16 Paragraph

Focus on the Program
Infant and Toddler Care : Focus on the Program
Lesson 4 Overview
In this lesson, you’ll describe how to set up the physical environment to make it
developmentally appropriate for infants and toddlers. You’ll also explain how to
appropriately interact with infants and toddlers and describe how relationships with
families can help the child care professional.
4.1 Describe how to set up the physical environment to make it
developmentally appropriate for infants and toddlers
Physical Environments
READING ASSIGNMENT
Read this assignment. Then, read Chapter 12 in your textbook.
Chapter 12 presents contrasting environments and then moves to focusing on health and
safety, because those are primary concerns in any caregiving environment. Checklists are
good tools to help you evaluate the health and safety of an environment to ensure you don’t
forget something important. Health and safety aren’t the only concerns, though. In addition to
ensuring children’s health and safety, the caregiving environment should also promote
learning in both the play and caregiving areas.
The developmental appropriateness of the environment relates to both safety and learning.
When setting up or maintaining a learning environment, the children who use it and the age
span of the group must be considered. Although many center-based programs narrow the
age span by grouping according to developmental level, mixed-age group programs also
exist. Family child care homes often have a wider age span than center-based programs.
Caregivers and others concerned with the environment must give thought to the toys and
materials used outside and inside. A high-quality infant-toddler environment has a balance in
each of the following five dimensions, which are discussed in your reading assignment:
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1. Soft-hard
2. Intrusion-seclusion
3. High mobility-low mobility
4. Open-closed
5. Simple-complex
Other environmental considerations are aesthetics, acoustics, and the degree of order
maintained.
Scenario: Routines
READING ASSIGNMENT
Read the scenario and determine the best response.
Scenario
You’ve just started teaching at an early childhood center. The center director said he recently
read that it’s best for toddlers to sit in low chairs and a table rather than in high chairs. He
wants to know whether or not making the switch from high chairs to low tables and chairs is
beneficial and developmentally appropriate. Use information from the text to discuss whether
or not this is a safe and comfortable approach to mealtime and what this says about the
philosophy of the program.
Question
What are your thoughts on switching to low tables and chairs and using child-sized serving
utensils such as pitchers? What information from the textbook can you share with the director
to help him make an informed decision?
Answer
You should talk about the value that low tables and chairs provide over high chairs. You
should discuss that low tables and chairs that children can get in and out of themselves add
to feelings of independence. Children are able to participate in the problem-solving process
by having the ability to leave their chairs to clean up a mess such as spilled water. They also
learn independence through serving themselves and eating with child-sized utensils, and
pouring from child-sized pitchers.
Key Points
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READING ASSIGNMENT
Key Points
When setting up or maintaining a learning environment, the children who use it and the
age span of the group must be considered.
Caregivers must give thought to the toys and materials used outside and inside. There
should be balance between
Soft-hard
Intrusion-seclusion
High mobility-low mobility
Open-closed
Simple-complex
Exercise: Physical Environments
Respond to the following based on your reading.
1. _______ is always the first consideration when planning an environment for infants and
toddlers.
2. Why must caregivers of young children pay careful attention to what’s being fed to the
children in their care?
3. Why should caregivers make an effort to support breastfeeding mothers?
4. Why should honey and corn syrup never be served to infants younger than one year of
age?
5. Where should you store the supplies needed for diapering?
6. Much of the structure in an infant-toddler program originates from a/an _______
7. What’s the most interesting object in the environment for newborns?
8. What’s the most important factor in a learning environment?
9. What are the spatial needs of infants vs. the spatial needs of toddlers?
Exercise Answer Key:
Exercise: Physical Environments
1. Safety
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2. The tastes and habits children develop in the first three years can influence them
throughout their lifetime.
3. Breast milk is uniquely suited to human infants’ growing needs and offers protections
against infection.
4. These foods may contain a certain kind of spore that causes food poisoning in infants.
5. Within arm’s reach of the diapering counter
6. well-planned environment.
7. The human face
8. That it’s developmentally appropriate for the age group
9. Infants can be frightened by lots of space, so a smaller, more confined environment is
appropriate. Toddlers need more space and gross motor challenges.
4.2 Explain how to appropriately interact with infants and toddlers
The Social Environment
READING ASSIGNMENT
Read this assignment. Then, read Chapter 13 in your textbook.
A social environment can be understood only by observing the behaviors of the people in it.
A goal for the social environment in infant-toddler programs is that each child develops a
good self-concept, which includes body image and cultural and gender identification. Adults
sometimes subconsciously treat boys and girls differently. The messages that children
receive about gender roles are one aspect of the social environment.
Infants’ and toddlers’ self-concept is influenced by the way they’re treated. To gain high selfesteem, infants and toddlers need to be attached to someone who cares about them.
Although the most important attachments occur at home, it’s also important for child care
workers to feel an attachment to the children in their care. An adult’s image of the child can
be an important factor in attachment and affect the child’s self-image. When caregivers don’t
feel attached to a particular child, they sometimes find that careful observation of the child, to
improve their understanding, can bring them closer. Holding a positive image of a child and
focusing on strengths instead of weaknesses is a strategy for boosting a child’s self-image
and self-esteem.
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A multicultural approach to curriculum connects to self-concept and supports children’s
cultural identity formation. To take a multicultural approach to infant-toddler care means
caregivers must perceive and manage cultural differences when they occur so that the
outcomes are positive.
The way caregivers guide children’s behavior can influence self-concept. Prevention is the
best guidance technique. An environment that’s appropriate for the children within it is a
primary form of prevention. Setting limits and being clear about what behavior is
unacceptable and then firmly but gently persisting when children test those limits is an
effective alternative to punishment. Some punishment techniques that might be effective in
one situation might not be effective in another. For example, a “time out” isn’t a punishment
when it truly meets a child’s need for less stimulation. When cultural perspectives on
discipline vary from program policies and practices, caregivers must respect differences and
seek to understand them.
