TEST BANK for Health, Safety and Nutrition for the Young Child 11th Edition by Lynn Marotz Chapter 1

TEST BANK for Health, Safety and Nutrition for the Young Child 11th Edition by Lynn Marotz Chapter 1-19 Chapter 1- 19

Chapter 01 Children’s Well-Being: What It Is and How to Achieve It 1. Health is primarily a state of physical well-being. a. True b. False ANSWER: False A person's state of health involves more than physical well-being. Health encompasses RATIONALE: physical, emotional, social, economic, cultural, and spiritual wellness.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Health, Safety, and Nutrition: An Interdependent Relationship QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.02 - Explain how health, safety, and nutrition are interrelated and discuss factors that influence the quality of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 2. Current definitions of health recognize that individuals must take a proactive role in reducing their risk of chronic disease. a. True b. False ANSWER: True An individual’s lifestyle choices have a significant immediate and long-term effect on their RATIONALE: health and potential development of chronic diseases.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Preventive Health Concept QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.01 - Define the preventive health concept and describe several national programs that address children’s health needs.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 3. A teacher’s knowledge of developmental norms plays an important role in the prevention of children’s unintentional injuries. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: RATIONALE:

True Teachers create safe learning activities and environments when they understand children's typical skills and abilities at a given age.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Health, Safety, and Nutrition: An Interdependent Relationship QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting children’s wellness in the areas of injury prevention, oral health, physical activity, and mental health.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 4. During the first six months, an infant can be expected to grow almost one inch in length per month. a. True b. False ANSWER: True An infant's birth length increases by approximately 50 percent during the first year. The RATIONALE: most rapid growth occurs during the first 6 months.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Children’s Growth and Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.03 - Describe typical growth and developmental characteristics of infants, toddlers, preschool-age, and school-age children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom's: Remember 5. Two-year-olds can be expected to play cooperatively with one another. a. True b. False ANSWER: False Most toddlers play by themselves (solitary play) and engage in onlooker (watching what RATIONALE: other children are doing) and parallel (playing side-by-side but not together) play. Young children do not typically begin to play together cooperatively until age three or four.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Children’s Growth and Development QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HSN.MARO.11.01.03 - Describe typical growth and developmental characteristics of infants, toddlers, preschool-age, and school-age children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 6. Norms are skills that children should be able to demonstrate at a specific age. a. True b. False ANSWER: False Developmental norms identify milestones when the majority of children are able to RATIONALE: perform a given skill. There is a wide range of normalcy.....some children will demonstrate the skill earlier than this and some will do so later.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Children’s Growth and Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.03 - Describe typical growth and developmental characteristics of infants, toddlers, preschool-age, and school-age children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Remember 7. Oral hygiene practices should be implemented as soon as a child’s permanent teeth have erupted. a. True b. False ANSWER: False Oral hygiene practices should be initiated during early infancy and continued forever.

RATIONALE: Tooth buds are present in the infant's gums and must be cared for by wiping (the gums) after each feeding to prevent cavity formation.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Promoting a Healthy Lifestyle QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting children’s wellness in the areas of injury prevention, oral health, physical activity, and mental health.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Understand 8. Children’s social-emotional competence can have a direct effect on their state of well-being. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: RATIONALE:

True Social-emotional competence affects all dimensions of health, including physical, spiritual, cultural, etc.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Promoting a Healthy Lifestyle QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting children’s wellness in the areas of injury prevention, oral health, physical activity, and mental health.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Understand 9. The Whole School, Whole Community, Whole Child model establishes health and safety regulations that schools must follow. a. True b. False ANSWER: False The Whole School, Whole Community, Whole Child model acknowledges the critical RATIONALE: effect that children's health has on learning. The plan assumes an ecological approach and encourages collaboration among schools, families, agencies, and community partners in meeting children's health, safety, and academic needs to promote learning.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Preventive Health Concept QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.01 - Define the preventive health concept and describe several national programs that address children’s health needs.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Remember 10. A child who suffers from depression may be indecisive, exhibit uncontrollable anger, and/or have difficulty sleeping. a. True b. False ANSWER: True These behaviors are common signs of childhood depression. Additional signs may include RATIONALE: apathy, loss of appetite, frequent complaints of illness, and poor self-esteem.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Promoting a Healthy Lifestyle Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting children’s wellness in the areas of injury prevention, oral health, physical activity, and mental health.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Remember 11. The current definition of health emphasizes the: a. medical treatment and cure of disease. b. limits set by a person's genetic makeup. c. interrelatedness of physical, mental, economic, cultural, and social well-being. d. toxic effects of environmental substances.

ANSWER: c Health is a complex entity that acknowledges the effect that physical, emotional, socialRATIONALE: emotional, economic, cultural, and spiritual well-being have on one another.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Health, Safety, and Nutrition: An Interdependent Relationship QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.02 - Explain how health, safety, and nutrition are interrelated and discuss factors that influence the quality of each.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 12. The most important reason for including health education in early childhood programs is to: a. reduce the incidence of communicable disease in school settings. b. implement the results of the latest child research. c. engage families and hold them responsible for children's well-being. d. help children to develop sound health habits and concepts at an early age.

ANSWER: d Children are more open and receptive to establishing healthy habits at an early age. It RATIONALE: requires more time and effort to eliminate poor habits once they are formed.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Preventive Health Concept QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.01 - Define the preventive health concept and describe several national programs that address children’s health needs.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

content in the early childhood curriculum United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Bloom’s: Understand

13. Measures taken to protect children's safety require an understanding of their: a. likes and dislikes. b. developmental stage and abilities. c. gender. d. family background.

ANSWER: b An understanding of children's developmental characteristics and skills is essential for RATIONALE: implementing safety measures that will protect them from harm.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Health, Safety, and Nutrition: An Interdependent Relationship QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.02 - Explain how health, safety, and nutrition are interrelated and discuss factors that influence the quality of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 14. Children who have a poor self-concept are more likely to experience: a. obesity. b. mental health disorders. c. few peer friendships. d. diabetes and heart disease.

ANSWER: b A child’s self-concept has a direct and positive relationship with their mental health status.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Promoting a Healthy Lifestyle QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.02 - Explain how health, safety, and nutrition are interrelated and discuss factors that influence the quality of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Understand 15. The term heredity refers to: a. transmission of genetic characteristics. b. inborn temperament and developmental abilities. c. psychological influences on health. d. factors such as poverty and adverse experiences that affect health.

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ANSWER: RATIONALE:

a Genes (DNA), inherited from both biological parents, determine a child's physical characteristics and establish limits for growth, development, and health potential.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Health, Safety, and Nutrition: An Interdependent Relationship QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.02 - Explain how health, safety, and nutrition are interrelated and discuss factors that influence the quality of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Remember 16. Teachers influence children’s mental health in all of the following ways EXCEPT: a. accepting each child as an individual. b. establishing and enforcing consistent classroom standards. c. giving in to children’s requests, demands, and desires. d. providing classroom experiences that are relevant to children’s interests and ability level.

ANSWER: c Teachers influence and support children's mental health through their acceptance of each RATIONALE: child as a unique individual, setting developmentally appropriate expectations, responding consistently, and providing meaningful learning experiences.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Promoting a Healthy Lifestyle QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting children’s wellness in the areas of injury prevention, oral health, physical activity, and mental health.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom's: Apply 17. Neural connections form as the result of: a. heredity. b. biological maturation. c. daily experiences. d. physical activity.

ANSWER: c Neural connections form in response to daily learning experiences and are strengthened RATIONALE: through repeated use. Seldom used neural connections are eliminated through a process of pruning.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: Child Growth and Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.03 - Describe typical growth and developmental characteristics of infants, toddlers, preschool-age, and school-age children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 18. The __________ (CHIP) makes low-cost health insurance available to income-eligible families: a. Children’s Health Insurance Program b. Coordinated Health Investment c. Certified Health Insurers d. Cooperative Health Indemnity ANSWER: a Low-cost health insurance for children is available to income-eligible families through the RATIONALE: Children's Health Insurance Program (CHIP).

POINTS: 1 DIFFICULTY: Easy REFERENCES: The Preventive Health Concept QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.01 - Define the preventive health concept and describe several national programs that address children’s health needs.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember SM

19. The objective of the Active People, Healthy Nation initiative is to: a. enroll all children in a weekly exercise class. b. increase the number of adult recreational facilities. c. establish physical activity limits for each age group. d. provide safe and accessible travel routes, facilities, and recreational programs.

ANSWER: d Concerns about obesity and chronic disease rates linked to excess weight have led to new RATIONALE: programs that encourage individuals to increase their level of physical activity.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Preventive Health Concept QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.10.01.01 - Define the preventive health concept and describe several national programs that address children’s health needs.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

information, products, and service to enhance health.

Bloom’s: Remember

20. The leading cause of death among young children is: a. birth defects. b. unintentional injuries. c. communicable illness. d. hereditary diseases.

ANSWER: b More than 7,500 children under age 19 die each year as the result of unintentional injuries, RATIONALE: the number one cause of childhood death.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Health, Safety, and Nutrition: An Interdependent Relationship QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting children’s wellness in the areas of injury prevention, oral health, physical activity, and mental health.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 21. The qualities of health, safety, and nutrition are closely __________. interrelated ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Health, Safety, and Nutrition: An Interdependent Relationship QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.02 - Explain how health, safety, and nutrition are interrelated and discuss factors that influence the quality of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understanding 22. The concept of preventive health implies that individuals must assume some responsibility for their personal __________. well-being ANSWER: well being POINTS: 1 DIFFICULTY: Easy REFERENCES: The Preventive Health Concept QUESTION TYPE: Completion HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.01 - Define the preventive health concept and describe several national programs that address children’s health needs.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 23. Hand washing, physical fitness, and the consistent use of seat belts are examples of __________ health care. preventive ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Preventive Health Concept QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.01 - Define the preventive health concept and describe several national programs that address children’s health needs.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 24. A person’s health is determined by a combination of environmental factors and ______________. heredity ANSWER: genetics POINTS: 1 DIFFICULTY: Easy REFERENCES: Health, Safety, and Nutrition: An Interdependent Relationship QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.02 - Explain how health, safety, and nutrition are interrelated and discuss factors that influence the quality of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 25. Vigorous ____________ ____________ has a positive effect on children’s behavior, mental health, and weight management. physical activity ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Promoting a Healthy Lifestyle QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting children’s wellness in the areas of injury prevention, oral health, physical activity, and mental health.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Apply 26. The concept of gender identity begins to emerge at around age __________ to __________. seven, eight ANSWER: 7, 8 POINTS: 1 DIFFICULTY: Moderate REFERENCES: Children’s Growth and Development QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.03 - Describe typical growth and developmental characteristics of infants, toddlers, preschool-age, and school-age children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Understand 27. Repeated failure and frustration can lead to a sense of poor __________. self-esteem ANSWER: self esteem self-concept self concept POINTS: 1 DIFFICULTY: Easy REFERENCES: Promoting a Healthy Lifestyle QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting children’s wellness in the areas of injury prevention, oral health, physical activity, and mental health.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Understand 28. Learning to control aggressive behaviors is important for children’s __________ health. mental ANSWER: social-emotional social emotional POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Promoting a Healthy Lifestyle QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting children’s wellness in the areas of injury prevention, oral health, physical activity, and mental health.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 29. Inadequate or unpredictable access to a healthy diet is called __________ __________. food insecurity ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: The Preventive Health Concept QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.02 - Explain how health, safety, and nutrition are interrelated and discuss factors that influence the quality of each.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 30. Describe how heredity influences health.

It sets biological limits for achieving growth, development, and health potential.

ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Health, Safety, and Nutrition: An Interdependent Relationship QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.02 - Explain how health, safety, and nutrition are interrelated and discuss factors that influence the quality of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Understand, Apply 31. What is the intended purpose of the “Healthy People 2030” national initiative?

The Healthy People initiative establishes goals and recommendations for the promotion of ANSWER: health, disease prevention, and improving the quality of individuals’ health in the United States. It challenges communities to improve the public’s awareness of preventive health measures and to make preventive services more accessible.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Preventive Health Approach QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.01 - Define the preventive health concept and describe several national programs that address children’s health needs.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 32. In what way(s) does having health insurance contribute to children’s well-being?

It improves children’s access to health care and the opportunity to have medical conditions ANSWER: treated in the early stages. It promotes a better quality of life for children and improves their chances of succeeding in school.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Preventive Health Concept QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.01 - Define the preventive health concept and describe several national programs that address children’s health needs.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply, Analyze 33. What health risks are associated with premature birth?

Children who are born prematurely experience a higher incidence of early death, including ANSWER: Sudden and Unexpected Infant Death (SUIDs) and Sudden Infant Death Syndrome (SIDS), and a greater risk of disabilities and health disorders (e.g., vision, hearing, developmental).

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Health, Safety, and Nutrition: An Interdependent Relationship QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.02 - Explain how health, safety, and nutrition are interrelated and discuss factors that influence the quality of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Understand Copyright Cengage Learning. Powered by Cognero.

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34. Why is it important to be aware of children’s social-emotional well-being?

Social-emotional health affects children’s physical well-being and their ability to learn and ANSWER: interact with others. It plays an important role in self-concept formation and success later in life.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Promoting a Healthy Lifestyle QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting children’s wellness in the areas of injury prevention, oral health, physical activity, and mental health.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Analyze 35. What factors make each child a unique individual?

A combination of different biological materials, personal experiences, and environmental ANSWER: conditions interact to continuously shape and reshape a person into a unique individual.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Children’s Growth and Development QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.03 - Describe typical growth and developmental characteristics of infants, toddlers, preschool-age, and school-age children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 36. Why are fears and nightmares more common during the preschool years?

Preschool children often have a heightened awareness and imagination. They also tend to ANSWER: self-explain events that may not be fully understood, such as thunder or lightning.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Promoting a Healthy Lifestyle QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.03 - Describe typical growth and developmental characteristics of infants, toddlers, preschool-age, and school-age children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

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KEYWORDS:

Bloom’s: Apply

37. Why should vigorous physical activity be a regular part of children’s daily routine?

It contributes to improved health, happiness, self-concept, and learning. In addition, it ANSWER: reduces stress, the risk of obesity, and behavior problems.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Promoting a Healthy Lifestyle QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting children’s wellness in the areas of injury prevention, oral health, physical activity, and mental health.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Apply 38. What effect can poverty have on children’s language development?

Researchers have found that poverty often limits children’s exposure to books and other ANSWER: print media. They have also observed less verbal interaction between adult caregivers and children; these exchanges tend to be more negative in quality.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Promoting a Healthy Lifestyle QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.02 - Explain how health, safety, and nutrition are interrelated and discuss factors that influence the quality of each.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Apply 39. What positive effects can stress have on children’s development?

Stress is a normal and natural occurrence in children’s lives. When stress is experienced in ANSWER: a safe, trusting, and supportive environment, it provides opportunities for children to learn new coping skills, social conventions and rules, problem-solving, and how to handle their emotions.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Promoting a Healthy Lifestyle QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting children’s wellness in the areas of injury prevention, oral health, physical activity, and mental health.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Analyze 40. Children are confronted with a multitude of challenges as they grow up. Explain why some children are able to overcome chronic adversity while others fall victim to its effects. What skills appear to make some children more resilient, and how can teachers and families foster these qualities?

A combination of personal characteristics (e.g., above-average cognitive ability, easyANSWER: going temperament, positive self-esteem, strong sense of self, effective communication and problem-solving skills), a dependable relationship with an adult, and a strong social network are essential to children’s resilience. Researchers have identified a number of skills that seem to improve children’s ability to overcome chronic adversity, including effective communication, problem-solving and decision-making; accepting responsibility; developing a sense of pride in achievements; learning from mistakes; learning to become independent; empathy; anger management and impulse control; conflict resolution; and a sense of optimism. Adults can promote children’s acquisition of these and other resilient behaviors through a variety of strategies, including those presented in Teacher Checklist 14.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Promoting a Healthy Lifestyle QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting children’s wellness in the areas of injury prevention, oral health, physical activity, and mental health.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Apply, Analyze

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Chapter 01 Children’s Well-Being: What It Is and How to Achieve It 1. Daily health checks provide a valuable opportunity to teach children about many health topics. a. True b. False ANSWER: True Teachers can talk with children about different health-, safety-, and nutrition-related topics RATIONALE: while they are conducting their health checks, play activities, and planned lessons.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Health Education QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN MARO.11.02.02 - Explain why it is important to conduct daily health observations.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 2. Teachers are responsible for helping children to learn. They should not have to concern themselves with children’s health problems. a. True b. False ANSWER: False Teachers are knowledgeable about child development and understand how important RATIONALE: wellness is to children’s ability to learn. They occupy an ideal position to notice when health conditions interfere with children’s learning success.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Observation as a Screening Tool QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN MARO.11.02.02 - Explain why it is important to conduct daily health observations.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 3. Teachers are qualified to diagnose children’s health conditions. a. True b. False ANSWER: False Teachers never diagnose children’s illnesses or health conditions. This is the responsibility RATIONALE: of health care professionals.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Easy REFERENCES: Daily Health Checks QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 4. Conclusions about a child’s health should only be reached after information has been gathered from multiple sources. a. True b. False ANSWER: True Information should be gathered from multiple sources to obtain an unbiased assessment RATIONALE: about a child’s health and how it may affect learning.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Promoting Children’s Well-Being QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.01 - Describe several methods that early childhood programs can use to assess and promote children’s physical and mental well-being.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 5. Special instruments and techniques are used to conduct daily health checks. a. True b. False ANSWER: False No special equipment is involved in the conduct of daily health checks. Teachers use their RATIONALE: observational skills to gather information about a child’s appearance and behavior.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Daily Health Checks QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 6. Some cavities and dental deformities can be detected during health checks. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: RATIONALE:

True Brown or black spots on a child’s teeth may indicate a cavity formation. Swollen gums and/or bad breath may be signs of a gum or tooth infection.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Daily Health Checks QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 7. Chronic health problems do not affect learning because children have time to adjust. a. True b. False ANSWER: False Chronic health conditions can interfere with learning by reducing a child’s energy, ability RATIONALE: to focus or concentrate, hear and/or see, and respond appropriately.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Promoting Children’s Well-Being QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.01 - Describe several methods that early childhood programs can use to assess and promote children’s physical and mental well-being.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 8. A teacher’s ability to conduct daily health checks and to identify children’s health disorders improves with experience. a. True b. False ANSWER: True Teachers become more proficient and skilled at identifying children’s health conditions RATIONALE: with practice.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Daily Health Checks QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

promotion and disease prevention to enhance health.

Bloom’s: Remember

9. Daily health checks provide a valuable opportunity for involving families in children’s preventive health care. a. True b. False ANSWER: True Information about children’s development, health conditions, and preventive practices RATIONALE: (e.g., nutrition, hand washing, immunizations, dental care) can be shared with families during daily health checks. Families can also ask questions and have their questions answered.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Family Involvement QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.04 - Discuss why children’s families should be involved in the health assessment process.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 10. A family member should be encouraged to remain with their child until the health check has been completed. a. True b. False ANSWER: True The presence of an adult family member may be comforting for a child. Family members RATIONALE: may also be able to provide information about any changes in a child’s life that would be important for teachers to know.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Daily Health Checks QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.04 - Discuss why children’s families should be involved in the health assessment process.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Remember 11. Information about children’s health: a. is confidential and should not be made available to families. b. is protected by the Buckley Amendment and cannot be released without parental/guardian permission. c. belongs to the program or school and cannot be shared with anyone. d. is in the public domain and, therefore, accessible to any personnel who work with the child.

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ANSWER: RATIONALE:

b Children’s health information must be held confidential. It is protected by the Buckley Amendment and HIPPA which prohibit information about a minor child from being released to any other person or organization without a parent or guardian’s written permission.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Daily Health Checks QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 12. Teacher observations should be made: a. first thing in the morning. b. continuously all day, day-to-day, and week-to-week. c. in the afternoon when children are less apprehensive about being observed. d. to accustom children to medical testing procedures.

ANSWER: b Teacher observations should be made continuously because children’s health status is RATIONALE: always changing.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Daily Health Checks QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 13. Teachers are in a prime position to observe children because: a. they see children in relation to other children of the same age. b. they spend fewer hours with a child and can, therefore, be more objective than the child’s family. c. they are not responsible for obtaining medical treatment for children’s health conditions. d. they are more knowledgeable about children’s health.

ANSWER: a Teachers have an opportunity to observe children in groups and to compare individual RATIONALE: children’s development against that of similar-age peers. Families seldom have this same advantage.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Daily Health Checks Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 14. Teachers should be concerned about each child’s health status because: a. a direct relationship exists between good health and effective learning. b. families often fail to understand the seriousness of childhood illnesses. c. young children are prone to and experience frequent sickness. d. teachers are usually more aware of appropriate community health services.

ANSWER: a Children’s health has a direct effect on their ability to learn. Undetected health conditions RATIONALE: can interfere with children’s learning success.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Promoting Children’s Well-Being QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.01 - Describe several methods that early childhood programs can use to assess and promote children’s physical and mental well-being.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 15. Daily health observations: a. are a unique skill that set apart high-quality teachers. b. yield limited information about a child’s health. c. require teachers to have extensive training. d. yield information about a child’s well-being.

ANSWER: d Teachers’ daily health observations are an effective and inexpensive method for collecting RATIONALE: valuable information about a child’s physical and mental well-being.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Observation as a Screening Tool QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN MARO.11.02.02 - Explain why it is important to conduct daily health observations.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand Copyright Cengage Learning. Powered by Cognero.

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16. While checking in Carlos, you observe that his throat is red and his skin feels warm. You should: a. call Carlos’s mother and advise her to contact their doctor. b. inform his mother that Carlos probably has strep throat. c. wait until tomorrow to see if Carlos is better. d. contact Carlos’s pediatrician for treatment.

ANSWER: a The teacher’s professional responsibility is to contact Carlos’s mother and encourage her to RATIONALE: get in touch with their health care provider. Teachers do not diagnose or ignore a child’s symptoms.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Daily Health Checks QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 17. Information gathered during health observations should be recorded carefully and precisely for all of the following reasons EXCEPT: a. determining patterns of illness. b. providing information that health care professionals may use for diagnostic purposes. c. identifying changes in a child’s appearance and/or behavior that may warrant further evaluation. d. sharing the information with all other school personnel.

ANSWER: d Recorded information from children’s daily health checks can be used to detect patterns of RATIONALE: illness, provide information to health care professionals, and to note changes in a child’s health that may indicate an impending illness or warrant further evaluation. A child’s health information is confidential and should not be shared with all other school personnel.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Daily Health Checks QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 18. Early detection of health impairments: a. avoids untimely delays in arranging intervention services. b. adds unnecessary expense to a family’s budget. c. has a limited effect on children’s learning ability and success.

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d. is less important until children reach their school-age years.

ANSWER: a Intervention services can be arranged when children’s health impairments are detected in RATIONALE: the early stages. Early detection and intervention reduce the negative impact that impairments may have on children’s learning.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Daily Health Checks QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 19. Daily health checks provide useful information about children’s: a. Intelligence. b. general health status. c. adult height potential. d. developmental age.

ANSWER: b Daily health checks only yield information about children’s states of health and wellness.

RATIONALE: They do not provide information about IQ, height potential, or developmental age.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Daily Health Checks QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 20. Mongolian patches appear as: a. bluish areas, similar to bruises. b. dry, scaly skin on elbows and knees. c. open, draining sores. d. red, raised bumps.

ANSWER: a Mongolian patches are areas of melanin that are bluish in color and look similar to a bruise.

RATIONALE: However, they do not change color (as does a bruise) or go away within a few days.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Daily Health Checks QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 21. Because a child’s state of health can change in a short period of time, observations should be: a. conducted first thing each morning. b. performed at the first sign of illness. c. made continuously throughout the day. d. administered only when a family member is present.

ANSWER: c Children’s states of health can change quickly during the day. For this reason, teachers RATIONALE: should observe children continuously.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Observation as a Screening Tool QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.02 - Explain why it is important to conduct daily health observations.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 22. Rashes associated with communicable illnesses are more likely to be observed: a. on the face. b. on the tops of hands and feet. c. under the neck and arms. d. over warmer areas of the body, such as back and chest.

ANSWER: d Rashes associated with communicable diseases generally first appear on the warmer parts RATIONALE: of a child’s body (e.g., chest, back, underarm).

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Daily Health Checks QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 23. Conducting daily health assessments is important because: Copyright Cengage Learning. Powered by Cognero.

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a. there is a direct relationship between a child’s health and learning ability. b. teachers become more aware of children’s individual differences. c. families expect teachers to be responsible for children’s health. d. children look forward to the teacher’s personal attention.

ANSWER: a The primary reason for conducting daily health checks is to promote children’s well-being RATIONALE: and learning.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Daily Health Checks QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.02 - Explain why it is important to conduct daily health observations.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 24. The results of daily health assessments should be: a. summarized at the end of each week. b. recorded as anecdotal notes following each assessment or observation. c. noted by placing a check mark next to the child’s name. d. disregarded unless there has been a significant change in a child’s behavior or well-being.

ANSWER: b The results of daily health checks should be recorded immediately to maintain accuracy RATIONALE: and detail. Checkmarks do not provide any relevant or useful information.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Daily Health Checks QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 25. Rashes most commonly appear on a child’s upper __________ and __________ areas. chest, back ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Daily Health Checks QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 26. Teachers can share information about communicable illnesses and preventive health measures with families during __________ __________ __________. daily health checks ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Daily Health Checks QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.02.04 - Discuss why children’s families should be involved in the health assessment process.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 27. __________ __________ __________ provide valuable opportunities for helping children to become more aware of, and involved in, their own personal wellness.

Daily health checks ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Daily Health Checks QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.02.02 - Explain why it is important to conduct daily health observations.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 28. __________ are often the first to sense that something may be wrong with their child.

Families ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Family Involvement QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.02.04 - Discuss why children’s families should be involved in the health assessment process.

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NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 29. __________ __________ can be used to gather important information about a child’s nutritional status.

Dietary assessment ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Promoting Children’s Well-Being QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.02.01 - Describe several methods that early childhood programs can use to assess and promote children’s physical and mental well-being.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 30. __________ or biased results may be obtained when information about a child’s health is based on a single observation or assessment outcome.

False ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Promoting Children’s Well-Being QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.02.02 - Explain why it is important to conduct daily health observations.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 31. Caution must be exercised when assessing children’s growth and development because there is a wide range of __________ behavior. normal, typical ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Observation as a Screening Tool QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.02.02 - Explain why it is important to conduct daily health observations.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

Bloom’s: Remember

32. Health checks should be conducted using a __________ approach. systematic ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Daily Health Checks QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 33. Primary responsibility for obtaining children’s health care always belongs to their __________. families, family ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Family Involvement QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.02.04 - Discuss why children’s families should be involved in the health assessment process.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Understand 34. The term __________ refers to an illness or health condition that is frequent, lengthy, or permanent in nature. chronic ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Promoting Children’s Well-Being QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.02.01 - Describe several methods that early childhood programs can use to assess and promote children’s physical and mental well-being.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

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KEYWORDS:

Bloom’s: Remember

35. Why is it important to encourage family members to remain with their child during daily health checks?

Family members are able to witness the health check procedure and to ask questions.

ANSWER: Additionally, they are often able to provide information about conditions that teachers may observe. Their presence may also be comforting to children.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Daily Health Checks QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.02.04 - Discuss why children’s families should be involved in the health assessment process.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

KEYWORDS: Bloom’s: Analyze 36. Describe four body areas that should be examined during daily health checks and what observations can be made.

Health Observation Checklist (See Teacher Checklist 2-1, 2-2) ANSWER: 1. General appearance—note changes in weight (gain or loss), signs of fatigue or unusual excitability, skin tone (pallor or flushed), and size for age group 2. Scalp—observe for signs of itching, head lice, sores, hair loss, and cleanliness 3. Face—notice general expression (e.g., fear, anger, happy, anxious), skin tone, and any scratches, bruises, or rashes 4. Eyes—look for redness, tearing, puffiness, sensitivity to light, frequent rubbing, styles, sores, drainage, redness, and appropriate responses to sounds or verbal requests 5. Ears—check for drainage, redness, and appropriate responses to sounds or verbal requests 6. Nose—note any deformity, frequent rubbing, congestion, sneezing, or drainage 7. Mouth—look inside at the teeth: note cavities, malformations, sores, or mouthbreathing 8. Throat—observe for enlarged or red tonsils, red throat, white patches on throat or tonsils, drainage, or unusual breath odors 9. Neck—feel for enlarged glands 10. Chest—watch the child’s breathing and note any wheezing, rattles, shortness of breath, coughing (with or without other symptoms) 11. Skin—lift up clothing and observe the chest and back for color (pallor or redness), rashes, scratches, bumps, bruises, scars, unusual warmth, and perspiration 12. Speech—listen for clarity, stuttering, nasality, mispronunciations, monotone voice, and appropriateness for age 13. Extremities—observe posture, coordination; note conditions such as bowed legs, toeing-in, or arms and legs of unequal length 14. Behavior and temperament—note any changes in activity level, alertness, cooperation, appetite, sleep patterns, toileting habits, irritability, or uncharacteristic restlessness POINTS:

1

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DIFFICULTY: Difficult REFERENCES: Daily Health Checks QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 37. Why must teachers never attempt to diagnose children’s health conditions?

Teachers are not trained to identify symptoms associated with various health conditions.

ANSWER: This is the health care professionals’ role.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Daily Health Checks QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 38. What are developmental norms?

Developmental norms represent an average or range, expressed as weeks, months, years, ANSWER: when children are able to perform certain skills and behaviors.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Observation as a Screening Tool QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.02.02 - Explain why it is important to conduct daily health observations.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 39. What are Mongolian spots?

Mongolian spots are collections of melanin or pigment that appear as bluish skin ANSWER: discolorations. These spots are frequently located on the lower back of children who are of Asian, Native American, and/or Middle Eastern ethnicity. They typically fade as children age.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: Daily Health Checks QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.02.03 - Perform a daily health check.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 40. Develop a rationale to persuade a local school advisory board that the teaching staff should begin conducting daily health checks.

The student’s answer should address the benefits associated with the conduct of daily ANSWER: health checks, including an opportunity to gather information about children’s well-being and readiness to learn; the early identification of health impairments and the implementation of intervention services; the ethical and professional responsibilities teachers have to protect all children from infectious illnesses by identifying those who may have a contagious condition; an opportunity to provide children with informal health education; the identification of children who may be maltreated or neglected; and, the promotion of children’s self-awareness.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Daily Health Checks QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: HSN.MARO.11.02.02 - Explain why it is important to conduct daily health observations.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

KEYWORDS: Bloom’s: Create

Chapter 03 Assessing Children’s Health 1. Children’s first vision screening should be scheduled as soon as they turn 5 years old. a. True b. False ANSWER: False Ideally, all children should have their vision screened by age 2. This is even more RATIONALE: important for children who have developmental delays or certain medical conditions (e.g., low birth weight, premature birth, FAS, Down syndrome) because they have a higher risk of experiencing vision disorders. Children’s vision should also be tested anytime there is concern about their ability to see accurately.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Screening Procedures Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 2. Overweight children should be placed on a strictly controlled low-calorie diet. a. True b. False ANSWER: False Young children should never be placed on a strict calorie-reduced diet unless they are RATIONALE: being closely monitored by a health care professional. The most effective way to help children achieve a healthy weight is to increase their physical activity while consuming a nutritious diet.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Screening Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 3. The quality of children’s dietary intake has a limited effect on behavior. a. True b. False ANSWER: False Children’s behavior is affected by the quality of their diet. Poor dietary choices and food RATIONALE: insecurity can interfere with learning and contribute to inappropriate behavior (e.g., aggression, bullying) or apathy.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Screening Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand Copyright Cengage Learning. Powered by Cognero.

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4. A comprehensive speech evaluation should always include a hearing test. a. True b. False ANSWER: True Hearing disorders typically interfere with children’s speech acquisition. Therefore, a RATIONALE: hearing screening should always be conducted initially when evaluating children’s speech and language development.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Screening Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 5. A 2-year-old’s vocabulary should consist of about 50 to 300 words. a. True b. False ANSWER: True Two-year-olds are acquiring words at a rapid pace. They use approximately 50-300 new RATIONALE: words, are able to follow simple directions, and have speech that is 70-80 percent understandable.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 6. Routine vision screening of children younger than 4 is time-consuming and does not yield accurate results. a. True b. False ANSWER: False Screening young children’s vision is of critical importance. Detecting and treating RATIONALE: disorders, such as amblyopia, at an early age can reduce the negative effect that they may otherwise have on a child’s learning success.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 7. A child who may have a hearing loss should be referred to an ophthalmologist for screening. a. True b. False ANSWER: False A child who may be experiencing a hearing disorder should be referred to an audiologist RATIONALE: for further evaluation. An ophthalmologist is a doctor who specializes in conditions of the eye.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 8. A child who fails an initial vision screening should be retested before a referral is made. a. True b. False ANSWER: True There are many reasons why a child may fail an initial vision screening, including not RATIONALE: understanding directions, feeling uncomfortable with the surroundings or person conducting the test, or not feeling well on a given day. Administering a second screening procedure will confirm or negate the initial test results.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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9. Ignoring directions and misbehavior may be indications of a hearing problem. a. True b. False ANSWER: True These are classic signs of a hearing disorder. A hearing screening should be conducted to RATIONALE: confirm or rule out the possibility that these behaviors are related to a hearing problem.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 10. It is essential to know something about a child’s cultural background and family practices when making a referral. a. True b. False ANSWER: True Children’s development and well-being must be understood within the context of their RATIONALE: culture and family. Cultural values and family expectations not only shape a child’s development and behavior but they also influence the importance placed on following through with referrals and/or obtaining recommended health care.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Referrals QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.03 - Explain why it is important to follow up with families after making an initial referral.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 11. Which of the following behaviors would not suggest a potential vision disorder? a. Squinting b. Stumbling c. Poor hand-eye coordination d. Using gestures in place of words ANSWER: d Squinting, stumbling or tripping over objects, and poor hand-eye coordination are classic RATIONALE: signs of a vision disorder.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 12. Amblyopia is caused by: a. a muscle imbalance. b. an infection. c. trauma or injury. d. fluid buildup.

