Introduction to Early Childhood Programs
Exam Answer Key
Course Introduction
Introduction to Early Childhood Programs offers a comprehensive overview of the various types of early childhood education settings and programs, including preschools, child care centers, family child care, Head Start, and early intervention services. The course explores the historical, philosophical, and theoretical foundations of early childhood education, examining how these influence current practices and policies. Students will learn about the roles and responsibilities of early childhood educators, program models and curricula, health and safety standards, and the importance of culturally responsive and inclusive practices. The course also addresses family engagement, community resources, and the impact of public policy and advocacy on early childhood programs.
Recommended Textbook
Child Family and Community Family Centered Early Care and Education 7th Edition by Janet Gonzalez
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15 Chapters
314 Verified Questions
314 Flashcards
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2
Chapter 1: The Child in Context of Family and Community
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22 Verified Questions
22 Flashcards
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Sample Questions
Q1) 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
Q2) In Bronfenbrenner's bioecological model
A) The child is viewed as an individual
B) The mesosystem is the most important layer
C) Development and socialization are impacted by the layers
D) Culture is not important
Answer: C
Q3) The idea of culture is discussed throughout the first chapter. Which of the following is not true about culture?
A) Culture always affects us
B) Culture only matters during holidays
C) Culture affects what we see and how we behave
D) Culture can seem invisible until we bump up against a different culture
Answer: B
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Chapter 2: Supporting Families Around Issues of
Attachment and Trust
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24 Verified Questions
24 Flashcards
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Sample Questions
Q1) Ron Lally, Peter Mangione, the PITC and the research of Emmi Pikler have all focused on which of the following ideas?
A) Helping caregivers develop a primary attachment with children
B) Supporting infant-toddler programs to discourage attachment between caregivers and children
C) The importance of training caregivers to develop secondary attachment in out-of-home care
D) Discouraging attachment for children in childcare
Answer: C
Q2) A strong, healthy attachment occurs
A) When an infant and caregiver have synchronous interactions
B) When an infant is given screen time daily
C) When an infant is made to follow the schedule of an adult
D) When adults take babies actions personally
Answer: A
Q3) What might happen with children who do not develop a healthy attachment to an adult?
Answer: Children who do not develop a healthy attachment to an adult may experience a lack of trust and unresolved trust issues, and may seek unhealthy adult relationships.
Page 4
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Chapter 3: Supporting Families With Autonomy-Seeking Youngsters
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Sample Questions
Q1) When children bite, what should adults do?
A) Take it seriously, but model gentleness
B) Punish severely because it is a serious offense
C) Ignore the incident so the behavior will disappear
D) Bite the child back so they can understand that it hurts others
Answer: A
Q2) 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
Q3) To promote self-help skills, what should adults do?
A) Restrict children to what they can do well
B) Encourage trials and exploration
C) Do everything they can for the child
D) Manage the risks children explore
Answer: B
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Chapter 4: Sharing Views of Initiative With Families
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22 Verified Questions
22 Flashcards
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Sample Questions
Q1) How can play be facilitated in children with special needs?
A) By working with the parents in sharing information about adaptations that might be needed
B) By leaving the child with special needs to work out any problems that arise with typically developing peers
C) By using competition to motivated the child with special needs
D) By teaching the child with special needs that he or she is just there to observe the other children playing
Q2) What is the affect on children when adults use heavy-handed punishments, accusations or threats?
A) Children may have an exaggerated sense of guilt and judge themselves harshly
B) Children learn to toughen up
C) Children go in the other direction and become very mellow
D) Children develop ADHD
Q3) How do adults contribute to children's sense of initiative?
A) By directing everything they do with a firm hand
B) By encouraging them to explore, try things out, and solve problems themselves
C) By punishing mistakes so the child learns to avoid them
D) By keeping them from trying new things because they might do it wrong
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Page 6
Chapter 5: Working With Families of School-Age Children
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21 Verified Questions
21 Flashcards
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Sample Questions
Q1) According to Erikson, which developmental stage are most children still in when they enter kindergarten?
