Module 3: Supportive Early Childhood Environments

18 Questions | Total Attempts: 786

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Module 3: Supportive Early Childhood Environments

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Questions and Answers
  • 1. 
    To verify your completion of QRIS Module 1, please answer the following six questions regarding your personal information. Full Name (First, Last)
  • 2. 
    Program Name
  • 3. 
    Professional Qualifications Registry number If you are an educator and not on the registry, please click here to create an account and get a registry number.
  • 4. 
    Program number 
  • 5. 
    Program Street Address
  • 6. 
    Program City
  • 7. 
    Program Zip Code
  • 8. 
    Current research on early childhood environments discussed in the module  tells us one element that is important to enhancing supportive early childhood environments is: 
    • A. 

      A. Structured indoor play with outdoor play used primarily as a reward

    • B. 

      B. Opportunities for play in natural outdoor environments

    • C. 

      C. Outdoor play spaces that include defined learning centers linked directly to the curriculum

  • 9. 
    High Quality Indicators for QRIS Standard 2: Supportive Early Childhood Environments include:
    • A. 

      A. Indoor and outdoor spaces designed with parental input

    • B. 

      B. Daily use of both indoor and outdoor spaces for play and learning

    • C. 

      C. Repeated use of familiar classroom materials for multiple activities in literacy, nature, science, and math

  • 10. 
    A program at Level 2 in QRIS Standard 2: Supportive Early Childhood Environments would have documented evidence of:
    • A. 

      A. Annual consultation by Health Consultant

    • B. 

      B. Educators trained on working with children with feeding issues

    • C. 

      C. Measurement tools that use outside raters

  • 11. 
    A program at Level 3 in QRIS Standard 2: Supportive Early Childhood Environments would have documented evidence of:
    • A. 

      A. Simulating indoor environments

    • B. 

      B. Educator training on working with children with special diets

    • C. 

      C. Two way communication systems between indoor and outdoor spaces

  • 12. 
    In a high quality program that has made adaptations and accommodations for children with special needs and diverse learners you would see:
    • A. 

      A. Areas of the classroom are set aside just for use by children with special needs

    • B. 

      B. Children with special needs often using specially selected materials not available to their peers

    • C. 

      C. Children with special needs have the same opportunity to make choices as the other children and use the same or similar materials

  • 13. 
    In a high quality program that has made adaptations and accommodations for children with Physical Disabilities you will see:
    • A. 

      A. A designated space where toys, games, and art materials are made available just for children with Physical Disabilities

    • B. 

      B. Classroom space that allows for walkers and other adaptive equipment so all children can move around the classroom independently

    • C. 

      C. An indoor gross motor space for children with Physical Disabilities to use while their peers are out on the playground

    • D. 

      D. All of the above

  • 14. 
    In a high quality program that has made adaptations and accommodations for children with Vision Disabilities you will see:
    • A. 

      A. Indirect lighting over work areas

    • B. 

      B. Use of art materials with light or pastel colors

    • C. 

      C. Materials with Braille or tactual symbols

    • D. 

      D. All of the above

  • 15. 
    To make concepts that might be available only by seeing or hearing more meaningful to children with Hearing Disabilities a teacher could use:
    • A. 

      A. finger puppets to represent the characters in a story

    • B. 

      B. a traffic light that flashes green when a song begins and red when it ends

    • C. 

      C. word cards as children sing a song

    • D. 

      D. All of the above

  • 16. 
    The Environmental Rating Scales (ERS) are required:
    • A. 

      A. Only for license-exempt and family child care programs

    • B. 

      B. For all programs that have not received accreditation

    • C. 

      C. All QRIS participants regardless of program type

  • 17. 
    Family Child Care Environment Rating Scale, Revised Edition (FCCERS-R) is:
    • A. 

      A. Used for children from infancy through preschool

    • B. 

      B. Required as a measurement tool at Level 1 for Family Child Care providers

    • C. 

      C. Used for children from infancy through school-age

  • 18. 
    • A. 

      Yes, I completed the module.