Deck 7: A Family-Based Philosophy in Early Childhood Education

Question 1

School environments commonly _____ family involvement.

A)encourage
B)discourage
C)provide funding for
D)discuss

Answer 1

B

Question 2

The term linkages refers to

A)the style and rate of occurrence of communication between families and schools.
B)collaborative planning with families, schools and communities.
C)the chain of command in partnerships.
D)similarities between home and school.

Answer 2

A

Question 3

A family-based philosophy in early education implies that

A)families, not children, are the priority.
B)educators will strive to have positive, reciprocal relationships with all families.
C)empowerment is the primary goal.
D)families should spend time in the classroom on a weekly basis.

Answer 3

B

Question 4

As Head Start teachers provide opportunities for parents to learn about child development and encourage parents to participate in the classroom, they are

A)interfering with parenting styles.
B)taking in information for child assessment.
C)requiring voluntarism.
D)supporting parental nurturance.

Question 5

Christian (2006) notes that too little attention has been given in early childhood teacher preparation to

A)parents as partners.
B)children in the context of families.
C)parents as their children's first teachers.
D)family systems theory.

Question 6

Families cannot effectively meet the needs of their young children when

A)they are overburdened by effects of poverty.
B)they are chronically or terminally ill.
C)they experience frequent violence in their communities and homes.
D)all of the above

Question 7

Conflict resolution procedures should be developed by

A)school administrators.
B)teachers and administrators.
C)staff and families.
D)families.

Question 8

Professional responsibilities for early childhood teachers in regard to work with families include

A)confidentiality.
B)collaboration with community resource people.
C)understanding roles and boundaries.
D)all of the above

Question 9

The terms family-like schools, school-like families, and family-friendly schools and communities come from the work of

A)James Coleman.
B)Luis Moll.
C)Moncrieff Cochran.
D)Joyce Epstein.

Question 10

When conflict persists between families and teachers,

A)it is best to end most communication.
B)teachers should schedule a home visit.
C)a check on balance of power and mutual respect can help move to a positive outcome.
D)all of the above

Question 11

The most effective form of communication between teachers and families for sensitive subjects is

A)face-to-face.
B)written.
C)holding group meetings on the subject.
D)including the topic in a newsletter segment.

Question 12

A family-based philosophy in early childhood education indicates that teachers are serving

A)children.
B)families.
C)children and families.
D)communities.

Question 13

The model of family involvement that requires teachers to have an awareness of their own beliefs and prejudices and knowledge of variations in communication styles of various groups of people is

A)cultural competence.
B)functional.
C)empowerment.
D)social capital.

Question 14

Family involvement has been a component of Head Start's comprehensive early childhood education model since

A)1960.
B)1965.
C)1975.
D)1980.

Question 15

Family involvement is a preferred way to decrease children's difficulty in school, especially as such difficulty relates to _____ between home and school.

A)discontinuity
B)continuity
C)conflict
D)communication

Question 16

Preschool enrollment visits, information sessions for families, handbooks, and scheduling small groups of children for the first few days are methods of supporting children's _____ preschool.

A)enrollment in
B)ability to learn at
C)security at
D)transition to

Question 17

Head Start emphasizes the importance of parents' personal development as well as their role as parents because

A)development of job skills ultimately helps children.
B)increased self-esteem influences positive parenting practices.
C)parents who see themselves as competent can provide greater resources for their children.
D)all of the above

Question 18

When early childhood teachers incorporate home visits into their family involvement program, which of these outcomes are likely to occur?

A)Families are less likely to become involved at school.
B)Trust and communication are enhanced.
C)Child feels more comfortable with a new adult.
D)Both B and C

Question 19

It is common for _____ to view family involvement in a negative light.

A)teachers
B)families
C)both teachers and families
D)neither teachers nor families

Question 20

In a democracy, teachers must understand

A)parental rights.
B)parental responsibilities.
C)both A and B
D)none of the above

Question 21

The National PTA Standards for Family Involvement are built on which of the following frameworks?

A)Moll's
B)Coleman's
C)Cochran's
D)Epstein's

Question 22

One caveat from research on home visiting is that

A)precise practices for best results are not yet known.
B)it is only effective when teachers have extensive training.
C)families generally find the practice to be too intrusive.
D)it is only effective with families of the same ethnicity and culture as the teacher.

