تكلم مع الذكاء الاصطناعي
Deck 4: Supporting Play for Infants and Toddlers
ملء الشاشة (f)
سؤال
Music facilitates play.
استخدم زر المسافة أو 
لقلب البطاقة.
سؤال
Play areas should not be included in toddler centers.
سؤال
The most important component of an infant-toddler program is safety.
سؤال
Art begins at birth.
سؤال
Infants and toddlers should be encouraged to play with food.
سؤال
Never leave the infant during floor play.
سؤال
Staff turnover is not a concern in infant-toddler centers.
سؤال
An aesthetics-based approach includes play, music, movement, language, and art.
سؤال
For infants, play is literacy.
سؤال
Programs for infants and toddlers are similar to those for preschool children.
سؤال
Sanitizing toys is a regular part of an infant-toddler program.
سؤال
Lullabies are only found in certain cultures.
سؤال
Older toddlers can distinguish music they enjoy from music they dislike.
سؤال
Music is not important in an infant-toddler program.
سؤال
Floor play is encouraged for infants.
سؤال
High/Scope is the only program that has been validated through longitudinal data.
سؤال
Infants and toddlers learn through play.
سؤال
Infant-toddler programs cannot be accredited by the National Association for the Education of Young Children.
سؤال
A couch or other adult-sized furniture should never be placed in an infant-toddler center.
سؤال
Toddlers enjoy putting on and taking off hats.
سؤال
The child can begin to mimic and actively participate in family and community musical rituals as a:
A) newborn.
B) toddler.
C) 4-year-old.
D) 8-year-old.
A) newborn.
B) toddler.
C) 4-year-old.
D) 8-year-old.
سؤال
When establishing a child care environment, the primary concern is:
A) safety.
B) space.
C) child/adult ratio.
D) parent involvement.
E) public policy.
A) safety.
B) space.
C) child/adult ratio.
D) parent involvement.
E) public policy.
سؤال
Infants in group care need __________ or ___________ items per child.
سؤال
Floor play is most dominant when the child is in which of the following stages?
A) Low-mobility stage
B) More-mobility stage
C) High-mobility stage
D) All of the above
E) None of the above
A) Low-mobility stage
B) More-mobility stage
C) High-mobility stage
D) All of the above
E) None of the above
سؤال
During the first two years, establishing ____________________ is essential. Toys and materials can facilitate this process during interaction with adults.
سؤال
Research has shown that babies prefer:
A) human faces.
B) patterns.
C) colored lights.
D) stationary objects over any other objects.
E) plaids.
A) human faces.
B) patterns.
C) colored lights.
D) stationary objects over any other objects.
E) plaids.
سؤال
When considering establishing a child care environment, licensure requirements must be met at the ________ level.
A) regional
B) state
C) national
D) NAEYC
E) ITERS
A) regional
B) state
C) national
D) NAEYC
E) ITERS
سؤال
The first step involved in developing a program for infants and toddlers involves ________________________________________.
سؤال
Programs for young children are commonly modeled on programs such as:
A) High/Scope.
B) Creative Curriculum.
C) Reggio Emilia.
D) all of the above.
E) none of the above.
A) High/Scope.
B) Creative Curriculum.
C) Reggio Emilia.
D) all of the above.
E) none of the above.
سؤال
____________________, ____________________, and ____________________ are terms used to identify infants and toddlers by their movement.
سؤال
The ________________________________________ is a well-known rating scale that is used to determine the quality of infant-toddler programs.
سؤال
_________________________, _________________________, and _________________________ are three elements included in the Ounce Scale.
سؤال
An aesthetics-based approach to child care emphasizes:
A) music.
B) art.
C) movement.
D) all of the above.
E) none of above.
A) music.
B) art.
C) movement.
D) all of the above.
E) none of above.
سؤال
A ____________________ can be used to see if an item is too small for an infant or toddler to use.
سؤال
A choke tube is used for:
A) measuring the size of small toys or materials.
B) preventing children from choking at meal times.
C) preventing children from choking during outdoor play.
D) all of the above.
E) none of the above.
A) measuring the size of small toys or materials.
B) preventing children from choking at meal times.
C) preventing children from choking during outdoor play.
D) all of the above.
E) none of the above.
سؤال
The most influential factor in a child care center is:
A) size of space.
B) adult interaction.
C) number of computers.
D) toys available for play.
E) outdoor play area.
A) size of space.
B) adult interaction.
C) number of computers.
D) toys available for play.
E) outdoor play area.
سؤال
The ____________________ assesses overall development and play is included in the assessment system.
سؤال
The Ounce Scale Assessment System uses:
A) the observation record.
B) the family album.
C) the developmental profile.
D) all of the above.
E) none of the above.
A) the observation record.
B) the family album.
C) the developmental profile.
D) all of the above.
E) none of the above.
سؤال
The Educaring approach was developed by ____________________.
سؤال
Caregivers in quality programs should demonstrate _____________, ______________, and ______________.
سؤال
Most current research recommends that adults place infants on their stomachs to sleep to prevent SIDS.
سؤال
List six basic areas in an infant-toddler center.
سؤال
Match between columns
الفرضيات:
الردود:
Dominates the first two years of life - when not eating or sleeping.
Uncontrolled scribbles
Dominates the first two years of life - when not eating or sleeping.
Leads to literacy
Dominates the first two years of life - when not eating or sleeping.
Infant-directed speech (IDS)
Dominates the first two years of life - when not eating or sleeping.
Safety
Dominates the first two years of life - when not eating or sleeping.
Scribble stage
Dominates the first two years of life - when not eating or sleeping.
Duplicate toys
Dominates the first two years of life - when not eating or sleeping.
Controlled scribbles
Dominates the first two years of life - when not eating or sleeping.
Gross motor area
Dominates the first two years of life - when not eating or sleeping.
Bank Street
Dominates the first two years of life - when not eating or sleeping.
Motherese or parentese
Dominates the first two years of life - when not eating or sleeping.
ITC
Dominates the first two years of life - when not eating or sleeping.
Developmental Profile
Dominates the first two years of life - when not eating or sleeping.
The Observation Record
Dominates the first two years of life - when not eating or sleeping.
Play centers in a toddler room
Dominates the first two years of life - when not eating or sleeping.
Early screening
Dominates the first two years of life - when not eating or sleeping.
High/Scope
Dominates the first two years of life - when not eating or sleeping.
Family Album
Dominates the first two years of life - when not eating or sleeping.
