# data[].attributes.headline
50.	What are the considerations for each of the components in a child’s day?

# data[].attributes.subject
50.	What are the considerations for each of the components in a child’s day?

# data[].attributes.body
-When and how will the child's biological needs be fulfilled?
-How is the child feeling physically, emotionally, etc. today?
-What is their temperament?
-Is the child able to do this activity?
-When will parents be available?

# data[].attributes.headline
49.	How much sleep do infants and toddlers need?

# data[].attributes.subject
49.	How much sleep do infants and toddlers need?

# data[].attributes.body
Infants need 16-18 hours of sleep a day with 50% REM sleep. They generally have 2 naps and sleep throughout the night.

Toddlers need 10-12 hours of sleep a day with 35% REM Sleep. They take one (or none) and sleep throughout the night

# data[].attributes.headline
48.	How do we balance the needs of the infant, the parents and the caregivers?  Whose needs are put first?

# data[].attributes.subject
48.	How do we balance the needs of the infant, the parents and the caregivers?  Whose needs are put first?

# data[].attributes.body
1st. Look at the needs of the child. They rely on others for care and consistency
2nd. The family schedule, when do the parents work and when are they available.
3rd. Caregivers. Plan based by the needs of the two above.

# data[].attributes.headline
47.	What are the components of the day for infants, and for toddlers?

# data[].attributes.subject
47.	What are the components of the day for infants, and for toddlers?

# data[].attributes.body
Infants and toddlers share a similar schedule with the exception of group time. They need to spend at least two hours outdoors daily
Infants:
-Arrival, outdoor time, meal time, free play, rest time and departure
Toddlers:
-Arrival, outdoor time, meal time, free play, rest time, group time and departure.

# data[].attributes.headline
46.	What are the developmentally appropriate practices associated with feeding infants?

# data[].attributes.subject
46.	What are the developmentally appropriate practices associated with feeding infants?

# data[].attributes.body
-Close physical touch during formula feedings
-Waiting until the child is ready to introduce solids
-Allowing the child to practice feeding themselves
-Being okay with messes and time usage
-Modelling healthy eating habits
-making it a social experience
-describing what they are doing

# data[].attributes.headline
45.	When can solids be introduced?  Which ones do you start with?

# data[].attributes.subject
45.	When can solids be introduced?  Which ones do you start with?

# data[].attributes.body
Solids can be introduced at around 6 months of age. Start with cereals, preferably rice which is a low allergen risk and then try a new type of cereal every two weeks, noticing reactions.
-When cereal is first introduced, it should be runny enough to drink, then it should become more solid as the baby becomes used to it.
-Fruits and veggies: start with vegetables before fruits.
-Meat: no need to introduce until the baby is walking.

# data[].attributes.body
9 months old unless the baby is lactose intolerant.

# data[].attributes.headline
43.	If breastfeeding is not an option, what kind of milk can be given instead?

# data[].attributes.subject
43.	If breastfeeding is not an option, what kind of milk can be given instead?

# data[].attributes.body
- Iron fortified formula until 9-12 months, then you can introduce pasteurized whole milk.
-It is not safe for a baby to drink 2% or lower until 2 years of age

# data[].attributes.headline
42.	What are the benefits of breast feeding?  Why do doctors promote it?

# data[].attributes.subject
42.	What are the benefits of breast feeding?  Why do doctors promote it?

# data[].attributes.body
-Promotes bonding
-no temptation to prop up a bottle (suffocation risk)
-Reduces breast cancer by 4%/year
-Releases oxytocin
-No cost
-Improves IQ by 10 points
-Boosts infant immune system

# data[].attributes.headline
41.	What are the recommendations about how long babies should be breastfed?

# data[].attributes.subject
41.	What are the recommendations about how long babies should be breastfed?

# data[].attributes.body
Infants should be breastfed for at least 3-4 months, but it can beneficial for up to two years and beyond.

