Test Bank for Infants Toddlers and Caregivers A

Curriculum of Respectful Responsive Relationship

Based Care and Education 11th Edition Gonzalez
Mena Eyer 1259870464 9781259870460
Full link download:
Test Bank:
https://testbankpack.com/p/test-bank-for-infants-toddlers-and-
caregivers-a-curriculum-of-respectful-responsive-relationship-
based-care-and-education-11th-edition-gonzalez-mena-eyer-
1259870464-9781259870460/

Solution Manual:

https://testbankpack.com/p/solution-manual-for-infants-toddlers-
and-caregivers-a-curriculum-of-respectful-responsive-
relationship-based-care-and-education-11th-edition-gonzalez-
mena-eyer-1259870464-9781259870460/
Chapter 02–Infant-Toddler Education

Chapter 02
Infant-Toddler Education

Multiple Choice Questions

1. (p. 24–28) Infant-toddler education is the same as .

A. infant stimulation
B. a modified preschool program
C. babysitting
D. None of the answers is correct.

For a program to be educational, it must have a curriculum—that is, a

plan for learning. The environment, adult–child interactions, and
caregiving routines are all important components of a plan for
learning.

2-1
Copyright ©2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Chapter 02–Infant-Toddler Education

2. (p. 31) In an infant-toddler curriculum, the primary role of a

caregiver is to .
A. ignore initiations from a child
B. facilitate problem-solving skills
C. watch out for the children and keep them safe
D. restrict toddlers and teach them to use materials in certain ways

In an infant-toddler curriculum, the primary role of a caregiver is to

facilitate problem-solving skills. When caregivers observe, facilitate
problem solving, and are receptive to initiations from a child, it
creates an optimal environment for the child’s development. However,
caregivers often lapse into a more controlling, directive role. This does
not give the child an opportunity to be part of the interactive process.

2-2
Copyright ©2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Chapter 02–Infant-Toddler Education

3. (p. 32) There are two types of caregiver presence mentioned in

Chapter 2. They are
A. active and receptive.
B. receiving and neutral.
C. retracting and directive.
D. active and permissive.

The two types of caregiver presence mentioned in Chapter 2 are active

and receptive. Active presence is more directive and is appropriate
when intervention is necessary or during caregiving activities. Being
receptive to initiations from children and following their lead is
optimal for development.

4. (p. 36) Which of the following methods of providing feedback is

most likely useful for a child?
A. using a soft voice and smiling
B. displaying authority
C. giving a clear message
D. giving an example of another child

Being clear and honest is the best way to communicate feedback.

Matching emotional expression and voice keeps a caregiver from
sending conflicting messages.

2-3
Copyright ©2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Chapter 02–Infant-Toddler Education

5. (p. 38) Identify a true statement about the role of adults in infant-
toddler education.
A. They should learn to use manipulative motives to gain a toddler’s
attention.
B. They should completely refrain from stressing infants and toddlers.
C. They should model behavior that they want a child to imitate.
D. They should always hide their anger and provide feedback with a
smile.

Adults should model the behavior they want from a child. They should
set an example by performing behaviors, actions, and interactive
styles that children can observe and imitate.

2-4
Copyright ©2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Chapter 02–Infant-Toddler Education

6. (p. 34) How does a caregiver decide what is enough stress for an
infant or toddler?
A. by observing the infant’s or toddler’s actions
B. by being empathetic
C. by remaining calm in the face of emotional displays
D. All of the answers are correct.

A caregiver can determine the appropriate level of stress for a child by

observing the child’s actions, imagining what the child is feeling, and
remaining calm in the face of emotional displays. This will facilitate
the caregiver in determining how to respond to a child’s needs.

7. (p. 34) How do children learn to get attention from others?

A. by being shy
B. by being outgoing
C. by being helpless
D. All of the answers are correct.

Children learn early on that there are many different ways to get
attention from others. Some typical ways to get attention are by being
shy, by being outgoing, and by being helpless. Some of these ways
serve children better than others.

2-5
Copyright ©2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Chapter 02–Infant-Toddler Education

8. (p. 38–39) The most effective way to help a child learn new
behavior is to .
A. teach it
B. model it
C. read books about it
D. show videos with positive role models

We model and respond to behavior every day. Just as we learned from

others’ behavior when we were growing up, so will the children in our
care.

2-6
Copyright ©2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Chapter 02–Infant-Toddler Education

9. (p. 26) Respectful and responsive infant-toddler curriculum is based

primarily on
A. relationships.
B. sensory stimulation.
C. an NAEYC-approved set of lesson plans.
D. different activities.

Optimum infant-toddler curriculum is based on relationships that

occur within planned and unplanned activities, experiences, and
happenings. Trained caregivers who respond to and respect each
child’s individual needs in warm and sensitive ways that promote
attachment focus on both education and care.