Play and exploration
Dominates the first two years of life - when not eating or sleeping.
Reggio Emilia
Dominates the first two years of life - when not eating or sleeping.
"Wants nothing"
سؤال
Match between columns
الفرضيات:
الردود:
Infant-toddler center.
Uncontrolled scribbles
Infant-toddler center.
Leads to literacy
Infant-toddler center.
Infant-directed speech (IDS)
Infant-toddler center.
Safety
Infant-toddler center.
Scribble stage
Infant-toddler center.
Duplicate toys
Infant-toddler center.
Controlled scribbles
Infant-toddler center.
Gross motor area
Infant-toddler center.
Bank Street
Infant-toddler center.
Motherese or parentese
Infant-toddler center.
ITC
Infant-toddler center.
Developmental Profile
Infant-toddler center.
The Observation Record
Infant-toddler center.
Play centers in a toddler room
Infant-toddler center.
Early screening
Infant-toddler center.
High/Scope
Infant-toddler center.
Family Album
Infant-toddler center.
Play and exploration
Infant-toddler center.
Reggio Emilia
Infant-toddler center.
"Wants nothing"
سؤال
Next to safety, peer interaction is perhaps the most important component in the infant-toddler curriculum.
سؤال
Infants respond to sensory stimulation at birth .
سؤال
Good programs create a context for play by providing love, protection, and a developmentally appropriate pace .
سؤال
When training is complete , nothing is gained other than a great deal of work.
سؤال
Name three program models for infants and toddlers.
سؤال
Infants are wired for art when born and begin to observe art at six months of age .
سؤال
Comenius (in the 1600s) was the first to advocate the use of music with younger children.
سؤال
Nursery rhymes have been handed down from one generation to another and are easy for children to remember.
سؤال
Match between columns
الفرضيات:
الردود:
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Uncontrolled scribbles
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Leads to literacy
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Infant-directed speech (IDS)
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Safety
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Scribble stage
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Duplicate toys
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Controlled scribbles
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Gross motor area
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Bank Street
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Motherese or parentese
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
ITC
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Developmental Profile
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
The Observation Record
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Play centers in a toddler room
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Early screening
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
High/Scope
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Family Album
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Play and exploration
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Reggio Emilia
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
"Wants nothing"
سؤال
List the stages of music development.
سؤال
Match between columns
الفرضيات:
الردود:
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Uncontrolled scribbles
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Leads to literacy
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Infant-directed speech (IDS)
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Safety
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Scribble stage
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Duplicate toys
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Controlled scribbles
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Gross motor area
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Bank Street
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Motherese or parentese
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
ITC
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Developmental Profile
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
The Observation Record
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Play centers in a toddler room
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Early screening
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
High/Scope
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Family Album
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Play and exploration
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Reggio Emilia
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
"Wants nothing"
سؤال
Currently, over half of the infant-toddler teachers leave their position each year.
سؤال
List the six areas emphasized by the West Ed program.
سؤال
Match between columns
الفرضيات:
الردود:
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Uncontrolled scribbles
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Leads to literacy
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Infant-directed speech (IDS)
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Safety
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Scribble stage
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Duplicate toys
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Controlled scribbles
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Gross motor area
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Bank Street
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Motherese or parentese
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
ITC
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Developmental Profile
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
The Observation Record
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Play centers in a toddler room
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Early screening
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
High/Scope
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Family Album
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Play and exploration
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Reggio Emilia
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
"Wants nothing"
سؤال
Describe the progression that occurs as infants develop mobility.
سؤال
High-mobility babies are sometimes referred to as lap babies.
سؤال
Match between columns
الفرضيات:
الردود:
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Uncontrolled scribbles
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Leads to literacy
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Infant-directed speech (IDS)
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Safety
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Scribble stage
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Duplicate toys
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Controlled scribbles
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Gross motor area
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Bank Street
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Motherese or parentese
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
ITC
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Developmental Profile
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
The Observation Record
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Play centers in a toddler room
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Early screening
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
High/Scope
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Family Album
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Play and exploration
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Reggio Emilia
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
"Wants nothing"
سؤال
Match between columns
الفرضيات:
الردود:
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Uncontrolled scribbles
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Leads to literacy
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Infant-directed speech (IDS)
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Safety
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Scribble stage
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Duplicate toys
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Controlled scribbles
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Gross motor area
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Bank Street
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Motherese or parentese
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
ITC
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Developmental Profile
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
The Observation Record
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Play centers in a toddler room
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Early screening
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
High/Scope
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Family Album
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Play and exploration
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Reggio Emilia
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
"Wants nothing"
سؤال
Match between columns
الفرضيات:
الردود:
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Uncontrolled scribbles
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Leads to literacy
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Infant-directed speech (IDS)
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Safety
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Scribble stage
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Duplicate toys
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Controlled scribbles
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Gross motor area
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Bank Street
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Motherese or parentese
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
ITC
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Developmental Profile
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
The Observation Record
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Play centers in a toddler room
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Early screening
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
High/Scope
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Family Album
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Play and exploration
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Reggio Emilia
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
"Wants nothing"
سؤال
Match between columns
الفرضيات:
الردود:
Facilitates early intervention at an early age.
Uncontrolled scribbles
Facilitates early intervention at an early age.
Leads to literacy
Facilitates early intervention at an early age.
Infant-directed speech (IDS)
Facilitates early intervention at an early age.
Safety
Facilitates early intervention at an early age.
Scribble stage
Facilitates early intervention at an early age.
Duplicate toys
Facilitates early intervention at an early age.
Controlled scribbles
Facilitates early intervention at an early age.
Gross motor area
Facilitates early intervention at an early age.
Bank Street
Facilitates early intervention at an early age.
Motherese or parentese
Facilitates early intervention at an early age.
ITC
Facilitates early intervention at an early age.
Developmental Profile
Facilitates early intervention at an early age.
The Observation Record
Facilitates early intervention at an early age.
Play centers in a toddler room
Facilitates early intervention at an early age.
Early screening
Facilitates early intervention at an early age.
High/Scope
Facilitates early intervention at an early age.
Family Album
Facilitates early intervention at an early age.
Play and exploration
Facilitates early intervention at an early age.
Reggio Emilia
Facilitates early intervention at an early age.
"Wants nothing"
سؤال
Match between columns
الفرضيات:
الردود:
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Uncontrolled scribbles
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Leads to literacy
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Infant-directed speech (IDS)
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Safety
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Scribble stage
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Duplicate toys
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Controlled scribbles
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Gross motor area
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Bank Street
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Motherese or parentese
Ensures that older toddlers will not be forced to share toys before they understand the concept.
