Beginnings and Beyond Foundations in Early Childhood Education 9th Edition

Full download at link:

Test bank: https://testbankpack.com/p/test-bank-for-beyondfoundations-in-early-childhood-education-9th-edition-by-gordonsolutions-manual-1133936962-9781133936961/

Solution Manual: https://testbankpack.com/p/solution-manualfor-beyond-foundations-in-early-childhood-education-9th-editionby-gordon-solutions-manual-1133936962-9781133936961/

CHAPTER 9—CREATING ENVIRONMENTS

TRUE/FALSE

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

ANS: T

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.

ANS: T

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

ANS: T

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

ANS: F

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

ANS: T

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

ANS: T

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

ANS: T

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.

ANS: T

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

ANS: F

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.

ANS: T

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

ANS: T

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

ANS: F

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

ANS: F

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

ANS: F

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

ANS: T

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

ANS: T

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

ANS: F

Multiple Choice

1. 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

ANS: B 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

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

ANS: C a. consistency of daily repeated activities b. a variety of choices

3. A routine includes ____.

ANS: A

© 2014 Cengage Learning. All rights reserved. TB-103 c. coming to school d. new ideas for the children 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

4. An anti-bias environment encourages children and adults ____.

ANS: D a. have places for children’s things b. provide choices of activity

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

ANS: B a. lighting and ventilation concerns c. give children time to finish a task d. offer challenging material b. making sure children do not get into arguments and fights c. clay disposal d. keeping children from getting sick

6. Health and safety requirements include ____.

ANS: A a. face masks b. latex gloves

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

ANS: D c. a daily screening check d. covered electrical outlets

8 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.

ANS: B 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.

9 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.

ANS: A 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

10 The interpersonal environment is ____.

ANS: C 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

11. Interest areas are ____.

ANS: A a. the space and mix of the children b. giving children choices

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

ANS: A c. the messy zones d. welcoming children and parents a. mathematics/arithmetic b. dramatic play/house corner

13. Which of the following is LEAST likely to be found in a classroom for older toddlers through schoolage children?

ANS: A c. library/literacy d. art a. personal belongings b. books

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

ANS: A c. cots for naptime d. jungle gym 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

15. Which of the following toys would NOT be considered inappropriate?

ANS: A a. area behind a couch b. under the kitchen sink

16. Which of the following would make the best “retreat” for children in a family child-care home?

ANS: A c. outside on the sidewalk d. in a small group 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.

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

ANS: A

18 To ensure a quality experience for all children, research shows that matter a. environment and materials b. people and environment

ANS: B a. boundaries b. space

ANS: A c. people and materials d. None of these are correct c. equipment d. materials a. provisions for individual space b. accessible toys

19. Every center must target the limits of budget and _____.

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

ANS: D c. opportunities for making choices d. All of these are correct. a. self-esteem b. good eating habits c. patience d. skills in communication and problem-solving

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

ANS: D a. dependence b. respect

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

ANS: C c. independence d. defiance a. maximizing learning b. respect

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

ANS: A a. the grandparents b. the director

ANS: D c. materials d. None of these are correct c. the bus driver d. the teacher a. play b. handwashing

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

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

ANS: C c. bathrooms d. cubbies

© 2014 Cengage Learning. All rights reserved. TB-106 a. definition b. size

© 2014 Cengage Learning. All rights reserved.

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

ANS: A c. equipment d. All of these are correct a. materials b. class size

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

ANS: C c. interpersonal setting d. curriculum a. to stimulate active learning b. to create curriculum for all children

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

ANS: A

Matching

c. to sterilize all toys d. All of these are correct. a. Anti-bias b. Self-help c. Inclusive d. Developmentally appropriate

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

1. Autonomy and independence are the birthright of every child.

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

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

4. Ramps are provided and children’s chairs have armrests.

1. ANS: B

2. ANS: D

3. ANS: A

4. ANS: C

TB-107 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.

© 2014 Cengage Learning. All rights reserved.

Match the description with its principle.

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

6. Build culturally responsive environments.

7 Give families ways to identify children’s space.

8. Give children opportunities to make choices.

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

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

11 Provide children with enough time.

5 ANS: E

6 ANS: B

7. ANS: C

8 ANS: A

9. ANS: G

10 ANS: D

11. ANS: F a. Overall environment b. Blocks c. Social studies d. Dramatic play

Match the category for a multicultural environment to the question.