Children need to be around adults who see themselves as worthy—who respect and care for
themselves. Such adults provide the models children need. Children are influenced by the
behaviors they see in the adults around them, and self-care is one behavior that
accompanies high self-esteem.
The idea of an anti-bias approach is best, but not always easy to apply. When adults in a
child care program stand for equity and social justice and demonstrate it in their attitudes and
related behaviors, children pick up on that aspect of the social environment. They may not be
old enough to understand and reason, but infants and toddlers are old enough to model their
behavior after adult actions. When adults treat each other with respect and honor
differences, they’re teaching children to do the same by setting an example.
Scenario: The Social Enviornment
READING ASSIGNMENT
Read the scenario and determine the best answer.
Scenario
Abigail’s grandfather wants to volunteer in the toddler room. On the first day, he goes around
and introduces himself to the children. He stops by Joey and Samantha who are working
together to carry a basket of books to the carpet. Abigail’s grandfather leans down and says
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to Joey, “What a strong little man you are!” He then turns to Abigail who is also carrying the
books and says, “What a pretty little girl, I love that purple sparkly dress you have on. Let me
help Joey with that basket”
Question
What did you notice about the interactions Abigail’s grandfather had with these two toddlers?
What was his focus on? What are some strategies you can use to support children’s selfconcept of gender identity? What information might you share with Abigail’s grandfather?
Answer
Your answers should reflect on Abigail’s grandfather’s focus on gender. You should also
reference strategies from Table 13.2. Principle 1 Involve infants and toddlers in things that
concern them. Don’t work around them or distract them to get the job done faster.
Key Points
READING ASSIGNMENT
Key Points
A goal for the social environment in infant-toddler programs is that each child develops a
good self-concept, including body image and cultural and gender identification.
Infants’ and toddlers’ self-concept is influenced by the way they’re treated. To gain high
self-esteem, infants and toddlers need to be attached to someone who cares about
them.
Prevention is the best guidance technique. An environment that’s appropriate to the
children within it is a primary form of prevention.
When cultural perspectives on discipline vary from program policies and practices,
caregivers must respect differences and seek to understand them.
Exercise: Social Environments
Respond to the following based on your reading.
1. What’s the difference between self-concept and self-image?
2. What effect does punishment have on self-esteem?
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3. How does an infant in a group childcare setting form his or her identity?
4. _______ is a prerequisite for high self-esteem in infants and toddlers.
5. Define redirection.
6. What’s a strategy that you can use to help expand children’s ideas about gender roles?
Exercise Answer Key:
Exercise: Social Environments
1. Self-concept is children’s perceptions of the attributes and abilities they possess that
they see as defining who they are. Self-image is the picture a person has of him- or
herself, including body image and awareness.
2. Punishment damages self-esteem.
3. By identifying with and imitating caregivers
4. Attachment
5. Redirecting involves diverting a child from what he or she shouldn’t be doing to
something else that’s more acceptable
6. Any of the following:
Be careful not to treat boys and girls differently.
Model expanded gender roles for yourself.
Avoid exposing children to media messages that show stereotyped gender roles.
Watch your language so you don’t link occupation with gender.
4.3 Describe how relationships with families can help the child care
professional
Adult Relations in Infant-Toddler Care and Education Programs
READING ASSIGNMENT
Read this assignment. Then, read Chapter 14 in your textbook.
Developing positive relationships with the adults in a child’s life—with their families and, if in
a center-based setting, with fellow staff members—is essential to a quality child care
program. Children learn about relationships by being exposed to adults building healthy
relationships with one another.
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Some people go into the child care profession because they prefer children to adults, which
can make it hard when they learn how important adult relationships are. Typically, new
caregivers see the child as their client, and it takes time to understand that the parent is the
true client. The ultimate goal is for caregivers and parents to see one another as partners.
Open communication with each family is a key component in making sure that you’re
successfully meeting the needs of all the children in your care. Parent education is a two-way
street. Both parents and child care professionals have much to gain from observing one
another and working together.
The child’s health and welfare are related to that of their family. Some families face special
kinds of challenges. Some have children with special needs, while others operate outside
their own cultural and/or language groups. When challenges are too big for the program or
family child care provider to meet, referral to an outside source of assistance may be
necessary. As a last resort, it may become clear that a particular child’s needs would be
better met in a different program.
Although much of this assignment is devoted to parent-caregiver relations, relations among
staff members in center-based programs or family members in family child care programs are
also important.
Scenario: Adult Relations
READING ASSIGNMENT
Read the scenario and determine the best response.
Scenario
Your classroom is full of fun, but sometimes messy experiences. You have a sand and water
table, an easel with paint, and a mud kitchen outside. It’s the end of the day and Jaxon’s
mother is picking him up to go home. As she walks through the door, she lets out a huge
groan and says, “Not again! Every day when I pick you up, you have dirt on your pants!” She
storms over to you and angrily asks, “Why do you allow Jaxon to get so dirty at school?”
Question
How would you handle this situation? Choose an answer and support with information from
the text. (A) Tell Jaxon’s mom your philosophy is children learn by getting messy, and she
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unfortunately just has to deal with it. (B) Let Jaxon’s mom know you heard her by repeating
what she said, “You seem frustrated that Jaxon’s clothes are messy. Express your feelings
on “messy” play. Let Jaxon’s mom know your feelings on the role of messy play in learning,
but ultimately work together to create a solution that works for you both. (C) Tell Jaxon’s
mom you promise he will never come home messy again and keep him away from all messy
sensory experiences from that point on.
