FL DCF Child Care Behavioral Observation and
Screening (BOSR) Exam Questions With Correct
Answers
Child |care |professionals |observe |and |screen |children |so |they |can |- |CORRECT |ANSWER✔✔-1. |
Facilitate |the |growth |and |development |of |every |child |in |their |program, |
2. |Detect |early |signs |of |developmental |delay |or |disability, |
3. |Identify |signs |of |child |abuse |or |neglect.
Observation |and |screening |describe |- |CORRECT |ANSWER✔✔-how |early |childhood |
professionals |use |certain |methods |to |help |them |pay |attention |to |the |behavior |and |
development |of |children |under |their |care.
Observation |- |CORRECT |ANSWER✔✔-is |an |ongoing |process |in |which |child |care |professionals |
recognize |and |document |identifiable |developmental |milestones |as |they |appear, |using |tools |
such |as |checklists, |anecdotal |records, |and |running |records.
Screening |- |CORRECT |ANSWER✔✔-is |an |ongoing |process |in |which |child |care |professionals |use |
specialized |observation |and |documentation |tools |to |identify, |document, |and |monitor |typical |
development |or |possible |developmental |delay.
The |three |main |reasons |child |care |programs |observe |and |screen |children |are |to |- |CORRECT |
ANSWER✔✔-1. |To |foster |growth |and |development |in |every |child, |
2. |Detect |early |signs |of |developmental |delay |or |disability, |and |
3. |Identify |signs |of |child |abuse |and |neglect.
,These |processes |are |also |used |to |support |- |CORRECT |ANSWER✔✔--quality |curriculum |
development; |
-help |parents |support |growth |and |development |at |home; |-allow |timely |referral |for |early |
intervention |services; |and |-provide |a |common |reference |point |and |basis |for |interaction |
between |parents, |program |staff, |and |other |professionals.
Observation |and |screening |foster |growth |and |development |in |every |child |by |- |CORRECT |
ANSWER✔✔-determining |the |child's |developmental-age |level |and |by |using |the |information |
obtained |from |observation |and |screening |to |develop |inside |and |outside |learning |spaces, |
personal |care |routines, |communication |and |interaction |practices, |learning |activities, |and |
program |policies |and |procedures.
Observation |and |screening |can |detect |early |signs |of |developmental |delay |or |disability |when |- |
CORRECT |ANSWER✔✔-child |care |staff |members |are |trained |to |identify |and |document |signs |of
|typical |or |atypical |growth |and |development. |Since |staff |members |see |children |throughout |the
|day |and |have |training |in |child |growth |and |development, |they |may |be |in |the |best |position |to |
spot |the |earliest |signs |of |atypical |development. |Therefore, |staff |may |be |in |the |best |position |to
|help |the |child |and |family.
Child |care |personnel |should |not |- |CORRECT |ANSWER✔✔-attempt |to |diagnose |delay |or |
disability. |Instead, |they |should |document |typical |and |atypical |patterns |of |development |and |
take |appropriate |action |as |defined |by |their |program's |written |policies |and |procedures.
Observation |and |screening |can |help |child |care |professionals |identify |the |signs |of |child |abuse |
and |neglect |by |- |CORRECT |ANSWER✔✔-reporting |any |suspected |abuse |or |neglect |and |can |do |
so |anonymously. |However, |people |who |work |with |children |are |required |by |law |to |identify |
themselves |when |they |report |suspected |child |abuse |or |neglect. |Failure |to |report |suspected |
abuse |or |neglect |is |a |felony |of |the |third |degree |in |Florida.
Observation |and |screening |support |quality |curriculum |development |by |- |CORRECT |
ANSWER✔✔-focusing |learning |goals |and |objectives, |lesson |plans, |and |teaching |strategies |on |
the |development |and |implementation |of |activities |that |strengthen |the |child's |skills. |The |best |
, child |care |professionals |can |recognize |what |each |child |knows |and |can |do, |and |uses |this |
information |to |help |increase |skills, |abilities, |and |knowledge.