12 What is hanging on the walls?

13. Are materials and games stereotyped?

14 Are people’s accessories stereotypic in terms of sex roles?

15. Is there a wide variety of clothes in the area?

12 ANS: A

13. ANS: C

14 ANS: B

15. ANS: D

TB-108 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

© 2014 Cengage Learning. All rights reserved.

Match the health condition with the appropriate tip for teachers.

16. Send home notices, wash all equipment.

17 Clean area with alcohol and remove.

18 Highly contagious; watch for excess eye rubbing.

19. Notify parents of any loss of consciousness.

20 Supervise child’s washing with soaped pad.

21. At onset, send child home until evaluated.

22 Remind child “Do not rub” and cover with tissue.

23. Distressing but not dangerous; wash clothing, etc.

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

25 Post a list of all children with chronic conditions.

16 ANS: I

17. ANS: E

18 ANS: F

19. ANS: C

20 ANS: B

21. ANS: J

22. ANS: D 23 ANS: G 24. ANS: H 25 ANS: A 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

Match the environmental support with its category.

TB-109 a. Eating b. Resting

© 2014 Cengage Learning. All rights reserved.

Match the routine with the skill learned.

33. Relaxation habits

34 Good nutritional habits

35 Self-awareness

36. Body functions c. Dressing d. Toileting

33 ANS: B

34. ANS: A

35. ANS: C

36. ANS: D a. Cleaning up materials b. Getting ready to rest, nap time c. Arriving

Match the transition time with the teaching strategy.

37 Plan a way to say goodbye

38. Give children a “5-minute warning.”

39 Ask children to put on their “listening ears.” d. Moving to another place e. Waiting for others to finish f. Preparing children to attend

40. Darken the room and have quiet music.

41. Have children be a train with adults as the engine and caboose.

42 Have a “waiting box” with special items.

37 ANS: C

38. ANS: A

39 ANS: F

40. ANS: B

41. ANS: D

42 ANS: E a. Include pictures, books, dolls, and clothes that reflect many cultures. b. Set up for group play with 3 to 5 chairs around tables. c. Include teachers and children working together to restore order. d. Solve behavior problems in a fair and consistent manner. e. Teachers set goals for each child. f. Set up before children arrive to be free to greet them. g. Arrange the room to encourage free exploration.

Match the goal of the program with the environmental characteristic.

43 Be treated as individuals.

44. See themselves and family culture represented positively in the environment.

45 Have opportunities to make choices.

46. Learn to be part of a group.

47 Become responsible for equipment and materials.

48 Be aware of behavioral limits of the setting.

49. Be with adults who supervise and facilitate play.

(problem continued on next page)

TB-109

43 ANS: E

44. ANS: A

45 ANS: G

46. ANS: B

47 ANS: C

48. ANS: D

49 ANS: F

Short Answer

1. In considering the interpersonal environment, teachers attend to noise level in what three ways?

ANS:

Any three of these five: Have a quiet area in a room; make lunchtime peaceful; wake children up from nap with time to transition to wakefulness; don’t decorate every window; change room displays often.

2. Part of the temporal environment is the provision of routines for what kinds of activities? Name three examples

ANS:

Any three of these seven: self-care, transitions, group times, beginning/ending of the day, making choices, task completion, room cleanup/yard restoration.

3. Describe three ways to consider the total environment and what features each includes.

ANS:

Three ways to consider the environment are:

Physical: equipment and materials, room arrangement, playground, and facilities

Temporal: timing for transitions, routines, and activities

Interpersonal: number and nature of teachers, ages and number of children, and types and style of interactions among them

4. Program goals are reflected in the messages the environment gives to children. These goals should give cues to children about what?

ANS:

Program goals should give cues about: where children are free to move and where they cannot go; how they will be treated; who will be there with them; what material and equipment they can use; how long they have to play; the fact that they are safe there; what is expected of them

5. What three important general goals in designing environments does Harms name?

ANS:

• To plan soft and responsive settings that avoid behavior problems

• To set up predictable environments that encourage independence

• To create a stimulating space for active learning

6. How does the anti-bias curriculum go hand in hand with self-help principles?

ANS:

The anti-bias and self-help approaches coincide by promoting: a positive, realistic self-concept; awareness about self and others; respect for diversity; communication and problem-solving skills; a pluralistic community based on individual development.

7. Give an example of how an inclusive program should consider these aspects of the environment: physical, visual, auditory, and social.

ANS:

Refer to Figure 9-10 in the text. Some examples of how an inclusive program considers these aspects of the environment include:

• Physical: There are ramps in addition to or instead of stairs.

• Visual: Visual clutter is avoided on walls, contrasting colors are on edges and when surfaces change, and displays are at children’s eye level.

