QUESTION 1. List three (3) factors that may influence a

QUESTION 1. List three (3) factors that may influence a child’s physical, motor development and describe how they might impact development.. Benchmark Criteria Demonstrate knowledge of stages of physical development in babies and toddlers, key milestones and how these may vary across individual children and why. Questions 1 – 5 Resources Developmental milestones and the Early Years Learning Framework and the National Quality Standards Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.58-71 QUESTION 2. What is the marker for the ‘beginning of thinking’ in a baby of 3 months? HINT: Refer to Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.132 Benchmark Criteria Demonstrate knowledge of stages of cognitive development in babies and toddlers, key milestones and how these may vary across individual children and why. Questions 6 – 10 Resources Developmental milestones and the Early Years Learning Framework and the National Quality Standards Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.132-136 QUESTION 3. What is one of the first signs a baby of six months may display to indicate their memory is developing? HINT: Refer to Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.132 Benchmark Criteria Demonstrate knowledge of stages of cognitive development in babies and toddlers, key milestones and how these may vary across individual children and why. Questions 6 – 10 Resources Developmental milestones and the Early Years Learning Framework and the National Quality Standards Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.132-136 QUESTION 4. Describe three (3) ways in which babies explore objects. HINT: Refer to Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.133 Benchmark Criteria Demonstrate knowledge of stages of cognitive development in babies and toddlers, key milestones and how these may vary across individual children and why. Questions 6 – 10 Resources Developmental milestones and the Early Years Learning Framework and the National Quality Standards Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.132-136 QUESTION 5. Describe how the lack of Theory of Mind (ToM) relates to a child’s abilities and how this may impact their behaviour. (i.e., Why is it so critical to a child’s cognitive development?) HINT: Refer to Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.130-131 Benchmark Criteria Demonstrate knowledge of basic aspects of current and emerging research on brain development in babies and toddlers. Questions 11 – 14 QUESTION 6. What factors could delay the development of ToM in a child and how might this impact? HINT: Refer to Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.130-131 Benchmark Criteria Demonstrate knowledge of basic aspects of current and emerging research on brain development in babies and toddlers. Questions 11 – 14 QUESTION 7. Describe how the sociocultural environment impacts a child’s language and communication development. HINT: Refer to Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.90-93 Benchmark Criteria Demonstrate knowledge of stages of language development in babies and toddlers, key milestones and how these may vary across individual children and why. Questions 15 – 16 Resources Developmental milestones and the Early Years Learning Framework and the National Quality Standards Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.90-111 QUESTION 8. A 5-month-old baby is trying to communicate its needs and engage with an educator. Give three (3) examples of appropriate ways in which an educator could respond to support language development. HINT: Refer to Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.95-98 Benchmark Criteria Demonstrate knowledge of babies and toddlers’ cues and signs and ways to respond to these that would promote learning, development and wellbeing. Questions 17 – 21 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.95-111 QUESTION 9. At around 9 months, babies begin jargoning. What strategies can adults use to respond and support development of language at this time? HINT: Refer to Kearns.K., (2020, 5th Ed) Birth to Big School, Pg. 97, 104-105 Benchmark Criteria Demonstrate knowledge of babies and toddlers’ cues and signs and ways to respond to these that would promote learning, development and wellbeing. Questions 17 – 21 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.95-111 QUESTION 10. At 12 – 18 months children’s larynx lowers, and they are more able to produce recognisable speech. Name three (3) responding strategies and/or interactions that would support further language development at this stage. HINT: Refer to Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.97-98, 105-106 Benchmark Criteria Demonstrate knowledge of babies and toddlers’ cues and signs and ways to respond to these that would promote learning, development and wellbeing. Questions 17 – 21 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.95-111 QUESTION 11. Describe how offering a baby relaxed physical contact supports the language development and what type of communication technique you would be using. HINT: Refer to Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.91-98 Benchmark Criteria Demonstrate knowledge of babies and toddlers’ cues and signs and ways to respond to these that would promote learning, development and wellbeing. Questions 17 – 21 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.111 QUESTION 12. What type of environments can educators use to support babies and toddlers’ language development and exploratory behaviour? Give an example. HINT: Refer to Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.110-111 Benchmark Criteria Demonstrate knowledge of babies and toddlers’ cues and signs and ways to respond to these that would promote learning, development and wellbeing. Questions 17 – 21 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.95-111 QUESTION 13. For each of the following communication techniques, give an example of how you might engage children to develop their language skills. HINT: Refer to Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.95-98 Benchmark Criteria Demonstrate knowledge of communication techniques and their application to communication with children in early childhood, including active listening, questioning, verbal and non-verbal communication. Question 