Saddleback College » Child Development » CDE 15 - Infant and Toddler Development » Spring 2021

CDE 15 - Infant and Toddler Development » Spring 2021 » Chapter 9

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Question #1

A teacher works in a program that values fostering independence and children are to feed themselves at lunch and snack time. A new family joins the classroom and expresses their concern that their 3-year-old is to being asked to feed himself. What should the teacher do?

A. Ask them to move to a different school, as their values don't match yours.

B. Listen to the family and start feeding the child, the family knows best.

C. Do nothing and just pretend you didn't hear their concern.

D. Respect and appreciate their differing beliefs and collaborate on a solution.

Question #2

One of the many benefits of having a strength-based relationship is it makes it easier to have uncomfortable conversations about difficult topics.

A. FALSE

B. TRUE

Question #3

Having a positive attitude does NOT include which of the following:

A. Pointing out their struggles and then tell what they have done well.

B. Teachers see families in a more positive light.

C. Believing that all families can make progress.

D. Seeing the strengths in each family.

Question #4

Mr. Riley is meeting with Ray's family and asks "Tell me more about how you think Ray learns? How can you tell he is really interested in something?" The reason for asking these questions are:

A. Mr. Riley wants to know if Ray's family knows how Ray learns. Then can teach the family how he should be taught.

B. Mr. Riley understands that Ray's family knows him best, and he wants to learn from them.

C. Mr. Riley wants to assess the family's ability to speak English.

D. Mr. Riley wants to get to know the family and thought this would be a good ice breaker.

Question #5

Ms. Douglas wants to build a relationship with the family. When she meets them for the first time, which of the following is the most important and part of what we learned in class?

A. Ms. Douglas should dress her best to make a good impression.

B. Be prepared with handouts and information about the school.

C. Be aware of her biases.

D. Ask the family if there anything going on at home, that she should know about.

Question #6

When a teacher is experiencing difficulties with a child, it is important the teacher share simple clear, objective descriptions of the child's behavior. Then, the teacher should:

A. Wait for the parent to share their opinions about what they have observed.

B. Ask the parents if there is anything going on at home that would make the child behave this way.

C. Share and educate the parents on how to discipline the child to change the behavior.

D. Tell the parents to talk to their child at home.

Question #7

"I noticed that while we were talking, Joe and Leila worked together to separate the crayons and markers by color. Look how they separated them into four piles -blue, yellow, green, and red. I remember when they started at the program it was important to you that they be successful in math and science. You must have been working on sorting things with them at home". This is an example of:

A. Attribute a child's progress to the family's efforts whenever possible.

B. Help families identify and access personal and community resources.

C. Celebrate each step taken toward a goal as progress.

D. Recognize and acknowledge family strengths.

Question #8

"I understand you are concerned that when you pick Abdullah up at the end of the day, he often seems upset or angry. I wonder if it is his way of saying how much he missed you all day. He manages his emotions all day and then gets to let go when he sees you. Maybe it's his way of saying how glad he is that you are back." This is an example of:

A. Welcome families to visit and volunteer in the classroom.

B. Share observations of parent-child interactions that demonstrate something positive about the relationship.

C. Talk with parents about the things you see them do and say that are responsive to their child's individual temperament and that positively impacts the child's development.

D. Share what you learned about the child from your observations of family-child interactions.

Question #9

Last time we talked you were very concerned that Hiromi is not learning the alphabet as quickly as the other children in her classroom. I wonder if you have thought more about that." This is an example of:

A. Listen to what is behind the emotions and work with the family to understand them.

B. Reframe the parent's emotions as passion for their family.

C. Recognize and remember the family's passion from past conversations, and then build on it to provide focus when you set goals together.

D. Accept and acknowledge the family's emotions, both positive and negative.

Question #10

The best way to build meaningful relationships with children is:

A. through everyday and ordinary responsive interactions.

B. inviting families to volunteer in the classroom

C. to have an orientation to meet them before school starts.

D. to ask them how their weekend was, what they did to celebrate their birthday, etc.

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