CGDR DCF EXAM QUESTIONS AND
ANSWERS
Principle 1 - Developmental Sequence is Similar for All - ANSWER -Children develop in
relatively the same ways.
There is a typical sequence of development that occurs as a child grows.
While the sequence is similar, and the behaviors or skills emerge in the same order,
children can take more or less time with each behavior or skill.
They can move forward, regress for a short time, then move forward again.
Some children may skip a behavior or skill as they move forward.
Principle 2 - Development Proceeds from General to Specific - ANSWER -Development
progresses from a beginning point moving in a forward direction.
Just as growth of an infant proceeds from the top down and from the center of the body
to the limbs, development of behaviors and skills moves from general to specific.
As children mature, their bodily changes occur in a sequential order and give children
new abilities.
As the brain and nervous system develop, a child's thinking (cognitive) skills and motor
skills improve.
In the Physical Development Domain, an infant's large muscles develop first and result
in the ability to wave the arms and kick the legs.
Development continues in the smaller muscles in the fingers and toes, and results in the
ability of the fingers to grasp objects and the toes to help with balance when standing
and walking.
Principle 3 - Development is Continuous - ANSWER -In children who develop typically,
behaviors and skills they have already acquired become the basis for new behaviors
and skills.
There is continuity from one phase of development to the next.
Children continue to add new behaviors and skills as they perfect their abilities to walk,
to write or draw, and to speak. For example, speech development proceeds from
gurgles and coos to chattering, then to words, then phrases, and finally, sentences.
Sentences become paragraphs and stories, both oral and written.
In order for children to write or draw, they must have developed the control of their
hands and fingers to hold a crayon and pencil. Holding a pencil develops into writing
and drawing.
The continuation of development can easily be seen in children as they mature from
age two to age twelve
Principle 4 - Development Proceeds at Different Rates - ANSWER -Each child is
different and the rates at which individual children develop are different.
Although the sequences for development are usually the same for all children, the rates
at which individual children reach each stage will be different.
,Some children will walk at ten months of age, while others walk at eighteen months of
age.
Development is never uniform, but it is constant.
Principal 5 - All Areas of Development are Interrelated - ANSWER -Development in
children is interrelated.
There are several examples in Principles 1 through 4 that show how the body has to
grow and develop before new behaviors and skills can occur.
These examples also demonstrate the first two of five areas of development, called
domains.
These five domains of development are Physical Development, Cognitive Development
and General Knowledge, Language and Communication, Social and Emotional
Development, and Approaches to Learning. Each area of development influences
development in other areas.
Each of these developmental domains can be defined by one or more characteristics.
The characteristics of the Physical Development Domain involve increased physical
growth and abilities.
There are many characteristics of the Cognitive Development and General Knowledge
Domain, and the Approaches to Learning Domain, which include thinking, planning,
creating, exploring, and questioning.
The Language and Communication Domain includes a child's abilities to see, hear,
speak, read, and write.
The Social and Emotional Development Domain is defined by forming relationships and
attachments.
Tom and Tim are twins and want to do everything together. However, Tom rode his
tricycle with ease by his third birthday, but Tim was almost four before he could ride his
tricycle with confidence. - ANSWER -Principle 4 - Development Proceeds at Different
Rates
When LaShanda was two, you noted that she enjoyed solitary play and did not interact
with other children. By the age of two and a half, LaShanda liked to play next to another
child, but there was no interaction (parallel play). By the age of three, LaShanda
engaged routinely in associative play and could share common materials with another
child without interaction. By three and a half, she had made her first real friend and was
capable of true cooperative play. - ANSWER -Principle 3 - Development is Continuous
Pete and Al, both nearly five years old, are playing with the same puzzle. You watch as
Pete tells Al, "The first piece goes here." Al says, "We both have five pieces now." Even
though the activity lasts only a few minutes, you believe it is a good indicator of each
boy's current development. - ANSWER -Principal 5 - All Areas of Development are
Interrelated
Three-month-old Sean loves to wave his arms in the air. As you watch him, you think
about the skills he will probably achieve next: first, he will grasp objects; then he will be
, able to hold a crayon; and someday, he will be able to write with a pencil. - ANSWER -
Principle 2 - Development Proceeds from General to Specific
In the Infant Care Center this fall, you noticed four-month-old Sara roll over; a few
weeks later, she began scooting. By December, six-month-old Raul had rolled over and
scooted. Last week, you noted that Renae—at the age of five months—had rolled over,
and you predict she will be scooting very soon. - ANSWER -Principle 1 - Developmental
Sequence is Similar for All
Abraham Maslow - ANSWER -known as the father of humanistic psychology. Maslow's
theory assumes that humans are more than the sum of their parts.
Maslow's hierarchy of needs: - ANSWER -Maslow developed a hierarchy of needs.
In a hierarchy, one set of things is dependent on the next, both of which are dependent
on the next, and so on.
Maslow's hierarchy has five levels, is pictured as a pyramid, and goes from bottom
(human need number 1) to top (human need number 5).
Like a pyramid, the upper levels are supported by the lower levels.
Satisfying the needs on the second level depends upon the first level needs being
satisfied.
physical - ANSWER -food
sleep
water
comfort and safety - ANSWER -Transportation
Safe neighborhood
Safe relationships
social - ANSWER -A sense of belonging and acceptance
Stable relationships with others
Positive interactions with others
self esteem - ANSWER -Feeling of competency
Feeling of success and pride in accomplishments
The ability to cope and problem solve
self-actualization - ANSWER -Having a feeling that there is a purpose to one's life
Spirituality
Empathy
Level 1 - Physical - ANSWER -Human need:
Air to breathe
Shelter to protect
Water to drink
ANSWERS
Principle 1 - Developmental Sequence is Similar for All - ANSWER -Children develop in
relatively the same ways.
