l
tia
en
fid
on
C
l
tia
en
fid
on
C
l l
tia tia
en en
fid fid
on on
C C
,C
C
on
on
The Classroom Assessment Scoring System (C LASS) is the most commonly used
observational tool designed to assess quality in programs and schools serving infants
fid
fid
through third grade. It measures three dimensions of classroom quality: emotional
climate, instructional climate, and classroom organization.
en
en
[Feedback for Answer Choice 3]
tia
tia
The Common Core State Standards are standards for students’ learning in grades K–
12. They describe what students should know and be able to do in Mathematics and
l
l
Language Arts. They do not assess quality in programs serving infants through third
grade.
[Feedback for Answer Choice 4]
Head Start Program Performance Standards apply to programs for infants and toddlers
in Early Head Start and 3- through 5-year-olds in Head Start, not children up to age
8.The standards include the comprehensive services required of all Head Start
programs.
[Q4]
What is the Assessing Classroom Sociocultural Equity Scale (A CSES)?
C
1. A tool to measure whether early childhood programs are equally available to all
on
residents of a community.
2. A self-evaluation measure of individual bias for preschool teachers.
fid
3. A measure of inequity in the community and larger society.
en
4. An observational instrument to assess equitable interactions in prekindergarten to
third grade. [correct]
tia
[Feedback for Answer Choice 1]
Assessing Classroom Sociocultural Equity Scale (ACSES) assesses equitable
l
sociocultural interactions in Pre-K to third grade, not program availability in
communities.
[Feedback for Answer Choice 2]
Results of Assessing Classroom Sociocultural Equity Scale ACSES increase educators’
self-awareness of implicit bias, but it is a classroom observational instrument.
[Feedback for Answer Choice 3]
Assessing Classroom Sociocultural Equity Scale (ACSES) is a classroom, not
community-wide, observational tool for measuring equitable sociocultural interactions.
C
[Feedback for Correct Answer 4]
on
Assessing Classroom Sociocultural Equity Scale (ACSES) is an observational tool to
assess the degree to which prekindergarten to third-grade classrooms provide equitable
sociocultural interactions and experiences.
fid
[Q5]
en
10
Copyright © 2024, 2019, 2015 Pearson Education, Inc. All Rights Reserved.
tia
l
,C
C
on
on
What is the purpose of NAEYC accreditation?
fid
fid
1. NAEYC accreditation is designed to ensure that poor quality programs are not able
to operate legally.
en
en
2. NAEYC accreditation is a credential that identifies highly qualified educators who
have met professional standards.
tia
tia
3. NAEYC accreditation is a voluntary system for identifying high-quality centers and
schools. [correct]
l
l
4. NAEYC accreditation is a voluntary system that evaluates the quality of private
schools.
[Feedback for Answer Choice 1]
Licensing, not accreditation, ensures that poor quality programs that do not meet
minimal standards are not allowed to legally operate.
[Feedback for Answer Choice 2]
NAEYC accreditation is a program evaluation, not an individual educator credential.
[Feedback for Correct Answer 3]
C
NAEYC accreditation is a voluntary system that evaluates and identifies early childhood
on
centers and schools serving children from birth through kindergarten that meet its
standards for high quality.
fid
[Feedback for Answer Choice 4]
en
All early childhood centers and schools that serve children from birth through
kindergarten are eligible for NAEYC accreditation regardless of their sponsorship or
affiliation.
tia
Learning Objective 1.4: Analyze research about the positive effects of early childhood
l
education.
[Q1]
Which of the following is a conclusion that can be drawn from brain research?
1. Exposure to toxic stress in early childhood can have lasting effects on brain
capabilities but rarely occurs.
2. Toxic stress experienced in the first years of life has lasting negative effects that
cannot be ameliorated.
3. Positive experiences in the early years support brain development and lay the
foundation for later learning and development. [correct]
C
4. Maltreated children provide evidence of larger brain volumes than those of children
on
who have not suffered maltreatment.
fid
[Feedback for Answer Choice 1]
en
11
Copyright © 2024, 2019, 2015 Pearson Education, Inc. All Rights Reserved.
tia
l
, C
C
on
on
Increasing numbers of children are experiencing toxic stress for prolonged periods of
time which can have dire and long-lasting effects on brain capabilities.
fid
fid
[Feedback for Answer Choice 2]
en
en
Early intervention including intensive early education and comprehensive support
services for families—the earlier and more intensive, the better—can ameliorate the
tia
tia
negative effects.