# data[].attributes.headline
40.	Describe how an ECE changes “adjusts the fit” to accommodate differences in temperament in each of the daily components of a typical day for infants and for toddlers.

# data[].attributes.subject
40.	Describe how an ECE changes “adjusts the fit” to accommodate differences in temperament in each of the daily components of a typical day for infants and for toddlers.

# data[].attributes.body
-Accept children for their temperament without punishment or judgement
-give sufficient warning before transitions
-limit transitions
-accommodate interactions for each child
-notice what goes well
-Adjust

# data[].attributes.headline
39.	Name and describe the 3 temperament groupings?

# data[].attributes.subject
39.	Name and describe the 3 temperament groupings?

# data[].attributes.body
-Flexible: Formerly known as easy going. This child is not concerned by changes.
-Fearful: Used to be slow to warm. These children need time to adapt to changes and may want to see others do something before they try.
-Fiesty: Formerly difficult. These children are very active and intense. Resistant to change.

# data[].attributes.body
1. Intensity- the amount of energy exhibited in emotional expression
2. Mood- the quality of emotional expression
3. Persistence- the extent of continuation of behaviour with or without interruption
4. Distractability- the ease of being interrupted
5. Activity Level- the amount of physical motion exhibited during play
6. Initial Reaction- response to novel situations
7. Adaptability- the ease of changing behaviour in a socially desirable direction
8.Sensitivity- the degree to which a person responds to stimuli
9. Regularity- the extent to which patterns are consistent or inconsistent.

# data[].attributes.body
-How a person approaches their world and influences behaviour to objects and people in their environment.

# data[].attributes.headline
36.	Define object permanence, separation anxiety, and stranger anxiety.  How do they develop?  How do they relate to one another?

# data[].attributes.subject
36.	Define object permanence, separation anxiety, and stranger anxiety.  How do they develop?  How do they relate to one another?

# data[].attributes.body
-Object permanence develops as a baby realizes that things still exist even when they cannot be observed. This happens around 8 months when the baby has gone through secondary circular reaction (Piaget's substages) and discriminate attachment phase.
-Separation anxiety develops when a baby has formed an attachment with a caregiver and develops object permanence to be aware that they aren't there.
-Stranger anxiety describes a baby's fear of being around unfamiliar people and seeks proximity to familiar people. This is also related to object permanence.
-All these stages serve to protect the baby from potential threat of unknown caregivers and reinforce the bond between the child and their primary caregiver.

# data[].attributes.headline
35.	What are the benefits of having a strong attachment: as a toddler, as a preschoolers, as an elementary school child, as a teen and as an adult?

# data[].attributes.subject
35.	What are the benefits of having a strong attachment: as a toddler, as a preschoolers, as an elementary school child, as a teen and as an adult?

# data[].attributes.headline
34.	What are the “best practices” for promoting attachment?

# data[].attributes.subject
34.	What are the “best practices” for promoting attachment?

# data[].attributes.body
-Warm
-Unhurried
-Consistent
-Responsive
-Following infant attachment cycle
-Giving babies a clear cut goodbye when leaving

# data[].attributes.headline
33.	How can you help parents promote a healthy attachment?

# data[].attributes.subject
33.	How can you help parents promote a healthy attachment?

# data[].attributes.body
Not rushing arrival and departure, respecting the bond the child has to the caregiver, modelling positive a/c interactions

# data[].attributes.headline
32.	How do you promote a healthy attachment between you and a baby?

# data[].attributes.subject
32.	How do you promote a healthy attachment between you and a baby?

# data[].attributes.body
-Through warm, unhurried, consistent responses
-Meeting the child's needs without hesitation (not letting them 'cry it out')
-Engaging in positive interactions
-Close physical touch

# data[].attributes.headline
31.	Describe the 4 stages of attachment.

# data[].attributes.subject
31.	Describe the 4 stages of attachment.

# data[].attributes.body
1. Indiscriminate attachment (0-12 weeks)
-Pre-attachment: goes to any adult who provides care
-Preferential Response: prefers familiar adults
2. Discriminate attachment (10-8 months)
-Has a preference but no object permanence. Friendliness to unfamiliar people goes away.
3. Clear Attachment (18-24 months)
-Separation anxiety: fearful of caregiver leaving
-Stranger anxiety: nervous around unknown people
4. Reciprocal relationships (24 months and beyond):understand and predict routines which stabilizes anxiety

# data[].attributes.headline
30.	How does the needs of the sensori-motor learner impact what kinds of activities you can do?