Question 23

All socialization efforts are based on

A)individualized parent values.
B)microsystems.
C)culture.
D)educational level of parents.

Question 24

Having accurate job descriptions for all staff can help to

A)maintain appropriate roles and boundaries.
B)decide on pay scales.
C)maintain confidential information.
D)advocate for all children.

Question 25

Research by Sweet and Applebaum found that when families participated in programs with home visitation

A)children demonstrated better socioemotional outcomes, but cognitive outcomes were not affected.
B)children demonstrated better cognitive and socioemotional outcomes.
C)children demonstrated better cognitive outcomes, but socioemotional outcomes were not affected.
D)no differences in child outcomes were noted.

Question 26

The notion in the U.S.that parents have legal rights and responsibilities in regard to their children is known as

A)family influences on children.
B)constitutional interpretation.
C)doctrine of parental rights
D)continuity.

Question 27

Luis Moll describes a critical concept of his framework based on the notion that families have abundant knowledge that schools are not aware of and therefore, did not apply such information in their curriculum planning.He refers to this as:

A)funds of knowledge.
B)information station.
C)knowledge trusts.
D)content assets.

Question 28

The role that Head Start parents have in decision-making is

A)collaborative.
B)decisive.
C)standardized.
D)second tier.

Question 29

Coleman's social capital framework is based on the finding that _____ has the greatest impact on test scores than any other factor.

A)family income
B)students' home environments
C)community resources
D)family social networks

Question 30

_____ concluded that home environment has more impact on test scores than any other factor, including curriculum or student characteristics.

A)Joyce Epstein
B)James Comer
C)James Coleman
D)The Harvard Family Involvement Network of Educators

Question 31

Anti-bias education

A)includes work with families in regard to what families want for their children and what educators believe is important for children.
B)emphasizes common traditions as best practice.
C)advises against uncovering conflicts.
D)is a narrow curriculum focus in any classroom.

Question 32

Epstein's framework is based on the notion that families, schools and communities as partners recognize a shared interest and responsibility for children.She refers to this as

A)family-like schools.
B)empowerment.
C)national standards.
D)overlapping spheres of influence.

Question 33

Creative conflicts between families and schools

A)may lead to positive outcomes.
B)nearly always hurt children.
C)are best resolved through on-going communication.
D)both A and C

Question 34

The law that has been designed to protect student education records is known as

A)NAEYC Code of Ethical Conduct.
B)Education for all Handicapped Students Act.
C)Confidential Reporting Act.
D)Family Education Rights and Privacy Act.

Question 35

At the heart of America's pluralistic culture is

A)the melting pot philosophy.
B)family diversity.
C)commonality in traditions and celebrations.
D)conformity.

Question 36

In order to best understand _____, early childhood educators must understand effects of dominant groups and institutions on oppressed people.

A)poverty
B)empowerment
C)cultural competence
D)social capital

Question 37

Pianta and Kraft-Sayre note that for successful transitions from preschool to kindergarten,

A)teachers should be aware of ways to create continuity.
B)teachers should focus on family strengths.
C)plans should be individualized to meet variations in family needs.
D)all of the above

Question 38

One barrier to implementing a multicultural framework in classrooms is conformity.The issue with conformity as it relates to multiculturalism or embracing diversity is

A)conformity is sometimes described as being democratic in that the very same expectations exist for all, but in fact conformity ignores a primary notion of democracy that gives everyone a voice.
B)conformity is the only fair way to manage classrooms full of children.
C)conformity allows for all children to begin understanding mainstream U.S.culture.
D)conformity requires all to accomplish tasks in the way of the majority, thus demonstrating that fair is always equal.

Question 39

Epstein's parenting key emphasizes

A)experts informing parents about best practices.
B)assisting families with parenting skills that support children's school success.
C)lists of do's and don'ts for parents.
D)punishments and rewards.

Question 40

Children adjust more readily in their transitions from home to school when

A)preschool staff plans for family involvement in the transition.
B)families keep a distance and let the professionals handle the transition.
C)preschool staff has policies about limiting parental involvement.
D)all of the above

Question 41

Explain how Head Start has been exemplary in their requirements and support for family involvement in children's early education.