A) Autonomy vs. shame and doubt
B) Trust vs. mistrust
C) Industry vs. inferiority
D) Initiative vs. guilt
Q2) What is the focus of the ethic of caring?
A) A caring alternative to character education
B) Teaching children to be virtuous
C) Considering one's own needs more than that of another
D) Teaching caring through emotional manipulation
Q3) What is an affirmation?
A) A positive, validating message
B) A form of punishment
C) A form of indirect communication
D) A way to affirm dislike for another person
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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Sample Questions
Q1) An antibias curriculum has a goal of an equitable society. What else is true of antibias curriculum?
A) It is a purely cognitive approach
B) It is something added on to an existing curriculum
C) It deals with some, but not all, aspects of human diversity
D) It changes the whole curriculum to reflect an attitude of respect toward differences
Q2) How does viewing violence on television and video games impact children?
A) It makes children more likely to be violent
B) It has no impact because children are too young to understand
C) If children are busy playing, they won't notice the images
D) Children will understand it is not real if adults explain
Q3) Some schools begin "tracking" students from preschool through elementary grades. What does "tracking" mean?
A) Teachers can pick the children for the classroom
B) Children are grouped, based on their assumed educational abilities
C) Children are tested to see if they can run track
D) Teachers can decide if the child can play with peers
Q4) How are children socialized by their families?
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Page 8
Chapter 7: Understanding Families Goals, Values, and Culture
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Sample Questions
Q1) Cultural pluralism is similar to
A) The individualist approach
B) A melting pot
C) A tossed salad
D) A collectivist
Q2) When making the case to support home language in schools, which of the following reasons is not valid?
A) Children develop language through social interactions with adults and peers
B) Saying everything in both languages one right after another is the best way to become bilingual
C) It is important to support cognitive development in the home language
D) Becoming bilingual is about adding another language, and not taking one away
Q3) What is meant by a cultural bump?
Q4) Regarding pattern 1 and pattern 2 families, most families will
A) Relate more to pattern 1
B) Relate more to pattern 2
C) Find themselves somewhere between the two
D) Find nothing that relates to their family
Page 9
Q5) What do people mean when they say that they don't have a culture?
Q6) What is the value of cultural pluralism?
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Page 10
Chapter 8: Working With Families on Guidance Issues
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22 Verified Questions
22 Flashcards
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Sample Questions
Q1) Which of the following is true about time/out?
A) It is a universally accepted method of discipline that everyone agrees is effective
B) It makes children understand what they did wrong
C) It helps children feel better about themselves
D) Depending on the adult approach, it can be considered punishing or an opportunity for an adult to be a helper to the child
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) In the story about Carla and Cody, characteristics of parents who abuse their children include which of the following?
A) Being of a low income level
B) Being isolated and having unrealistic expectations of their children
C) Lacking love for their children
D) Having a shy personality
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11
Chapter 9: Working With Families on Addressing Feelings and Problem Solving
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21 Verified Questions
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Sample Questions
Q1) According to the chapter, which of the following is never inappropriate?
A) Express feelings
B) Act on one's feelings
C) Feel what one feels
D) Talk about feelings
Q2) What are the characteristics of a permissive 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) They view the parent role as one of power
Q3) How can adults help children cope with anger?
A) By downplaying the feeling
B) By putting the child in time-out so he will learn not to have those feelings
C) By helping the child redirect the energy and work through the feeling
D) By refusing to label the feeling
Q4) How can adults help children cope with fears?
A) By linking up a brave, gentle, outgoing child with one who is fearful
B) By telling them not to be afraid
C) By disregarding their feelings
D) By refusing to label the feeling
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Chapter 10: Working With Families to Support Self-Esteem
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21 Verified Questions
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Sample Questions
Q1) What develops when a child is given a realistic appraisal of pluses and minuses and the child decides that he/she has more positive attributes than negative ones?