Answer
Answer (B) is correct. You should include information from the chapter about active listening
and information regarding compromise and conflict resolution with families under the section
“When Just Listening Isn’t Enough”. Both parties should state their feelings on the issue at
hand. Instead of convincing a parent that one way is “right” or “wrong” the caregiver and
parent should sort out the differences and brainstorm possible solutions.
Key Points
READING ASSIGNMENT
Key Points
Children learn about relationships by being exposed to adults building healthy
relationships with one another.
Open communication with each family is a key component in successfully meeting the
needs of all the children in your care.
Graded Project
READING ASSIGNMENT
Your project must be submitted as a Word document (.docx, .doc)* or Rich Text Format file (.rtf)*. Your
project will be individually graded by your instructor and therefore may take up to five to seven days to
grade. Be sure that your document contains a Title Page indicating the following information:
Project name/title of paper
Your name
Your student ID number
Name of school
Course number and name
Project number
Date of submission
To submit your graded project, follow these steps:
© 2021 Penn Foster Inc. Infant and Toddler Care (v2) : Lesson 4 : Page 9
Log in to your student portal.
Click on Take Exam next to the lesson you’re working on.
Find the exam number for your project at the top of the Project Upload page.
Follow the instructions provided to complete your exam.
Be sure to keep a backup copy of any files you submit to the school!
Overview
The Focus on the Program project involves real-world observations related to what you’ve
learned throughout this course. To complete this assignment, you’ll spend time observing the
three-R interactions as outlined in your course textbook via the videos provided under the
assignment instructions. This final project takes the place of a proctored exam and is worth
33% of your final course grade.
Instructions
Step One: For this assignment, you’ll observe the videos below, take notes, and record in
detail specific examples of the teachers or caregivers in each setting providing the three-R
interactions of quality infant and toddler care. You must document one instance of respectful
care, one instance of responsive care, and one instance of reciprocal care being provided in
each observed setting; in the end, you’ll have six (6) instances of three-R interactions total.
Infant Classroom:
https://youtu.be/LIjjCDBchSw (youtu.be/LIjjCDBchSw)
Toddler Classroom:
https://youtu.be/GSR8PIGLkZY (youtu.be/GSR8PIGLkZY)
Step Two: After observing and documenting your observations, you’ll write a report
describing each interaction you witnessed, along with your assessment of whether or not the
caregivers you observed provided respectful, responsive, and reciprocal care to the children
in their charge. Your completed essay will consist of two parts; part one will focus on your
infant observations, and part two will focus on your toddler observations. In the end, you’ll
have 16 fully developed paragraphs of four to six sentences each.
Use the outline below to help organize your essay.
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Paragraph One. Begin with an introductory paragraph that introduces the reader to
the setting in the infants’ classroom and previews what the reader will be learning in
your report. For example, where does the observation take place? How many
teachers, teacher’s assistants, or caregivers are present?
Paragraph Two. Describe in detail an instance when you observed the infants’
teacher providing respectful care. Provide objective (fact-based) observations.
What did respectful care look like? How did you recognize the care being provided
was, in fact, respectful care? What was the environment or event, situation or
challenge the teacher encountered in that moment? What did the teacher do?
What did the teacher say? What were the teacher’s facial expressions, body
language, and tone of voice? How did the infant react and respond to the teacher
when they were provided with respectful care? Use descriptive details and be
specific in sharing your observations within your report.
Paragraph Three. Assess the quality of respectful care provided by the infants’
teacher above. Do you believe the infants’ teacher was effective in providing
respectful care? What did he or she do well? In your opinion, what should he or she
have done differently or done better? What would you have done if you were the
infants’ teacher? What did you learn from your observation of this type of care?
What will you do if/when you encounter a similar event in your infants’ classroom?
Paragraph Four. Repeat the steps above, this time describing an instance when
you observed the infants’ teacher providing responsive care. Provide objective
(fact-based) observations. What did responsive care look like? How did you
recognize the care being provided was, in fact, responsive care? What was the
environment or event, situation or challenge the teacher encountered in that
moment? What did the teacher do? What did the teacher say? What were the
teacher’s facial expressions, body language, and tone of voice? How did the infant
or infants react and respond to the teacher when they were provided with
responsive care? Use descriptive details and be specific in sharing your
observations within your report.
Paragraph Five. Assess the quality of responsive care provided by the infants’
teacher above. Do you believe the infants’ teacher was effective in providing
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responsive care? What did he or she do well? In your opinion, what should he or
she have done differently or done better? What would you have done if you were
the infants’ teacher? What did you learn from your observation of this type of care?
What will you do if/when you encounter a similar event in your infants’ classroom?
Paragraph Six. Repeat the steps above, this time describing an instance when you
observed the infants’ teacher providing reciprocal care. Provide objective (factbased) observations. What did responsive care look like? How did you recognize
the care being provided was, in fact, reciprocal care? What was the environment or
event, situation or challenge the teacher encountered in that moment? What did
the teacher do? What did the teacher say? What were the teacher’s facial
expressions, body language, and tone of voice? How did the infant or infants react
and respond to the teacher when they were provided with reciprocal care? Use
descriptive details and be specific in sharing your observations within your report.
Paragraph Seven. Assess the quality of reciprocal care provided by the infants’
teacher above. Do you believe the infants’ teacher was effective in providing
reciprocal care? What did he or she do well? In your opinion, what should he or she
have done differently or done better? What would you have done if you were the
infants’ teacher? What did you learn from your observation of this type of care?
What will you do if/when you encounter a similar event in your infants’ classroom?
