Deck 9: Creating Environments

Question 1

Group size and staff-child ratio are two aspects of the environment that affect the quality of a program.

Answer 1

True

Question 2

Teachers, parents, director, and support staff (such as janitor or cook) all need storage space for personal and curriculum materials, a place to stay and get resources, a welcoming environment, and communications.

Answer 2

True

Question 3

The anti-bias curriculum encourages people to develop skills for identifying and countering the hurtful impact of bias.

Answer 3

True

Question 4

The self-help approach expresses the notion that competition is valuable.

Question 5

An anti-bias program has its roots in Maslow and Piaget.

Question 6

A successful early childhood environment helps children see that culture consists of the various ways people do similar activities.

Question 7

A transition in a daily schedule marks the end of one activity and the beginning of another.

Question 8

Because children need to feel secure about beginnings and endings, teachers should ensure that children are met and greeted, and that the day is brought to closure with time allowed for dismissal.

Question 9

A prepared environment is not very important, so teachers can usually leave their programs when the children do.

Question 10

To create a positive interpersonal environment, teachers must ensure a feeling of mutual respect between themselves and children as well as among the children themselves.

Question 11

Common health problems in early childhood settings are scrapes and cuts, splinters, and conjunctivitis.

Question 12

When designing an inclusive environment, teachers focus on just those children with special needs.

Question 13

From a developmentally appropriate perspective, materials simply need to appeal to individual interests.

Question 14

Teachers help children to handle transitions by moving quickly through schedule changes.

Question 15

Teachers should arrange the environment to promote what they feel is best for the children.

Question 16

In an anti-bias classroom, there is a place for everyone at the table.

Question 17

The classroom should be set up for a different specific activity each day.

Question 18

The environment in an early childhood setting is defined as ____.

A) the area around the outside of the building
B) the sum total of the physical and human qualities that creates a space for children
C) the classroom and materials
D) the yard, parking lot, and ways to get to the school

Question 19

The developmentally appropriate environment teaches children to be responsible for personal care by ____.

A) giving children time to complete tasks on their own
B) providing choices of activity
C) having places for children's belongings
D) offering challenging material on a regular basis

Question 20

A routine includes ____.

A) consistency of daily repeated activities
B) a variety of choices
C) coming to school
D) new ideas for the children

Question 21

An anti-bias environment encourages children and adults ____.

A) to be against unfair political practices
B) to bring up the exotic aspects of other lands
C) to help children notice how different they are from their parents
D) to explore the differences and similarities among individuals and groups

Question 22

To help children feel capable of learning, teachers try to ____.

A) have places for children's things
B) provide choices of activity
C) give children time to finish a task
D) offer challenging material

Question 23

Health and safety requirements include ____.

A) lighting and ventilation concerns
B) making sure children do not get into arguments and fights
C) clay disposal
D) keeping children from getting sick

Question 24

A program geared toward the safety of children will attend to ____.

A) face masks
B) latex gloves
C) a daily screening check
D) covered electrical outlets

Question 25

Choose the statement that does NOTE reflect a multicultural environment:

A) Pictures of people are representative of a multicultural community.
B) The block corner is full of cars.
C) The dolls represent a variety of racial groups accurately.
D) Stories are about a variety of people and family configurations.

Question 26

Schedules for children reflect the values and structure of the program. Select the statement that describes the value of the program and how a daily schedule will help define it.

A) Children need consistency and a sense of order, so plan time for routines and transitions and keep the schedule similar, or the same, daily.
B) Children need help pacing themselves, so be sure to have most of the day active with the bulk of the program outdoors.
C) A penny saved is a penny earned.
D) The individual is important, so give each child individual attention every day.

Question 27

The interpersonal environment is ____.

A) the materials in dramatic play
B) the routines and transitions around self-care
C) the feeling and tone of the program
D) the relationships between the adults who work with children and their parents

Question 28

Interest areas are ____.

A) spaces in- and outdoors for specific activities
B) teacher-structured activities
C) areas that interest parents
D) parts of the classroom in a school-age program

Question 29

Organizing space in a family child-care program presents special challenges because of ____.

A) the space and mix of the children
B) giving children choices
C) the messy zones
D) welcoming children and parents

Question 30

Which of the following is LEAST likely to be found in a classroom for older toddlers through school-age children?

