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LSN Preschool FInal
Lee's Summit North Child Development: Preschool Experience Final Review
| Question | Answer |
|---|---|
| When at all possible, provide students the opportunity to make their own | Choices |
| Some positives characteristic of child care professionals | Flexibility. knowledge of development and ability to face challenges |
| It is important that praise is not _________________. Add details about why the child is being praised. | Generic |
| ____________ guidance involves nonverbal (physical) or verbal action taken place to guide students. (like a thumbs up to let a child know they are doing the right thing) | Direct |
| _____________ guidance involves outside factors that influence behavior (like designing the floorplan of a preschool so children have plenty of space to run. | Indirect |
| The career in the child care field that is in the highest demand | Child care worker |
| ________________ with parents is vital, it can be done with billboards, traveling backpacks, newletters, phonecalls or conferences. | Communication |
| Even if it is minor, an injury should be recorded on this and a parent should be informed of the details of what happened. | Accident Report |
| It is important to document a child’s ________________, keep a record on file, inform all staff members, adapt the setting to accommodate them, and know what to do in case of an emergency when working with young children. | Allergies |
| Abuse where a child is forced to observe or engage in sexual activity with an adult. | Sexual Abuse |
| When young children are overloaded with new or novel situations or feelings and they act out as a result. | Over Stimulation |
| This might contain scented and dyed water, dirt, beans, corn, or various other materials that children can stick their hands into and manipulate and possibly smell. | Sensory Table |
| When a child realizes that changing the position of shape of a substance (like flattening a ball of play dough) does not change the quantity. | Conservation |
| It is important to avoid this by not labeling toys as “girl” or “boy” specific. | Gender Bias |
| Being able to communicate through the use of language (this develops after language comprehension) | Expressive Language |
| Understanding language (this develops before expressive language) | Language Comprehension |
| A type of abuse where a child is punished with pain. | Physical Abuse |
| A type of abuse where a child is belittled and is meant to feel poorly about themselves. | Emotional Abuse |
| A type of abuse that involves not providing for a child’s basic needs (food, medical care, clothing, shelter) | Neglect |
| The statement by the NAEYC that outlines the moral expectations of childcare providers | Code of Ethics |
| Subjective or Objective?Olivia only spoke to her peers in class twice today. She only spoke when responding to a direct question. | Objective |
| Subjective or Objective?Olivia is shy. | Subjective |
| Subjective or Objective?Evelyn has dark hair, brown eyes, and is missing 1 bottom tooth. | Objective |
| Subjective or Objective?Riley grabbed Garrett by the shirt because he was so excited about the shiny bead he found on the floor and he wanted to show it to Davis. | Subjective |
| Subjective or Objective?Ty grabbed Davis by the shirt and pulled him down. | Objective |
| Subjective or Objective?Amara is asking for her mommy because she is mad that she can not sit next to Lucy | Subjective |
| Subjective or Objective?Mia ran to her cubby and put her lunch | Objective |
| Subjective or Objective?William is happy today. | Subjective |
| Subjective or Objective?Jaccob is sitting in the teacher’s lap and crying. | Objective |
| Subjective or Objective?Abby is sitting at the lunch table with knees hidden under the table as the teacher asked. | Objective |
| Implying a personal opinion about a situation that can not be called a fact (although it may be true) | Subjective |
| Subjective or Objective?Brigham is a sweet kid | Subjective |
| Verbal or numerical evaluation of listed items | Rating Scale |
| Insuring the privacy of child and family. | Confidentiality |
| Observations should be __________ (Based on facts alone) | Objective |
| Observation method with a sequential record of anything that happens during a specific period of time | Running Record |
| Observation method with a written description that focuses on a particular incident. | Anecdotal Record |
| Observation Method with a list of specific information the observer is looking for. | Checklist |
| Observation method where a record is kept of how many times a particular behavior or situation occurs during a specific period of time. | Frequency Count |
| Observation method where the observer identifies a specific situation and describes what is going on each time that situation occurs (over a period of time) | Event Record |
| Physical body changes in a growing individual such as size, weight, balance, coordination, motor skills and vision. (be able to apply) | Physical Development |
| Process of learning to trust, recognize and express feelings, and to accept themselves. (be able to apply) | Emotional Development |
| Process of acquiring and ordering information and learning to reason and problem solve. (be able to apply) | Intellectual Development |
| Process of acquiring the standards of behavior considered acceptable by a society (be able to apply) | Social Development |
| Matching shapes of objects according to one or more characteristics | Sorting |
| Written symbols that represent numbers | Numberals |
| Recognizing the numerical symbols that represent quantities and placing them in a sequential order | Rational Counting |
| Memorizing and reciting numbers in order | Rote Counting |
| Identifying size relationships between objects | Seriation |
| Types of informal assessment that a teacher may use in the classroom. | Anecdotal Records and Running Records |
| An _______________________ outlines goals and methods for educating a child according to his/her special needs | Individual Education Plan |
| The purpose of ____________ is to help build relationships and understanding between children with special needs and traditional students. | Inclusion |
| You should not limit your __________ for a child with special needs | Expectations |
| The most influential early childhood professional organization | NAEYC |
| It is important to focus on a child’s particular interests and | Abilities |
| To support a child’s efforts, _________________ is often the most effective. | Encouragement |
| It is important to create a __________ _______ ahead of time to prevent confusion, know what materials you will need, and identify exactly what you want students to know. | Lesson Plan |
| When teaching preschoolers, it is important to lead their discovery instead of giving them facts. This can be accomplished by asking __________ _________ questions | Open Ended |