[Feedback for Correct Answer 3]
l
l
Positive experiences in the early years—especially warm, responsive, caring,
conversational relationships—literally grow babies’ brains and lay the foundation for
later learning.
[Feedback for Answer Choice 4]
Brain scans of maltreated children provide striking evidence of smaller brain volumes
(not larger) than those of children who have not suffered maltreatment, with more
negative effects the earlier the abuse began and the longer it lasted.
[Q2]
C
Several longitudinal studies of high-quality preschool experiences have demonstrated
long-lasting positive effects on children’s lives. What was unique about the Chicago
on
Child–Parent Centers study and why did it lead to lasting positive outcomes for
children?
fid
1. The Chicago Child–Parent Centers is a parent education program that opened 25
years ago and continues to operate for families who chose to participate.
en
2. The Chicago Child–Parent Centers found positive results for children living in
poverty whose family members participated when their children were 5 years old in
tia
preschool.
l
3. The Chicago Child–Parent Centers is a public school program that provides
preschool and kindergarten for children from low-income families and family support
services with continued intervention in early elementary school. [correct]
4. The Chicago Child–Parent Centers had a positive impact on early brain
development because it served infants and toddlers and continued to provide
educational and social services until kindergarten.
[Feedback for Answer Choice 1]
The Chicago Child–Parent Centers is not limited to parent education. It provides
preschool and kindergarten for children from low-income families and family support
services with continued intervention in early elementary school are a program for
C
children and parents.
on
[Feedback for Answer Choice 2]
The Chicago Child–Parent Centers provides preschool and kindergarten for children
fid
from low-income families and continued family support in the early grades. It is not
limited to 4-year-olds.
en
12
Copyright © 2024, 2019, 2015 Pearson Education, Inc. All Rights Reserved.
tia
l
tia
en
fid
on
C
l
tia
en
fid
on
C
l l
tia tia
en en
fid fid
on on
C C
,C
C
on
on
The Classroom Assessment Scoring System (C LASS) is the most commonly used
observational tool designed to assess quality in programs and schools serving infants
fid
fid
through third grade. It measures three dimensions of classroom quality: emotional
climate, instructional climate, and classroom organization.
en
en
[Feedback for Answer Choice 3]
tia
tia
The Common Core State Standards are standards for students’ learning in grades K–
12. They describe what students should know and be able to do in Mathematics and
l
l
Language Arts. They do not assess quality in programs serving infants through third
grade.
[Feedback for Answer Choice 4]
Head Start Program Performance Standards apply to programs for infants and toddlers
in Early Head Start and 3- through 5-year-olds in Head Start, not children up to age
8.The standards include the comprehensive services required of all Head Start
programs.
[Q4]
What is the Assessing Classroom Sociocultural Equity Scale (A CSES)?
C
1. A tool to measure whether early childhood programs are equally available to all
on
residents of a community.
2. A self-evaluation measure of individual bias for preschool teachers.
fid
3. A measure of inequity in the community and larger society.
en
4. An observational instrument to assess equitable interactions in prekindergarten to
third grade. [correct]
tia
[Feedback for Answer Choice 1]
Assessing Classroom Sociocultural Equity Scale (ACSES) assesses equitable
l
sociocultural interactions in Pre-K to third grade, not program availability in
communities.
[Feedback for Answer Choice 2]
Results of Assessing Classroom Sociocultural Equity Scale ACSES increase educators’
self-awareness of implicit bias, but it is a classroom observational instrument.
[Feedback for Answer Choice 3]
Assessing Classroom Sociocultural Equity Scale (ACSES) is a classroom, not
community-wide, observational tool for measuring equitable sociocultural interactions.