Paragraph Eight. Summarize your observations, and share what you’ve learned in
your time, observations, and assessments in the infants’ classroom. Share several
suggestions for improvement. What are your views of respectful, responsive, and
reciprocal care in infants’ care? In your own practice, how will you know when to
provide each type of care?
Paragraphs Nine through Sixteen. Following the steps outlined above, next share
your detailed observations and assessments of the three-R interactions observed in
the toddlers’ setting.
Writing Guidelines
1. Type your submission, double-spaced, in a standard print font and size. Calibri 11, Arial
11, and Times New Roman 12 are all recommended fonts and sizes. Use a standard
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document format with one-inch margins.
2. Include a title page in APA format that includes your full name, the name and number of
this assignment, the name and number of this course, the name of the school, and the
date of submission. Refer to the Sample APA Paper for ECE Students on the Early
Childhood Learning Resource Center.
3. Be sure to cite all sources used to support your writing using in-text citations in the body
of your essay and a references page at the end; use APA format* for both.
4. Review the grading rubric that follows this section to ensure all portions of the
assignment are satisfied.
5. For additional guidance on completing this assignment, you’re encouraged to access
and review the course resources available on the Early Childhood College Programs
and Courses Learning Resource Center:
https://pflibrary.pennfoster.edu/earlychildhoodcenter/college (pflibrary.pennfoster.edu/ea
rlychildhoodcenter/college)
*To learn how to cite sources in APA format, please review all available APA resources on
the Early Childhood Learning Resource Center:
https://pflibrary.pennfoster.edu/earlychildhoodcenter/college (pflibrary.pennfoster.edu/earlych
ildhoodcenter/college)
Grading Rubric
Your final project will be graded according to the following rubric.
Focus on the Program Project
Grading Criteria Exemplary
100–90
Proficient
89–80
Fair
79–70
Poor
69–0
Introductions
The introductory paragraphs introduce the reader to the
setting in the infants’ classroom and previews what the
reader will be learning in your report. For example, where
does the observation take place? How many teachers,
teacher’s assistants, or caregivers are present?
10–9 8–7 6–5 4–0
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Three-R Interactions
The student has included detailed, objective documentation
of one respectful interaction, one responsive interaction,
and one reciprocal interaction between a caregiver and a
child in each setting (six interactions total). The student’s
descriptions correctly identify the type of interaction
observed.
30–26 25–23 22–20 19–0
Assessment of Care
The student has included detailed assessments of the
quality of the respectful, responsive, and reciprocal
interactions observed in each setting (six assessments
total). The student’s assessments identify the effectiveness
of the caregiver’s interaction with the child, what was done
well, and what could be improved upon for future
interactions. The student has explained what they’ve
learned from the observed interaction.
40–36 35–33 32–30 29–0
Conclusions
The conclusions summarize the student’s observations in
each setting and share what has been learned through the
student’s experiences with observations and assessments
of three-R interactions. Several suggestions for
improvement are included as well as the student’s views of
respectful, responsive, and reciprocal care.
10–9 8–7 6–5 4–0
Overall Formatting and Mechanics Grammar, spelling, and format are appropriate, including
components of APA and professionalism.
10 9 8–7 6–0
Exercise: Adult Relationships in Infant-Toddler Care
Respond to the following based on your reading.
1. List the three stages that caregivers commonly go through when they begin working
with children.
2. When should communication with parents become a priority? What information can you
collect from families that will help in forming a relationship?
3. What’s the main idea behind the Parent Services Project (PSP)?
4. What emotions are parents often covering up with anger?
5. How can you let parents know that you really heard them?
6. _______ is the key to adult relationships.
7. When would you refer a parent of a child who isn’t doing well in your program to an
outside source for assistance?
Exercise Answer Key:
Exercise: Adult Relationships in Infant-Toddler Care
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1. The stages a caregiver often goes through include the following:
Caregiver as savior
Caregiver as superior to parents
Caregiver as partner to parent and or family
2. From day one. It’s helpful to collect information about the family’s daily routine, habits,
special needs, and ways of communicating.
3. The idea is to care for children by ensuring the well-being of the parents.
4. They’re often covering their own insecurities, their conflicting feelings, and their feelings
of guilt and stress with anger.
5. By restating the parents’ own words
6. Respect
7. After you’ve exhausted all other options and you’re still not meeting the child’s needs.
Lesson 4 Review
Self-Check
1. Why is it a good idea to use checklists?
a. They help you determine when to add certain toys to the environment.
b. They help you evaluate the health and safety of the environment and ensure you don’t
forget anything.
c. They help you keep track of the number of children in the environment.
d. They help you evaluate the five dimensions.
2. What should the caregiving environment promote?
a. Learning at home using flashcard materials and areas where the family caregiving
routines are carried out
b. Specific toy brands and other enrichment materials that enhance the caregiving routine
c. Specific schedules and calendars that detail the caregiving routine
d. Learning in both the play areas and the areas where caregiving routines are carried out
3. Luce notices that Micah, a toddler in her care, has become picky about what he will and
won’t eat. Luce confirms with Micah’s parents that he isn’t eating as well at home, and his
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parents often must cajole him into taking a few bites. Luce suggests that they try to get Micah
to play more actively outside before mealtimes and to then offer a variety of small amounts of
food at mealtimes from which Micah can choose what and how much he eats without urging
him to eat more. How will these changes help Micah eat more and potentially avoid
becoming a picky eater?
a. By providing fresh air and exercise before meals and allowing Micah to choose how
much he’ll eat from a variety of nutritious foods, Micah will work up an appetite for what he’s
served. The small portions may also encourage him to eat most or all of what’s on his plate.
b. By providing fresh air and exercise before meals and allowing Micah to choose how
much he’ll eat from a variety of nutritious foods, Micah will have more control over his parents
and caregivers, which may encourage him to eat more with less fuss.
c. By providing fresh air and exercise before meals and allowing Micah to choose how
much he’ll eat from a variety of nutritious foods, he’ll be too tired to be fussy about eating all
of the food he’s given.
d. By providing fresh air and exercise before meals and allowing Micah to choose how
much he’ll eat from a variety of nutritious foods, Micah will receive the message that exercise
is important. The small portions will encourage him to eat most or all of what’s on his plate
because he will become afraid that he won’t get enough to eat if he fusses about food.
