working
C) By giving them dimensions of inclusion
D) By initiating aggression
Q4) How can teachers help families understand what is happening during play?
A) Teachers can explain that children are passive during play
B) Teachers can point out that children's minds are idle during play
C) Teachers can describe how children are active explorers during play
D) Teachers can tell parents that children are just running off energy
Q5) What is the difference between empowering and overpowering children?
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Chapter 5: Working With Families of School-Age Children
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Q1) Which theorist is best known for research on moral decision making?
A) Kohlberg
B) Erikson
C) Gardner
D) Vygotsky
Q2) Why are schools less likely to use the constructivist approach to teaching?
A) Constructivism is only for vocational programs
B) Constructivist education does not use developmentally appropriate curriculum
C) Community and family pressure to teach academics
D) The constructivist approach is only appropriate for preschool
Q3) In the story of Michael, what did the teachers come to understand about his behavior?
A) That Michael was a child that could not be reached
B) That Michael was a child who could easily connect with others
C) That Michael's experience of abuse and neglect meant he would always be aggressive
D) That Michael learned patterns of behavior in response to his early environment
Q4) What are some strategies for teaching morals through prosocial development?
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Chapter 6: Societal Influences on Children and Families
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Q1) The child, Lindsay, provides an example of a family with White privilege. Which one of the following is not related to Lindsay's areas of privilege?
A) Lindsay does not have to represent "her people"
B) Her family can probably choose where to live within their price range without facing discrimination
C) Lindsay probably sees herself and her family as "normal"
D) Lindsay's mother must always teach her how to protect herself from racism
Q2) Which of the following is an example of inequity in schools?
A) All children get equal number and quality of materials
B) In wealthier districts, schools may have twice the funding per child as poorer districts
C) All schools have the same priority in terms of building maintenance and repair
D) Poor children and wealthy children get equally qualified and experienced teachers
Q3) According to the research of Adrie Kusserow, the families in Queens and the families in Manhattan treated their children very differently. What were the differences and why?
Q4) How are children socialized by their families?
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8
Chapter 7: Understanding Families Goals, Values, and Culture
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Q1) All of the following are suggestions inspired by Louise Derman-Sparks, for working on cross-cultural communication, with the exception of?
A) Build relationships
B) Know others
C) Work to bring differences out in the open
D) Problem solve
Q2) When working with a family member using the RERUN strategy, a teacher tries to see the situation from both points of view and is able to explore it clearly without defensiveness or judgments. Then the teacher is ready to see if she and the other person can find common ground. Which part for the RERUN strategy is the teacher implementing?
A) Understand
B) Explain
C) Negotiate
D) Reflect
Q3) Culture
A) Is something that only ethnic people have
B) Is something that caregivers do not need to pay attention to
C) Is invisible and effects everything that we do
D) Should be melted into other cultures
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Chapter 8: Working With Families on Guidance Issues
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Sample Questions
Q1) When is it appropriate to ignore a child's behavior?
A) When it is used as an attention getting behavior
B) When the teacher is busy
C) When the other children are busy
D) When the parent is in the room
Q2) Merlin scribbled on the rug with a marker. A logical consequence for him might include
A) Merlin cannot go outside with the rest of the group
B) Merlin has to go on time out
C) Merlin cannot use markers for the day
D) Merlin must clean the markers off of the rug
Q3) All but one of the following is a list of the dangers of demanding children to be obedient. Which one does not belong?
A) Children learn to speak up and defend themselves
B) Children may have difficulty saying no to peers
C) Children may have trouble saying no to adults with inappropriate intentions
D) Children may have struggle with making independent choices
Q4) Describe the 7 effective ways to respond to children's unacceptable behavior.
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Page 10
Chapter 9: Working With Families on Addressing Feelings and Problem Solving
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Q1) What are the characteristics of an authoritative parent?
A) They may take the role of friends and guides
B) They provide limits and controls
C) They use the "Do-as-I-say" approach
D) Parent needs come before child needs
Q2) Simultaneous feelings include all of the following, except
A) They are sometimes called mixed feelings
B) They are difficult for children because children can focus only on one feeling at a time
C) They are verbalized by adults to help children cope
D) They are easy for children to deal with and explain
Q3) A young child sucking on his/her thumb is an example of what?
A) A child who needs a pacifier
B) A child who needs to eat
C) A child who is happy
D) A child who is self-soothing
Q4) How can adults help children cope with fear?
Q5) How does playing pretend help children cope with feelings?
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Chapter 10: Working With Families to Support Self-Esteem
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Sample Questions
Q1) What are some strategies for changing negative messages to positive ones?
