Test Bank for Nutrition, Health and Safety for Young Children: Promoting Wellness, 3rd Edition
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Nutrition, Health and Safety for
Young Children: Promoting Wellness
Fourth Edition
Joanne Sorte
Inge Daeschel
Carolina Amador
Lauren Au
Test Bank
Jodi Legnon
Young Children: Promoting Wellness
Fourth Edition
Joanne Sorte
Inge Daeschel
Carolina Amador
Lauren Au
Test Bank
Jodi Legnon
iii
Table of Contents
Chapter 1 Your Role in Children's Wellness ------------------------------------------------- 1
Chapter 2 The Foundations of Optimal Nutrition--------------------------------------------- 7
Chapter 3 Exploring the Science of Nutrition ------------------------------------------------- 12
Chapter 4 Managing Food Safety --------------------------------------------------------------- 17
Chapter 5 Planning Menus ----------------------------------------------------------------------- 21
Chapter 6 Feeding Infants ------------------------------------------------------------------------ 26
Chapter 7 Feeding Toddlers, Preschoolers, and School-Age Children -------------------- 31
Chapter 8 Creating a Climate of Health and Wellness --------------------------------------- 36
Chapter 9 Health Screening and Assessment -------------------------------------------------- 40
Chapter 10 Managing Infectious Disease-------------------------------------------------------- 44
Chapter 11 Teaching Children with Special Health Care Needs ----------------------------- 48
Chapter 12 Children’s Mental Health ------------------------------------------------------------ 52
Chapter 13 Creating Safe Environments for Young Children -------------------------------- 57
Chapter 14 Using Routines, Supervision, and Classroom Management Strategies ------- 62
Chapter 15 Child Maltreatment ------------------------------------------------------------------- 67
Chapter 16 Managing Emergencies -------------------------------------------------------------- 72
Answer Key ------------------------------------------------------------------------------------------- 77
Table of Contents
Chapter 1 Your Role in Children's Wellness ------------------------------------------------- 1
Chapter 2 The Foundations of Optimal Nutrition--------------------------------------------- 7
Chapter 3 Exploring the Science of Nutrition ------------------------------------------------- 12
Chapter 4 Managing Food Safety --------------------------------------------------------------- 17
Chapter 5 Planning Menus ----------------------------------------------------------------------- 21
Chapter 6 Feeding Infants ------------------------------------------------------------------------ 26
Chapter 7 Feeding Toddlers, Preschoolers, and School-Age Children -------------------- 31
Chapter 8 Creating a Climate of Health and Wellness --------------------------------------- 36
Chapter 9 Health Screening and Assessment -------------------------------------------------- 40
Chapter 10 Managing Infectious Disease-------------------------------------------------------- 44
Chapter 11 Teaching Children with Special Health Care Needs ----------------------------- 48
Chapter 12 Children’s Mental Health ------------------------------------------------------------ 52
Chapter 13 Creating Safe Environments for Young Children -------------------------------- 57
Chapter 14 Using Routines, Supervision, and Classroom Management Strategies ------- 62
Chapter 15 Child Maltreatment ------------------------------------------------------------------- 67
Chapter 16 Managing Emergencies -------------------------------------------------------------- 72
Answer Key ------------------------------------------------------------------------------------------- 77
Chapter 1: Your Role in Children's Wellness
1
Chapter 1: Your Role in Children's Wellness
1.1 Multiple-Choice Questions
1) Which statement defines wellness?
A) A positive state of health and well-being.
B) A positive approach to learning.
C) A positive attitude.
D) A positive style or personality.
2) Which of the following promotes wellness?
A) Learning to eat a healthy diet, access to health care, exercise, and sleep.
B) Allowing children to eat sugary foods as a sometimes food.
C) Learning healthy practices, such as being overly cautious to avoid accidental injuries.
D) Practicing the a-b-c's every day.
3) What does it mean when we say that nutrition, health, and safety are closely aligned and
interrelated?
A) The healthful benefit of one area affects positive outcomes in the others, and gaps or
challenges in one area negatively affect outcomes in the other areas.
B) Physical health has a greater long term effect on social, emotional, and mental health
development for children.
C) Healthy nutrition choices make the most important and significant contribution to
health and safety for children.
D) Creating a safe environment for children creates opportunities for well-nourished,
physically active, and illness free children.
4) Why is it important for children to learn healthy practices that lead to wellness during the
early childhood years?
A) It improves children's ability to follow the rules at school.
B) It improves children's behavior in classroom settings.
C) It establishes a foundation which makes teaching easier for educators.
D) It improves children's ability to learn and establishes the course for future
development.
5) What gene factors influence a child’s long-term diet, creating a positive or negative impact
on long-term health?
A) Physical movement during the early childhood years
B) The physical traits of the infant, such as hair and skin color
C) A mother’s diet and weight gain during pregnancy, the infant’s birth weight, and the
infant’s diet
D) The infant’s taste buds and which type of food they prefer
1
Chapter 1: Your Role in Children's Wellness
1.1 Multiple-Choice Questions
1) Which statement defines wellness?
A) A positive state of health and well-being.
B) A positive approach to learning.
C) A positive attitude.
D) A positive style or personality.
2) Which of the following promotes wellness?
A) Learning to eat a healthy diet, access to health care, exercise, and sleep.
B) Allowing children to eat sugary foods as a sometimes food.
C) Learning healthy practices, such as being overly cautious to avoid accidental injuries.
D) Practicing the a-b-c's every day.
3) What does it mean when we say that nutrition, health, and safety are closely aligned and
interrelated?
A) The healthful benefit of one area affects positive outcomes in the others, and gaps or
challenges in one area negatively affect outcomes in the other areas.
B) Physical health has a greater long term effect on social, emotional, and mental health
development for children.
C) Healthy nutrition choices make the most important and significant contribution to
health and safety for children.
D) Creating a safe environment for children creates opportunities for well-nourished,
physically active, and illness free children.
4) Why is it important for children to learn healthy practices that lead to wellness during the
early childhood years?
A) It improves children's ability to follow the rules at school.
B) It improves children's behavior in classroom settings.
C) It establishes a foundation which makes teaching easier for educators.
D) It improves children's ability to learn and establishes the course for future
development.
5) What gene factors influence a child’s long-term diet, creating a positive or negative impact
on long-term health?
A) Physical movement during the early childhood years
B) The physical traits of the infant, such as hair and skin color
C) A mother’s diet and weight gain during pregnancy, the infant’s birth weight, and the
infant’s diet
D) The infant’s taste buds and which type of food they prefer
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Chapter 1: Your Role in Children's Wellness
2
6) Why is it important for children’s mental health needs to be addressed?
A) Mental Health is directly related to safety.
B) Physical development and mental health go hand in hand.
C) Children with mental health needs learn to adapt independently and grow up to be
healthy individuals.
D) Unresolved mental health concerns introduce risk factors for disease, injury, and limit
healthy life styles.
7) What is the best definition of the contexts that influences a child's growth and development?
A) The environment, circumstances, and interactions that surround the child and affect the
child's experiences.
B) The way a child behaves with people and toys.
C) The child's pattern of school attendance and illness.
D) Children’s growth and development is unique; they grow in isolation and teachers are
the only ones to influence their development.
8) When preparing to teach in a multicultural classroom, educators should consider:
A) Perspectives about children's nutrition, health, and safety will vary among the
children’s’ families.
B) Children who are learning English will not face challenges in learning and conversing
with the other children.
C) The likelihood of being assigned to teach in a multicultural classroom is low.
D) Teachers and parents beliefs and expectations will always be the same, no matter the
cultural or ethnic backgrounds of the children they serve.
9) Which of the following statements is true regarding children living in poverty?
A) Poverty does not contribute to every negative influence on children's wellness.
B) Poverty puts children at risk for conditions that challenge their ability to learn.
C) Poverty
2
6) Why is it important for children’s mental health needs to be addressed?
A) Mental Health is directly related to safety.
B) Physical development and mental health go hand in hand.
C) Children with mental health needs learn to adapt independently and grow up to be
healthy individuals.