ITC
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Developmental Profile
Ensures that older toddlers will not be forced to share toys before they understand the concept.
The Observation Record
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Play centers in a toddler room
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Early screening
Ensures that older toddlers will not be forced to share toys before they understand the concept.
High/Scope
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Family Album
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Play and exploration
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Reggio Emilia
Ensures that older toddlers will not be forced to share toys before they understand the concept.
"Wants nothing"
سؤال
Match between columns
الفرضيات:
الردود:
Term used to just spend time watching and observing the infant.
Uncontrolled scribbles
Term used to just spend time watching and observing the infant.
Leads to literacy
Term used to just spend time watching and observing the infant.
Infant-directed speech (IDS)
Term used to just spend time watching and observing the infant.
Safety
Term used to just spend time watching and observing the infant.
Scribble stage
Term used to just spend time watching and observing the infant.
Duplicate toys
Term used to just spend time watching and observing the infant.
Controlled scribbles
Term used to just spend time watching and observing the infant.
Gross motor area
Term used to just spend time watching and observing the infant.
Bank Street
Term used to just spend time watching and observing the infant.
Motherese or parentese
Term used to just spend time watching and observing the infant.
ITC
Term used to just spend time watching and observing the infant.
Developmental Profile
Term used to just spend time watching and observing the infant.
The Observation Record
Term used to just spend time watching and observing the infant.
Play centers in a toddler room
Term used to just spend time watching and observing the infant.
Early screening
Term used to just spend time watching and observing the infant.
High/Scope
Term used to just spend time watching and observing the infant.
Family Album
Term used to just spend time watching and observing the infant.
Play and exploration
Term used to just spend time watching and observing the infant.
Reggio Emilia
Term used to just spend time watching and observing the infant.
"Wants nothing"
سؤال
Match between columns
الفرضيات:
الردود:
Block, house, dramatic, quiet, sensory/messy, water, art
Uncontrolled scribbles
Block, house, dramatic, quiet, sensory/messy, water, art
Leads to literacy
Block, house, dramatic, quiet, sensory/messy, water, art
Infant-directed speech (IDS)
Block, house, dramatic, quiet, sensory/messy, water, art
Safety
Block, house, dramatic, quiet, sensory/messy, water, art
Scribble stage
Block, house, dramatic, quiet, sensory/messy, water, art
Duplicate toys
Block, house, dramatic, quiet, sensory/messy, water, art
Controlled scribbles
Block, house, dramatic, quiet, sensory/messy, water, art
Gross motor area
Block, house, dramatic, quiet, sensory/messy, water, art
Bank Street
Block, house, dramatic, quiet, sensory/messy, water, art
Motherese or parentese
Block, house, dramatic, quiet, sensory/messy, water, art
ITC
Block, house, dramatic, quiet, sensory/messy, water, art
Developmental Profile
Block, house, dramatic, quiet, sensory/messy, water, art
The Observation Record
Block, house, dramatic, quiet, sensory/messy, water, art
Play centers in a toddler room
Block, house, dramatic, quiet, sensory/messy, water, art
Early screening
Block, house, dramatic, quiet, sensory/messy, water, art
High/Scope
Block, house, dramatic, quiet, sensory/messy, water, art
Family Album
Block, house, dramatic, quiet, sensory/messy, water, art
Play and exploration
Block, house, dramatic, quiet, sensory/messy, water, art
Reggio Emilia
Block, house, dramatic, quiet, sensory/messy, water, art
"Wants nothing"
سؤال
Match between columns
الفرضيات:
الردود:
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Uncontrolled scribbles
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Leads to literacy
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Infant-directed speech (IDS)
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Safety
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Scribble stage
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Duplicate toys
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Controlled scribbles
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Gross motor area
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Bank Street
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Motherese or parentese
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
ITC
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Developmental Profile
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
The Observation Record
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Play centers in a toddler room
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Early screening
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
High/Scope
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Family Album
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Play and exploration
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Reggio Emilia
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
"Wants nothing"
سؤال
Match between columns
الفرضيات:
الردود:
Multiage programs are a standard part of this program located at Columbia Teachers College.
Uncontrolled scribbles
Multiage programs are a standard part of this program located at Columbia Teachers College.
Leads to literacy
Multiage programs are a standard part of this program located at Columbia Teachers College.
Infant-directed speech (IDS)
Multiage programs are a standard part of this program located at Columbia Teachers College.
Safety
Multiage programs are a standard part of this program located at Columbia Teachers College.
Scribble stage
Multiage programs are a standard part of this program located at Columbia Teachers College.
Duplicate toys
Multiage programs are a standard part of this program located at Columbia Teachers College.
Controlled scribbles
Multiage programs are a standard part of this program located at Columbia Teachers College.
Gross motor area
Multiage programs are a standard part of this program located at Columbia Teachers College.
Bank Street
Multiage programs are a standard part of this program located at Columbia Teachers College.
Motherese or parentese
Multiage programs are a standard part of this program located at Columbia Teachers College.
ITC
Multiage programs are a standard part of this program located at Columbia Teachers College.
Developmental Profile
Multiage programs are a standard part of this program located at Columbia Teachers College.
The Observation Record
Multiage programs are a standard part of this program located at Columbia Teachers College.
Play centers in a toddler room
Multiage programs are a standard part of this program located at Columbia Teachers College.
Early screening
Multiage programs are a standard part of this program located at Columbia Teachers College.
High/Scope
Multiage programs are a standard part of this program located at Columbia Teachers College.
Family Album
Multiage programs are a standard part of this program located at Columbia Teachers College.
Play and exploration
Multiage programs are a standard part of this program located at Columbia Teachers College.
Reggio Emilia
Multiage programs are a standard part of this program located at Columbia Teachers College.
"Wants nothing"
سؤال
Match between columns
الفرضيات:
الردود:
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Uncontrolled scribbles
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Leads to literacy
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Infant-directed speech (IDS)
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Safety
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Scribble stage
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Duplicate toys
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Controlled scribbles
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Gross motor area
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Bank Street
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Motherese or parentese
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
ITC
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Developmental Profile
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
The Observation Record
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Play centers in a toddler room
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Early screening
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
High/Scope
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Family Album
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Play and exploration
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Reggio Emilia
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
"Wants nothing"
سؤال
Match between columns
الفرضيات:
الردود:
A type of writing that occurs when the child begins to hold a pencil and make marks.