Question 42

Match the numbered questions with the corresponding letter answer.
a.families
b.family involvement
c.supported by legal and cultural roots
d.linkages and congruence
e.type and frequency of communication
f.amount of similarity in home and school
g.two-way
h.overlapping spheres of influence
i.parent empowerment
j.social capital
congruence

Question 43

Compare and contrast the following conceptual frameworks for family, school and community partnerships: Epstein's, Coleman's, Cochran's, and Moll's.

Question 44

Match the numbered questions with the corresponding letter answer.
a.families
b.family involvement
c.supported by legal and cultural roots
d.linkages and congruence
e.type and frequency of communication
f.amount of similarity in home and school
g.two-way
h.overlapping spheres of influence
i.parent empowerment
j.social capital
parental rights and responsibilities

Question 45

In order to exhibit optimal professionalism in early childhood programs, teachers must be able to uphold a variety of responsibilities to children and families, such as confidentiality, cultural competence, advocacy, collaboration, understanding roles and boundaries and record-keeping.Define and explain each of these responsibilities.Also, give an example from your experience for each one.

Question 46

Match the numbered questions with the corresponding letter answer.
a.families
b.family involvement
c.supported by legal and cultural roots
d.linkages and congruence
e.type and frequency of communication
f.amount of similarity in home and school
g.two-way
h.overlapping spheres of influence
i.parent empowerment
j.social capital
must be varied and abundant

Question 47

Define the terms: continuity, linkages, congruence and transitions and explain how they are related to young children and their families.

Question 48

Match the numbered questions with the corresponding letter answer.
a.families
b.family involvement
c.supported by legal and cultural roots
d.linkages and congruence
e.type and frequency of communication
f.amount of similarity in home and school
g.two-way
h.overlapping spheres of influence
i.parent empowerment
j.social capital
effective family-school communication strategies

Question 49

Match the numbered questions with the corresponding letter answer.
a.families
b.family involvement
c.supported by legal and cultural roots
d.linkages and congruence
e.type and frequency of communication
f.amount of similarity in home and school
g.two-way
h.overlapping spheres of influence
i.parent empowerment
j.social capital
foundation for Moncrieff Cochran's theory-building

Question 50

Match the numbered questions with the corresponding letter answer.
a.families
b.family involvement
c.supported by legal and cultural roots
d.linkages and congruence
e.type and frequency of communication
f.amount of similarity in home and school
g.two-way
h.overlapping spheres of influence
i.parent empowerment
j.social capital
continuity of children's experiences

Question 51

Match the numbered questions with the corresponding letter answer.
a.families
b.family involvement
c.supported by legal and cultural roots
d.linkages and congruence
e.type and frequency of communication
f.amount of similarity in home and school
g.two-way
h.overlapping spheres of influence
i.parent empowerment
j.social capital
foundation for James Coleman's theory building

Question 52

Match the numbered questions with the corresponding letter answer.
a.families
b.family involvement
c.supported by legal and cultural roots
d.linkages and congruence
e.type and frequency of communication
f.amount of similarity in home and school
g.two-way
h.overlapping spheres of influence
i.parent empowerment
j.social capital
linkages

Question 53

Swick, Boutte, and Van Scoy have identified four barriers to implementing a multicultural framework in early childhood classrooms.Name and describe each of the four barriers.Also, create at least two ways that early childhood teachers might reduce each of the barriers.

Question 54

Match the numbered questions with the corresponding letter answer.
a.families
b.family involvement
c.supported by legal and cultural roots
d.linkages and congruence
e.type and frequency of communication
f.amount of similarity in home and school
g.two-way
h.overlapping spheres of influence
i.parent empowerment
j.social capital
foundation for Joyce Epstein's theory-building

Question 55

List and explain each of the six standards for family involvement from the National PTA.Also, give at least two examples for each standard.

Question 56

Describe five common barriers to family involvement in education and for each barrier provide at least one effective and appropriate solution.

Question 57

Match the numbered questions with the corresponding letter answer.
a.families
b.family involvement
c.supported by legal and cultural roots
d.linkages and congruence
e.type and frequency of communication
f.amount of similarity in home and school
g.two-way
h.overlapping spheres of influence
i.parent empowerment
j.social capital
children's first teachers