Child Development Exam 2023 with complete solution

Within the framework of the unified theory of development, the best example of how regulational changes interact with contextual changes during the early elementary years is: Select one: a. a child regularly mentions that math class is too easy, so his father enrolls him in an afterschool program for advanced students. b. a child wants to join the local swim team, but his mother says no because she thinks he is still too young for competitive teams. c. a parent notices that his child is not eating well and doesn't seem interested in trying new foods, so starts packing lunch foods that he cuts into unique shapes. d. a parent notices her child's increasing attention span while they are reading together and takes the child to get her own library card. d Bending, stretching, twisting, turning, swinging, balancing, body rolling, starting, stopping, and dodging are referred to as: Select one: a. manipulative movement skills. b. muscle movement skills. c. stability movement skills. d. locomotor movement skills. c Walking, running, jumping, hopping, skipping, sliding, leaping, climbing, and galloping are referred to as: Select one: a. locomotor movement skills. b. muscle movement skills. c. manipulative movement skills. d. stability movement skills. a Throwing, catching, kicking, punting, trapping, striking, volleying, bouncing, and ball rolling are referred to as: Select one: a. muscle movement skills. b. manipulative movements skills. c. locomotor movements skills. d. stability movement skills. b A gross motor skill that a 7-year-old most likely has developed, but a 5-year-old most likely has not, is: Select one: a. changing directions while dribbling a basketball. b. running forward and changing direction when a whistle blows. c. singing and dancing at the same time. d. jumping rope consistently and rhythmically. d Research on unstructured play in marginalized populations suggests that: Select one: a. in cultures where team sports are popular, play is usually structured and game-like. b. most cultures consider play to be fun and carefree, rather than preparation for adulthood. c. cultural beliefs have a big influence on the ways in which children play. d. regardless of culture, unstructured play tends to be cooperative and inclusive. c A skill that shows typically developing dexterity in grade-school children is: Select one: a. cutting with scissors. b. unlocking a door with a key. c. holding a pencil correctly. d. throwing an object with an overhand motion. b Between the ages of 6 and 10, children's rate of growth tends to: Select one: a. slow down slightly. b. increase significantly, with a major growth spurt. c. increase slightly but continuously. d. remain relatively stable. a At age 8, boys tend to weigh: Select one: a. about the same as girls who are 10 years old. b. about the same as girls of the same age. c. less than girls of the same age. d. more than girls of the same age. b By age 6 or 7, children have several permanent teeth. The earliest to erupt are usually: Select one: a. premolars and canines. b. second and third molars. c. central incisors and first molars. d. central and lateral incisors. c A child who seems uncoordinated or delayed in terms of movement will NOT be diagnosed as having a motor skills disorder UNLESS: Select one: a. the child has difficulty with both gross and fine motor skills. b. the problems can be effectively treated with assistive devices. c. the problems interfere with academic achievement or life skills. d. the child has no other delays in cognitive or social skills. c When considering enrolling a child in a sports program or team, parents should give the most weight to whether the coach: Select one: a. makes sure that every child on the team has equal opportunity to play on the field. b. is highly knowledgeable about research in child development. c. has ideas about competition and sportsmanship that are compatible with their own. d. has advanced certification from the national organization that supports the sport. c The main difference between how children approach a challenge and a hazard is that: Select one: a. hazards have high risk, but challenges have little or no risk. b. hazards are always dangerous, but challenges rarely are. c. challenges are within the child's ability, whereas hazards are not. d. children do not recognize hazards, but they recognize and assess challenges. d Because bikes, skateboards, and scooters can be hazardous, children aged 5 through 8 should: Select one: a. avoid using them without an adult watching. b. buy their own equipment, rather than sharing with other children. c. use them only on playgrounds and at parks. d. always wear helmets and/or other protective gear. d According to Erikson, children age 5-8 focus primarily on: Select one: a. taking control over their own self and the environment. b. developing a clear sense of appropriate and moral behavior. c. achieving a sense of mastery of social and academic skills. d. becoming independent in age-appropriate ways. c Erikson argued that primary-grade children who do not develop a sense of industry instead develop a sense of: Select one: a. inferiority. b. shame. c. isolation. d. guilt. a The type of moral reasoning that Piaget called moral realism is characterized by: Select one: a. very little concern for rules at all. b. a belief that moral rules are different than social conventional rules. c. a belief that rules can't be changed or broken. d. a