ANSWER: RATIONALE:

a Researchers have found that amblyopia is typically caused by a muscle imbalance that results in blurred, double, or reduced vision in one or both eyes.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 13. Early detection of amblyopia is of prime importance because: a. a child younger than age 6 adjusts more readily to glasses. b. treatment is often less successful when diagnosed after age 7 or 8. c. it is useful for knowing where to seat a child in the classroom. d. it may explain why a child is unable to learn their colors.

ANSWER: b The chances of restoring lost vision are greater with early detection and treatment. When RATIONALE: amblyopia is discovered in older children, treatment is often less successful.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

Bloom’s: Apply

14. Measurements of height/weight provide a fairly reliable index of a child’s: a. intelligence. b. health status. c. inherited biological potential. d. age.

ANSWER: b Height measurements provide the most reliable indication of a child’s general well-being.

RATIONALE: Although weight can fluctuate with diet, physical activity, and illness, it yields important information about a child’s health.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Screening Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 15. Middle ear infections can cause a conductive hearing loss. A child who experiences this type of impairment is likely to have difficulty hearing: a. loud sounds. b. high tones. c. soft sounds. d. low tones.

ANSWER: c Fluid can build up in the middle ear as a result of an acute ear infection. Sound waves are RATIONALE: not able to travel through the fluid properly; as a result, a child has difficulty hearing soft sounds.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Screening Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 16. Hearing loss is more common in children who: Copyright Cengage Learning. Powered by Cognero.

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a. live in low-income families. b. have allergies and frequent ear infections. c. are small for their age. d. reside in cold climates.

ANSWER: b Children who experience allergies and frequent ear infections are at high risk for RATIONALE: developing a hearing loss.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 17. Mei often speaks in a loud voice, experiences periods of unexplained frustration, and appears to disregard her teacher’s instructions. These behaviors may indicate a possible: a. neurological disorder. b. hearing impairment. c. allergic response. d. behavior problem.

ANSWER: b These are classic signs of a hearing disorder. Mei should be referred to a health care RATIONALE: provider for evaluation.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 18. For the past few weeks you have noticed that Lenny, age 4, has been holding books closer to his face when he reads.

Your initial responsibility as his teacher is to: a. discuss your observation with Lenny’s mother. b. train Lenny not to hold books so close to his face. c. inform Lenny’s mother that he is probably nearsighted and needs glasses. d. make an appointment to have Lenny’s eyes tested professionally.

ANSWER: a Copyright Cengage Learning. Powered by Cognero.

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As Lenny’s teacher, your professional duty is to discuss your observations with his parents and encourage them to seek professional evaluation.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Screening Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply RATIONALE:

19. “Me want it” would be considered appropriate language development for a: a. 15-month-old. b. 2-year-old. c. 36-month-old. d. three-and-one-half-year-old.

ANSWER: b Two-year-olds typically speak in two- or three-word sentences, so this phrase would be RATIONALE: considered developmentally appropriate. An older child who continues to use this type of sentence construction should be referred for evaluation.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Screening Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 20. An administrator calls you to request the health records of a former student. You should: a. provide the requested information over the phone. b. mail the results to the administrator. c. obtain written permission from the child’s family before releasing any information. d. refuse to release any information in order to protect the child’s identity.

ANSWER: c Written permission must be obtained from a child’s parent or guardian before any RATIONALE: information can be released to another individual, program, or organization.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Children’s Health Records QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.01 - Discuss how teachers can use information in children’s health records to promote their development and well-being.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 21. In newborns, the absence of which of the following is cause for concern? a. Reaching for objects b. Blink reflex c. Watching objects move across the room d. Color vision ANSWER: b The lack of a blink reflex in a newborn or infant may be a sign of blindness or a RATIONALE: neurological problem.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 22. A dietary assessment can provide useful information about: a. a child’s eating pattern. b. the physical effects (symptoms) of a nutrition deficiency. c. standardized measurements of a child’s growth. d. biochemical disturbances of various body fluids.

ANSWER: a A dietary assessment provides useful information about a child’s nutrient intake and eating RATIONALE: habits.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 23. The body mass index (BMI) measures: a. hip-to-waist proportion.

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b. calories burned to maintain involuntary body functions. c. a child’s height potential. d. height-to-weight ratio.

ANSWER: d BMI is a screening tool that yields a height-for-weight ratio and is useful for determining if RATIONALE: an individual is underweight, normal weight, overweight, or obese.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Screening Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 24. Effective strategies for managing obesity in young children include all the following EXCEPT: a. providing nutrient-dense meals and snacks. b. increasing a child’s level of physical activity. c. placing the child on a calorie-restricted diet. d. reducing the amount of time spent watching television or playing video games.

ANSWER: c Young children should never be placed on a calorie-restricted diet unless they are being RATIONALE: monitored by a health care professional. A healthy weight can be achieved gradually by providing a child with a nutritious diet, increasing physical activity, and decreasing the amount of time spent engaged in sedentary activities.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Screening Procedures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 25. Children who fail to get enough to eat are likely to be __________. undernourished ANSWER: malnourished POINTS: 1 DIFFICULTY: Easy REFERENCES: Screening Procedures QUESTION TYPE: Completion Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 26. Information in children’s __________ __________ can be beneficial for identifying health problems, evaluating intervention success, and monitoring a child’s progress. health records ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Children’s Health Records QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.03.01 - Discuss how teachers can use information in children’s health records to promote their development and well-being.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 27. Some children acquire unusual speech patterns and mispronunciations through __________ of speech heard in their homes. imitation ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Screening Procedures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 28. Some __________ reflect developmentally appropriate speech that is often corrected as a child matures. misarticulations ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: Completion HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 29. A(n) __________ is a clinician who has special training to diagnose hearing impairments. audiologist ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 30. Damage to, or improper functioning of, the brain or auditory nerve can result in a __________ hearing loss. sensorineural ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 31. The absence of a startle reflex in a 4-month-old infant should make one suspect __________ __________ __________. a hearing loss ANSWER: deafness POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 32. A normal-hearing infant should begin to babble and imitate speech by age __________ to __________ __________. six to eight months ANSWER: 6 to 8 months POINTS: 1 DIFFICULTY: Difficult REFERENCES: Screening Procedures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 33. Children who have an undiagnosed hearing problem are sometimes mislabeled as __________ __________. slow learners ANSWER: intellectually challenged POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 34. Gums that bleed easily may be a sign of vitamin __________ deficiency.

C ANSWER: POINTS: 1 DIFFICULTY: Difficult REFERENCES: Screening Procedures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.03.02 - Describe five screening procedures and the common Copyright Cengage Learning. Powered by Cognero.

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disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 35. Why is the early diagnosis of hearing problems so important in young children?

Early speech and language development are dependent upon children’s ability to hear. The ANSWER: earlier impairments are diagnosed, the sooner intervention can be initiated, and the negative effect on speech and language development lessened.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 36. Discuss why teachers are often the first to notice the signs of a vision disorder in young children.

Often teachers have been trained to recognize signs of vision problems. Also, many tasks ANSWER: that teachers require children to perform depend upon good vision, so that abnormalities become more apparent.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 37. Describe several strategies that teachers can use to improve communication with children who experience a hearing impairment.

Teachers should stand near and face the child when speaking, get down to the child’s level ANSWER: and speak directly to the child; speak slowly and clearly; accompany speech with gestures or demonstrate what is expected of the child; and provide individualized instructions.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Screening Procedures Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

KEYWORDS: Bloom’s: Analyze 38. What treatments are commonly used to correct amblyopia?

Conventional treatments include patching of the weaker eye and prescribed eye exercises.

ANSWER: Additional treatments may include corrective glasses, the use of special eye drops, and/or surgery.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Screening Procedures QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze 39. Describe several informal methods that can be used to test an infant’s hearing.

Observe for a startle response to loud sounds; note whether the infant stops crying when ANSWER: spoken to and turns their head in the direction of sounds; or absence of babbling or imitation of speech sounds by 8 months.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Screening Procedures QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 40. Select one of the sensory conditions described in this chapter and provide the following information: (a) Which children are at highest risk for developing this condition? (b) What early physical signs and behavioral indicators would you be likely to observe? (c) How is this condition diagnosed?

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(d) What treatments are available?

The answers to this question will depend on the sensory condition (e.g., vision, hearing, ANSWER: speech) about which the student chooses to write.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Screening Procedures QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.03.02 - Identify five health screening procedures and describe the common disorders they can be used to detect.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Create

Chapter 04 Caring for Children with Medical Conditions 1. Type 1 diabetes occurs when the body fails to produce adequate insulin. a. True b. False ANSWER: True Type 1 diabetes occurs when the pancreas fails to produce insulin. Insulin injections and RATIONALE: strict dietary regulation are essential.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 2. Children whose caregivers smoke are at higher risk for developing allergies, asthma, and cancer. a. True b. False ANSWER: True Studies have found that young children who are exposed to second-hand smoke experience RATIONALE: a higher incidence of allergies, asthma, ear infections, and cancer.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 3. Lead poisoning can cause behavior and learning problems in children. a. True b. False ANSWER: True Elevated blood lead levels are known to cause a range of symptoms in children, including RATIONALE: lowered IQ, learning disorders, and behavior problems.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 4. Leukemia is the most common form of childhood cancer. a. True b. False ANSWER: True Although childhood cancers are relatively rare, leukemia is the most common form that RATIONALE: children experience.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 5. Food intolerances are an immune disorder that is typically not outgrown. a. True b. False ANSWER: False Food allergies are classified as an immune disorder that is not usually outgrown. Food RATIONALE: Copyright Cengage Learning. Powered by Cognero.

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intolerances cause unpleasant reactions to certain foods, are often outgrown, and do not involve the immune system.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Remember 6. Behavior problems, intellectual disability, and appetite loss may be symptoms of lead poisoning. a. True b. False ANSWER: True These are classic signs associated with an elevated blood lead level.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 7. Eczema is a classic symptom of contactant-type allergies. a. True b. False ANSWER: True Skin disorders, such as eczema and hives, are often signs of a contactant allergy.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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8. Anemia is caused by the over-production of red blood cells, which interferes with their ability to deliver oxygen to the cells. a. True b. False ANSWER: False A deficiency, not abundance, of red blood cells is the cause of anemia.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 9. Children who have seizures are likely to develop brain damage and behavior disorders. a. True b. False ANSWER: False Seizures do not cause residual brain damage or disordered behavior.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 10. A food intolerance is the same as a food allergy. a. True b. False ANSWER: False A food allergy is an inherited immune disorder that is not outgrown and can be lifeRATIONALE: threatening for some individuals. In contrast, a food intolerance is not an immune disorder or life-threatening and may eventually be outgrown.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 11. Allergic disorders are generally thought to be: a. contagious. b. communicable. c. hereditary. d. the result of poor dietary habits.

ANSWER: c RATIONALE: Allergic disorders are hereditary. The substances an individual is allergic to may change over time but the genetic tendency is not outgrown.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Understand 12. An allergen is a substance that: a. aids the body in storing sugar. b. causes hyperactivity. c. is a major component of bone and cartilage. d. can trigger an allergic reaction.

ANSWER: d The term allergen refers to a substance that triggers an allergic reaction.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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13. Hyperglycemia: a. occurs when the pancreas produces excess insulin. b. is an early sign of type 1 diabetes. c. is symptomatic of chronic stress and depression. d. is an inherited immune disorder.

ANSWER: b Hyperglycemia, or high blood sugar, occurs when the pancreas fails to produce adequate RATIONALE: insulin. As a result, glucose cannot be converted to glycogen and stored in the liver.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 14. Anaphylaxis is: a. contagious. b. a life-threatening allergic reaction. c. a common cause of abdominal pain and muscle aches. d. an early warning sign of a seizure.

ANSWER: b Anaphylaxis is an acute, life-threatening allergic reaction that can cause severe itching, RATIONALE: shortness of breath, swelling of the tongue and lips, and unconsciousness.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 15. A focal onset seizure is characterized by: a. a complete loss of consciousness. b. momentary interruption of attention and activity. c. generalized convulsive movements. d. a high fever.

ANSWER: b Children who experience a focal onset seizure may appear to have brief muscle weakness RATIONALE: Copyright Cengage Learning. Powered by Cognero.

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or stiffness, a blank appearance, temporary interruption of speech, and/or engage in unusual behavior (e.g., lip smacking, chewing motions, undressing, wandering aimlessly).

However, they will remain conscious during the seizure.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 16. To care for a child who is experiencing an asthma attack, you would do all of the following EXCEPT: a. administer any prescribed medications. b. insist that the child lie down. c. call for emergency medical assistance if the child develops respiratory distress. d. give small sips of room-temperature water.

ANSWER: b Initial care for a child who is experiencing an asthma attack would include calling 911 if RATIONALE: the child’s history is unknown, administering prescribed medication, and offering small sips of warm water. It may be more difficult for a person to breath in a reclining position, so it would not be prudent to insist that they lie down.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 17. An example of person-first language is: a. “Carlos is a 5-year-old boy who has autism.” b. “Annie is an epileptic.” c. “There are five Down syndrome kids in this classroom.” d. “Diabetic children have special dietary and medical needs.”

ANSWER: a Person-first language is a respectful way to acknowledge a person as an individual instead RATIONALE: of labeling or referring to them by their disability.

POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Inclusive Education: Supporting Children’s Success.

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.01 - Describe how IDEA serves children who have special developmental and medical needs.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 18. Sudden stiffness followed by a loss of consciousness and generalized convulsive movements are characteristic signs of a(n): a. absence seizure. b. febrile seizure. c. partial seizure. d. generalized-onset seizure.

ANSWER: d A generalized-onset seizure is characterized by a loss of consciousness followed by jerky RATIONALE: movements that involve the entire body. The child may experience an aura at the onset.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 19. Sickle-cell disease affects: a. the immune system. b. insulin production. c. a child’s neuromuscular system. d. red blood cell formation.

ANSWER: d Sickle cell disease is an inherited disorder that causes an abnormal formation of red blood RATIONALE: cells.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

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KEYWORDS:

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Bloom’s: Understand

20. Children living in what setting are at higher risk of developing lead poisoning? a. Rural areas b. Older homes that were painted before 1978 c. Newly constructed homes d. Apartment buildings ANSWER: b Children living in older homes may be exposed to paint that contains lead. Lead paint RATIONALE: pigments were banned in 1978.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Remember 21. Chronic illnesses can be difficult to recognize because: a. most adults are unfamiliar with these conditions. b. children experience symptoms that are different from those that occur in adults. c. families may try to cover up children’s symptoms. d. symptoms often develop slowly over time, which makes them more difficult to detect.

ANSWER: d The symptoms associated with a chronic illness may have been present since birth or RATIONALE: develop over an extended time period. Consequently, they are more difficult to recognize and link to a disease.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Diseases & Chronic Medical Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 22. Children who have had cancer and undergone radiation to their head may experience permanent: a. hearing loss. b. headaches.

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c. poor vision.

ANSWER: RATIONALE:

d. seizures. a Children who have undergone radiation treatment to the head may experience permanent hearing loss. It is important for teachers to discuss this possibility with the child’s family so that steps can be taken to modify the classroom and learning activities.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 23. Most children who develop type 2 diabetes must: a. be given daily insulin injections. b. eliminate all sugar from their diet. c. severely restrict their physical activity. d. lose weight and follow a healthy diet.

ANSWER: d There is a strong link between obesity and the development of type 2 diabetes in children.

RATIONALE: Consequently, efforts must be made to achieve a healthy weight by improving children’s diet and physical activity.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 24. Allergens such as laundry detergents, hand lotions, and grass are classified as: a. injectables. b. inhalants. c. ingestants. d. contactants.

ANSWER: d Substances that come in contact with the skin, such as laundry detergents, lotions, and RATIONALE: grass, are classified as contactant allergens.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 25. Eczema is a condition often seen in young children who also have: a. anemia. b. apnea. c. allergies. d. anaphylaxis.

ANSWER: c Eczema is a skin condition that is often seen in children who have allergies.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 26. Insulin is essential for the conversion and storage of __________ and __________ consumed in the diet. sugars, starches ANSWER: starches, sugars POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 27. Left untreated, hyperglycemia can lead to __________. coma ANSWER: death POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 28. A high fever is usually responsible for triggering __________ seizures in infants. febrile ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 29. Pollens, molds, and feathers are examples of __________ type of allergens. inhalant ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 30. Rapid weight loss, frequent urination, and excessive thirst may be early signs of __________. diabetes ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Completion HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 31. Allergic reactions to foods can be potentially __________. life-threatening ANSWER: life threatening POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 32. The elimination of lead-based __________ since 1978 has significantly reduced the incidence of lead poisoning. paint ANSWER: paints POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 33. The cause of most seizure disorders is usually __________. unknown ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 34. An _________ _________ _________ plan would be written for a toddler who is eligible to receive Part C intervention services to address their health and developmental delays. individualized family service ANSWER: IFSP POINTS: 1 DIFFICULTY: moderate REFERENCES: Inclusive Education: Supporting Children’s Success QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.04.01 - Describe how IDEA serves children who have special developmental and medical needs.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 35. Describe insulin’s role in the body.

Insulin is involved in the breakdown (metabolism) and conversion of carbohydrates ANSWER: (sugars and starches) to glucose, which is then stored in the body as glycogen.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 36. Briefly describe what information should be included in a report following a child’s seizure.

A written report should include a description of events preceding the seizure, length of ANSWER: time the seizure lasted, type and location of convulsive movements, child’s condition following the seizure, and any additional information.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Subjective Short Answer Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Analyze 37. Discuss how a child’s allergies might affect learning.

Children may not feel well much of the time and may exhibit symptoms such as chronic ANSWER: fatigue, irritability, disinterest, and poor concentration. In addition, many allergy medications have side effects that can cause drowsiness, restlessness, and thirst.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Evaluate 38. Identify the four allergen categories and provide an example from each.

Inhalant: pollen, molds, dust, dander ANSWER: Ingestants: milk, eggs, wheat, nuts and peanuts, shellfish Contactants: wool, grass, lotions, plants Injectables: medications, bee stings POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 39. What is anaphylaxis?

ANSWER:

Anaphylaxis is a form of shock that is life-threatening. The victim may experience a range of symptoms, including difficulty breathing (with or without bluish discoloration around the lips and nailbeds), swelling of the mouth and/or eyelids, itching and hives, anxiety and restlessness. Teachers should call for emergency medical assistance (911). If the victim has

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an EpiPen or AUVI-Q autoinjector, it should be administered at once.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 40. Identify and briefly describe several factors that place some children at greater risk for developing anemia. What signs is a teacher likely to observe if a child does have this condition?

A number of factors may increase children’s risk of developing anemia, including food ANSWER: insufficiency; unhealthy dietary habits; inadequate iron intake; chronic health conditions such as sickle cell disease, hepatitis, HIV/AIDS, leukemia, lead poisoning and cancer; radiation and chemotherapy; and some medications. Observable signs of anemia include excessive fatigue, pallor, irritability, headache, shortness of breath, learning problems, nausea and appetite loss, sore/swollen tongue, and growth failure.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Chronic Diseases and Medical Conditions QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.04.02 - Name and discuss the symptoms and management strategies for several common medical conditions addressed in this chapter.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Evaluate

Chapter 05 The Infectious Process and Environmental Control 1. The toys in an infant-toddler unit should be removed and washed after one child has played with them and before they are given to another child. a. True b. False ANSWER: True Toys should be washed and sanitized between use by individual children to reduce the RATIONALE: potential for spreading infectious illnesses.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Control Measures QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Remember 2. The label on a prescription medication is an acceptable form of physician approval. a. True b. False ANSWER: True The label on a prescription is considered an acceptable physician directive. However, the RATIONALE: prescription must be written for the child who will be receiving the medication.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Control Measures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 3. Teachers do not have to wash their hands between care routines (e.g., clothing changes, feeding, diapering) as long as they wear and change disposable gloves. a. True b. False ANSWER: False Gloves do not offer 100 percent protection against exposure to infectious illnesses and, RATIONALE: thus, teachers and caregivers should always wash their hands after removing their gloves.

In addition, hands must always be washed between different care routines, especially those involving diaper changing or assisting a child with toileting and feeding routines.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Control Measures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 4. Immunizations provide lifetime immunity against all preventable childhood diseases.

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a. True b. False ANSWER: RATIONALE:

True Immunizations provide permanent protection against all preventable childhood diseases, including diphtheria, chicken pox, whooping cough, meningitis, polio, etc.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Control Measures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 5. Any child who is exposed to a pathogen will develop that particular communicable illness. a. True b. False ANSWER: False Simply being exposed to an infectious pathogen does not mean that you will become ill. A RATIONALE: person’s state of health (resistance, immunizations) and personal habits (e.g., frequent hand washing, not touching eyes/nose/mouth with dirty hands, getting plenty of exercise, consuming a nutritious diet, getting adequate sleep) may prevent the pathogen from successfully infecting an individual.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Communicable Illness QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.02 - Describe the components required for an illness to be communicable.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 6. Medications can be safely stored on a high shelf or in a cabinet that is inaccessible to children. a. True b. False ANSWER: False Medications must always be placed in a locked cabinet or box. Placing medications on a RATIONALE: high shelf is not safe from children who may climb up and find them.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Control Measures Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 7. Schools should not accept responsibility for administering medications to young children. a. True b. False ANSWER: False Authorized personnel can administer medications to children as long as school policy RATIONALE: and/or district regulations permit this. Certain protocol should be followed, including obtaining written parental permission, receiving medication in the original container, having a written physician directive (or prescription label), and storing medications in a locked cabinet.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Control Measures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 8. Surfaces contaminated with blood or feces can be adequately cleaned with soap and water. a. True b. False ANSWER: False A commercial germicide or chlorine bleach solution must be used to clean surfaces that RATIONALE: have been contaminated with blood or feces.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Control Measures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand Copyright Cengage Learning. Powered by Cognero.

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9. Separating toddlers in diapers from children who are toilet-trained can help to reduce the spread of intestinal illnesses in group settings. a. True b. False ANSWER: True This is an effective measure for reducing cross-contamination and the spread of infectious RATIONALE: illnesses.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Control Measures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 10. A child is capable of infecting others during the acute stage of a communicable illness. a. True b. False ANSWER: True A person is most infectious and capable of spreading an illness to others during the acute RATIONALE: stage.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Stages of Illness QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.03 - Identify the four stages of a communicable illness.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 11. Disposable gloves should only be worn when caring for a child’s injuries that involve blood. a. True b. False ANSWER: False Disposable gloves should be worn whenever handling items contaminated with any body RATIONALE: fluid (e.g., urine, feces, mucus, blood, vomitus). These fluids could potentially be infectious and transmit diseases, such as hepatitis B and C and HIV/AIDS. POINTS: 1 DIFFICULTY: Moderate REFERENCES: Control Measures QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 12. Children’s age and immature development place them at high risk for communicable illness. a. True b. False ANSWER: True Young children’s short air passages (between ear, nose, and throat) are conducive to the RATIONALE: rapid spread of communicable illnesses. In addition, their bodies are not able to fight off many pathogens because the immune system is not yet fully developed. Young children may not have full control of their body functions and they often engage in habits (fingers in mouth) that encourage the rapid transmission of infectious illnesses.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Risk Factors QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.01 - Discuss why young children experience frequent communicable illness.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 13. At what age is the first MMR (measles, mumps, rubella) vaccine typically given to children? a. Birth b. 2 months c. 6 months d. 12 months ANSWER: d Immunizations for children are available in many places, including public health RATIONALE: departments, clinics, and physician’s offices.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Control Measures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 14. The length of an incubation stage: Copyright Cengage Learning. Powered by Cognero.

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a. is the same for all communicable illnesses. b. varies for each communicable illness. c. is shorter in young children. d. is not an important infection control measure.

ANSWER: b The incubation stage is different for each communicable illness. For example, the RATIONALE: incubation period for chickenpox is 3 weeks, in contrast to 12-24 hours for a cold.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Stages of Illness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.03 - Identify the four stages of a communicable illness.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 15. Teachers who are ill should: a. stay home whenever they are feeling “under the weather.” b. follow the same exclusion guidelines set for children. c. come to work if they feel okay to prevent a staffing shortage. d. not come to work if they have been exposed to a communicable illness; they should wait to see if symptoms develop.

ANSWER: b Teachers should follow the same exclusion policies that apply to the children. They are RATIONALE: capable of spreading their illness if they come to school when they are ill and have symptoms. They are also more likely to sustain an injury when they are not as alert or feeling well. It is not necessary for a teacher to remain at home if they have been exposed to an illness but have not developed symptoms.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Control Measures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 16. Exclusion policies: a. prevent illness and infection from occurring. b. need only be enforced when there is threat of a serious disease. c. protect teachers against potential negligence accusations. d. serve as guidelines for deciding when a child is too ill to attend group care.

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ANSWER: RATIONALE:

d Criteria used to determine when children (and adults) are too ill (e.g., fever, rashes, vomiting, diarrhea) to participate in group care are outlined in a program’s exclusion guidelines/policies.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Control Measures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 17. A pathogen is the: a. method by which an illness is transmitted. b. organism responsible for infecting an individual. c. first stage of a communicable illness. d. name given to the susceptible or new host.

ANSWER: b A pathogen (e.g., virus, bacteria, fungus) is an organism capable of infecting an individual.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Communicable Illness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.02 - Describe the components required for an illness to be communicable.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 18. Most children’s communicable illnesses are the result of: a. fungal infections. b. hereditary weakness. c. climate and location. d. respiratory infections.

ANSWER: d Upper respiratory infections are responsible for the majority of children’s infectious RATIONALE: illnesses.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Communicable Illness QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.02 - Describe the components required for an illness to be communicable.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 19. The single most effective control measure against the spread of communicable illness is: a. keeping children indoors during cold or inclement weather. b. thorough hand washing. c. disinfecting all surfaces (e.g., tables, toys, sink handles). d. excluding children when they are sick.

ANSWER: b More than half of all communicable illnesses can be prevented by practicing frequent and RATIONALE: thorough hand washing.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Control Measures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 20. A child is most contagious during which stage? a. Incubation b. Prodromal c. Convalescent d. Acute ANSWER: d A child is highly contagious and capable of infecting others during the acute stage.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Stages of Illness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.03 - Identify the four stages of a communicable illness.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 21. Giardiasis is a communicable illness that is transmitted: a. through direct and indirect contact with infected fecal material. b. during coughs and sneezes.

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c. by drinking out of someone else’s glass. d. through contact with the fur of infected dogs and cats.

ANSWER: a Giardiasis, a parasitic illness, is transmitted directly through contaminated water and RATIONALE: indirectly through items contaminated with fecal material.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Communicable Illness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.02 - Describe the components required for an illness to be communicable.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 22. Universal infection control precautions require teachers to: a. wear disposable gloves when handling items contaminated with body fluids. b. administer first aid (without gloves) and then wash hands carefully. c. disinfect hands with sanitizing gels. d. call for professional assistance to cleanup blood from an injury.

ANSWER: a Gloves must be worn whenever providing care for an injury (blood) or coming in contact RATIONALE: with other body fluids (e.g., vomitus, urine, feces, mucus). The barrier protects the teacher from exposure to unknown pathogens and reduces the potential for spread to others.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Control Measures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 23. A child who was exposed to influenza several days ago, felt fine yesterday, but develops a high fever, diarrhea, and lethargy today is in what stage of the illness? a. Incubation b. Prodromal c. Acute d. Convalescence ANSWER: c This child is exhibiting acute influenza symptoms.

RATIONALE: POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: Control Measures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 24. Which of these signs would not be an early indication of a communicable illness? a. A red or sore throat b. A rash that is fading c. Fatigue and loss of appetite d. Headache ANSWER: b Red or sore throat, fever, and fatigue or lethargy are often early signs of an impending RATIONALE: illness. A fading rash would be associated with the convalescent or recovery stage.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Stages of Illness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.03 - Identify the four stages of a communicable illness.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 25. An adult who does not practice good hand washing after changing an infant’s diaper could spread which of the following illnesses? a. Giardia and pinworms b. Chickenpox and strep infections c. Hepatitis B and rubella d. Eczema ANSWER: a Giardia and pinworms are spread via contamination with feces. A care provider who does RATIONALE: not wash their hands after changing an infant’s diaper could potentially spread these infectious illnesses to other children and adults. Chickenpox, strep throat, rubella and hepatitis B are spread via respiratory droplets, and eczema is not contagious.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Control Measures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

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KEYWORDS:

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Bloom’s: Analyze

26. Outdoor __________ should be covered when not in use to protect them from animal feces contamination. sandboxes ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Control Measures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 6 - Students will demonstrate the ability to use goal-setting skills to enhance health.

KEYWORDS: Bloom’s: Understand 27. Bleach solutions must be mixed __________ to maintain their disinfecting strength.

Daily ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Control Measures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 6 - Students will demonstrate the ability to use goal-setting skills to enhance health.

KEYWORDS: Bloom’s: Apply 28. Bacteria, parasites, and viruses are examples of __________ that are capable of causing an infectious illness. pathogens ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Communicable Illness QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.05.02 - Describe the components required for an illness to be communicable.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

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KEYWORDS:

Bloom’s: Remember

29. Teachers’ failure to practice good __________ __________ can transmit fecal-oral illnesses. hand washing ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Control Measures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 30. Chicken pox is an example of a communicable illness that is spread through __________ __________. airborne transmission ANSWER: coughs sneezes POINTS: 1 DIFFICULTY: Moderate REFERENCES: Communicable Illness QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.05.02 - Describe the components required for an illness to be communicable.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 31. Removing any one of the three critical factors __________, __________, and __________ __________ __________ that are essential to the infectious process will disrupt a disease’s communicability. host, pathogen, method of transmission ANSWER: host, method of transmission, pathogen pathogen, host, method of transmission pathogen, method of transmission, host method of transmission, host, pathogen method of transmission, pathogen, host POINTS: 1 DIFFICULTY: Difficult REFERENCES: Communicable Illness QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.05.02 - Describe the components required for an illness to be communicable.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 32. Symptoms such as general achiness, sore throat, fatigue, listlessness, low-grade fever, and chills are typical observed during the __________ stage. prodromal ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Stages of Illness QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.05.03 - Identify the four stages of a communicable illness.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 33. Removing sick children from a group can be an effective method for limiting the source of __________. infection ANSWER: pathogens POINTS: 1 DIFFICULTY: Easy REFERENCES: Control Measures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 34. When teachers are ill, they not only increase the chances of infecting others, but also run a greater risk of __________ themselves. injuring ANSWER: hurting POINTS: 1 DIFFICULTY: Moderate REFERENCES: Control Measures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 35. What steps should be followed when administering medications to young children?

Permission must first be obtained from a health care provider (this could be in the form of ANSWER: a prescription label, telephone directive, or written order); read the medication label carefully and verify that the child’s name, medication, dosage, and administration directions provided on the label. Read the label again when removing the medication from the cabinet, before pouring, after pouring it from the container, and before administering it to the child. Record the time medication was administered, the dose, and any reaction the child may have experienced.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Control Measures QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Create 36. Why don’t all children who are exposed to a particular infectious illness become sick?

A child must be susceptible to the pathogen. Conditions must be favorable to allow the ANSWER: organism to enter the child’s body, overcome the immune system, establish itself, and multiply.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Communicable Illness QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.05.02 - Describe the components required for an illness to be communicable.

NATIONAL STANDARDS: United States - NAEYC 1 - Promoting child development and learning.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Analyze 37. Why must bleach solutions used for disinfecting be mixed fresh daily?

Bleach loses its disinfecting properties after 24 hours.

ANSWER: POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Control Measures QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Analyze 38. Describe the proper procedure for washing hands.

Pull down or roll out paper towel. Turn on running water. Rinse hands under warm running ANSWER: water. Lather with soap and rub hands together vigorously, paying attention to the backs of the hands, between fingers, around nails, and up wrists. Rinse under warm running water.

Dry well with paper towel. Turn off running water using paper towel to avoid recontamination. Dispose of the soiled paper towel in a covered trash container.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Control Measures QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 39. What should a teacher do if a parent asks to have medication given to a child that is not in its original container?

Refuse to administer medications that are not in their original containers.

ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Control Measures QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Apply 40. Describe several modifications that teachers can make to the physical environment of a classroom to decrease the potential spread of infectious illnesses.

Many examples are provided in the Control Measures section of this chapter, including ANSWER: Copyright Cengage Learning. Powered by Cognero.

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providing easy access to hand washing facilities (e.g., sinks, disposable towels, soap); making sure all items (e.g., toys, dress-up clothing, rugs, pillows) that children use are washable; maintaining a regular schedule for disinfecting classroom equipment; washing and disinfecting toys between use; following strict sanitary routines in the diapering and bathroom areas; providing additional space between children’s sleeping cots and places at tables to prevent crowding; opening windows and doors periodically to let in fresh air; checking humidity levels; cleaning surfaces (e.g., walls, floors, countertops) regularly; separating areas used for laundry, toileting, and food preparation.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Control Measures QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.05.04 - Name and discuss four control measures that teachers can use to reduce the transmission of communicable illnesses in the classroom.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply

Chapter 06 Childhood Illness: Identification and Management 1. Exposure to second-hand smoke increases a child’s risk for developing ear infections. a. True b. False ANSWER: True Researchers have shown that children who are exposed to second-hand smoke experience RATIONALE: more ear and respiratory infections (e.g., colds, bronchitis, pneumonia) and asthma. It also takes these children longer to recover from infectious illnesses.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 2. Ringworm is transmitted through direct and indirect contact. a. True b. False ANSWER: True Copyright Cengage Learning. Powered by Cognero.

