Parents in Child Care

In every contact you have with parents, your words and actions communicate your attitudes about I. learning II. children III. parents

I, II, III

Parents' attitudes toward you will be influenced by I. their contacts with you as an individual II their feelings about teachers in general III. their own self-concept

I, II, III

Which of the following are inappropriate roles for teachers working with families? I. parenting expert II. family therapist III. marriage counselor

I, II, III

You communicate your attitudes and thoughts through I. what you say II. what you do III. your body language

I, II, III

Your facility's late pick-up policy I. should be explained in the facility's policy statement II. should be explained to new parents when they enroll their child III. may include late fees charged per minute or by another interval of time IV. should allow no exceptions under any circumstances

I, II, III

Appropriate roles for parents in their child's education include I. serving as a volunteer or aide in their child's care facility or classroom II. providing their child's teacher with insights and information regarding the child's needs III. reinforcing skills for their child at home IV. contributing ideas and opinions in the planning and decision-making processes of their child's care or education facility

I, II, III, IV

Which of the following does Jim Greenman report as concerns parents often express which their child moves from the toddler room to the preschool program? I. higher tuition II. larger group size III. higher staff-to-child ratios IV. more extensive daily experience sheets

II, III

Formal teacher-parent conferences

are a must for all children

Your efforts to involve parents in their child's learning during the child's early years

are extremely important for children's development and learning

Teacher-parent conferences will be most useful if you

have a clear idea of what you want to communicate to and learn from the parents before the conference begins

When you include the child at a teacher-parent-child conference, you

help the child take responsibility for his or her own actions and learning

Informing parents of all the facility's rules and procedures from the start

helps prevent misunderstanding and problems later on

When a child first visits an early childhood facility, you should

include the child in the conversation by talking to and with the child

Expressions of separation anxiety

may take a variety of forms

Your policy regarding drop-in visitors

must follow state rules and regulations regarding the presence of visitors at an early childhood facility

As an early childhood professional, you may talk about each child

only with that child's parents and other adults involved in the child's care

When children's parents call you, you should

remember that the needs of the children in your care always come first

Having parents sign a copy of your childhood facility's policy statement

will serve as proof later on that parents have been informed of your policies

In disagreements with parents, your goal should be to

work out a positive solution for the child

When parents come to you for help with personal or family troubles, you should

express empathy and refer them to an appropriate professional

Being assertive means

expressing anger in constructive ways

A private enrollment interview with the family of a new child is

extremely important and should always be held

Jim Greenman writes that when parents have influence over their child's care and education, they are likely to

feel secure enough to exert their power less often

Your relationship with parents begins

from their very first contact with you or your facility

Children who experience separation anxiety

have formed a strong bond with their parents

During a child's first visit to your child care facility, you should

invite the child to play with toys if he or she wishes

When parents are anxious or uneasy about leaving their child in care, the child

is almost always aware of his parents' feelings

the ideal relationship between early childhood professionals and children's parents

is harmonious but professional

Jim Greenman writes that when a problem arises between parents and teachers,

it is often necessary to balance different perspectives and look for creative solutions

When dealing with a parent who is acting aggressively, you should

keep the conversation focused on your common goals

When dealing with a nonassertive parent, you should

make an effort to empower the parent

Before administering any medication to a child, you

must follow your state's policies and obtain written instructions from the child's parent and doctor

Children's most influential role models for healthy media use are

parents

Roger Neugebauer recommends that when giving tours of your facility to prospective parents, you

point out some of your program's shortcomings as well as its strengths

If, in an emergency, a parent must send someone unknown to your facility to pick up his or her child

the parent should give you the person's name and description, and you should require a valid photo ID

Home visits are useful

to help you see a family in its cultural context

Roger Neubebauer writes that if a prospective parent sees a child misbehaving while touring your facility, you should

use the incident as an opportunity to describe your facility's approach to dealing with misbehavior

Activities that involve ____ are some of the most valuable ways parents can participate in learning with their children

verbal interaction between parent and child

The best measure of a full partnership between parents and program is

whether parents actually feel influential

When a parent is late to pick up a child, the child

will almost certainly experience some feelings of stress

Scolding a child for expressions of separation anxiety

will increase the child's fears and anxieties and prolong the adjustment period

Which is true regarding obtaining information from parents about children before they enter your program? A. It is important for you to get as much information as possible from parents before their child enters your program. B. Obtaining information from parents is not particularly important because children grow and change so quickly C. Because each child must fit in with the group at your facility, there is little you need to learn about each child before the child enters your program. D. Because parents have a hard time being objective, they are not a reliable source of information regarding their child's social or emotional development