4. Elani cares for six toddlers. One toddler, Marta, has some physical disabilities that require
her to use a wheelchair most of the time because she can’t walk. During playtime, Elani has
verified that it’s safe to help Marta out of her wheelchair onto the shared play mat with the
other children. Elani places a number of toys on the mat and carefully observes the children
but allows them to move around their environment freely. Though most other children can
walk, Marta can only crawl to reach the toys she wants. Sometimes another toddler will hand
Marta a toy she points at, and sometimes Marta must get the toy for herself. Marta will smile
and wave the toy when she reaches it. What message do you think Marta is receiving from
this playtime environment?
a. By failing to have the toys she wants handed to her, Marta may feel as though Elani
doesn’t like her and may develop poor self-esteem.
b. By including Marta and allowing her to move around the environment with the other
children, she may feel encouraged to develop her motor skills within her abilities as well as
her social skills.
c. By removing Marta from her wheelchair—her main source of mobility—Marta may feel
she has lost her freedom to get around and play with the other children.
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d. By placing Marta on the mat with the other children but not helping her to reach toys,
Marta may feel separate from the other children and deprived of learning opportunities.
5. Pat is setting up a new caregiver space that has 600 square feet, as well as a diapering
and napping area. The business will have three staff members as well as Pat. If Pat wants to
provide care for infants and toddlers from birth to 36 months, what are the recommended
guidelines for the number of children to be cared for?
a. In a 600-square-foot area with separate diapering and napping spaces, the four staff
members should be able to care for up to 16 children, with each staff member caring for no
more than four children under the age of 24 months.
b. In a 600-square-foot area with separate diapering and napping spaces, the four staff
members should be able to care for up to 12 children, with each staff member caring for no
more than three children under the age of 24 months.
c. In a 600-square-foot area with separate diapering and napping spaces, the four staff
members should be able to care for up to eight children, with each staff member caring for no
more than two children under the age of 24 months.
d. In a 600-square-foot area with separate diapering and napping spaces, the four staff
members should be able to care for up to six children, with each staff member caring for no
more than one child under the age of 24 months.
6. At the end of each day, Cara gathers all plastic toys in her toddler classroom and washes
them in warm soapy water. She also cleans all surfaces with disinfectant wipes, mops the tile
floor, and vacuums the thick carpet. Another caregiver, Paula, observes Cara’s routine and
says Cara doesn’t need to perform all the tasks daily. What do you think is the best response
that Cara could make?
a. Cara should remind Paula that cleaning the classroom is part of their
job responsibilities.
b. Cara should tell Paula that she wants to maintain a clean classroom so that she can ask
for a raise.
c. Cara should ask Paula to help clean up so that Paula will understand the importance of
cleaning the classroom.
d. Cara should remind Paula that good health and safety practices state that caregivers
should wash toys, disinfect surfaces, and mop and vacuum daily because the children may
put items in their mouths or chew and suck on items on the floor or other surfaces.
7. Obesity is a big problem in the United States. Why else is it important for caregivers to
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have concern about infant and toddlers’ dietary habits?
a. During children’s first three years, caregivers must be responsible for helping different
cultures change dietary habits even if the changes violate cultural restrictions.
b. During their first three years, children may develop tastes and habits that can influence
them throughout their lives.
c. During children’s first three years, caregivers must be responsible for setting limits on
candy, doughnuts, and other low-nutrition foods.
d. During their first three years, children’s diets should severely restrict fat.
8. Jamie wants to help mothers feel comfortable continuing to feed their babies breast milk at
her child care facility. What are some environmental cues that will help mothers feel more
comfortable?
a. A collapsible stool kept in the infant’s napping room for mothers to use while
breastfeeding, a cooler in the room for storing breast milk so that the milk will be close by
when the baby gets hungry, and a safety and guidelines poster on the wall
b. A rule that tells mothers they can only bring expressed milk for babies, a refrigerator for
the milk, and a microwave near the refrigerator for heating the milk before feeding the baby
c. A cot in the bathroom for mothers to use while breastfeeding and clean blankets
mothers can use to cover up while feeding their babies
d. A private space with a comfortable chair for mothers to use while breastfeeding, a
refrigerator/freezer space for storing breast milk, and a poster on the refrigerator with a
checklist detailing proper storage and handling guidelines
9. Janelle, an experienced caregiver, has a new assistant, Candy, in the toddler classroom.
Janelle asks Candy to prepare some finger foods for the children’s lunch. To help make it
easier for the children to grasp their hot dogs, Candy cuts each one into round slices and
then brings the food to the children at a table in the classroom. Before they can start to eat,
Janelle tells Candy to quickly take the plates from the children. What do you think is the most
important reason why Janelle intervened?
a. Janelle is worried because children can easily choke on hot dog rounds.
b. Janelle is worried because the children might start to eat before they can say grace.
c. Janelle is worried that the hot dogs have cooled off too much since Candy took the time
to cut them into rounds.
d. Janelle is worried because she didn’t remind Candy to wear gloves while preparing the
food.