2-7
Copyright ©2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Chapter 02–Infant-Toddler Education

10. (p. 36) Which of the following statements acknowledges a child’s

inner delight?
A. “Good job!”
B. “You must feel good about washing your hands by yourself!”
C. “You are amazing!”
D. None of the answers is correct.

Many activities are rewarding on their own. Through thoughtful

comments, caregivers can help children recognize and respond to
inner delight.

11. (p. 29) Formal written observations are called and involve
carefully and objectively noting everything that happens as it happens.
A. positive reinforcements
B. model documentations
C. anecdotal records
D. running records

Formal written observations are called running records and involve

carefully and objectively noting everything that happens as it happens.
They can be recorded and transcribed later or written as notes and then
rewritten later.

2-8
Copyright ©2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Chapter 02–Infant-Toddler Education

12. (p. 36) Which of the following sentences best defines the term
“positive reinforcement”?
A. It involves carefully and objectively noting everything that happens
as it happens.
B. It describes anything that captures one’s attention and is recorded
on the spot.
C. It is defined as visual and auditory representations of learning and
development.
D. It is a response to a behavior that strengthens the chances of its
recurrence.

Positive reinforcement is defined as a response to a behavior that

strengthens the likelihood of it being repeated. When behavior needs
to change, positive reinforcement can be quite effective.

True/False Questions

13. (p. 24) Infants and toddlers need to know they can influence the
people and things around them.
TRUE

It is important for infants and toddlers to feel they can have an effect
on their environment. This makes them feel powerful and involved.

2-9
Copyright ©2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Chapter 02–Infant-Toddler Education

14. (p. 33–34) Stress and frustration are an important part of infant-
toddler education.
TRUE

Part of learning how to problem solve is experiencing stress and

frustration. A caregiver’s job is to determine the optimum level of
stress so the child doesn’t get overly frustrated and give up.

2-10
Copyright ©2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Chapter 02–Infant-Toddler Education

15. (p. 36) Children thrive on constant praise.

FALSE

Overpraising children helps create a need for extrinsic motivation and,

as a result, children may lose touch with their own motives and
feelings.

16. (p. 37) Standing back and observing children’s abilities to figure
something out is a way of allowing them to gain feedback on their
own without adult input.
TRUE

Being an aware observer allows an adult to know if a child is getting

feedback without adult help or deciding if it would be better to put
words to the situation.

17. (p. 38–40) Teaching behavior is always more effective than

modeling it.
FALSE

Children often copy behavior that they observe. They can learn
mannerisms and interaction styles by modeling the behavior of their
caregivers, even when caregivers are trying to teach the opposite.

2-11
Copyright ©2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Chapter 02–Infant-Toddler Education

18. (p. 24) Some infant group care programs would actually benefit
from reducing environmental stimulation.
TRUE

In group care for infants, overstimulation and sensory input from too
many sights and sounds may actually be counterproductive. Of
primary importance are relationships, not just objects.

19. (p. 26) A curriculum based on relationships is simple, basic, and

unexciting.
FALSE

A curriculum based on relationships can be very comprehensive and

may even include training materials such as manuals, videos, and
guides.

2-12
Copyright ©2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Chapter 02–Infant-Toddler Education

20. (p. 29) Caregivers should take good records so that they can see an
emerging developmental profile from each child they work with.
TRUE

Because there is a wide range of typical development, teachers should

aim to make their instructions as individualized as possible. These
efforts include gathering information about the interests and needs of
the child and the goals of the family.

21. (p. 25–26) Teachers must be able to adapt teaching strategies and
care routines to meet the individual needs of all infants and toddlers in
their care, including those with special needs.
TRUE

In order for any program to be educational, teachers must understand

how infants and toddlers develop and learn. They must also be able to
adapt teaching strategies and care routines to meet the individual
needs of all infants and toddlers in their care, including those with
special needs.

Matching Questions

2-13
Copyright ©2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Chapter 02–Infant-Toddler Education

22. (p. 28) Match the following goals to the appropriate

developmental domains.

2
1. cognitive domain related to the body
3
2. physical domain related to feelings
3. social- 1
emotional domain related to the mind

23. (p. 29) Match the following methods of observation to the

appropriate descriptions.

brief records of incidents or behaviors 2

1. daily logs that capture one’s attention
2. anecdotal incorporates various caregiving activities 1
records so parents can receive a detailed report
3. formal objective observations noting everything 3
observations that happens as it happens

24. (p. 33) Match the following.