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RATIONALE:

Ringworm is a fungal infection spread through direct contact with an infected person. It can also be transmitted indirectly by touching the personal items of an infected person (i.e., towel) or via showers, swimming pools, or infected animals.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Remember 3. Chickenpox is only transmitted through direct contact with the blisters. a. True b. False ANSWER: False Chickenpox is spread via respiratory droplets (airborne), not direct contact.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Remember 4. Children who develop a heat rash should be excluded from group care or school until they are symptom-free. a. True b. False ANSWER: False Heat rash is not contagious. Therefore, a child who has heat rash would not need to be RATIONALE: excluded.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

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NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Remember 5. The incidence of chickenpox, colds, hepatitis, and impetigo can be reduced by practicing thorough hand washing. a. True b. False ANSWER: True Frequent and thorough hand washing significantly reduces the transmission of RATIONALE: communicable illnesses.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 6. Children who are infected with head lice should have their hair treated with kerosene or other oil product. a. True b. False ANSWER: False This is an old wives’ tale. Kerosene should never be used to treat head lice. Special RATIONALE: medicated shampoos can be purchased without a prescription and used for this purpose.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Remember 7. Researchers have determined that placing infants on their stomachs to sleep is the most effective measure known to prevent SUIDs and SIDS. a. True b. False ANSWER: False Copyright Cengage Learning. Powered by Cognero.

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RATIONALE:

Infants should always be placed on their backs for sleep. This position has reduced the rate of SUIDs and SID by more than 50 percent.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Remember 8. Because rubella is seldom experienced in our country today, it is no longer necessary for children to be immunized. a. True b. False ANSWER: False Although the incidence of rubella remains low, several hundred cases in the U.S. are still RATIONALE: reported to the CDC each year. The incident would likely soar if childhood immunizations were not required.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Understand 9. A child who complains of feeling dizzy should be made to lie down quietly until the symptoms pass. a. True b. False ANSWER: True Dizziness often passes after resting quietly for a short time. It is also safer for a child to RATIONALE: stop playing and rest until the sensation passes.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 10. Dehydration can be a serious complication of repeated diarrhea, particularly in infants. a. True b. False ANSWER: True Infants’ tend to lose fluids more quickly than adults, especially when they experience RATIONALE: diarrhea or vomiting. As a result, they tend to become dehydrated easily.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 11. Several children in your classroom have developed conjunctivitis (pinkeye). Which of the following control measures would not be necessary to enforce? a. Careful hand washing b. Excluding children who have discharge from the eyes c. Closing the school d. Disinfecting all surfaces ANSWER: c Meticulous hand washing, disinfection of surfaces, and exclusion of infected children RATIONALE: would be sufficient to control the spread of pinkeye. Closing a school would be an extreme and unnecessary measure.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 7 - Students will demonstrate the ability to practice healthCopyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

enhancing behaviors and avoid or reduce health risks.

Bloom’s: Analyze

12. A child in your classroom breaks out with chickenpox on May 5th. As a responsible teacher, you would alert the other children’s families to observe their child closely for symptoms during which time period? a. May 16 to 23 b. May 12 to 19 c. May 8 to 15 d. May 23 to 30 ANSWER: a A child who breaks out with chickenpox on May 5th most likely exposed the other children RATIONALE: approximately 3 days prior to this date (May 2). Given that the incubation period for chickenpox is 2-3 weeks (14-21 days), children who may develop the disease would break out between May 16-23rd.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 13. A major complication of diarrhea is: a. lack of appetite. b. dizziness. c. dehydration. d. listlessness.

ANSWER: c Significant fluid loss occurs during diarrhea and can quickly lead to dehydration, especially RATIONALE: in infants and young children.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand Copyright Cengage Learning. Powered by Cognero.

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14. Fainting occurs when there is a temporary reduction of blood flow to the brain. If a child faints, your immediate action would be to: a. call 911. b. not move the child until they can move without assistance. c. gently lower the child to the floor d. try to arouse the child and offer a glass of water.

ANSWER: c Fainting is caused by a temporary drop in blood pressure and blood flow to the brain due to RATIONALE: a number of factors, including dehydration, low blood sugar, emotional distress, and eating disorders. This can lead to unconsciousness (fainting). Placing a person in a reclining position makes it easier for the body to maintain blood flow to the brain and other vital organs and restore normal circulation. Lowering s person to the floor also prevents them from falling and sustaining an injury.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 15. A child who experiences an acute earache may exhibit all the following signs EXCEPT: a. failure to urinate. b. fever. c. redness of the outer ear. d. refusal to eat.

ANSWER: a Fever, ear redness, and refusal to eat are classic signs of an ear infection. These are RATIONALE: important indicators to note, particularly in a preverbal infant.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 16. A stomachache may be considered serious when it: Copyright Cengage Learning. Powered by Cognero.

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a. comes and goes. b. disrupts a child’s activity. c. affects a child’s appetite. d. causes gas or diarrhea.

ANSWER: b When a stomachache disrupts a child’s play and activity, it should be considered serious RATIONALE: and the cause should be investigated.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Evaluate 17. An infant who begins to vomit should be positioned: a. on their stomach with hips and legs raised. b. sitting up. c. on their back so they can be observed more carefully. d. upright in the teacher’s arms.

ANSWER: a Positioning an infant who is vomiting on their stomach will reduce the potential for RATIONALE: inhaling or choking on vomitus.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 18. Lyme disease is caused by a: a. bacteria. b. virus. c. parasite. d. fungus.

ANSWER: a Copyright Cengage Learning. Powered by Cognero.

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RATIONALE:

Lyme disease is caused by a bacterium that is carried by ticks. The disease is confirmed by a blood test and treated with antibiotics.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 19. What is the most likely source of impetigo exposure in group settings? a. Playing with toys that have been touched by a child who has impetigo b. Touching personal and/or classroom pets and not washing hands c. Coughing, sneezing, or spitting on one another d. Eating contaminated food ANSWER: a Impetigo is spread via direct and indirect contact with contaminated surfaces, such as toys, RATIONALE: tables, and shared towels.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 20. Which of the following is not a communicable illness? a. Rubella b. Impetigo c. Conjunctivitis d. Eczema ANSWER: d Rubella, conjunctivitis (pink eye), and impetigo are all communicable illnesses. Eczema is RATIONALE: an auto-immune condition that is not contagious.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 21. Communicable illnesses that are transmitted by the fecal-oral method include: a. pinworms and hepatitis A. b. colds and chickenpox. c. ringworm and impetigo. d. scabies and tetanus.

ANSWER: a Pinworms and hepatitis A are spread via the fecal-oral mode of transmission. Frequent and RATIONALE: thorough hand washing is imperative to prevent this disease from spreading.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 22. A characteristic sign that can be useful for identifying chickenpox is: a. a sore throat. b. a fine, flat rash that covers the body. c. individual bumps with a clear blister on top. d. flushed cheeks.

ANSWER: c Raised bumps that are topped with a blister are a unique identifying feature of chickenpox.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

Bloom’s: Remember

23. Examples of communicable illnesses that are transmitted via the airborne method include: a. chickenpox and influenza. b. conjunctivitis and ringworm. c. hepatitis and impetigo. d. scabies and lice.

ANSWER: a Only influenza and chickenpox are spread via respiratory droplets (airborne).

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 24. An example of a communicable illness that is transmitted via bloodborne pathogens is: a. fifth disease. b. tuberculosis. c. hepatitis B. d. scabies.

ANSWER: c Hepatitis B is the only communicable illness among these options that is spread via a RATIONALE: bloodborne pathogen.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 25. To date, the most effective measure known to reduce the incidence of Sudden Infant Death Syndrome (SIDS) is: a. placing infants on their stomachs when sleeping. b. dressing infants in warmer clothing. c. prescribing antibiotics at the first sign of illness.

Copyright Cengage Learning. Powered by Cognero.

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d. positioning infants on their backs to sleep.

ANSWER: d Always placing infants on their back for sleep has been shown to reduce the incidence of RATIONALE: SIDS by more than 50 percent. It is the only strategy known to have a positive effect on lowering the incidence.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 26. Lyme disease is a __________ infection caused by the bite of a diseased deer tick. bacterial ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 27. The incubation period for the common cold is approximately __________ to __________ hours.

12, 72 ANSWER: twelve, seventy-two POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

promotion and disease prevention to enhance health.

Bloom’s: Remember

28. A serious complication of haemophilus influenza in young children is __________. meningitis ANSWER: POINTS: 1 DIFFICULTY: difficult REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 29. Infants who are __________-fed experience a higher incidence of ear infection. formula ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 30. __________ should be suspected whenever crusty, moist sores are observed around a child’s nose and/or mouth.

Impetigo ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

information, products, and service to enhance health.

Bloom’s: Apply

31. Children who have been diagnosed with pinworms must be treated with __________ before returning to school. medication ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 32. Ringworm is caused by a __________ and is contagious. fungus ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 33. The first signs of hand-foot-mouth disease are blistered sores that appear inside of the child’s mouth followed by a rash on the __________ and soles of the feet. palms ANSWER: hands POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

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NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 34. Salmonella infections are commonly transmitted via contaminated __________. food ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 35. Infants who develop fifth disease __________ need to be excluded from group settings. do not ANSWER: don’t POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 36. Briefly discuss why it is important to seek medical attention for a sore throat.

Medical attention is necessary to diagnose or rule out the possibility of a strep infection.

ANSWER: Strep infections that are not treated with antibiotics can lead to serious complications, including rheumatic fever, arthritis, and heart problems.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

KEYWORDS: Bloom’s: Analyze 37. Explain how head lice infections are transmitted from one child to another in group settings?

Infections are transmitted via direct contact with an infected child or through indirect ANSWER: contact with objects, such as play clothing, hats, or pillows that have been exposed to an infected child.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 38. What is otitis media?

ANSWER:

Otitis media is a bacterial infection that causes inflammation and a buildup of fluid in the middle ear. If left untreated, a child may experience temporary or permanent hearing loss.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 39. How can a teacher determine whether or not a child’s stomachache is serious?

Stomach pain or stomachaches should be considered serious if the child has a fever, is ANSWER: unable to play because of pain, complains of abdominal tenderness, has diarrhea or vomiting, experiences pain lasting longer than 3 to 4 hours, or has blood in the stool.

POINTS: 1 DIFFICULTY: Difficult Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Common Acute Childhood Illnesses QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.06.02 - Describe the teachers’ role in addressing acute childhood illnesses, such as ear infections, diarrhea, Lyme disease, and sudden unexpected infant death (SUID) and sudden infant death syndrome (SIDS).

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Analyze 40. Teachers play an important role in controlling the spread of communicable illnesses in the classroom. What skills and information do they need to perform this role effectively?

Teachers must be knowledgeable about common communicable and acute childhood ANSWER: illnesses—what causes them, how they are transmitted, and how they can be controlled.

They must understand and know when/how to implement infection control measures, such as frequent hand washing, disinfection of surfaces, and early identification and removal of children who may have a communicable illness. In addition, they should be aware of mandated reporting policies and community health agencies that work with communicable illness prevention. They should also be involved in establishing and following program policies regarding sanitation and exclusion of sick children and adults, conduct daily health checks, and provide on-going health education with children.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Communicable Childhood Illnesses QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.06.01 - Explain how communicable childhood illnesses such as chickenpox, colds, pink eye, and head lice are spread, and identify the appropriate control measures to be taken.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Analyze

Chapter 07 Creating High-Quality Environments 1. Small group size, teacher qualifications, and low teacher-child ratios are features associated with high-quality programs. a. True b. False ANSWER: True Studies have identified three primary characteristics associated with high quality early RATIONALE: childhood programs. These include small group size, low teacher-child ratio, and teachers who have advanced education and training in early childhood education.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: Features of High-Quality Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.03 - Identify the features of high-quality programs and discuss how teachers’ educational preparation affects children’s development.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 6 - Students will demonstrate the ability to use goal-setting skills to enhance health.

KEYWORDS: Bloom’s: Understand 2. Children may be exposed to toxic chemicals from paints, carpet, and cleaning supplies used in classroom environments. a. True b. False ANSWER: True These substances can produce toxic fumes. Children who are sensitive to these chemicals RATIONALE: may experience more upper respiratory infections and asthma. An increasing number of 'green' products are available that do not emit toxic chemicals.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Guidelines for Safe Environments QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 3. In general, families know how to identify high-quality early childhood or after-school programs. a. True b. False ANSWER: False Studies have shown that this is not the case. Families often focus on location, availability, RATIONALE: and cost. Many families do not know what to look for or how to identify high quality programs, although this information is becoming increasingly available on many websites.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Identifying High-Quality Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.01 - Discuss how to identify high-quality programs.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand Copyright Cengage Learning. Powered by Cognero.

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4. When families obtain lists of openings from a resource and referral agency, they can be assured the programs reflect a high standard of care. a. True b. False ANSWER: False This is not always true. Some referral agencies simply maintain a listing of programs with RATIONALE: available openings but do not evaluate their quality.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Identifying High-Quality Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.01 - Discuss how to identify high-quality programs.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

KEYWORDS: Bloom’s: Remember 5. Federal law requires that all early education programs be licensed or registered. a. True b. False ANSWER: False There are no federal laws that address the licensing or registration of early childhood RATIONALE: programs. These regulations are often inconsistent because they are established and enforced by individual states.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Early Childhood Program Licensure QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.02 - Explain how licensure, registration, and accreditation of early childhood programs differ.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 6. Recruiting volunteer families to transport children on field trips is a safe and cost-saving option for programs. a. True b. False ANSWER: False This is a risky option. Programs do not have any control over vehicle or driver safety.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Guidelines for Safe Environments Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 7. Outdoor play spaces should be enclosed by a fence that is a minimum of 6 to 8 feet high. a. True b. False ANSWER: False Outdoor play yards should be enclosed with a fence that is 4 to 5 feet high.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Guidelines for Safe Environments QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Remember 8. Developmentally appropriate learning environments and activities should reflect children’s needs, interests, and abilities. a. True b. False ANSWER: True Learning environments and activities should be planned to reflect children’s interests, RATIONALE: needs, and abilities. Environments and activities will not be developmentally appropriate if these qualities are not taken into account.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Features of High-Quality Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.03 - Identify the features of high-quality programs and discuss how teachers’ educational preparation affects children’s development.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 9. Rooms occupied by young children should always have at least two exits. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: RATIONALE:

True Rooms that children occupy must always have two exits to permit for a safe escape in the event of fire or other emergency.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Guidelines for Safe Environments QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 10. Teachers who enjoy good health are better able to cope with the rigorous physical and emotional demands of caring for young children. a. True b. False ANSWER: True Working with young children is physically and emotionally demanding. Teachers who are RATIONALE: in good health (e.g., physical, mental, social) will have the stamina and patience to fulfill this most important role. They are also less likely to experience injuries.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Identifying High-Quality Programs QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.01 - Discuss how to identify high-quality programs.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 6 - Students will demonstrate the ability to use goal-setting skills to enhance health.

KEYWORDS: Bloom’s: Understand 11. The minimum indoor classroom space that is recommended per child is: a. over 100 square feet. b. 35 square feet. c. 50 square feet. d. 75 to 100 square feet.

ANSWER: b The minimum amount of indoor classroom space is 35 sq. ft. per child. However, teachers RATIONALE: often find this amount too small and difficult to work in. Studies have shown that 50 sq. ft. per child creates a more workable and safe environment.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Guidelines for Safe Environments Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 12. Licensing regulations: a. are unnecessary. b. reflect minimal requirements. c. represent ideal standards. d. are recommended guidelines and not strictly enforced.

ANSWER: b Licensing regulations reflect only minimal standards that are designed to protect children’s RATIONALE: basic safety.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Early Childhood Program Licensure QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.02 - Explain how licensure, registration, and accreditation of early childhood programs differ.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 13. Group size is important for: a. effective utilization of staff. b. cost analysis factors. c. hiring practices. d. quality early education and child care.

ANSWER: d Small group size and low teacher-child ratios are characteristic of high-quality early RATIONALE: education and child care programs.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Features of High-Quality Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.03 - Identify the features of high-quality programs and discuss how teachers’ educational preparation affects children’s development.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

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KEYWORDS:

Bloom’s: Remember

14. Large pieces of outdoor play equipment should: a. be firmly anchored in the ground. b. only be made available to older children. c. ideally be placed on a hard surface, such as cement or asphalt. d. not be included on playgrounds because they are unsafe.

ANSWER: a Large pieces of outdoor play equipment must always be anchored firmly in the ground to RATIONALE: prevent unintentional injury.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 15. Child-sized furniture: a. is less expensive. b. is easier to clean and care for. c. results in fewer accidents and injuries. d. is more appealing to children.

ANSWER: c Child-sized furniture is more comfortable and easier for children to use. Children are also RATIONALE: less likely to sustain an injury on furniture that they can reach and maneuver.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 16. Oven cleaners, charcoal lighter fluid, and weed killer are examples of substances that should: a. have the word “Poison” on the label. b. be stored in a locked cabinet. c. not be kept in facilities where children are present. d. be placed on a high shelf that children can be trusted not to touch.

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ANSWER: RATIONALE:

b These items should be placed in a locked cabinet to prevent children’s access and potential poisoning.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 17. Research has demonstrated that a positive relationship exists between high-quality child care and: a. improved salaries for teachers. b. optimum child development. c. children’s happiness. d. satisfied families.

ANSWER: b Researchers have found that a positive relationship exists between high-quality early RATIONALE: education and children’s optimal development.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Identifying High-Quality Programs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.01 - Discuss how to identify high-quality programs.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Understand 18. To function properly, children’s safety car seats must be: a. manufactured according to international standards. b. anchored securely to the vehicle. c. appealing and comfortable for children. d. replaced often to protect children’s safety.

ANSWER: b Children’s safety car seats must be installed correctly and anchored securely to the vehicle.

RATIONALE: The seat should have a five-point harness or straps that must be fastened properly to protect children from injury.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 19. Exposure to indoor air pollutants is known to increase the incidence of: a. leukemia. b. upper respiratory infections. c. eczema. d. nausea and diarrhea.

ANSWER: b Children who have been exposed to indoor air pollutants experience a higher incidence of RATIONALE: upper respiratory and ear infections. There is also some evidence to suggest that this may be a contributing factor in the development of asthma among young children.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze 20. An appropriate choice of outdoor play equipment for a toddler play yard would be: a. two wooden teeter totters. b. a metal swing set. c. an 8-foot high jungle gym. d. a small wooden playhouse.

ANSWER: d Teeter totters, a metal swing set, or a high jungle gym would not be appropriate choices for RATIONALE: toddlers. The wooden play house would be a safe and developmentally appropriate choice.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

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KEYWORDS:

Bloom’s: Apply

21. New playgrounds should: a. challenge children’s mental and physical skills. b. look safe, colorful, and appealing to children. c. be fully accessible and meet ADA standards. d. have equipment no taller than 3 to 4 feet.

ANSWER: c Playgrounds should be designed so that equipment and surfaces are accessible to children RATIONALE: of all abilities and comply with ADA standards. ADA guidelines should be followed when creating outdoor spaces that can be used by all children.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 22. Licensing regulations are established: a. by individual states. b. according to national standards. c. in each local community. d. by professional early childhood organizations.

ANSWER: a Each state has the authority to develop and enforce its own licensing regulations. As a RATIONALE: result, there is no consistency from state to state.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Early Childhood Program Licensure QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.02 - Explain how licensure, registration, and accreditation of early childhood programs differ.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 23. In group settings, swings are considered to be __________ for preschool children. a. unsafe b. developmentally appropriate c. a desirable option Copyright Cengage Learning. Powered by Cognero.

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d. effective for promoting motor skills ANSWER: a Swings are not considered to be a safe choice for inclusion on early childhood play yards.

RATIONALE: If they are present, the seats should be constructed of a rubber material (to prevent injury), anchored securely in the ground, and supervised closely.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 24. Outdoor play equipment that is constructed of wood: a. presents a greater challenge to supervise. b. requires frequent maintenance to avoid splintering and deterioration. c. is less expensive to purchase. d. tends to be safer for young children.

ANSWER: b Wooden outdoor play equipment should be inspected daily for splinters and other signs of RATIONALE: deterioration. Surfaces should be sanded and sealed or painted regularly to preserve the wood from weather elements.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 25. Swings and trampolines: a. are ideal because they encourage vigorous physical activity. b. pose a significant safety risk and should not be included on group setting play yards. c. should be avoided because they are expensive to install. d. enhance the “fun” aspect of play yards.

ANSWER: b Swings are not recommended for inclusion on early childhood play yards. The American RATIONALE: Academy of Pediatrics strongly recommends that young children not have access to or use trampolines, whether at home or in a group setting, because of the potential for serious injury.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 26. High teacher turnover rates have a __________ effect on children’s development. negative ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Features of High-Quality Programs QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.07.03 - Identify the features of high-quality programs and discuss how teachers’ educational preparation affects children’s development.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understanding 27. Early childhood professionals must continue their efforts to educate families about how to recognize __________ early childhood and after-school programs. high quality ANSWER: high-quality POINTS: 1 DIFFICULTY: Moderate REFERENCES: Identifying High-Quality Programs QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.07.01 - Discuss how to identify high-quality programs.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 28. Loose surface materials, such as wood chips, should be at least __________ inches deep under outdoor play equipment.

12 ANSWER: twelve Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 29. Participation in NAEYC’s accreditation program is __________. voluntary ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Identifying High-Quality Programs QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.07.01 - Discuss how to identify high-quality programs.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Understand 30. Hot water temperatures should not exceed __________°F. 120 ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 31. Outdoor play equipment should be inspected __________ for broken or loose parts. daily ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Guidelines for Safe Environments Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 32. Participation in __________ training enables early childhood teachers to acquire new knowledge and skills. professional development ANSWER: in-service POINTS: 1 DIFFICULTY: Easy REFERENCES: Features of High-Quality Programs QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.07.03 - Identify the features of high-quality programs and discuss how teachers’ educational preparation affects children’s development.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Understand 33. An appropriate car seat restraint for a 4-year-old who weighs 50 pounds and is 48 inches tall would be a __________ __________ __________. forward-facing safety seat ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Analyze, Apply 34. Asking families to transport groups of children for field trips can present serious __________ problems for a program in the event of an accident. legal ANSWER: liability POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 35. Newly constructed early childhood and school facilities must comply with standards established by the __________ __________ __________ __________.

Americans with Disabilities Act ANSWER: ADA POINTS: 1 DIFFICULTY: Easy REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 36. Describe the types of health and safety records that quality early childhood programs should maintain and keep on file.

Records that programs should keep on file include children’s health assessments and ANSWER: developmental profiles, notarized emergency contact information, adult health assessments, fire and storm drills, accident and injury incidences, daily health observations, and attendance.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Features of High-Quality Programs QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.07.03 - Identify the features of high-quality programs and discuss how teachers’ educational preparation affects children’s development.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Analyze 37. What are the advantages and disadvantages of using pea gravel under play equipment?

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ANSWER:

The advantages of pea gravel include: readily available, relatively inexpensive, longlasting, doesn’t attract animals, relatively easy installation, and drains quickly. The disadvantages include: the need to replenish it periodically, it may become compacted in winter if it gets wet and freezes, it requires a containment barrier, it is not wheelchair accessible, it is not recommended with children under age 5 years (they may throw pebbles or place them into their nose, ears, or mouth), and it can be slippery if scattered on concrete.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Analyze 38. What hazards are associated with the use of wading pools or other forms of water play, including sprinklers and water tables?

Any amount of water presents a drowning hazard for young children and must, therefore, ANSWER: be supervised at all times. At least one adult on site should be CPR certified. Water can also harbor and contribute to the spread of some communicable illnesses, such as giardiasis and cryptosporidiosis (if water is swallowed); wading pools must be monitored and supervised continuously, disinfected daily, and emptied when children are finished playing.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Guidelines for Safe Environments QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 39. What characteristics identify a high-quality teacher?

High-quality teachers have advanced training in early childhood education and are ANSWER: knowledgeable about child development. They also possess effective communication skills, provide developmentally appropriate learning experiences for children, address and acknowledge issues of diversity in their programs, continue to participate in professional education, and are in good physical and mental health.

POINTS: 1 DIFFICULTY: Difficult Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Features of High-Quality Programs QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.07.03 - Identify the features of high-quality programs and discuss how teachers’ educational preparation affects children’s development.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 6 - Students will demonstrate the ability to use goal-setting skills to enhance health.

KEYWORDS: Bloom’s: Analyze 40. Creating and maintaining safe environments for children requires continuous attention and, in some cases, additional expense. Why is it important that teachers devote time and effort to this task?

Safe environments support learning by encouraging children to explore and experiment ANSWER: without fear of being hurt. In addition, they also reassure families that children will be safe while they are away from home. Safe environments are less stressful for teachers to work in, reduce the risk of avoidable injury to adults and children, decrease the potential for liability due to negligence, and reduce the loss of time teachers would otherwise spend caring for injured children.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Features of High-Quality Programs Guidelines for Safe Environments QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.10.07.03 - Identify the features of high-quality programs and discuss how teachers’ educational preparation affects children’s development. hsn.maro.11.07.04 - Describe at least ten ways to make children’s indoor and outdoor environments safe.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Analyze

Chapter 08 Safety Management 1. Mobiles and nesting toys would make appropriate gift choices for an 8-month-old infant. a. True b. False ANSWER: True These items are appropriate choices for an eight-month-old infant. However, mobiles RATIONALE: should be removed from the crib when an infant begins to push up on hands and knees or stand to prevent injury.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Implementing Safety Practices Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze 2. Teachers should examine job descriptions carefully and be sure they have the required qualifications before accepting a position. a. True b. False ANSWER: True Teaching applicants should possess the skills that they will be expected to perform, along RATIONALE: with the requisite training and experience. A teacher who meets the job requirements is likely to experience greater job satisfaction and fewer liability issues.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Implementing Safety Practices QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 6 - Students will demonstrate the ability to use goal-setting skills to enhance health.

KEYWORDS: Bloom’s: Understand 3. Simple art supplies—such as crayons, markers, play dough, and blunt scissors—would make a nice gift for a toddler. a. True b. False ANSWER: False Toddlers are not ready to use these types of art materials. Their motor skills are limited and RATIONALE: they are still in the oral stage (and more likely to put these items in their mouth).

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Implementing Safety Practices QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 4. Whenever new play equipment is added to children’s environments, safety must be a prime concern.

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a. True b. False ANSWER: RATIONALE:

True New equipment requires that new rules be established and explained to the children to protect their safety.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Implementing Safety Practices QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 5. A teacher’s failure to prevent a child from sustaining an injury is always considered negligence. a. True b. False ANSWER: False Not all childhood injuries are preventable. A child may trip and fall, let go of a railing, or RATIONALE: slip on the grass despite an adult’s careful supervision.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Implementing Safety Practices QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 6. Although field trips can enhance children’s learning, they also present added risk and liability concerns. a. True b. False ANSWER: True Field trips do present additional safety challenges. However, these challenges can be RATIONALE: addressed and avoided through careful advanced planning.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Implementing Safety Practices QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in Copyright Cengage Learning. Powered by Cognero.

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the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 7. Carefully maintained accident records are important because the severity of an injury may not be immediately known. a. True b. False ANSWER: True Children’s injuries should be recorded in sufficient detail so that any liability questions can RATIONALE: be answered at a later date.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Implementing Safety Practices QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 8. It is important to determine if any children are allergic to animals before bringing a pet into the classroom. a. True b. False ANSWER: True Teachers should always check with families to determine if any child is allergic to an RATIONALE: animal before it is brought into the classroom.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Implementing Safety Practices QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understanding 9. A well-planned lesson about crossing streets safely is an example of incidental learning. a. True b. False ANSWER: False A planned lesson is not an example of incidental learning. A parent who talks with their RATIONALE: Copyright Cengage Learning. Powered by Cognero.

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child about looking both ways for cars as they are approaching a street corner would be an example of incidental learning (using a situation to teach). This type of learning is often more meaningful to young children.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Risk Management: Principles and Preventive Measures QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.02 - Describe the four basic principles of risk management.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 10. Age warnings on toys are useful for determining if they are a safe choice for children. a. True b. False ANSWER: RATIONALE:

False Age warnings on toy labels do not take into account individual differences in children’s developmental abilities. As a result, a toy that may be considered safe for one child may not be appropriate for another who is not as developmentally advanced.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Implementing Safety Practices QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 11. The majority of toy-related deaths are due to: a. breakage. b. choking. c. toxic construction materials. d. electrocution.

ANSWER: b Small parts (e.g., magnets, eyes from stuffed animals, pegs, marbles, watch batteries, RATIONALE: marker tops) present a choking hazard and are responsible for a majority of toy-related deaths.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Implementing Safety Practices QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 12. The majority of accidents in early childhood and school-based settings occur: a. indoors. b. at the beginning of a session. c. outdoors. d. during cold weather.

ANSWER: c The majority of school-related injuries occur while children are playing outdoors.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Risk Management: Principles and Preventive Measures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.02 - Describe the four basic principles of risk management.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 13. Infants and toddlers: a. sustain fewer injuries than older children because they are less mobile. b. have the same rate of life-threatening injuries as older children. c. experience the highest rate of life-threatening injuries. d. are more likely to follow adult warnings.

ANSWER: c Infants and toddlers experience the highest rate of life-threatening injuries due to their RATIONALE: curiosity, limited motor skills, and inability to anticipate the consequences associated with their actions.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: What is Unintentional Injury?

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.01 - Define the term “unintentional injury” and explain why the victims are most often young children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s Understand Copyright Cengage Learning. Powered by Cognero.

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14. The prevention of unintentional injuries requires: a. the elimination of all risks and hazards. b. extensive teacher experience. c. the establishment of strict rules and regulations. d. an awareness of children’s developmental skills and anticipation of their actions.

ANSWER: d A sound understanding of children’s development abilities and skills is essential for the RATIONALE: prevention of unintentional injuries.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Risk Management: Principles and Preventive Measures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.02 - Describe the four basic principles of risk management.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 15. Once safety guidelines have been established: a. they should be explained carefully to children. b. children can be trusted to remember and follow them consistently. c. adult supervision can be relaxed. d. children are less likely to misuse play equipment.

ANSWER: a Safety guidelines should be explained to children in simple terms and repeated often.

RATIONALE: Young children are quick to forget the "rules" when they are engaged in play. For this reason, teachers must also continue to provide high-quality supervision.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Risk Management: Principles and Preventive Measures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.02 - Describe the four basic principles of risk management.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 16. Negligence refers to: a. failure to protect children from all unintentional injury. b. careless and questionable safety management. c. failure to maintain accurate safety records. d. lack of first aid training.

ANSWER: b The term negligence refers to a teacher’s failure to maintain a safe learning and play RATIONALE: environment and to provide quality supervision at all times.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: Implementing Safety Practices QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Understand 17. An appropriate birthday present for your two-year-old nephew would be a: a. bright yellow teething ring. b. big box of standard-size Legos. c. large wooden beads for stringing. d. shiny red tricycle.

ANSWER: c The safest and most appropriate birthday gift in this list would be large wooden beads for RATIONALE: stringing. A two-year-old would not need a teething ring, standard Legos would present a choking hazard, and a tricycle would be too advanced for the child’s motor skills.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Implementing Safety Practices QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 18. All of the following safety features must be considered when purchasing an infant crib EXCEPT: a. slats that are no more than 2 3/8 (6 cm) inches apart. b. a firm mattress that fits snugly against the crib sides. c. the ease of raising and lowering the crib sides. d. the use of nontoxic paint on all surfaces.

ANSWER: c Safety features that must be examined carefully when purchasing a new or used crib RATIONALE: include slats that are spaced no more than 2 3/8 inches (6 cm) apart, a mattress that fits snuggly (with no gaps between the mattress and frame), and nontoxic finishes.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Implementing Safety Practices QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 19. A weather alert has been issued for a tornado that was sighted approximately 25 miles away. Which of these precautions should you take immediately? a. Call families to come and pick up their child b. Announce a building lockdown c. Advise all classrooms to shelter in place d. Evacuate the building and move children to a nearby facility ANSWER: c Sheltering in place would be the safest and most appropriate choice given the immediate RATIONALE: tornado threat.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Emergency and Disaster Preparedness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.02 - Describe the four basic principles of risk management.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Analyze 20. A teacher’s failure to uphold the legal and professional responsibilities associated with the care of young children is called: a. negligence. b. tort. c. a statutory offense. d. a professional misdemeanor.

ANSWER: a A teacher may be found negligent if they do not uphold the standards expected of an RATIONALE: individual with similar training.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Implementing Safety Practices QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 21. Teachers should implement all of these measures to reduce children’s unintentional injury EXCEPT: a. eliminate any situation in which a child could be injured.

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b. enforce rules consistently. c. devote time to planning activities and considering potential risks. d. monitor children’s play activities at all times.

ANSWER: a It is not feasible or desirable to remove every potential source for injury. However, highRATIONALE: quality supervision, careful planning, and consistent enforcement of rules are effective measures for reducing the incidence of injuries.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Risk Management: Principles and Preventive Measures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze 22. Effective strategies for managing children’s misbehavior include all EXCEPT: a. redirecting the child’s attention to another activity. b. modeling the appropriate or desired behavior. c. ignoring the undesirable behavior. d. scolding a child for their actions.

ANSWER: d Redirection, modeling, and ignoring are three effective strategies for addressing children’s RATIONALE: misbehavior. Scolding only emphasizes the negative behavior and does not teach children how they should behave.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Risk Management: Principles and Preventive Measures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 23. Outdoor play equipment should be inspected: a. daily. b. weekly. c. monthly. d. annually.

ANSWER: a Outdoor play equipment should be inspected at least once each day before it is used by RATIONALE: Copyright Cengage Learning. Powered by Cognero.

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children.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Implementing Safety Practices QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 24. Age warnings provided by manufacturers on children’s toys: a. are accurate, b. do not reflect individual differences in children’s abilities. c. inform adults about which toys are safe choices for children. d. are designed to improve toy sales.