10. Angela owns a home-based child care facility that has a mixed-age group of children.
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She’s very concerned about providing a stimulating learning environment for all the children,
though it’s not always easy. Angela notices that Deena, a new caregiver, often leaves the
two older but immobile infants she cares for in restrictive car seats or high chairs or in their
cribs. What should Angela ask Deena to do to provide better interaction with the infants and
a more stimulating learning environment?
a. Angela should ask Deena to make sure the infants remain in their restrictive seats but
are placed in the center of the other children’s activities so that the infants are stimulated and
engaged.
b. Angela should ask Deena to carry one infant with her during the morning shift and one
infant during the afternoon shift as Deena performs her work duties to ensure the infants
receive enough attention and engagement.
c. Angela should ask Deena to use playpens and spend time with the infants on floor mats
since older infants who are immobile need expanded space but must have some protection
when the older children are playing nearby.
d. Angela should ask Deena to put the infants in a crib together so that they’ll have
company and to check on them periodically throughout the day.
11. Kiki’s classroom has a large, open, carpeted space. At various places around the open
space, she sets up play stations with age-appropriate playsets and toys. She also includes
an area with several large, soft pillows and sturdy books and creates a nook out of curtains
that contains a bean bag chair and plush toys. What kind of social environment do you think
Kiki has created?
a. Kiki created a social environment where toddlers can become overstimulated by too
much space and freedom and may need to spend quiet time in the nook area.
b. Kiki created a social environment where toddlers can experience a range of interactions
that encourage their development of motor and social skills and where they can feel
comfortable whether they want to be alone, such as in the nook, or want to play energetically
or quietly with one another.
c. Kiki created a social environment where toddlers must play with one another and
participate as part of the group to encourage development of motor and social skills.
Toddlers who want to be alone in the nook area may require additional social and
psychological help to ensure they don’t fall behind their peers.
d. Kiki created a social environment where toddlers must remain active throughout the day
so that they’ll eat and sleep properly at appropriate times. Toddlers who grow tired may rest
on the large pillows or in the nook area.
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12. Tyra arranges her toddler classroom with a large, open area in the middle, tables and
chairs in the back where they’re near a sink and the separate bathroom, and with shelves,
cubby holes, and hooks near the main entrance. Tyra is using what kinds of cues to influence
behavior in the learning environment?
a. Tyra is using a behavioral environment that limits and confines certain behaviors, such
as eating at the table, to help toddlers learn the classroom rules.
b. Tyra is using a structured environment that provides cues to help the toddlers learn
what they should do in each area, such as hanging up their coats near the entrance of the
classroom in the arrival and departure area.
c. Tyra is using a cognitive-behavioral environment to encourage the toddlers to use
physical items in order to help them determine what they should think about the classroom
rules.
d. Tyra is using a Torelli environment that helps toddlers feel more comfortable in a large
room by grouping items into various stations.
13. What is a primary disadvantage of a family home childcare environment?
a. Some activities of the people in the family home may be less suitable for the infants and
toddlers being cared for to witness.
b. Some infants and toddlers being cared for may not adjust well to the home care
environment.
c. Some people in the family home may dislike having infants and toddlers in the house.
d. Some homes can’t be made safe enough to properly care for infants and toddlers in the
house.
14. What is the primary philosophy of the Pikler Institute as it relates to infants and learning?
a. To help infants discover from the beginning that the world is rigid and filled with rules
they must learn to become successful
b. To help infants discover from the beginning that they have physical limitations but
unlimited imaginations
c. To help infants discover from the beginning that they should remain passive but alert to
the world around them so that they make fewer mistakes when trying something new
d. To help infants discover from the beginning that they’re competent learners capable of
exploring the world and learning about it
15. Betty, an experienced caregiver, provides care for two infants, Colin and Serafina, both
six months old. Betty notices that Serafina is much fussier during feedings than Colin is.
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Betty tries various approaches to make feeding time less stressful without much success.
What else could Betty do to improve feeding time for Serafina?
a. Betty could talk to Serafina’s mother to determine if the feeding time concern is also
happening at home and the two women could discuss strategies Betty might try.
b. Betty could consult a child care manual on infant feeding.
c. Betty could change the times that she feeds Serafina.
d. Betty could wait for the problem to resolve itself.
16. Lola has a toddler classroom with six toddlers. Lola notices that Abdul, 24 months, is
interested in the other children’s food at mealtimes and will sometimes try to take meat from
the other children’s plates. Lola is pleased that Abdul is interested in eating but concerned
because his parents’ cultural beliefs include the decision to avoid eating meat. What should
Lola do?
a. Lola should tell Abdul’s parents that Abdul wants to eat meat.
b. Lola should allow Abdul to eat small bites of meat when he expresses interest.
c. Lola should talk with Abdul’s parents to find out how they would like to approach Abdul’s
interest in eating meat.
d. Lola should remove Abdul from the table if he persists in trying to take food from other
children’s plates.
17. Ethan, a toddler with some developmental disabilities as well as vision problems, wants
to play tag with the other toddlers on the facility playground. However, Ethan’s parents forbid
him to play tag outside. They fear he will get hurt since his abilities to walk, run, and see
aren’t as developed as the other toddlers’ skills. Cora, Ethan’s child care teacher, believes
that Ethan is capable of playing with the other children and wants to help him improve his
developmental and social skills. However, Cora also wants to respect Ethan’s parents.
What’s one way that Cora might find to improve the situation for Ethan and his parents?
a. Cora could educate Ethan’s parents about the importance of Ethan developing his
physical and social skills within his abilities.
b. Cora could assign another child care provider to read to Ethan while the other children
play tag.
c. Cora could bring Ethan outside with her to watch while the other children play tag.
d. Cora could work with Ethan’s parents to ensure she understands the full range of
Ethan’s health issues and then work with their concerns to adapt the game to lower the risk
of Ethan being injured.