Uncontrolled scribbles
A type of writing that occurs when the child begins to hold a pencil and make marks.
Leads to literacy
A type of writing that occurs when the child begins to hold a pencil and make marks.
Infant-directed speech (IDS)
A type of writing that occurs when the child begins to hold a pencil and make marks.
Safety
A type of writing that occurs when the child begins to hold a pencil and make marks.
Scribble stage
A type of writing that occurs when the child begins to hold a pencil and make marks.
Duplicate toys
A type of writing that occurs when the child begins to hold a pencil and make marks.
Controlled scribbles
A type of writing that occurs when the child begins to hold a pencil and make marks.
Gross motor area
A type of writing that occurs when the child begins to hold a pencil and make marks.
Bank Street
A type of writing that occurs when the child begins to hold a pencil and make marks.
Motherese or parentese
A type of writing that occurs when the child begins to hold a pencil and make marks.
ITC
A type of writing that occurs when the child begins to hold a pencil and make marks.
Developmental Profile
A type of writing that occurs when the child begins to hold a pencil and make marks.
The Observation Record
A type of writing that occurs when the child begins to hold a pencil and make marks.
Play centers in a toddler room
A type of writing that occurs when the child begins to hold a pencil and make marks.
Early screening
A type of writing that occurs when the child begins to hold a pencil and make marks.
High/Scope
A type of writing that occurs when the child begins to hold a pencil and make marks.
Family Album
A type of writing that occurs when the child begins to hold a pencil and make marks.
Play and exploration
A type of writing that occurs when the child begins to hold a pencil and make marks.
Reggio Emilia
A type of writing that occurs when the child begins to hold a pencil and make marks.
"Wants nothing"
سؤال
Match between columns
الفرضيات:
الردود:
A high-pitched voice adults use when talking to infants.
Uncontrolled scribbles
A high-pitched voice adults use when talking to infants.
Leads to literacy
A high-pitched voice adults use when talking to infants.
Infant-directed speech (IDS)
A high-pitched voice adults use when talking to infants.
Safety
A high-pitched voice adults use when talking to infants.
Scribble stage
A high-pitched voice adults use when talking to infants.
Duplicate toys
A high-pitched voice adults use when talking to infants.
Controlled scribbles
A high-pitched voice adults use when talking to infants.
Gross motor area
A high-pitched voice adults use when talking to infants.
Bank Street
A high-pitched voice adults use when talking to infants.
Motherese or parentese
A high-pitched voice adults use when talking to infants.
ITC
A high-pitched voice adults use when talking to infants.
Developmental Profile
A high-pitched voice adults use when talking to infants.
The Observation Record
A high-pitched voice adults use when talking to infants.
Play centers in a toddler room
A high-pitched voice adults use when talking to infants.
Early screening
A high-pitched voice adults use when talking to infants.
High/Scope
A high-pitched voice adults use when talking to infants.
Family Album
A high-pitched voice adults use when talking to infants.
Play and exploration
A high-pitched voice adults use when talking to infants.
Reggio Emilia
A high-pitched voice adults use when talking to infants.
"Wants nothing"
سؤال
Match between columns
الفرضيات:
الردود:
Speech infants use to engage adults and others.
Uncontrolled scribbles
Speech infants use to engage adults and others.
Leads to literacy
Speech infants use to engage adults and others.
Infant-directed speech (IDS)
Speech infants use to engage adults and others.
Safety
Speech infants use to engage adults and others.
Scribble stage
Speech infants use to engage adults and others.
Duplicate toys
Speech infants use to engage adults and others.
Controlled scribbles
Speech infants use to engage adults and others.
Gross motor area
Speech infants use to engage adults and others.
Bank Street
Speech infants use to engage adults and others.
Motherese or parentese
Speech infants use to engage adults and others.
ITC
Speech infants use to engage adults and others.
Developmental Profile
Speech infants use to engage adults and others.
The Observation Record
Speech infants use to engage adults and others.
Play centers in a toddler room
Speech infants use to engage adults and others.
Early screening
Speech infants use to engage adults and others.
High/Scope
Speech infants use to engage adults and others.
Family Album
Speech infants use to engage adults and others.
Play and exploration
Speech infants use to engage adults and others.
Reggio Emilia
Speech infants use to engage adults and others.
"Wants nothing"
سؤال
Match between columns
الفرضيات:
الردود:
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Uncontrolled scribbles
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Leads to literacy
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Infant-directed speech (IDS)
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Safety
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Scribble stage
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Duplicate toys
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Controlled scribbles
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Gross motor area
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Bank Street
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Motherese or parentese
A type of writing the young child makes when they can control the direction of the pencil or crayon.
ITC
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Developmental Profile
A type of writing the young child makes when they can control the direction of the pencil or crayon.
The Observation Record
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Play centers in a toddler room
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Early screening
A type of writing the young child makes when they can control the direction of the pencil or crayon.
High/Scope
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Family Album
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Play and exploration
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Reggio Emilia
A type of writing the young child makes when they can control the direction of the pencil or crayon.
"Wants nothing"
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العب
ملء الشاشة (f)
Deck 4: Supporting Play for Infants and Toddlers
1
Music facilitates play.
True
2
Play areas should not be included in toddler centers.
False
3
The most important component of an infant-toddler program is safety.
True
4
Art begins at birth.
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5
Infants and toddlers should be encouraged to play with food.
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6
Never leave the infant during floor play.
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7
Staff turnover is not a concern in infant-toddler centers.
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8
An aesthetics-based approach includes play, music, movement, language, and art.
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9
For infants, play is literacy.
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10
Programs for infants and toddlers are similar to those for preschool children.
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11
Sanitizing toys is a regular part of an infant-toddler program.
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12
Lullabies are only found in certain cultures.
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13
Older toddlers can distinguish music they enjoy from music they dislike.
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14
Music is not important in an infant-toddler program.
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15
Floor play is encouraged for infants.
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16
High/Scope is the only program that has been validated through longitudinal data.
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17
Infants and toddlers learn through play.
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18
Infant-toddler programs cannot be accredited by the National Association for the Education of Young Children.
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19
A couch or other adult-sized furniture should never be placed in an infant-toddler center.
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20
Toddlers enjoy putting on and taking off hats.
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21
The child can begin to mimic and actively participate in family and community musical rituals as a:
A) newborn.
B) toddler.
C) 4-year-old.
