FL DCF CHILD CARE, PRESCHOOL APPROPRIATE PRACTICES (PSPR) QUESTIONS AND CORRECT VERIFIED ANSWERS

FL DCF CHILD CARE, PRESCHOOL
APPROPRIATE PRACTICES (PSPR)
QUESTIONS AND CORRECT VERIFIED
ANSWERS
DevelopmentallyA2appropriateA2practice,A2orA2DAP,A2-A2Ans--
isA2aA2conceptA2developedA2byA2theA2NationalA2AssociationA2forA2theA2EducationA2ofA2You
ngA2ChildrenA2(NAEYC).

DevelopmentallyA2AppropriateA2PracticeA2-A2Ans--
focusesA2onA2childrenA2birthA2toA2eightA2yearsA2oldA2andA2isA2madeA2upA2ofA2threeA2princip
leA2components:A2ageA2appropriateness,A2individualA2appropriatenessA2andA2culturalA2ap
propriateness.

ChildrenA2betweenA2theA2agesA2ofA23A2andA25A2needA2toA2beA2exposedA2toA2-A2Ans--
asA2manyA2differentA2typesA2ofA2learningA2experiencesA2asA2possibleA2toA2makeA2itA2easie
rA2forA2themA2toA2transitionA2intoA2kindergarten.

ThereA2areA2manyA2waysA2toA2accomplishA2this;A2-A2Ans--readingA2toA2children,A2
providingA2hands-onA2playA2opportunities,
introducingA2newA2wordsA2daily,A2
andA2allowingA2theA2childrenA2toA2playA2andA2socializeA2withA2eachA2other.

CaregiversA2shouldA2planA2andA2prepareA2experiencesA2thatA2areA2-A2Ans--
fun,A2stimulating,A2andA2offerA2hands-
onA2opportunitiesA2forA2learningA2thatA2areA2challengingA2andA2achievable.

LanguageA2developmentA2-A2Ans--
isA2oneA2ofA2theA2mostA2importantA2aspectsA2ofA2aA2child'sA2learningA2atA2thisA2ageA2(3-
5A2years).A2ItA2isA2importantA2toA2expandA2aA2child'sA2vocabularyA2byA2introducingA2asA2ma
nyA2newA2wordsA2asA2possibleA2duringA2thisA2stage.

ThereA2areA2aA2varietyA2ofA2waysA2toA2helpA2childrenA2learnA2newA2words,A2including:A2-
A2Ans--PoemsA2
Songs
Stories
ParentalA2Involvement

TrueA2orA2False?
OnomatopoeiaA2meansA2wordsA2thatA2describeA2smells.A2-A2Ans--False
OnomatopoeiaA2areA2wordsA2thatA2makeA2soundsA2likeA2"Pop,"A2"Bang,"A2"Plunk"A2andA2"
Snap."

,TrueA2orA2False?
ChildrenA2betweenA2theA2agesA2ofA23A2andA25A2needA2toA2beA2exposedA2toA2asA2manyA2dif
ferentA2typesA2ofA2learningA2experiencesA2asA2possibleA2toA2makeA2itA2easierA2forA2themA2t
oA2transitionA2intoA2kindergarten.A2-A2Ans--True

TrueA2orA2False?
ToA2increaseA2aA2child'sA2vocabulary,A2parentsA2shouldA2beA2encouragedA2toA2readA2toA2t
heirA2childA2daily.A2-A2Ans--True

TrueA2orA2False?
DevelopmentallyA2AppropriateA2PracticeA2isA2madeA2upA2ofA2threeA2principles:A2ageA2appr
opriateness,A2individualA2appropriateness,A2andA2culturalA2appropriateness.A2-A2Ans--
True

TrueA2orA2False?
LanguageA2developmentA2isA2oneA2ofA2theA2keyA2aspectsA2ofA2aA2child'sA2learningA2atA2ag
esA26A2andA27.A2-A2Ans--False
LanguageA2developmentA2isA2oneA2ofA2theA2mostA2importantA2aspectsA2ofA2aA2child'sA2lear
ningA2duringA2theA2agesA2ofA23-5A2years.

