Deck 13: Routines, Environments, and Opportunities: Day to Day the Relationship Way

Question 1

"Hello" and "Goodbye" times are:

A) times for transitions of trust for the child
B) important to view from the teacher's perspective
C) experiences that are easy for children
D) routinized events

Answer 1

times for transitions of trust for the child

Question 2

Sharie sings and talks to infants and toddlers when she is diapering them. She knows the importance of:

A) using transitions to build relationships
B) using routines to build relationships
C) building on "ciao" time
D) using transitions to teach children the words of songs

Answer 2

using routines to build relationships

Question 3

Butterfield (2002) reminds us that for children:

A) it is important for families and teachers to coordinate routines
B) routines are patterned interactions that occur with predictable regularity
C) brains become organized as they experience patterns of routines
D) routines are times for learning skills

Answer 3

brains become organized as they experience patterns of routines

Question 4

Responsive routines are important because they:

A) develop set times to diaper and feed infants
B) begin the formation of a child's identity
C) provide a structure for the day
D) develop a child's habits

Question 5

The fundamental element of a quality environment for infants and toddlers is that it provides children:

A) bright colors
B) toys for a specific age group
C) stimulation
D) security

Question 6

When a child chooses to create with crayons and papers with several peers close by, the child is developing his:

A) motor skills
B) motor and social skills
C) motor, emotional, and social skills
D) motor, emotional, social, cognitive, and language skills

Question 7

Opportunities are:

A) toys, materials, experiences, and interactions for children to choose from
B) special occasions and experiences that occur on a weekly basis
C) formal small group activities that all children experience
D) experiences that all children in the group have

Question 8

When a teacher sets up an environment for learning spaces, she usually does not consider:

A) children's feelings of safety
B) the requirements for learning in each area
C) how relationships can be supported
D) how to create defined places with multiple learning opportunities in each one

Question 9

Malaguzzi reminds us that when we are thinking about how to set a responsive environment:

A) "no space is marginal, no corner unimportant"
B) "the very act of sitting down on the same level with the crawling baby is a symbolic act of a more equal relationship..."
C) "it is not the quality of the object that holds a child's interest, but the opportunity it affords the child for action"
D) "we believe that infant care should be based on relationship planning-not lesson planning."

Question 10

Marcy, a toddler teacher, is concerned that the toddlers in her room are developing a good foundation for learning to read when they are older. While all of the following are important, the most important thing that she can do is:

A) provide books for the children
B) read to the children
C) provide a variety of types of paper and writing tools
D) provide creative activities

Question 11

Creativity begins:

A) in infancy
B) when children are toddlers
C) when he can draw
D) when he can use paint and other art materials

Question 12

Donald's teacher provided blocks of different colors to sort and use to build. She is primarily supporting Donald's:

A) literacy development
B) math development
C) literacy and math development
D) language development

Question 13

Interactive storybook reading strategies include:

A) asking closed questions
B) encouraging the child to talk about the story
C) encouraging the child to just listen to the story
D) always reading every word in the story

Question 14

PITC, High/Scope, the Creative Curriculum for Infants and Toddlers, and Reggio Emilia all emphasize:

A) children's ability to memorize
B) children's capabilities as active learners
C) teaching the child new skills
D) structured lessons

Question 15

The Reggio Emilia approach views the child as:

A) needing active learning lessons
B) needing sequentially organized materials
C) highly capable of learning
D) a flower that when left alone will grow

Question 16

Hirsch (1996) identified six stages of block development. They are (in order):

A) bridging, carrying, stacking and placing in rows, building enclosures, representational play, and creating patterns
B) stacking and placing in rows, bridging, carrying, creating patterns, building enclosures, and representational play
C) carrying, stacking and placing in rows, bridging, building enclosures, creating patterns, and representational play
D) carrying, bridging, stacking and placing in rows, building enclosures, creating patterns, and representational play

Question 17

When the older toddler put one doll in each doll bed, which math concept was she demonstrating?

A) Counting
B) One-to one correspondence
C) Classifying
D) Understanding of shapes and sizes

Question 18

The Reggio Emilia approach uses which of the following observation/assessment approaches?

A) The use of an assessment named the COR
B) The importance of continuity of care, primary care, and responsiveness
C) The OUNCE
D) Documentation of children's interests, goals, and strategies

Question 19

When talking about creating a quality environment, Jim Greenman asked, "What do babies do for a living?" His answer included which of the following?

A) They breathe, eat, and sleep.
B) They explore, test, and discover.
C) They delight their senses.
D) They seek comfort, help, and touch.

Question 20

The term "responsive opportunities" has which of the following meaning for teachers creating an environment for young children?

A) Structure the environment to create group times together.
B) Be approachable at all times, so that children will feel secure.
C) Provide an array of experiences to entice children to explore their environment.
D) Provide experiences that take into account each child's interests and development.

Question 21

Describe three of the important elements of responsive routines that meet children's emotional needs and give examples of each.

Question 22

Describe several cozy spaces in an infant room or toddler room in detail including equipment, toys, and materials that you would include.

Question 23

(a) Discuss, in detail, two opportunities for learning that you would provide infants and toddlers. (b) In what cozy spaces could these opportunities take place?