| While reading to children you voice, volume, and speed should change throughout the book to match the story. For this reason it is important to read a story | Ahead |
| If at all possible, plan ___________ that tie into the reading. | Activities |
| Making ____________ while reading to preschoolers will help keep them interested and engaged in the story. It will also help them to feel like they are getting special attention from you. | Eye Contact |
| When reading to preschoolers is important to | Ask Questions |
| It is important to teach children not to depend on adults to develop a sense of independence | Autonomy |
| A major goal of preschool is helping children to solve their own _____________ | Conflicts |
| Children may need help expressing their __________ in non violent ways. | Feelings |
| Policy statement of the NAEYC that outlines standards for professionals in the field | Code of Ethical Conduct |
| Behaving the way you want the preschoolers to behave is an example of | Modeling |
| This type of development is marked by steady, genuine friendships | Social Development |
| This type of observation does not involve any use of observer opinion or assumptions about how or why an event occurred. | Objective |
| A sense of ______________ is important for preschoolers because it promotes feelings of initiative and self-esteem | Accomplishment |
| Not a display of professional behavior in a child care facility | Openly discussing a particular child in the break room |
| A good curriculum encourages learning through all the ___________________ | Senses |
| Children will not ALL develop developmentally at the same time. They will typically reach ________________ (developmental benchmarks) around the same time, but no child should be expected to reach a milestone at an EXACT time | Milestone |
| Children follow the same ___________ of development | Pattern |
| A good curriculum is designed with an understanding of children’s level of ____________ | Development |
| The best way to reduce the spread of communicable diseases | Washing hands thoroughly |
| These types of schools focus on children “learning how to learn” by using a sequence of materials that children explore (sensory training) | Montessori Schools |
| This type of childcare is formed and operated by the parents. | Parent Cooperative |
| These types of schools are located on a postsecondary or college campus and provides research on child-related issues | Laboratory Schools |
| Our preschool is an example of this kind of childcare | High School Child Care Program |
| This childcare program was developed to help families in poverty to receive the same quality preschool education, healthcare, and nutrition as their higher income peers | Headstart |
| Parents who favor a less structures child care setting should enroll their child in | Family Day care program |
| Since children are developing socially and emotionally, it is important to accept their feelings rather then telling them why they are wrong or _____________ them by using sarcasm or humor. | Trivializing |
| A mandated reporter of suspected child abuse | anyone who works as a child care provider |
| A well planned schedule will prevent | Conflicts |
| The health and safely of children in a child care center is affected by | traffic patterns |
| Child’s fear of being separated form familiar people | Seperation Anxiety |
| Principle of development in which children develop from the center of the body outward | Proximodistal |
| Principle of development win which children master body movements and coordination form the head downward | Cephalocaudal |
| Taking in new information and trying to make it fit with what is already known and understood | Assimilation |
| Children use their senses and motor skills to explore the world. They are not yet able to use symbols to represent their world. | Sensory Motor |
| Children start to think symbolically and imaginatively, relying less on motor skills and more on thinking to direct behavior | Preoperational Period |
| Children playing near each other but not with each other | Parallel Play |
| Abilities that depend on the use and control of muscles | Motor Skills |
| Uses items that are to be used primarily in one way- with an expected result | Closed Ended Activity |
| Uses items that can be used in a variety of ways | Open Ended Activity |
| Unplanned opportunities for learning | Teachable Moment |
| Helping bring play about without controlling it | Facilitate |
| Toys and materials that children can operate and move with their hands | Manipulative |
| Guidance technique that steers a child who is misbehaving to a different, more acceptable activity | Redirection |
| Regular, expected procedure that is followed to accomplish something | Routine |
| Long range plan of activities and experiences for children | Curriculum |
| Step by step pattern | Sequence |
| Short Activity or technique used to help guide children smoothly from one activity or event to another | Transition |
| Areas that are clearly defined for a specific type of play and are organized around a theme or curriculum topic | Learning Centers |
| System of Knowledge covering general truths and laws about the physical world | Science |
| Study of numbers and their functions, and of shapes | Mathematics |
| Curriculum Segment that is based on one central topic | Theme |
| Combining children with average abilities and children with special needs in the same classroom | Inclusion |
| Early stages of this can be taught by hearing parents or teachers speak or write | Grammar |
| This form of body language is important to show your authority and make sure the student knows you are speaking to them and that you see their behavior. | Eye Contact |
| You should not use these when doing formal observations of children | Personal Opinions |
| The ability to arrange items in increasing or decreasing order based on weight, volume, or size | Seriation |
| The first thing to consider when deciding whether to pursue a career in child care | skills and qualities you could bring to the job |
| Developmental goals and learning objectives are not | Interchangeable |
| Art activities can promote | Social Learnign |
| Type of question that encourages student’s creativity | Open Ended Questions/ Materials |
| Play center where students reveal attitudes and emotions | Dramatic Play |
| Center puppets would be good for this center | Language Arts |
| Developed the zone of proximal development | Lev Vygotsky |
| Learning tasks should be suited to the stages of development | Jean Piaget |
| Theory of Multiple Intelligences | Howard Gardner |
| Children learn best through their own experiences | Maria Montessori |
| Personality develops through eight stages | Erik Erikson |
| Developed child care philosophies that involves learning through use of the senses | Maria Montessori |
| Not a recommended primary source of communication with parents |
Created by:
Mrs. Brown LSN
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