Ch 3 ANSWERS TO REVIEW QUESTIONS
LISTS
1. Four types of early childhood programs that could be inclusive:
a. child care
b. preschools
c. Head Start
d. recreation programs
2. Six general principles DEC used to evaluate recommended practices:
a. research or value based
b. family centered
c. multicultural emphasis
d. cross-disciplinary participation
e. developmentally/chronologically age appropriate
f. normalized
3. Essential elements for quality programs for children from birth to age two:
a. interactions among adults and children
b. environment
c. equipment
d. health, safety, and nutrition
e. staff–parent interactions
4. Essential elements for quality programs for children aged three to five:
a. curriculum goals
b. teaching strategies
c. guidance of social-emotional development
d. language and literacy development
e. physical development
f. aesthetic development
g. parent–teacher relations
5. Essential elements for quality programs for children aged six to eight:
a.
b.
c.
d.
e.
f.
curriculum goals
teaching strategies
integrated curriculum
guidance of social-emotional development
parent–teacher relations
evaluation
6. Ways a teacher can make her classroom an inclusive setting
a. match opportunities, and contexts for children with diverse abilities
b. incidental teaching strategies used with teachable moments
c. support children’s independence, self-determination, and creativity
d. children make, and carry out choices
e. provide opportunities to learn skills, problem solve, and acquire information relevant to
everyday life using play
7. Aspects of a culturally competent early childhood program
a. acknowledge and respect the unique, culturally defined needs of children and their
families
b. acknowledge that culture has an impact on education
c. view the family and community, including churches, as primary supports for culturally
diverse populations
d. understand that culturally diverse children are usually best served by individuals who are
part of or in tune with the children’s culture
e. have policies and practices that build upon the home languages and dialects of the
children, families, and staff in programs, and that support the preservation of these home
languages
Ch 4 ANSWERS TO REVIEW QUESTIONS
DEFINE AND GIVE AN EXAMPLE
1. developmental milestones—significant points in development that indicate a child is
progressing normally: the social milestone between 4 and 12 weeks.
2. developmental continuum—the range along which a developmental skill progresses from no
skill to high skill: from cooing and babbling to giving the presidential address.
3. normal development—an ongoing process of growing, changing, and acquiring a range of
complex skills: crawling first, then walking by 18 months of age.
4. developmental delay—performing at the typical level of development of a much younger
age: a premature infant may not begin walking until 18–24 months, or later, but has moved
steadily through the earlier motor milestones and by age five may walk and run as well as his
or her peers.
5. atypical development—any aspect of development that is different from what is considered
normal: the child not walking at age three is atypical.
6. biological risk—any physical or health condition that is likely to interfere with a child’s
development: maternal diabetes puts the infant in jeopardy for a number of health problems.
7. people-first language—putting the individual first rather than the disability: “a child with
Down syndrome,” not “a Down syndrome child.”
8. nurturance—responding to needs, taking care of, feeding, comforting: a nurturing caregiver
is one who responds to an infant’s needs in a warm and loving fashion.
9. irreversible developmental problem—a problem that will be with the individual throughout
life, such as cerebral palsy or a missing limb.
10. gifted child—one who is significantly advanced, and remains advanced, intellectually,
musically, mechanically, or in overall development beyond most children the same age: a
four-year-old who reads at the third grade level without special pushing or training is
probably a gifted child.