ANSWER: b Manufacturers’ age warnings on toys do not take into account individual differences in RATIONALE: children’s developmental skills and abilities. However, caregivers can use this information to guide their decision about whether or not a toy is safe for their child.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Implementing Safety Practices QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 25. Toys that pose a choking hazard for children younger than 3 include: a. teething rings. b. stuffed cloth animals. c. balloons. d. nesting cups.

ANSWER: c Balloons should not be given to young children. Small pieces of a broken balloon present a RATIONALE: choking hazard.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Implementing Safety Practices QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 26. Playground equipment on which children are most commonly injured includes __________, __________ __________ and __________. swings, climbing apparatus, slides ANSWER: swings, slides, climbing apparatus slides, climbing apparatus, swings slides, swings, climbing apparatus climbing apparatus, slides, swings climbing apparatus, swings, slides POINTS: 1 DIFFICULTY: Moderate REFERENCES: Risk Management: Principles and Preventive Measures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.08.02 - Describe the four basic principles of risk management.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 27. When teachers or children are unfamiliar with a classroom environment or routines, the likelihood of an __________ occurring increases. accident ANSWER: unintentional injury POINTS: 1 DIFFICULTY: Easy REFERENCES: Risk Management: Principles and Preventive Measures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.08.02 - Describe the four basic principles of risk management.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 28. Young children’s concrete and __________ thinking make it difficult for them to understand fully the significance of a disaster or traumatic event. egocentric ANSWER: POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Emergency and Disaster Preparedness QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 29. Advanced planning means that teachers must be prepared for the __________. unexpected ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Risk Management: Principles and Preventive Measures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.08.02 - Describe the four basic principles of risk management.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 30. Although children may be taught safety rules, adults must continue to closely__________ their play. supervise ANSWER: monitor POINTS: 1 DIFFICULTY: Easy REFERENCES: Risk Management: Principles and Preventive Measures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.08.02 - Describe the four basic principles of risk management.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 31. The type and amount of teacher __________ depends upon the nature of the activity and number of children participating. supervision ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Risk Management: Principles and Preventive Measures Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.08.02 - Describe the four basic principles of risk management.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 32. Children should never be left __________. unattended ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Risk Management: Principles and Preventive Measures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.08.02 - Describe the four basic principles of risk management.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 33. Safety education should teach young children self-__________ and self-__________. awareness, protection ANSWER: protection, awareness POINTS: 1 DIFFICULTY: Moderate REFERENCES: Risk Management: Principles and Preventive Measures QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.08.02 - Describe the four basic principles of risk management.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 34. In the event of a disaster or serious emergency, teachers should be assigned specific __________. roles ANSWER: responsibilities duties POINTS: 1 DIFFICULTY: Easy REFERENCES: Emergency and Disaster Preparedness QUESTION TYPE: Completion Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 35. Young children have difficulty understanding the implications of a disaster due to their __________ thinking. concrete ANSWER: egocentric POINTS: 1 DIFFICULTY: Moderate REFERENCES: Emergency and Disaster Preparedness QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 36. Why is it important to state safety rules and guidelines in positive and simple terms?

Rules stated in a positive manner inform children about how adults expect toys and ANSWER: equipment to be used safely. When rules are stated negatively, children learn only what they must not do. Rules and guidelines stated in simple, clear terms help children begin to understand the concepts of safety and safe behavior.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Risk Management: Principles and Preventive Measures QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.08.02 - Describe the four basic principles of risk management.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 37. What are the four basic principles of safety risk management?

Advanced planning, establishing rules, careful supervision, and safety education ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Risk Management: Principles and Preventive Measures QUESTION TYPE: Subjective Short Answer Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.08.02 - Describe the four basic principles of risk management.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 38. What risk factors increase the probability of an unintentional injury occurring in a group or school setting?

Risk factors that increase the risk of unintentional injury include: the age of children ANSWER: present; times when teachers or children are tired, hungry, or not feeling well; whenever a new child or teacher joins the group; when there is a staff shortage; when rules haven’t been thoroughly explained to children; when new play equipment or toys are introduced; and when conditions are rushed.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Risk Management: Principles and Preventive Measures QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.08.02 - Describe the four basic principles of risk management.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 39. What special measures and precautions must be addressed before a teacher takes children on a field trip?

Teachers must take time to review program policies and procedures for conducting field ANSWER: trips. Families must be informed and written permission obtained for each excursion. A note should be posted on the classroom door to let families know when the group left, their destination, and time when they plan to return. At least one teacher accompanying the group should have first aid and CPR certification. A first-aid kit, notarized emergency cards, a class list, and a cell phone should also be taken along.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Implementing Safety Practices QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Analyze 40. Briefly describe the steps that teachers can take to minimize their risk of negligence accusations?

Prevention is the most important step teachers can take to minimize their risk of negligence ANSWER: Copyright Cengage Learning. Powered by Cognero.

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charges. They must be familiar with children’s developmental skills and abilities, implement safety precautions in classrooms and outdoor play areas, provide appropriate and continuous supervision, and seek legal advice when developing program policies. In addition, teachers should pay careful attention to job descriptions, understand the expectations associated with their position, and have the required qualifications and training. It is also a wise decision to obtain legal counsel if ever accused of wrong-doing, and to purchase personal liability insurance.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Implementing Safety Practices QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.08.03 - Discuss safety practices that teachers should implement in the classroom and outdoors to safeguard children.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply

Chapter 09 Management of Injuries and Acute Illness 1. Disposable gloves should be worn whenever administering first aid to a bleeding wound. a. True b. False ANSWER: True Disposable gloves serve as a barrier between the victim (and blood) and the person RATIONALE: administering first aid. The barrier provides protection against exposure to several bloodborne diseases.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Responding to Medical Emergencies QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.01 - Discuss the steps schools should take to prepare for medical emergencies.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 2. The primary objective of emergency care is to save lives. a. True b. False ANSWER: True Emergency care is administered to save lives and prevent complications. Families are RATIONALE: responsible for assuming follow-up treatment.

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DIFFICULTY: Easy REFERENCES: Emergency Care vs. First Aid QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.02 - Describe how emergency care and first aid differ.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Remember 3. A child who is not breathing should be placed on their side to prevent choking. a. True b. False ANSWER: False Cardiopulmonary resuscitation (CPR) should be initiated immediately to a child who is not RATIONALE: breathing. Once their breathing has been restored, the child should be rolled onto their side.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 4. Individuals who administer emergency care to injured persons are protected from liability by Good Samaritan laws. a. True b. False ANSWER: True Good Samaritan laws exist in all states, and protect non-medically trained citizens from RATIONALE: liability if they render emergency care to the best of their ability.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Emergency Care vs. First Aid QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.02 - Describe how emergency care and first aid differ.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Remember 5. Direct pressure should be applied for several minutes to stop bleeding. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: RATIONALE:

True The most effective way to stop bleeding is to apply direct pressure using a sterile pad or clean material. Universal precautions should also be followed.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Life-Threatening Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Remember 6. Teachers should splint a child’s suspected fracture before calling emergency medical services (EMS). a. True b. False ANSWER: False EMS personnel should be called immediately. The child should be kept warm and RATIONALE: monitored closely for signs of shock until help arrives.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Non-Life-Threatening Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.04 - Identify six non-life-threatening conditions and describe the first aid treatment for each.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 7. You would begin the Heimlich maneuver immediately if you saw a child choking on food. a. True b. False ANSWER: False The Heimlich maneuver is an effective emergency treatment for someone who is choking RATIONALE: and has stopped coughing or is having trouble breathing. However, it should not be initiated if the victim is coughing and able to breath. Coughing is often sufficient to dislodge the obstruction.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Remember 8. A child who appears to be in shock should be given ample fluids to prevent dehydration. a. True b. False ANSWER: False No food or fluids should be given to a child who appears to be in shock. These items could RATIONALE: cause the victim to choke.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 9. Small beads, latex balloons, and coins present a choking hazard for young children. a. True b. False ANSWER: True Small items such as these present a significant choking hazard.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Life-Threatening Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 10. Children who develop shortness of breath following a bee sting may be experiencing an allergic reaction. a. True b. False ANSWER: True Shortness of breath following a bee sting is a likely sign of anaphylaxis. Emergency RATIONALE: personnel (EMS) should be called immediately.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze 11. A bite from an infected tick can cause Rocky Mountain Spotted Fever. a. True b. False ANSWER: True Ticks carry several diseases, including Rocky Mountain Spotted Fever and Lyme disease.

RATIONALE: A health care provider should be contacted if a child develops any signs of illness or infection.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Non-Life-Threatening Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.04 - Identify six non-life-threatening conditions and describe the first aid treatment for each.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Remember 12. If a child’s permanent tooth is knocked out it cannot be saved. a. True b. False ANSWER: False Dentists will try to reinsert a permanent tooth that has been dislodged. Care should be RATIONALE: taken not to touch the root-end of the tooth, it should be placed in a small amount of liquid (e.g., milk, egg white, coconut water), and the child should be taken to a dentist within an hour of the injury.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Non-Life-Threatening Conditions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.04 - Identify six non-life-threatening conditions and describe the first aid treatment for each.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 5 - Students will demonstrate the ability to use decisionCopyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

making skills to enhance health.

Bloom’s: Apply

13. Your next-door neighbor brings over her three-year-old daughter who has accidentally spilled liquid drain cleaner (lye) on her arms and legs. Treatment of chemical burns requires quick action. You should immediately: a. rush the child to a doctor’s office. b. pour milk over the burned areas to neutralize the lye. c. call the nearest Poison Control Center for instructions. d. wash the chemical off under running water for at least 10 to 15 minutes.

ANSWER: d The chemical should be rinsed from the child’s arms and legs for approximately 10-15 RATIONALE: minutes. The child should then be seen by a health care provider.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Non-Life-Threatening Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.04 - Identify six non-life-threatening conditions and describe the first aid treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 14. A three-year-old boy has just eaten 15 to 20 ibuprofen from a bottle in your purse and is still conscious. Before calling the Poison Control Center, you should: a. give the child a glass of milk or water to drink to dilute the medication. b. have the child drink a small amount of lemon juice or vinegar to neutralize the ibuprofen. c. give the child nothing to eat or drink. d. force the child to throw up.

ANSWER: c Poison Control should be called at once. The child should not be given anything to eat or RATIONALE: drink unless Poison Control personnel instruct you to do so.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 15. Shock often accompanies severe injuries. The symptoms of shock may include all the following EXCEPT: a. rapid breathing.

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b. weak pulse. c. dry, flushed skin. d. confusion.

ANSWER: c A child who is experiencing shock will have cool, clammy (moist) skin.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 16. A child receives frostbite on the tips of several fingers. Your immediate action would be to: a. rewarm the child’s fingers quickly by immersing them in hot water. b. apply an ice pack to decrease pain and swelling. c. rub the fingers briskly to restore circulation. d. bring the child indoors and let the fingers gradually rewarm themselves.

ANSWER: d Frostbitten skin must be handled carefully to prevent further damage. The child should be RATIONALE: brought indoors, wet clothing removed, and the fingers allowed to warm slowly (no rubbing or rapid rewarming).

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Non-Life-Threatening Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.04 - Identify six non-life-threatening conditions and describe the first aid treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 17. A child in your classroom just stuck scissors into the electrical outlet. Your immediate action would be to: a. grab the child and pull him away from the outlet. b. call for emergency medical assistance (EMS). c. locate and turn off the circuit breaker. d. roll the child onto their back and treat for shock.

ANSWER: c The child should not be touched until the circuit breaker has been turned off to prevent RATIONALE: injury to the rescuer.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 18. A child develops a nosebleed during outdoor time. Your actions should be to: a. take the child inside, have them lie down quietly, and apply pressure to their nose. b. have the child rest quietly; put ice or a cold cloth on the back of their neck. c. pinch their nostrils together for at least 5 minutes with the child in a sitting position. d. call for emergency medical assistance (EMS).

ANSWER: c A nosebleed should be treated by pinching the nostrils together for at least 5 minutes while RATIONALE: the child sits in an upright position.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Non-Life-Threatening Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.04 - Identify six non-life-threatening conditions and describe the first aid treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 19. A child burns several fingers during a classroom cooking activity. Your immediate action should be to: a. apply first aid ointment to the burned areas. b. wash the burned area with soap and water to prevent infection. c. immerse the fingers in cool water. d. quickly cover the burned area with butter.

ANSWER: c The child’s fingers should be immersed in cool water to stop the burning process.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Non-Life-Threatening Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.04 - Identify six non-life-threatening conditions and describe the first aid treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionCopyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

making skills to enhance health.

Bloom’s: Apply

20. Ainsley, age 22 months, stumbles while running across the classroom, falls and hits her head on the floor, and stops breathing. You would immediately begin CPR at the rate of __________ breath(s) to 30 chest compressions. a. one b. two c. three d. four ANSWER: b A ratio of two breaths to 30 chest compressions is used to administer CPR. RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 21. A child who experiences a blow to the head may exhibit all of the following signs EXCEPT: a. unequal pupil size. b. unusual breath odor. c. forceful vomiting. d. slurred speech.

ANSWER: b Unequal pupils, forceful vomiting, and slurred speech are signs of a serious head injury RATIONALE: that requires emergency care.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 22. A burned area that develops blisters is classified as a: a. first degree burn. b. second degree burn. c. third degree burn.

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d. critical burn.

ANSWER: b Second degree burns are distinguished by the formation of a blister.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Non-Life-Threatening Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.04 - Identify six non-life-threatening conditions and describe the first aid treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Remember 23. Emergency treatment of unintentional poisoning: a. always involves making the child vomit. b. differs depending upon the category of substance ingested. c. is determined by the amount of substance ingested. d. is based on the child’s age and body weight.

ANSWER: b The treatment methods are different depending upon the type of poison that has been RATIONALE: ingested. Always contact Poison Control immediately for instructions and monitor the child’s airway, breathing, and circulation.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Analyze 24. Signs of a serious head injury: a. may not appear for several hours or days. b. can be observed within minutes of the injury. c. are generally nothing to worry about if the child is able to get up and walk away. d. are only serious if the child is knocked unconscious.

ANSWER: a Internal swelling and bleeding can develop over a period of hours or even days. As a result, RATIONALE: a head injury may not be noticeable at the time a child is initially hurt.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Life-Threatening Conditions Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 25. A child who has diabetes and develops signs of hypoglycemia should be given: a. more insulin. b. a peanut butter sandwich. c. nothing to eat or drink. d. a glass of orange juice.

ANSWER: d If the child is conscious, they should be given a glass of orange juice to treat their low RATIONALE: blood sugar.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Analyze 26. When administering CPR, a rescue breath should last approximately: a. 1 second. b. 1 minute. c. 5 seconds. d. until the victim begins breathing.

ANSWER: a A rescue breath is defined as lasting one second and sufficient to make the chest rise and RATIONALE: fall.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

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KEYWORDS:

Bloom’s: Remember

27. In the case of heat stroke, you would expect a child’s temperature to be: a. normal. b. elevated. c. below normal. d. unstable.

ANSWER: b A child’s body temperature would be elevated if she were suffering from heat stroke.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Non-Life-Threatening Conditions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.09.04 - Identify six non-life-threatening conditions and describe the first aid treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 28. Grapes, peanuts, and hot dogs are considered common __________ hazards for young children. choking ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Life-Threatening Conditions QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 29. The initial treatment of a sprained ankle would include __________ and applying an __________ __________ to the area. elevation, ice pack ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Non-Life-Threatening Conditions QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.09.04 - Identify six non-life-threatening conditions and describe the first aid treatment for each.

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NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 30. To dislodge an object that is obstructing an infant’s airway, you would administer five back blows, five __________ __________, and repeat these steps until the object is expelled or clearly visible. chest thrusts ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 31. To administer the Heimlich maneuver to a five-year-old, wrap your arms around the child, place your fisted hand between the tip of the __________ __________ and the navel, grasp with the other hand, and press firmly against the abdomen with a quick, __________ thrust. rib cage, upward ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Remember 32. You can expect the skin of a child who is in shock to be __________ and __________. pale, cool ANSWER: cool, pale pale, clammy clammy, pale POINTS: 1 DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: Completion HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Remember 33. To treat a child who is in shock, you should immediately __________ the feet. elevate ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Life-Threatening Conditions QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 34. Reddened skin and/or burns around a child’s mouth would indicate that a strong __________ poison was probably ingested. alkali ANSWER: acid POINTS: 1 DIFFICULTY: Difficult REFERENCES: Life-Threatening Conditions QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Evaluate 35. An EpiPen or AUVI-Q autoinjector is used to treat a child who is having a severe __________ __________. allergic reaction ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Life-Threatening Conditions QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Remember 36. List eight items that you would include in a first-aid kit.

(See Teacher Checklist 9-1.) A few essential items to include in a first-aid kit would be ANSWER: bandages, cotton balls, a flashlight, sterile gauze pads, instant cold pack, disposable gloves, alcohol, antibacterial soap, tweezers, a first-aid book, and emergency telephone numbers.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Responding to Medical Emergencies QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.09.01 - Discuss the steps schools should take to prepare for medical emergencies.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 37. How would you determine whether or not a toddler is breathing?

First, you would attempt to arouse the child by gently shaking or tapping; call out the ANSWER: child’s name and wait briefly for a response; position (head tilt-chin lift) the child’s head to open the airway; listen carefully for spontaneous breathing; and watch for the chest to move up/down.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Life-Threatening Conditions QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Analyze 38. Under what conditions would you stop CPR procedures once they have been initiated?

CPR should not be stopped until the child either resumes breathing on their own or ANSWER: emergency medical personnel arrive. Stopping CPR procedures before this may lead to cardiac arrest.

POINTS: 1 DIFFICULTY: Difficult Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Life-Threatening Conditions QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Analyze 39. Briefly explain teachers’ professional responsibility in the event that a child sustains a serious injury.

Teachers are responsible for administering the initial emergency care for any lifeANSWER: threatening injuries in order to save lives, reduce pain and suffering, and avoid further harm. This includes contacting emergency medical services if their assistance is needed.

The child’s family should also be contacted once the child has been stabilized so they can arrange for any additional treatment that may be necessary.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Emergency Care vs. First Aid QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.09.02 - Describe how emergency care and first aid differ.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Analyze 40. The emergency treatment of accidental poisoning is dependent upon the type of substance a child has swallowed.

What signs would help you to determine the appropriate treatment?

Burns around the mouth, lips, and/or chin would indicate that the child has probably ANSWER: ingested a strong acid or alkali substance. Treatment for this type of poisoning would include: not giving the child anything to drink, not making the child vomit, calling the Poison Control Center and following their instructions, observing the child closely for signs of shock or difficulty breathing, and providing treatment as necessary.

If the swallowed substance is a petroleum-based product, you would likely detect an odor of gasoline or kerosene on the child’s breath. Treatment for this type of poisoning would be the same as for strong acids/alkalis. The child should be transported immediately to a hospital or emergency medical facility at once.

POINTS: DIFFICULTY: REFERENCES: QUESTION TYPE:

If neither of these signs are observed, quickly contact the Poison Control Center and follow their instructions. Continue to observe the child closely for signs of shock or difficulty breathing and treat as necessary.

1 Difficult Life-Threatening Conditions Essay

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HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.09.03 - Name six life-threatening conditions and demonstrate the emergency treatment for each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Analyze, Apply

Chapter 10 Adverse Childhood Experiences (ACEs): Maltreatment 1. An adult cannot be charged with sexual abuse if the child willingly participates. a. True b. False ANSWER: False A child’s participation in any sexual activity is considered inappropriate regardless of RATIONALE: whether they agreed or refused to cooperate. This is a punishable crime; adults are expected to know better than to take advantage of an underage child.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Abuse and Neglect QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Understand 2. Girls are the most frequent victims of sexual abuse. a. True b. False ANSWER: True According to current statistics, girls are the most frequent victims of sexual abuse.

RATIONALE: However, it is becoming apparent that more boys are being victimized than was previously known.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Abuse and Neglect QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

personal, family, and community health.

Bloom’s: Remember

3. The term “latchkey” refers to children who are from broken homes. a. True b. False ANSWER: False Children who are unsupervised or left home alone, often before and/or after school, are RATIONALE: commonly referred to as "latch-key" children. Adults may be found guilty of neglect and child endangerment in these situations.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Abuse and Neglect QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Remember 4. When teachers or administrators notify authorities about possible child maltreatment, they must also inform the individual or family suspected of engaging in this behavior. a. True b. False ANSWER: False The person making a report is not obligated to inform the child’s family or suspected RATIONALE: perpetrator. In some cases, this could put the child at increased danger and jeopardize the authority’s investigation.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Reporting Laws QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.06 - Identify individuals who are mandated by law to report suspected abuse and neglect.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 5. Adults who mistreat children often lack effective parenting skills and an understanding of children’s development. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: RATIONALE:

True Adults do not always intend to hurt a child but may do so out of ignorance or rage. Often these adults expect children to behave in ways that are not developmentally realistic and use punishment rather than positive guidance to deal with behavior problems. In addition, they may have poor communication and anger management skills.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Understanding the Risk Factors for Maltreatment QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.04 - Describe factors that may perpetuate abusive or neglectful acts.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 6. Discipline that is physical and forceful, such as hitting and shoving, teaches children to be respectful. a. True b. False ANSWER: False Discipline that involves physical contact, such as hitting, beating, or shoving teaches RATIONALE: children to be angry and to treat other people in a similar manner. It does not teach respect or socially acceptable behavior.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Discipline vs. Punishment QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.02 - Describe how discipline and punishment differ.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 7. It is the family’s right to discipline their children as they see fit. a. True b. False ANSWER: False A family does have a right to discipline their child(ren). However, authorities have a legal RATIONALE: right to intervene and to protect the child’s well-being when discipline causes physical or significant emotional harm.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Discipline vs. Punishment QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.10.02 - Describe how discipline and punishment differ.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Understand 8. A lack of physical contact and psychological closeness with a primary caregiver can stunt an infant’s growth. a. True b. False ANSWER: True Infants need love, physical and emotional closeness, stimulation, and a secure feeling.

RATIONALE: Without this they may develop a condition known as failure to thrive which interferes with growth (stunting) and mental development.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Abuse and Neglect QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 9. An abusive adult’s behavior is often impulsive and easily provoked. a. True b. False ANSWER: True Abusive adults often have poor anger and impulse control, low stress tolerance, and poor RATIONALE: problem-solving abilities. As a result, they act out of emotion and without rational thought.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Understanding the Risk Factors for Maltreatment QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.04 - Describe factors that may perpetuate abusive or neglectful acts.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 10. Children who are maltreated find it easy to establish trusting relationships with their teachers. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: False Children who have been maltreated have difficulty forming trusting relationships.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Trauma-Informed Practices and the Teacher’s Role QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.07 - Discuss the concept of trauma-informed support and describe the teacher’s role.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Understand 11. Redirecting and ignoring are effective strategies for addressing children’s misbehavior. a. True b. False ANSWER: True Redirecting and ignoring are effective behavior management strategies. These approaches RATIONALE: gradually extinguish undesirable behavior by removing adult attention. Responding to a child’s misbehavior can increase the undesirable behavior because it gains the attention that children want.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Protective Steps for Programs and Educators QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.05 - Discuss the protective steps that programs can take to avoid allegations of abuse.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 12. Child maltreatment is a contemporary phenomenon. a. True b. False ANSWER: False Children have been victims of abuse and neglect forever. It is only in the last century that RATIONALE: the problem has been acknowledged and addressed publicly.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Historical Developments QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.01 - Explain the significance of Public Law 93-247.

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NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 13. Abusive adults tend to exhibit all the following characteristics EXCEPT: a. a belief in harsh punishment. b. a dependency on their children for love and affection. c. poor self-concept. d. a strong social network of friends.

ANSWER: d Abusive adults have difficulty with trust issues and forming lasting relationships. This RATIONALE: often contributes to their social isolation and loneliness.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Understanding the Risk Factors for Maltreatment QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.04 - Describe factors that may perpetuate abusive or neglectful acts.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 14. Malnutrition, lack of proper clothing, and inadequate adult supervision are examples of: a. verbal abuse. b. physical neglect. c. emotional neglect. d. physical abuse.

ANSWER: b Physical neglect includes the failure to protect children’s welfare (supervision) and to meet RATIONALE: their basic physical needs (e.g., food, shelter, clothing, cleanliness).

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Abuse and Neglect QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 15. A child is legally defined as an individual: a. under 18 years of age.

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b. under 16 years of age. c. 21 years and younger. d. 0 to 15 years.

ANSWER: a Child welfare laws in most states define a child as being under the age of 18.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Abuse and Neglect QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 16. Sexual abuse includes: a. only incidences involving actual intercourse. b. any sexual involvement between an adult and child. c. only sexual acts to which a child did not consent. d. rape and incest exclusively.

ANSWER: b Sexual abuse is defined as any situation in which a child is enticed or forced to participate RATIONALE: in activities of a sexual nature.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Abuse and Neglect QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 17. When parents are accused of child abuse, they often defend their actions on the basis of: a. hatred toward the child. b. desire to cause intentional harm. c. an attempt to discipline the child. d. lack of financial resources.

ANSWER: c Parents/guardians often rationalize their actions as attempts to discipline a child, not to RATIONALE: intentionally cause harm. However, their impulsive reactions, anger, and harsh Copyright Cengage Learning. Powered by Cognero.

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punishments may result in injury to the child.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Understanding the Risk Factors for Maltreatment QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.04 - Describe factors that may perpetuate abusive or neglectful acts.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Apply 18. Teachers can best help maltreated children by: a. reprimanding the family. b. establishing a trusting relationship with the child. c. referring the child for psychiatric evaluation. d. continuing to observe and monitor the situation.

ANSWER: b Teachers can best help children who have been maltreated by creating a supportive and RATIONALE: trusting environment. They must exercise considerable patience, accept children unconditionally, and be a positive role model.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Trauma-Informed Practices and the Teacher’s Role QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.07 - Discuss the concept of trauma-informed support and describe the teacher’s role.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Apply 19. Children are most frequently abused by: a. strangers. b. an alcoholic relative or babysitter. c. someone they know. d. an older child or sibling.

ANSWER: c In most cases, the perpetrator is someone the child knows and trusts.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Abuse and Neglect QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse Copyright Cengage Learning. Powered by Cognero.

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(physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Understand 20. Withholding food, failure to provide for the child’s hygiene, and leaving a three-year-old home alone are examples of: a. physical neglect. b. verbal abuse. c. emotional neglect. d. physical abuse.

ANSWER: a The failure to protect children’s welfare (supervision) and meet their basic physical needs RATIONALE: (e.g., food, shelter, clothing, cleanliness) is considered physical neglect.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Abuse and Neglect QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Apply 21. Threatening, belittling, degrading, or calling a child names are examples of: a. emotional abuse. b. physical neglect. c. physical abuse. d. failure to thrive.

ANSWER: a Emotional abuse involves repeated negative verbal assaults aimed at a child. Over time, RATIONALE: verbal assaults may turn into physical abuse.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Abuse and Neglect QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Apply Copyright Cengage Learning. Powered by Cognero.

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22. Child abuse laws are based on the fundamental belief that: a. families have certain obligations toward their children. b. teachers are more objective in recognizing signs of maltreatment. c. society supports the removal of children from abusive homes. d. adults should be punished for their actions.

ANSWER: a Parenting implies a legal responsibility to care for and to protect an underage child.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Reporting Laws QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.06 - Identify individuals who are mandated by law to report suspected abuse and neglect.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Understand 23. In most states, teachers are: a. required to prove abuse/neglect before reporting it to authorities. b. encouraged to investigate incidences of abuse/neglect. c. required by law to report suspected cases of maltreatment. d. mandated to inform the suspected family or individual.

ANSWER: c State reporting laws identify groups of persons, including teachers, who are required to RATIONALE: report suspected incidences of child abuse.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Reporting Laws QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.06 - Identify individuals who are mandated by law to report suspected abuse and neglect.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Understand 24. A three-year-old falls into the family swimming pool and drowns when his mother goes indoors to answer the doorbell. The mother is likely to be charged with: a. physical abuse. b. physical neglect. c. a misdemeanor. d. psychological abuse.

ANSWER: b Copyright Cengage Learning. Powered by Cognero.

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RATIONALE:

The mother is likely to be prosecuted for physical neglect because of her failure to properly supervise the child’s presence in a hazardous environment.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Abuse and Neglect QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Apply 25. In many cases of child maltreatment, stress is: a. the precipitating factor. b. not a factor. c. the only factor. d. a resulting factor.

ANSWER: a A stressful event is often the precipitating factor that pushes an adult over the edge and RATIONALE: results in a loss of control.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Understanding the Risk Factors for Maltreatment QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.04 - Describe factors that may perpetuate abusive or neglectful acts.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Understand 26. Adults who serve alcohol to underage children may be prosecuted for: a. physical abuse. b. physical neglect. c. emotional abuse. d. emotional neglect.

ANSWER: b Serving alcohol to minor children is considered endangerment and would lead to charges RATIONALE: of physical neglect.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Abuse and Neglect Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Apply 27. Abusive head trauma (formerly known as shaken baby syndrome): a. involves a failure to provide for the baby’s physical needs. b. describes an infant who shakes and screams when they become angry. c. is a condition experienced by babies who must be rocked and bounced before they can calm themselves. d. is a form of child abuse caused by vigorous shaking and violent tossing of an infant into the air.

ANSWER: d Vigorous or violent shaking or tossing of an infant can cause serious head trauma, RATIONALE: including fractures, blindness, brain damage, deafness, and learning disabilities.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Abuse and Neglect QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Apply 28. Allowing children to repeatedly skip school can result in the prosecution of parents for __________ __________ physical neglect ANSWER: neglect POINTS: 1 DIFFICULTY: Moderate REFERENCES: Abuse and Neglect QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Apply Copyright Cengage Learning. Powered by Cognero.

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29. The passage of the __________ in 1974 marked the first time that abusive treatment of children was officially acknowledged.

Child Abuse Prevention and Treatment Act ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Historical Developments QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.10.01 - Explain the significance of Public Law 93-247.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Remember 30. When used appropriately, __________ can be an effective method for teaching children socially acceptable behavior. discipline ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Discipline vs. Punishment QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.10.02 - Describe how discipline and punishment differ.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Understand 31. __________ __________ syndrome is a form of physical abuse that is observed in infants. Internal bleeding and bruising, brain damage, seizures, intellectual disability, and potential death can result.

Shaken baby ANSWER: Abusive head trauma POINTS: 1 DIFFICULTY: Moderate REFERENCES: Abuse and Neglect QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Understand 32. Teachers and health professionals are __________ to report suspected incidences of maltreatment to the proper Copyright Cengage Learning. Powered by Cognero.

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authorities.

ANSWER:

mandated required obligated POINTS: 1 DIFFICULTY: Easy REFERENCES: Reporting Laws QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.10.06 - Identify individuals who are mandated by law to report suspected abuse and neglect.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Remember 33. Abusive acts are frequently triggered by a __________ event, such as illness, unemployment, or poverty. stressful ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Understanding the Risk Factors for Maltreatment QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.10.04 - Describe factors that may perpetuate abusive or neglectful acts.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Understand 34. The __________, size, color, and severity of physical injuries should be carefully documented. location ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Trauma-Informed Practices and the Teacher’s Role QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.10.07 - Discuss the concept of trauma-informed support and describe the teacher’s role.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 35. Child abuse and neglect are usually observed as a __________ rather than as a single event.

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pattern ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Abuse and Neglect QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Understand 36. How do discipline and punishment differ?

The term discipline refers to expectations and positive guidance that help teach children ANSWER: acceptable behavior. Punishment is a negative response, often involving harsh physical, emotional, or verbal treatment for behavior the observer considers wrong or inappropriate.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Discipline vs. Punishment QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.10.02 - Describe how discipline and punishment differ.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Analyze 37. How can a teacher determine if a bump or bruise is a legitimate injury or an act of child abuse?

Several factors can be evaluated, including the child’s age and the location, size, and shape ANSWER: of the injury. Children who are not yet walking are not likely to have bruises on their body; children who accidentally stumble will put out their hands to break the fall. In almost all cases, a child who is being abused will also exhibit behavioral changes, such as fear of a particular adult.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Abuse and Neglect QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

personal, family, and community health.

Bloom’s: Analyze

38. In what ways can teachers create trauma-supportive environments for children?

Teachers should be positive role models. They can gradually build a trusting relationship ANSWER: with the child, offer unconditional acceptance, be a good listener, encourage the child’s efforts, praise successes, establish limits for acceptable behavior, provide consistent routines to help the child feel secure, encourage the child to talk about feelings and concerns (without adult judgment), and foster children’s resilience.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Trauma-Informed Practices and the Teacher’s Role QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.10.07 - Discuss the concept of trauma-informed support and describe the teacher’s role.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Analyze 39. What information should teachers record when they observe an incident of suspected abuse or neglect?

The type, location, size, and color of the injury should be noted. It is also important to note ANSWER: the child’s explanation, the family’s explanation, and any notable changes in the child’s behavior. If neglect is suspected, signs of hunger, uncleanliness, inappropriate dress, fatigue, or lack of medical care may be noted. Behavioral indicators, such as fear, withdrawal, or excessive fatigue, may also be observed.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Teacher’s Role QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.10.07 - Discuss the concept of trauma-informed support and describe the teacher’s role.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 40. Your nine-year-old wants to stay home alone while you go to the grocery store. How would you determine whether this is the right thing to do?

This decision should be based on several factors, including the child’s level of maturity, ANSWER: ability to comply with family rules, previous demonstrations of responsible behavior, and comfort level (with being left alone). Rehearse “what ifs” (What if someone comes to the door? What would you do if the telephone rings?) with the child to determine whether their judgment and responses are appropriate for the circumstances. The child can also be left home alone for brief trial periods, which can gradually be increased in length if the Copyright Cengage Learning. Powered by Cognero.

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child continues to feel confident.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Abuse and Neglect QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.10.03 - Define and provide an example for each category of abuse (physical, emotional/verbal, sexual) and neglect (physical and emotional/psychological).