D) 8-year-old.
A) newborn.
B) toddler.
C) 4-year-old.
D) 8-year-old.
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22
When establishing a child care environment, the primary concern is:
A) safety.
B) space.
C) child/adult ratio.
D) parent involvement.
E) public policy.
A) safety.
B) space.
C) child/adult ratio.
D) parent involvement.
E) public policy.
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23
Infants in group care need __________ or ___________ items per child.
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24
Floor play is most dominant when the child is in which of the following stages?
A) Low-mobility stage
B) More-mobility stage
C) High-mobility stage
D) All of the above
E) None of the above
A) Low-mobility stage
B) More-mobility stage
C) High-mobility stage
D) All of the above
E) None of the above
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25
During the first two years, establishing ____________________ is essential. Toys and materials can facilitate this process during interaction with adults.
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26
Research has shown that babies prefer:
A) human faces.
B) patterns.
C) colored lights.
D) stationary objects over any other objects.
E) plaids.
A) human faces.
B) patterns.
C) colored lights.
D) stationary objects over any other objects.
E) plaids.
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27
When considering establishing a child care environment, licensure requirements must be met at the ________ level.
A) regional
B) state
C) national
D) NAEYC
E) ITERS
A) regional
B) state
C) national
D) NAEYC
E) ITERS
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28
The first step involved in developing a program for infants and toddlers involves ________________________________________.
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29
Programs for young children are commonly modeled on programs such as:
A) High/Scope.
B) Creative Curriculum.
C) Reggio Emilia.
D) all of the above.
E) none of the above.
A) High/Scope.
B) Creative Curriculum.
C) Reggio Emilia.
D) all of the above.
E) none of the above.
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30
____________________, ____________________, and ____________________ are terms used to identify infants and toddlers by their movement.
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31
The ________________________________________ is a well-known rating scale that is used to determine the quality of infant-toddler programs.
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32
_________________________, _________________________, and _________________________ are three elements included in the Ounce Scale.
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33
An aesthetics-based approach to child care emphasizes:
A) music.
B) art.
C) movement.
D) all of the above.
E) none of above.
A) music.
B) art.
C) movement.
D) all of the above.
E) none of above.
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34
A ____________________ can be used to see if an item is too small for an infant or toddler to use.
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35
A choke tube is used for:
A) measuring the size of small toys or materials.
B) preventing children from choking at meal times.
C) preventing children from choking during outdoor play.
D) all of the above.
E) none of the above.
A) measuring the size of small toys or materials.
B) preventing children from choking at meal times.
C) preventing children from choking during outdoor play.
D) all of the above.
E) none of the above.
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36
The most influential factor in a child care center is:
A) size of space.
B) adult interaction.
C) number of computers.
D) toys available for play.
E) outdoor play area.
A) size of space.
B) adult interaction.
C) number of computers.
D) toys available for play.
E) outdoor play area.
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37
The ____________________ assesses overall development and play is included in the assessment system.
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38
The Ounce Scale Assessment System uses:
A) the observation record.
B) the family album.
C) the developmental profile.
D) all of the above.
E) none of the above.
A) the observation record.
B) the family album.
C) the developmental profile.
D) all of the above.
E) none of the above.
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39
The Educaring approach was developed by ____________________.
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40
Caregivers in quality programs should demonstrate _____________, ______________, and ______________.
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41
Most current research recommends that adults place infants on their stomachs to sleep to prevent SIDS.
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42
List six basic areas in an infant-toddler center.
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43
Match between columns
الفرضيات:
الردود:
Dominates the first two years of life - when not eating or sleeping.
Uncontrolled scribbles
Dominates the first two years of life - when not eating or sleeping.
Leads to literacy
Dominates the first two years of life - when not eating or sleeping.
Infant-directed speech (IDS)
Dominates the first two years of life - when not eating or sleeping.
Safety
Dominates the first two years of life - when not eating or sleeping.
Scribble stage
Dominates the first two years of life - when not eating or sleeping.
Duplicate toys
Dominates the first two years of life - when not eating or sleeping.
Controlled scribbles
Dominates the first two years of life - when not eating or sleeping.
Gross motor area
Dominates the first two years of life - when not eating or sleeping.
Bank Street
Dominates the first two years of life - when not eating or sleeping.
Motherese or parentese
Dominates the first two years of life - when not eating or sleeping.
ITC
Dominates the first two years of life - when not eating or sleeping.
Developmental Profile
Dominates the first two years of life - when not eating or sleeping.
The Observation Record
Dominates the first two years of life - when not eating or sleeping.
Play centers in a toddler room
Dominates the first two years of life - when not eating or sleeping.
Early screening
Dominates the first two years of life - when not eating or sleeping.
High/Scope
Dominates the first two years of life - when not eating or sleeping.
Family Album
Dominates the first two years of life - when not eating or sleeping.
Play and exploration
Dominates the first two years of life - when not eating or sleeping.
Reggio Emilia
Dominates the first two years of life - when not eating or sleeping.
"Wants nothing"
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44
Match between columns
الفرضيات:
الردود:
Infant-toddler center.
Uncontrolled scribbles
Infant-toddler center.
Leads to literacy
Infant-toddler center.
Infant-directed speech (IDS)
Infant-toddler center.
Safety
Infant-toddler center.
Scribble stage
Infant-toddler center.
Duplicate toys
Infant-toddler center.
Controlled scribbles
Infant-toddler center.
Gross motor area
Infant-toddler center.
Bank Street
Infant-toddler center.
Motherese or parentese
Infant-toddler center.
ITC
Infant-toddler center.
Developmental Profile
Infant-toddler center.
The Observation Record
Infant-toddler center.
Play centers in a toddler room
Infant-toddler center.
Early screening
Infant-toddler center.
High/Scope
Infant-toddler center.
Family Album
Infant-toddler center.
Play and exploration
Infant-toddler center.
Reggio Emilia
Infant-toddler center.
"Wants nothing"
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45
Next to safety, peer interaction is perhaps the most important component in the infant-toddler curriculum.
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46
Infants respond to sensory stimulation at birth .
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47
Good programs create a context for play by providing love, protection, and a developmentally appropriate pace .
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48
When training is complete , nothing is gained other than a great deal of work.
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49
Name three program models for infants and toddlers.
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50
Infants are wired for art when born and begin to observe art at six months of age .
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51
Comenius (in the 1600s) was the first to advocate the use of music with younger children.