D) Unresolved mental health concerns introduce risk factors for disease, injury, and limit
healthy life styles.
7) What is the best definition of the contexts that influences a child's growth and development?
A) The environment, circumstances, and interactions that surround the child and affect the
child's experiences.
B) The way a child behaves with people and toys.
C) The child's pattern of school attendance and illness.
D) Children’s growth and development is unique; they grow in isolation and teachers are
the only ones to influence their development.
8) When preparing to teach in a multicultural classroom, educators should consider:
A) Perspectives about children's nutrition, health, and safety will vary among the
children’s’ families.
B) Children who are learning English will not face challenges in learning and conversing
with the other children.
C) The likelihood of being assigned to teach in a multicultural classroom is low.
D) Teachers and parents beliefs and expectations will always be the same, no matter the
cultural or ethnic backgrounds of the children they serve.
9) Which of the following statements is true regarding children living in poverty?
A) Poverty does not contribute to every negative influence on children's wellness.
B) Poverty puts children at risk for conditions that challenge their ability to learn.
C) Poverty
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Chapter 1: Your Role in Children's Wellness
3
B) Taking time to teach wellness concepts in school may put children behind
academically, therefore, teachers should focus on teaching reading and math.
C) Teachers need to teach these concepts because they are not being taught at home.
D) Elementary school curriculum does not allow teachers to present wellness concepts,
therefore this topic should only be taught at home.
12) Experience and learning change the "architecture" of the brain by:
A) Increasing the number of neurons in the early years.
B) Decreasing brain plasticity.
C) Reinforcing the neural connections that are used and pruning those that are not used.
D) Decreasing the complexity of the brain cell network of connections.
13) What is brain plasticity?
A) The brain development problems that occur due to exposure to environmental toxins.
B) The brain's ability to hold on to past information.
C) The decrease in the complexity of the brain cell network of connections.
D) The brain's ability to be flexible and change when new information expands or replaces
previous knowledge.
14) Teachers can encourage healthy brain development through teaching approaches such as:
A) Creating opportunities for children to experience negative thoughts and feelings.
B) Creating opportunities for language, cognitive problem solving skills, and social and
emotional play.
C) Asking children to copy the teacher's art project.
D) By eliminating the opportunity for children to test ideas and repeat newly discovered
skills.
15) Scaffolding is a teaching process that guides the learning process by:
A) Offering challenges that are just beyond the child's current level of understanding and
ability.
B) Expecting the child to be successful with the current activity before trying something
harder.
C) Waiting for the child to ask for activities that are more challenging.
D) Focusing on repeating structured activities that are part of the curriculum.
3
B) Taking time to teach wellness concepts in school may put children behind
academically, therefore, teachers should focus on teaching reading and math.
C) Teachers need to teach these concepts because they are not being taught at home.
D) Elementary school curriculum does not allow teachers to present wellness concepts,
therefore this topic should only be taught at home.
12) Experience and learning change the "architecture" of the brain by:
A) Increasing the number of neurons in the early years.
B) Decreasing brain plasticity.
C) Reinforcing the neural connections that are used and pruning those that are not used.
D) Decreasing the complexity of the brain cell network of connections.
13) What is brain plasticity?
A) The brain development problems that occur due to exposure to environmental toxins.
B) The brain's ability to hold on to past information.
C) The decrease in the complexity of the brain cell network of connections.
D) The brain's ability to be flexible and change when new information expands or replaces
previous knowledge.
14) Teachers can encourage healthy brain development through teaching approaches such as:
A) Creating opportunities for children to experience negative thoughts and feelings.
B) Creating opportunities for language, cognitive problem solving skills, and social and
emotional play.
C) Asking children to copy the teacher's art project.
D) By eliminating the opportunity for children to test ideas and repeat newly discovered
skills.
15) Scaffolding is a teaching process that guides the learning process by:
A) Offering challenges that are just beyond the child's current level of understanding and
ability.
B) Expecting the child to be successful with the current activity before trying something
harder.
C) Waiting for the child to ask for activities that are more challenging.
D) Focusing on repeating structured activities that are part of the curriculum.
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Chapter 1: Your Role in Children's Wellness
4
C) Include relevant local issues.
D) Review all activities for safety.
18) Which of the following statements is true about involving families in wellness curriculum?
A) Teachers should avoid parents' personal stories about family traditions if they conflict
with the teaching goals.
B) Families should be recognized as the best resource for sharing information about their
culture.
C) Teachers should avoid talking to parents about certain unmet health needs when
families are experiencing high levels of stress.
D) Involving families should not include a forum for discussing conflicting points of
view.
19) Which is the least important reason for teachers to collaborate with community partners
when planning a wellness curriculum?
A) Community partners will bring current information about nutrition, health, and safety.
B) Community partners may be willing to share information with children and families or
offer training for teachers.
C) Community partner participation may help teachers to get a positive performance
evaluation.
D) Community partners collaboration broadens the impact of the wellness effort and
creates as support system.
20) Why should teachers encourage wellness concepts that are taught at school to be reinforced
at home?
A) To raise concern or frighten children about topics such as fire drills.
B) To introduce families to new information and encourage healthful behaviors at home.
C) To further explain that unhealthy lifestyles are dangerous.
D) To provide a reason for teachers to send an email or newsletter.
1.2 True/False Questions
1) Wellness is a positive state of well-being that emerges from healthful practices.
2) A child’s diet does not have a predisposition for good or poor health that is influenced by
how specific genes are expressed.
3) The interrelationships among nutrition, health, and safety mean that the healthful benefits of
one factor influence positive outcomes in the others.
4) The contexts in which children live give insight into child development but do not influence
a child's wellness.
5) The factors that impact children's wellness are not well known.
6) Poverty contributes to nearly every negative influence on children's wellness.
4
C) Include relevant local issues.
D) Review all activities for safety.
18) Which of the following statements is true about involving families in wellness curriculum?
A) Teachers should avoid parents' personal stories about family traditions if they conflict
with the teaching goals.
B) Families should be recognized as the best resource for sharing information about their
culture.
C) Teachers should avoid talking to parents about certain unmet health needs when
families are experiencing high levels of stress.
D) Involving families should not include a forum for discussing conflicting points of
view.
19) Which is the least important reason for teachers to collaborate with community partners
when planning a wellness curriculum?
A) Community partners will bring current information about nutrition, health, and safety.
B) Community partners may be willing to share information with children and families or
offer training for teachers.
C) Community partner participation may help teachers to get a positive performance
evaluation.
D) Community partners collaboration broadens the impact of the wellness effort and
creates as support system.
20) Why should teachers encourage wellness concepts that are taught at school to be reinforced
at home?
A) To raise concern or frighten children about topics such as fire drills.
B) To introduce families to new information and encourage healthful behaviors at home.
C) To further explain that unhealthy lifestyles are dangerous.
D) To provide a reason for teachers to send an email or newsletter.
1.2 True/False Questions
1) Wellness is a positive state of well-being that emerges from healthful practices.
2) A child’s diet does not have a predisposition for good or poor health that is influenced by
how specific genes are expressed.
3) The interrelationships among nutrition, health, and safety mean that the healthful benefits of
one factor influence positive outcomes in the others.
4) The contexts in which children live give insight into child development but do not influence
a child's wellness.
5) The factors that impact children's wellness are not well known.
6) Poverty contributes to nearly every negative influence on children's wellness.
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Chapter 1: Your Role in Children's Wellness
5
7) Homelessness, environmental toxins, and food insecurity are adult issues that do not affect
young children.
8) The NAEYC Code of Ethical Conduct and Statement of Commitment articulates the
dispositions, values, beliefs, and attitudes held by professional teachers of young children.
9) Healthy brain development includes a process called brain plasticity which allows the brain
to replace previous knowledge when new information is presented.
10) "Use it or lose it" is a phrase that refers to physical muscle strength and should not be used
when discussing brain development.
11) Evidence based practices refer to teaching approaches that can be observed.