There is a typical sequence of development that occurs as a child grows.
While the sequence is similar, and the behaviors or skills emerge in the same order,
children can take more or less time with each behavior or skill.
They can move forward, regress for a short time, then move forward again.
Some children may skip a behavior or skill as they move forward.
Principle 2 - Development Proceeds from General to Specific - ANSWER -Development
progresses from a beginning point moving in a forward direction.
Just as growth of an infant proceeds from the top down and from the center of the body
to the limbs, development of behaviors and skills moves from general to specific.
As children mature, their bodily changes occur in a sequential order and give children
new abilities.
As the brain and nervous system develop, a child's thinking (cognitive) skills and motor
skills improve.
In the Physical Development Domain, an infant's large muscles develop first and result
in the ability to wave the arms and kick the legs.
Development continues in the smaller muscles in the fingers and toes, and results in the
ability of the fingers to grasp objects and the toes to help with balance when standing
and walking.
Principle 3 - Development is Continuous - ANSWER -In children who develop typically,
behaviors and skills they have already acquired become the basis for new behaviors
and skills.
There is continuity from one phase of development to the next.
Children continue to add new behaviors and skills as they perfect their abilities to walk,
to write or draw, and to speak. For example, speech development proceeds from
gurgles and coos to chattering, then to words, then phrases, and finally, sentences.
Sentences become paragraphs and stories, both oral and written.
In order for children to write or draw, they must have developed the control of their
hands and fingers to hold a crayon and pencil. Holding a pencil develops into writing
and drawing.
The continuation of development can easily be seen in children as they mature from
age two to age twelve
Principle 4 - Development Proceeds at Different Rates - ANSWER -Each child is
different and the rates at which individual children develop are different.
Although the sequences for development are usually the same for all children, the rates
at which individual children reach each stage will be different.
,Some children will walk at ten months of age, while others walk at eighteen months of
age.
Development is never uniform, but it is constant.
Principal 5 - All Areas of Development are Interrelated - ANSWER -Development in
children is interrelated.
There are several examples in Principles 1 through 4 that show how the body has to
grow and develop before new behaviors and skills can occur.
These examples also demonstrate the first two of five areas of development, called
domains.
These five domains of development are Physical Development, Cognitive Development
and General Knowledge, Language and Communication, Social and Emotional
Development, and Approaches to Learning. Each area of development influences
development in other areas.
Each of these developmental domains can be defined by one or more characteristics.
The characteristics of the Physical Development Domain involve increased physical
growth and abilities.
There are many characteristics of the Cognitive Development and General Knowledge
Domain, and the Approaches to Learning Domain, which include thinking, planning,
creating, exploring, and questioning.
The Language and Communication Domain includes a child's abilities to see, hear,
speak, read, and write.
The Social and Emotional Development Domain is defined by forming relationships and
attachments.
Tom and Tim are twins and want to do everything together. However, Tom rode his
tricycle with ease by his third birthday, but Tim was almost four before he could ride his
tricycle with confidence. - ANSWER -Principle 4 - Development Proceeds at Different
Rates
When LaShanda was two, you noted that she enjoyed solitary play and did not interact
with other children. By the age of two and a half, LaShanda liked to play next to another
child, but there was no interaction (parallel play). By the age of three, LaShanda
engaged routinely in associative play and could share common materials with another
child without interaction. By three and a half, she had made her first real friend and was
capable of true cooperative play. - ANSWER -Principle 3 - Development is Continuous
Pete and Al, both nearly five years old, are playing with the same puzzle. You watch as
Pete tells Al, "The first piece goes here." Al says, "We both have five pieces now." Even
though the activity lasts only a few minutes, you believe it is a good indicator of each
boy's current development. - ANSWER -Principal 5 - All Areas of Development are
Interrelated
Three-month-old Sean loves to wave his arms in the air. As you watch him, you think
about the skills he will probably achieve next: first, he will grasp objects; then he will be
, able to hold a crayon; and someday, he will be able to write with a pencil. - ANSWER -
Principle 2 - Development Proceeds from General to Specific
In the Infant Care Center this fall, you noticed four-month-old Sara roll over; a few
weeks later, she began scooting. By December, six-month-old Raul had rolled over and
scooted. Last week, you noted that Renae—at the age of five months—had rolled over,
and you predict she will be scooting very soon. - ANSWER -Principle 1 - Developmental
Sequence is Similar for All
Abraham Maslow - ANSWER -known as the father of humanistic psychology. Maslow's
theory assumes that humans are more than the sum of their parts.
Maslow's hierarchy of needs: - ANSWER -Maslow developed a hierarchy of needs.
In a hierarchy, one set of things is dependent on the next, both of which are dependent
on the next, and so on.
Maslow's hierarchy has five levels, is pictured as a pyramid, and goes from bottom
(human need number 1) to top (human need number 5).
Like a pyramid, the upper levels are supported by the lower levels.
Satisfying the needs on the second level depends upon the first level needs being
satisfied.
physical - ANSWER -food
sleep
water
comfort and safety - ANSWER -Transportation
Safe neighborhood
Safe relationships
social - ANSWER -A sense of belonging and acceptance
Stable relationships with others
Positive interactions with others
self esteem - ANSWER -Feeling of competency
Feeling of success and pride in accomplishments
The ability to cope and problem solve
self-actualization - ANSWER -Having a feeling that there is a purpose to one's life
Spirituality
Empathy
Level 1 - Physical - ANSWER -Human need:
Air to breathe
Shelter to protect
Water to drink