18. Why should caregivers communicate with parents on a daily basis about their infants?
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a. To build mutual benefit for the provider and parents to ensure communications remain
clear and successful
b. To build mutual understanding and trust and to ensure the welfare and optimal
development of the infant
c. To build communication channels so that rules and regulations are followed and
administrative tasks are completed in a timely manner
d. To build trust so that parents know the child care provider will follow any rules they set
for their child
19. Fiona, a caregiver for toddlers, send a picture home with Eli, 28 months, where Eli is
wearing a princess gown and a tiara. Eli’s mother strongly objects and insists that under no
circumstances should Eli be allowed to wear a dress or other “girls’ clothes.” At dress-up
time, Eli wants to wear a tutu. What should Fiona do?
a. Fiona should allow Eli to wear the tutu but ensure no other adult sees him.
b. Fiona should tell Eli that he needs to dress like a boy and find a boy’s outfit for him.
c. Fiona should discontinue dress-up time and read a cowboy story instead.
d. Fiona should redirect Eli to a different outfit that wouldn’t traditionally be worn by girls.
20. How can communicating clear policies about their children’s health records help prevent
illness in a child care facility?
a. Having clear policies in place can help alert parents to when a child must be excluded
from child care for health reasons.
b. Having clear policies in place can help parents keep track of immunization
requirements.
c. Having clear policies in place can help childcare facilities legally protect themselves if
illness breaks out.
d. Having clear policies in place can help other parents know which child is to blame if
illness breaks out.
Self-Check Answer Key
1. They help you evaluate the health and safety of the environment and ensure you don’t
forget anything.
Explanation: It’s a good idea to use checklists to help you evaluate the health and safety
of the environment and ensure you don’t forget anything.
Reference: Section 4.1
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2. Learning in both the play areas and the areas where caregiving routines are carried out
Explanation: The caregiving environment should promote learning in both the play areas
and the areas where caregiving routines are carried out.
Reference: Section 4.1
3. By providing fresh air and exercise before meals and allowing Micah to choose how
much he’ll eat from a variety of nutritious foods, Micah will work up an appetite for what
he’s served. The small portions may also encourage him to eat most or all of what’s on
his plate.
Explanation: The changes Luce suggests may help Micah eat more and avoid becoming
a picky eater by helping him work up an appetite. The small portions may be less
overwhelming and easier for him to manipulate so that he can choose what and how
much he eats.
Reference: Section 4.1
4. By including Marta and allowing her to move around the environment with the other
children, she may feel encouraged to develop her motor skills within her abilities as well
as her social skills.
Explanation: Including Marta and allowing her to move around with the other children in
her own way can help her develop her motor skills and interact naturally, encouraging
her to develop social skills.
Reference: Section 4.2
5. In a 600-square-foot area with separate diapering and napping spaces, the four staff
members should be able to care for up to eight children, with each staff member caring
for no more than two children under the age of 24 months.
Explanation: In the Far West Laboratory for Educational Research and Development
and the California Department of Education guidelines, a 600-square-foot area with
separate diapering and napping spaces and four staff can care for up to eight children,
with each staff managing no more than two children under 24 months.
Reference: Section 4.1
6. Cara should remind Paula that good health and safety practices state that caregivers
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should wash toys, disinfect surfaces, and mop and vacuum daily because the children
may put items in their mouths or chew and suck on items on the floor or other surfaces.
Explanation: Paula should know cleaning the classroom is part of her job. Reminding
Paula why it’s important to clean may encourage her to perform these required tasks.
Cara doesn’t need to lie, say she cleans to get a raise, or ask for Paula’s help.
Reference: Section 4.1
7. During their first three years, children may develop tastes and habits that can influence
them throughout their lives.
Explanation: With obesity on the rise, caregivers and parents should have concern
about children’s dietary habits. During their first three years of life, children may develop
tastes and habits that will last throughout their lives, so helping to develop good nutrition
early may benefit children both now and later.
Reference: Section 4.1
8. A private space with a comfortable chair for mothers to use while breastfeeding, a
refrigerator/freezer space for storing breast milk, and a poster on the refrigerator with a
checklist detailing proper storage and handling guidelines
Explanation: Jamie can use environmental cues for helping mothers to feel comfortable
continuing to breastfeed by including a private space with a comfortable chair for
mothers to use while breastfeeding, a refrigerator/freezer space for storing breast milk,
and a visible checklist detailing proper storage and handling guidelines.
Reference: Section 4.1
9. Janelle is worried because children can easily choke on hot dog rounds.
Explanation: Janelle intervened because it isn’t safe to give toddlers hot dogs cut into
round pieces because children can easily choke on them. Instead, Candy should have
cut the hot dogs lengthwise and then into smaller pieces.
Reference: Section 4.1
10. Angela should ask Deena to use playpens and spend time with the infants on floor mats
since older infants who are immobile need expanded space but must have some
protection when the older children are playing nearby.
Explanation: To provide more interaction and a stimulating learning environment for the
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two older but immobile infants, Angela should ask Deena to use playpens and spend
time with the infants on floor mats since older immobile infants need expanded space
but must have protection when the older children are playing nearby.
Reference: Section 4.2
11. Kiki created a social environment where toddlers can experience a range of interactions
that encourage their development of motor and social skills and where they can feel
comfortable whether they want to be alone, such as in the nook, or want to play
energetically or quietly with one another.
