CHILD GROWTH AND DEVELOPMENT
(CGDR) TEST QUESTIONS AND
ANSWERS
similarities in growth - ANSWER --growth proceeds from the head downward and from
the center of the body outward
-children gain control of the head and neck first, then the arms, and finally the legs
-at birth, the brain, heart, and spinal cord are fully functioning to support the infant
-as children grow, the arm and leg muscles develop, followed by the finger and toes
muscles
differences in growth - ANSWER --some children are taller, some shorter; some
children are smaller, while others are larger
-these differences are completely typical; typical growth is supported by good nutrition,
adequate sleep, and regular exercise
-children do not grow at perfectly steady rates throughout childhood
-children will experience weeks or months of slightly slower growth, followed by growth
spurts
-differences in the amount of growth can be a source of self-consciousness for some
children
-it is important to help children understand that differences in growth patterns are
typical; because each child is different and special, it is important to help them
understand this concept in order to develop a sense of self-acceptance
principles of child development - ANSWER -5 principles related to the progression of
general development that children will typically experience; these help us understand
how children are alike and the characteristics that are typical within age groups. No two
children are exactly alike but we know that two year old children are more like other two
year old children than they are like six year old children
growth - ANSWER -refers to specific body changes and increases in the child's size,
such as a child's height, weight, head circumference, and body mass index; these
changes can usually be easily measured
development - ANSWER -typically refers to an increase in complexity, a change from
relatively simple to more complicated; development usually involves a progression
along a continuous pathway on which the child acquires more refined knowledge,
behaviors, and skills; the sequence is basically the same for all children, however, the
rate varies
specific growth changes - ANSWER --during the first year of a child's life, babies can
grow ten inches in length and triple their birth weight
-after the first year, a baby's growth in length slows to five inches each year
,-a major growth spurt occurs at the time of puberty
-girls generally enter puberty between 8 and 13 years of age
-boys usually enter puberty between 10 and 15 years of age
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) skill 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 a 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 can 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
principle 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 increase 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
Why should child care professionals learn about principles of child development? -
ANSWER --care and the environment can support or hinder development
-the knowledgeable caregiver can support a child in learning new skills
-when a child is struggling with a new skills, timely intervention can help them overcome
a problem and "catch back up"
-the knowledgeable caregiver can "detect" indicators of possible delays and can help
get the child the assistance he/she needs
theory - ANSWER -a set of facts or principles analyzed in relation to one another and
used to explain phenomena (a phenomena is a fact or behavior that can be observed)
Abraham Maslow - ANSWER --known as the father of humanistic psychology
-his theory assumes that humans are more than the sum of their parts
-made 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, pictured as a pyramid, and goes from bottom
(human need 1) to top (human need 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
, -studied monkeys and realized some needs take precedence over others: water over
food, air over water
Maslow's Hierarchy of Needs - ANSWER -from bottom to top of pyramid:
(basic needs)
-physical: shelter to protect, water to drink, food to eat, clothes to wear
-comfort and safety: safety, security, stability
(psychological needs)
-social: belonging, love and attention, acceptance
-esteem needs: adequacy, confidence, importance
(self-fulfillment needs)
-self-actualization: fulfill one's life with purpose and meaning, being all that one is able to
be
physical needs examples - ANSWER --sleep
-food
-water
-heat
-health care
-income
-clothes
comfort and safety needs examples - ANSWER --transportation
-neighborhood
-safe relationships (not domestic violence, abuse)
-child care
social needs examples - ANSWER --sense of belonging, being connected
-adult to adult affiliation, companionship (significant other)
-parent to child relationship
-positive relationships with extended family
-positive informal social support network
-positive formal social support network
self-esteem needs examples - ANSWER --sense of competency as parent, worker,
significant other
-sense of efficacy, capability
-sense of resiliency, hopefulness
-ability to cope and problem solve
-sense of well-being (individual to family levels)
-opportunities for enjoyment
self-actualization needs examples - ANSWER --spirituality
-personal emotional response
-refinement of interpersonal skills (empathy, communication, relating)
-enhancement of understanding of relationships with child(ren), family, community, self