TrueA2orA2False?
Children'sA2songsA2areA2entertainingA2butA2doA2notA2serveA2anyA2educationalA2purpose.A2-
A2Ans--False
MusicA2hasA2aA2generalA2appealA2toA2childrenA2ofA2allA2agesA2andA2alsoA2featuresA2rhymin
gA2andA2repetitionA2ofA2words.A2HelpingA2childrenA2learnA2theA2wordsA2toA2ageA2appropriat
eA2musicA2isA2aA2greatA2wayA2toA2ensureA2thatA2theyA2willA2absorbA2andA2retainA2newA2wor
ds.

TrueA2orA2False?
Poems,A2songs,A2stories,A2andA2parentalA2involvementA2areA2allA2goodA2waysA2ofA2helpin
gA2languageA2developA2forA2children.A2-A2Ans--True

TrueA2orA2False?
SongsA2likeA2'OldA2Macdonald'A2areA2importantA2becauseA2theyA2introduceA2childrenA2toA2
newA2animalsA2andA2theA2soundsA2theyA2make.A2-A2Ans--True

TrueA2orA2False?
OnomatopoeiaA2meansA2wordsA2thatA2describeA2sounds.A2-A2Ans--True
A2OnomatopoeiaA2areA2wordsA2thatA2makeA2soundsA2likeA2"Pop,"A2"Bang,"A2"Plunk"A2andA
2"Snap."


TrueA2orA2False?
PoemsA2areA2aA2goodA2wayA2toA2introduceA2newA2wordsA2toA2childrenA2becauseA2theyA2ar
eA2shortA2andA2featureA2rhymingA2andA2theA2repetitionA2ofA2words.A2-A2Ans--True

,JeanA2PiagetA2-A2-A2Ans--FourA2StagesA2ofA2CognitiveA2Development

ErikA2EriksonA2-A2-A2Ans--EightA2ConflictsA2ofA2SocialA2andA2EmotionalA2Development

AccordingA2toA2Piaget,A2theA2fourA2stagesA2ofA2cognitiveA2developmentA2are:A2-A2Ans--
SensorimotorA2-A20-2A2yearsA2old
PreoperationalA2-A22-7A2yearsA2old
Concrete-OperationalA2-A27-11A2yearsA2old
FormalA2OperationsA2-A211A2yearsA2oldA2andA2older

TheA2PreoperationalA2StageA2-A2Ans--
DuringA2thisA2stage,A2youngA2childrenA2learnA2aboutA2theirA2worldA2throughA2theirA2actions
.A2ThisA2isA2oneA2reasonA2thatA2hands-
onA2learningA2isA2crucialA2duringA2thisA2stageA2ofA2development.A2AsA2aA2caregiver,A2youA2
mustA2provideA2childrenA2withA2asA2manyA2opportunitiesA2forA2hands-
onA2learningA2asA2possible.

AccordingA2toA2Piaget,A2theA2PreoperationalA2stageA2-A2Ans--isA2fromA2agesA22-
7A2andA2isA2mostA2relevantA2toA2youngA2children.A2DuringA2thisA2stage,A2youngA2childrenA2l
earnA2aboutA2theirA2worldA2throughA2theirA2actions.

ChildrenA2atA2thisA2ageA2(2-7)A2andA2stageA2(Preoperational)A2-A2Ans---
TendA2toA2thinkA2illogically,A2asA2theyA2willA2beginA2toA2developA2logicA2inA2theA2
A2nextA2stage,A2concrete-operational.A2
-TheirA2thinkingA2processA2isA2non-sequential,A2suchA2asA2notA2understandingA2
A2thatA2aA2smallA2puddleA2wasA2onceA2anA2iceA2cube.
-AreA2egocentric,A2meaningA2thatA2theyA2doA2notA2perceiveA2theA2
A2consequencesA2ofA2theirA2actionsA2uponA2others.A2
-TheyA2areA2beginningA2toA2understandA2simpleA2concepts,A2e.g.,A2toA2classifyA2
A2largeA2andA2smallA2stack-ableA2plasticA2bowlsA2orA2toA2understandA2theA2
A2sequenceA2ofA2theirA2dailyA2schedule.


Piaget'sA2theoryA2explainsA2-A2Ans--
howA2childrenA2interactA2withA2theirA2environmentA2toA2constructA2knowledge.