A) mathematics/arithmetic
B) dramatic play/house corner
C) library/literacy
D) art

Question 31

Adults need space for which of the following in the classroom?

A) personal belongings
B) books
C) cots for naptime
D) jungle gym

Question 32

Which of the following toys would NOT be considered inappropriate?

A) Building blocks of various sizes and colors
B) Toys that make technology the focus of play
C) "Fashion model"-style dolls
D) Toys based on popular cartoon characters

Question 33

Which of the following would make the best "retreat" for children in a family child-care home?

A) area behind a couch
B) under the kitchen sink
C) outside on the sidewalk
D) in a small group

Question 34

Which of the following is NOT a principle of a successful environment?

A) Refrain from complimenting children because it makes other children feel bad.
B) Give children an opportunity to make choices.
C) Be sure that staff expectations are consistent.
D) Provide children with enough time.

Question 35

To ensure a quality experience for all children, research shows that _______ matter.

A) environment and materials
B) people and environment
C) people and materials
D) None of these are correct.

Question 36

Every center must target the limits of budget and _____.

A) boundaries
B) space
C) equipment
D) materials

Question 37

Three principles of successful environments are cultural responsibility, developmentally on the children's level, and _____.

A) provisions for individual space
B) accessible toys
C) opportunities for making choices
D) All of these are correct.

Question 38

An anti-bias environment fosters four skills: positive self-concept, awareness, respect for diversity, and _____.

A) self-esteem
B) good eating habits
C) patience
D) skills in communication and problem-solving

Question 39

The self-help environment reflects these two beliefs regarding children's rights: autonomy and _____.

A) dependence
B) respect
C) independence
D) defiance

Question 40

Adaptations that make for an inclusive environment keep these three concepts in mind: access, usability, and _____.

A) maximizing learning
B) respect
C) materials
D) None of these are correct.

Question 41

The environment must provide for the children, the parents, and _____.

A) the grandparents
B) the director
C) the bus driver
D) the teacher

Question 42

The indoor area should provide room for adult space, interest areas, children's rest, food service, and _____.

A) play
B) handwashing
C) bathrooms
D) cubbies

Question 43

The physical environment should be organized by availability, compatibility, and _____.

A) definition
B) size
C) equipment
D) All of these are correct.

Question 44

Teachers make choices concerning the physical environment, the temporal setting, and _____.

A) materials
B) class size
C) interpersonal setting
D) curriculum

Question 45

In designing environments, three general goals are to plan responsive settings to reduce behaviors, to set up predictable environments, and _____.

A) to stimulate active learning
B) to create curriculum for all children
C) to sterilize all toys
D) All of these are correct.

Question 46

An appropriate environment includes aspects of anti-bias, self-help, and inclusive principles. Match the description with its value.

-Autonomy and independence are the birthright of every child.

A) Anti-bias
B) Self-help
C) Inclusive
D) Developmentally appropriate

Question 47

An appropriate environment includes aspects of anti-bias, self-help, and inclusive principles. Match the description with its value.

-Create high-activity, low-stress, brain-compatible environments.

A) Anti-bias
B) Self-help
C) Inclusive
D) Developmentally appropriate

Question 48

An appropriate environment includes aspects of anti-bias, self-help, and inclusive principles. Match the description with its value.

-Injustices from the outside world can be dealt with inside the classroom.

A) Anti-bias
B) Self-help
C) Inclusive
D) Developmentally appropriate

Question 49

An appropriate environment includes aspects of anti-bias, self-help, and inclusive principles. Match the description with its value.

-Ramps are provided and children's chairs have armrests.

A) Anti-bias
B) Self-help
C) Inclusive
D) Developmentally appropriate

Question 50

Match the description with its principle.

-Create high-activity, low-stress, brain-compatible environments.

A) Indoors and out, children have a range of activities.
B) The environment reflects the cultures of the children in the class.
C) Label cubbies with children's names and photos.
D) When furniture needs rearranging, have children help in planning and moving it.
E) Have centers that allow small groups to form.
F) Have blocks of time for children's free play in the schedule
G) Make sure supplies are stored so children can reach them.

Question 51

Match the description with its principle.

-Build culturally responsive environments.

A) Indoors and out, children have a range of activities.
B) The environment reflects the cultures of the children in the class.
C) Label cubbies with children's names and photos.
D) When furniture needs rearranging, have children help in planning and moving it.
E) Have centers that allow small groups to form.
F) Have blocks of time for children's free play in the schedule
G) Make sure supplies are stored so children can reach them.