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Analyze

Chapter 11 Planning for Children’s Health and Safety Education 1. Preschool-age children develop many of their lifetime health, safety, and nutrition attitudes and habits during the early years. a. True b. False ANSWER: True It is true that preschool-age children are forming lifelong attitudes and habits, especially as RATIONALE: they relate to health, safety, and nutrition. The values and practices they develop at this age will have a long-term influence on their lifestyle.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Family Involvement in Health and Safety Education Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.01 - Describe the benefits of including families in children’s learning experiences.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 2. School-age children are developmentally ready to learn about topics such as stress, the health benefits of consuming nutritious food, and communicable diseases. a. True b. False ANSWER: True School-age children are extremely curious and have developed advanced cognitive abilities RATIONALE: that enable them to understand more complex health, safety, and nutrition concepts.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 3. Inviting families to lead a classroom exercise and fitness program for four- and five-year-olds can be an effective strategy for encouraging and reinforcing fitness activities at home. a. True b. False ANSWER: True When families are involved in children’s classroom learning activities, they are more likely RATIONALE: to implement the same practices in their home.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Family Involvement in Health and Safety Education QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.01 - Describe the benefits of including families in children’s learning experiences.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 4. It is best to be spontaneous when planning health and safety experiences for young children. a. True b. False ANSWER: False Meaningful learning occurs when teachers plan and systematically build on children’s RATIONALE: knowledge and skills. Spontaneous and incidental learning opportunities can be beneficial but they should achieve an intended goal or purpose.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

appropriate teaching practices United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

Bloom’s: Understand

5. Showing pictures of diseased hearts to young children would be an effective, attention-getting technique for increasing their interest in physical fitness. a. True b. False ANSWER: False This would not be an appropriate or effective instructional approach. Young children do RATIONALE: not have the cognitive ability to understand the relationship between physical activity and heart disease (a condition that involves more than just physical activity). Engaging the children in a vigorous game of kick ball or tag and then talking about how it makes them feel would be more effective for helping them to understand the importance of physical fitness.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 6. Learning positive ways to express anger would be an appropriate learning activity to conduct with preschool-aged children. a. True b. False ANSWER: True This is an important topic to discuss with young children to show them alternative ways of RATIONALE: handling frustration and anger.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Effective Instructional Design QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply Copyright Cengage Learning. Powered by Cognero.

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7. Children’s developmental readiness should be considered when selecting topics for health/safety learning activities. a. True b. False ANSWER: True Lessons will not be meaningful or effective if children do not have the necessary cognitive RATIONALE: abilities or developmental skills.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Effective Instructional Design QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 8. Once children have learned and can demonstrate basic pedestrian safety concepts, it is a waste of time to repeat the same lessons. a. True b. False ANSWER: False Young children are quick to forget safety rules whenever they are excited or in a hurry. For RATIONALE: these reasons, it is important to continue repeating (and expanding) safety lessons.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Effective Instructional Design QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 9. Field trips can be an effective instructional method because children are involved in the learning experience. a. True b. False ANSWER: True True. Children learn best and retain the information longer when they participate in an RATIONALE: activity.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 10. Role-modeling would not be an effective technique for reinforcing hand washing skills with young children. a. True b. False ANSWER: False Role-modeling is an effective instructional method because young children tend to imitate RATIONALE: adult behavior.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Effective Instructional Design Family Involvement in Health and Safety Education QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.01 - Describe the benefits of including families in children’s learning experiences. hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 11. Topics selected for health/safety lessons should meet all of the following criteria EXCEPT: a. addressing current fads and controversial issues. b. improving the quality of children’s lives. c. meeting children’s individual needs and interests. d. being age and developmentally appropriate.

ANSWER: a Lesson topics and content should be age and developmentally appropriate and designed to RATIONALE: achieve specific goals, including improving children’s well-being and addressing their current needs and interests.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

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NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 6 - Students will demonstrate the ability to use goal-setting skills to enhance health.

KEYWORDS: Bloom’s: Apply 12. The primary goal of health/safety education for young children is to: a. understand the negative effects of commercial advertising. b. eliminate illness and injury. c. develop positive knowledge, attitudes, and practices. d. reduce medical care expenditures.

ANSWER: c The early years are an important time to help young children develop positive health and RATIONALE: safety attitudes, knowledge, and values that will carry over into adulthood.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 6 - Students will demonstrate the ability to use goal-setting skills to enhance health.

KEYWORDS: Bloom’s: Understand 13. Learning objectives: a. determine instructional methods. b. identify desirable and measurable changes in learner behavior. c. serve as measures of a teacher’s success or failure. d. provide information about how to scaffold lessons.

ANSWER: b Written objectives are designed to identify measurable changes in a learner’s behavior that RATIONALE: occur as a result of a lesson.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 6 - Students will demonstrate the ability to use goal-setting skills to enhance health.

KEYWORDS: Bloom’s: Understand Copyright Cengage Learning. Powered by Cognero.

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14. Instructional experiences for preschool children should last: a. no longer than 15 minutes. b. approximately 30 minutes. c. as long as the children want. d. 5 to 7 minutes.

ANSWER: a Preschool-age children still have a relatively short attention span. A learning activity that RATIONALE: lasts longer than 15 minutes is not likely to hold their attention and focus.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Effective Instructional Design QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 15. Activity plans: a. ensure that a lesson will be successful. b. Encourage advanced preparation and organization. c. are primarily beneficial for new teachers. d. determine how to arrange classroom schedules.

ANSWER: b When teachers spend time developing activity plans, they are more likely to be better RATIONALE: organized and prepared to present a lesson.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Activity Plans QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.04 - Develop health and safety activity plans based on the format outlined in this chapter.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 16. Introducing health/safety educational experiences during the early years is critical because: a. young children learn faster. b. children have more time for learning. c. the early years are formative years. d. young children have fewer distractions.

ANSWER: c The most important reason for introducing health/safety learning experiences during the RATIONALE: Copyright Cengage Learning. Powered by Cognero.

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early years is that children are forming many habits and attitudes that will carry over into their adult years.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.01 - Describe the benefits of including families in children’s learning experiences.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 17. An example of a measurable objective stated in behavioral terms is: a. “Children will understand …” b. “Children can learn …” c. “Children will know …” d. “Children can name …”

ANSWER: d The terms “to know”, “to understand”, and “to learn” are not objective or measurable. A RATIONALE: behavioral objective stating that children “will name” is specific and can be measured.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 6 - Students will demonstrate the ability to use goal-setting skills to enhance health.

KEYWORDS: Bloom’s: Apply 18. An instructional approach that maximizes children’s learning is: a. a teacher demonstration of correct tooth brushing techniques. b. a 10-minute talk about the benefits of proper dental care. c. a 5-minute session where children practice brushing their own teeth. d. a flannel board story about foods that are good/bad for your teeth.

ANSWER: c Children’s participation in any learning activity improves understanding and retention.

RATIONALE: POINTS: 1 DIFFICULTY: Difficult REFERENCES: Effective Instructional Design QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

appropriate teaching practices United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

Bloom’s: Analyze

19. Statements that describe the desired changes in learners’ behavior are called: a. behavioral attitudes and beliefs. b. incidental learning. c. behavioral objectives. d. learner concepts.

ANSWER: c Behavioral objectives identify clear and measurable changes in a child’s behavior that can RATIONALE: be expected to occur as a result of the lesson.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Effective Instructional Design QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 20. Health and safety learning experiences should: a. involve children. b. encourage children to be quiet observers. c. be spontaneous and unplanned. d. include several concepts during a lesson to maintain interest.

ANSWER: a Children’s involvement improves learning and retention.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Effective Instructional Design QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 21. The purpose of an assessment is to: a. measure positive changes in the learner’s behavior.

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b. serve as the final step in a lesson’s implementation. c. challenge the instructor’s ability to make a thoughtful presentation. d. aid an instructor in identifying an appropriate instructional method.

ANSWER: a Ongoing assessment provides the instructor with information about a lesson’s RATIONALE: effectiveness, which is determined by positive changes in learner behavior.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Effective Instructional Design QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 22. Professional development programs should: a. be conducted three to four times each year. b. be developed specifically for classroom teachers. c. only be required for new teachers. d. expand and update teachers’ knowledge and skills.

ANSWER: d The purpose of professional development programs is to provide teachers with new RATIONALE: information and teach them new skills.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Professional Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.02 - Discuss the importance of teachers’ participation in professional development training as it relates to children’s health and safety education.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 6 - Students will demonstrate the ability to use goal-setting skills to enhance health.

KEYWORDS: Bloom’s: Apply 23. Long-range planning for children’s health/safety education: a. is challenging and time-consuming for teachers. b. should focus only on spontaneous learning opportunities. c. ensures systematic teaching of basic concepts. d. is unnecessary for experienced teachers.

ANSWER: c When teachers engage in long-range planning, they are able to provide thoughtful RATIONALE: health/safety lessons that help children develop increasingly complex understanding, skills, Copyright Cengage Learning. Powered by Cognero.

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and practices.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 6 - Students will demonstrate the ability to use goal-setting skills to enhance health.

KEYWORDS: Bloom’s: Understand 24. Many of the health problems that people in North America experience today are the result of: a. new communicable disease strains. b. unhealthy dietary habits and inactivity. c. environmental contaminants. d. food shortages and pollution.

ANSWER: b Poor dietary practices and inactivity are responsible for many of the health problems (e.g., RATIONALE: heart disease, cancers, diabetes, hypertension, obesity) that individuals experience today.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.11.01 - Describe the benefits of including families in children’s learning experiences.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 25. Health and safety education is important during the early years because children are more __________ to new ideas, practices, and suggestions. receptive ANSWER: open POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.11.01 - Describe the benefits of including families in children’s learning experiences.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

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KEYWORDS:

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

Bloom’s: Understand

26. Dramatic play, field trips, and cooking experiences are effective instructional methods to use with young children because they __________ learning. reinforce ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 27. Teachers can stay current with the newest developments in children’s health and safety by participating in frequent __________ programs. professional development ANSWER: in-service POINTS: 1 DIFFICULTY: Easy REFERENCES: Professional Development QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.11.02 - Discuss the importance of teachers’ participation in professional development training as it relates to children’s health and safety education.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Understand 28. Children’s __________ and developmental abilities must be considered when planning health/safety educational experiences that will be meaningful and effective. age ANSWER: grade level POINTS: 1 DIFFICULTY: Easy REFERENCES: Effective Instructional Design QUESTION TYPE: Completion HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 29. Identifying the hazards of alcohol consumption would be an __________ topic choice of topics for a class of threeand four-year-olds. inappropriate ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.10.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Apply 30. Instructional techniques that hold children’s __________ are more likely to be engaging and to strengthen learning and retention. attention ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 6 - Students will demonstrate the ability to use goal-setting skills to enhance health.

KEYWORDS: Bloom’s: Analyze 31. Emphasizing the __________ aspects of a concept, rather than “good/bad” or “do/don’t” contrasts, avoids confusion and improves young children’s learning. positive ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 32. Behavioral changes that involve attitudes, habits, and values are often difficult to __________. measure ANSWER: assess evaluate POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 33. A written test would be an __________ method for evaluating a 5-year-old’s understanding about the relationship between germs and illness. inappropriate ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.10.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 34. Written activity plans help teachers prepare, __________, and evaluate children’s learning experiences. organize ANSWER: POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Easy REFERENCES: Effective Instructional Design QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Remember 35. Describe four ways that teachers can creatively involve families in a classroom unit about oral health.

A newsletter describing planned activities can be sent home prior to the unit. Families can ANSWER: be recruited to assist with classroom activities (tooth brushing), accompany the class on field trips (dental office), or share a skill or special information (about good nutrition) with the children. Families can also be asked to help prepare bulletin boards, a website, blog, or podcast that can be posted as a resource for all parents to access.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Family Involvement in Health and Safety Education QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.11.01 - Describe the benefits of including families in children’s learning experiences.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Create 36. Name three factors that reduce or interfere with the quality of children’s health.

Factors such as food insecurity and/or unhealthy eating habits, lack of physical activity, ANSWER: exposure to pollution, stress, or violence, poverty, lack of adequate medical or dental care, and substance abuse can lessen the quality of children’s health.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.11.01 - Describe the benefits of including families in children’s learning experiences.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

Bloom’s: Understand

37. Why are the early years an ideal time to provide children with health and safety education?

Young children spend much of their time gathering information and imitating the practices ANSWER: of others. They tend to be more open and receptive to new ideas and values concerning health because they are not as burdened by unhealthy habits and inaccurate information as are many adults.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design Introduction QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 38. Where do young children learn many of their health/safety/nutrition information, values, and habits?

From their family, peers, adults they respect (such as teachers), and television.

ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Family Involvement in Health and Safety Education QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.11.01 - Describe the benefits of including families in children’s learning experiences.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Understand 39. Describe three instructional methods that actively involve children in learning experiences.

Methods that actively involve children in learning include dramatic play, field trips, art ANSWER: activities, actual experiences, puppet shows, games, songs, and experiments.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

Copyright Cengage Learning. Powered by Cognero.

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NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 7 - Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks.

KEYWORDS: Bloom’s: Analyze 40. If you were mentoring a newly hired teacher who was interested in presenting a unit on food safety, what suggestions would you have to help them get started?

First, it would be important for the new teacher to determine what children may already ANSWER: know about food safety so that learning activities can be designed to reinforce and build on this knowledge foundation. You might also encourage the new teacher to use the National Health Education Standards (see https://www.cdc.gov/healthyschools/sher/standards) to identify topics and behavioral indicators that are most appropriate for children at a given grade level. You might also suggest that the teacher search for lesson plans posted on reputable websites to find ideas and activities that they may want to include. Once the new teacher has determined specific topics to be address, they should be encouraged to create written activity plans that identify behavioral objectives, instructional methods, content, and assessment measures.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Effective Instructional Design QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.11.03 - Identify and describe the four basic elements of instructional design.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 8 - Students will demonstrate the ability to advocate for personal, family, and community health.

KEYWORDS: Bloom’s: Create

Chapter 12 Nutrition Guidelines 1. Plant proteins, such as nut products, dry peas and beans, and tofu are acceptable protein equivalents. a. True b. False ANSWER: True Plant-based foods provide protein that is approximately equivalent to meat. There are many RATIONALE: reasons (e.g., health, economics, environmental) why plant-based proteins are considered to be more desirable than animal-based proteins.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: MyPlate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

information, products, and service to enhance health.

Bloom’s: Understand

2. Dietary Reference Intakes (DRIs) are useful for evaluating the nutrient contribution of foods that an individual consumes. a. True b. False ANSWER: True DRIs serve as the master nutrient planning guidelines in the U.S. and Canada. They are RATIONALE: used to establish dietary goals, provide nutrient information on food labels, and calculate the nutrient contribution of foods consumed.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Dietary Reference Intakes QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.01 - Calculate the nutrient content of a meal.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 3. Manufacturers are required to add certain vitamins and minerals to breads, cereals, and other grain products to replace those removed during processing. a. True b. False ANSWER: True Food manufacturers are required by law to fortify breads, cereals, and other grain products RATIONALE: with iron, calcium, and B vitamins (thiamin, riboflavin, and niacin) to replace those lost during processing. Additionally, most manufacturers today also add folacin, a vitamin that significantly reduces certain birth defects.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: MyPlate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 4. Protein is the only nutrient that all individuals require in the same amount. a. True b. False ANSWER: False The amount of protein an individual requires varies according to age and stage of growth.

RATIONALE: Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy REFERENCES: My Plate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 5. Fats and carbohydrates each yield 9 calories per gram. a. True b. False ANSWER: False Fats provide 9 calories per gram; carbohydrates yield 4 calories per gram.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.01 - Calculate the nutrient content of a meal.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 6. DRIs are reported for specific ages and gender. a. True b. False ANSWER: True DRIs are provided by life stage (age) and gender.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Dietary Reference Intakes QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.01 - Calculate the nutrient content of a meal.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 7. A majority of children consume the recommended daily servings of fruits and vegetables. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: RATIONALE:

False Many children do not consume the recommended servings of fruits and vegetables each day.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Dietary Guidelines for Americans QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.02 - Use the Dietary Guidelines for Americans to achieve your personal nutritional goals.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 8. All these foods contribute saturated fat and cholesterol to a person’s diet EXCEPT: a. peanut butter. b. baked chicken. c. reduced-fat bacon. d. eggs.

ANSWER: a Chicken, bacon, and eggs are animal-based proteins that contain saturated fat and RATIONALE: cholesterol. Peanut butter is a plant-based protein that does not have saturated fat or cholesterol.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: MyPlate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.02 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 9. Milk is a rich source of dietary calcium and iron. a. True b. False ANSWER: False Milk is a rich calcium source but it does not contribute iron to a child’s diet.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: MyPlate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients Copyright Cengage Learning. Powered by Cognero.

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that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 10. Nutrient recommendations established in the Dietary Guidelines for Americans serve as the standard upon which most federal nutrition programs are based. a. True b. False ANSWER: True Federal nutrition policies and programs are based on recommendations established in the RATIONALE: Dietary Guidelines for Americans.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Dietary Guidelines for Americans QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.02 - Use the Dietary Guidelines for Americans to achieve your personal nutritional goals.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 11. The Grains food group is the only one that supplies dietary fiber. a. True b. False ANSWER: False Dietary fiber is supplied by whole grains, fruits, and vegetables.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: MyPlate QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 12. Which of these foods do not yield dietary fiber? a. Meats and seafood b. Fresh and frozen fruits c. Whole grain breads, crackers, cereals, and pastas d. Raw vegetables and lettuce salads Copyright Cengage Learning. Powered by Cognero.

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ANSWER: a Meat, poultry, and seafood do not supply any dietary fiber.

RATIONALE: POINTS: 1 DIFFICULTY: Difficult REFERENCES: MyPlate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 13. The Dietary Guidelines for Americans recommend all of these lifestyle behaviors EXCEPT: a. eliminating carbohydrates from one’s diet. b. including more nutrient-dense foods each day. c. consuming a variety of fruits and vegetables daily. d. limiting added sugars, saturated fats, and sodium.

ANSWER: a The Dietary Guidelines for Americans does not recommend eliminating carbohydrates RATIONALE: from a person’s diet. Carbohydrates supply energy and several important vitamins and minerals.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Dietary Guidelines for Americans QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.02 - Use the Dietary Guidelines for Americans to achieve your personal nutritional goals.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 14. The guideline that includes the most individualized nutrient information in terms of age/gender groupings is(are): a. MyPlate. b. DRIs. c. Percent of Daily Values. d. Healthy People 2030.

ANSWER: b The DRIs values are provided according to life stage and gender.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Dietary Reference Intakes QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.12.02 - Use the Dietary Guidelines for Americans to achieve your personal nutritional goals.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 15. A standard serving of Food “X” provides 10% of a child’s calories and the following percentages of U.S. RDAs: thiamin 25%, niacin 25%, riboflavin 25%, vitamin C 5%, vitamin A 30%, and iron 4%. This food would be considered: a. nutrient dense. b. calorie dense. c. a good mineral source. d. insufficient information is provided.

ANSWER: d The information is insufficient. It would be necessary to know the child’s age and the RATIONALE: number of calories in Food X to determine if it was nutrient- or calorie-dense.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Food Labels QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.04 - Evaluate the nutritional quality of a food item from its package label.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 16. The omission of fruits and vegetables from a child’s diet seriously reduces the availability of all the following nutrients EXCEPT: a. fiber. b. high-quality protein. c. vitamin C. d. vitamin A. ANSWER: b Fruits and vegetables do not contribute any dietary protein, but they do supply fiber and RATIONALE: vitamins A and C. POINTS: 1 DIFFICULTY: Moderate REFERENCES: MyPlate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze Copyright Cengage Learning. Powered by Cognero.

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17. Which two nutrients would most likely be deficient in a child’s diet if milk was consumed to the exclusion of other food groups? a. Calcium and iron b. Vitamin C and iron c. Protein and riboflavin d. Riboflavin and thiamin ANSWER: b Milk is a poor source of iron and vitamin C. RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: MyPlate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 18. Nutrient groups that function to build body tissues are: a. proteins and fats. b. carbohydrates and vitamins. c. fats and minerals. d. proteins and minerals.

ANSWER: d Protein and minerals are two nutrients that are essential for the repair and building of body RATIONALE: tissues.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.01 - Calculate the nutrient content of a meal.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 19. A 5-year-old child should have the equivalent of __________ cup(s) of milk each day. a. 1 b. 2 c. 2 1/2 d. 3 ANSWER: c Five-year-olds should consume the equivalent of 2 1/2 cups of milk daily.

RATIONALE: POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: MyPlate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 20. A child’s daily nutrient requirements can best be met by consuming: a. a wide variety of food. b. at least one quart of milk each day. c. larger quantities of food. d. fresh fruit and vegetables in season.

ANSWER: a Consuming a wide variety of foods each day improves an individual’s chances of meeting RATIONALE: all nutrient requirements.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Dietary Guidelines for Americans QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.02 - Use the Dietary Guidelines for Americans to achieve your personal nutritional goals.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 21. Nutrient groups that yield energy include: a. protein, fats, and carbohydrates. b. fats, vitamins, and minerals. c. complex carbohydrates, water, and vitamins. d. water, vitamins, and minerals.

ANSWER: a Proteins and carbohydrates supply 4 calories per gram and fats yield 9 calories per gram.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.01 - Calculate the nutrient content of a meal.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember Copyright Cengage Learning. Powered by Cognero.

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22. Six grams of butter would yield how many calories? a. 24 b. 30 c. 45 d. 54 ANSWER: d Each fat gram yields 9 calories, so 6 grams of butter would supply 54 calories (9x6=54).

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.01 - Calculate the nutrient content of a meal.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 23. Proteins perform all of these roles in the human body EXCEPT: a. growth and repair of body tissue. b. regulation of body functions. c. energy source. d. positive immune response.

ANSWER: d Proteins are the only nutrient involved in all three major body functions: growth and repair RATIONALE: of body tissues, regulation of body functions, and energy source.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.01 - Calculate the nutrient content of a meal.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 24. Whole fruit yields more __________ than fruit juices or drinks. a. protein b. fiber c. carbohydrate d. calories ANSWER: b Consuming whole fruit is preferable because it contains fiber, which is lacking in most RATIONALE: fruit juices and drinks.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: MyPlate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.02 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 25. Which item does not contribute cholesterol to a person’s diet? a. Butter b. Cream cheese c. Canola oil d. Mayonnaise ANSWER: c Plant-based oils, such as canola, corn, and olive, are recommended because they do not RATIONALE: supply cholesterol. Butter, cream cheese, and mayonnaise are made from animal-based fats and, thus, contain dietary cholesterol.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: MyPlate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 26. The Dietary Guidelines for Americans recommend that individuals reduce sodium intake to lower their risk of: a. hypothermia. b. hypertrophy. c. hypertension. d. hyperglycemia.

ANSWER: c Individuals are encouraged to consume no more than 2,300 mg of dietary sodium each day.

RATIONALE: Some individuals (e.g., Hispanic-Americans, African-Americans, Native-Americans, and Asian-Americans) are at higher risk for developing hypertension and should monitor their sodium intake closely.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Dietary Reference Intakes QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.12.02 - Use the Dietary Guidelines for Americans to achieve your personal nutritional goals.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 27. Complex carbohydrates are a nutrient strength of the __________ food group. grain ANSWER: grains POINTS: 1 DIFFICULTY: Moderate REFERENCES: MyPlate QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 28. Fruits and vegetables are the major sources of vitamins __________ and __________.

A, C ANSWER: C, A POINTS: 1 DIFFICULTY: Easy REFERENCES: MyPlate QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 29. Nutrients that can only be obtained from food are referred to as __________. essential ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.12.01 - Calculate the nutrient content of a meal.

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NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 30. Potential food allergens, such as eggs, nuts, milk, wheat, and shellfish, must be identified on product __________.

Labels ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Food Labels QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.12.04 - Evaluate the nutritional quality of a food item from its package label.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 31. Manufacturers can include health claims on their product labels as long as there is __________ to support them. scientific evidence ANSWER: evidence POINTS: 1 DIFFICULTY: Moderate REFERENCES: Food Labels QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.12.04 - Evaluate the nutritional quality of a food item from its package label.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 32. All commercially prepared cereals and breads are now fortified with __________ to reduce the incidence of spina bifida in infants. folacin ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: MyPlate QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

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KEYWORDS:

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

Bloom’s: Remember

33. Milk or milk products should be consumed daily to ensure that the mineral __________ is obtained in the amount needed. calcium ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: MyPlate QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 34. What three general functions do nutrients perform in the body?

Nutrients provide energy, build and repair tissue, and regulate body functions.

ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Introduction QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.12.01 - Calculate the nutrient content of a meal.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 35. What is an essential nutrient?

An essential nutrient is one that the body cannot synthesize in the amount needed, so it ANSWER: must be supplied from food.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introduction QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.12.04 - Evaluate the nutritional quality of a food item from its package label.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

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KEYWORDS:

Bloom’s: Analyze

36. Why are enriched cereal products not as nutritious as whole grain cereals?

Although enriched cereal products have had some nutrients replaced, they may still lack ANSWER: others that were removed during processing. Enriched cereals also tend to have added sugars and less dietary fiber than whole grain products.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: MyPlate QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 37. Define the term “empty calories” and explain what it means in terms of an individual’s diet.

Empty calories consist primarily of fats and sugars. They contribute few nutrients (e.g., ANSWER: protein, vitamins, minerals) that the body requires. Additionally, they can lead to weight gain when consumed in excess or to the exclusion of other essential foods.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: MyPlate QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 38. Identify at least three vegetables that are a rich source of vitamin C. There are several, including cauliflower, broccoli, sweet peppers (green, red, yellow), ANSWER: tomatoes, spinach, mustard greens, and cabbage.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: MyPlate QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.12.03 - Identify the five MyPlate food groups and the major nutrients that each contributes.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

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KEYWORDS:

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

Bloom’s: Apply

39. If you were preparing to teach a “healthy eating” class for adults at your local community center, what general recommendations would you offer based on the Dietary Guidelines for Americans?

Several important recommendations that should be addressed include: ANSWER: - meeting nutrient requirements within caloric needs by including a variety of nutrientdense foods each day and limiting fats, cholesterol, added sugars, and salt (sodium) - maintaining a healthy balance of calories consumed with calories burned - including a variety of fresh fruits and vegetables, whole-grain, and low-fat dairy products - consuming less than 10 percent of daily calories from saturated fats - consuming more whole grains (at least half of all grains consumed) - lowering sodium/salt intake to no more than 2,300 mg daily, by including fewer processed and fast foods - drinking alcohol in moderation (no more than two drinks/day for men; one drink/day for women), and avoiding alcohol if pregnant or breastfeeding - consuming less than 10 percent of daily calories from added sugars - replacing calorie-dense (sugar-laden) beverages with healthier options POINTS: 1 DIFFICULTY: Moderate REFERENCES: Dietary Guidelines for Americans QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.12.02 - Use the Dietary Guidelines for Americans to achieve your personal nutritional goals.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 40. You are interested in buying a frozen pizza and notice one brand that says “light and flavorful” on the front of the package. What does the term “light” indicate?

Manufacturers are required to meet specific guidelines when using the term “light” on their ANSWER: packaging. Light or lite has two meanings: one-third fewer calories or 50% less fat than a similar/regular pizza; and/or, 50% less sodium than a similar/regular pizza.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Food Labels QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.12.04 - Evaluate the nutritional quality of a food item from its package label.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze, Apply Copyright Cengage Learning. Powered by Cognero.

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Chapter 13 Nutrients that Provide Energy (Carbohydrates, Fates, and Proteins) 1. Basal metabolic rate (BMR) refers to the calories an individual burns during physical activity. a. True b. False ANSWER: False BMR is the amount of energy required to perform all involuntary body functions, such as RATIONALE: breathing, circulation, heartbeat, and cell division.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Food as an Energy Source QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.01 - Identify the three nutrient groups that supply energy and the amount that each contributes.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 2. Calorie-wise, swimming for 20 minutes would justify eating a large candy bar or ice cream cone. a. True b. False ANSWER: False A 130 pound person who swam for 20 minutes would burn approximately 200 calories. A RATIONALE: large candy bar has approximately 400 calories; a waffle cone with two scoops of chocolate ice cream has approximately 500 calories.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Food as an Energy Source QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.01 - Identify the three nutrient groups that supply energy and the amount that each contributes.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 3. Carbohydrates should satisfy the majority of an adult’s and child’s energy needs. a. True b. False ANSWER: True At least half of an adult’s and child’s daily calories should be derived from carbohydrates, RATIONALE: primarily complex carbohydrates. Carbohydrates provide a relatively inexpensive, steady Copyright Cengage Learning. Powered by Cognero.

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energy source.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Carbohydrates as an Energy Source QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.02 - Explain why children and adults are encouraged to increase complex carbohydrates and reduce refined sugars in their diet.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 4. Starch, lactose, and sucrose must all be digested before the body is able to use them as an energy source. a. True b. False ANSWER: True Sucrose and lactose are compound sugars that must be broken down into single sugar units RATIONALE: before they can be absorbed. Starch is a complex carbohydrate that must also be broken down into a simple sugar unit before the body can absorb and utilize it for energy.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Carbohydrates as an Energy Source QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.02 - Explain why children and adults are encouraged to increase complex carbohydrates and reduce refined sugars in their diet.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 5. The body will use protein for energy if a child is not consuming adequate calories from fat and carbohydrates. a. True b. False ANSWER: True When adequate calories are obtained from fats and carbohydrates, the body can use RATIONALE: proteins for growth and repair of body tissues rather than for energy.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Food as an Energy Source QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.01 - Identify the three nutrient groups that supply energy and the amount that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

promotion and disease prevention to enhance health.

Bloom’s: Understand

6. Cellulose does not qualify as a nutrient but deserves to be given serious consideration in planning a healthy diet. a. True b. False ANSWER: True Cellulose (dietary fiber) is not considered a nutrient because the body cannot digest or RATIONALE: absorb it. However, cellulose plays an important role in decreasing cholesterol production and removing it from the body.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Carbohydrates as an Energy Source QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.02 - Explain why children and adults are encouraged to increase complex carbohydrates and reduce refined sugars in their diet.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 7. An infant’s high-for-size energy needs are due to rapid growth. a. True b. False ANSWER: True Infants require more calories per pound (of body weight) than older children or adults. This RATIONALE: is due to their rapid growth rate during the first year.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Food as an Energy Source QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.01 - Identify the three nutrient groups that supply energy and the amount that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 8. Fats yield more than twice as many calories per gram than do proteins or carbohydrates. a. True b. False ANSWER: True Fats yield 9 calories per gram; proteins and carbohydrates each yield 4 calories per gram.

RATIONALE: POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Fats as an Energy Source QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.03 - Plan meals for one day with less than 10 percent of the calories from saturated fats and from added sugars.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 9. Eating more fruit is an effective way to eliminate sugar from your diet. a. True b. False ANSWER: False Fruit contains fructose (simple sugar) in addition to dietary fiber and vitamins, which are RATIONALE: important for health. Fructose is also a natural sugar that is not refined.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Carbohydrates as an Energy Source QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.02 - Explain why children and adults are encouraged to increase complex carbohydrates and reduce refined sugars in their diet.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 10. Unsaturated fats are found primarily in animal-source foods. a. True b. False ANSWER: False Unsaturated fats are derived from plant-based foods. Saturated fats are found in animalRATIONALE: based foods.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Fats as an Energy Source QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.03 - Plan meals for one day with less than 10 percent of the calories from saturated fats and from added sugars.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 11. All of these nutrient classes supply energy EXCEPT: a. vitamins. b. carbohydrates.

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c. proteins. d. fats.

ANSWER: a Vitamins do not contain or supply any energy.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Food as an Energy Source QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.01 - Identify the three nutrient groups that supply energy and the amount that each contributes.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 12. In what form is the energy derived from carbohydrates stored in the body? a. Glycogen b. Lactose c. Sucrose d. Fatty acids ANSWER: a Carbohydrates are broken down into simple sugar molecules and stored as glycogen in the RATIONALE: pancreas.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Carbohydrates as an Energy Source QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.02 - Explain why children and adults are encouraged to increase complex carbohydrates and reduce refined sugars in their diet.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 13. The most concentrated source of energy is supplied by: a. carbohydrates. b. water. c. proteins. d. fats.

ANSWER: d Fats yield 9 calories per gram; protein and carbohydrates each supply 4 calories per gram.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Fats as an Energy Source QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.03 - Plan meals for one day with less than 10 percent of the calories from saturated fats and from added sugars.

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NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 14. Sugars, starches, and some fibers are classified as: a. vitamins. b. carbohydrates. c. proteins. d. fats.

ANSWER: b Carbohydrates consist of sugars (simple carbohydrates), starches (complex carbohydrates), RATIONALE: and fiber.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Carbohydrates as an Energy Source QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.02 - Explain why children and adults are encouraged to increase complex carbohydrates and reduce refined sugars in their diet.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 15. When carbohydrates are completely digested, the end product consists of: a. amino acids. b. fats. c. simple sugars. d. fiber.

ANSWER: c Carbohydrates are broken down into simple sugar units during digestion.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Carbohydrates as an Energy Source QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.02 - Explain why children and adults are encouraged to increase complex carbohydrates and reduce refined sugars in their diet.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 16. If 50 percent of a child’s 1,800 calories is derived from carbohydrates, the diet would contain __________ of carbohydrates. a. 200 grams b. 300 grams c. 225 grams d. 180 grams ANSWER: c Fifty percent of 1,800 calories is 900 calories. Each carbohydrate gram is equal to 4 RATIONALE: calories, so you would divide 900 by 4, which equals 225 grams of carbohydrate.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Difficult REFERENCES: Carbohydrates as an Energy Source QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.02 - Explain why children and adults are encouraged to increase complex carbohydrates and reduce refined sugars in their diet.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 17. Which factor accounts for the most variation in meeting a child’s total caloric needs? a. Gender b. Physical activity c. Basal metabolic rate d. Age ANSWER: b Age, gender, and/or BMR account for very little variance in the number of calories RATIONALE: required. However, individuals have significant ability to alter the number of calories required each day by varying the amount of physical activity in which they engage.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Food as an Energy Source QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.01 - Identify the three nutrient groups that supply energy and the amount that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 18. The food combination that contains the most fat is: a. butter, milk, and olive oil. b. bread, vegetables, and meat. c. meat, milk, and eggs. d. bread, vegetables, and cheese.

