Exam Preview for 31520: Children Are Not Racial Categories May 7, 2

Children Are Not Racial Categories

Please note: exam questions are subject to change.

1. Which is an example of increased diversity in early childhood programs? All children of one race Biracial and multiracial children All children from America Families with a mom and a dad
2. When it comes to determining the racial/ethnic identities of their students, what do most teachers and caregivers do? Guess Ask the child's parents Assign one of the 5 US census ethnic and racial categories They don't consider the child race or ethnicity
3. How do young children view similarities and differences? By what their teachers tell them By physical characteristics of people and objects By rote learning By the race of a child
4. How do young children view race and ethnicity? By US racial and ethnic categories By racial labels used by teachers They really don't understand race They don't see physical differences
5. Instead of identifying with one of the broad racial or ethnic groups, what do many people in the US identify with? Their geographic region Their national and ethnic heritage Their last name Their profession
6. Why was the construct of race created in the 1700s? To place people into different social groups To place people into different economic groups To place people into different classes To place people into different churches
7. Why should teachers and caregivers consult children and parents before assigning a child's race or ethnicity? They should not; simply make a judgment No one sees race anyway Racial categories are very easy to determine accurately Race is difficult to perceive by just using physical characteristics
8. What is meant by diversity of diversity? Traditional racial and ethnic differences Traditional gender differences Diversity that exists within broad categories such as race and ethnicity Age differences
9. Why do young children learn about diversity best through real, concrete experiences? Young children (birth to age 7-8) are concrete learners Young children can learn about diversity though direct instruction Young children are not ready to learn about diversity Young children are not interested in differences
10. What can teachers and caregivers do to support learning about diversity in concrete ways in early childhood programs? Talk to children about diversity and respect Have books and dolls that look only like the children in the classroom Invite people that are the same as them to the school/classroom Have diverse books, dolls, and other educational materials