C
[Feedback for Correct Answer 4]
on
Assessing Classroom Sociocultural Equity Scale (ACSES) is an observational tool to
assess the degree to which prekindergarten to third-grade classrooms provide equitable
sociocultural interactions and experiences.
fid
[Q5]
en
10
Copyright © 2024, 2019, 2015 Pearson Education, Inc. All Rights Reserved.
tia
l
,C
C
on
on
What is the purpose of NAEYC accreditation?
fid
fid
1. NAEYC accreditation is designed to ensure that poor quality programs are not able
to operate legally.
en
en
2. NAEYC accreditation is a credential that identifies highly qualified educators who
have met professional standards.
tia
tia
3. NAEYC accreditation is a voluntary system for identifying high-quality centers and
schools. [correct]
l
l
4. NAEYC accreditation is a voluntary system that evaluates the quality of private
schools.
[Feedback for Answer Choice 1]
Licensing, not accreditation, ensures that poor quality programs that do not meet
minimal standards are not allowed to legally operate.
[Feedback for Answer Choice 2]
NAEYC accreditation is a program evaluation, not an individual educator credential.
[Feedback for Correct Answer 3]
C
NAEYC accreditation is a voluntary system that evaluates and identifies early childhood
on
centers and schools serving children from birth through kindergarten that meet its
standards for high quality.
fid
[Feedback for Answer Choice 4]
en
All early childhood centers and schools that serve children from birth through
kindergarten are eligible for NAEYC accreditation regardless of their sponsorship or
affiliation.
tia
Learning Objective 1.4: Analyze research about the positive effects of early childhood
l
education.
[Q1]
Which of the following is a conclusion that can be drawn from brain research?
1. Exposure to toxic stress in early childhood can have lasting effects on brain
capabilities but rarely occurs.
2. Toxic stress experienced in the first years of life has lasting negative effects that
cannot be ameliorated.
3. Positive experiences in the early years support brain development and lay the
foundation for later learning and development. [correct]
C
4. Maltreated children provide evidence of larger brain volumes than those of children
on
who have not suffered maltreatment.
fid
[Feedback for Answer Choice 1]
en
11
Copyright © 2024, 2019, 2015 Pearson Education, Inc. All Rights Reserved.
tia
l
, C
C
on
on
Increasing numbers of children are experiencing toxic stress for prolonged periods of
time which can have dire and long-lasting effects on brain capabilities.
fid
fid
[Feedback for Answer Choice 2]
en
en
Early intervention including intensive early education and comprehensive support
services for families—the earlier and more intensive, the better—can ameliorate the
tia
tia
negative effects.
[Feedback for Correct Answer 3]
l
l
Positive experiences in the early years—especially warm, responsive, caring,
conversational relationships—literally grow babies’ brains and lay the foundation for
later learning.
[Feedback for Answer Choice 4]
Brain scans of maltreated children provide striking evidence of smaller brain volumes
(not larger) than those of children who have not suffered maltreatment, with more
negative effects the earlier the abuse began and the longer it lasted.
[Q2]
C
Several longitudinal studies of high-quality preschool experiences have demonstrated
long-lasting positive effects on children’s lives. What was unique about the Chicago
on
Child–Parent Centers study and why did it lead to lasting positive outcomes for
children?
fid
1. The Chicago Child–Parent Centers is a parent education program that opened 25
years ago and continues to operate for families who chose to participate.
en
2. The Chicago Child–Parent Centers found positive results for children living in
poverty whose family members participated when their children were 5 years old in
tia
preschool.
l
3. The Chicago Child–Parent Centers is a public school program that provides
preschool and kindergarten for children from low-income families and family support
services with continued intervention in early elementary school. [correct]
4. The Chicago Child–Parent Centers had a positive impact on early brain
development because it served infants and toddlers and continued to provide
educational and social services until kindergarten.
[Feedback for Answer Choice 1]
The Chicago Child–Parent Centers is not limited to parent education. It provides
preschool and kindergarten for children from low-income families and family support
services with continued intervention in early elementary school are a program for
C
children and parents.
on
[Feedback for Answer Choice 2]
The Chicago Child–Parent Centers provides preschool and kindergarten for children
fid
from low-income families and continued family support in the early grades. It is not
limited to 4-year-olds.
en
12
Copyright © 2024, 2019, 2015 Pearson Education, Inc. All Rights Reserved.
tia
l