ANSWER: a Butter and olive oil are pure fats. Milk is also high in saturated fats. Consequently, this RATIONALE: group (a) contains the highest fat content.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Fats as an Energy Source QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.03 - Plan meals for one day with less than 10 percent of the calories from saturated fats and from added sugars.

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NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 19. The fat in beef, lamb, poultry, and butter contains high amounts of: a. saturated fat and cholesterol. b. polyunsaturated fatty acids (PUFAs). c. triglycerides and cholesterol. d. unsaturated fats and cholesterol.

ANSWER: a Meats and butter contain high levels of saturated (animal-based) fat and cholesterol.

RATIONALE: POINTS: 1 DIFFICULTY: Difficult REFERENCES: Fats as an Energy Source QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.03 - Plan meals for one day that include less than 10 percent of their calories from each of saturated fats and added sugars.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 20. Which statement about fat is true? a. Children younger than age 2 require dietary fat for healthy growth. b. All fats are bad and should be eliminated from a person’s diet. c. Fats yield 4 calories per gram. d. All fats contain cholesterol.

ANSWER: a Children younger than age 2 require fat for healthy brain and neurological development.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Fats as an Energy Source QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.03 - Plan meals for one day with less than 10 percent of the calories from saturated fats and from added sugars.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 21. Thermic energy represents the calories required to perform what activity? a. Running b. Sleeping c. Thinking d. Digesting ANSWER: d Copyright Cengage Learning. Powered by Cognero.

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RATIONALE:

Thermic energy refers to the calories required to digest, metabolize, and absorb the nutrients in foods that are consumed.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Food as an Energy Source QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.01 - Identify the three nutrient groups that supply energy and the amount that each contributes.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 22. An overweight child should: a. be placed on a calorie-restricted diet. b. participate in more physical activity. c. be punished for over-eating. d. not be a cause for concern because they will gradually outgrow this condition.

ANSWER: b Young children should not be placed on a calorie-restricted diet unless they are being RATIONALE: supervised by a health care provider. Children have a critical need for a well-balanced diet that supplies the nutrients essential for healthy growth and development. Increasing children’s physical activity is a more desirable approach to weight control and/or reduction.

POINTS: 1 DIFFICULTY: moderate REFERENCES: Food as an Energy Source QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.01 - Identify the three nutrient groups that supply energy and the amount that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 23. Which of the following foods would contribute fats that are primarily unsaturated? a. Hot dogs, hamburgers, and cold cuts b. Cheese slices, fish sticks, and ice cream c. Pepperoni pizza, spaghetti, and meatballs d. Black bean burrito and peanut butter ANSWER: d Black beans and peanut butter are plant-based foods and do not contain saturated fats. All RATIONALE: the other choices include items that are derived from animal products and, thus, have saturated fat.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Fats as an Energy Source QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.03 - Plan meals for one day with less than 10 percent of the calories from saturated fats and from added sugars.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze 24. The amount of energy in a food is called: a. thermic energy. b. fat. c. calories. d. glycerol.

ANSWER: c The energy derived from food is referred to as calories.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Food as an Energy Source QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.01 - Identify the three nutrient groups that supply energy and the amount that each contributes.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 25. Foods that would contribute the most dietary cholesterol include: a. breads, cereals, and vegetable oils. b. dried beans and starchy vegetables. c. poultry, cheese, and milk. d. fresh fruits and breads.

ANSWER: c Cholesterol is only found in animal-based foods, such as poultry, cheese, and milk.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Fats as an Energy Source QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.13.03 - Plan meals for one day with less than 10 percent of the calories from saturated fats and from added sugars.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply Copyright Cengage Learning. Powered by Cognero.

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26. Nutrients vary in their energy value; the per gram caloric value for carbohydrates and proteins is __________ and fat is __________.

4, 9 ANSWER: four, nine POINTS: 1 DIFFICULTY: Moderate REFERENCES: Food as an Energy Source QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.13.01 - Identify the three nutrient groups that supply energy and the amount that each contributes.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 27. Basal metabolic energy needs are determined by __________ activities. involuntary ANSWER: Food as an Energy Source RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Food as an Energy Source QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.13.01 - Identify the three nutrient groups that supply energy and the amount that each contributes.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 28. A child’s basal metabolic needs are __________ than the energy required for voluntary physical activity. greater ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Food as an Energy Source QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.13.01 - Identify the three nutrient groups that supply energy and the amount that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand Copyright Cengage Learning. Powered by Cognero.

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29. __________ is the least sweet sugar, and __________ is the sweetest of all sugars.

Lactose, fructose ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Carbohydrates as an Energy Source QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.13.02 - Explain why children and adults are encouraged to increase complex carbohydrates and reduce refined sugars in their diet.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 30. The form of carbohydrate that circulates in the blood stream (blood sugar) is called __________. glucose ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Carbohydrates as an Energy Source QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.13.02 - Explain why children and adults are encouraged to increase complex carbohydrates and reduce refined sugars in their diet.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 31. __________ is a complex carbohydrate found in fruits and vegetables that humans are not able to digest.

Cellulose ANSWER: Fiber POINTS: 1 DIFFICULTY: Moderate REFERENCES: Carbohydrates as an Energy Source QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.13.02 - Explain why children and adults are encouraged to increase complex carbohydrates and reduce refined sugars in their diet.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 32. Individuals are encouraged to limit their intake of animal-source foods because they are typically high in __________ Copyright Cengage Learning. Powered by Cognero.

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fats and may increase the risk of cardiovascular disease. saturated ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Fats as an Energy Source QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.13.03 - Plan meals for one day with less than 10 percent of the calories from saturated fats and from added sugars.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 33. Cholesterol is found only in __________ source foods. animal ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Fats as an Energy Source QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.13.03 - Plan meals for one day with less than 10 percent of the calories from saturated fats and from added sugars.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 34. Proteins must be broken down into __________ __________ before they can be used for tissue growth and repair. amino acids ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Proteins as an Energy Source QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.13.04 - Discuss why proteins are not considered an ideal energy source.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 35. Why is it important not to restrict fat in an infant’s or toddler’s diet?

Children younger than 2 years require fat to: (a) promote normal brain and nerve tissue ANSWER: development, (b) provide essential fatty acids, and (c) supply a concentrated energy source Copyright Cengage Learning. Powered by Cognero.

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to meet high calorie needs within the child’s limited stomach capacity.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Fats as an Energy Source QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.13.03 - Plan meals for one day with less than 10 percent of the calories from saturated fats and from added sugars.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 36. What benefits are associated with increasing a child’s level of physical activity?

Physically active play encourages physical, sensorimotor, and social development. It ANSWER: increases energy expenditure and improves children’s appetites so they are likely to consume more food and take in the essential nutrients. Increased activity also lowers the risk of obesity and decreases the frequency of behavior problems.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Food as an Energy Source QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.13.01 - Identify the three nutrient groups that supply energy and the amount that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 37. Why should a child who has the genetic disease PKU not be given foods that contain aspartame, a commonly used artificial low-calorie sweetener?

A child who has PKU cannot properly metabolize the amino acid phenylalanine (one of the ANSWER: two amino acids that make up aspartame—an artificial sugar substitute). As a result, toxic levels of this substance can build up and cause severe brain damage.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Carbohydrates as an Energy Source QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.13.02 - Explain why children and adults are encouraged to increase complex carbohydrates and reduce refined sugars in their diet.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

Bloom’s: Analyze

38. Why should a child younger than 2 years not be fed skim milk?

Children younger than 2 years require the essential fats in whole milk for healthy growth ANSWER: and neurological development. Fats are also needed to meet children’s high caloric needs, given their tendency to consume small amounts of food.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Fats as an Energy Source QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.13.03 - Plan meals for one day with less than 10 percent of the calories from saturated fats and from added sugars.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze 39. What benefits does the lactose in breast milk and formula offer for the young infant?

Lactose is less sweet, facilitates the absorption of calcium, and establishes and maintains ANSWER: the lactobacillus organisms (good bacteria) in the infant’s intestines.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Carbohydrates as an Energy Source QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.13.02 - Explain why children and adults are encouraged to increase complex carbohydrates and reduce refined sugars in their diet.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 40. Compare the energy needs of a 45-pound, 4-year-old child with the energy needs of his 120-pound mother. Explain why the child’s energy need is greater than that of his mother?

This 4-year-old child requires approximately 40 calories × 45 pounds, whereas his mother ANSWER: needs approximately 18 calories × 120 pounds. The child’s basal metabolic rate is significantly higher than his mother’s and he is also growing more rapidly. These combined factors translate into a high energy demand. Although the mother’s body continues to undergo some growth (cell repair and maintenance) the rate is significantly slower and, thus, she requires less energy (calories). In addition, the 4-year-old is probably more physically active than his mother!

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Food as an Energy Source QUESTION TYPE: Essay Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.13.01 - Identify the three nutrient groups that supply energy and the amount that each contributes.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Evaluate

Chapter 14 Nutrients that Promote Growth and Regulate Body Functions 1. Every part of your body that you can touch, feel, or see contains protein and minerals. a. True b. False ANSWER: True Every cell in the body, including hair, skin, muscle, bone, blood and other body fluids, is RATIONALE: made from protein and a variety of minerals (e.g., iron, calcium, potassium, copper, zinc, selenium, magnesium, sodium).

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Proteins QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.02 - Explain how complete and incomplete proteins differ and provide several examples of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 2. The production, storage, and release of energy from carbohydrates and fats depend upon the availability of calcium and sodium. a. True b. False ANSWER: False Phosphorus, magnesium, iodine, and iron are involved in the enzymes, coenzymes, and RATIONALE: hormones that control energy metabolism.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Minerals QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.04 - Describe the major roles that minerals perform in maintaining normal body functions.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

Bloom’s: Remember

3. Grain products are enriched with folacin to reduce the incidence of neural tube defects. a. True b. False ANSWER: True A deficiency of folacin (folate) in a pregnant mother’s diet increases her risk of giving RATIONALE: birth to an infant with a neural tube defect, particularly cleft lip and/or palate and spina bifida. Grain products manufactured in the U.S. must be fortified with folacin, in part, to address this deficiency and because grain products are consumed by most people.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Vitamins QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.03 - Discuss the primary functions that vitamins serve in the body.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 4. Milk is rich in calcium but a poor source of iron. a. True b. False ANSWER: True Milk and dairy products are rich in calcium but they do not supply iron.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Minerals QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.04 - Describe the major roles that minerals perform in maintaining normal body functions.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 5. Fruit juices can be used in place of water to meet a child’s fluid requirement. a. True b. False ANSWER: False Children should be encouraged to drink water. Fruit juices are high in sugar and calories RATIONALE: and may contribute to childhood obesity if consumed often and in place of water.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Water and Growth Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.05 - Explain why children require more water than do adults.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 6. Vitamin C enhances iron and calcium absorption. a. True b. False ANSWER: True Iron and calcium absorption is increased when foods with vitamin C are consumed in the RATIONALE: same meal.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Children’s Nutrient Deficiencies QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.01 - Identify the vitamins and minerals most often inadequate in children’s diet and explain why this occurs.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 7. A child who is allergic to all citrus foods and excludes them from their diet may be deficient in vitamin A. a. True b. False ANSWER: False Vitamin C is a nutrient-strength of citrus foods.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Vitamins QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.03 - Discuss the primary functions that vitamins serve in the body.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 8. Vitamins influence the way in which minerals and protein are used in the body. a. True b. False ANSWER: True Vitamins work cooperatively with minerals and protein to perform a variety of critical RATIONALE: Copyright Cengage Learning. Powered by Cognero.

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functions. The quality of these functions will be compromised if the necessary vitamins are not available. For example, a lack of vitamin C will have a negative effect on iron absorption which, in turn, may cause anemia.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Vitamins QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.03 - Discuss the primary functions that vitamins serve in the body.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 9. Enriched bread and cereal products provide a good source of iron for children. a. True b. False ANSWER: True All grain products are fortified with iron, which makes them an ideal source (of iron) for RATIONALE: children.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Minerals QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.04 - Describe the major roles that minerals perform in maintaining normal body functions.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 10. Vitamin C promotes bone and tooth formation by improving collagen development and calcium absorption. a. True b. False ANSWER: True Vitamin C plays a critical role in bone and tooth formation. It promotes the development of RATIONALE: collagen upon which calcium crystals are deposited to form a hard structure.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Vitamins QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.03 - Discuss the primary functions that vitamins serve in the body.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

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KEYWORDS:

Bloom’s: Understand

11. A child who follows a lacto-ovo-vegetarian diet would include eggs and dairy products in their diet. a. True b. False ANSWER: True Milk (lacto) and eggs (ovo) are acceptable foods to include in this type of vegetarian diet.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Proteins QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.02 - Explain how complete and incomplete proteins differ and provide several examples of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 12. Infants and toddlers rarely experience a calcium deficiency because they consume generous amounts of milk. a. True b. False ANSWER: True This is true. Calcium is a nutrient strength of milk, formula, and dairy products.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Minerals QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.04 - Describe the major roles that minerals perform in maintaining normal body functions.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 13. All nutrient groups play a significant role in growth promotion EXCEPT: a. Proteins b. Fats c. Minerals d. Water ANSWER: b Proteins, minerals, and water are essential for growth. Fat does not play a significant role RATIONALE: in the growth process.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Minerals Copyright Cengage Learning. Powered by Cognero.

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Proteins Water and Growth QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.10.14.05 - Explain why children require more water than do adults. hsn.maro.10.14.04 - Describe the major roles that minerals play in maintaining normal body functions. hsn.maro.11.14.02 - Explain how complete and incomplete proteins differ and provide several examples of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 14. __________ is(are) the end product(s) of protein digestion. a. Nitrogen b. Fatty acids c. Energy d. Amino acids ANSWER: d Protein is metabolized into simple amino acids.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Proteins QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.02 - Explain how complete and incomplete proteins differ and provide several examples of each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 15. Which vitamins can be toxic if ingested in large amounts? a. A and D b. C, thiamin, and riboflavin c. A, D, and B6 d. niacin, folacin, and biotin ANSWER: a Vitamins A and D can be toxic when consumed as supplements and in large amounts.

RATIONALE: These fat-soluble vitamins are stored in the body. However, they are not toxic when absorbed from food.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Vitamins QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.14.03 - Discuss the primary functions that vitamins serve in the body.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Evaluate 16. Nerve impulse transmission requires the presence of sodium, potassium, magnesium and: a. iron. b. vitamin D. c. phosphorus. d. calcium.

ANSWER: d Calcium is essential for the successful transmission of nerve impulses.

RATIONALE: POINTS: 1 DIFFICULTY: Difficult REFERENCES: Minerals QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.04 - Describe the major roles that minerals perform in maintaining normal body functions.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 17. Water-soluble vitamins: a. are lost through perspiration. b. are stored in the liver. c. should be consumed weekly. d. are excreted in the urine.

ANSWER: d Water-soluble vitamins cannot be stored in the body so they must be consumed daily. The RATIONALE: body gets rid of any excess in the urine.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Vitamins QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.03 - Discuss the primary functions that vitamins serve in the body.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 18. Amino acids that cannot be produced by the body are called: a. complete. b. incomplete. c. essential. d. nonessential.

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ANSWER: c Essential amino acids can only be obtained from food; they are not produced by the body.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Proteins QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.02 - Explain how complete and incomplete proteins differ and provide several examples of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 19. Which food combination fails to provide all of the essential amino acids? a. Macaroni and cheese b. Rice pudding with cinnamon sugar c. Peanut butter and jelly sandwich d. Pasta with tomato sauce ANSWER: d All essential amino acids are present in animal-based foods. The peanut butter and bread RATIONALE: combination also yields all essential amino acids. Adding cheese, meat, or a peanut sauce to the pasta would provide all essential amino acids.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Proteins QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.02 - Explain how complete and incomplete proteins differ and provide several examples of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze, Apply 20. Inadequate iron in children’s diet can lead to: a. brittle bones. b. tooth decay. c. dehydration. d. anemia.

ANSWER: d An iron deficiency can cause anemia.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Minerals QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.14.04 - Describe the major roles that minerals perform in maintaining normal body functions.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 21. Healthy hemoglobin formation requires an adequate intake of: a. potassium. b. iron. c. protein. d. calcium.

ANSWER: b Dietary iron is essential for hemoglobin formation. Inadequate iron supplies reduce RATIONALE: hemoglobin production and can cause anemia.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Minerals QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.04 - Describe the major roles that minerals perform in maintaining normal body functions.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 22. Which combination is an example of a complementary protein? a. Black bean burrito b. Tuna salad sandwich c. Bagel with jelly d. Hotdog on a bun ANSWER: a A complementary protein is formed by combining one or more incomplete proteins. The RATIONALE: amino acids in black beans and the burrito wrap complement each other and form a complete protein when combined.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Proteins QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.02 - Explain how complete and incomplete proteins differ and provide several examples of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply Copyright Cengage Learning. Powered by Cognero.

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23. Vitamins: a. are an important energy source. b. aid in cell division and new cell growth. c. yield essential amino acids required for growth. d. reduce the incidence of tooth decay.

ANSWER: b Vitamins play an essential role in cell division. They do not yield calories, amino acids, or RATIONALE: contribute to tooth decay.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Vitamins QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.03 - Discuss the primary functions that vitamins serve in the body.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze 24. __________ promotes bone and blood formation by improving the absorption of calcium and iron. a. Vitamin C b. Thiamin c. Vitamin A d. Vitamin D ANSWER: a Vitamin C improves the absorption of iron and calcium in food.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Children’s Nutrient Deficiencies QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.14.01 - Identify the vitamins and minerals most often inadequate in children’s diet and explain why this occurs.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 25. Physical activity __________ calcium absorption. increases ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Children’s Nutrient Deficiencies QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.14.01 - Identify the vitamins and minerals most often inadequate in children’s diet and explain why this occurs.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 26. Amino acids produced in the body are called __________. non-essential ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Proteins QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.14.02 - Explain how complete and incomplete proteins differ and provide several examples of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 27. _______ proteins are present in meats, including fish, poultry, eggs, and dairy products.

Complete ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Proteins QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.14.02 - Explain how complete and incomplete proteins differ and provide several examples of each.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 28. Bread, black beans, and peanut butter are examples of __________ proteins. incomplete ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Proteins QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.14.02 - Explain how complete and incomplete proteins differ and provide several examples of each.

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NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 29. The __________ in hemoglobin is responsible for carrying oxygen to all body cells. iron ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Minerals QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.14.04 - Describe the major roles that minerals perform in maintaining normal body functions.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 30. The mineral __________ is essential for strong tooth enamel formation and resistance to decay. fluoride ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Minerals QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.14.04 - Describe the major roles that minerals perform in maintaining normal body functions.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 31. Children who refuse to eat _________ and _________ are often deficient in vitamins A and C. fruits; vegetables ANSWER: vegetables; fruits POINTS: 1 DIFFICULTY: easy REFERENCES: Children’s Nutrient Deficiencies QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.14.01 - Identify the vitamins and minerals most often inadequate in children’s diet and explain why this occurs.

NATIONAL STANDARDS: United States - NAEYC 3 - Observing, documenting, and assessing to support young children and families.

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KEYWORDS:

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Bloom’s: Understand

32. Taking large-dose calcium supplements will __________ the rate of its absorption and availability. decrease ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Children’s Nutrient Deficiencies QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.14.01 - Identify the vitamins and minerals most often inadequate in children’s diet and explain why this occurs.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 33. Incomplete proteins are generally __________-source foods. plant ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Proteins QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.14.02 - Explain how complete and incomplete proteins differ and provide several examples of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 34. The macaroni and cheese combination is an example of a __________ protein. supplementary ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Proteins QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.10.14.02 - Describe how complete and incomplete proteins differ and give several examples of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Promoting child development and learning.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

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KEYWORDS:

Bloom’s: Apply

35. Name two factors that maximize iron and calcium absorption and two factors that would decrease their absorption.

Conditions that increase iron and calcium absorption are: increased need, physical activity, ANSWER: and the presence of adequate vitamin C in the same meal. Conditions that decrease absorption of calcium and iron are: high-fiber diet, large dose at one time, and low need.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Minerals QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.14.04 - Describe the major roles that minerals perform in maintaining normal body functions.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 36. What factors influence a person’s water requirement?

Water needs are determined by total body surface, environmental temperature, and ANSWER: physical activity. Illness (e.g., fever, diarrhea, vomiting) also increases water loss and, therefore, water need.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Water and Growth QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.14.05 - Explain why children require more water than do adults.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze 37. Iron deficiency anemia is common in the post 6-month-old infant and toddler. Why does this happen? What food sources should be served to correct or prevent this problem from developing?

Infants and toddlers often resist the transition from milk to iron-rich or iron-enriched solid ANSWER: foods. They may be reluctant to accept these foods because of their taste, texture, or difficulty to chew. Iron-enriched cereals are the best iron-source food to introduce to this age group. Other iron-fortified grain products, such as breads and crackers fortified with iron, are also ideal finger foods for toddlers.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Minerals QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.14.04 - Describe the major roles that minerals perform in maintaining normal body functions.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze 38. Describe the roles that water plays in the body.

Water performs critical functions in the body. It regulates internal body temperature, it is a ANSWER: major component of every body cell and fluid, and it plays an important role in transporting wastes out of the body.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Water and Growth QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.14.05 - Explain why children require more water than do adults.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 39. Which two MyPlate food groups are the major contributors of iron, thiamin, and niacin? Is it safe to assume that if a child’s iron intake is adequate, it is likely that their thiamin and niacin needs are also being met? a. The Protein food group (meat, fish, poultry, cooked beans and peas, eggs, nuts and ANSWER: seeds, soy) and the Grains food group (whole grain bread, cereals, pastas, and rice) are the major contributors of iron, thiamin, and niacin. b. Yes, a child’s requirement for these vitamins is likely to be met if they are consuming adequate dietary iron. Many foods that are a rich source of iron are also a strong source of B vitamins.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Vitamins QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.14.03 - Discuss the primary functions that vitamins serve in the body.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze 40. Briefly explain how a child can obtain adequate dietary protein if they don’t include any meat in their meals.

If a person does not include meat in their diet, a majority of their protein intake will come ANSWER: from plant-source foods. However, some vegetarians also include animal-source food items, such as eggs, dairy products, and/or seafood. Plant-source foods yield incomplete proteins (because they are lacking one or more of the essential amino acids). There are two ways to compensate for this deficiency and to achieve a complete protein: (1) by Copyright Cengage Learning. Powered by Cognero.

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combining a small amount of complete protein (eggs, cheese, dairy) with an incomplete protein (grain product) to form a supplementary protein (e.g., fried rice, macaroni and cheese, pita with hummus) or, (2) by combining two incomplete proteins (grain plus a legume, such as a peanut butter sandwich) to form a complete protein (complementary protein). Relying on either of these approaches requires the meal planner to pay special attention to food combinations and to make sure children receive adequate protein to support growth. The advantage of relying on plant-source foods is lower cost and reduced fat intake (especially saturated fat and cholesterol).

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Proteins QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.14.02 - Explain how complete and incomplete proteins differ and provide several examples of each.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply

Chapter 15 Feeding Infants 1. By 6 months of age, infants can begin to drink regular cow’s milk. a. True b. False ANSWER: False Unmodified cow’s milk should not be fed to infants before 1 year of age because it can RATIONALE: cause significant digestive upsets, including intestinal bleeding.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Meeting the Infant’s Nutritional Needs for Growth and Brain Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 2. Food allergies and/or overfeeding can cause vomiting and diarrhea in infants. a. True b. False ANSWER: True Vomiting and diarrhea may be signs of overfeeding or a food allergy.

RATIONALE: Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Feeding Concerns QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.05 - Identify and discuss several health concerns associated with infant feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 3. Infants are able to sit alone with limited support by 4 months of age. a. True b. False ANSWER: False By 6 to 8 months, infants will have developed the upper body strength that allows them to RATIONALE: sit without support.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introducing Complementary Foods QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.04 - Describe how to determine when an infant is developmentally ready for complementary foods.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 4. An infant who turns their head away while being fed should be coaxed to eat any remaining food. a. True b. False ANSWER: False The infant is signaling that they have had enough to eat. It is important that caregivers RATIONALE: acknowledge this sign and not force the infant to continue eating.

POINTS: 1 DIFFICULTY: Easy REFERENCES: The Feeding Relationship QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.03 - Demonstrate the correct infant feeding position.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand Copyright Cengage Learning. Powered by Cognero.

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5. Microwaving is a quick and easy way to heat infant bottles. a. True b. False ANSWER: False Bottles should not be warmed in a microwave oven. The fluid may heat unevenly (causing RATIONALE: hot spots) and burn the infant’s mouth. Microwaving breast milk also changes its nutrient composition.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Meeting the Infant’s Nutritional Needs for Growth and Brain Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 6. Rice cereal is the first complementary food typically offered to an infant. a. True b. False ANSWER: True Rice cereal is usually the first complementary food introduced to an infant because it is RATIONALE: tolerated well and less likely than other grains to cause an allergic reaction. Barley cereal may also be introduced early for the same reasons.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Introducing Complementary Foods QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.04 - Describe how to determine when an infant is developmentally ready for complementary foods.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 7. A mother’s breast milk changes in composition to meet the infant’s nutrient needs. a. True b. False ANSWER: True Initial breast milk is rich in fat to meet the newborn’s high energy needs (given a small RATIONALE: stomach capacity). The fat content gradually decreases and the amount of milk a mother produces increases as the infant’s demands for food (and capacity) become greater.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Meeting the Infant’s Nutritional Needs for Growth and Brain Development Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 8. Adding cereal to an infant’s bottle can lead to baby bottle tooth decay (BBTD). a. True b. False ANSWER: False BBTD is caused by allowing an infant to drink from a bottle or to nurse for a prolonged RATIONALE: time period, not the cereal addition. Formulas and breast milk contain sugars that can lead to tooth decay when they remain in an infant’s mouth for an extended time.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Feeding Concerns QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.05 - Identify and discuss several health concerns associated with infant feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 9. Introducing pureed meats into an infant’s diet at 3 to 4 months helps to address depleted iron reserves. a. True b. False ANSWER: False Pureed meats should not be added to an infant’s diet before 7 to 9 months. Infants’ kidneys RATIONALE: are not able to handle the nitrogen wastes that result from meat digestion. Iron-fortified cereals can be introduced at around 6 months to address low iron reserves.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introducing Complementary Foods QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.04 - Describe how to determine when an infant is developmentally ready for complementary foods.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 10. Infants are able to digest carbohydrates (cereals) by 6 months.

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a. True b. False ANSWER: RATIONALE:

True An infant’s digestive system has matured and is able to metabolize complex carbohydrates by 6 months.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Introducing Complementary Foods QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.04 - Describe how to determine when an infant is developmentally ready for complementary foods.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 11. Infants will __________ their birth weight by the time they turn 1 year old. a. double b. triple c. quadruple d. equal ANSWER: b Infants will double their birth weight by 6 months and triple it by 1 year.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Profile of an Infant QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.01 - Explain how the feeding relationship can support the infant’s development across all domains.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 12. An infant’s high nutrient needs are due to: a. rapid growth. b. physical activity. c. frequent illness. d. genetics.

ANSWER: a Infants grow at a rate that is faster than at any other point in a person's lifetime.

RATIONALE: Consequently, infants' nutrient requirements are exceptionally high relative to their body weight.

POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Meeting the Infant's Nutritional needs for Growth and Brain Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 13. Freshly pumped breast milk can be safely stored in the refrigerator for no longer than __________ days. a. one b. two c. three d. five ANSWER: c Breast milk can be safely stored in the refrigerator for up to 72 hours. If it has not been RATIONALE: used by then, it should be frozen.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Meeting the Infant’s Nutritional Needs for Growth and Brain Development.

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an Early Childhood Educator United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 14. Honey or foods containing honey should not be fed to infants because they: a. are difficult to digest. b. provide too many empty calories. c. may contain botulism spores. d. can cause diarrhea.

ANSWER: c Honey contains bacteria that can cause botulism.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Meeting the Infant’s Nutritional Needs for Growth and Brain Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

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KEYWORDS:

Bloom’s: Understand

15. Eggs, meats, citrus juices, and wheat cereals may cause: a. allergic reactions. b. constipation. c. growth that is too rapid. d. excessive weight gain.

ANSWER: a These items are common food allergens.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Common Feeding Concerns QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.05 - Identify and discuss several health concerns associated with infant feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 16. At approximately what age does an infant develop a pincer grip? a. 3 to 4 months b. 5 to 6 months c. 7 to 8 months d. 9 to 10 months ANSWER: c The pincer grip usually appears between 7 and 8 months.

RATIONALE: POINTS: 1 DIFFICULTY: moderate REFERENCES: Introducing Complementary Foods QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.04 - Describe how to determine when an infant is developmentally ready for complementary foods.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 17. Infants show interest in drinking from a cup at approximately: a. 2 to 3 months. b. 6 to 7 months. c. 9 to 10 months. d. 12 months.

ANSWER: b Infants are able to begin drinking small amounts of liquid from a cup at around 6-7 RATIONALE: Copyright Cengage Learning. Powered by Cognero.

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months-of-age.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Introducing Complementary Foods QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.04 - Describe how to determine when an infant is developmentally ready for complementary foods.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 18. A three-month-old infant’s diet should consist of: a. plenty of fruits and vegetables. b. only cereal and milk. c. meats, vegetables, and milk. d. only breast milk or formula.

ANSWER: d Infants receive all the nutrients they require from breast milk or formula. They are not RATIONALE: developmentally or physiologically ready to consume complementary foods before 6 months-of-age. Researchers found a higher incidence of food allergies among children who were fed complementary foods prior to age 6 months.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Meeting the Infant's Nutritional Needs for Growth and Brain Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze 19. Which item is not a common food allergen? a. Eggs b. Orange juice c. Rice d. Whole wheat bread ANSWER: c Rice is considered a non-allergenic food.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Feeding Concerns QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.15.05 - Identify and discuss several health concerns associated with infant feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 20. Infants’ teeth usually begin to erupt at around __________ months of age. a. 3 to 4 b. 6 to 7 c. 8 to 9 d. 10 to 12 ANSWER: b Most infants begin to get their first teeth (lower) at around 6 months.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Introducing Complementary Foods QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.04 - Describe how to determine when an infant is developmentally ready for complementary foods.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 21. Infant formulas are manufactured so they are: a. high in protein. b. low in sugar. c. rich in minerals and vitamins. d. similar in composition to breast milk.

ANSWER: d The composition of most infant formulas is similar to that of breast milk. The one RATIONALE: exception is the lack of antibodies which manufacturers are not able to produce and include.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Meeting the Infant’s Nutritional Needs for Growth and Brain Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 22. Mothers who give birth to low-weight infants have often consumed diets that are deficient in all of the following Copyright Cengage Learning. Powered by Cognero.

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nutrients EXCEPT: a. protein. b. folacin and vitamin D. c. fat and zinc. d. calories.

ANSWER: c Pregnant mothers who consume a diet deficient in protein, calories, vitamin D, and iron are RATIONALE: more likely to give birth to a low-birth weight infant.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Meeting the Infant’s Nutritional Needs for Growth and Brain Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze 23. Cereals containing __________ should be introduced into an infant’s diet by 6 months-of-age. a. iron b. vitamin D c. vitamin C d. calcium ANSWER: a Complementary foods such as iron-enriched cereals can gradually be introduced into the RATIONALE: infant’s diet to supplement dwindling iron reserves.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Introducing Complementary Foods QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.04 - Describe how to determine when an infant is developmentally ready for complementary foods.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 24. The federally funded WIC program provides: a. food supplement vouchers for pregnant women and their infants. b. low-cost health insurance for income-eligible children. c. recreational program memberships to increase children’s physical activity. d. reimbursement for food served to children attending early childhood programs.

ANSWER: d The Special Supplemental Food for Women, Infants, and Children (WIC) nutrition RATIONALE: Copyright Cengage Learning. Powered by Cognero.

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program serves pregnant and breast-feeding women along with their infants and children under age five.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Meeting the Infant’s Nutritional Needs for Growth and Brain Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

KEYWORDS: Bloom’s: Remember 25. Infants should not be fed meat or meat alternative protein foods before the age of __________. a. 3 to 4 months b. 4 to 6 months c. 7 to 9 months d. 12 months ANSWER: c Meat and meat products should not be introduced before 7 to 9 months because an infant's RATIONALE: kidneys cannot handle the extra nitrogen waste that results from meat digestion.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introducing Complementary Foods QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.15.04 - Describe how to determine when an infant is developmentally ready for complementary foods.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 26. What feeding practice reduces the infant’s risk of choking? a. Diluting milk or formula so it is easier for an infant to swallow b. Positioning the infant in a high chair during bottle feedings c. Enlarging the nipple opening so milk flows more quickly d. Holding the infant in a semi-upright position during feedings ANSWER: d Infants should always be fed in a semi-upright position to reduce the risk of choking and RATIONALE: ear infections.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Feeding Relationship QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.15.03 - Demonstrate the correct infant feeding position.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 27. Full-term infants are born with stores of the mineral __________ and the vitamin __________ to last them for the first 6 months following birth. iron; A ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Meeting the Infant’s Nutritional Needs for Growth and Brain Development QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Promoting child development and learning.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 28. Approximately one-fourth to one-half of a young infant’s calories are used for __________. growth ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Meeting the Infant’s Nutritional Needs for Growth and Brain Development QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 29. The breast-fed infant should be supplemented with vitamin __________ soon after birth, but the formula-fed infant should not because formulas provide generous amounts of this vitamin and excess intake may cause toxicity.

D ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Feeding Relationship QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.15.03 - Demonstrate the correct infant feeding position.

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NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 30. Health care providers recommend delaying the introduction of complementary foods for infants whose parents or siblings have known food __________. allergies ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Common Feeding Concerns QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.15.05 - Identify and discuss several health concerns associated with infant feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 31. Ingredients in commercially prepared infant foods are listed in __________ order according to the amount of each item present. descending ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introducing Complementary Foods QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.15.04 - Describe how to determine when an infant is developmentally ready for complementary foods.

NATIONAL STANDARDS: United States - NAEYC 1 - Promoting child development and learning.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 32. Seven-month-old infants are able to pick up small pieces of cereal or cracker using a __________. pincer grip ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Introducing Complementary Foods QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.15.04 - Describe how to determine when an infant is developmentally ready for complementary foods.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

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KEYWORDS:

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Bloom’s: Remember

33. List five advantages that breast milk has over formula as the initial food for an infant.

15. Supplies all of the nutrients an infant requires during the first 6 months ANSWER: 16. Contains proteins that are more easily digested 17. Contains lactose (carbohydrate), which aids in calcium absorption and in establishing beneficial intestinal flora 18. Provides antibodies (immunoglobulins) that protect the infant from some infectious illnesses 19. Has a higher content of the essential fatty acids 20. Provides taurine and dietary nucleotides 21. Is less likely to cause food allergies 22. Reduces the risk of bacteria entering the infant’s body from unsanitary formula preparation 23. Is less expensive, convenient, and always available at the correct temperature 24. Contains less sodium (salt) than formula 25. Fosters emotional bonding between mother and infant 26. Is a biologically active substance, changing in nutrient composition to meet the infant’s changing nutrient needs POINTS: 1 DIFFICULTY: Moderate REFERENCES: Meeting the Infant’s Nutritional Needs for Growth and Brain Development QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 34. Describe why it is so important to follow the manufacturer’s instructions precisely when mixing infant formulas.

Overdiluting formula results in the infant not getting enough calories or nutrients for ANSWER: normal growth and development. Underdiluting formula can result in an overly rich solution that can cause digestive upsets, excess calories, and obesity over time.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Meeting the Infant’s Nutritional Needs for Growth and Brain Development QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

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KEYWORDS:

Bloom’s: Evaluate

35. Why is iron-enriched cereal recommended as the first complementary food to be fed to an infant?

By 6 months of age, infants are able to digest the carbohydrates in cereal. It is important ANSWER: that cereals be fortified with iron to replace the reserve (of iron) which was present at birth and is now depleted.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Introducing Complementary Foods QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.15.04 - Describe how to determine when an infant is developmentally ready for complementary foods.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Evaluate 36. Describe several health and developmental problems that low-birthweight infants are more likely to experience.

Low-birthweight infants show: increased susceptibility to infections; poor bone density; ANSWER: delayed organ development; increased risk of respiratory distress including SIDS; difficulty in metabolizing carbohydrates, fats, and proteins; inability to regulate body temperature; and deficiencies of iron (anemia) and vitamins E, B6, D, and folacin.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Meeting the Infant’s Nutritional Needs for Growth and Brain Development QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Evaluate 37. List three reasons why a mother may choose not to breast-feed.

A mother may choose not to breast-feed her infant for several reasons: the use of addictive ANSWER: or illicit drugs; mother takes prescription medications that could affect the infant; illness; the need to be away from her infant for long periods of time; personal choice.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Meeting the Infant’s Nutritional Needs for Growth and Brain Development QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula Copyright Cengage Learning. Powered by Cognero.

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feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 38. Briefly discuss why a formula-fed infant should not be given vitamin supplements unless they are prescribed by a physician.

Commercial formulas contain adequate amounts of essential vitamins. Additional ANSWER: supplementation could lead to toxicity.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: The Feeding Relationship QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.15.03 - Demonstrate the correct infant feeding position.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 39. Discuss why it is important that a caregiver hold an infant during feedings?

Holding an infant during feedings reduces the risk of aspiration or accidental choking.

ANSWER: Infants who are fed while lying down or with a propped bottle may not be able to turn their heads away from the bottle or to cough effectively. Holding, cuddling, and talking with an infant during feedings also fulfills important physical (contact, touch), social-emotional (trust, security), and communication needs that foster caregiver/infant attachment (bonding) and early learning.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Profile of an Infant The Feeding Relationship QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.15.01 - Explain how the feeding relationship can support the infant’s development across all domains.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 40. Identify the additional nutrients and amounts that a breast-feeding mother must include in her diet.

Breast-feeding mothers need to increase their intake of calories (500) and critical nutrients, ANSWER: including 15-20 gm protein, vitamins A, C, and folacin, one additional calcium serving, 4 12 cups of additional fluids, and a B and D supplement if no animal products are consumed.

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Moderate REFERENCES: Meeting the Infant’s Nutritional Needs for Growth and Brain Development QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.15.02 - Discuss the advantages and limitations of breast and formula feeding.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Evaluate

Chapter 16 Feeding Toddlers, Preschoolers, and School-Age Children 1. It is the teacher’s responsibility to make a toddler eat some of each food served at mealtime. a. True b. False ANSWER: False Teachers should respect the division of responsibility: children decide what foods and how RATIONALE: much of each food they will eat. Teachers should encourage children to taste the foods that are presented, but they must never force children to eat. Doing so may create increased resistance.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Feeding Toddlers QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.02 - Explain the challenges involved in getting toddlers to eat and how these challenges can be addressed.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 2. Toddlers should be offered three meals and two or three snacks at approximately the same times each day. a. True b. False ANSWER: True Toddlers are more likely to eat when meals and snacks are served at approximately the RATIONALE: same time each day. This prevents children from becoming overly hungry or not being hungry if meals are served too close together.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Feeding Toddlers QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.16.02 - Explain the challenges involved in getting toddlers to eat and how these challenges can be addressed.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 3. All children should have their cholesterol checked by the time they turn 2 years old. a. True b. False ANSWER: False The American Academy of Pediatrics does not recommend routine cholesterol testing of RATIONALE: children before the age of nine.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Health Conditions Related to Dietary Patterns QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.05 - Identify and discuss the common health problems associated with children's unhealthy eating patterns.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 4. Toddlers and preschoolers are more likely to try a new food if it is served when they are not tired or overly hungry and if it is presented along with a familiar food. a. True b. False ANSWER: True Toddlers are more likely to try a new food when they are hungry, not overly tired, and if it RATIONALE: is served along with familiar foods.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Promoting Healthy Eating Habits QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.04 - Discuss how adults can encourage children's healthy eating behaviors.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 5. The sugars in fresh fruits and vegetables may actually help to protect children’s teeth from decay. a. True b. False ANSWER: True Copyright Cengage Learning. Powered by Cognero.

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RATIONALE:

Researchers have found this to be true. Fresh fruits and vegetables also supply important vitamins and fiber.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Health Conditions Related to Dietary Patterns QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.05 - Identify and discuss the common health problems associated with children's unhealthy eating patterns.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 6. Food can be used to reward children’s good behavior as long as it is a nutritious choice. a. True b. False ANSWER: False Food should never be used as a reward. Studies have shown that food gradually loses its RATIONALE: value as a reward and does not contribute to long-term acceptance of a disliked food. In addition, this practice can lead to an eating disorder.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Promoting Healthy Eating Habits QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.04 - Discuss how adults can encourage children's healthy eating behaviors.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 7. Toddlers and preschoolers are struggling to become independent and may resist adult help even at times when it is needed and wanted. a. True b. False ANSWER: True Toddlers and preschoolers can be fiercely independent and may refuse help even when RATIONALE: they are having difficulty managing things by themselves.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Developmental Profiles: Toddlers, Preschoolers, and School-Age Children QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.01 - Discuss the developmental characteristics typical of toddlers, preschoolers, and school-age children.

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NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 8. One way to reduce the risk of childhood obesity is to identify children’s satiety signals and to stop feeding them at that point. a. True b. False ANSWER: True Children will indicate when they have had enough to eat (and it may be less than adults RATIONALE: think they should be eating). It is important to acknowledge these behavioral signs and not force a child to continue eating. If these behaviors are ignored and children are encouraged to keep eating, they will gradually lose their ability to know when they have had enough.

This pattern can lead to obesity.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Health Conditions Related to Dietary Patterns QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.05 - Identify and discuss the common health problems associated with children's unhealthy eating patterns.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 9. Children and adults should wash their hands before preparing, serving, and eating a meal or snack. a. True b. False ANSWER: True Careful hand washing before and after eating and before preparing and serving food is RATIONALE: important. This practice reduces food contamination and limits the spread of communicable illnesses.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Feeding Toddlers QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.02 - Explain the challenges involved in getting toddlers to eat and how these challenges can be addressed.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 10. Snacks should be discouraged because they add extra calories and interfere with a child’s mealtime appetite. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: RATIONALE:

False Snacks that are nutritious and carefully chosen to address nutrient deficiencies in a child’s daily food intake are beneficial. Young children are also more likely to eat when food is offered in small amounts and more often because they are not able to consume much at any one time.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Feeding Toddlers QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.02 - Explain the challenges involved in getting toddlers to eat and how these challenges can be addressed.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 11. In a toddler-teacher relationship, it is the child’s responsibility to decide: a. which of the foods offered will be eaten. b. how much food they will eat. c. what foods will be served. d. which foods and how much of each food they will eat.

ANSWER: d Adults are responsible for deciding what to serve and when to serve meals and snacks.

RATIONALE: Children are responsible for determining what foods they will eat and how much. Adults who cross this line are likely to meet considerable resistance from children, particularly toddlers.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Feeding Toddlers QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.02 - Explain the challenges involved in getting toddlers to eat and how these challenges can be addressed.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 12. Which of these behaviors is not characteristic of most toddlers? a. Ability to feed themselves without adult assistance b. Acceptance of most foods that are presented c. Preference for being fed by an adult d. Having a hearty appetite at most meals ANSWER: d Toddlers are notorious for eating only small amounts of food at any given time and RATIONALE: refusing to eat at times. They do have strong food preferences, are sensitive to food's Copyright Cengage Learning. Powered by Cognero.

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sensory qualities, and still require some adult assistance with meal management.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Feeding Toddlers QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.02 - Explain the challenges involved in getting toddlers to eat and how these challenges can be addressed.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 13. Toddlers who consume milk to the exclusion of foods from the other food groups are in danger of developing: a. obesity. b. iron-deficiency anemia. c. rickets. d. headaches and dermatitis.

ANSWER: b Milk is a poor iron source. Children who drink large amounts of milk and consume limited RATIONALE: food are at risk for developing iron-deficiency anemia.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Health Conditions Related to Dietary Patterns QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.05 - Identify and discuss the common health problems associated with children's unhealthy eating patterns.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze 14. Fast food meals are typically deficient in: a. iron, calcium, and vitamin A. b. vitamins A and C, calcium, and fiber. c. calcium, sodium, and vitamin C. d. fat, sodium, and calcium.

ANSWER: b Fast food meals are generally deficient in vitamins A and C, calcium, and fiber because RATIONALE: they typically do not include fruits and vegetables. The calcium content also tends to be low because milk is seldom a beverage of choice.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Health Conditions Related to Dietary Patterns QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.05 - Identify and discuss the common health problems associated with children's unhealthy eating patterns.

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NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 15. Fast food meals generally contribute an excess of: a. iron, calcium, and vitamin A. b. fat, salt, and calories. c. calories, iron, and salt. d. iron, salt, and vitamin A. ANSWER: b Salt, fat (particularly saturated fat), and calorie levels are typically high in fast food items.

RATIONALE: They also tend to be low in fiber and vitamins A and C. POINTS: 1 DIFFICULTY: Moderate REFERENCES: Health Conditions Related to Dietary Patterns QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.05 - Identify and discuss the common health problems associated with children's unhealthy eating patterns.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 16. Caregivers can expect toddlers to: a. be eager to try new foods. b. have a hearty appetite. c. prefer nutritious foods. d. challenge adult authority during mealtimes.

ANSWER: d Toddlers are entering a period of autonomy during which they begin to strongly assert their RATIONALE: independence. Caregivers can expect toddlers to challenge adult authority at times; and, mealtimes are not exempt from this resistance (to eat).

POINTS: 1 DIFFICULTY: Easy REFERENCES: Developmental Profiles: Toddlers, Preschoolers, and School-Age Children QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.01 - Discuss the developmental characteristics typical of toddlers, preschoolers, and school-age children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 17. A child who develops anemia should be encouraged to consume more: a. milk. b. meat and whole grain cereals. c. fruits and vegetables.

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d. cheeses and dry beans.

ANSWER: b Anemia is caused by an iron deficiency. Dairy products, dry beans, and fruits and RATIONALE: vegetables are not strong iron sources. Meat (especially red meat which contains heme iron) and fortified grain products are good sources of iron and should be included in a child's diet.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Health Conditions Related to Dietary Patterns QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.05 - Identify and discuss the common health problems associated with children's unhealthy eating patterns.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 18. Involving children in the preparation of a new food item is: a. an effective way to increase food acceptance. b. time consuming and disruptive. c. a way to prepare meals more quickly. d. an unproductive strategy.

ANSWER: a Children are often more receptive to, and willing to try, unfamiliar foods if they have been RATIONALE: involved in their preparation.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Promoting Healthy Eating Habits QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.04 - Discuss how adults can encourage children's healthy eating behaviors.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 19. Which of the following is not a reason for including finger foods in toddlers’ meals? a. It reduces children’s frustration in using eating utensils. b. It encourages toddlers to develop self-feeding skills. c. It increases the length of time required for meals and cleanup. d. It reinforces children’s feelings of control and independence.

ANSWER: c It is important to include some finger foods in toddlers’ meals to help them transition from RATIONALE: being fed by an adult to feeding themselves independently. Although it may take toddlers a bit longer to eat with their fingers, they are likely to consume more food and become better Copyright Cengage Learning. Powered by Cognero.

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able to use eating utensils with practice.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Feeding Toddlers QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.02 - Explain the challenges involved in getting toddlers to eat and how these challenges can be addressed.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Evaluate 20. Your toddler refuses to eat anything except peanut butter sandwiches and pasta with butter. This behavior is an example of: a. a difficult child. b. a food jag. c. an abnormal condition for a toddler. d. an attention-getting behavior.

ANSWER: b This behavior is referred to as a food jag. Some children experience periods when they RATIONALE: refuse to eat anything except a few "favorite" foods. However, it is important that adults continue to serve a wide variety of foods and not give in to preparing only the "favorites" to avoid control issues. Children will begin to eat what is served when they are hungry. It is also important to remember that their food likes and dislikes are likely to change with time and encouragement.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Health Conditions Related to Dietary Patterns QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.05 - Identify and discuss the common health problems associated with children's unhealthy eating patterns.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 21. Researchers have shown that television advertising increases children’s interest in: a. sugary foods and fast-food meals. b. milk and ice cream. c. fresh fruits and vegetables. d. whole grain crackers and baked goods.

ANSWER: a Television advertising increases children’s desire for fast foods and sugary food items.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Health Conditions Related to Dietary Patterns QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.05 - Identify and discuss the common health problems associated with children's unhealthy eating patterns.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 22. How much applesauce should you serve to a preschool child whose lunch also includes a vegetable serving? a. A small dab b. 1/4 cup c. 1/2 cup d. 3/4 cup ANSWER: b One-fourth cup would be an appropriate serving size of applesauce for a preschooler if RATIONALE: their lunch also included a vegetable serving.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Feeding Preschoolers and School-Age Children QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.03 - Describe preschoolers' and school-age children's unique nutrient requirements and ways to meet them.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 23. Most toddlers are capable of: a. spreading peanut butter on a cracker. b. cutting a hot dog into small pieces. c. picking up most foods with their hands. d. eating spaghetti with a fork.

ANSWER: c Toddlers are not very adept at using eating utensils or cutting up food. Fingers are often RATIONALE: their utensil of choice.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Feeding Toddlers QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.02 - Explain the challenges involved in getting toddlers to eat and how these challenges can be addressed.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

promotion and disease prevention to enhance health.

Bloom’s: Apply

24. Toddlers often exhibit __________ behaviors when it comes to trying new and unfamiliar foods. a. neophobic b. sociophobic c. cynophobic d. arachnophobic ANSWER: a Neophobia refers to young children who frequently reject foods that are new or unfamiliar.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Feeding Preschoolers and School-Age Children QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.01 - Discuss the developmental characteristics typical of toddlers, preschoolers, and school-age children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 25. Children who have type 1 diabetes must: a. balance food intake with insulin injections. b. eliminate all sugar from their diet. c. drink additional fluids. d. increase their physical activity.

ANSWER: a A child who has type 1 diabetes must maintain a delicate balance between food consumed RATIONALE: and the amount of insulin administered.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Health Conditions Related to Dietary Patterns QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.16.05 - Identify and discuss the common health problems associated with children's unhealthy eating patterns.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 26. __________ begin to exert a strong influence on school-age children’s food preferences.

Peers ANSWER: Friends POINTS: 1 DIFFICULTY: Easy REFERENCES: Developmental Profiles: Toddlers, Preschoolers, and School-Age Children QUESTION TYPE: Completion Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.16.01 - Discuss the developmental characteristics typical of toddlers, preschoolers, and school-age children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 27. Preschoolers often show an increased interest in food and have a hearty appetite during periods of active __________. growth ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Feeding Preschoolers and School-Age Children QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.16.03 - Describe preschoolers' and school-age children's unique nutrient requirements and ways to meet them.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 28. __________ consumption has not been shown to cause children’s hyperactive behavior.

Sugar ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Health Conditions Related to Dietary Patterns QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.16.05 - Identify and discuss the common health problems associated with children's unhealthy eating patterns.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 29. Preschoolers tend to grow in spurts—first increasing in __________, then in ___________. height; weight ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Feeding Preschoolers and School-Age Children QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.16.03 - Describe preschoolers' and school-age children's unique nutrient requirements and ways to meet them.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 30. Lifetime eating patterns are often fairly well established by age __________.

5 ANSWER: five POINTS: 1 DIFFICULTY: Easy REFERENCES: Promoting Healthy Eating Habits QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.16.04 - Discuss how adults can encourage children's healthy eating behaviors.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 31. In what ways can adults help children learn to enjoy nutritious food and establish healthy eating habits?

Adults must: provide nutritious foods and serve it in an attractive manner; involve children ANSWER: in food preparations; be a positive role model; eat meals together with children; acknowledge children’s presence and engage them in pleasant social conversation; and encourage children to participate in daily physical activity.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Feeding Preschoolers and School-Age Children QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.16.03 - Describe preschoolers' and school-age children's unique nutrient requirements and ways to meet them.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 32. Why is it important that toddlers and young children begin to develop healthy eating behaviors?

It appears that children’s eating behaviors carry over into the adult years; eating habits ANSWER: established during the early years often remain intact.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Promoting Healthy Eating Habits Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.16.04 - Discuss how adults can encourage children's healthy eating behaviors.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 33. Why is it important to maintain a predictable eating schedule for young children?

Young children require frequent feedings because their nutrient needs are high and their ANSWER: stomach and digestive capacity is small. Serving food at regularly scheduled intervals also builds trust and prevents children from becoming overly hungry.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Feeding Toddlers QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.16.02 - Explain the challenges involved in getting toddlers to eat and how these challenges can be addressed.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Analyze 34. Describe several strategies for effectively managing children’s dawdling and messiness during mealtimes.

Children who continue to dawdle (or engage in purposeful messiness) should be gently ANSWER: warned and then given a set time to finish eating. If the child continues to dawdle, they should be removed from the table. Adults should be a positive role model and reinforce children’s efforts to stay focused while eating. It is also important to be realistic about children’s developmental abilities; young children are not able to remain seated and focused on eating for longer than 15 to 20 minutes at a time. Creating a pleasant mealtime atmosphere and serving foods that are easy for children to manage can also reduce mealtime challenges.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Health Conditions Related to Dietary Patterns QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.16.05 - Identify and discuss the common health problems associated with children's unhealthy eating patterns.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply Copyright Cengage Learning. Powered by Cognero.

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35. Review the MyPlate food guide and suggest snack foods from each food group that would be appropriate for schoolage children.

Grains: whole grain crackers, pitas, tortillas, cereals, muffins, and other breads.

ANSWER: Vegetables: any fresh vegetable is ideal; can be served raw with a yogurt or low-fat sour cream dip or baked into quick breads. Fruit: all fruits make excellent choices that can be served whole, sliced, with a yogurt dip, or in fruit smoothies. Dairy: cheese cubes, yogurt dip with fruit or vegetables, yogurt parfaits with fruit, frozen yogurt, or grilled cheese tortillas. Meat and Beans: bean dip, bean burritos, meat cubes, humus, deviled eggs, or egg salad on crackers.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Feeding Preschoolers and School-Age Children QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.16.03 - Describe preschoolers' and school-age children's unique nutrient requirements and ways to meet them.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Evaluate 36. Why is it important to include a few finger foods in toddlers’ and even preschoolers’ meals?

Finger foods encourage self-feeding, are usually well-accepted, are often familiar to young ANSWER: children, and easy for them to manage. Finger foods can reduce young children’s eating fatigue and mealtime frustration.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Feeding Toddlers QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.16.02 - Explain the challenges involved in getting toddlers to eat and how these challenges can be addressed.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 37. Explain why a variety of fruits and vegetables should be included in children’s daily diet.

There is great variability in the nutrient contribution of individual vegetables and fruits.

ANSWER: The nutrients obtained from fruits and vegetables play important roles in children’s growth and health. It is also important to introduce young children to a wide variety of fruits and vegetables to increase their familiarity and long-term acceptance.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Promoting Healthy Eating Habits QUESTION TYPE: Subjective Short Answer Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.16.04 - Discuss how adults can encourage children's healthy eating behaviors.

NATIONAL STANDARDS: United States - NAEYC 1 - Promoting child development and learning.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 38. What nutrient-dense foods would be appropriate to serve as “desserts” in children’s meals?

Desserts should consist of nutritious (nutrient-dense) foods that are planned as part of the ANSWER: meal, not as a sweet reward for a clean plate. Fresh fruits and fruit sorbets, whole-grain baked products, and milk-based items such as frozen yogurt or yogurt “sundaes” add essential nutrients to children’s diets.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Feeding Toddlers QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.16.02 - Explain the challenges involved in getting toddlers to eat and how these challenges can be addressed.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 39. Children’s appetites and willingness to eat are strongly influenced by the mealtime environment. Identify and briefly discuss several features that can be used to create an atmosphere that encourages children to eat.

Attention should be given to several factors. First, child-size comfortable chairs should be ANSWER: provided and tables should be of a comfortable height. If children are still using a high chair, they (chairs) should have a stable base, washable parts, a support for children’s feet, and safety straps to prevent children from slipping out or falling. Eating utensils should be child-size, non-breakable, easy for children to use (reduces the risk of spills). All eating surfaces should be sanitized and everyone’s hands washed. Foods should be cut into small pieces so they are easy for children to manage; this will reduce frustration and choking.

The room should be straightened and distractions removed. Quiet music can create a relaxing background. Adults should eat meals with the children and engage them in pleasant social conversation.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Feeding Preschoolers and School-Age Children Feeding Toddlers QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.10.16.03 - Describe preschoolers' and school-age children's unique nutrient requirements and ways to meet them.

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hsn.maro.11.16.02 - Explain the challenges involved in getting toddlers to eat and how these challenges can be addressed.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Create 40. Explain how you would respond to a parent/caregiver who justifies their child’s obesity as “it’s genetic and runs in our family?”

It is important to acknowledge and respect the parent’s/caregiver’s beliefs even though ANSWER: genetics may be an unlikely factor. Only a small percentage of obesity cases have a genetic cause. Rather, work closely with the family to address children’s weight condition by suggesting ways to increase physical activity, improve eating patterns, and help them feel good about themselves.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Health Conditions Related to Dietary Patterns QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.16.05 - Identify and discuss the common health problems associated with children's unhealthy eating patterns.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Create

Chapter 17 Meal Planning and Service

1. The odd-day-cycle meal plan eliminates the problem of serving the same food on the same day each week. a. True b. False ANSWER: True The odd-day cycle avoids associating specific meals with certain days of the week.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Menu Style QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.02 - Explain how weekly and cycle menus differ.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

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KEYWORDS:

Bloom’s: Understand

2. A beverage labeled “juice drink” provides at least 50 percent pure fruit juice. a. True b. False ANSWER: False Fruit drinks contain only 0-10 percent real fruit juice. They are primarily water, sugar, and RATIONALE: added flavoring.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Nutritious Snacks QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 3. Meals should include only nutrient-dense foods from each food group, but snacks can be calorie-dense, high-energy pick-me-ups. a. True b. False ANSWER: False Because young children have limited interest in eating and a small stomach capacity every RATIONALE: bite should count. Only nutrient-dense foods should be served at meals and snacks.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Nutritious Snacks QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.03 - Plan snacks that meet the nutrient requirements of toddlers; preschoolers; and, school-aged children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 4. Cycle menus offer a distinct time-saving advantage for planners. a. True b. False ANSWER: True Cycle menus require more initial planning time to develop. However, once the menu cycle RATIONALE: is complete, it can be reused, so it is a more efficient use of the menu planner’s time.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Menu Style QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.02 - Explain how weekly and cycle menus differ.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 5. Teachers should correct children’s inappropriate table manners and make sure they finish a meal in the allotted time. a. True b. False ANSWER: False Pleasant mealtimes are conducive to improved eating. Although it is important that RATIONALE: teachers monitor children’s table manners, they can ignore some inappropriate behavior unless it becomes disruptive. Teachers should create a relaxed atmosphere, allow adequate time for children to eat, and not hurry them to finish.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Meal Service QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.04 - Create mealtime environments that are inviting for children and adults.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Apply 6. A suitable snack for preschoolers should always include milk. a. True b. False ANSWER: False Serving a beverage with snack is highly desirable. However, there are many other healthy RATIONALE: options, such as water and 100 percent fruit juices, that can be served.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Nutritious Snacks QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.03 - Plan snacks that meet the nutrient requirements of toddlers; preschoolers; and, school-aged children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply Copyright Cengage Learning. Powered by Cognero.

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7. Seasonal fresh produce should be included in menus whenever possible to reduce cost, improve nutritional value, and expose children to new food items. a. True b. False ANSWER: True Fruits and vegetables in season are always preferred because they tend to be less RATIONALE: expensive, more nutritious, and include a wide variety of options for children to try.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Menu Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 8. Including cheese and other dairy products in a meal will improve the iron contribution. a. True b. False ANSWER: False Dairy products, including cheese, are poor sources of iron.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Menu Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 9. According to CACFP requirements, snacks must include at least three items from different food groups. a. True b. False ANSWER: False A snack must consist of two food items, each from a different food group.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Menu Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when Copyright Cengage Learning. Powered by Cognero.

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developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 10. Serving pumpkin bread, sweet potato fries, and broccoli will improve a child’s vitamin C intake. a. True b. False ANSWER: False These foods are high in vitamin A, not C. RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Menu Development QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 11. According to Child and Adult Care Food Program (CACFP) guidelines, which foods are eligible for reimbursement as fruits and vegetables? a. Grape drink and cranberry fruit cocktail b. Strawberry and apricot jams c. Fruit leather roll-ups d. Tomato juice and baked potatoes ANSWER: d Only tomato juice and baked potatoes would meet the CACFP fruit and vegetable RATIONALE: requirement. Jams, fruit cocktail beverages, and fruit leathers do not contain enough fruit to qualify.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Menu Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 12. Children’s snacks should: a. satisfy a portion of their daily nutrient requirements. b. be avoided because they can interfere with mealtime appetite.

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c. include only calorie-dense foods to meet their high energy needs. d. be planned around their requests and “favorites.”

ANSWER: a Snacks provide an ideal opportunity to meet a portion of children's daily nutrient RATIONALE: requirements. Food items should be nutrient-dense and low in fat and added sugars.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Nutritious Snacks QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.03 - Plan snacks that meet the nutrient requirements of toddlers; preschoolers; and, school-aged children.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 13. According to CACFP guidelines: a. menus must provide at least one-third of a child’s daily RDAs. b. all early childhood programs are eligible for reimbursement. c. meals and snacks are free to children under age 5. d. meal planners should serve children what they prefer.

ANSWER: a Programs must be licensed, meet specific meal planning guidelines, and provide at least RATIONALE: one-third of a child’s RDA nutrient requirement in order to participate in CACFP. POINTS: 1 DIFFICULTY: Moderate REFERENCES: Menu Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an Early Childhood Educator United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 14. Foods that would correct a menu lacking in vitamin C are: a. broccoli and green peppers. b. carrots, apricots, and cabbage. c. whole wheat crackers and peanut butter. d. milk and chocolate pudding.

ANSWER: a Broccoli and green peppers are high in vitamin C. Other sources include strawberries, RATIONALE: tomatoes, oranges and other citrus fruits, and kiwi fruit, among others.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Menu Development QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 15. A snack that would provide the most vitamin A is: a. pumpkin bread and milk. b. oatmeal muffins and orange juice. c. cinnamon toast and grapefruit juice. d. graham crackers and milk.

ANSWER: a Pumpkin bread is high in vitamin A. Milk also contributes vitamin A. RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Menu Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 16. An appropriate serving of baked fish for a 7-year-old would be: a. 1 ounce. b. 1 1/2 ounces. c. 2 to 2 1/2 ounces. d. 1/2 pound.

ANSWER: c A correct portion of fish for a seven-year-old would be 2 to 2 1/2 ounces.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Menu Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 17. Teachers should eat meals with children so they are able to: Copyright Cengage Learning. Powered by Cognero.

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a. clean up spills. b. serve the children’s plates. c. correct children’s table manners. d. act as role models.

ANSWER: d Teachers should be positive role models for children during meals. They should RATIONALE: demonstrate good manners and an enjoyment of foods that are served.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Meal Service QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.04 - Create mealtime environments that are inviting for children and adults.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 18. The Child and Adult Care Food Program (CACFP): a. provides surplus food items to schools. b. trains food service personnel. c. reimburses participating child care programs for meal service costs. d. sets national health, safety, and nutrition standards for individuals of all ages.

ANSWER: c The CACFP reimburses early childhood programs, in part, for the food served to children.

RATIONALE: Programs must meet meal pattern guidelines and serve nutritious food in order to qualify for reimbursement.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Menu Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 19. In order to meet CACFP requirements for lunch: a. milk must be served as a beverage. b. 100 percent fruit juices can be substituted for milk. c. water is considered an acceptable replacement for milk. d. fruit drinks are okay to serve once in a while.

ANSWER: a Milk must be served at all meals to meet the required meal pattern and qualify for RATIONALE: Copyright Cengage Learning. Powered by Cognero.

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reimbursement.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Menu Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 20. Cantaloupe, strawberries, and fresh tomatoes would boost the __________ in a meal plan. a. vitamin A b. protein c. riboflavin d. vitamin C ANSWER: d Cantaloupe, strawberries, and fresh tomatoes are high in vitamin C. RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Menu Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 21. CACFP and the National School Lunch Program meal patterns are aligned with improvement standards set forth in the: a. National Health Education Act. b. Healthy Hunger-Free Kids Act. c. National Nutrition Regulations. d. CACFP Amendments.

ANSWER: b The Healthy Hunger-Free Kids Act requires schools and programs that receive federal RATIONALE: funding to improve the nutrient quality of children’s meals. In addition, the law increased school food program funding, allowed schools to increase the rates charged for meals, provided additional training for food personnel, and required schools to improve the quality of foods and beverages sold in schools.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Menu Development Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 22. When preparing a menu plan, the most important consideration should be: a. cost. b. ease of preparation. c. including children’s favorite foods. d. meeting children’s nutrient needs.

ANSWER: d Meeting children’s nutrient needs should be the most important criteria considered when RATIONALE: developing menus.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Menu Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 23. Several factors must be considered when planning menus. In descending order of importance (most to least important), these factors are: a. introduction of new foods, color contrast, nutrient adequacy. b. color contrast, licensing requirements, nutrient adequacy. c. licensing requirements, color contrast, nutrient adequacy. d. nutrient adequacy, licensing requirements, introduction of new foods.

ANSWER: d When developing menu plans, the most important criteria to consider are meeting RATIONALE: children’s nutrient requirements, meeting program and licensing requirements, and introducing some new foods for children to try.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Menu Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

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KEYWORDS:

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

Bloom’s: Apply

24. The U.S. Department of __________ is responsible for funding and regulating food reimbursement programs, including the CACFP and National School Lunch. a. Agriculture b. Economics c. Education d. Health and Human Services ANSWER: a National food and nutrition reimbursement programs are funded and managed by the U.S. RATIONALE: Department of Agriculture.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Menu Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 25. First-in-first-out (FIFO) is a practice that is ideally used for: a. serving meals efficiently. b. planning functional menus. c. cooking instructions. d. handling and storing food supplies.

ANSWER: d FIFO is a handling and storage method whereby food supplies are dated and the oldest RATIONALE: items used first.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Planning the Menu Within Budget QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.17.05 - Describe four strategies for controlling food costs.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 26. Portion control is an important advantage of the __________ service method used for serving food to young children. plate ANSWER: POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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DIFFICULTY: Easy REFERENCES: Meal Service QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.17.04 - Create mealtime environments that are inviting for children and adults.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 27. The term __________ refers to the process of ordering and purchasing foods. procurement ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Planning the Menu Within Budget QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.17.05 - Describe four strategies for controlling food costs.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 28. Whole grain products consist of grains that have not been __________. refined ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Nutritious Snacks QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.17.03 - Plan snacks that meet the nutrient requirements of toddlers; preschoolers; and, school-aged children.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 29. A meal that consists of a corn tortilla, scrambled eggs, yellow squash, and cantaloupe is lacking in __________ appeal. color ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Menu Development Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 30. __________ recipes enable food service personnel to purchase correct amounts of food and minimize waste.