(CGDR) TEST QUESTIONS AND
ANSWERS
similarities in growth - ANSWER --growth proceeds from the head downward and from
the center of the body outward
-children gain control of the head and neck first, then the arms, and finally the legs
-at birth, the brain, heart, and spinal cord are fully functioning to support the infant
-as children grow, the arm and leg muscles develop, followed by the finger and toes
muscles
differences in growth - ANSWER --some children are taller, some shorter; some
children are smaller, while others are larger
-these differences are completely typical; typical growth is supported by good nutrition,
adequate sleep, and regular exercise
-children do not grow at perfectly steady rates throughout childhood
-children will experience weeks or months of slightly slower growth, followed by growth
spurts
-differences in the amount of growth can be a source of self-consciousness for some
children
-it is important to help children understand that differences in growth patterns are
typical; because each child is different and special, it is important to help them
understand this concept in order to develop a sense of self-acceptance
principles of child development - ANSWER -5 principles related to the progression of
general development that children will typically experience; these help us understand
how children are alike and the characteristics that are typical within age groups. No two
children are exactly alike but we know that two year old children are more like other two
year old children than they are like six year old children
growth - ANSWER -refers to specific body changes and increases in the child's size,
such as a child's height, weight, head circumference, and body mass index; these
changes can usually be easily measured
development - ANSWER -typically refers to an increase in complexity, a change from
relatively simple to more complicated; development usually involves a progression
along a continuous pathway on which the child acquires more refined knowledge,
behaviors, and skills; the sequence is basically the same for all children, however, the
rate varies
specific growth changes - ANSWER --during the first year of a child's life, babies can
grow ten inches in length and triple their birth weight
-after the first year, a baby's growth in length slows to five inches each year
,-a major growth spurt occurs at the time of puberty
-girls generally enter puberty between 8 and 13 years of age
-boys usually enter puberty between 10 and 15 years of age
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) skill 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 a 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 can 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
principle 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 increase 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
Why should child care professionals learn about principles of child development? -
ANSWER --care and the environment can support or hinder development
-the knowledgeable caregiver can support a child in learning new skills
-when a child is struggling with a new skills, timely intervention can help them overcome
a problem and "catch back up"
-the knowledgeable caregiver can "detect" indicators of possible delays and can help
get the child the assistance he/she needs
theory - ANSWER -a set of facts or principles analyzed in relation to one another and
used to explain phenomena (a phenomena is a fact or behavior that can be observed)
Abraham Maslow - ANSWER --known as the father of humanistic psychology
-his theory assumes that humans are more than the sum of their parts
-made 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, pictured as a pyramid, and goes from bottom
(human need 1) to top (human need 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
, -studied monkeys and realized some needs take precedence over others: water over
food, air over water
Maslow's Hierarchy of Needs - ANSWER -from bottom to top of pyramid:
(basic needs)
-physical: shelter to protect, water to drink, food to eat, clothes to wear
-comfort and safety: safety, security, stability
(psychological needs)
-social: belonging, love and attention, acceptance
-esteem needs: adequacy, confidence, importance
(self-fulfillment needs)
-self-actualization: fulfill one's life with purpose and meaning, being all that one is able to
be
physical needs examples - ANSWER --sleep
-food
-water
-heat
-health care
-income
-clothes
comfort and safety needs examples - ANSWER --transportation
-neighborhood
-safe relationships (not domestic violence, abuse)
-child care
social needs examples - ANSWER --sense of belonging, being connected
-adult to adult affiliation, companionship (significant other)
-parent to child relationship
-positive relationships with extended family
-positive informal social support network
-positive formal social support network
self-esteem needs examples - ANSWER --sense of competency as parent, worker,
significant other
-sense of efficacy, capability
-sense of resiliency, hopefulness
-ability to cope and problem solve
-sense of well-being (individual to family levels)
-opportunities for enjoyment
self-actualization needs examples - ANSWER --spirituality
-personal emotional response
-refinement of interpersonal skills (empathy, communication, relating)
-enhancement of understanding of relationships with child(ren), family, community, self