22 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.103-106 a. Active listening b. Questioning c. Verbal d. Non-verbal QUESTION 14. What are five (5) ways you can demonstrate and model positive communication with children? Benchmark Criteria Demonstrate knowledge of the basic aspects of positive communication models in relation to babies and toddlers and developing language. Question 23 Resources Language development in children How every child can thrive by five Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.107-113 QUESTION 15. Every educator has their own beliefs and cultural practices which influence how they communicate. List two (2) approaches an educator could use to positively influence how they communicate in ways that are culturally inclusive and which model embracing diversity with children. (Limit 25 words) Benchmark Criteria Demonstrate knowledge of how individual educator’s cultural beliefs and practices need to be considered when communicating with children to provide a positive influence. Question 24 Resources Cultural Connections Booklet QUESTION 16. Name five (5) elements that are essential for social and emotional development. Benchmark Criteria Demonstrate knowledge of stages of social and emotional development in babies and toddlers, key milestones and how these may vary across individual children and why. Questions 25 – 27 Resources Developmental milestones and the Early Years Learning Framework and the National Quality Standards Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.154-159 QUESTION 17. Recognising and understanding other people’s child-rearing practices and how they may differ from your own world view is vital as an educator, to enable cross-cultural, respectful relationships. Name five (5) factors that may vary between cultures and religious beliefs that influence child rearing practices and describe how they differ from your own world views. (Approximately 50 words) Benchmark Criteria Demonstrated knowledge of understanding the values and beliefs of others and how this may differ to own world views. Question 27 Resources 11 Parenting Styles From Around the World How cultures around the world think about parenti QUESTION 18. How would you demonstrate respect and understanding of the view of other professionals and families when communicating and interacting across cultures? Describe three (3) strategies you would use. Benchmark Criteria Demonstrate knowledge of respectful relationships strategies when working with professionals and families across cultures. Question 28 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.37, 107, 199, 289 QUESTION 19. Identify which of the following statements are true about the impact of positive and respectful relationships on children personally and long-term. Benchmark Criteria Demonstrated knowledge of why positive and respectful relationships are so important for children and the features of these. Question 1 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.154-156, 163 Select all that apply a. Positive early relationships will enable positive relationships with significant others in adulthood and equip people with the ability to initiate and maintain friendships. b. Self-esteem is something children are born with and cannot be influenced by safe, secure and supportive environments. c. Emotional development requires only inconsistent nurturing and care as babies and toddlers are highly resilient and are innately inclined to develop trust and feel secure in any environment. d. Educators are not categorised as significant others and are unable to influence young children greatly, regardless of how positive and respectful their relationships are with them, as they are not the primary caregiver. e. Children raised in toxic stress environments learn greater emotional development and resilience at a younger age. f. Respectful relationships teach children how to be socially competent. g. Children lacking in resilience give up easily rather than persist at tasks, are often harsh critics of themselves and others, may be limited in their capacity to reach their potential and experience lifelong consequences. QUESTION 20. Relationships with children are significantly influenced by the relationships educators have with family members and primary caregivers. These set the tone for socialisation. From the following list, identify what educators endeavour to learn from families in order to practice inclusion, model equity and build belonging in a service. Benchmark Criteria Demonstrated knowledge of the principles of inclusiveness, diversity, equity and access in children’s education and care. Question 2 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.199-200 Select one of the following a. Understanding what expectations are at home for children’s behaviour b. The role of gender culturally and its expected responsibilities and behaviours c. Family’s structure, number of siblings, people at home d. Socio-economic status and access to support and resources e. How children display emotions: happy, frightened, sad, worried and how behaviour changes between home to care f. Expectations on manners g. Routines for eating h. How the child copes with large groups i. Reactions to being shared between adults j. All of the above QUESTION 21. Identify which of the following factors are essential components for building trust and attachment in babies. Benchmark Criteria Demonstrated knowledge of the key aspects and basic premise of attachment theories. Understood the significance of strong, secure attachments to one or more significant adults and what is appropriate in interactions for babies and toddlers of varying ages. Questions 3 – 8 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.154-156, 186-188. Select all that apply a. Having needs met by a person who guarantees the provision of these b. Consistency in manner, tone, predictability in responding c. Responding to cries of distress in a timed and routine manner (e.g., controlled crying) d. Quality, loving and nurturing responses that are consistent regardless of emotions or behaviour of the child QUESTION 22. Referring to Bowlby’s theory, identify why attachments to adults is so important for children. (Approximately 50 words) Benchmark Criteria Demonstrated knowledge of the key aspects and basic premise of