Explanation: The variety of activities and spaces allows toddlers to choose what they
want to do with greater self-direction. While some toddlers may become overstimulated
or work up an appetite, it’s unlikely they’ll do so because the environment offers too
much space and freedom.
Reference: Section 4.2
12. Tyra is using a structured environment that provides cues to help the toddlers learn what
they should do in each area, such as hanging up their coats near the entrance of the
classroom in the arrival and departure area.
Explanation: Tyra is using a structured environment that provides cues to help the
toddlers learn what they should do in each area. By planning and maintaining the
environment so toddlers consistently perform the same actions in that environment, Tyra
is socializing the toddlers to have expectations for various behavioral settings.
Reference: Section 4.2
13. Some activities of the people in the family home may be less suitable for the infants and
toddlers being cared for to witness.
Explanation: A primary disadvantage of a family home environment is that some
activities may be less suitable for the infants and toddlers being cared for. For example,
a teenager constantly watching television in front of the infants and toddlers may be
modeling unsuitable behavior.
Reference: Section 4.2
14. To help infants discover from the beginning that they’re competent learners capable of
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exploring the world and learning about it
Explanation: The Pikler Institute’s main philosophy is to help infants discover from the
beginning that they’re competent learners capable of exploring the world and learning
about it. The Pikler Institute doesn’t encourage viewing the world as full of rules as a
place to remain passive and avoid making mistakes.
Reference: Section 4.2
15. Betty could talk to Serafina’s mother to determine if the feeding time concern is also
happening at home and the two women could discuss strategies Betty might try.
Explanation: Betty could talk with Serafina’s mother to gain more information about the
problem. By working with the family, Betty may be able to resolve the problem or bring
awareness to any underlying problems that may affect Serafina’s health and well-being.
Reference: Section 4.3
16. Lola should talk with Abdul’s parents to find out how they would like to approach Abdul’s
interest in eating meat.
Explanation: Working with parents to ensure respect of cultural beliefs is a critical aspect
of childcare, so Lola should talk with Abdul’s parents for preferred ways to approach his
interest in eating meat. Whatever his parents decide, it’s important for Lola to share
information with them and respect their beliefs.
Reference: Section 4.3
17. Cora could work with Ethan’s parents to ensure she understands the full range of
Ethan’s health issues and then work with their concerns to adapt the game to lower the
risk of Ethan being injured.
Explanation: Cora can find a solution to respecting parental concerns while helping
Ethan to develop. She can work with Ethan’s parents to ensure she understands the full
range of his health issues and then address their concerns to adapt the game and lower
the risk of Ethan being injured.
Reference: Section 4.3
18. To build mutual understanding and trust and to ensure the welfare and optimal
development of the infant
Explanation: Caregivers should have daily communication with parents about their
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infants to build mutual understanding and trust and to ensure the welfare and optimal
development of the infant.
Reference: Section 4.3
19. Fiona should redirect Eli to a different outfit that wouldn’t traditionally be worn by girls.
Explanation: Fiona must honor Mrs. Charm’s objections even if she disagrees, so when
Eli wants to wear a tutu, Fiona should redirect him to a different outfit. It’s possible
caregivers and parents will disagree about what’s best, and under most circumstances,
the caregiver will need to respect the parents’ wishes.
Reference: Section 4.3
20. Having clear policies in place can help alert parents to when a child must be excluded
from child care for health reasons.
Explanation: Child care facilities should maintain separate and confidential health
records on each child with help from the child’s parents. Having clear policies in place
can help alert parents to when a child must be excluded from child care for health
reasons.
Reference: Section 4.3
Flash Cards
1. Term: Self-Concept
Definition: Part of a child’s identity development related to body image, culture, and gender
identification. Factors such as attachment, an adult’s image of the child, using a multicultural
approach, and how a child’s behavior is guided can all influence high self-esteem and a
child’s concept of him or herself.
2. Term: High-Quality Infant-Toddler Environment
Definition: An environment that balances five environmental dimensions, including soft-hard,
intrusion-seclusion, high mobility-low mobility, open-closed, and simple-complex
3. Term: Multicultural Approach
Definition: Caregivers must perceive and manage cultural differences when they occur so
that the outcomes are positive.
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4. Term: Prevention
Definition: A guidance technique that includes an appropriate environment, sets limits,
clearly identifies acceptable behavior, and gently but firmly persists in addressing
unacceptable behaviors
5. Term: Self-care
Definition: A practice by adults who see themselves as worthy and demonstrate respect and
care for themselves
6. Term: Open Communication
Definition: A key component to ensure you’re meeting the needs of all children in your care
by talking and sharing information with the family
7. Term: Structure
Definition: A plan or setup of a physical environment that gives a clear message or
expectation that influences one’s behavior in such a space. It’s most important for an
environment for young children to be structured in a developmentally appropriate manner.
8. Term: Learning Tool
Definition: Anything that’s safe and interesting can be a source of learning for an infant or a
toddler. Some examples are books, scarves, flannel boards, cardboard boxes, and blocks.
9. Term: Self-image
Definition: The picture a person has of himself or herself. Part of self-concept, one’s
perception of oneself, relates to body image and awareness
10. Term: Body Awareness
Definition: Knowing where one’s body is in space and learning its capabilities. Seen to
emerge in infants and toddlers as their motor skills develop.
11. Term: Redirection
Definition: A guidance strategy for changing children’s unacceptable or disruptive behavior.
The idea is to help children move their energy in a different direction and involve them in
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some positive activity. Redirection may look like distraction, but it’s different.
12. Term: Needs and Service Plans
Definition: Information regarding the child and family’s routine, habits, special needs, and
ways of communicating. Also, any needs, concerns, or requests for social support or
intervention. Opening communication between the family and community resources is one
important goal of a needs and services plan.
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