Question 52

Match the description with its principle.

-Give families ways to identify children's space.

A) Indoors and out, children have a range of activities.
B) The environment reflects the cultures of the children in the class.
C) Label cubbies with children's names and photos.
D) When furniture needs rearranging, have children help in planning and moving it.
E) Have centers that allow small groups to form.
F) Have blocks of time for children's free play in the schedule
G) Make sure supplies are stored so children can reach them.

Question 53

Match the description with its principle.

-Give children opportunities to make choices.

A) Indoors and out, children have a range of activities.
B) The environment reflects the cultures of the children in the class.
C) Label cubbies with children's names and photos.
D) When furniture needs rearranging, have children help in planning and moving it.
E) Have centers that allow small groups to form.
F) Have blocks of time for children's free play in the schedule
G) Make sure supplies are stored so children can reach them.

Question 54

Match the description with its principle.

-See that children are responsible for taking the next step.

A) Indoors and out, children have a range of activities.
B) The environment reflects the cultures of the children in the class.
C) Label cubbies with children's names and photos.
D) When furniture needs rearranging, have children help in planning and moving it.
E) Have centers that allow small groups to form.
F) Have blocks of time for children's free play in the schedule
G) Make sure supplies are stored so children can reach them.

Question 55

Match the description with its principle.

-Involve children in the process of planning and setting up the environment.

A) Indoors and out, children have a range of activities.
B) The environment reflects the cultures of the children in the class.
C) Label cubbies with children's names and photos.
D) When furniture needs rearranging, have children help in planning and moving it.
E) Have centers that allow small groups to form.
F) Have blocks of time for children's free play in the schedule
G) Make sure supplies are stored so children can reach them.

Question 56

Match the description with its principle.

-Provide children with enough time.

A) Indoors and out, children have a range of activities.
B) The environment reflects the cultures of the children in the class.
C) Label cubbies with children's names and photos.
D) When furniture needs rearranging, have children help in planning and moving it.
E) Have centers that allow small groups to form.
F) Have blocks of time for children's free play in the schedule
G) Make sure supplies are stored so children can reach them.

Question 57

Match the category for a multicultural environment to the question.

-What is hanging on the walls?

A) Overall environment
B) Blocks
C) Social studies
D) Dramatic play

Question 58

Match the category for a multicultural environment to the question.

-Are materials and games stereotyped?

A) Overall environment
B) Blocks
C) Social studies
D) Dramatic play

Question 59

Match the category for a multicultural environment to the question.

-Are people's accessories stereotypic in terms of sex roles?

A) Overall environment
B) Blocks
C) Social studies
D) Dramatic play

Question 60

Match the category for a multicultural environment to the question.

-Is there a wide variety of clothes in the area?

A) Overall environment
B) Blocks
C) Social studies
D) Dramatic play

Question 61

Match the health condition with the appropriate tip for teachers.

-Send home notices, wash all equipment.

A) Allergies and asthma
B) Scrapes and cuts
C) Bumps on the head
D) Sand in eyes
E) Splinters
F) Conjunctivitis
G) Head lice
H) Chicken pox
I) Strep throat
J) Lingering coughs

Question 62

Match the health condition with the appropriate tip for teachers.

-Clean area with alcohol and remove.

A) Allergies and asthma
B) Scrapes and cuts
C) Bumps on the head
D) Sand in eyes
E) Splinters
F) Conjunctivitis
G) Head lice
H) Chicken pox
I) Strep throat
J) Lingering coughs

Question 63

Match the health condition with the appropriate tip for teachers.

-Highly contagious; watch for excess eye rubbing.

A) Allergies and asthma
B) Scrapes and cuts
C) Bumps on the head
D) Sand in eyes
E) Splinters
F) Conjunctivitis
G) Head lice
H) Chicken pox
I) Strep throat
J) Lingering coughs

Question 64

Match the health condition with the appropriate tip for teachers.

-Notify parents of any loss of consciousness.

A) Allergies and asthma
B) Scrapes and cuts
C) Bumps on the head
D) Sand in eyes
E) Splinters
F) Conjunctivitis
G) Head lice
H) Chicken pox
I) Strep throat
J) Lingering coughs

Question 65

Match the health condition with the appropriate tip for teachers.

