CDA Exam – Flashcards

in an easily accessible location, clearly marked, and out of the reach of children.

it keeps germs from spreading.

has no right or wrong answer.

warm water, liquid soap, and paper towels

kept on low, open shelves.

1. Lasts only a short time 2. Gets the children actively involved 3.Permits children to leave, if they wish 4. (ALL OF THE ABOVE)

it provides them time to finish up an activity

give them practice talking, listening, and responding in casual conversation as you sit with them at lunch table

asking the children to pretend to be butterflies as they walk to the playground

bead stringing

1. it promotes their positive self-concept 2. it helps maintain good health

a smile.

1. Insist that children finish all food on their plate 2. Not offer any dessert until all their food is finished 3. only offer dessert to the children who remained quiet at the table while eating 4. (NONE OF THE ABOVE)

Put related activities near each other

Unit blocks.

happily re-read it, because you know children benefit from repitition

manipulating playdough

wheter the materials are developmentally appropriate, are mostly open-ended, and will enable the children to exerpeince success

Problem solving

get down to the child's eye level

1. be good listeners 2. ask at lot of open-ended questions

provide activities that require taking turns, sharing materials, and solving problems together

displayed a the childrens eye level

painting with orange and black paint on white paper

Stay close to child and explain to others that she is having a hard time right now

using playdough

dancing with scarves to instrumental CD

provide duplicates of that toy

send home books and activity packs that the children can enjoy with their families.

1. Scheduling and planning beforehand 2. Interesting and active activities 3. Anticipating problems beforehand 4. (ALL OF THE ABOVE)

choosing from art, the house keeping area, or the puzzle table

1. Thanksgiving stories that depict Indians with war paint and headdresses 2. Halloween stories with pictures in which everything black is portrayed scary. 3. Block activities that serve to exclude girls and housekeeping activities that are offered first to girls 4. (ALL OF THE ABOVE)

Stop the behavior immediately and attend to the hurt child. Then get down on Andrews level, pointing out and labeling the feelings of the child he has hurt.

1. Planning to avoid problems with the use of space, placement and number of toys, and careful supervision 2. Interacting with children in positive ways 3. Redirecting inappropriate behavior 4. (ALL OF THE ABOVE)

require children to work with their hands and fingers

explain to them that she is from another culture, speaks a different language and is learning yours. Encourage to help her learn our words and to be a kind friend to her.

require children to make large movements with their bodies

actively participate

provide her with an activity that will help diffuse her angry feelings, such as working with play dough or throwing sponge balls at a target.

not developmentally appropriate

practice that support emergent literacy

pencils, paper, markers, envelopes, an old typewriter and a piece of old mail.

an early stage in the development of the children's art and writing skills

approach her personally about your concerns

1. observe what is happening 2. Describe what is happening and ask open-ended questions 3. Let children come up with ideas about what they would like to do 4. (ALL OF THE ABOVE)

emphasize the progress rather the product

re- evaluate the time you are expecting the children to stay in circle time and whether the kind of activities you are providing are interesting to them.

magnetic letters, a well stocked book corners, and reading to them every day.

You wash your hands and ask the child to wash his hands too.

reading stories

take the child and half of the other children in the building

1. Parent conferences 2. Parent meetings 3. Conversations at arrival and departure time 4. (ALL OF THE ABOVE)

1. Practice active listening 2. Suggest the parents look over their copy of your programs parents handbook, referring to sections that may clear up misunderstandings and address the problem

Sit down and explain the trip to the children, reviewing the procedures for safely crossing the street, saying close to the teachers, and other safety rules

1. Attending professional development events together, such as conferences and workshops 2. Spending time planning cooperatively to meet the needs of the children 3. Treating each other with respect 4. (ALL OF THE ABOVE)

a functional skill or task that most children can do at a certain age range

Telling the child that such language is not appropriate

make any adaptions to the indoor/outdoor environment necessary so she can fully participate in activities to the greatest extent possible

1. Identify patterns of their growth and development 2. provide the teachers with information do they can plan appropriate activities for the children

1. Anecdotal records 2. Running records and child interviews 3. Developmental checklists 4. (ALL OF THE ABOVE)

Safety of the child

1. Few in number 2. Worded in simple terms, using pictures 3. Written in positive terms, saying what children should be doing 4. (ALL OF THE ABOVE)

invite her into the classroom to observe the children in order to understand what they are learning as they play.

the person who observed the incident

1. A well-balanced meal that meets licensing regulations 2. Pleasant conversation at the table 3. Encouragement to eat 4 (ALL OF THE ABOVE)

say "Is that your truck? Yes, that is your truck"

"Yes, you are going to the gym"

respect the parent's privacy by keeping the information confidential and offer her a list of community agencies she might find helpful at this time

1. The number of children in the group 2. the activity 3. the developmental needs of the children who are present 4. (ALL OF THE ABOVE)

Bring out a couple duplicates of this toy