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52
Nursery rhymes have been handed down from one generation to another and are easy for children to remember.
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53
Match between columns
الفرضيات:
الردود:
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Uncontrolled scribbles
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Leads to literacy
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Infant-directed speech (IDS)
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Safety
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Scribble stage
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Duplicate toys
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Controlled scribbles
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Gross motor area
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Bank Street
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Motherese or parentese
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
ITC
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Developmental Profile
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
The Observation Record
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Play centers in a toddler room
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Early screening
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
High/Scope
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Family Album
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Play and exploration
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
Reggio Emilia
Enables caregivers and other staff to evaluate each child's development and progress over time, comparing their observation data to specific performance standards.
"Wants nothing"
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54
List the stages of music development.
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55
Match between columns
الفرضيات:
الردود:
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Uncontrolled scribbles
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Leads to literacy
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Infant-directed speech (IDS)
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Safety
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Scribble stage
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Duplicate toys
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Controlled scribbles
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Gross motor area
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Bank Street
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Motherese or parentese
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
ITC
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Developmental Profile
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
The Observation Record
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Play centers in a toddler room
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Early screening
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
High/Scope
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Family Album
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Play and exploration
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
Reggio Emilia
Provides a structure for parents to learn about and record their child's development as they write down what they see, using photos, telling stories, and responding to observation questions.
"Wants nothing"
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56
Currently, over half of the infant-toddler teachers leave their position each year.
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57
List the six areas emphasized by the West Ed program.
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58
Match between columns
الفرضيات:
الردود:
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Uncontrolled scribbles
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Leads to literacy
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Infant-directed speech (IDS)
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Safety
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Scribble stage
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Duplicate toys
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Controlled scribbles
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Gross motor area
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Bank Street
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Motherese or parentese
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
ITC
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Developmental Profile
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
The Observation Record
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Play centers in a toddler room
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Early screening
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
High/Scope
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Family Album
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Play and exploration
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
Reggio Emilia
Provides a scale for observing and documenting children's everyday behaviors and provides data for making evaluations about development.
"Wants nothing"
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فتح الحزمة
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59
Describe the progression that occurs as infants develop mobility.
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60
High-mobility babies are sometimes referred to as lap babies.
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61
Match between columns
الفرضيات:
الردود:
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Uncontrolled scribbles
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Leads to literacy
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Infant-directed speech (IDS)
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Safety
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Scribble stage
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Duplicate toys
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Controlled scribbles
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Gross motor area
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Bank Street
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Motherese or parentese
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
ITC
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Developmental Profile
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
The Observation Record
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Play centers in a toddler room
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Early screening
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
High/Scope
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Family Album
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Play and exploration
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
Reggio Emilia
Outstanding programs for infants and young children referred to as Asili Nido or safe nests.
"Wants nothing"
فتح الحزمة
افتح القفل للوصول البطاقات البالغ عددها 74 في هذه المجموعة.
فتح الحزمة
k this deck
62
Match between columns
الفرضيات:
الردود:
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Uncontrolled scribbles
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Leads to literacy
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Infant-directed speech (IDS)
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Safety
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Scribble stage
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Duplicate toys
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Controlled scribbles
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Gross motor area
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Bank Street
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Motherese or parentese
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
ITC
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Developmental Profile
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
The Observation Record
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Play centers in a toddler room
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Early screening
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
High/Scope
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Family Album
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Play and exploration
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
Reggio Emilia
Piagetian-based program that encourages "...personal interaction with ideas, direct experiences with physical objects and events, and application of logical thinking to these experiences."
"Wants nothing"
فتح الحزمة
افتح القفل للوصول البطاقات البالغ عددها 74 في هذه المجموعة.
فتح الحزمة
k this deck
63
Match between columns
الفرضيات:
الردود:
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Uncontrolled scribbles
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Leads to literacy
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Infant-directed speech (IDS)
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Safety
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Scribble stage
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Duplicate toys
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Controlled scribbles
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Gross motor area
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Bank Street
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Motherese or parentese
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
ITC
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Developmental Profile
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
The Observation Record
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Play centers in a toddler room
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Early screening
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
High/Scope
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Family Album
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Play and exploration
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
Reggio Emilia
A loft that children can enter and exit through a ramp, steps to a window, steps up and down in a corner, or a beach ball.
"Wants nothing"
فتح الحزمة
افتح القفل للوصول البطاقات البالغ عددها 74 في هذه المجموعة.
فتح الحزمة
k this deck
64
Match between columns
الفرضيات:
الردود:
Facilitates early intervention at an early age.
Uncontrolled scribbles
Facilitates early intervention at an early age.
Leads to literacy
Facilitates early intervention at an early age.
Infant-directed speech (IDS)
Facilitates early intervention at an early age.
Safety
Facilitates early intervention at an early age.
Scribble stage
Facilitates early intervention at an early age.
Duplicate toys
Facilitates early intervention at an early age.
Controlled scribbles
Facilitates early intervention at an early age.
Gross motor area
Facilitates early intervention at an early age.
Bank Street
Facilitates early intervention at an early age.
Motherese or parentese
Facilitates early intervention at an early age.
ITC
Facilitates early intervention at an early age.
Developmental Profile
Facilitates early intervention at an early age.
The Observation Record
Facilitates early intervention at an early age.
Play centers in a toddler room
Facilitates early intervention at an early age.
Early screening
Facilitates early intervention at an early age.
High/Scope
Facilitates early intervention at an early age.
Family Album
Facilitates early intervention at an early age.
Play and exploration
Facilitates early intervention at an early age.
Reggio Emilia
Facilitates early intervention at an early age.
"Wants nothing"
فتح الحزمة
افتح القفل للوصول البطاقات البالغ عددها 74 في هذه المجموعة.
فتح الحزمة
k this deck
65
Match between columns
الفرضيات:
الردود:
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Uncontrolled scribbles
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Leads to literacy
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Infant-directed speech (IDS)
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Safety
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Scribble stage
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Duplicate toys
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Controlled scribbles
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Gross motor area
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Bank Street
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Motherese or parentese
Ensures that older toddlers will not be forced to share toys before they understand the concept.
ITC
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Developmental Profile
Ensures that older toddlers will not be forced to share toys before they understand the concept.
The Observation Record
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Play centers in a toddler room
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Early screening
Ensures that older toddlers will not be forced to share toys before they understand the concept.
High/Scope
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Family Album
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Play and exploration
Ensures that older toddlers will not be forced to share toys before they understand the concept.