# data[].attributes.subject
30.	How does the needs of the sensori-motor learner impact what kinds of activities you can do?

# data[].attributes.body
-make activities tangible
-think about textures
-think about choking hazards
-think about experiences you can provide

# data[].attributes.headline
29.	Write 2 new examples for each sub stage of motor development and check them for correctness with a classmate.

# data[].attributes.subject
29.	Write 2 new examples for each sub stage of motor development and check them for correctness with a classmate.

# data[].attributes.headline
28.	What are the 6 substages of Sensori-Motor Development.

# data[].attributes.subject
28.	What are the 6 substages of Sensori-Motor Development.

# data[].attributes.body
1. Reflexes (0-1 m): explores basic reflexes such as sucking.
2. Primary circular reactions (1-4 months): combines reflexes and actions within own body.
3. Secondary circular reactions (4-8 months): uses action schemas to repeat actions outside the body, starting to develop object permanence.
4. Coordination of secondary schemas (8-12 months): intentional planning
5. Tertiary circular reactions (12-18 months): Combining random actions
6. Representational thought (18-24 months): deferred imitation

# data[].attributes.headline
27.	List 20 things you should not do with infants because of their reliance on sensori-motor experiences.

# data[].attributes.subject
27.	List 20 things you should not do with infants because of their reliance on sensori-motor experiences.

# data[].attributes.body
1. Rush children in transitions
2. Limit free play time
3. Not provide adequate materials
4. Give overstimulating materials
5. discourage exploration

# data[].attributes.headline
26.	What makes sensori-motor children different from pre-operational children?

# data[].attributes.subject
26.	What makes sensori-motor children different from pre-operational children?

# data[].attributes.body
-Symbolic thought

# data[].attributes.headline
25.	What are the pragmatics of language babies and toddlers need to learn?

# data[].attributes.subject
25.	What are the pragmatics of language babies and toddlers need to learn?

# data[].attributes.body
-Pragmatics are the rules of language (ie. turn taking, eye contact, listening)
-Knowing that you don't talk to a baby the same way you talk to a four year old

# data[].attributes.headline
24.	How does the growing ability for representational thinking impact our teaching strategies?  What is fast mapping?

# data[].attributes.subject
24.	How does the growing ability for representational thinking impact our teaching strategies?  What is fast mapping?

# data[].attributes.body
-Easy to remember if they're salient
-implicit learning of a word
-Babies pick up words by attaching meaning to a word based by context
-Assume you're talking about the word they don't know
-Knowing a child can think with representational ways: gives us more to work with because we're able to see interests which allows you to change teaching strategies
-More dramatic play
-Use props in music activities
-felt boards

# data[].attributes.headline
23.	How do parents and teachers support language development?

# data[].attributes.subject
23.	How do parents and teachers support language development?

# data[].attributes.body
-Talk about experiences and relate them to the baby's life

# data[].attributes.headline
22.	How do they learn to speak?  What kinds of sounds do they make along the way?

# data[].attributes.subject
22.	How do they learn to speak?  What kinds of sounds do they make along the way?

# data[].attributes.body
-Crying: indicating needs
-Cooing and gurgling: 9-20 weeks, coos are vowel sounds
-Sustained laughter: 16 weeks
-Babbling: 2-3 months: consonant sounds
-Receptive language: understanding what people are saying to them
-Expressive language: first word at 12-18 months
-Telegraphic speech: strings 2 words together into a sentence
-Fast mapping