Standardized ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Planning the Menu Within Budget QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.17.05 - Describe four strategies for controlling food costs.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 31. What four critical nutrients must a program that participates in CACFP meet in their menu planning?

Calcium, iron, vitamins A and C ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Menu Development QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 32. Why must all bread and bread alternates be either whole grain or enriched?

This requirement helps to ensure that grain products (e.g., cereals, breads, pastas, crackers) ANSWER: supply the expected amounts of iron, thiamin, riboflavin, niacin, and folacin.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Menu Development Nutritious Snacks QUESTION TYPE: Subjective Short Answer Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.10.17.03 - Plan snacks for toddlers, preschoolers, and school-age children that meet their nutritional requirements. hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 33. List the eight steps involved in efficient menu planning.

Eight steps for menu planning: ANSWER: 27. List main dish 28. List fruits and vegetables 29. Add whole grain and enriched cereals 30. Add beverage 31. Plan snack(s) to balance meal(s) 32. Review menus relative to nutrients, licensing regulations, familiar foods, and introduction of new foods for children to try 33. Post menu for staff and families 34. Evaluate menu for child acceptance, plate waste, ease of preparation, and the like POINTS: 1 DIFFICULTY: Difficult REFERENCES: Menu Development QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze, Create 34. Compare plate service with family-style food service. What are the advantages of each style for the children and for food service personnel?

Family style allows the children to serve the amount of food they are interested in eating ANSWER: and affords children an opportunity to develop sensorimotor and social skills. Plate service allows better cost management through portion control.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Meal Service QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.17.04 - Create mealtime environments that are inviting for children and adults.

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NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 35. Why is it important to post the current week’s menu where it can be read by staff and families?

Families may want to adjust their home menus to complement the meals served to children ANSWER: at school. In addition, posted menus may increase a family’s interest in healthy eating and prompt them to become more involved in making nutritious food choices for their family.

Posted menus also enable teachers to plan learning experiences that complement or reinforce children’s interest in, and acceptance of, new foods that are being served.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Menu Development QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 36. Outline a simple method for calculating the food cost per person, per week.

First, determine the number of individuals to be served; next, calculate the total food costs; ANSWER: then, divide the total dollars spent for food by the number of individuals served.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Planning the Menu Within Budget QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.17.05 - Describe four strategies for controlling food costs.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 37. Do cookies or granola bars qualify as a reimbursable snack item? Explain.

Yes, cookies and granola bars are acceptable snack components when whole grain or ANSWER: enriched flour is the predominant ingredient and the total weight of a serving is at least 18 grams (0.6 oz.).

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Nutritious Snacks QUESTION TYPE: Subjective Short Answer Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.17.03 - Plan snacks that meet the nutrient requirements of toddlers; preschoolers; and, school-aged children.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 38. Describe five sensory qualities that should be addressed to make meals appealing.

Color, flavor, texture, shape, temperature ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Menu Development QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 39. What positive outcomes may be experienced when ethnic foods are included in children’s meals?

Including foods from various cultures adds variety and interest to meals and can serve as a ANSWER: basis for educational activities. Ethnic foods also provide an opportunity to learn about and build rapport with children and families from other cultures and backgrounds.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Menu Development QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.17.01 - Describe four criteria that must be addressed when developing children’s menus.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 4 - Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

KEYWORDS: Bloom’s: Analyze 40. Food service expenses account for a significant portion of a program’s budget. Describe steps the menu-planner can take to control costs without compromising the nutrient quality of children’s meals.

The menu-planner can implement several steps to achieve cost-savings, including: ANSWER: - investing time in menu-planning to take advantage of supplies on hand, seasonal foods, and sales Copyright Cengage Learning. Powered by Cognero.

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- planning food purchases to avoid waste by determining the actual quantities of foods needed, taking advantage of seasonal produce and sales - using standardized recipes and food preparation methods to reduce waste - maintaining careful records to determine the costs/serving, supply inventories, and monitoring other related expenses - implementing a food-service plan that includes some portion control POINTS: 1 DIFFICULTY: Moderate REFERENCES: Planning the Menu Within Budget QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.17.05 - Describe four strategies for controlling food costs.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an Early Childhood Educator United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply

Chapter 18 Food Safety 1. A thermometer should be positioned on the top shelf of the refrigerator, near the back, to monitor the internal temperature. a. True b. False ANSWER: False A thermometer should be placed in the warmest part of the refrigerator which is toward the RATIONALE: front of a top or middle shelf.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Measures to Keep Food Safe QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 2. A food service worker who has been diagnosed with strep throat can return to work after completing 24 hours of antibiotic treatment. a. True b. False ANSWER: True A food-service worker would no longer be communicable after 24 hours of antibiotic RATIONALE: treatment.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Measures to Keep Food Safe QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 3. Most foodborne illness outbreaks can be traced to fast food meals or processed foods sold in retail stores. a. True b. False ANSWER: False The majority of foodborne illnesses occur in people’s homes due to improper food storage, RATIONALE: handling, and/or preparation.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Food-Related Illness QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.01 - Discuss why the incidence of foodborne illness is increasing and what audiences are at greater risk.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 4. Young children, pregnant women, and the elderly are among those at greatest risk for foodborne illness. a. True b. False ANSWER: True Young children, pregnant women, and the elderly have a weaker immune system, so they RATIONALE: are more vulnerable to experiencing foodborne illnesses.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Food-Related Illness QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.01 - Discuss why the incidence of foodborne illness is increasing and what audiences are at greater risk.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 5. Pesticides, dirt, and cleaning chemicals are examples of biological food hazards. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: RATIONALE:

False Biological contaminants include bacteria, viruses, molds, and parasites. Pesticides, cleaning chemicals, and dirt are examples of chemical and physical contaminants.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Food-Related Illness QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.01 - Discuss why the incidence of foodborne illness is increasing and what audiences are at greater risk.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 6. Some bacteria in foods are beneficial. a. True b. False ANSWER: True The human body is filled with beneficial bacteria and more are ingested in foods that are RATIONALE: consumed, such as cheese and yogurt.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Food-Related Illness QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.01 - Discuss why the incidence of foodborne illness is increasing and what audiences are at greater risk.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 7. Washing hands with soap and water is the preferred method to use in schools and early childhood settings. a. True b. False ANSWER: True Frequent and thorough hand washing is the most effective method for removing dirt, RATIONALE: chemicals, and harmful pathogens from hands. Sanitizing gels can be used temporarily until hands can be washed with soap and water.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Measures to Keep Food Safe QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to Copyright Cengage Learning. Powered by Cognero.

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preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 8. Frozen foods may be safely thawed in hot water. a. True b. False ANSWER: False Frozen foods can be safely defrosted by placing them in cool water that is changed often.

RATIONALE: Hot water should not be used because it can promote bacterial growth.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Measures to Keep Food Safe QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 9. Protein foods, such as eggs, meat, and seafood, are an ideal source for bacterial growth. a. True b. False ANSWER: True Bacteria prefer and grow rapidly in foods that are high in protein.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Measures to Keep Food Safe QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.01 - Discuss why the incidence of foodborne illness is increasing and what audiences are at greater risk.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 10. You can determine if a food is unsafe to eat by smelling or tasting it. a. True b. False ANSWER: False Bacteria, viruses, molds, or other pathogens cannot be detected by smelling or tasting a RATIONALE: food.

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POINTS: 1 DIFFICULTY: Moderate REFERENCES: Foodborne Illnesses QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.04 - Identify common foodborne illnesses, including their food sources, symptoms, and prevention methods.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Understand 11. All milk served to children must be: a. sterilized. b. pasteurized. c. stored at 32°F or cooler. d. homogenized.

ANSWER: b Only pasteurized milk should be served to children. This process destroys nearly all RATIONALE: disease-causing pathogens.

POINTS: 1 DIFFICULTY: Easy REFERENCES: National and International Food Supply Safeguards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.05 - Describe several large-scale efforts that are designed to make food safer for human consumption.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 12. A cook who has been diagnosed with hepatitis A should: a. not be involved with food preparations until cleared by a physician. b. continue working around food as long as they practice careful hand washing. c. be permanently dismissed from their position. d. be allowed to work if they feel well enough to do so.

ANSWER: a Hepatitis A is highly contagious and easily transmitted via food. The cook should not RATIONALE: return to their position until a physician has given the okay.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Foodborne Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.04 - Identify common foodborne illnesses, including their food Copyright Cengage Learning. Powered by Cognero.

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sources, symptoms, and prevention methods.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 13. Pasteurization of food: a. destroys most disease-producing organisms. b. destroys all bacteria, viruses, and molds. c. destroys only bacterial toxins. d. preserves freshness and flavor.

ANSWER: a The pasteurization process destroys disease-causing pathogens by heating foods to a RATIONALE: temperature greater than 145°F (62.8°C) for a brief period.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: National and International Food Supply Safeguards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.05 - Describe several large-scale efforts that are designed to make food safer for human consumption.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understanding 14. Foodborne illnesses are caused by all the following EXCEPT: a. bacteria. b. molds and parasites. c. chemicals and insecticides. d. viruses.

ANSWER: c Foodborne illnesses are caused by pathogens, such as bacteria, viruses, molds, and RATIONALE: parasites.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Foodborne Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.04 - Identify common foodborne illnesses, including their food sources, symptoms, and prevention methods.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 15. Foods most commonly involved in foodborne illnesses are: Copyright Cengage Learning. Powered by Cognero.

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a. raw fruits and vegetables. b. protein-based foods. c. grains and cereals. d. wild game.

ANSWER: b A majority of foodborne illnesses are associated with protein-based foods, such as dairy, RATIONALE: meats, seafood, and eggs.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Measures to Keep Food Safe QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 16. Washing fruits and vegetables that will be peeled is: a. unnecessary. b. not important unless they have been sprayed with pesticides. c. only necessary if the foods will be eaten raw. d. always an important practice to follow.

ANSWER: d All fruits and vegetables should be washed before they are eaten or prepared. Pesticide RATIONALE: residues and dirt on the skins will enter the flesh when it is cut with a knife.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Measures to Keep Food Safe QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 17. A commercial process that utilizes gamma rays to destroy disease-producing microorganisms in food products is: a. radiation therapy. b. pasteurization. c. illumination. d. irradiation.

ANSWER: d Irradiation uses gamma rays or an electron beam to destroy disease-producing RATIONALE: microorganisms, including bacteria, viruses, and parasites, in food products.

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POINTS: 1 DIFFICULTY: Easy REFERENCES: National and International Food Supply Safeguards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.05 - Describe several large-scale efforts that are designed to make food safer for human consumption.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 18. The radura symbol on a food indicates that it has been: a. pasteurized. b. sterilized. c. irradiated. d. freeze dried.

ANSWER: c The radura symbol indicates that a food has been irradiated.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: National and International Food Supply Safeguards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.05 - Describe several large-scale efforts that are designed to make food safer for human consumption.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 19. In early childhood programs, any hot foods remaining in serving bowls at the end of a meal should be: a. chilled, refrigerated, and used at another meal. b. reheated, cooled, and frozen for re-use. c. discarded and not reused. d. heated in a microwave oven before using again.

ANSWER: c Hot foods that remain in serving bowls following a meal should be discarded.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Measures to Keep Food Safe QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 3 - Students will demonstrate the ability to access valid Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

information, products, and service to enhance health.

Bloom’s: Apply

20. All of these methods are considered to be safe for thawing frozen foods EXCEPT: a. in the refrigerator. b. in the microwave oven. c. under cold running water. d. in hot water.

ANSWER: d Frozen foods should not be thawed in hot water. This method can cause bacteria to grow RATIONALE: on the food’s surface.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Measures to Keep Food Safe QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 21. Food that has visible mold should be: a. discarded. b. trimmed free of mold and refrigerated. c. trimmed free of mold and heated to 145°F (62.8°C). d. frozen immediately.

ANSWER: a Moldy food should be thrown away.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Measures to Keep Food Safe QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 22. Protein-based and creamed dishes should be prepared from: a. ingredients that were previously frozen. b. thoroughly chilled ingredients. c. hot ingredients that have slowly cooled. d. none of these preparation methods are correct.

ANSWER: b Bacterial growth can be prevented by always chilling ingredients separately before RATIONALE: Copyright Cengage Learning. Powered by Cognero.

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combining them together in a dish.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Measures to Keep Food Safe QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 23. The symptoms of Salmonella are most likely to appear about __________ following the ingestion of an infected food. a. 1 to 3 hours b. 6 to 8 hours c. 12 to 48 hours d. 4 to 5 days ANSWER: c The symptoms of salmonella begin to appear approximately 12 to 48 hours after a RATIONALE: contaminated food has been ingested.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Foodborne Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.04 - Identify common foodborne illnesses, including their food sources, symptoms, and prevention methods.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 24. Listeria outbreaks are most commonly associated with: a. undercooked beef. b. raw fruits and vegetables. c. uncooked eggs. d. lunch meats and hot dogs.

ANSWER: d Cold cuts, hot dogs, and soft cheeses are a common source of listeria. The bacteria is RATIONALE: unusual in that it is capable of multiplying in a cold (refrigerator) environment.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Foodborne Illnesses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.04 - Identify common foodborne illnesses, including their food sources, symptoms, and prevention methods.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

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KEYWORDS:

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

Bloom’s: Apply

25. Refrigerator temperatures should be maintained at: a. 28°F to 30°F. b. 38°F to 40°F. c. 48°F to 50°F. d. 0°F. ANSWER: b Refrigerator temperatures should be maintained between 38-40 degrees F. A thermometer RATIONALE: should be placed in the warmest part of the refrigerator (usually near the front) to monitor the temperature.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Measures to Keep Food Safe QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 26. Teachers and children must __________ __________ thoroughly before and after handling food. wash hands ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Measures to Keep Food Safe QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 3 - Child observations, documentation, and assessment United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 27. Bacteria such as Salmonella, E. coli, and Campylobacter are destroyed by __________. heat ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Food-Related Illness QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.18.01 - Discuss why the incidence of foodborne illness is increasing Copyright Cengage Learning. Powered by Cognero.

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and what audiences are at greater risk.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 28. Food infection is caused by the presence of live __________ in the food. bacteria ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Food-Related Illness QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.18.01 - Discuss why the incidence of foodborne illness is increasing and what audiences are at greater risk.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 29. The FDA has approved the use of __________ as an acceptable means of destroying disease-producing bacteria in some foods. irradiation ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: National and International Food Supply Safeguards QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.18.05 - Describe several large-scale efforts that are designed to make food safer for human consumption.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 30. The __________ provides a seven-step guide for preventing foodborne illness.

HACCP ANSWER: Hazard Analysis and Critical Control Point POINTS: 1 DIFFICULTY: Easy REFERENCES: Hazard Analysis and Critical Control Point QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.18.03 - Explain how an HACCP plan is conducted to improve food safety.

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NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an Early Childhood Educator United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 31. Illness-producing bacteria grow best at temperatures between __________°F and __________°F. 40, 140 ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Food-Related Illness QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.18.01 - Discuss why the incidence of foodborne illness is increasing and what audiences are at greater risk.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 32. Refrigerators must be maintained between __________°F and __________°F and the freezer kept at __________°F or lower for safe food storage.

38; 40; 0 ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Measures to Keep Food Safe QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 33. A cutting board must be washed and __________ after it has been used to prepare any protein-based food(s). disinfected ANSWER: sanitized POINTS: 1 DIFFICULTY: Easy REFERENCES: Measures to Keep Food Safe QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

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KEYWORDS:

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

Bloom’s: Apply

34. Food infections such as E. coli and Salmonella result from the ingestion of __________ bacteria. live ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Food-Related Illness QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.18.04 - Identify common foodborne illnesses, including their food sources, symptoms, and prevention methods.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Remember 35. List several foods that can be kept in non-refrigerated storage and used to prepare simple meals and snacks on a day when the cook is ill.

Examples of emergency foods include: canned salmon and tuna, canned chicken, dried ANSWER: beans and lentils, noodles, rice, canned soups and vegetables, macaroni and cheese (packaged), spaghetti sauce, peanut butter, applesauce and other canned fruits, crackers, cereals, etc.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Measures to Keep Food Safe QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Create 36. Identify times when it is essential that a food handler wash their hands.

35. before starting to work ANSWER: 36. before and after handling food 37. between the preparation of different foods, such as meat and salads 38. after going to the bathroom 39. after handling nonfood items such as cleaning materials 40. after coughing, sneezing, blowing nose, etc.

41. before putting on gloves to work with food and after removing them 42. after using tobacco, eating, drinking, or taking medication Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Difficult REFERENCES: Measures to Keep Food Safe QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 37. What is the prescribed procedure for hand washing dishes in a group care setting?

Steps that must be followed carefully when hand washing dishes include: ANSWER: 1. Washing dishes in hot water and detergent 2. Rinsing dishes in hot clear water 3. Sanitizing the dishes with chlorine solution 4. Allowing dishes to air-dry POINTS: 1 DIFFICULTY: Moderate REFERENCES: Measures to Keep Food Safe QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 38. What four conditions encourage and are required for bacterial growth?

A protein source; darkness; moisture; and, temperatures between 40°F and 140°F ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Food-Related Illness QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.18.01 - Discuss why the incidence of foodborne illness is increasing and what audiences are at greater risk.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand Copyright Cengage Learning. Powered by Cognero.

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39. Why is it not advisable to let children eat raw fish or undercooked meats?

Children’s immune systems are neither fully developed nor as strong as an adult’s. As a ANSWER: result, they may be sickened by smaller amounts of contaminated foods. However, this same recommendation applies to adults—no one is immune from a foodborne illness.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Measures to Keep Food Safe QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.18.02 - Outline basic safety and sanitation practices critical to preventing food-related illnesses.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Analyze 40. Every day we hear more about large-scale outbreaks of food-borne illnesses or recalls of contaminated food products.

Each year millions of children and adults are sickened by the food they have eaten. The government spends billions of dollars annually on food-safety systems, legislation, and health care costs related to food-borne illness. How would you explain the apparent increase in food-related illness given these efforts? What solutions would you offer to reduce the incidence of food-borne illness?

Several factors account for the reported increase in food-borne illness, including improved ANSWER: public awareness; improved reporting and record-keeping; increased mass production, processing, and transportation of foods (versus small, local farms); increased demand for imported foods, especially seasonal fruits and vegetables; more meals being eaten in restaurants and fast-food establishments; increased demand for processed and prepared foods; and inspection systems that are understaffed, underfunded, and out-of-date.

Solutions for reducing the incidence of food-borne illness include: using more foods that are locally grown; eating out less often and preparing more meals at home; increasing more public education initiatives regarding food-safety practices (e.g., hand washing, proper food handling, safe cooking methods); providing additional funding for food inspection programs; implementing safe food storage, handling, and preparation practices at home; delegating food preparation activities to someone else if you are ill.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: All sections of this chapter QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.18.05 - Describe several large-scale efforts that are designed to make food safer for human consumption.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Create

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Chapter 19 Nutrition Education: Rationale, Concepts, and Lessons 1. Families should be discouraged from joining children for lunch because their presence distracts children from eating. a. True b. False ANSWER: False Encouraging families to have lunch with their children is one way that schools can involve RATIONALE: them in nutrition education activities. Parents can experience the nutritious foods that children are served, read posted menus, and talk with other families about recipes and different meal patterns. In addition, children enjoy having their families visit and to see what they are learning about in school.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Rationale for Teaching Children About Nutrition QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

KEYWORDS: Bloom’s: Apply 2. Foods high in sugar and/or fat should be reserved for special classroom celebrations, such as holidays and birthdays. a. True b. False ANSWER: False Foods served to children should always be nutrient-dense. Calorie-dense foods do not RATIONALE: provide children with nutrients that are critical for healthy growth and development.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 3. Teachers must never leave the room during a nutrition activity that involves food or cooking utensils that might harm a child. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: RATIONALE:

True Protecting children’s safety must be a teacher’s primary consideration at all times. If they must leave an activity for any reason, the activity should be stopped or another teacher asked to take over temporarily.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Analyze 4. Foods that have been used in a nutrition activity should not be eaten because they may have been contaminated during the lesson. a. True b. False ANSWER: False Children should always be able to eat food that has been used in a nutrition activity, RATIONALE: preferably at the conclusion of the activity or shortly thereafter. All participants in the activity must wash their hands at the start, and foods should be handled and prepared properly to prevent any contamination.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Analyze 5. Children who dislike vegetables may be more willing to taste them if they have been involved in the preparation. a. True b. False ANSWER: True Children’s involvement in food preparations increases their interest in tasting the food, RATIONALE: even if it is an unfamiliar item.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Planning a Nutrition Education Program Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 6. Foods used in nutrition activities should be nutrient-dense. a. True b. False ANSWER: True Foods used in nutrition activities should always be nutrient-dense. Calorie-dense foods do RATIONALE: not provide children with nutrients that are critical for healthy growth and development. In addition, they do not teach child about healthy eating practices.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 7. Most families have limited teaching knowledge and, thus, should not participate in children’s nutrition learning activities. a. True b. False ANSWER: False Involving families in children’s nutrition activities provides opportunities for sharing RATIONALE: information that children are learning.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Rationale for Teaching Children About Nutrition QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections United States - NHES 2 - Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behavior.

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KEYWORDS:

Bloom’s: Understand

8. Preschool-age children should be able to identify, label, and correctly sort a variety of foods according to the MyPlate model. a. True b. False ANSWER: False These activities are not developmentally appropriate. Preschool-age children have not RATIONALE: developed the advanced cognitive abilities that are need to categorize, differentiate, and label food items.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply 9. Food-related learning activities should help children to understand that nutrients in food are necessary for growth and health, and that food should be enjoyed. a. True b. False ANSWER: True This is a basic rationale that supports nutrition education for young children.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 10. Television plays a minor role in shaping young children’s food preferences and eating behaviors. a. True b. False ANSWER: False Television exerts a major influence on children’s ideas about food and food preferences.

RATIONALE: Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 DIFFICULTY: Easy REFERENCES: Where Else Do Children Learn About Nutrition?

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.04 - Describe several factors that influence children's ideas about food and nutrition.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Understand 11. The theoretical framework upon which nutrition education is based includes all the following major concepts EXCEPT: a. nutrition is about how the body uses food. b. food is composed of nutrients required for health. c. all persons require the same nutrients throughout life. d. the way food is handled does not affect its nutrients.

ANSWER: d This is not one of the four foundation concepts that explain why and what children should RATIONALE: learn about nutrition.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 12. Television: a. is a reliable source of nutrition information. b. promotes healthy food choices. c. serves as a major source of nutrition information for many children and families. d. provides program and commercial content that is based on sound educational objectives.

ANSWER: c Television program and commercial content serves as a major source of nutrition RATIONALE: information for many families and children.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Where Else Do Children Learn About Nutrition?

QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: hsn.maro.11.19.04 - Describe several factors that influence children's ideas about food and nutrition.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Remember 13. When food is used in a learning experience, the end product should be: a. edible and eaten by the children when the lesson is finished. b. displayed in a prominent place for families to see. c. thrown away at the end of the day. d. stored and served later in the week.

ANSWER: a Food that has been used in a nutrition education project should be eaten at the end of the RATIONALE: activity or shortly thereafter. Any lengthy delay will cause children to forget the lesson or nutrition concept that was taught.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 14. What primary factor should teachers consider when planning nutrition learning activities? a. Children’s developmental abilities and interests b. Cost of required food items c. Amount of preparation time d. Children’s food likes and dislikes ANSWER: a Nutrition education lessons should be designed to appeal to children's developmental RATIONALE: interests and abilities, teach children about foods that are healthy and nutrient-dense, and emphasize the importance of food safety to prevent illness.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionCopyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

making skills to enhance health.

Bloom’s: Apply

15. A measurable learning objective for a preschool nutrition activity is to: a. know the nutrient strengths of food. b. classify foods according to their appropriate food group. c. taste a food they have helped to prepare. d. understand how ingredients can change when cooked.

ANSWER: c “To taste” is the only measurable and developmentally appropriate objective on this list.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Developing Nutrition Lesson Plans QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.03 - Discuss the principles of effective curriculum and lesson development.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 16. The following learning objectives are all measurable EXCEPT: a. children will taste the salad. b. children will like the salad. c. children can explain why it is important to eat fresh vegetables. d. children can name at least two of the vegetables used in the salad.

ANSWER: b The objective “will like” is subjective and cannot be accurately measured.

RATIONALE: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 17. An effective food-based learning experience for children would be: a. baking brownies on Monday for Thursday’s snack. b. cutting up vegetables for soup to be served for today’s lunch. c. stringing cereal to make necklaces that children can wear home.

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d. creating a vegetable mural from magazine pictures.

ANSWER: b The most appropriate and effective nutrition learning activity would be the children’s RATIONALE: involvement in making vegetable soup. The end product is edible and children will eat the soup shortly after it is made.

POINTS: 1 DIFFICULTY: Difficult REFERENCES: Developing Nutrition Lesson Plans QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.03 - Discuss the principles of effective curriculum and lesson development.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 18. An activity that emphasizes children’s sensorimotor development is: a. growing plants in the classroom. b. spreading and cutting peanut butter sandwiches. c. arranging a tasting party focused on dairy foods. d. taking a field trip to a local fruit orchard.

ANSWER: b Spreading peanut butter on bread and cutting it into pieces involves children's sensorimotor RATIONALE: skills.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 19. The major responsibility for planning and executing a nutrition education program belongs to the: a. family. b. cook. c. teacher. d. director.

ANSWER: c Classroom teachers have primary responsibility for planning and conducting nutrition RATIONALE: lessons.

POINTS: 1 DIFFICULTY: Easy Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 20. Nutrition education experiences should: a. be presented in sequential order. b. reflect current trends and research findings. c. scheduled at the same time each day. d. build on what children have previously learned.

ANSWER: d Nutrition learning experiences should reinforce and build on what children already know.

RATIONALE: This approach improves children’s understanding and retention of new information.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Rationale for Teaching Children About Nutrition QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 21. Nutrition learning activities that would also promote children’s motor skill development include all EXCEPT: a. peeling and slicing bananas for a fruit salad. b. measuring ingredients for a recipe. c. reading a rhyming story about foods. d. washing the fruit to use for making banana bread.

ANSWER: c Reading a story would not advance children’s motor development.

RATIONALE: POINTS: 1 DIFFICULTY: Easy REFERENCES: Rationale for Teaching Children About Nutrition QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

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KEYWORDS:

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

Bloom’s: Apply

22. A safety consideration that is fundamental to any successful nutrition learning activity is: a. allowing children to cook independently. b. planning all steps of the classroom activity. c. encouraging children to taste each ingredient. d. providing boxes for children to stand on while cooking.

ANSWER: b The safety of every element involved in a nutrition activity must be examined carefully RATIONALE: before the lesson is presented to children.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 23. Before planning a food-related learning experience, it is most important to check on the children’s: a. health status. b. food allergies. c. food likes and dislikes. d. motor skills.

ANSWER: b It is important to determine beforehand if any child is allergic to the ingredients that will be RATIONALE: used in the nutrition project.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 24. Which of the following is an example of a nutrient-dense food? a. Chocolate chip cookies Copyright Cengage Learning. Powered by Cognero.

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b. Cereal with whole milk c. Cheeseburger and French fries d. Carrot sticks with ranch dip ANSWER: b Chocolate chip cookies, cheeseburger and fries, and carrots with ranch dip are all calorieRATIONALE: dense foods (more calories than nutrients). Cereal with milk yields more nutrients than calories.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Evaluate 25. One of the most important food safety practices involves: a. washing hands well before and after handling food. b. keeping all foods covered or wrapped securely. c. not allowing children to touch fresh fruit until it is washed. d. requiring children to wear aprons to avoid contamination from personal clothing.

ANSWER: a Children and adults must wash their hands thoroughly before touching food to prevent the RATIONALE: potential transmission of a communicable illness.

POINTS: 1 DIFFICULTY: Easy REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 4 - Developmentally, culturally, and linguistically appropriate teaching practices United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Evaluate 26. Which of the following nutrition projects would be most effective for teaching children about the importance of eating a variety of foods each day? a. Creating a grocery store with food props for dramatic play b. Sorting pictures of various foods into their correct food group c. Presenting a “new” fruit sampling party at snack time d. Drawing pictures of a nutritious breakfast or dinner ANSWER: c Copyright Cengage Learning. Powered by Cognero.

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Children’s participation in the tasting of real fruits would be the most effective instructional method for teaching about eating a variety of foods each day.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Evaluate RATIONALE:

27. A general statement or fundamental idea based on factual information is called a __________. concept ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Remember 28. Nutrition resource information and materials should be accurate, appropriate for the purpose and age of children, and _________-free. bias ANSWER: POINTS: 1 DIFFICULTY: Moderate REFERENCES: Developing Nutrition Lesson Plans QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.19.04 - Describe several factors that influence children's ideas about food and nutrition.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply Copyright Cengage Learning. Powered by Cognero.

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29. The outcome of any nutrition education activity should be __________ in order to determine if it was effective. measurable ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 30. Chopping, stirring, and squeezing are examples of activities that incorporate __________ __________ coordination. small muscle ANSWER: fine motor POINTS: 1 DIFFICULTY: Easy REFERENCES: Rationale for Teaching Children About Nutrition QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.

United States - NHES 1 - Students will comprehend concepts related to health promotion and disease prevention to enhance health.

KEYWORDS: Bloom’s: Apply 31. Teachers and children should __________ __________ before and after cooking projects to prevent food-borne illnesses. wash hands ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 6 - Professionalism as an early childhood educator.

United States - NHES 3 - Students will demonstrate the ability to access valid information, products, and service to enhance health.

KEYWORDS: Bloom’s: Apply Copyright Cengage Learning. Powered by Cognero.

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32. When children are __________ in an activity, they are more likely to understand and retain what they have learned. involved ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Remember 33. Children must be instructed always to __________ when eating to reduce the risk of choking. sit ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Completion HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 34. Briefly discuss several ways that schools can involve families in children’s nutritional education experiences.

Family involvement may include a variety of activities, including: ANSWER: - menu planning and eating with the children - assisting with nutrition education lessons - introducing children to different cultural and ethnic foods and practices - accompanying children on field trips POINTS: 1 DIFFICULTY: Easy REFERENCES: Rationale for Teaching Children About Nutrition QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community connections Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

Bloom’s: Analyze

35. Describe the four basic nutrition education principles that should guide the development of children’s learning experiences.

The four basic nutrition education concepts are: ANSWER: a. Children need food to grow and be healthy b. Nutrients are found in food and are needed to be healthy c. A variety of food needs to be eaten for health d. Foods must be handled carefully so that they are safe and nutritious POINTS: 1 DIFFICULTY: Moderate REFERENCES: Rationale for Teaching Children About Nutrition QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Understand 36. Identify and describe a food-related activity for preschool-age children that would also promote learning in these areas: a. language development b. cognitive development c. sensorimotor development d. social/emotional development 43. Reading stories, singing songs with children or helping them make up their own ANSWER: stories and songs, puppet shows, naming food served during meal/snack 44. Measuring ingredients for a cooking activity, sorting foods (or pictures) by categories (e.g., color, shape, number) 45. Slicing bananas, peaches, and apples for a fruit salad; kneading bread; making muffins; stirring ingredients 46. Having two or three children work together to spread peanut butter on crackers, asking several children to help set up or clean up after an activity POINTS: 1 DIFFICULTY: Difficult REFERENCES: Rationale for Teaching Children About Nutrition QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum Copyright Cengage Learning. Powered by Cognero.

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KEYWORDS:

United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

Bloom’s: Create

37. Why should children be taught to eat a variety of foods every day?

No one food provides all the required nutrients. Different foods provide different nutrients.

ANSWER: POINTS: 1 DIFFICULTY: Easy REFERENCES: Planning a Nutrition Education Program for Children QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Apply 38. Discuss how to evaluate the quality of nutrition information provided in books, newsletters, newspapers, magazines, on television, or found on the Internet.

Several points are important to consider: ANSWER: Is the source known to be reliable and free of bias?

Does the source deal with known nutrition facts?

Are unsubstantiated health claims presented?

Is the source trying to sell something?

Is it attractive and does it add value to the lesson?

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Where Else Do Children Learn About Nutrition?

QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.19.04 - Describe several factors that influence children's ideas about food and nutrition.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Evaluate 39. Discuss why pasta necklaces or finger painting with chocolate pudding are not appropriate nutrition education activities.

The end product of these activities cannot be eaten and, therefore, teaches children nothing ANSWER: about food. Activities of this type may also indirectly teach children that it is okay to play with and waste edible food.

POINTS: 1 DIFFICULTY: Moderate Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Planning a Nutrition Education Program QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.19.01 - Explain why it is important to educate young children about nutrition and describe the role that schools and families play in the process.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Evaluate 40. Children’s basic food preferences and dietary habits are formed during the early years. Identify and discuss factors that may contribute to, and influence, their ideas about food. What can families do to promote healthy eating behaviors?

Children develop ideas about food from a variety of sources, including their families, ANSWER: peers, school, and television (and other media forms). Television and family food preferences and eating patterns exert a particularly strong influence on young children’s early food choices, while peers and some media forms become more influential for older children. Family members should serve as positive role models for children. They can take steps to improve their own nutrition knowledge, plan nutritious meals, and engage in physical activity on a daily basis. Children should also have opportunities, planned and spontaneous, to learn about basic nutrition at home and in school.

POINTS: 1 DIFFICULTY: Moderate REFERENCES: Where Else Do Children Learn About Nutrition?

QUESTION TYPE: Essay HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: hsn.maro.11.19.04 - Describe several factors that influence children's ideas about food and nutrition.

NATIONAL STANDARDS: United States - NAEYC 5 - Knowledge, application, and integration of academic content in the early childhood curriculum United States - NHES 5 - Students will demonstrate the ability to use decisionmaking skills to enhance health.

KEYWORDS: Bloom’s: Create

Copyright Cengage Learning. Powered by Cognero.

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Copyright Cengage Learning. Powered by Cognero.

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