101- Chapter 7 Quiz

Turf

Grass

Wood chips or wood fibers

Carpet

Visit the site before the trip to be aware of hazards and to prepare the children for what will be expected to ensure safety.

Bring a long rope with handholds to guide children in an easy-to-supervise line.

Insist that children always hold the hand of an adult and avoid crossing any busy streets.

Avoid walking trips.

Help them recognize and notice hazards and activities that may be dangerous.

Have children help create safety rules in the context of daily life.

Give them information that they can remember and teach them safety skills that they can master through practice.

Have children memorize safety warnings about what you don't want them to do (e.g., don't run in the street, don't touch matches).

focuses only on preschoolers.

is a good way to prevent child abuse.

offers a variety of teaching tools and strategies that can be used to contribute to ending childhood obesity.

was developed by the Center for Disease Control.

limit children's opportunities to play with bacteria-harboring materials such as sand and water.

use proper hand washing procedures and teach children when and how to wash their hands as well.

serve snack foods that are prepackaged and not highly perishable.

make sure toilets are flushed and sinks are sanitized regularly.

Institute a "no touch" policy.

Remove all risks from children's play areas.

Integrate safety education into the curriculum.

Placing children who are learning to walk in infant walker to help increase their mobility.

providing some processed food that is convenient to prepare along with fruits and vegetables.

serving only foods that are low in fat, salt, and sugar.

offering snacks and treats only as a reward for children who finish their healthy food first.

teaching them to distinguish between "sometimes" and "all the time" foods.

children who cry for more than 10 minutes after drop-off are sent home.

family members bid the child farewell and depart promptly so the child does not become confused, anxious, or cling to the family member.

the child visits the program before his or her first day of school, and then has a familiar adult or family member stay through all or part of the first few days.

the program has mandatory home visits by the teacher so the child gets acquainted with the teacher in the security of their own home and family before beginning.

are not considered appropriate in early childhood programs because they can be a source of bacteria that causes communicable diseases.

should not be allowed in classrooms because they undermine the educational goals of the program because children spend their time playing with and fighting over them.

are helpful to children during separation and should be welcomed in early childhood classrooms.

tend to prolong the time it takes for children to begin feeling secure and trustful of the program and the new people.

on their backs.

on their tummies.

with a pacifier.

with a pillow.

disinfected.

treated with a solution that destroys all germs.

cleaned to remove dirt and debris.

treated with a produce that reduces germs to a safe level.

30 children.

15 children.

20 children.

25 children.

Teachers modeling their own enjoyment of being active.

Making movement activities a part of each day's plan.

Daily schedules are arranged so that children are not sedentary for more than one hour at a time.

Outdoor play is planned weekly.

decreased bone and muscle growth.

developmental delays.

bone cancer.

behavior and learning problems.

Serve 100% fruit juice at least twice per day.

Provide water during meals and throughout the day.

Limit water consumption so that children will drink all of the milk or juice that is served.

Serve whole milk with meals.