Final Exam for Early Childhood Education Students
Form long lines and march like soldiers
Run
Walk in an orderly fashion
Play quietly
Work bench
Sand-water table
Puzzles
Art easel
Wide open spaces
Distinct traffic patterns
Identified learning areas
A variety of activity centers
The needs of the child must come first
That they must be cheerful
That they must come to work every day
That children need young people to teach them
City government
County government
State government
Federal government
Emergency telephone numbers
Food likes and dislikes
Emergency treatments for accidents
All of the above
Gives the teacher time to prepare
Allows the teacher to change his/her mind
Gives the teacher a chance to repeat the warning
Shows respect for the child
Pick up the child and provide comfort
Stay with the child and send for emergency help
Move different parts of the child's body to dermine what is hurt
Go find the director
In a locked cabinet
In the bathroom
On back shelves under the sink
Nowhere at the center
Using diinfectants
Hand-washing
Regular checkups
Air purifying systems
Making sure each child cleans his/her plate
Setting an ecample by eating a variety of foods
Takeng turns by sitting by each child
Keeping mealtimes on schedule
A child is coughing
A child tells you that he/she is choking
A child cannot speak, cough or breathe
A child is making a wheezing sound
Social development
Emotional development
Physical development
all of the above
Workbook sheets
Concrete learning experiences (hands-on)
Abstract learning experiences
Imitation
Conservation
Spatial relations
Temporal relations
Seriation
Tell him he is wrong and do it again
Stop him and have him begin again
Count to 10 and ask him to repeat after you
Show him 10 items and have him count them
Large muscle development
Fime motor development
Outdoor play activity
Indoor play activity
1
3
5
10
Writing their names
Stringing beads
Roller skating
Coloring within the lines
Assisting with serving snack
Listening to a dentist demonstrate tooth brushing
Completing a button, zipper and buckle activity board
Completing a pattern design on a pegboard
Listening to music
Participating in dramatic play
Hving a story read to them
Being involved in a table top activity/game
Have a more positive social and emotional development
Are more demanding for attention
May become spoiled
Will show no benefit over other children
Cannot be controlled by the young child
Must be under control at all times
Can be redirected in an appropriate way
Should be reinforced
Ignored
Discussed with a psychiatrist
Resolved quickly between parents and teachers
Considered common and will usually improve with time
"oh, I know you'll really like them when you try them"
"you had hoped we would have something else for lunch."
"you really hate mashed potatoes, don't you?"
"I'm sorry we're serving mashed potatoes again"
Wait!
Here's an interesting quiz for you.