A. It is important for you to get as much information as possible from parents before their child enters your program

Which of the following does Jim Greenman identify as the most basic role of parents? A. child protector B. family provider C. primary educator D. child mentor

A. child protector

Which of the following should you NOT do when arranging a home visit? A. insist on making the home visit even if the parents object B. prepare a written agenda for the visit C. let the parents schedule the visit at their convenience D. tell the parents in advance of any problems their child may have that you wish to discuss during the visit

A. insist on making the home visit even if the parents object

which is the most appropriate rule regarding parent-teacher conversations at pick-up time A. Keep such conversations brief unless there is someone else available to supervise the children B. you should always take time to talk with parents at length about any questions or concerns C. It is okay to talk with parents about their child in front of the child at pick-up time because the child will be too tired to pay attention to your conversation. D. Conversations should be kept light to ensure that the day ends on a good note

A. keep such conversations brief unless there is someone else available to supervise the children

which of the following creates feelings of loss of control and lowered self-esteem? A. assertion B. nonassertion C. aggression D. affirmation

B. nonassertion

Which sources of family stress are appropriate for you as a teacher to become involved in? A. only sources that produce excessive stress for the family B. stress that grows out of the child care arrangement or the parents' relationship with you C. stress from any source D. there are no situations where you should become involved. Parents should find a new program if their child care arrangement with you is stressful

B. stress that grows out of the child care arrangement or the parents' relationship with you

Which of the following is an appropriate response to a child who cries when his mother leaves him in child care? A. "Don't cry. Act your age!" B. "Big boys don't cry." C. "I know that you miss your mother. She will come back for you after naptime." D. "I'll give you a lollipop if you stop crying."

C. "I know that you miss your mother. She will come back for you after naptime."

The mother of a child in Lydia's preschool class comes to Lydia to talk about her personal problems. Which of the following responses is most appropriate? A. "That doesn't sound so bad. I'm sure everything will be fine." B. "Have you heard about the community picnic next weekend?" C. "It sounds like you're under a lot of stress right now. Here is a list of resources that may help." D. "My sister went through something similar last year. I'll reach out to her and get the name of her therapist."

C. "My sister went through something similar last year. I"ll reach out to her and get the name of her therapist."

Which of the following attitudes toward a home visit is likely to come off to parents as judgmental and patronizing? A. How can the parents help me better understand heir child and the child's needs? B. What can I learn about the child's life that will give me a more well-rounded perspective on the child? C. How can I help the family? D. How can I be sensitive to the family's needs and feelings?

C. How can I help the family?

Which of the following denies the rights of the other person? A. assertion B. nonassertion C.aggression D. affirmation

C. aggression

Which of the following parental actions are most beneficial to a child's development? A. threats to withhold love, attention, or material objects B. demands intended to control or restrain the child C. suggestions and instructions that supply the child with information, explanations, and reasons D. rewards such as toys or treats

C. suggestions and instructions that supply the child with information, explanations, and reasons

Which has been found to have the strongest positive influence on a child's success in school? A. the presence of a stay-at-home parent B. the quality of the school the child attends C. a college-educated parent or parents D. a high level of parental interest in the child's learning

D. a high level of parental interest in the child's learning

Which of the following is NOT recommended when working with parents who have limited English? A. when using an interpreter, speak to the parent, not about the parent B. treat parents with sensitivity and respect and reassure them that they are welcome and important C. find ways for the parents to volunteer in the classroom D. avoid providing parents with any written documents so they don't feel pressured to read English

D. avoid providing parents with any written documents so they don't feel pressured to read English

Which of the following is recommended in order to build a harmonious relationship with the parents of children in your program? A. assure parents that you are an authority on child development B. establish your expertise by sharing stories of how you have addressed other children's problems C. never admit to parents that you don't know the answer to a question D. be honest if you don't know the answers to all of parents' questions

D. be honest if you don't know the answers to all of parents' questions

Your printed policy statement should I. clearly state what your facility will provide II. clearly state what you expect fromparents III. be identical to the policy statements of other facilities in your area IV. be written in a cool, serious tone that shows parents you mean business