• Auditory: “Auditory competition” is avoided, background noise is filtered or dampened, and nonauditory signals are used, such as turning lights on and off.

• Social: Learning materials and toys include representations of all kinds of people; social cues are used to signal children of changes; and people with disabilities are represented in active and leadership roles.

8 Explain this quote: “The environment is the curriculum’s textbook.”

ANS:

• It is the canvas on which the children and teachers create their work.

• It is part of what teachers use to promote what children should learn.

• It plays a powerful role in children’s experience and learning.

• It is the child’s third teacher, along with parents and the caregiver/teacher.

9 Louise Boyd Cadwell interprets an idea from Reggio Emilia in a special way at the St. Louis Reggio Collaborative. Describe the idea and its interpretations.

ANS:

Idea: The best environment for children is one in which you can find the highest possible quantity and quality of relationships.

Their Interpretation: Relationships between people–children, people–materials, people–ideas, and people–experience; acceptable elaborations can be in any of these four types of relationships. Also, one may include ideas such as games, an alive environment, keeping everything out in the open, materials as treasures, and a culture of respect and appreciation.

10. Inclusive environments consider which of these factors? (Select all that apply.)

• Physical environment

• Teachers

• Visual environment

• Social environment

• Parental socioeconomic status

• Auditory environment

ANS:

Inclusive environments consider physical, visual, social, and auditory environment factors.

11. The working environment of caregivers is an important predictor of the quality of caregiving. What factors are important? (Select all that apply.)

• Opportunities for professional development

• Physical plants

• Space for belongings

• Kinds of parents

• Number of children

• Socioeconomic level of teachers

ANS:

The important factors include opportunities for professional development, physical plant, and space for belongings.

Essay

1. Successful environments consistently follow several principles. Give at least three principles and an example of how each is reflected in daily classroom life.

ANS:

Principles of successful environments and samples of how they look in the environment include:

• Give children ways to identify their own space label their cubbies with name, photo.

• Give children an opportunity to make choices give them many materials and interest centers from which to choose.

• See that children are responsible for caring for the equipment and materials establish a cleanup time in the daily schedule and allow children to help restore the room and yard.

• Involve children in the process of planning and setting up the environment let them help decide what they want to learn by developing areas and units around what they bring to class.

• Provide children with enough time to learn through regular routines, such as eating, dressing, and toileting.

• Allow children to solve their own problems without adult intervention whenever possible observe a child struggling with a material before stepping in.

• Accept children’s efforts be ready to allow children to dress themselves, however imperfectly, without criticism.

• Communicate expectations tell them both in verbal and nonverbal ways what you want to see happen, such as “It’s cleanup time; you have plenty of time and don’t have to hurry.”

• Be sure staff expectations are consistent the team should set common goals and reinforce them.

• Consider the developmental level of the child know what is typical and normal for the age of the group you are working with.

• Make it safe to make a mistake when someone spills juice, help him or her find a sponge and wipe it up without teacher disapproval or anxiety.

• Give credit where credit is due compliment a child when a task is complete or an effort is noticed.

• Be sure children have access to enough toys and materials make sure supplies are stored in such a way that adults do not have to hand them to children every time they will be used.

• Let children teach one another encourage and actively seek out each child’s way of doing things, and have them show another how to do something.

2. The following list consists of basic materials in an early childhood classroom for 3- to 5-year-olds.

• play dough (art)

• water table (discovery)

• dolls (dramatic play)

• unit blocks (manipulatives)

• books (language)

• balls (outdoors)

Suggest adaptations for an infant-toddler center and a program for school-age children.

ANS:

INFANT–TODDLER play dough not appropriate for infant/toddlers; substitute supervised fingerpainting experiences, or large chunky crayon experiences water table variety of small containers, to practice pouring dolls variety of dolls that are soft fabric; not expected to redress them unit blocks large foam blocks, shape-sorter toys books brightly colored picture books (used with adult supervisor) and many quality cardboard books balls red rubber balls only

PRESCHOOL play dough rollers, cutting sticks water table cups, plates, sponges dolls variety of dolls that are anatomically correct and of several cultures and demonstrated abilities; clothes to dress them unit blocks several sizes and shapes books many picture books balls red rubber balls, whiffle balls, and wide bats

SCHOOL-AGE play dough make it, form into beads to bake water table add colored water, ice block dolls variety of dolls that are anatomically correct and of several cultures and demonstrated abilities; help them make some clothes for the dolls unit blocks add variety and a set of smaller ones, too books add readers and chapter books balls add basketball, soccer