Observation |and |screening |can |help |parents |support |their |child's |growth |and |development |at |
home |by |- |CORRECT |ANSWER✔✔-increasing |the |volume |and |quality |of |information |available |
to |them. |When |quality |information |is |combined |with |the |professional |services |provided |by |a |
child |care |program, |a |child's |outcomes |improve, |both |at |the |program |and |at |home.
Observation |and |screening |allow |- |CORRECT |ANSWER✔✔-timely |referral |for |intervention. |The |
earlier |signs |of |developmental |delay |or |disability |are |identified, |the |better |the |outcome |for |
the |child.
The |American |Academy |of |Pediatrics |recommends |- |CORRECT |ANSWER✔✔-that |all |children |be
|screened |for |developmental |delays |and |disabilities |during |regular |well-child |doctor |visits |at |9 |
months, |18 |months, |and |24 |or |30 |months. |However, |observation |of |a |child |can |begin |at |birth.
Observation |and |screening |provide |an |opportunity |for |communication |between |parents, |staff, |
and |child |development |specialists |because |- |CORRECT |ANSWER✔✔-they |include |written |
evidence |of |a |child's |growth |and |development |over |time.
Written |records |collected |by |a |child |care |professional |can |be |- |CORRECT |ANSWER✔✔-critical |
to |a |team |of |people |who |are |helping |a |child |with |developmental |delay |or |disability.
Child |care |programs |observe |and |screen |children |because |these |processes |support |- |CORRECT |
ANSWER✔✔-quality |curriculum |development; |help |parents |support |growth |and |development |
at |home; |allow |timely |referral |for |early |intervention |services; |and |provide |a |common |
reference |point |and |basis |for |interaction |between |parents, |program |staff, |and |other |
professionals.
During |an |observation |session, |a |trained |adult |- |CORRECT |ANSWER✔✔-monitors |a |child |as |he |
or |she |demonstrates |identified |skills |or |abilities |within |a |developmental |domain. |For |example, |
a |staff |member |observing |children's |growth |and |development |in |the |Physical |Development |
Screening (BOSR) Exam Questions With Correct
Answers
Child |care |professionals |observe |and |screen |children |so |they |can |- |CORRECT |ANSWER✔✔-1. |
Facilitate |the |growth |and |development |of |every |child |in |their |program, |
2. |Detect |early |signs |of |developmental |delay |or |disability, |
3. |Identify |signs |of |child |abuse |or |neglect.
Observation |and |screening |describe |- |CORRECT |ANSWER✔✔-how |early |childhood |
professionals |use |certain |methods |to |help |them |pay |attention |to |the |behavior |and |
development |of |children |under |their |care.
Observation |- |CORRECT |ANSWER✔✔-is |an |ongoing |process |in |which |child |care |professionals |
recognize |and |document |identifiable |developmental |milestones |as |they |appear, |using |tools |
such |as |checklists, |anecdotal |records, |and |running |records.
Screening |- |CORRECT |ANSWER✔✔-is |an |ongoing |process |in |which |child |care |professionals |use |
specialized |observation |and |documentation |tools |to |identify, |document, |and |monitor |typical |
development |or |possible |developmental |delay.
The |three |main |reasons |child |care |programs |observe |and |screen |children |are |to |- |CORRECT |
ANSWER✔✔-1. |To |foster |growth |and |development |in |every |child, |
2. |Detect |early |signs |of |developmental |delay |or |disability, |and |
3. |Identify |signs |of |child |abuse |and |neglect.
,These |processes |are |also |used |to |support |- |CORRECT |ANSWER✔✔--quality |curriculum |
development; |
-help |parents |support |growth |and |development |at |home; |-allow |timely |referral |for |early |
intervention |services; |and |-provide |a |common |reference |point |and |basis |for |interaction |
between |parents, |program |staff, |and |other |professionals.
Observation |and |screening |foster |growth |and |development |in |every |child |by |- |CORRECT |
ANSWER✔✔-determining |the |child's |developmental-age |level |and |by |using |the |information |
obtained |from |observation |and |screening |to |develop |inside |and |outside |learning |spaces, |
personal |care |routines, |communication |and |interaction |practices, |learning |activities, |and |
program |policies |and |procedures.