12) Structuring experiences that are familiar and interesting to children, but are just beyond
their current level of understanding and ability, helps children construct knowledge through
a process called scaffolding.
13) Learning occurs primarily through watching others.
14) Developmentally Appropriate Practices (DAP) focus only on the child's age.
15) Purposeful teaching suggest that teachers are investigators, where they observe, adjust
plans, and select developmentally appropriate topics and activities to achieve better
outcomes.
16) Adjusting activities to meet the needs of children who have special developmental or health
needs, or are learning English, is an example of using evidence based practices and
purposeful teaching to enhance children's learning.
17) Working with families is not an expectation of professional early childhood educators.
18) Children benefit when teachers recognize that parents are the primary educators of young
children.
19) Partnering with families and community members is one way that teachers advocate for the
health and wellness of young children.
20) Making a commitment to the high standards of the teaching profession may require teachers
to reflect on their current practices and set goals to become healthful role models.
1.3 Essay Questions
1) Imagine that you are an early childhood teacher. You have been asked to share information
with family members and other teachers about wellness; what it is and how families and
teachers can influence children's wellness. How would you describe the importance of
wellness and how it is developed? What challenges or threats to children's wellness would
you present? What action steps would you offer to engage families and teachers in making a
plan to promote children's wellness?
5
7) Homelessness, environmental toxins, and food insecurity are adult issues that do not affect
young children.
8) The NAEYC Code of Ethical Conduct and Statement of Commitment articulates the
dispositions, values, beliefs, and attitudes held by professional teachers of young children.
9) Healthy brain development includes a process called brain plasticity which allows the brain
to replace previous knowledge when new information is presented.
10) "Use it or lose it" is a phrase that refers to physical muscle strength and should not be used
when discussing brain development.
11) Evidence based practices refer to teaching approaches that can be observed.
12) Structuring experiences that are familiar and interesting to children, but are just beyond
their current level of understanding and ability, helps children construct knowledge through
a process called scaffolding.
13) Learning occurs primarily through watching others.
14) Developmentally Appropriate Practices (DAP) focus only on the child's age.
15) Purposeful teaching suggest that teachers are investigators, where they observe, adjust
plans, and select developmentally appropriate topics and activities to achieve better
outcomes.
16) Adjusting activities to meet the needs of children who have special developmental or health
needs, or are learning English, is an example of using evidence based practices and
purposeful teaching to enhance children's learning.
17) Working with families is not an expectation of professional early childhood educators.
18) Children benefit when teachers recognize that parents are the primary educators of young
children.
19) Partnering with families and community members is one way that teachers advocate for the
health and wellness of young children.
20) Making a commitment to the high standards of the teaching profession may require teachers
to reflect on their current practices and set goals to become healthful role models.
1.3 Essay Questions
1) Imagine that you are an early childhood teacher. You have been asked to share information
with family members and other teachers about wellness; what it is and how families and
teachers can influence children's wellness. How would you describe the importance of
wellness and how it is developed? What challenges or threats to children's wellness would
you present? What action steps would you offer to engage families and teachers in making a
plan to promote children's wellness?
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Chapter 1: Your Role in Children's Wellness
6
2) Identify four factors that can negatively influence children's wellness. Describe how each
factor can negatively influence the child's nutrition, health, and safety. Discuss how
children's learning can also be negatively impacted.
3) Purposeful and intentional teaching is a characteristic of professional educators. Explain
what is met by evidence-based practices. Provide five examples of common teaching
strategies that teachers use, and explain how each strategy purposefully engages children in
the learning process.
4) What should teachers consider when designing a wellness curriculum? Discuss five
important components that would be beneficial to a wellness curriculum and the children’s
learning experience.
5) Select a particular age group (birth to grade 3), and identify developmentally appropriate
activities to encourage and foster healthy lifestyle practices. Explain how the healthy
practices addresses the developmental needs of the specific age group. Describe how you
will incorporate the healthy lifestyle practices across the four developmental domains (list
and describe each domain briefly as you explain).
6) Accessing resources is presented in the text as an important way to inform the wellness
curriculum, keeping it current and relevant to emerging trends and appropriate for
advancing healthful behaviors. Discuss some of the supports that assist teachers in
designing a wellness curriculum. Which resources will you use? How will you go about
using these resources? What is important for you to consider as you decide whether a
resource is credible?
7) Partnering with families and community members is an important way for teachers to
advocate for children's wellness and ensure that the classroom wellness focus is relevant
and part of a broader community of health and wellness efforts. Describe how you would go
about engaging parents and community health and wellness professionals in discussion
about children's wellness. What would you do to begin this collaboration? What questions
would you present to the group to encourage discussion? How would you assist the group to
identify an action plan?
6
2) Identify four factors that can negatively influence children's wellness. Describe how each
factor can negatively influence the child's nutrition, health, and safety. Discuss how
children's learning can also be negatively impacted.
3) Purposeful and intentional teaching is a characteristic of professional educators. Explain
what is met by evidence-based practices. Provide five examples of common teaching
strategies that teachers use, and explain how each strategy purposefully engages children in
the learning process.
4) What should teachers consider when designing a wellness curriculum? Discuss five
important components that would be beneficial to a wellness curriculum and the children’s
learning experience.
5) Select a particular age group (birth to grade 3), and identify developmentally appropriate
activities to encourage and foster healthy lifestyle practices. Explain how the healthy
practices addresses the developmental needs of the specific age group. Describe how you
will incorporate the healthy lifestyle practices across the four developmental domains (list
and describe each domain briefly as you explain).
6) Accessing resources is presented in the text as an important way to inform the wellness
curriculum, keeping it current and relevant to emerging trends and appropriate for
advancing healthful behaviors. Discuss some of the supports that assist teachers in
designing a wellness curriculum. Which resources will you use? How will you go about
using these resources? What is important for you to consider as you decide whether a
resource is credible?
7) Partnering with families and community members is an important way for teachers to
advocate for children's wellness and ensure that the classroom wellness focus is relevant
and part of a broader community of health and wellness efforts. Describe how you would go
about engaging parents and community health and wellness professionals in discussion
about children's wellness. What would you do to begin this collaboration? What questions
would you present to the group to encourage discussion? How would you assist the group to
identify an action plan?
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Chapter 2: The Foundations of Optimal Nutrition
7
Chapter 2: The Foundations of Optimal Nutrition
2.1 Multiple-Choice Questions
1) During the early years, children's experience with food includes:
A) Exploring flavors and textures and establishing preferences for foods.
B) Learning how to use cooking utensils.
C) Preferring unfamiliar foods and variety.
D) Understanding how the food was prepared.
2) Which of the following is a challenge to children’s nutritional diets?
A) The taste of fruits and vegetables have changed over the years.
B) Fewer children appreciate the way foods are prepared.
C) Using convenience foods.
D) Heavier meals cooked from scratch.
3) Which of the following is an example of a sustainable food practice?
A) Choosing food that is processed minimally.
B) Selecting foods that are grown and produced locally.
C) Importing out-of-season food from other countries.
D) Eating foods that taste good and avoiding foods that do not taste good.
4) The Healthy, Hunger-Free Kids Act of 2015 provided what?
A) Removed all vending machines from schools.
B) Decreasing authority of the USDA, placing food service decisions in the hands of the
local school board.
C) Created the opportunity for children to create the school breakfast and lunch menus.
D) The use of local foods by helping communities to develop farm to school connections
and establish school gardens.
5) What is a conditions that may occur due to undernutrition?
7
Chapter 2: The Foundations of Optimal Nutrition
2.1 Multiple-Choice Questions
1) During the early years, children's experience with food includes:
A) Exploring flavors and textures and establishing preferences for foods.
B) Learning how to use cooking utensils.
C) Preferring unfamiliar foods and variety.
D) Understanding how the food was prepared.
2) Which of the following is a challenge to children’s nutritional diets?
A) The taste of fruits and vegetables have changed over the years.
B) Fewer children appreciate the way foods are prepared.
C) Using convenience foods.
D) Heavier meals cooked from scratch.
3) Which of the following is an example of a sustainable food practice?