attachment theories. Understood the significance of strong, secure attachments to one or more significant adults and what is appropriate in interactions for babies and toddlers of varying ages. Questions 3 – 8 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.154-156, 186-188. QUESTION 23. According to Magda Gerber’s principles on Educaring?? for babies and toddlers, which of the following statements are false? Benchmark Criteria Demonstrated knowledge of the key aspects and basic premise of attachment theories. Understood the significance of strong, secure attachments to one or more significant adults and what is appropriate in interactions for babies and toddlers of varying ages. Questions 3 – 8 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.154-156, 186-188. RIE Basic Principles Select all that apply a. Consistency is the basis of Educaring ?? b. Caregiving is the curriculum for babies c. What matters the most is the connection between primary caregivers and educators and the infant-toddler d. It’s only when children have a basis of trust that they develop into initiators, eager to explore e. Infants are competent and observing what and how they initiate guides effective learning QUESTION 24. Bowlby’s theory of attachment describes four distinct phases. Order the following characteristics of the four stages correctly, from earliest to latest in age. Benchmark Criteria Demonstrated knowledge of the key aspects and basic premise of attachment theories. Understood the significance of strong, secure attachments to one or more significant adults and what is appropriate in interactions for babies and toddlers of varying ages. Questions 3 – 8 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.154-156, 186-188. RIE Basic Principles Put the correct questions in the correct order. 1. Non-discriminatory between adults so long as needs met. 2. Definite preference for primary caregivers; fear separation from them. 3. Fearful of strangers; cry and show distress when familiar caregivers leave. 4. Resist attention from educators or unfamiliar people. QUESTION 25. QUESTION 26. Match the following attachment type to behaviours, expressed by a baby with this type of attachment. Benchmark Criteria Demonstrated knowledge of the key aspects and basic premise of attachment theories. Understood the significance of strong, secure attachments to one or more significant adults and what is appropriate in interactions for babies and toddlers of varying ages. Questions 3 – 8 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.154-156, 186-188. RIE Basic Principles For each definition, select an option from the dropdown below it Confidently explores environment A. Avoidant B. Ambivalent C. Secure D. Disorganised Emotionally detached A. Avoidant B. Ambivalent C. Secure D. Disorganised Anxious A. Avoidant B. Ambivalent C. Secure D. Disorganised Passive A. Avoidant B. Ambivalent C. Secure D. Disorganised QUESTION 27. What is the basis for all learning in a child? Select the correct answer from the following. Benchmark Criteria Demonstrated knowledge of the links between attachment and brain and emotional development. Questions 9 – 10 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.187 Caring relationships: The heart of Early Brain Development Select one of the following a. Emotional and social development b. Cognitive development c. Physical development d. Language development QUESTION 28. Brain development can be significantly impacted by the quality of early experiences in a child’s life. Select which of the following statements are correct about cause and effect on brain development. Benchmark Criteria Demonstrated knowledge of the links between attachment and brain and emotional development. Questions 9 – 10 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.187 Caring relationships: The heart of Early Brain Development Select all that apply a. In early brain growth, experiences create expectation, which alters perceptions. b. From birth to 3 years of age, stress can have an especially adverse effect on brain development. c. A caregiver who performs routines in a gentle way and uses language to help a child anticipate what will happen next, supports cognitive development. d. For brains to grow robustly they require both emotional predictability and intellectual novelty. QUESTION 29. Babies and toddlers who classify as having insecure attachment are at risk of developing excessive separation anxiety. Which of the following may be contributing factors in causing separation anxiety? Benchmark Criteria Demonstrated knowledge of how the lack of attachment can impact development. Questions 11 – 12 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.186-191 Select one of the following a. Threats of abandonment b. Rejection by parents c. Death or chronic illness of a sibling or parent d. All of the above QUESTION 30. Children who do not have a secure attachment in early life may exhibit which of the following signs? (Select those typical of types of insecure attachment.) Benchmark Criteria Demonstrated knowledge of how the lack of attachment can impact development. Questions 11 – 12 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.186-191 Select all that apply a. Fretfulness b. Anxiety c. Difficulty in settling d. Fearful of strangers e. Clinginess to educators f. Distorted emotional reactions (exaggerated or minimised) g. Avoidance or heightened likelihood of conflict h. Irrational emotional responses to support i. Challenging behaviours j. Agreeableness QUESTION 31. Which of the following factors can influence a child’s behaviour? Select the correct answers. Benchmark Criteria Demonstrated knowledge of the factors that influence children’s behaviour. Question 13 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.194 Select all that apply a. Long waiting periods between activities b. Modelling aggressive or unhelpful behaviour c. Being dismissive, demeaning or absent d. Encouraging exploration and age-appropriate risk taking e. Praising results, such as winning a game f. Guiding children to suppress their emotions to cope better in the world QUESTION 32. List five (5) factors of a child’s home and community that can impact their behaviour. (Approximately 50 words) Benchmark Criteria Identified factors of the social and physical environments of a child’s home