I, II

Brochures for prospective parents should I. give basic facts regarding your facility II. state your facility's basic educational approach III. briefly describe your facility's program IV. include photos of your facility

I, II, III

Which of the following does Janis Keyser note as benefits of strong and respectful family/caregiver communication? I. children feel safe II. children feel valued III. children's care in child care and at home becomes more consistent and integrated IV. parents feel valued, included, and supported V. parents are encouraged to be the p=best parents they can be

I, II, III

which of the following actions on your part contribute to conflict resolution? I. showing empathy II. acknowledging common ground III. inviting parents to participate in finding a solution to the problem IV> assuming full responsibility for finding a solution to the problem V. beginning by clearly identifying which viewpoint is wrong

I, II, III

Benefits that young children receive from participating in an excellent early childhood program include I. opportunities to interact with other young children II. stimulating activities III. a larger selection of age-appropriate resources and equipment than most families can provide IV. experience in dealing with different environments

I, II, III, IV

Jim Greenman writes that parents should have the power to I. know II. ask III. be upset IV. question why V. block VI. dictate

I, II, III, IV

Appropriate content for a program's website includes I. program and contact information II. links to other websites III. staff biographies IV. games for families to play at home V. photos of the children if you have parents' written permission

I, II, III, IV, V

Roslyn Duffy reports that at the typical teacher-parent conference, parents want to I. know if their child is normal II. convey the message that their child is very special to them III. convey the message that they want to be good parents IV. know that they can trust the teacher V. know that the teacher knows and likes their child

I, II, III, IV, V

When conferencing with parents of infants, you should strive to I. help the parents support their child's increasing developmental competence II. help the parents develop self-confidence in their own parenting style III. increase the parents' understanding of child development IV> empower the parents to make good parenting decisions V. connect the parents with helpful resources

I, II, III, IV, V

Which of the following are potential barriers to to ongoing communication between families and caregivers? I. parents feel guilt because they must put their child in care II. caregivers fear parents' criticism or experience feelings of inadequacy III. caregivers feel critical of parents' lack of child development knowledge IV. parents feel inadequate in the face of caregiver knowledge and expertise V. parents wonder if the can trust a young caregiver or someone who isn't a parent

I, II, III, IV, V

Which of the following are recommended ways to build two-way communication systems between yourself and the families of children in your program? I. provide space for parents to post information on bulletin boards or daily logs II. include time at parent conferences for parents to share observations, questions, concerns, and goals III. allow time at daily check-ins for parents to share information about their child at home IV. provide an atmosphere that invites parents to hang out and observe V. make sure your atmosphere says to parents, "we need your input in order to truly meet your child's needs."

I, II, III, IV, V

Which of the following are useful and appropriate things that parents can do to prepare their child for the parents' absence? I. find a care arrangement that they feel comfortable with and develop a positive attitude about their decision II. explain the arrangement to the child in a positive way III. listen to the child's feelings about the arrangement IV. answer any questions the child has about the arrangement V. assure the child that he or she will be in the parents' thoughts even when they are not together

I, II, III, IV, V

Which of the following does Jim Greenman identify as insecurities that most parents feel? I. What do I know about raising a child? II. What will my child's caregiver/teacher think of me? III. Will my child's caregiver/teacher understand and like my child? IV Will my child's caregiver/teacher understand and respect me? V. Will my child's caregiver/teacher understand my child care guilt?

I, II, III, IV, V

Which of the following does Jim Greennman identify as insecurities experienced by caregiver/teachers? I. What do I really know about raising children? II. What do I know about each individual child? III. What do parents think of me? IV. Do parents understand and respect me and my work? V. Do parents feel their child is too attached to me?

I, II, III, IV, V

Which of the following actions tend to increase parent involvement in children's school/care environment? I. you are aware of each child's family environment II. you help parents build learning experiences into the family's daily life III. you demonstrate an understanding and tolerance of differences in family structures IV. you are in frequent communication with parents V. you give parents a voice in planning parent education programs VI. you let parents know their their efforts make a difference

I, II, III, IV, V, VI

Which of the following are necessary for successful parent-teacher partnerships? I. mutual respect II. teamwork III. two-way communication IV> understanding and appreciation of each other's perspectives V. realistic expectations VI. shared decision making

I, II, III, IV, V, Vi

Chip Donahue writes that effective family engagement strategies should be I. ongoing II. inclusive III. empowering to parents IV. high-tech V. intended to strengthen the parent-child relationship