# data[].attributes.headline
21.	How do babies begin to learn to make sounds?

# data[].attributes.subject
21.	How do babies begin to learn to make sounds?

# data[].attributes.headline
20.	How does brain development relate to the development of attachment?

# data[].attributes.subject
20.	How does brain development relate to the development of attachment?

# data[].attributes.body
-Children grow in the context of trusting environment
-Neural connections are strong when an infant feels attachment

# data[].attributes.headline
19.	How do the 10 principles of respect relate to promoting a healthy attachment?

# data[].attributes.subject
19.	How do the 10 principles of respect relate to promoting a healthy attachment?

# data[].attributes.body
1.       Involve infants/toddlers in things that concern them. Don’t work around them or distract them to get the job done faster

2.       Invest in quality time, when you are totally available to individual infants and toddlers. Don’t settle for supervising groups without focusing on individual children

3.       Learn each child’s unique way of communicating and teach them yours.

4.       Invest time and energy to build a total person, don’t focus on cognitive development alone.

5.       Respect infants and toddlers as worthy people. Don’t treat them as objects or cute empty minds.

6.       Be honest about your feelings around infants and toddlers

7.       Model the behaviour you want to teach

8.       Recognize problems as learning opportunities and let them try to solve their own.

9.       Build security by teaching trust

10.   Be concerned about the quality of development in each stage. Don’t rush infants and toddlers to reach developmental milestones.
-Attachment is the history of your relationship

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18.	List 20 Developmentally Inappropriate Practices for infants and toddlers!

# data[].attributes.subject
18.	List 20 Developmentally Inappropriate Practices for infants and toddlers!

# data[].attributes.body
1. Circle time
2. Calendars
3. Shaming
4. Letting them cry it out
5. Themes
6. 30 minute circle
7. Singing about things that aren't present
8. Forcing sensori-motor activities

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17.	What can you say to a parent who wants to begin toilet learning her 15 month old daughter?

# data[].attributes.subject
17.	What can you say to a parent who wants to begin toilet learning her 15 month old daughter?

# data[].attributes.body
-Ask the parents if they've noticed any indications of being ready such as staying dry for a couple hours, being uncomfortable when dirty, can successfully walk to the toilet and sit by herself,  expressing needs, wants to please and wants to be independent
-Tell her it takes on average 3-6 months to complete

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16.	How can we help the parent that is threatened by their child’s attachment to the teacher?

# data[].attributes.subject
16.	How can we help the parent that is threatened by their child’s attachment to the teacher?

# data[].attributes.body
-Increases the child's ability to love when they have experiences with people who are able to love
-increases tolerances for differences when exposed to people who don't think or act the same

# data[].attributes.headline
15.	How can teachers help parents with toddler separation?

# data[].attributes.subject
15.	How can teachers help parents with toddler separation?

# data[].attributes.headline
14.	Write a policy statement on why parents of infants and toddlers should never sneak out.

# data[].attributes.subject
14.	Write a policy statement on why parents of infants and toddlers should never sneak out.

# data[].attributes.body
-Develops trust
-Helps child to be social
-Child will have more issues with separating

# data[].attributes.headline
13.	List 5 resources for supporting literacy and mathematical understandings (for a total of 10) in an infant room, and then for a toddler room.  Why did you pick these?

# data[].attributes.subject
13.	List 5 resources for supporting literacy and mathematical understandings (for a total of 10) in an infant room, and then for a toddler room.  Why did you pick these?

# data[].attributes.body
Math
1. Rainshakers- speed
2. Music
3. different weighted objects
4. Different sizes of balls
5. Labels-categorization
Literacy
1. DAP Books
2. Pictures on the wall
3. Labels/symbols

# data[].attributes.headline
12.	Familiarity can comfort young children who are having difficulty being away from home.  List 5 things you can include in the room to give the children a sense of belonging.

