Explain some of the reasons a child might go missing from an early childhood education setting and how you would prevent this risk from happening
What will be an ideal response?
A missing child could be a child of any age, but is more likely to be a toddler who is seeking independence and goes where his feet take him or a preschooler who tests his fine motor skills and can open door handles and gates. It can also happen when children focus on something in an area that the teacher cannot see, so that the child is forgotten and left when the group moves on. Knowing and understanding the children who are present is a good beginning for preventing this risk.
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Direct instruction activities are often used to teach children facts or routines
Indicate whether the statement is true or false
From conception throughout early adulthood, humans experience physical growth. Which of these is true of this growth?
a. Height and weight measures increase rapidly during fetal development and early childhood. b. Rate of growth slows after the first year to an almost linear rate until adolescence. c. While some children grow in spurts, others appear to grow steadily throughout childhood. d. All of the above
Adult children who come back to live with their parents are called:
A. renesters B. boomerang children C. recession babies D. the sandwich generation
An instructional leader interested in determining the difficulty in making a specific change in an instructional program might consider:
a. Analyzing the force field. b. Reviewing the test scores of each teacher. c. Assembling faculty members and informing them of the change initiative that will be implemented. d. Utilizing the four core functions advocated by Fullan.