A) Choosing food that is processed minimally.
B) Selecting foods that are grown and produced locally.
C) Importing out-of-season food from other countries.
D) Eating foods that taste good and avoiding foods that do not taste good.
4) The Healthy, Hunger-Free Kids Act of 2015 provided what?
A) Removed all vending machines from schools.
B) Decreasing authority of the USDA, placing food service decisions in the hands of the
local school board.
C) Created the opportunity for children to create the school breakfast and lunch menus.
D) The use of local foods by helping communities to develop farm to school connections
and establish school gardens.
5) What is a conditions that may occur due to undernutrition?
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Chapter 2: The Foundations of Optimal Nutrition
8
7) Failure to thrive can be related to which of the following?
A) Eating a lot of fast food for convenience
B) Lack of knowledge about appropriate feeding
C) The school lunch not tasting good and children not eating lunch
D) Standards of the WIC program
8) Which of the following statements are true about Vitamin D?
A) Vitamin D may play a role in the prevention of cancer and heart disease.
B) The only need for Vitamin D is bone health.
C) Exclusively breastfed babies have a high amount of Vitamin D.
D) Children who immigrated from Asia, Africa, and the Middle East typically do not have
a Vitamin D deficiency.
9) Sleep apnea is related to which of the following?
A) Iron deficiency
B) Obesity
C) Rickets
D) Undernutrition
10) Which of the following is related to obesity?
A) Foods that provide too much protein.
B) Insufficient fruit and vegetable intake.
C) Affordable foods that provide too much fat.
D) Insufficient calorie intake.
11) Which of the following is the supplemental food program formally known as the Food
Stamp Program?
A) SNAP
B) WIC
C) USDA
D) Healthy, Hunger-
8
7) Failure to thrive can be related to which of the following?
A) Eating a lot of fast food for convenience
B) Lack of knowledge about appropriate feeding
C) The school lunch not tasting good and children not eating lunch
D) Standards of the WIC program
8) Which of the following statements are true about Vitamin D?
A) Vitamin D may play a role in the prevention of cancer and heart disease.
B) The only need for Vitamin D is bone health.
C) Exclusively breastfed babies have a high amount of Vitamin D.
D) Children who immigrated from Asia, Africa, and the Middle East typically do not have
a Vitamin D deficiency.
9) Sleep apnea is related to which of the following?
A) Iron deficiency
B) Obesity
C) Rickets
D) Undernutrition
10) Which of the following is related to obesity?
A) Foods that provide too much protein.
B) Insufficient fruit and vegetable intake.
C) Affordable foods that provide too much fat.
D) Insufficient calorie intake.
11) Which of the following is the supplemental food program formally known as the Food
Stamp Program?
A) SNAP
B) WIC
C) USDA
D) Healthy, Hunger-
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Chapter 2: The Foundations of Optimal Nutrition
9
14) Which of the following are macronutrients?
A) Proteins, fats, carbohydrates
B) Whole grains, dairy, beans
C) Water.
D) Sugar, sodium, cholesterol
15) Healthy children need whole milk until age:
A) Six
B) Two
C) Eighteen
D) One
16) Which of the following is the best example of a food choice that contains a mixture of
macronutrients?
A) Tuna salad sandwiches
B) Fruit salad
C) Avocado mixed with mayonnaise
D) Fat-free cheese
17) What does protein provide the body?
A) Regulate vitamins and minerals as they are processed in the body.
B) Combine to make fiber.
C) Serve as building blocks for body structures such as muscles, organs, and blood.
D) Serve as a digestive tool
18) Components of a nutrient dense diet are:
A) vegetables, poultry, fish, beans
B) fruit, whole grains, vegetables, lentils, soy
C) vegetables, dairy, barley, corn, nuts
D) fruits, vegetables, lean meats, low fat dairy, whole grains
19) The Dietary Guidelines emphasizes:
9
14) Which of the following are macronutrients?
A) Proteins, fats, carbohydrates
B) Whole grains, dairy, beans
C) Water.
D) Sugar, sodium, cholesterol
15) Healthy children need whole milk until age:
A) Six
B) Two
C) Eighteen
D) One
16) Which of the following is the best example of a food choice that contains a mixture of
macronutrients?
A) Tuna salad sandwiches
B) Fruit salad
C) Avocado mixed with mayonnaise
D) Fat-free cheese
17) What does protein provide the body?
A) Regulate vitamins and minerals as they are processed in the body.
B) Combine to make fiber.
C) Serve as building blocks for body structures such as muscles, organs, and blood.
D) Serve as a digestive tool
18) Components of a nutrient dense diet are:
A) vegetables, poultry, fish, beans
B) fruit, whole grains, vegetables, lentils, soy
C) vegetables, dairy, barley, corn, nuts
D) fruits, vegetables, lean meats, low fat dairy, whole grains
19) The Dietary Guidelines emphasizes:
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Chapter 2: The Foundations of Optimal Nutrition
10
21) The MyPlateFood Guidance System
A) Bases their diet recommendations on nutrient goals established by the DVs.
B) Shows what to eat but does not make specific recommendations about proportions.
C) Recommendations are more difficult to understand than the MyPyramid Food.
D) Bases their diet recommendations on nutrient goals established by the DRIs.
22) The amount of energy or calories used by the body during rest and physical activity is
called:
A) Dietary Reference Intakes (DRIs)
B) Energy expenditure
C) Body Mass Index (BMI)
D) Failure to thrive
2.2 True/False Questions
1) Phytochemicals and antioxidants are natural compounds found in plants that may protect
against disease.
2) Describing menus and addressing the nutritional concerns of children in their programs does
not help create a bond of trust with families about the care of their children.
3) Food insecurity refers to children who are insecure about trying new foods.
4) There is an increased likelihood of families eating more fast food if they live closer to fast
food restaurants.
5) Due to an increased awareness about an obesity epidemic, families' reliance on fast food has
declined in places such as McDonald's.
6) Food affordability has become a problem for some middle class as well as low-income
families.
7) It is estimated that 75% of U.S. children live in food secure households.
8) Malnutrition occurs when children's diets do not contain the right combination of nutrient-
rich foods.
9) Children ages 1 to 3 are at higher risk for iron deficiency if they are from low-income
families.
10) Label reading is an important skill for only the school dietary personnel to have.
11) The FDA and USDA have established different labeling regulations for foods that are
targeted toward children under the age of 2.
12) The primary goal of the dietary guidelines is to promote and protect the health of the current
and future generations of U.S citizens.
10
21) The MyPlateFood Guidance System
A) Bases their diet recommendations on nutrient goals established by the DVs.
B) Shows what to eat but does not make specific recommendations about proportions.
C) Recommendations are more difficult to understand than the MyPyramid Food.
D) Bases their diet recommendations on nutrient goals established by the DRIs.
22) The amount of energy or calories used by the body during rest and physical activity is
called:
A) Dietary Reference Intakes (DRIs)
B) Energy expenditure
C) Body Mass Index (BMI)
D) Failure to thrive
2.2 True/False Questions
1) Phytochemicals and antioxidants are natural compounds found in plants that may protect
against disease.
2) Describing menus and addressing the nutritional concerns of children in their programs does
not help create a bond of trust with families about the care of their children.
3) Food insecurity refers to children who are insecure about trying new foods.
4) There is an increased likelihood of families eating more fast food if they live closer to fast
food restaurants.
5) Due to an increased awareness about an obesity epidemic, families' reliance on fast food has
declined in places such as McDonald's.
6) Food affordability has become a problem for some middle class as well as low-income
families.
7) It is estimated that 75% of U.S. children live in food secure households.
8) Malnutrition occurs when children's diets do not contain the right combination of nutrient-
rich foods.
9) Children ages 1 to 3 are at higher risk for iron deficiency if they are from low-income
families.
10) Label reading is an important skill for only the school dietary personnel to have.
11) The FDA and USDA have established different labeling regulations for foods that are
targeted toward children under the age of 2.
12) The primary goal of the dietary guidelines is to promote and protect the health of the current
and future generations of U.S citizens.