Q2) Scaffolding is a term that is used in early childhood development. Which of the following is true about scaffolding?
A) Vygotsky believed that only adults should assist performance
B) The term relates to Vygotsky's notion of assisted performance
C) Adults should avoid scaffolding and let children solve problems on their own to increase their self-esteem
D) The term was coined by a child playing in the block corner
Q3) What is the difference between discriminating on the basis of skin color and recognizing differences in skin color?
Q4) According to the research of Carol Dweck, fixed mindset refers to what?
A) Children who worry about mistakes and failures
B) Children who view mistakes and failures as a path to learning
C) Children who avoid peers
D) Children who like to fix things
Q5) What are some of the ways to teach anti-bias behaviors?
Q6) What is meant by the term "life script?"
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Page 12
Chapter 11: Working With Families Around Gender Issues
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Q1) How does interruption relate to gender roles?
Q2) How can adults promote gender equity?
A) By giving children names that are non-gender specific (like Chris)
B) By becoming aware of how language usage relates to power relations and gender stereotypes
C) By setting up spaces in the classroom for girls only and other spaces for boys only
D) By creating a competitive classroom environment for boys and girls.
Q3) In the story of Jennifer, the mother of Zach and Jade, how did sexism show up in the way that she was stroking her children?
Q4) Which of the following is true about teaching an antibias attitude to young children?
A) It includes speaking out against racial injustice but not gender inequities
B) It is inappropriate for young children because they do not have biases
C) It gives them the skills to challenge bias of all sorts, including sexism
D) It applies only to girls
Q5) How does differential treatment show up in preschool?
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Chapter 12: Stress and Success in Family Life
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Q1) What is the word to describe when one person encourages and enables another to lean too heavily on him or her, creating bonds that trap both of them?
A) Attachment
B) Codependence
C) Poverty
D) Resiliency
Q2) Diversity in family structure
A) Reflects cultural differences and changing times, but not necessarily the breakdown of the family
B) Infers that most families are dysfunctional
C) Means that children suffer when they do not grow up in what has been thought of as the traditional family that has a mother and father
D) Is the same as a nuclear family
Q3) Which of the following is true about resilient children?
A) They have a hard time connecting
B) They are destined for greatness
C) They have difficulty with social skills
D) They emerge intact from a history of severe distress
Q4) How can teachers give legitimacy to all families?
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Chapter 13: Early Care and Education Programs As Community Resources
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Q1) Which term represents programs that have higher standards than those set by their respective states?
A) Continuity
B) Developmental
C) Roadblock
D) Quality
Q2) All of the following help a child bridge the gap between home and early education and care, except
A) Visiting the center before the first day the child starts
B) Attending an open house with their child
C) Visiting the center with child and staying for awhile
D) Dropping the child off at the center to encourage independence
Q3) Which of the following are things that influence quality in child care?
A) Group size, ratio, teacher training
B) The age of the building
C) The families enrolled
D) Yet to be determined
Q4) How does competition impact the relationship between families and caregivers?
Page 15
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Chapter 14: Supporting Families Through Community
Resources and Networks
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Q1) Michael's family was featured in the chapter. Michael is the three-year-old son of a lesbian couple. What challenges did they face with community agencies and social networks?
Q2) Sara's family was featured in the chapter. What community resources did Sara use to support herself and her two sons?
Q3) Which of the following is a description of Women, Infants, and Children (WIC)?
A) A federally funded nutrition program designed to help ensure that children get the nourishment they need through the prenatal period and into the first year of life
B) A federally funded program that offers educational classes
C) A federally funded program that focuses on early childhood education curriculum
D) A federally funded program that focuses on community involvement with families
Q4) What best characterizes stroke pie?
A) It is a favorite American dessert
B) It is a way of assessing how broad an individual's base of support is C) It should feature a single individual as the sole support of another D) It has to do only with financial support, not emotional support
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Page 16
Chapter 15: Social Policy Issues
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Q1) What is the goal of Geoffrey Canada and the Harlem's Children Zone?
A) To get children ready for kindergarten
B) To get schools ready for children
C) To get children ready for college
D) To supplement the cost of Head Start programs
Q2) Which of the following is not a common problem that results from the rescue approach?
A) Children placed in foster care must deal with the emotional effects of separation and are often left with lifelong scars
B) Create comprehensive services to strengthen families and give them the tools they need to support and nurture their children
C) The costs of taking children from their families are enormous
D) Children too often must be rescued from their own parents because they don't get adequate care
Q3) Children who have been exposed to violence often experience fear. What is one way that children try to work through their fears, and why is it not always supported by adults?
Q4) How can people become an advocate for children and families?
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