WhatA2areA2someA2waysA2youA2canA2implementA2developmentallyA2appropriateA2practiceA
2toA2supportA2theA2growthA2ofA2youngA2childrenA2duringA2thisA2stage?A2-A2Ans--
ProvideA2open-ended,A2hands-
onA2activitiesA2soA2childrenA2canA2progressA2throughA2asA2theyA2developA2transformationA
2
AskA2open-
endedA2questionsA2thatA2encourageA2childrenA2toA2explainA2theirA2thoughtA2process.A2
ProvideA2aA2varietyA2ofA2activitiesA2thatA2allowA2childrenA2toA2experienceA2realA2lifeA2event
sA2(fieldA2trips,A2guestA2speakers,A2showA2andA2tell).
AskA2childrenA2aboutA2theirA2ownA2experience.A2ForA2example:A2"TellA2usA2aboutA2yourA2p
ainting."

, AtA2storyA2timeA2askA2theA2childrenA2aboutA2theirA2favoriteA2stories,A2andA2askA2theA2childr
enA2whatA2happensA2inA2theA2stories.
ProvideA2childrenA2withA2theA2opportunityA2toA2makeA2choices.A2ForA2example:A2"WhichA2l
earningA2centerA2wouldA2youA2likeA2toA2playA2inA2today?"

ErikA2EriksonA2-A2Ans--
developedA2theA2theoryA2thatA2emotionalA2developmentA2occursA2throughA28A2stagesA2inA2
aA2person'sA2lifetime.A2HeA2proposesA2thatA2individualsA2mustA2goA2throughA2eachA2ofA2th
eA28A2stagesA2inA2aA2sequentialA2order.A2EachA2stageA2presentsA2aA2conflictA2thatA2mustA2
beA2resolvedA2beforeA2aA2personA2canA2progressA2toA2theA2nextA2stage.

EriksonA2
(8A2lettersA2inA2lastA2name,A28A2stages/conflicts)A2-A2Ans--
proposesA2thatA2eachA2conflictA2isA2bestA2resolvedA2duringA2aA2specificA2stageA2ofA2life.A2P
eopleA2whoA2successfullyA2resolveA2eachA2conflictA2areA2betterA2ableA2toA2leadA2aA2health
y,A2sociallyA2andA2emotionallyA2connectedA2life.

InfantA2(TrustA2vs.A2Mistrust)A2-A2Ans--
TrustA2isA2developedA2overA2timeA2byA2providingA2anA2infantA2withA2aA2consistent,A2comfor
tingA2environment.
WhenA2needsA2areA2met,A2trustA2isA2established.
TrustA2buildsA2anA2emotionalA2foundation.
AA2lackA2ofA2trustA2canA2resultA2inA2poorA2emotionalA2stability

ToddlerA2(AutonomyA2vs.A2ShameA2andA2Doubt)A2-A2Ans--
ToddlersA2needA2toA2exploreA2theirA2ownA2bodiesA2andA2environmentA2inA2orderA2toA2beco
meA2confidentA2aboutA2themselves.
WhenA2autonomyA2isA2allowed,A2aA2personA2canA2becomeA2comfortableA2withA2his/
herA2choices.
AA2lackA2ofA2autonomyA2canA2resultA2inA2aA2feelingA2ofA2shameA2orA2insecurity.

PreschoolA2(InitiativeA2vs.A2Guilt)A2-A2Ans--Four-A2orA2five-
yearA2oldsA2beginA2toA2developA2anA2interestA2inA2exploringA2beyondA2themselves.
ChildrenA2whoA2areA2notA2allowedA2toA2pursueA2theirA2naturalA2curiosityA2willA2beA2proneA2t
oA2feelA2guiltA2forA2theirA2actions.
WhenA2initiativeA2isA2encouraged,A2aA2personA2experimentsA2withinA2one'sA2environment.
AA2lackA2ofA2encouragementA2forA2initiativeA2canA2resultA2inA2aA2feelingA2ofA2guiltA2forA2acti
ngA2onA2one'sA2naturalA2curiosity.

GradeA2SchoolA2(IndustryA2vs.A2Inferiority)A2-A2Ans--
BetweenA2theA2agesA2ofA26A2toA212,A2childrenA2showA2theA2abilityA2toA2developA2competen
cies.A2ChildrenA2whoA2areA2inhibitedA2inA2developingA2theseA2skillsA2andA2abilitiesA2willA2e
xperienceA2inferiority.
WhenA2childrenA2experienceA2success,A2theyA2attainA2aA2senseA2ofA2adequacyA2andA2prid
e.
AA2lackA2ofA2industryA2canA2resultA2inA2aA2feelingA2ofA2lowA2self-worth.