Infants Toddlers and Caregivers A Curriculum of Respectful Responsive Relationship Based Care and Education 11th Edition Gonzalez Mena Test Bank

1. Part 1    Focus on the Caregiver
2. chapter 1    Principles, Practice, and Curriculum
3. Relationships, Interactions, and the Three Rs
4. Ten Principles Based on a Philosophy of Respect
5. Curriculum and Developmentally Appropriate Practice
6. Summary
7. Key Terms
8. Thought/Activity Questions
9. For Further Reading
10. Notes
11. chapter 2    Infant-Toddler Education
12. What Infant-Toddler Education Is Not
13. What Infant-Toddler Education Is: The Components
14. Infant-Toddler Education and School Readiness
15. Summary
16. Key Terms
17. Thought/Activity Questions
18. For Further Reading
19. Notes
20. chapter 3    Caregiving as Curriculum
21. Thinking Again About Infant-Toddler Curriculum
22. Caregiving Routines
23. Differing Needs and Perspectives
24. Summary
25. Key Terms
26. Thought/Activity Questions
27. For Further Reading
28. Notes
29. chapter 4    Play and Exploration as Curriculum    What Do You See?
30. Adult Roles in Play
31. Environmental Factors That Influence Play
32. Summary
33. Key Terms
34. Thought/Activity Questions
35. For Further Reading
36. Notes
37. part 2    Focus on the Child
38. chapter 5    Attachment    What Do You See?
39. Brain Research
40. Milestones of Attachment
41. Measuring Attachment
42. Attachment Issues
43. Children with Special Needs: The Importance of Early Intervention
44. Summary
45. Key Terms
46. Thought/Activity Questions
47. For Further Reading
48. Notes
49. chapter 6    Perception    What Do You See?
50. Sensory Integration
51. Hearing
52. Smell and Taste
53. Touch
54. Sight
55. Multisensory Experiences and the Outdoor Environment
56. Children with Special Needs: Educating Families about the Individualized Family Service Plan
57. Summary
58. Key Terms
59. Thought/Activity Questions
60. For Further Reading
61. Notes
62. chapter 7    Motor Skills    What Do You See?
63. Physical Growth and Motor Skills
64. Brain Growth and Motor Development
65. Large Motor Skills and Locomotion
66. Small Motor Skills and Manipulation
67. Fostering Motor Development
68. Children with Special Needs: Finding Resources
69. Summary
70. Key Terms
71. Thought/Activity Questions
72. For Further Reading
73. Notes
74. chapter 8    Cognition    What Do You See?
75. The Cognitive Experience
76. Sensorimotor Experience: Piaget
77. Sociocultural Influences: Vygotsky and Piaget
78. Supporting Cognitive Development
79. Brain-Based Learning
80. Children with Special Needs: Early Childhood Inclusion
81. Summary
82. Key Terms
83. Thought/Activity Questions
84. For Further Reading
85. Notes
86. chapter 9    Language
87. The Progression of Language Development
88. What Language Allows a Child to Do: The Cognitive Link
89. The Brain and Early Language Development
90. Fostering Language Development
91. Early Literacy
92. Cultural Differences, Bilingualism, and Dual Language Learners
93. Children with Special Needs: Supporting Parents and Families
94. Summary
95. Key Terms
96. Thought/Activity Questions
97. For Further Reading
98. Notes
99. chapter 10    Emotions
100. The Development of Emotions and Feelings
101. Temperament and Resiliency
102. Helping Infants and Toddlers Cope with Fears
103. Helping Infants and Toddlers Cope with Anger
104. Self-Calming Techniques
105. Developing Self-Direction and Self-Regulation
106. The Emotional Brain
107. Children with Special Needs: Challenges and Trends
108. Summary
109. Key Terms
110. Thought/Activity Questions
111. For Further Reading
112. Notes
113. chapter 11    Social Skills
114. What Do You See?
115. Early Social Behaviors
116. Stages of Psychosocial Development
117. Guidance and Discipline: Teaching Social Skills
118. Teaching Prosocial Skills
119. Promoting Healthy Brain Growth
120. The Special Need of All Children: Self-Esteem
121. Summary
122. Key Terms
123. Thought/Activity Questions
124. For Further Reading
125. Notes
126. part 3    Focus on the Program 263
127. chapter 12    The Physical Environment
128. A Safe Environment
129. A Healthful Environment
130. The Learning Environment
131. Developmental Appropriateness
132. Assessing the Quality of an Infant-Toddler Environment
133. Summary
134. Key Terms
135. Thought/Activity Questions
136. For Further Reading
137. Notes
138. chapter 13    The Social Environment
139. Identity Formation
140. Cultural Identity
141. Modeling Self-Esteem by Taking Care of Yourself
142. Summary
143. Key Terms
144. Thought/Activity Questions
145. For Further Reading
146. Notes
147. chapter 14    Adult Relations in Infant-Toddler Care and Education Programs
148. Parent–Caregiver Relations
149. Parent Education
150. Caregiver Relations
151. Respect as the Key to Adult Relationships
152. Summary
153. Key Terms
154. Thought/Activity Questions
155. For Further Reading
156. Notes
157. appendix A    Quality in Infant-Toddler Programs: A Checklist
158. appendix B    Environmental Chart
159. Glossary
160. References
161. Index

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