Teaching about the self, others, the group, family, schools, and community along with the ...

Teaching about the self, others, the group, family, schools, and community along with the development of social skills is the goal of which thematic strand:
 
  a. Culture
  b. Time, continuity, and change
  c. People, places, and the environment
  d. Individual development and identity

Question 2...

When a person categorizes someone else as belonging to a certain group based on assumptions, this is called
 
  a. Categorization
  b. Prejudice
  c. Racism
  d. Misplaced beliefs

Question 3...

How can early childhood professionals actively support positive attitudes about diversity in young children?
 
  a. By encouraging positive attitudes and values.
  b. By incorporating lessons into their curriculum or other means of instruction.
  c. By explicitly dialoguing with children about differences and values of appreciating diversity.
  d. All of the above

Question 4...

Why are the early childhood years a prime time to begin dialogues with children about race, ethnicity, and equality?
 
  a. Children's cognitive, intellectual, and emotional development is at a level where they are capable of understanding equality in a mathematical and sociological sense and capable of being guided to interpret and promote equality and equity.
  b. Children begin forming early prejudice and negative attitudes as this age and it may progress unless they are taught otherwise.
  c. All of the above
  d. None of the above

Question 5...

An example of a critical analysis of grossly unequal outcomes in health care or infant mortality would be:
 
  a. Research demonstrating that people of color more often face reduced access to quality health care and lower level of care from health care providers
  b. Innate health of infants of different races
  c. There isn't evidence of unequal infant mortality rates
  d. None of the above

Question 6...

Recent research continues to demonstrate the following developmental realities for children growing up in bi- or multilingual homes:
 
  a. There are no developmental benefits in areas of cognitive and social aspects of communication.
  b. Those children often have a difficult time with English writing and grammar.
  c. There are numerous developmental benefits including in areas of cognitive and social aspects of communication.
  d. They excel at language in general, but their math and science scores are low in comparison.