Principles of Family-Centered Practice Exam Solutions
Course Introduction
Principles of Family-Centered Practice explores the foundational concepts, values, and approaches involved in working collaboratively with families across diverse settings such as healthcare, education, and social services. The course emphasizes the importance of respecting family diversity, building strong partnerships, and empowering families as integral decision-makers in care and intervention processes. Students learn strategies for effective communication, advocacy, and support that promote family strengths and resilience while addressing individual and collective needs. Practical examples, case studies, and current research are used to illustrate best practices, cultural competence, and ethical considerations within the framework of family-centered care.
Recommended Textbook
Child Family and Community Family Centered Early Care and Education 7th Edition by
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15 Chapters
314 Verified Questions
314 Flashcards
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Janet Gonzalez
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) 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 following list includes types of parent partnerships based on the Epstein Model. Which item does not belong on the list?
A) Decision making
B) Communication between home and school
C) Helping students learn at home
D) Student volunteer of the year
Answer: D
Q3) Describe some of the potential challenges to creating partnerships with families
Answer: Potential challenges to creating parent partnerships include: teachers thinking they know more than the family; judging families; teachers not considering the lens of family culture.
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3
Chapter 2: Supporting Families Around Issues of
Attachment and Trust
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24 Flashcards
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Sample Questions
Q1) 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
Q2) Which of the following is not a sign of infant attachment?
A) An infant showing distress when someone unfamiliar is present
B) An infant beginning to act differently around the primary caregiver
C) An infant protesting when being separated from the primary caregiver
D) An infant wanting to hold his or her own bottle
Answer: D
Q3) According to the research of Thomas, Chess and Birch, the 3 main temperament types are
A) Easy, bossy, hard
B) Flexible, scared, moody
C) Easy, slow to warm, difficult
D) Easy, shy, challenging
Answer: C
Page 4
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Chapter 3: Supporting Families With Autonomy-Seeking Youngsters
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Sample Questions
Q1) What kind of environment supports children in the autonomous stage?
A) A space where they are confined
B) A space with lots of projects to make and take home
C) An environment where they hear the word "no" often
D) A safe space where toddlers are free be physical, explore and manipulate objects
Answer: D
Q2) Which of the following is an example of a transition object?
A) Soothing music from the teacher
B) A book from the library
C) A sensory toy from the child care facility
D) A stuffed animal from home
Answer: D
Q3) Separation can be more difficult when
A) The child takes his favorite "blankie" to childcare
B) The child is given no warning or preparation about going to childcare
C) The family introduces the experience in small steps
D) Parents don't sneak out
Answer: B
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Chapter 4: Sharing Views of Initiative With Families
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22 Flashcards
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Sample Questions
Q1) What four qualities are important when facilitating conflict resolution between children?
Q2) Which of the following is not a result of play?
A) Developing a short attention span due to lack of structure
B) Playing out feelings, developing competency and mastery
C) Sorting through conflict, creating imaginary worlds
D) Trying new power roles, problem solving
Q3) Which of the following indicates the stage of initiative?
A) Imagination and fantasy
B) Sensory motor
C) Hesitation
D) Separation anxiety
Q4) What ways can adults provide outlets for children with angry feelings?
A) Giving children time-outs
B) Physical activity
C) Allowing children to yell at each other
D) Tell families to spend more time with their children
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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Sample Questions
Q1) A family-centered approach to kindergarten has which of the following characteristics.
A) The teacher sees the importance of creating a relationship with each family
B) The orientation to the school is conducted in the auditorium with all the parents in attendance before school starts
C) Parents are told what their obligations to the school are
D) Teachers make it clear that parents are not to talk to the teacher except during pre-arranged conferences
Q2) According to Erikson, which developmental stage begins around age 6?
A) Autonomy vs. shame and doubt
B) Trust vs. mistrust
C) Industry vs. inferiority
D) Initiative vs. guilt
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) How are children socialized by their families?
Q2) To make television a teaching tool with beneficial results, what must be done?
A) Children must be encouraged to watch more TV than they do now
B) A government campaign must be started to ensure a TV in every home
C) Adults must monitor time spent watching and appropriateness of programs
D) Children must be exposed to more adult programs
Q3) Which of the following is an indicator for children who are prepared to enter kindergarten?
A) Children who are can concentrate and focus
B) Children who can count to 25
C) Children who can recite the ABC song
D) Children who are ready for invented spelling
Q4) 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?
Q5) How do parents help their children learn to get along with peers?
A) Scolding and criticizing children when they show they can't get along
B) Punishing children when they are not mannerly
C) Modeling desirable behavior and coaching children in social skills
D) Giving children lectures on proper etiquette
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Chapter 7: Understanding Families Goals, Values, and Culture
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Sample Questions
Q1) 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
Q2) What is the value of cultural pluralism?
Q3) According to the text, which of the following describes pattern 2 families?
A) They believe that everybody in a given culture is alike
B) Young adults are expected to leave home and take charge of his own life
C) They expect the child to remain a viable member of the family until death
D) They generalize about cultures and create stereotypes
Q4) According to the text, which of the following describes pattern 1 families?