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Chapter 2: The Foundations of Optimal Nutrition
11
13) Examples of programs that address undernutrition in the U.S. include the National School
Lunch Program and the Child and Adult Care Food Program.
14) The MyPlate system is individualized for different age categories of children.
15) Although the U.S. population is becoming increasingly multicultural, little guidance exists
to help teachers respond to the cultural influences on children's diets.
16) The Dietary Guidelines and the Dietary Reference Intakes are the primary contributors to
the policies that guide federally supported child nutrition programs.
17) The Canadian government publishes Canada's Food Guide, which is available in 18
different languages including 7 Native American languages.
18) Using hands-on activities is an appropriate teaching practice for presenting nutrition
concepts to all children, with special consideration given to those who are English language
learners.
2.3 Essay Questions
1) Discuss the concept of malnutrition. Include an explanation about overnutrition and
undernutrition in childhood. Give an example of each form of malnutrition and explain how
teachers in a preschool setting can help to make a positive impact on preschoolers and their
families in each example.
2) The obesity epidemic in the U.S. is complex. Discuss how three of the following four areas
of obesity impact young children: the health consequences of obesity, the psychosocial
impact of obesity, the role of inadequate physical activity, food insecurity and obesity. Pick
one of the aspects listed above and explain what you would do about it if you were a second
grade teacher participating in a Wellness Committee.
3) Explain what the macronutrients are. List two important points for each macronutrient to
consider when planning healthful meals. Plan a nutritious lunch and discuss the
macronutrients included in this meal.
4) What are some aspects of the changing food environment that challenge children's diets
today? How can early childhood professionals work with families to ensure that children
have the opportunity to overcome these challenges?
5) Select two of the following food guidance systems and explain how they are used in the US
to promote healthy diets: the Dietary Reference Intakes, the Dietary Guidelines for
Americans, the MyPlate, and the Percent Daily Values. Describe the differences and
similarities between these systems.
11
13) Examples of programs that address undernutrition in the U.S. include the National School
Lunch Program and the Child and Adult Care Food Program.
14) The MyPlate system is individualized for different age categories of children.
15) Although the U.S. population is becoming increasingly multicultural, little guidance exists
to help teachers respond to the cultural influences on children's diets.
16) The Dietary Guidelines and the Dietary Reference Intakes are the primary contributors to
the policies that guide federally supported child nutrition programs.
17) The Canadian government publishes Canada's Food Guide, which is available in 18
different languages including 7 Native American languages.
18) Using hands-on activities is an appropriate teaching practice for presenting nutrition
concepts to all children, with special consideration given to those who are English language
learners.
2.3 Essay Questions
1) Discuss the concept of malnutrition. Include an explanation about overnutrition and
undernutrition in childhood. Give an example of each form of malnutrition and explain how
teachers in a preschool setting can help to make a positive impact on preschoolers and their
families in each example.
2) The obesity epidemic in the U.S. is complex. Discuss how three of the following four areas
of obesity impact young children: the health consequences of obesity, the psychosocial
impact of obesity, the role of inadequate physical activity, food insecurity and obesity. Pick
one of the aspects listed above and explain what you would do about it if you were a second
grade teacher participating in a Wellness Committee.
3) Explain what the macronutrients are. List two important points for each macronutrient to
consider when planning healthful meals. Plan a nutritious lunch and discuss the
macronutrients included in this meal.
4) What are some aspects of the changing food environment that challenge children's diets
today? How can early childhood professionals work with families to ensure that children
have the opportunity to overcome these challenges?
5) Select two of the following food guidance systems and explain how they are used in the US
to promote healthy diets: the Dietary Reference Intakes, the Dietary Guidelines for
Americans, the MyPlate, and the Percent Daily Values. Describe the differences and
similarities between these systems.
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Chapter 3: Exploring the Science of Nutrition
12
Chapter 3: Exploring the Science of Nutrition
3.1 Multiple-Choice Questions
1) Absorbed nutrients are transported to the different cells within the body and are used to
generate energy in a process called:
A) Metabolism.
B) Digestion.
C) Absorption.
D) Energy release.
2) With regard to sugar, which of the following to be true?
A) Children with attention hyperactivity disorder behave overwhelmingly better without
sugar.
B) All children behave better with less sugar intake.
C) It is recommended that children’s calories from sugar are limited to 10% each day.
D) Sugar is in whole milk, but not 2% milk.
3) Complex carbohydrates include two different types:
A) Starch and sugar.
B) Sugar and dietary fiber.
C) Starch and dietary fiber.
D) High fiber and sugar.
4) Monosaccharides are:
A) Glucose, Sucrose, and Carbohydrates.
B) Fructose, Lactose, and Soluble Fiber
C) Glucose, Fructose, and Galactose
D) Galactose, Disaccharide, and Polysaccharide
5) Fiber that does not dissolve in water is called:
A) Phytonutrients.
B) Soluble.
C) Insoluble.
D) Polysaccharides.
6) Examples of soluble fiber are:
A) Oatmeal, wheat bran, whole grains
B) Wheat bran, fiber, starches
C) Oatmeal, oat bran, beans
D) Beans, fructose, wheat bran.
12
Chapter 3: Exploring the Science of Nutrition
3.1 Multiple-Choice Questions
1) Absorbed nutrients are transported to the different cells within the body and are used to
generate energy in a process called:
A) Metabolism.
B) Digestion.
C) Absorption.
D) Energy release.
2) With regard to sugar, which of the following to be true?
A) Children with attention hyperactivity disorder behave overwhelmingly better without
sugar.
B) All children behave better with less sugar intake.
C) It is recommended that children’s calories from sugar are limited to 10% each day.
D) Sugar is in whole milk, but not 2% milk.
3) Complex carbohydrates include two different types:
A) Starch and sugar.
B) Sugar and dietary fiber.
C) Starch and dietary fiber.
D) High fiber and sugar.
4) Monosaccharides are:
A) Glucose, Sucrose, and Carbohydrates.
B) Fructose, Lactose, and Soluble Fiber
C) Glucose, Fructose, and Galactose
D) Galactose, Disaccharide, and Polysaccharide
5) Fiber that does not dissolve in water is called:
A) Phytonutrients.
B) Soluble.
C) Insoluble.
D) Polysaccharides.
6) Examples of soluble fiber are:
A) Oatmeal, wheat bran, whole grains
B) Wheat bran, fiber, starches
C) Oatmeal, oat bran, beans
D) Beans, fructose, wheat bran.
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Chapter 3: Exploring the Science of Nutrition
13
7) Which of the following is true about amino acids?
A) Essential amino acids are made by the human body.
B) Conditionally essential are only need when the body is sick or stressed.
C) Nonessential amino acids are made by the human body.
D) Complementary proteins are the most important amino acid.
8) A limiting amino acid in food refers to:
A) Animal sources of food that lack an essential amino acid.
B) A food that has a limited amount of a particular essential amino acid.
C) Are found in abundantly in plant foods but are limited in animal sources.
D) Are amino acids that come from fats and therefore must be limited.
9) Red beans & rice, peanut butter & whole-grain bread, and bean burritos are all examples of:
A) Complete proteins.
B) Complementary proteins.
C) Protein-based enzymes.
D) Amino acids.
10) Good fats or unsaturated fats include:
A) Trans fatty acids.
B) Saturated fats.
C) Polyunsaturated fats and monounsaturated fats.
D) Cholesterol.
11) Minerals originate in:
A) The earth.
B) Plants.
13
7) Which of the following is true about amino acids?
A) Essential amino acids are made by the human body.
B) Conditionally essential are only need when the body is sick or stressed.
C) Nonessential amino acids are made by the human body.
D) Complementary proteins are the most important amino acid.
8) A limiting amino acid in food refers to:
A) Animal sources of food that lack an essential amino acid.
B) A food that has a limited amount of a particular essential amino acid.
C) Are found in abundantly in plant foods but are limited in animal sources.
D) Are amino acids that come from fats and therefore must be limited.