Reggio Emilia
Ensures that older toddlers will not be forced to share toys before they understand the concept.
"Wants nothing"
فتح الحزمة
افتح القفل للوصول البطاقات البالغ عددها 74 في هذه المجموعة.
فتح الحزمة
k this deck
66
Match between columns
الفرضيات:
الردود:
Term used to just spend time watching and observing the infant.
Uncontrolled scribbles
Term used to just spend time watching and observing the infant.
Leads to literacy
Term used to just spend time watching and observing the infant.
Infant-directed speech (IDS)
Term used to just spend time watching and observing the infant.
Safety
Term used to just spend time watching and observing the infant.
Scribble stage
Term used to just spend time watching and observing the infant.
Duplicate toys
Term used to just spend time watching and observing the infant.
Controlled scribbles
Term used to just spend time watching and observing the infant.
Gross motor area
Term used to just spend time watching and observing the infant.
Bank Street
Term used to just spend time watching and observing the infant.
Motherese or parentese
Term used to just spend time watching and observing the infant.
ITC
Term used to just spend time watching and observing the infant.
Developmental Profile
Term used to just spend time watching and observing the infant.
The Observation Record
Term used to just spend time watching and observing the infant.
Play centers in a toddler room
Term used to just spend time watching and observing the infant.
Early screening
Term used to just spend time watching and observing the infant.
High/Scope
Term used to just spend time watching and observing the infant.
Family Album
Term used to just spend time watching and observing the infant.
Play and exploration
Term used to just spend time watching and observing the infant.
Reggio Emilia
Term used to just spend time watching and observing the infant.
"Wants nothing"
فتح الحزمة
افتح القفل للوصول البطاقات البالغ عددها 74 في هذه المجموعة.
فتح الحزمة
k this deck
67
Match between columns
الفرضيات:
الردود:
Block, house, dramatic, quiet, sensory/messy, water, art
Uncontrolled scribbles
Block, house, dramatic, quiet, sensory/messy, water, art
Leads to literacy
Block, house, dramatic, quiet, sensory/messy, water, art
Infant-directed speech (IDS)
Block, house, dramatic, quiet, sensory/messy, water, art
Safety
Block, house, dramatic, quiet, sensory/messy, water, art
Scribble stage
Block, house, dramatic, quiet, sensory/messy, water, art
Duplicate toys
Block, house, dramatic, quiet, sensory/messy, water, art
Controlled scribbles
Block, house, dramatic, quiet, sensory/messy, water, art
Gross motor area
Block, house, dramatic, quiet, sensory/messy, water, art
Bank Street
Block, house, dramatic, quiet, sensory/messy, water, art
Motherese or parentese
Block, house, dramatic, quiet, sensory/messy, water, art
ITC
Block, house, dramatic, quiet, sensory/messy, water, art
Developmental Profile
Block, house, dramatic, quiet, sensory/messy, water, art
The Observation Record
Block, house, dramatic, quiet, sensory/messy, water, art
Play centers in a toddler room
Block, house, dramatic, quiet, sensory/messy, water, art
Early screening
Block, house, dramatic, quiet, sensory/messy, water, art
High/Scope
Block, house, dramatic, quiet, sensory/messy, water, art
Family Album
Block, house, dramatic, quiet, sensory/messy, water, art
Play and exploration
Block, house, dramatic, quiet, sensory/messy, water, art
Reggio Emilia
Block, house, dramatic, quiet, sensory/messy, water, art
"Wants nothing"
فتح الحزمة
افتح القفل للوصول البطاقات البالغ عددها 74 في هذه المجموعة.
فتح الحزمة
k this deck
68
Match between columns
الفرضيات:
الردود:
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Uncontrolled scribbles
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Leads to literacy
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Infant-directed speech (IDS)
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Safety
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Scribble stage
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Duplicate toys
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Controlled scribbles
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Gross motor area
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Bank Street
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Motherese or parentese
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
ITC
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Developmental Profile
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
The Observation Record
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Play centers in a toddler room
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Early screening
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
High/Scope
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Family Album
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Play and exploration
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
Reggio Emilia
Talking to babies and toddlers with simple language, frequent eye contact, and responsiveness to children's cues and language attempts.
"Wants nothing"
فتح الحزمة
افتح القفل للوصول البطاقات البالغ عددها 74 في هذه المجموعة.
فتح الحزمة
k this deck
69
Match between columns
الفرضيات:
الردود:
Multiage programs are a standard part of this program located at Columbia Teachers College.
Uncontrolled scribbles
Multiage programs are a standard part of this program located at Columbia Teachers College.
Leads to literacy
Multiage programs are a standard part of this program located at Columbia Teachers College.
Infant-directed speech (IDS)
Multiage programs are a standard part of this program located at Columbia Teachers College.
Safety
Multiage programs are a standard part of this program located at Columbia Teachers College.
Scribble stage
Multiage programs are a standard part of this program located at Columbia Teachers College.
Duplicate toys
Multiage programs are a standard part of this program located at Columbia Teachers College.
Controlled scribbles
Multiage programs are a standard part of this program located at Columbia Teachers College.
Gross motor area
Multiage programs are a standard part of this program located at Columbia Teachers College.
Bank Street
Multiage programs are a standard part of this program located at Columbia Teachers College.
Motherese or parentese
Multiage programs are a standard part of this program located at Columbia Teachers College.
ITC
Multiage programs are a standard part of this program located at Columbia Teachers College.
Developmental Profile
Multiage programs are a standard part of this program located at Columbia Teachers College.
The Observation Record
Multiage programs are a standard part of this program located at Columbia Teachers College.
Play centers in a toddler room
Multiage programs are a standard part of this program located at Columbia Teachers College.
Early screening
Multiage programs are a standard part of this program located at Columbia Teachers College.
High/Scope
Multiage programs are a standard part of this program located at Columbia Teachers College.
Family Album
Multiage programs are a standard part of this program located at Columbia Teachers College.
Play and exploration
Multiage programs are a standard part of this program located at Columbia Teachers College.
Reggio Emilia
Multiage programs are a standard part of this program located at Columbia Teachers College.
"Wants nothing"
فتح الحزمة
افتح القفل للوصول البطاقات البالغ عددها 74 في هذه المجموعة.