Observation |and |screening |can |detect |early |signs |of |developmental |delay |or |disability |when |- |
CORRECT |ANSWER✔✔-child |care |staff |members |are |trained |to |identify |and |document |signs |of
|typical |or |atypical |growth |and |development. |Since |staff |members |see |children |throughout |the
|day |and |have |training |in |child |growth |and |development, |they |may |be |in |the |best |position |to |
spot |the |earliest |signs |of |atypical |development. |Therefore, |staff |may |be |in |the |best |position |to
|help |the |child |and |family.
Child |care |personnel |should |not |- |CORRECT |ANSWER✔✔-attempt |to |diagnose |delay |or |
disability. |Instead, |they |should |document |typical |and |atypical |patterns |of |development |and |
take |appropriate |action |as |defined |by |their |program's |written |policies |and |procedures.
Observation |and |screening |can |help |child |care |professionals |identify |the |signs |of |child |abuse |
and |neglect |by |- |CORRECT |ANSWER✔✔-reporting |any |suspected |abuse |or |neglect |and |can |do |
so |anonymously. |However, |people |who |work |with |children |are |required |by |law |to |identify |
themselves |when |they |report |suspected |child |abuse |or |neglect. |Failure |to |report |suspected |
abuse |or |neglect |is |a |felony |of |the |third |degree |in |Florida.
Observation |and |screening |support |quality |curriculum |development |by |- |CORRECT |
ANSWER✔✔-focusing |learning |goals |and |objectives, |lesson |plans, |and |teaching |strategies |on |
the |development |and |implementation |of |activities |that |strengthen |the |child's |skills. |The |best |
, child |care |professionals |can |recognize |what |each |child |knows |and |can |do, |and |uses |this |
information |to |help |increase |skills, |abilities, |and |knowledge.
Observation |and |screening |can |help |parents |support |their |child's |growth |and |development |at |
home |by |- |CORRECT |ANSWER✔✔-increasing |the |volume |and |quality |of |information |available |
to |them. |When |quality |information |is |combined |with |the |professional |services |provided |by |a |
child |care |program, |a |child's |outcomes |improve, |both |at |the |program |and |at |home.
Observation |and |screening |allow |- |CORRECT |ANSWER✔✔-timely |referral |for |intervention. |The |
earlier |signs |of |developmental |delay |or |disability |are |identified, |the |better |the |outcome |for |
the |child.
The |American |Academy |of |Pediatrics |recommends |- |CORRECT |ANSWER✔✔-that |all |children |be
|screened |for |developmental |delays |and |disabilities |during |regular |well-child |doctor |visits |at |9 |
months, |18 |months, |and |24 |or |30 |months. |However, |observation |of |a |child |can |begin |at |birth.
Observation |and |screening |provide |an |opportunity |for |communication |between |parents, |staff, |
and |child |development |specialists |because |- |CORRECT |ANSWER✔✔-they |include |written |
evidence |of |a |child's |growth |and |development |over |time.
Written |records |collected |by |a |child |care |professional |can |be |- |CORRECT |ANSWER✔✔-critical |
to |a |team |of |people |who |are |helping |a |child |with |developmental |delay |or |disability.
Child |care |programs |observe |and |screen |children |because |these |processes |support |- |CORRECT |
ANSWER✔✔-quality |curriculum |development; |help |parents |support |growth |and |development |
at |home; |allow |timely |referral |for |early |intervention |services; |and |provide |a |common |
reference |point |and |basis |for |interaction |between |parents, |program |staff, |and |other |
professionals.
During |an |observation |session, |a |trained |adult |- |CORRECT |ANSWER✔✔-monitors |a |child |as |he |
or |she |demonstrates |identified |skills |or |abilities |within |a |developmental |domain. |For |example, |
a |staff |member |observing |children's |growth |and |development |in |the |Physical |Development |