9) Red beans & rice, peanut butter & whole-grain bread, and bean burritos are all examples of:
A) Complete proteins.
B) Complementary proteins.
C) Protein-based enzymes.
D) Amino acids.
10) Good fats or unsaturated fats include:
A) Trans fatty acids.
B) Saturated fats.
C) Polyunsaturated fats and monounsaturated fats.
D) Cholesterol.
11) Minerals originate in:
A) The earth.
B) Plants.
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Chapter 3: Exploring the Science of Nutrition
14
14) When a child has constipation, a teacher should do the following:
A) Provide adequate hydration with juices.
B) Substitute lactose-free milk or fortified soy milk.
C) Provide foods high in fiber, such as fruits, vegetables, and whole grains, and be
physically active.
D) Assess oral motor capabilities by speech.
15) A common causes of diarrhea:
A) Diets that are excessively high in carbohydrates.
B) Underfeeding.
C) Excess juice consumption.
D) Excess water consumption.
16) Sugar can be listed on the ingredient label as:
A) Evaporated cane juice.
B) Vegetable concentrate.
C) Cornstarch.
D) Citric acid.
17) Fat soluble vitamins include:
A) Vitamin A & C.
B) Vitamin D & E.
C) Vitamin A & Folic Acid.
D) Vitamin C & E.
18) Iron's function includes:
A) Maintains fluid balance, regulates blood pressure, and aids in the absorption of
calcium.
B) Involved in bone health, immune function, and wound healing.
C) Involved in transport of oxygen as part of red blood cells and helps energy metabolism
needed for growth.
D) Acts as an antioxidant, regulates blood pressure, and is involved in collagen formation.
19) Good food sources of vitamin D, calcium, phosphorous and magnesium include:
A) Hot cereal and cream soups with milk instead of water.
B) Fruit salad and honey.
C) Peanut butter and jelly sandwiches.
D) Celery sticks and ranch dressing.
14
14) When a child has constipation, a teacher should do the following:
A) Provide adequate hydration with juices.
B) Substitute lactose-free milk or fortified soy milk.
C) Provide foods high in fiber, such as fruits, vegetables, and whole grains, and be
physically active.
D) Assess oral motor capabilities by speech.
15) A common causes of diarrhea:
A) Diets that are excessively high in carbohydrates.
B) Underfeeding.
C) Excess juice consumption.
D) Excess water consumption.
16) Sugar can be listed on the ingredient label as:
A) Evaporated cane juice.
B) Vegetable concentrate.
C) Cornstarch.
D) Citric acid.
17) Fat soluble vitamins include:
A) Vitamin A & C.
B) Vitamin D & E.
C) Vitamin A & Folic Acid.
D) Vitamin C & E.
18) Iron's function includes:
A) Maintains fluid balance, regulates blood pressure, and aids in the absorption of
calcium.
B) Involved in bone health, immune function, and wound healing.
C) Involved in transport of oxygen as part of red blood cells and helps energy metabolism
needed for growth.
D) Acts as an antioxidant, regulates blood pressure, and is involved in collagen formation.
19) Good food sources of vitamin D, calcium, phosphorous and magnesium include:
A) Hot cereal and cream soups with milk instead of water.
B) Fruit salad and honey.
C) Peanut butter and jelly sandwiches.
D) Celery sticks and ranch dressing.
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Chapter 3: Exploring the Science of Nutrition
15
3.2 True/False Questions
1) Nutrition science is the study of how food provides nourishment to support the growth,
maintenance, and repair of the human body.
2) Good nutrition is especially important in children because they are growing and developing.
3) Digestion is the mechanical and chemical breakdown of foods into smaller nutrient
components, making the nutrients available for absorption.
4) Digestion begins in the esophagus.
5) Before the age of one, babies can be put to bed with bottles filled with beverages.
6) The small intestine is the last section of the digestive system.
7) The small intestine is designed to absorb as many nutrients as possible.
8) Malabsorption can occur when the small intestine's lining becomes damaged and it is
difficult to absorb nutrients.
9) Celiac disease is a genetic autoimmune condition that causes malabsorption.
10) Lactase is an enzyme found in the large intestine helps digest the sugar in milk, called
lactose.
11) One way teachers can ensure that children receive the most nutrition from their foods is to
create an environment that enhances and supports the natural rhythms of eating.
12) Proteins provide the body's most abundant source of energy.
13) Sugar does not occur naturally in some foods.
14) Amino acids are the building blocks for all proteins.
15) The most concentrated source of calories in the diet is carbohydrates.
16) The body requires essential vitamins and minerals, essential amino acids and essential
monosaccharides.
17) Electrolytes such as calcium, potassium, and sodium form a subcategory of the
macrominerals.
3.3 Essay Questions
1) Discuss the difference between macronutrients and essential vitamins and minerals. Review
the role of 2 of the macronutrients and one vitamin and one mineral in the diet. Give an
example of a food source of each.
15
3.2 True/False Questions
1) Nutrition science is the study of how food provides nourishment to support the growth,
maintenance, and repair of the human body.
2) Good nutrition is especially important in children because they are growing and developing.
3) Digestion is the mechanical and chemical breakdown of foods into smaller nutrient
components, making the nutrients available for absorption.
4) Digestion begins in the esophagus.
5) Before the age of one, babies can be put to bed with bottles filled with beverages.
6) The small intestine is the last section of the digestive system.
7) The small intestine is designed to absorb as many nutrients as possible.
8) Malabsorption can occur when the small intestine's lining becomes damaged and it is
difficult to absorb nutrients.
9) Celiac disease is a genetic autoimmune condition that causes malabsorption.
10) Lactase is an enzyme found in the large intestine helps digest the sugar in milk, called
lactose.
11) One way teachers can ensure that children receive the most nutrition from their foods is to
create an environment that enhances and supports the natural rhythms of eating.
12) Proteins provide the body's most abundant source of energy.
13) Sugar does not occur naturally in some foods.
14) Amino acids are the building blocks for all proteins.
15) The most concentrated source of calories in the diet is carbohydrates.
16) The body requires essential vitamins and minerals, essential amino acids and essential
monosaccharides.
17) Electrolytes such as calcium, potassium, and sodium form a subcategory of the
macrominerals.
3.3 Essay Questions
1) Discuss the difference between macronutrients and essential vitamins and minerals. Review
the role of 2 of the macronutrients and one vitamin and one mineral in the diet. Give an
example of a food source of each.
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Chapter 3: Exploring the Science of Nutrition
16
2) Explain why water is important in the diet.
3) Explain which nutrition concepts you would teach to a class of kindergarten children and
how you would teach a group that includes English language learners from more than one
ethnic background.
4) Discuss how a tuna sandwich is digested and absorbed. Discuss the steps through the
gastrointestinal tract, the macronutrients that are being digested and list at least two
breakdown components that are being absorbed.
5) Select two problems related to digestion or absorption that can occur in children and explain
their impact on health. Explain how teachers might be asked to adapt the diet in these
circumstances to improve health outcomes.
16
2) Explain why water is important in the diet.
3) Explain which nutrition concepts you would teach to a class of kindergarten children and
how you would teach a group that includes English language learners from more than one
ethnic background.
4) Discuss how a tuna sandwich is digested and absorbed. Discuss the steps through the
gastrointestinal tract, the macronutrients that are being digested and list at least two
breakdown components that are being absorbed.
5) Select two problems related to digestion or absorption that can occur in children and explain
their impact on health. Explain how teachers might be asked to adapt the diet in these
circumstances to improve health outcomes.
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Chapter4: Managing Food Safety
17
Chapter 4: Managing Food Safety
4.1 Multiple-Choice Questions
1) The greatest hazards to health are contaminants caused by:
A) Chemicals.
B) Microorganisms
C) Physical hazards.
D) Insects.
2) If ham is sliced on the same slicing machine used to slice cheese, this could put children at
risk due to which of the following reasons?
A) If they are allergic to milk, the foods are now cross-contaminated.
B) Ham is more likely to be a food contaminate than cheese.
C) Cheese is more likely to be a food contaminate than ham.
