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| 1 | |
When caregivers see the child, not the parent, as the client, they |
| | A) | don't aim for a partnership, which means they sometimes disregard the parental goals and desires. |
| | B) | may have what has been called a "savior complex". |
| | C) | aren't focused on the fact that they will probably be with the child only a short time while the family's commitment and relationship extend through the growingup years, if not a lifetime. |
| | D) | All of the above |
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| 2 | |
A service plan |
| | A) | is made by the regulating agency and given to the caregiver to guide the caregiving. |
| | B) | contains information from parents to help caregivers know the child's habits, special needs, ways of communicating and daily routines. |
| | C) | should be talked over when the child enters the program and on a regular basis thereafter. |
| | D) | Answers (b) and (c) |
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| 3 | |
Some service plans focus on the family's needs as much as on the child's needs and |
| | A) | the idea is to ensure the well-being of the parents as a way of caring for their children. |
| | B) | one project, called the Parent Services Project, trains early-childhood staff to build on families' strengths and resources in culturally-sensitive ways. |
| | C) | the activities for families in these programs are all identical no matter what part of the country they are in. |
| | D) | Answers (a) and (b) |
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| 4 | |
Some of the feelings which can create blocks in communication are |
| | A) | resentment on the caregiver's part about parents leaving their children, especially if the caregiver has chosen the field so she can stay with her child in the years before school. |
| | B) | anger on the parents' part, especially if it is misplaced and seems to be about something other than its true source. |
| | C) | Parents' need to be parented, which may cause angry feelings in the caregiver. |
| | D) | All of the above |
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| 5 | |
Which of the following is not a way of opening up communication? |
| | A) | Letting the person know you heard them in such ways as simply restating their own words and checking to be sure you got it right |
| | B) | Using an intake interview to share information |
| | C) | Creating regular conferences, both formal and informal, that are about sharing information |
| | D) | Impressing the other person by using words that you know and they probably don't (using jargon to communicate). |
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| 6 | |
Parents of children with special needs may have their own separate sets of issues that other parents are less likely to have. Which of the following is as true of all parents as it is true of parents with children who have special needs? |
| | A) | Denial about the child's development or condition |
| | B) | Feeling guilty that the child's condition is their fault |
| | C) | Having a history of dealing with all kinds of experts including medical personnel |
| | D) | Having their own needs that parenthood sometimes makes hard to fulfill |
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| 7 | |
Communication gaps can be caused by |
| | A) | cultural differences. |
| | B) | generational differences. |
| | C) | gender. |
| | D) | All of the above |
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| 8 | |
Below are good ways to open up and maintain lines of communication with parents, except: |
| | A) | Regard communication as a two-way process. Talk, but also develop your listening skills. |
| | B) | Develop a problem-solving attitude and learn techniques of communication, mediation, and negotiation to use during conflict management and resolution. |
| | C) | Don't try to talk to each parent every day because it's just too chaotic while the children are there. Talk to parents only during formal conferences |
| | D) | Try to make parents always feel welcome. |
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| 9 | |
Parent education is part of the caregiver's job, but what does parent education mean, anyway? Which of the following is true about parent education? |
| | A) | Parent education involves not just knowledge, but attitudes and skills, as well. |
| | B) | If you build a relationship, parents will likely be influenced by you in the areas of knowledge, attitudes and skills. |
| | C) | Knowledge alone doesn't change attitudes; they change over time with exposure to different peoples values, ideas, methods, and attitudes. |
| | D) | All the above |
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| 10 | |
Which of the following is not true about adults who work with infants and toddlers? |
| | A) | It's a strange situation to be around adults all day but seldom focus on them. Most caregivers are trained to put their focus mostly on the children |
| | B) | In a full-day program most staffs have staggered schedules, so the only time all the staff is there together is during the busiest time of the day when adults have little time to relate to each other. |
| | C) | Most people in the field of infant-toddler care never need or seek adult contact or relationships. |
| | D) | When children see adults relating to one another, they benefit, because children need to see adults displaying a wider range of behaviors than they exhibit when they focus only on children. They need to see adults as full human beings. |
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| 11 | |
There are three stages that caregivers generally go through when they start working with children. Which of the following is not one of those stages? |
| | A) | caregiver as savior |
| | B) | parent as client |
| | C) | children as equals |
| | D) | caregiver as partner |
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| 12 | |
The principles under which PSP programs operate include: |
| | A) | programs and services are mandatory. |
| | B) | parents are the child's secondary teachers. |
| | C) | programs build on family strengths. |
| | D) | All of the above |
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| 13 | |
Mandatory involvement of parents in a child care program: |
| | A) | is highly recommended in this text |
| | B) | is always a first step toward becoming partners with parents |
| | C) | is the best way to teach parents about responsibility |
| | D) | is not the same as aiming for a partnership with parents |
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