فتح الحزمة
k this deck
70
Match between columns
الفرضيات:
الردود:
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Uncontrolled scribbles
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Leads to literacy
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Infant-directed speech (IDS)
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Safety
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Scribble stage
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Duplicate toys
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Controlled scribbles
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Gross motor area
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Bank Street
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Motherese or parentese
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
ITC
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Developmental Profile
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
The Observation Record
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Play centers in a toddler room
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Early screening
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
High/Scope
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Family Album
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Play and exploration
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
Reggio Emilia
A type of writing that occurs when the child just begins to hold a pencil and make marks. The child cannot control the direction of the marks.
"Wants nothing"
فتح الحزمة
افتح القفل للوصول البطاقات البالغ عددها 74 في هذه المجموعة.
فتح الحزمة
k this deck
71
Match between columns
الفرضيات:
الردود:
A type of writing that occurs when the child begins to hold a pencil and make marks.
Uncontrolled scribbles
A type of writing that occurs when the child begins to hold a pencil and make marks.
Leads to literacy
A type of writing that occurs when the child begins to hold a pencil and make marks.
Infant-directed speech (IDS)
A type of writing that occurs when the child begins to hold a pencil and make marks.
Safety
A type of writing that occurs when the child begins to hold a pencil and make marks.
Scribble stage
A type of writing that occurs when the child begins to hold a pencil and make marks.
Duplicate toys
A type of writing that occurs when the child begins to hold a pencil and make marks.
Controlled scribbles
A type of writing that occurs when the child begins to hold a pencil and make marks.
Gross motor area
A type of writing that occurs when the child begins to hold a pencil and make marks.
Bank Street
A type of writing that occurs when the child begins to hold a pencil and make marks.
Motherese or parentese
A type of writing that occurs when the child begins to hold a pencil and make marks.
ITC
A type of writing that occurs when the child begins to hold a pencil and make marks.
Developmental Profile
A type of writing that occurs when the child begins to hold a pencil and make marks.
The Observation Record
A type of writing that occurs when the child begins to hold a pencil and make marks.
Play centers in a toddler room
A type of writing that occurs when the child begins to hold a pencil and make marks.
Early screening
A type of writing that occurs when the child begins to hold a pencil and make marks.
High/Scope
A type of writing that occurs when the child begins to hold a pencil and make marks.
Family Album
A type of writing that occurs when the child begins to hold a pencil and make marks.
Play and exploration
A type of writing that occurs when the child begins to hold a pencil and make marks.
Reggio Emilia
A type of writing that occurs when the child begins to hold a pencil and make marks.
"Wants nothing"
فتح الحزمة
افتح القفل للوصول البطاقات البالغ عددها 74 في هذه المجموعة.
فتح الحزمة
k this deck
72
Match between columns
الفرضيات:
الردود:
A high-pitched voice adults use when talking to infants.
Uncontrolled scribbles
A high-pitched voice adults use when talking to infants.
Leads to literacy
A high-pitched voice adults use when talking to infants.
Infant-directed speech (IDS)
A high-pitched voice adults use when talking to infants.
Safety
A high-pitched voice adults use when talking to infants.
Scribble stage
A high-pitched voice adults use when talking to infants.
Duplicate toys
A high-pitched voice adults use when talking to infants.
Controlled scribbles
A high-pitched voice adults use when talking to infants.
Gross motor area
A high-pitched voice adults use when talking to infants.
Bank Street
A high-pitched voice adults use when talking to infants.
Motherese or parentese
A high-pitched voice adults use when talking to infants.
ITC
A high-pitched voice adults use when talking to infants.
Developmental Profile
A high-pitched voice adults use when talking to infants.
The Observation Record
A high-pitched voice adults use when talking to infants.
Play centers in a toddler room
A high-pitched voice adults use when talking to infants.
Early screening
A high-pitched voice adults use when talking to infants.
High/Scope
A high-pitched voice adults use when talking to infants.
Family Album
A high-pitched voice adults use when talking to infants.
Play and exploration
A high-pitched voice adults use when talking to infants.
Reggio Emilia
A high-pitched voice adults use when talking to infants.
"Wants nothing"
فتح الحزمة
افتح القفل للوصول البطاقات البالغ عددها 74 في هذه المجموعة.
فتح الحزمة
k this deck
73
Match between columns
الفرضيات:
الردود:
Speech infants use to engage adults and others.
Uncontrolled scribbles
Speech infants use to engage adults and others.
Leads to literacy
Speech infants use to engage adults and others.
Infant-directed speech (IDS)
Speech infants use to engage adults and others.
Safety
Speech infants use to engage adults and others.
Scribble stage
Speech infants use to engage adults and others.
Duplicate toys
Speech infants use to engage adults and others.
Controlled scribbles
Speech infants use to engage adults and others.
Gross motor area
Speech infants use to engage adults and others.
Bank Street
Speech infants use to engage adults and others.
Motherese or parentese
Speech infants use to engage adults and others.
ITC
Speech infants use to engage adults and others.
Developmental Profile
Speech infants use to engage adults and others.
The Observation Record
Speech infants use to engage adults and others.
Play centers in a toddler room
Speech infants use to engage adults and others.
Early screening
Speech infants use to engage adults and others.
High/Scope
Speech infants use to engage adults and others.
Family Album
Speech infants use to engage adults and others.
Play and exploration
Speech infants use to engage adults and others.
Reggio Emilia
Speech infants use to engage adults and others.
"Wants nothing"
فتح الحزمة
افتح القفل للوصول البطاقات البالغ عددها 74 في هذه المجموعة.
فتح الحزمة
k this deck
74
Match between columns
الفرضيات:
الردود:
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Uncontrolled scribbles
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Leads to literacy
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Infant-directed speech (IDS)
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Safety
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Scribble stage
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Duplicate toys
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Controlled scribbles
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Gross motor area
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Bank Street
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Motherese or parentese
A type of writing the young child makes when they can control the direction of the pencil or crayon.
ITC
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Developmental Profile
A type of writing the young child makes when they can control the direction of the pencil or crayon.
The Observation Record
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Play centers in a toddler room
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Early screening
A type of writing the young child makes when they can control the direction of the pencil or crayon.
High/Scope
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Family Album
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Play and exploration
A type of writing the young child makes when they can control the direction of the pencil or crayon.
Reggio Emilia
A type of writing the young child makes when they can control the direction of the pencil or crayon.
"Wants nothing"
فتح الحزمة
افتح القفل للوصول البطاقات البالغ عددها 74 في هذه المجموعة.
فتح الحزمة
k this deck
فتح الحزمة
افتح القفل للوصول البطاقات البالغ عددها 74 في هذه المجموعة.