D) Dangerous bacteria can live on ham but not cheese.
3) Which of the following foods requires more careful management than the others because it
is considered a more potentially hazardous food?
A) Watermelon.
B) Bread.
C) Orange slices.
D) Lemon slices.
4) If ground beef is not cooked at a high enough temperature, which of the following should be
the biggest concern?
A) Time and temperature factors.
B) Chemical hazards.
C) Physical hazards.
D) E. coli toxins.
5) Produce is a source of foodborne illness due to all of the following, EXCEPT:
A) Fresh manure for fertilizing.
B) Irradiation.
C) Unsanitary food processing practices.
D) Unsanitary water for cleaning.
6) Which of the following is an example of a no-cook process entrée?
A) Tuna salad.
B) Scrambled eggs.
C) Casseroles.
D) Hamburgers.
17
Chapter 4: Managing Food Safety
4.1 Multiple-Choice Questions
1) The greatest hazards to health are contaminants caused by:
A) Chemicals.
B) Microorganisms
C) Physical hazards.
D) Insects.
2) If ham is sliced on the same slicing machine used to slice cheese, this could put children at
risk due to which of the following reasons?
A) If they are allergic to milk, the foods are now cross-contaminated.
B) Ham is more likely to be a food contaminate than cheese.
C) Cheese is more likely to be a food contaminate than ham.
D) Dangerous bacteria can live on ham but not cheese.
3) Which of the following foods requires more careful management than the others because it
is considered a more potentially hazardous food?
A) Watermelon.
B) Bread.
C) Orange slices.
D) Lemon slices.
4) If ground beef is not cooked at a high enough temperature, which of the following should be
the biggest concern?
A) Time and temperature factors.
B) Chemical hazards.
C) Physical hazards.
D) E. coli toxins.
5) Produce is a source of foodborne illness due to all of the following, EXCEPT:
A) Fresh manure for fertilizing.
B) Irradiation.
C) Unsanitary food processing practices.
D) Unsanitary water for cleaning.
6) Which of the following is an example of a no-cook process entrée?
A) Tuna salad.
B) Scrambled eggs.
C) Casseroles.
D) Hamburgers.
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Chapter4: Managing Food Safety
18
7) Clostridium botulinum can be caused by:
A) Raw or undercooked beef.
B) Unpasteurized milk.
C) Meat, poultry, gravy temperature abuse of prepared foods.
D) Home or commercial canned foods that are not processed appropriately.
8) To prevent E. coli, teachers should practice the following strategies:
A) Do not use home canned foods.
B) Use pasteurized eggs in cooking activities.
C) Check that meat is thoroughly cooked before serving it.
D) Carefully wash fruits and vegetables.
9) The Hazard and Analysis Critical Control Point (HACCP) System includes the following
steps EXCEPT:
A) Hazard Analysis.
B) Identify the Critical Control Points.
C) Establish Critical Limits.
D) Prevent Contamination of Food Handling.
10) Three most common risk factors for foodborne outbreaks are:
A) Improper holding times and temperatures of foods, poor personal hygiene, cross-
contamination.
B) Improper record keeping, serving raw milk products, poor personal hygiene.
C) Improper washing of produce, serving raw sprouts, serving leftover food not
refrigerated promptly.
D) Feeding honey to infants less than 12 months of age, improper cooking temperatures,
coming to work sick.
11) Which of the following is an example of a complex food preparation entrée?
A) Tuna salad.
B) Hamburger.
C) French toast.
D) Soup.
12) Minimizing contamination risk during food preparation includes all of the following steps
18
7) Clostridium botulinum can be caused by:
A) Raw or undercooked beef.
B) Unpasteurized milk.
C) Meat, poultry, gravy temperature abuse of prepared foods.
D) Home or commercial canned foods that are not processed appropriately.
8) To prevent E. coli, teachers should practice the following strategies:
A) Do not use home canned foods.
B) Use pasteurized eggs in cooking activities.
C) Check that meat is thoroughly cooked before serving it.
D) Carefully wash fruits and vegetables.
9) The Hazard and Analysis Critical Control Point (HACCP) System includes the following
steps EXCEPT:
A) Hazard Analysis.
B) Identify the Critical Control Points.
C) Establish Critical Limits.
D) Prevent Contamination of Food Handling.
10) Three most common risk factors for foodborne outbreaks are:
A) Improper holding times and temperatures of foods, poor personal hygiene, cross-
contamination.
B) Improper record keeping, serving raw milk products, poor personal hygiene.
C) Improper washing of produce, serving raw sprouts, serving leftover food not
refrigerated promptly.
D) Feeding honey to infants less than 12 months of age, improper cooking temperatures,
coming to work sick.
11) Which of the following is an example of a complex food preparation entrée?
A) Tuna salad.
B) Hamburger.
C) French toast.
D) Soup.
12) Minimizing contamination risk during food preparation includes all of the following steps
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Chapter4: Managing Food Safety
19
B) Do not feed the baby from the bottle.
C) Do not feed infant formula.
D) Do not allow a baby to self-feed.
14) Procedures in place to prevent cross-contamination include:
A) Monitoring refrigerator and freezer temperatures.
B) Posting a standard operating procedure for hand washing.
C) All equipment, food preparation and service areas are washed, rinsed, and sanitized
before and after use.
D) All food is properly wrapped, labeled, and dated.
15) The following food should not be served to children under age 4 because of choking
hazards:
A) Popcorn.
B) Apple sauce.
C) White bread.
D) Mashed peas.
16) Examples of emergency foods to store include:
A) Peanut butter, canned meats, trail mix bars.
B) Rice, yogurt, soup.
C) Ready-to-eat cereals, pasta, salad.
D) Cheese, yogurt, whole grain crackers.
17) Potentially hazardous lunch items could include:
A) Cucumber slices, pineapple chunks.
B) Whole-wheat bread, kiwi slices.
C) Broccoli, apple slices.
D) Milk, tuna salad.
4.2 True/False Questions
1) Attending an early childhood setting is one of the risk factors identified by the CDC for
certain bacterial illnesses.
19
B) Do not feed the baby from the bottle.
C) Do not feed infant formula.
D) Do not allow a baby to self-feed.
14) Procedures in place to prevent cross-contamination include:
A) Monitoring refrigerator and freezer temperatures.
B) Posting a standard operating procedure for hand washing.
C) All equipment, food preparation and service areas are washed, rinsed, and sanitized
before and after use.
D) All food is properly wrapped, labeled, and dated.
15) The following food should not be served to children under age 4 because of choking
hazards:
A) Popcorn.
B) Apple sauce.
C) White bread.
D) Mashed peas.
16) Examples of emergency foods to store include:
A) Peanut butter, canned meats, trail mix bars.
B) Rice, yogurt, soup.
C) Ready-to-eat cereals, pasta, salad.
D) Cheese, yogurt, whole grain crackers.
17) Potentially hazardous lunch items could include:
A) Cucumber slices, pineapple chunks.
B) Whole-wheat bread, kiwi slices.
C) Broccoli, apple slices.
D) Milk, tuna salad.
4.2 True/False Questions
1) Attending an early childhood setting is one of the risk factors identified by the CDC for
certain bacterial illnesses.
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Chapter4: Managing Food Safety
20
7) Food intolerances can rapidly result in life-threatening situations for children.
8) Celiac disease is a serious food allergy.
9) The roots of the Hazard Analysis and Critical Control Point system approach are found in
the U.S. space program and the system is adaptable to any food service program.
10) Critical control points are those times identified when food is at risk for contamination.
11) If beans are cooked a day prior to meal service they can be stored at room temperature until
used because they will be reheated to appropriate temperatures the next day.
12) Standard operating procedures are school policies and procedures based on best practices.
13) The flow of food refers to everything that happens to food from the moment it is purchased
and delivered to a program until it is ready to be served.
14) When purchasing food for the childcare setting, it should come from an approved and
reputable source.
15) Physical contamination can occur when food is stored near cleaning products.
16) A form of food rotation is called first in, use it.