A) High self-image
B) High self-actualization
C) High self-concept
D) High self-esteem
Q2) Which of the following is not suggested as a way to promote self-esteem in young children?
A) Give children opportunities to experience success
B) Allow children to experience failure
C) Praise everything children do
D) Give children honest feedback
Q3) How can adults support children to develop a growth mindset?
A) Rescue children from problems
B) Help children fix things
C) Focus on children's effort
D) Tell children that they are losers if they fail
Q4) What is the difference between discriminating on the basis of skin color and recognizing differences in skin color?
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Chapter 11: Working With Families Around Gender Issues
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Sample Questions
Q1) Why does the author of the text suggest that adults not accept traditional gender roles?
A) Because traditional roles are narrow and confining
B) Because traditions are not necessary
C) Because they downplay femininity
D) Because we have reached equality in gender roles
Q2) Why should girls play with blocks?
A) They have to learn to be more masculine
B) It is the only opportunity to practice eye-hand coordination
C) They will become more artistic
D) It is a good way to gain practice in spatial relations and mathematical skills
Q3) How does differential treatment show up in preschool?
Q4) Using terms such as "firefighter," "mail carrier," "police officer" is an example of what?
A) Modeling gender-neutral language
B) Leaving men out of the workforce language
C) Being a feminist
D) Avoiding gender equity
Q5) How does interruption relate to gender roles?
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Chapter 12: Stress and Success in Family Life
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Sample Questions
Q1) What did the 6 featured families have in common?
Q2) Across America, which societal condition is rising rapidly?
A) Attachment
B) Codependence
C) Poverty
D) Success
Q3) How is the power dynamic between adults and children shifting within families in relation to the emerging society?
Q4) 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
Q5) Stress is
A) Always bad
B) A growth factor
C) Never needed
D) Difficult for resilient kids
Q6) How can adults help all children become resilient?
Q7) 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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22 Verified Questions
22 Flashcards
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Sample Questions
Q1) 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
Q2) Smaller groups and good ratios make it more likely that adults will do what?
A) Provide sensitive, responsive interactions with children
B) Give orders to children
C) Keep children in line by quoting rules
D) Demand, rather than encourage or suggest
Q3) The National Day Care Study came up with three variables that influence quality early child care
A) Group size, whole class instruction, and caregiver qualifications
B) Ability levels, caregiver-child ratio, and caregiver qualifications
C) Group size, caregiver-child ratio, and caregiver philosophy
D) Group size, caregiver-child ratio, and caregiver qualifications
Q4) How does competition impact the relationship between families and caregivers?
Page 16
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Chapter 14: Supporting Families Through Community
Resources and Networks
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18 Verified Questions
18 Flashcards
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Sample Questions
Q1) Roberto needed community resources for his family but felt resistant to seeking them because
A) He did not care
B) He did not know about them
C) He was too busy
D) He was suspicious of government agencies
Q2) Which of the following is a false statement about the forms social networks may take?
A) In some families, individual members have their own social networks
B) Some families are attached to a number of people beyond their own relatives in formal and informal ways
C) Other families have special friends who are considered "aunts and uncles" to the younger generation
D) The main form of social networks is the nuclear family, all other forms are secondary
Q3) Why do families need more support now than ever before?
A) Parents expecting the educator to take care of problems
B) Educational demands on the child
C) Both parents working full time
D) Children are watching too much television
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Chapter 15: Social Policy Issues
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Sample Questions
Q1) Which of the following is not something that educators should provide to children and families?
A) An environment that acknowledges children's diverse backgrounds
B) Community support
C) Comfortable transition into the next instructional level
D) One-size-fits-all education policies
Q2) Which of the following statements about inclusion is false?
A) Children in inclusion programs reach higher levels of achievement
B) Children in inclusion programs develop a broader range of social skills
C) Children in inclusion programs gain exposure to the larger world they will live in as adults
D) Children in inclusion programs develop sensitivity issues being around other children
Q3) 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
Q4) How can people become an advocate for children and families?
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