The 'ECC Exam Second Year' assesses knowledge crucial for effective classroom management in early childhood education. It covers room arrangement, emergency protocols, and prioritizing child needs, essential for educators and caregivers in fostering a conducive learning environment.
Make decisions based on professional guidelines
Work with children
Are highly paid
Are a good teacher
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Conceptual skills
Empathetic skills
Multicultural skills
Language/communication skills
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Pick up the child and provide comfort
Stay with the child and send for emergency help
Move different parts of the child's body to dermine what is hurt
Go find the director
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Have a more positive social and emotional development
Are more demanding for attention
May become spoiled
Will show no benefit over other children
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Child
Classroom
Age level
Theme area
Social development
Emotional development
Physical development
all of the above
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In a locked cabinet
In the bathroom
On back shelves under the sink
Nowhere at the center
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Stating goals and objectives
Helping the teacher provide guidance
Describing how children are to be evaluated
Letting the other staff know what duties they may have
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Longer breaks
Private conservations with other staff
More interaction between adults and children
Their work done early in the day
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Workbook sheets
Concrete learning experiences (hands-on)
Abstract learning experiences
Imitation
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Make the parents feel welcome and comfortable
Tell them how much work other parents offer the center
Let them know you are in charge of the center
Share concerns of other families with them
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Solitary play
Teacher directed play
Dramatic play
Parallel play
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Using diinfectants
Hand-washing
Regular checkups
Air purifying systems
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A child is coughing
A child tells you that he/she is choking
A child cannot speak, cough or breathe
A child is making a wheezing sound
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"Looks like you'd like the toy. I'm afraid you could fall and get hurt. I'll help you get the toy."
"You might hurt yourself. Come down from the chair now, o.k."
"You can't have the toy because you are standing on a chair".
"You know the classroom rule is no standing on chairs. You could fall"
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Setting up a routine
Planning a variety of activities
Using "don'ts" instead of "do's"
Being consistent with limits
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You can ease a child's feelings
You can help put the parents at ease
You can reassure the parents of your concern for their child's welfare
All of the above
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Limits the child's activity
Promotes creativity
Means the caregivier allows anything to happen
All of the above
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Work bench
Sand-water table
Puzzles
Art easel
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Talk with the parents
Talk with the authorities
Talk with other caregivers
Talk with the child
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Illustrations
Repetition of some words
A story that mirrors children's experiences
Many long new words
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Listening to music
Participating in dramatic play
Hving a story read to them
Being involved in a table top activity/game
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Be separated during
Be restricted during
Not participate in
Not be restricted from
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Ignored
Discussed with a psychiatrist
Resolved quickly between parents and teachers
Considered common and will usually improve with time
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"Jason, it's time to join the group now; okay?"
"Jason, we are all waiting until you are ready to sing with us"
"Why aren't you joining group time, Jason?"
"Here is a place for you, Jason. I'd like you to sing with me."
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Making sure each child cleans his/her plate
Setting an ecample by eating a variety of foods
Takeng turns by sitting by each child
Keeping mealtimes on schedule
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NAEYC (National Association for the Education of Young Children)
NEA (National Education Association)
CDA (Child Development Association)
CDF (Child Defense Fund)
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Gives the teacher time to prepare
Allows the teacher to change his/her mind
Gives the teacher a chance to repeat the warning
Shows respect for the child
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"Tell me about your pet."
"Let me tell you about my pet."
"Pets are fun aren't they?"
"David, do you have a pet?"
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Form long lines and march like soldiers
Run
Walk in an orderly fashion
Play quietly
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City government
County government
State government
Federal government
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Tell him he is wrong and do it again
Stop him and have him begin again
Count to 10 and ask him to repeat after you
Show him 10 items and have him count them
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Large muscle development
Fime motor development
Outdoor play activity
Indoor play activity
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Photographs of themselves and their families.
Pictures of animals
Displays of cartoon characters
Pictures of people from other countries
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Writing their names
Stringing beads
Roller skating
Coloring within the lines
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Home related themes
Caring for "babies"
Dressing up like kings/queens
TV characters
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Emergency telephone numbers
Food likes and dislikes
Emergency treatments for accidents
All of the above
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Wide open spaces
Distinct traffic patterns
Identified learning areas
A variety of activity centers
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Family resource center
Parent support group
Restrictive legislation
Special training workshops
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Art
Creative movement
Woodworking
Fine motor skills
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Assisting with serving snack
Listening to a dentist demonstrate tooth brushing
Completing a button, zipper and buckle activity board
Completing a pattern design on a pegboard
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Cannot be controlled by the young child
Must be under control at all times
Can be redirected in an appropriate way
Should be reinforced
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Fogives the child after an apology is given
Forgives the child when the child says he/she won't do it again
Doesn't accept the problem behavior but accepts the child
Doesn't forgive the child but understands that mistakes can happen
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Is not important for children
Can be disruptive in the classroom
Will aid children's development of bias
Can enhance the center curriculum
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Conservation
Spatial relations
Temporal relations
Seriation
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1
3
5
10
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A child's imaginative method of solving a problem
How many children can identify a circle
Which children speak least often during group time
The rate of a child's vocabulary development
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"oh, I know you'll really like them when you try them"
"you had hoped we would have something else for lunch."
"you really hate mashed potatoes, don't you?"
"I'm sorry we're serving mashed potatoes again"
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