-Supervise child's washing with soaped pad.

A) Allergies and asthma
B) Scrapes and cuts
C) Bumps on the head
D) Sand in eyes
E) Splinters
F) Conjunctivitis
G) Head lice
H) Chicken pox
I) Strep throat
J) Lingering coughs

Question 66

Match the health condition with the appropriate tip for teachers.

-At onset, send child home until evaluated.

A) Allergies and asthma
B) Scrapes and cuts
C) Bumps on the head
D) Sand in eyes
E) Splinters
F) Conjunctivitis
G) Head lice
H) Chicken pox
I) Strep throat
J) Lingering coughs

Question 67

Match the health condition with the appropriate tip for teachers.

-Remind child "Do not rub" and cover with tissue.

A) Allergies and asthma
B) Scrapes and cuts
C) Bumps on the head
D) Sand in eyes
E) Splinters
F) Conjunctivitis
G) Head lice
H) Chicken pox
I) Strep throat
J) Lingering coughs

Question 68

Match the health condition with the appropriate tip for teachers.

-Distressing but not dangerous; wash clothing, etc.

A) Allergies and asthma
B) Scrapes and cuts
C) Bumps on the head
D) Sand in eyes
E) Splinters
F) Conjunctivitis
G) Head lice
H) Chicken pox
I) Strep throat
J) Lingering coughs

Question 69

Match the health condition with the appropriate tip for teachers.

-Isolate child until parents pick up; watch for signs of outbreak for 2 to 3 weeks.

A) Allergies and asthma
B) Scrapes and cuts
C) Bumps on the head
D) Sand in eyes
E) Splinters
F) Conjunctivitis
G) Head lice
H) Chicken pox
I) Strep throat
J) Lingering coughs

Question 70

Match the health condition with the appropriate tip for teachers.

-Post a list of all children with chronic conditions.

A) Allergies and asthma
B) Scrapes and cuts
C) Bumps on the head
D) Sand in eyes
E) Splinters
F) Conjunctivitis
G) Head lice
H) Chicken pox
I) Strep throat
J) Lingering coughs

Question 71

Match the health condition with the appropriate tip for teachers.

-Space and furnishings

A) Book corner
B) Adult desk and closet
C) Modeling clay (play-doh)
D) Bathroom/changing area
E) Child-sized furniture
F) Daily schedule
G) Conversations

Question 72

Match the health condition with the appropriate tip for teachers.

-Personal care routines

A) Book corner
B) Adult desk and closet
C) Modeling clay (play-doh)
D) Bathroom/changing area
E) Child-sized furniture
F) Daily schedule
G) Conversations

Question 73

Match the health condition with the appropriate tip for teachers.

-Language-reasoning

A) Book corner
B) Adult desk and closet
C) Modeling clay (play-doh)
D) Bathroom/changing area
E) Child-sized furniture
F) Daily schedule
G) Conversations

Question 74

Match the health condition with the appropriate tip for teachers.

-Activities

A) Book corner
B) Adult desk and closet
C) Modeling clay (play-doh)
D) Bathroom/changing area
E) Child-sized furniture
F) Daily schedule
G) Conversations

Question 75

Match the health condition with the appropriate tip for teachers.

-Interaction

A) Book corner
B) Adult desk and closet
C) Modeling clay (play-doh)
D) Bathroom/changing area
E) Child-sized furniture
F) Daily schedule
G) Conversations

Question 76

Match the health condition with the appropriate tip for teachers.

-Program structure

A) Book corner
B) Adult desk and closet
C) Modeling clay (play-doh)
D) Bathroom/changing area
E) Child-sized furniture
F) Daily schedule
G) Conversations

Question 77

Match the health condition with the appropriate tip for teachers.

-Parents and staff personal needs

A) Book corner
B) Adult desk and closet
C) Modeling clay (play-doh)
D) Bathroom/changing area
E) Child-sized furniture
F) Daily schedule
G) Conversations

Question 78

Match the routine with the skill learned.

-Relaxation habits

A) Eating
B) Resting
C) Dressing
D) Toileting

Question 79

Match the routine with the skill learned.

-Good nutritional habits

A) Eating
B) Resting
C) Dressing
D) Toileting

Question 80

Match the routine with the skill learned.

-Self-awareness

A) Eating
B) Resting
C) Dressing
D) Toileting