328 Exam 1

Question 1

Where to go for a fire:

Answer 1

Lincoln Music Hall

Question 2

Where to go for a tornado:

Answer 2

Basement or between elevators

Question 3

Where to go for a bomb threat:

Answer 3

Lutheran Church

Question 4

Policy for medication:

Answer 4

we do not distribute medication

Question 5

Appropriate clothing:

Answer 5

dress-casual, covered, no holes, long shirts

Question 6

When to wash hands:

Answer 6

Before eating 
When you arrive 
Before leaving 
Bathroom 
Changing stations 
Coming inside after being outside
Sneeze, cough, etc. 
Sensory table

Question 7

Picking up/Dropping off children policy:

Answer 7

Log it on the sheet
Those specified on the emergency contact forms
Parents must escort the child

Question 8

Staff to Child Ratio

4 Years

Answer 8

16 students = 1:8

18 students = 1:9

Question 9

Staff to Child Ration

5 years

Answer 9

16 students = 1:8
18 students = 1:9
20 students = 1:10

Question 10

Mild accident procedure (a child is bleeding)

Answer 10

rubber gloves, apply pressure, antiseptic, band-aid, keep them calm, accident/ouch report (what happened)

Question 11

Severe accident procedure (a child falls and becomes unconscious)

Answer 11

call 911, mentor teacher ASAP, clear the area, check pulse, CPR? Call the parents/emergency contacts, fill out a report (mentor teacher and parent) – step-by-step what took place

Question 12

Why is “What’s wrong with you, you’re 4 years old”?

Answer 12

Degrading
Implies all 4-year-old’s know what is right vs. wrong in all situations
Instead - talk about what happened

Question 13

Helping children deal with a problem

Answer 13

Guidance

Question 14

Helping children learn personal personal responsibility for their behavior and to judge between right and wrong for themselves

Answer 14

Discipline

Question 15

External controls; counteractive to healthy attitudes and behaviors

Answer 15

Punishment

Question 16

4 goals of discipline

Answer 16

1. Self-concept
2. Self-esteem
3. Self-discipline
4. Moral Autonomy

Question 17

understanding who we are and what we do

Answer 17

self-concept

Question 18

how we feel about self-concept

Answer 18

self-esteem

Question 19

regulating themselves

Answer 19

self-discipline

Question 20

having the ability to make decisions about right and wrong, regardless of any rewards or punishments, yet taking into consideration the rights and needs of all involved

1. Mutual respect
2. Helping children understand
3. Guiding choices

Answer 20

Moral Autonomy

Question 21

children must have a relationship with you before they will be motivated to pay attention to what you ask

Answer 21

Mutual respect - Moral Autonomy

Question 22

help children learn the reasons behind your requests and guidelines. State your reasons to the children

Answer 22

Helping children understand - Moral Autonomy

Question 23

provide children with choices so they learn how to make good decisions

Answer 23

Guiding choices - Moral Autonomy

Question 24

why are time outs not appropriate?

Answer 24

Used as a punishment
Humiliating
No information for why they are there
Drag on for long periods
Not given a sense of a more appropriate behavior
"one size fits all" mentality

Question 25

involves the child with it, you want them to figure out a solution for themselves; reward and punishment

Answer 25

Constructivist

Question 26

you try to mold their behavior, rewards or lack there of; self-governance through expereince

Answer 26

Behaviorist

Question 27

children will learn as they mature; "they'll learn, they'll get it at some point"

Answer 27

Maturaltionalist

Question 28

a mom, dad, etc. that they have an emotional tie to

Answer 28

Emotional dependency

Question 29

an object they have a tie to

Answer 29

Instrumental dependency

Question 30

the child experiences the direct results of his or her own behavior

Answer 30

Natural Consequences

Question 31

those imposed by an adult but linked to the child’s actions— different than punishment

Answer 31

Logical Consequences

Question 32

4 Logical concequences

Answer 32

1. Reciprocity 2. Exclusion 3. Deprivation 4. Restitution

Question 33

doing to the child what the child has done; not helping a child with a project because they ruined anothers

Answer 33

Reciprocity

Question 34

permits the child to remain a member of the group, but removes him/her from the person they have offended; their actions break the bond

Answer 34

Exclusion

Question 35

not being allowed to use materials that we misused; allowing the child to determine when they are ready to return and use it properly

Answer 35

Deprivation

Question 36

helps them see themselves as helpful rather than harmful; clean up a mess you made, get a cold cloth for someone you hurt

Answer 36

Restitution

Question 37

Rather than showing children how things work, let them touch and investigate materials and tell you how they work

Answer 37

Active curriculum

Question 38

Room arrangements

Answer 38

``` Well defined areas, entries and exits Boundaries Identities at home Home characteristics Home identities Activity level – calm vs. active Noise level – quiet vs. loud Involvement level – tidy or “slightly involved” vs. “fully involved” Types of activities – near each other ```

Question 39

Amount of supplies

Answer 39

Use real materials (e.g. bird’s nests, plants, a visit to a museum or science center, a visit from a community center, historical artifacts such as photographs, diaries, old toys, etc.) as a source of inspiration for lessons Amount of supplies correlates to the number of students; Too much vs. too little

Question 40

Modeling

Answer 40

Adults serve as positive role models for children Teachers set the tone for the classroom, with children taking on the interaction style of the adult As teachers, we need to model and teach appropriate behavior methods by showing them or giving them cues to direct their behavior

Question 41

Divert/distract the child's misbehavior

Answer 41

Redirection

Question 42

I-Message (3 parts)

Answer 42

Telling the person what they did, how it affected you, and how it affected others 1. State the unacceptable behavior 2. State your feelings 3. Explain why you feel that way

Question 43

an internal form of motivation. You strive towards a goal for personal satisfaction or accomplishment

Answer 43

Intrinsic Motivation

Question 44

doesn't always have to be another person, but it is some outside demand, obligation, or reward that requires the achievement of a particular goal

Answer 44

Extrinsic Motivation

Question 45

5 Steps to Problem Solving

Answer 45

1. Clarification 2. Solution Formation 3. Solution Selection 4. Implementation 5. Evaluation

Question 46

acknowledge the problem and define the ownership of the problem – get both sides

Answer 46

Problem Clarification - step 1

Question 47

brainstorm a list of possible solutions

Answer 47

Solution Formation - step 2

Question 48

evaluate each solution, taking into account feelings - adopt a solution that all agree to

Answer 48

Solution Selection - step 3

Question 49

follow through with who will do what by when

Answer 49

Implementation - step 4

Question 50

assess the success of the solution - if it fails, try another

Answer 50

Evaluation - step 5

Question 51

4 types of agression

Answer 51

1. Accidental 2. Expressive 3. Instrumental 4. Hostile

Question 52

aggressive acts that are unintentional

Answer 52

Accidental Aggression

Question 53

aggressive acts that are playful/exploratory in nature

Answer 53

Expressive Aggression

Question 54

aggressive acts that are used to get an object or something the aggressor wants (purpose is not to hurt)

Answer 54

Instrumental Aggression

Question 55

premeditated hurtful behavior

Answer 55

Hostile Aggression

Question 56

language that conveys a positive regard for children and a respect for and acceptance of their individual ideas and feelings Example: You need to use your inside voices.

Answer 56

Responsive Language

Question 57

language that conveys teacher control by using power assertion methods, threats, commands, and criticisms Example: Be quiet!

Answer 57

Restrictive Language