A) They generalize about cultures and create stereotypes
B) They believe that everybody in a given culture is alike
C) The group is seen as more important than the individual
D) People are valued as unique individuals, starting at birth
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Q5) What do people mean when they say that they don't have a culture?
Q6) What is meant by a cultural bump?
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Page 10
Chapter 8: Working With Families on Guidance Issues
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Sample Questions
Q1) How are consequences different from punishment?
A) They never hurt or make a child unhappy
B) They are arbitrary
C) They are written as rules
D) They relate directly to the child's actions
Q2) A positive goal of discipline would be
A) To be in control of the child
B) To demand obedience and respect
C) To make the child pay for wrongdoing
D) To change the behavior
Q3) Why did early childhood experts want to change the word discipline to guidance?
A) It sounds better
B) It reflects a more positive approach
C) Children might like it better
D) Educators prefer frequent change
Q4) 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
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Chapter 9: Working With Families on Addressing Feelings and Problem Solving
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Sample Questions
Q1) When two people disagree about how feelings should be expressed, what is important for each person to consider?
A) Who is right and who is wrong
B) How to prove a point
C) Both perspectives
D) How to get the other to change his/her mind
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) Which of the following is not one of the ways to help children cope with feelings?
A) Relaxation
B) Self-calming
C) Playing pretend
D) Rewarding
Q4) How does playing pretend help children cope with feelings?
Q5) How can adults help children cope with fear?
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Chapter 10: Working With Families to Support Self-Esteem
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Sample Questions
Q1) Adults can promote self-esteem by doing which of the following?
A) Praising everything a child does
B) Make a child feel bad about him/herself
C) Protect a child from risk taking
D) Create a challenging environment where children have opportunities to experience success
Q2) Which of the following is not a dimension of self-esteem?
A) Significance
B) Power
C) Virtue
D) Patience
Q3) What are some strategies for changing negative messages to positive ones?
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 is meant by the term "life script?"
Q6) What is the difference between discriminating on the basis of skin color and recognizing differences in skin color?
Page 13
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Chapter 11: Working With Families Around Gender Issues
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Sample Questions
Q1) Research about children who grow up with same-sex parents suggests which of the following?
A) The children develop into gay or lesbian adults
B) The children have similar sexual orientation and gender-role behavior as those raised in heterosexual families
C) The children develop into heterosexual adults
D) There is no research on the topic
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) How does interruption relate to gender roles?
Q4) Which of the following is a responsibility of early educators?
A) Set up the center or classroom to invite both boys and girls to all areas
B) Make sure boys try on dresses in the dress-up corner
C) Create competitive activities between boys and girls
D) Set up a classroom environment that supports gender specific roles
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Chapter 12: Stress and Success in Family Life
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Sample Questions
Q1) When can stress be considered a positive force in a child's life?
A) When the child care director walks into the center
B) When educators use it for performance on evaluations
C) When it is not used by parents
D) When it is a growth factor
Q2) What is the name for a family that is made of individuals coming together as a couple, who each have their own children?
A) Blended
B) Broken
C) Dysfunctional
D) Separated
Q3) Which of the following are protective factors of resilient children?
A) They have been needed by someone
B) They take a passive role
C) They rub people the wrong way because of their life experiences
D) They have been protected from harm, pain and trauma
Q4) What did the 6 featured families have in common?
Q5) What are some strategies for working with families from a strength-based perspective?
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Q6) 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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Sample Questions
Q1) What type of relationship would be optimal for parents and early childhood educators have with each other?
A) They should be co-conspirators
B) They should have mutual respect for each other
C) They should compete with each other for the child's affection
D) They should avoid each other
Q2) One way to connect families is
A) Send out parent contact information
B) Introduce parents with common problems to each other
C) Ask permission to make contact information available
D) Pass out beer and wine to relax parents at meetings
Q3) IDEA stands for which of the following?
A) Individuals with Dependable Equity Act
B) Individuals with Developmental Education Act
C) Individuals with Disabilities Education Act
D) Individuals with Dollars Equality Act
Q4) How does competition impact the relationship between families and caregivers?
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Chapter 14: Supporting Families Through Community
Resources and Networks
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Sample Questions
Q1) 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
Q2) 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?
Q3) Some families do not seek help or support from the larger community. Which of the following is not one of the reasons?
A) They prefer to see themselves as self-sufficient
B) They have no idea what is available
C) Their kinship networks will not allow it
D) They think that needing help is a sign of weakness
Q4) Which words below can be used to describe schools, libraries, museums, and parks?
A) Support networks
B) Poverty protection
C) Community resource
D) Assistance centers
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Chapter 15: Social Policy Issues
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Sample Questions
Q1) 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?
Q2) How can people become an advocate for children and families?
Q3) According to the Children's Defense Fund report of 2011, what differences are noticeable between low-income babies and higher-income babies by 9 months?
A) Differences in which kinds of car seats they had
B) Differences in the kind of formula they drank
C) Difference in development
D) Differences in how much they cried
Q4) Which statement best characterizes Head Start?
A) It is a quick catch-up summer school program for children entering kindergarten
B) It excludes low-income children
C) It provides comprehensive services that address a wide variety of family needs
D) It is a program that includes all children regardless of income
Q5) What are some creative alternatives in the workplace that would allow families a greater role in caring for their own children?
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