# data[].attributes.subject
12.	Familiarity can comfort young children who are having difficulty being away from home.  List 5 things you can include in the room to give the children a sense of belonging.

# data[].attributes.body
1. Comfort object from home
2. Pictures of families

# data[].attributes.headline
11.	Given what you have learned about separation anxiety, what are some considerations for planning the greeting area within the classroom?  

# data[].attributes.subject
11.	Given what you have learned about separation anxiety, what are some considerations for planning the greeting area within the classroom?  

# data[].attributes.body
-Comfortable areas
-Windows to see caregiver come and go
-Pictures of the family- also promotes diversity
-Soft and homey

# data[].attributes.headline
10.	At what age does symbolic or make believe play emerge, according to Piaget? What does it look like when it first emerges?

# data[].attributes.subject
10.	At what age does symbolic or make believe play emerge, according to Piaget? What does it look like when it first emerges?

# data[].attributes.body
Stage 6 of the sensori-motor sub stages which is 18-24 months. It is using symbols to represent objects and that symbols are separate from objects by using deferred imitation. Deferred imitation is when a baby reenacts familiar scenarios they have seen on a daily basis such as dressing.

# data[].attributes.headline
9.	What is separation anxiety?  What cognitive development is it related to?  What age does it occur at? 

# data[].attributes.subject
9.	What is separation anxiety?  What cognitive development is it related to?  What age does it occur at? 

# data[].attributes.body
-Separation anxiety is a normal part of infantile development that indicates a strong and successful bond between the baby and their caregiver. It starts around 8 months when a baby starts to develop object permanence, that is the awareness that objects that are hidden still exist.

# data[].attributes.headline
8.	List 5 strategies for expanding the food repertoire of a picky eater? 

# data[].attributes.subject
8.	List 5 strategies for expanding the food repertoire of a picky eater? 

# data[].attributes.body
-Realize that it's an adaptive strategy

# data[].attributes.headline
7.	What is the average age of weaning from the breast worldwide? 

# data[].attributes.subject
7.	What is the average age of weaning from the breast worldwide? 

# data[].attributes.body
3.4 years old

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6.	What advice/support could you give a mother who has made the decision to wean her baby from the breast or bottle? 

# data[].attributes.subject
6.	What advice/support could you give a mother who has made the decision to wean her baby from the breast or bottle? 

# data[].attributes.body
-ask what they've considered
-What has she read to make this decision?
-Give the benefits
-Have a conversation about why

# data[].attributes.headline
5.	Describe the major developments in the human brain between 0 and 3 years of age.

# data[].attributes.subject
5.	Describe the major developments in the human brain between 0 and 3 years of age.

# data[].attributes.body
-Creation of neurons
-creation of synapses

# data[].attributes.headline
4.	How do you know when a baby is ready to be introduced to solid foods? 

# data[].attributes.subject
4.	How do you know when a baby is ready to be introduced to solid foods? 

# data[].attributes.body
-Baby is sitting up independently
- Tongue protrusion disappears
-showing interest in food

-Worst predictor "seems hungry". Babies should be fed on demand.

# data[].attributes.headline
3.	What is the difference between loving and spoiling? 

# data[].attributes.subject
3.	What is the difference between loving and spoiling? 

# data[].attributes.body
-Love: warm, unhurried, responsive, consistent care
-Spoiling: only possible in toddler years through material needs and giving into wants.

# data[].attributes.headline
2.	List 3 guidelines for singing songs with infants and toddlers. 

# data[].attributes.subject
2.	List 3 guidelines for singing songs with infants and toddlers. 

# data[].attributes.body
-All throughout the day
-Relevant to their lives
-Repetition
-Catchy tune
-use props

# data[].attributes.headline
1.	How can caregivers support a child who is hesitant to have their diaper changed? 

# data[].attributes.subject
1.	How can caregivers support a child who is hesitant to have their diaper changed? 

# data[].attributes.body
-Involve them
-Warn them
-Give them time for transition