I, II, III, V

Which of the following make parents feel welcome and help build relationships between parents and staff? I. place adult size chairs around different play areas in classrooms to invite parents to sit and talk with teachers or observe children in their play II. encourage parents to submit feedback about their observations in the classroom III. ask parents what they want from your center other than child care IV. talk with parents about the community within the classroom where families come together V. continuously ask parents for feedback regarding aspects of your center that either work or do not work for them

I, II, III, iV, V

Three way conferences that include the parent, the child, and the teacher I. give parents an opportunity to become active participants in their child's learning II. are typically unduly stressful for the child III. give the teacher an opportunity to learn more about the family as a whole IV. give the teacher an opportunity to explain developmental levels and goals to the parent V. distract parents with worries that their child will not behave well during the conference

I, III, IV

When planning learning activities for parents to do at home with their children, you should I. choose activities that are easy for parents to understand and do II. focus on messy, hands-on art projects III. consider activities that are doable for families with the least about of time and fewest resources IV. provide structured requirements for times and locations of the activities V. consider activities that require few or no special materials

I, III, V

Anecdotal notes I. should include your opinions and judgments as well as your observations II. tell what happened as well as when and where it happened III. record with whom an event happened IV. can be used to analyze the implications of an event V. should never be shared with parents

II, III, IV

Which of the following are true of formal teacher-parent conferences? I. you should begin each conference by clearly explaining the child's most serious problem II. you should have clearly defined goals for each conference III. you should keep daily written notes on each child's experiences and progress and bring these notes to the conference IV. you should keep daily written notes on each child's problems and bring these notes to the conference

II, III, IV

roger Neugebauer recommends that at the conclusion of a parent's initial visit, you I. remain in charge of the conversation and emphasize only the strong points of your facility II. offer the parent an opportunity to enroll his or her child in your facility III. give the parent an opportunity to discuss any individual needs his or her child may have IV> explain how your facility might address the child's individual needs

II, III, IV

To make group meetings meaningful for parents, you should I. restrict meetings to a brief presentation II. plan for fathers as well as mothers III. plan for adult learning styles IV. survey parents on what they want to learn about or discuss V. include a diverse group of parents in the planning process VI. allow time for parents to discuss and process information

II, III, IV, V, VI

Linda Miller explains that conferences with parents of school-agers in before- and after-school programs that use a project approach I. should function primarily to provide parents with a summary of the child's activities and performance II. can provide an evaluation that reflects who the child is III. can provide an evaluation that reflects the direction in which the child is developing IV. are seldom enjoyable for either the parents or the teacher V. should focus on the process of the child's development V. should focus on the process of the child's development

II, III, V

The best format for a parent's first visit to your child care facility is

different depending on the facility and circumstances

Wen preparing for for a teacher-parent conference, you should

allow the child to be part of the planning if possible

Notes to parents

are a good way to explain what parents can expect from their child's program

Attachment objects, such as a blanket or special sleep toy,

are often useful for a child who is adjusting to a new environment

Janis Keyser writes that the strongest tool in conflict resolution is

attentive listening

You should inform parents of a change in your program

before the change occurs

Parents who experience separation anxiety are

behaving typically

Separation anxiety is likely to be the most intense for children

between 7 and 12 months old

Jim Greenman writes that child care professionals have a responsibility to share _____with parents

both power and information

Parents' absence from parent group meetings usually indicates that the parents

can't attend because of factors beyond their control such as work or a lack of child care

A developmentally appropriate early childhood program is one that

considers both the needs of children at each state of development and the individual needs of each

Parental participation in children's learning experiences

reinforces what children learn in the formal educational setting

The point at which legal responsibility for a child passes from the facility to the parent

should be clearly stated in your facility's policy statement

When parents have a special concern or ask for special arrangements for their child, you

should give serious consideration to their request

Children who have a contagious illness

should not be brought to an early childhood facility

You can best help parents learn positive ways to interact with their children by

showing parents how to participate with their children in a game or activity

Roger Neugebauer reports that ____ is the most important factor for parents when selecting a child care center

staff quality

On the first day of the child's enrollment, parents should

stay until the child becomes comfortable in the setting

When conferencing with the parents of a child about whom you have serious concerns, you should

suggest several ways to help the child

Which of the following involves respectfulness and self-respect? A. assertion B. nonassertion C. aggression D. affirmation

term-41nonassertion