and community that may impact their behaviour. Question 14 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.156-159 QUESTION 33. Describe five (5) effective strategies that educators could use when gathering information about a child within an ECEC service to understand their behaviour. (Approximately 50 words) Benchmark Criteria Demonstrated knowledge of how to gather information about aspects of a child’s social and physical education and care environment to facilitate understanding of the child’s behaviour. Questions 15 – 16 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.215-225 QUESTION 34. Describe the five (5) stages of the BETLS Model for observing and assessing behaviour commonly used in the education and early childhood sector, and how educators would apply this model Benchmark Criteria Demonstrated knowledge of how to gather information about aspects of a child’s social and physical education and care environment to facilitate understanding of the child’s behaviour. Questions 15 – 16 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.215-225 a. B [Behaviour] b. E [Emotions] c. T [Thoughts] d. L [Learning] e. S [Social relationships QUESTION 35. Read the scenario below and then answer the following questions. Anne is 18 months old and demonstrates high levels of separation anxiety when her mum drops her off to the service. Anne’s mum shares with the educators that Anne often finds change difficult, even small changes in routine. She seems shy with strangers and even extended family and will often take quite a long time before wanting to be close to them, i.e., several hours, after which she can be extremely affectionate and playful. Anne’s mum said that “If Anne gets upset with a change in routine she can go into a full-blown melt-down! Screaming, crying, kicking the floor…we try to avoid upsetting her.” Anne has a family that is Indian of origin and has 3 older siblings, all of whom are gregarious and playful. The family will often have large group gatherings on weekends with extended family and members of their community. Anne’s mum has mentioned that her favourite toy (at the moment) is her Sshlumpie dragon, Doug. Anne does everything with Doug, from going to sleep, bath time, eating…everything. Anne becomes much more confident when she has Doug in hand. Benchmark Criteria Demonstrated knowledge of how to assess a child’s individual stage of development, temperament and personality to facilitate understanding of a child’s behaviour. Described how knowledge of a child’s culture, strengths, interests and development are reflected in responsive learning programs. Used strategies to assist babies and toddlers through transitions from home to care. Question 17 Resources The nine temperament traits video (3 minutes) Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.160-162 A. What temperament type would you describe Anne as? Give two (2) reasons for you answer. (Approximately 50 words) B. Is Anne’s temperament likely to change as she matures? Give a reason for your answer. C. Describe the three (3) dimensions of temperament and give an example of two (2) temperament dimensions you notice about Anne. D. Describe two (2) strategies an educator could use for Anne to make the transition from home to care smooth, i.e., initiate engagement with Anne and support her adjustment into daily routines. QUESTION 36. Fill in each blank space with the missing answer Behaviour assessment is a sensitive aspect of early childhood education and observations can be difficult to communicate in a way that doesn’t instigate conflict or discord. Educators need to be thorough and mindful in how they make assessments and use them. Complete the following paragraph. Benchmark Criteria Demonstrated knowledge of how information can be used to gain a holistic understanding of a child’s behaviour, such as the impact of group dynamics, gender, physical spaces, resources and routines. Questions 18 – 21 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.214 Assessing behaviour of concern is usually undertaken over __________________ and in a variety of __________ to gain an understanding of __________ the behaviour occurs, the __________ that may provoke the behaviour, the role of __________ in relation to the behaviour and the outcomes or __________ of the behaviour for the child. When assessing children’s behaviour, it is important to have a sound understanding of the __________ child – their __________ level, how they relate in general to __________ and adults, how they respond to __________ situations, how they respond to __________ tasks, the types of activities in which they __________ and the activities they __________ – in other words, a clear picture of the child’s __________ , interests and areas of __________ needs. QUESTION 37. How would educators use their knowledge of physical spaces and gender to provide appropriate play areas to minimise frustration and stress-related behaviours? (Approximately 50 words) Benchmark Criteria Demonstrated knowledge of how information can be used to gain a holistic understanding of a child’s behaviour, such as the impact of group dynamics, gender, physical spaces, resources and routines. Questions 18 – 21 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.237 QUESTION 38. What are the two (2) perspectives that can assist educators to better understand behaviour? Identify and describe each. Benchmark Criteria Demonstrated knowledge of how information can be used to gain a holistic understanding of a child’s behaviour, such as the impact of group dynamics, gender, physical spaces, resources and routines. Question 18 – 21 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.195 Perspective One Perspective Two QUESTION 39. Which of the following strategies can minimise the emergence of aggression in toddlers? Benchmark Criteria Demonstrated knowledge of how information can be used to gain a holistic understanding of a child’s behaviour, such as the impact of group dynamics, gender, physical spaces, resources and routines. Questions 18 – 21 Resources Kearns.K., (2020, 5th Ed) Birth to Big School, Pg.207 Select one of the following a. Having mixed-age and gender groups b. Having large sized groups c. Having a low ratio of children to educators d. None of the above

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