1. providing meeting children’s needs without 3

feedback manipulative motives
giving clear statements to help children 1
2. modeling learn the consequences of their actions
3. providing setting good examples for infants and 2
attention toddlers

2-14
Copyright ©2018 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior
written consent of McGraw-Hill Education.
Another random document with
no related content on Scribd:
1.F.3, the Project Gutenberg Literary Archive Foundation, the owner
of the Project Gutenberg™ trademark, and any other party
distributing a Project Gutenberg™ electronic work under this
agreement, disclaim all liability to you for damages, costs and
expenses, including legal fees. YOU AGREE THAT YOU HAVE NO
REMEDIES FOR NEGLIGENCE, STRICT LIABILITY, BREACH OF
WARRANTY OR BREACH OF CONTRACT EXCEPT THOSE
PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE THAT THE
FOUNDATION, THE TRADEMARK OWNER, AND ANY
DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE
TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL,
PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE
NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you

discover a defect in this electronic work within 90 days of receiving it,
you can receive a refund of the money (if any) you paid for it by
sending a written explanation to the person you received the work
from. If you received the work on a physical medium, you must
return the medium with your written explanation. The person or entity
that provided you with the defective work may elect to provide a
replacement copy in lieu of a refund. If you received the work
electronically, the person or entity providing it to you may choose to
give you a second opportunity to receive the work electronically in
lieu of a refund. If the second copy is also defective, you may
demand a refund in writing without further opportunities to fix the
problem.

1.F.4. Except for the limited right of replacement or refund set forth in
paragraph 1.F.3, this work is provided to you ‘AS-IS’, WITH NO
OTHER WARRANTIES OF ANY KIND, EXPRESS OR IMPLIED,
INCLUDING BUT NOT LIMITED TO WARRANTIES OF
MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of damages.
If any disclaimer or limitation set forth in this agreement violates the
law of the state applicable to this agreement, the agreement shall be
interpreted to make the maximum disclaimer or limitation permitted
by the applicable state law. The invalidity or unenforceability of any
provision of this agreement shall not void the remaining provisions.

1.F.6. INDEMNITY - You agree to indemnify and hold the

Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and distribution
of Project Gutenberg™ electronic works, harmless from all liability,
costs and expenses, including legal fees, that arise directly or
indirectly from any of the following which you do or cause to occur:
(a) distribution of this or any Project Gutenberg™ work, (b)
alteration, modification, or additions or deletions to any Project
Gutenberg™ work, and (c) any Defect you cause.

Section 2. Information about the Mission of

Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new computers.
It exists because of the efforts of hundreds of volunteers and
donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project Gutenberg™’s
goals and ensuring that the Project Gutenberg™ collection will
remain freely available for generations to come. In 2001, the Project
Gutenberg Literary Archive Foundation was created to provide a
secure and permanent future for Project Gutenberg™ and future
generations. To learn more about the Project Gutenberg Literary
Archive Foundation and how your efforts and donations can help,
see Sections 3 and 4 and the Foundation information page at
www.gutenberg.org.
 Section 3. Information about the Project
Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-profit
501(c)(3) educational corporation organized under the laws of the
state of Mississippi and granted tax exempt status by the Internal
Revenue Service. The Foundation’s EIN or federal tax identification
number is 64-6221541. Contributions to the Project Gutenberg
Literary Archive Foundation are tax deductible to the full extent
permitted by U.S. federal laws and your state’s laws.

The Foundation’s business office is located at 809 North 1500 West,

Salt Lake City, UT 84116, (801) 596-1887. Email contact links and up
to date contact information can be found at the Foundation’s website
and official page at www.gutenberg.org/contact

Section 4. Information about Donations to

the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission of
increasing the number of public domain and licensed works that can
be freely distributed in machine-readable form accessible by the
widest array of equipment including outdated equipment. Many small
donations ($1 to $5,000) are particularly important to maintaining tax
exempt status with the IRS.

The Foundation is committed to complying with the laws regulating

charities and charitable donations in all 50 states of the United
States. Compliance requirements are not uniform and it takes a
considerable effort, much paperwork and many fees to meet and
keep up with these requirements. We do not solicit donations in
locations where we have not received written confirmation of
compliance. To SEND DONATIONS or determine the status of
compliance for any particular state visit www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states where

we have not met the solicitation requirements, we know of no
prohibition against accepting unsolicited donations from donors in
such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot make

any statements concerning tax treatment of donations received from
outside the United States. U.S. laws alone swamp our small staff.

Please check the Project Gutenberg web pages for current donation
methods and addresses. Donations are accepted in a number of
other ways including checks, online payments and credit card
donations. To donate, please visit: www.gutenberg.org/donate.

Section 5. General Information About Project

Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could be
freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose network of
volunteer support.

Project Gutenberg™ eBooks are often created from several printed

editions, all of which are confirmed as not protected by copyright in
the U.S. unless a copyright notice is included. Thus, we do not
necessarily keep eBooks in compliance with any particular paper
edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg Literary
Archive Foundation, how to help produce our new eBooks, and how
to subscribe to our email newsletter to hear about new eBooks.