4.3 Essay Questions
1) Explain how you would minimize or prevent food contamination risk during purchasing,
storing, preparing, and serving foods in an early childhood setting. In your answer identify
biological, physical, and chemical agents responsible for foodborne illnesses.
2) Discuss food safety guidelines that differ for (a) feeding infants (b) feeding toddlers and
preschoolers, and (c) feeding children with special needs.
3) Explain the three most common risk factors for foodborne outbreaks. Discuss preventative
measures for each.
4) Discuss how microorganisms create illness. Include the concepts "infection," "intoxication,"
and "toxin-mediated infection."
5) Which food safety tips are appropriate to teach young children?
20
7) Food intolerances can rapidly result in life-threatening situations for children.
8) Celiac disease is a serious food allergy.
9) The roots of the Hazard Analysis and Critical Control Point system approach are found in
the U.S. space program and the system is adaptable to any food service program.
10) Critical control points are those times identified when food is at risk for contamination.
11) If beans are cooked a day prior to meal service they can be stored at room temperature until
used because they will be reheated to appropriate temperatures the next day.
12) Standard operating procedures are school policies and procedures based on best practices.
13) The flow of food refers to everything that happens to food from the moment it is purchased
and delivered to a program until it is ready to be served.
14) When purchasing food for the childcare setting, it should come from an approved and
reputable source.
15) Physical contamination can occur when food is stored near cleaning products.
16) A form of food rotation is called first in, use it.
4.3 Essay Questions
1) Explain how you would minimize or prevent food contamination risk during purchasing,
storing, preparing, and serving foods in an early childhood setting. In your answer identify
biological, physical, and chemical agents responsible for foodborne illnesses.
2) Discuss food safety guidelines that differ for (a) feeding infants (b) feeding toddlers and
preschoolers, and (c) feeding children with special needs.
3) Explain the three most common risk factors for foodborne outbreaks. Discuss preventative
measures for each.
4) Discuss how microorganisms create illness. Include the concepts "infection," "intoxication,"
and "toxin-mediated infection."
5) Which food safety tips are appropriate to teach young children?
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Chapter5: Planning Menus
22
7) Which of the following describes foods that are high in vitamin and mineral content while
relatively low in calorie content?
A) Nutrient dense foods.
B) Creditable foods.
C) Nutrient target foods.
D) Nutrition target foods.
8) Standards for menu planning that identify what is offered and must be selected by students.
A) Nutrition target foods.
B) Meal requirements.
C) Meal patterns.
D) Creditable foods.
9) The primary factor for children's food consumption is:
A) Smell.
B) Taste.
C) Color.
D) Portion size.
10) The best practice for successfully supporting children's preference for a food is:
A) Encourage a "no thank you" bite.
B
22
7) Which of the following describes foods that are high in vitamin and mineral content while
relatively low in calorie content?
A) Nutrient dense foods.
B) Creditable foods.
C) Nutrient target foods.
D) Nutrition target foods.
8) Standards for menu planning that identify what is offered and must be selected by students.
A) Nutrition target foods.
B) Meal requirements.
C) Meal patterns.
D) Creditable foods.
9) The primary factor for children's food consumption is:
A) Smell.
B) Taste.
C) Color.
D) Portion size.
10) The best practice for successfully supporting children's preference for a food is:
A) Encourage a "no thank you" bite.
B
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Chapter5: Planning Menus
23
13) What do we call a menu that offers a variety of foods every day, is planned for a week or
longer, and repeats itself?
A) Cycle menu.
B) Repeat menu.
C) Weekly menu.
D) Standard menu.
14) If the costs for food service exceed ________ of the total program income, the menu, food
purchasing, and food preparation practices should be reviewed to control costs.
A) 16%
B) 19%
C) 20%
D) 21%
15) A ________ label is required by the CACFP on foods that contribute to the meat/meat
alternative component of the menu for reimbursable meals.
A) Nutrition Facts
23
13) What do we call a menu that offers a variety of foods every day, is planned for a week or
longer, and repeats itself?
A) Cycle menu.
B) Repeat menu.
C) Weekly menu.
D) Standard menu.
14) If the costs for food service exceed ________ of the total program income, the menu, food
purchasing, and food preparation practices should be reviewed to control costs.
A) 16%
B) 19%
C) 20%
D) 21%
15) A ________ label is required by the CACFP on foods that contribute to the meat/meat
alternative component of the menu for reimbursable meals.
A) Nutrition Facts
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Chapter5: Planning Menus
24
19) The following practices are recommended by the American Academy of Pediatrics and
Academy of Nutrition and Dietetics for obesity prevention EXCEPT:
A) Limit sugar-sweetened beverages.
B) Restrict calories.
C) Offer sufficient fruits and vegetables.
D) Offer breakfast daily.
20) The respectful understanding and appreciation of cultural differences and similarities among
groups and the ability to use this understanding to interact effectively with people across
cultures.
A) Cultural interaction.
B) Cultural support.
C) Cultural competency.
D) Cultural interest.
5.2 True/False Questions
1) A teacher's role in menu planning can vary depending on the early childhood setting.
24
19) The following practices are recommended by the American Academy of Pediatrics and
Academy of Nutrition and Dietetics for obesity prevention EXCEPT:
A) Limit sugar-sweetened beverages.
B) Restrict calories.
C) Offer sufficient fruits and vegetables.
D) Offer breakfast daily.
20) The respectful understanding and appreciation of cultural differences and similarities among
groups and the ability to use this understanding to interact effectively with people across
cultures.
A) Cultural interaction.
B) Cultural support.
C) Cultural competency.
D) Cultural interest.
5.2 True/False Questions
1) A teacher's role in menu planning can vary depending on the early childhood setting.
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Chapter5: Planning Menus
25
5.3 Essay Questions
1) The Child and Adult Care Food Program has specific mealtime requirements. Describe
those mealtime requirements and what considerations should child care providers make in
planning menus to meet those requirements?
2) Describe 5 resources child care providers can use to write menus.
3) Offering children more fruit and vegetables is a priority in menu planning. Describe various
strategies for incorporating more fruit and vegetables into the menus based on the
information in the text.
4) Selecting the type of meal service will impact the menu. What are the three types of meal
service and what considerations does a child care setting make in considering the meal
service to be used.
5) What considerations should be made when planning menus for children with special health
care needs?
25
5.3 Essay Questions
1) The Child and Adult Care Food Program has specific mealtime requirements. Describe
those mealtime requirements and what considerations should child care providers make in
planning menus to meet those requirements?
2) Describe 5 resources child care providers can use to write menus.
3) Offering children more fruit and vegetables is a priority in menu planning. Describe various
strategies for incorporating more fruit and vegetables into the menus based on the
information in the text.
4) Selecting the type of meal service will impact the menu. What are the three types of meal
service and what considerations does a child care setting make in considering the meal
service to be used.
5) What considerations should be made when planning menus for children with special health
care needs?
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Chapter 6: Feeding Infants
26
Chapter 6: Feeding Infants
6.1 Multiple-Choice Questions
1) Which statement is used by the text to define the term feeding relationship?
A) A relationship between two infants at an eating occasion.
B) A relationship between two caregivers at an eating occasion.
C) A relationship between the infant and a toddler at an eating occasion.
D) A relationship between the infant and caregiver at an eating occasion.
2) To best support infants' hunger and fullness cues, they should be fed:
A) On demand.
B) A specific amount of food.
C) Only breast milk from a bottle.
D) Only breast milk from the breast.
3
26
Chapter 6: Feeding Infants
6.1 Multiple-Choice Questions
1) Which statement is used by the text to define the term feeding relationship?
A) A relationship between two infants at an eating occasion.
B) A relationship between two caregivers at an eating occasion.
C) A relationship between the infant and a toddler at an eating occasion.
D) A relationship between the infant and caregiver at an eating occasion.
2) To best support infants' hunger and fullness cues, they should be fed:
A) On demand.
B) A specific amount of food.
C) Only breast milk from a bottle.
D) Only breast milk from the breast.
3
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Nutrition