belief that people get to make their own rules. c When children adopt adults' behavior standards and act on them without being told, they have: Select one: a. used conventional moral reasoning. b. developed heteronomous morality. c. developed moral realism. d. internalized the rules. d Piaget's second level of moral development, characterized by rule-bound thinking, is called: Select one: a. moral realism. b. self-actualization. c. initiative. d. conventional. a Children whose reasoning would be characterized as based on moral relativism make judgments based on: Select one: a. their own ideas of right and wrong. b. the consequences of the behavior. c. situations and intentions. d. expectations for rewards. c Children are most likely to develop a strong sense of conscience if: Select one: a. they are already at the stage of moral relativism. b. they can distinguish between social conventions and moral rules. c. they reason about moral issues at a postconventional level. d. their parents use supportive and affectionate discipline strategies. d Which of the following is NOT a typical fear for a school age child? Select one: a. Ridicule and embarrassment b. Dark c. Imaginary creatures d. Being different c Kohlberg argued that most school-age children reason at the conventional level, believing that good behavior is: Select one: a. behavior that leads to a reward. b. behavior that does not result in punishment. c. behavior that pleases or helps others. d. behavior that adheres to a universal sense of right and wrong. c A parent who tells a child, "I am really disappointed in you" is using a form of discipline known as: Select one: a. love withdrawal. b. behavior modification. c. inductive discipline. d. punishment. a Emily, at age 6, is scared of the dark. Her parents ignore her when she says that she doesn't want to go to sleep with the door closed, because they think her fear will go away if they don't respond to it. Emily's parents are trying to: Select one: a. classically condition a new response to the dark room. b. extinguish her fear of the dark. c. operantly condition a new response to the dark room. d. negatively reinforce her fear of the dark. b In primary school, children who had insecure attachment relationships with their caregivers when they were infants are most likely to: Select one: a. develop new, secure attachments as they develop more self-control. b. think that other people will not be available when they are needed. c. become overly attached to a caring and warm teacher. d. trust their peers but show hostility or aggression toward teachers. b Research suggests that elementary-age boys who have trouble identifying the emotions that are conveyed by common facial expressions are also likely to have difficulty: Select one: a. learning new things at school. b. developing a strong sense of self. c. reading with emotional intonation. d. getting along with their peers. d In the primary-school years, a child's self-concept typically expands to include: Select one: a. the child's attachment relationship with his/her parent(s). b. the child's ability to regulate his/her own behavior. c. the child's understanding of complex and mixed emotions. d. the child's beliefs about what others think of him/her. d An example of an ecological stress that a grade-school child might experience is: Select one: a. being born with a difficult temperament. b. not being invited to a classmate's birthday party. c. living with an abusive parent. d. having an intellectual disability. c School-age children are least likely to say they are afraid of: Select one: a. being separated from their parents. b. having to repeat a grade. c. imaginary creatures and monsters. d. being different from their friends. c "Felt gender typicality" refers to: Select one: a. the extent to which a child feels "I am a girl" or "I am a boy." b. the belief that one must avoid the other gender's behaviors. c. overall satisfaction with one's gender category. d. the way in which teachers segregate children on the basis of gender. a In general, children progress from being able to identify strong emotions but not being able to control them to being able to calm down their own strong emotions between: Select one: a. preschool and kindergarten. b. first grade and second grade. c. second grade and third grade. d. kindergarten and first grade. d In the early primary grades, children typically choose friends on the basis of: Select one: a. desirable possessions, such as a cool computer. b. positive attributes, such as being nice. c. parental interventions, such as planned play dates. d. shared situational factors, such as being in the same scouting troop. b Teachers of grade-school children who sometimes have tantrums, engage in power struggles, or are occasionally aggressive are advised to: Select one: a. ignore the behaviors, because the children will ultimately outgrow them. b. remember that these behaviors, when they are occasional, are signs of a maturing and healthy child. c. contact the parents/guardians to assess the child's attachment to one or more adult caregivers. d. refer the parent(s) to specialists who can identify and treat the specific behavioral disorder the child shows. b Research suggests that children who are socially anxious as toddlers are more likely than their peers to: Select one: a. be neglected by peers in the first grade. b. be rejected by peers in the first grade. c. be overly dependent on parents in the first grade. d. be insecurely attached to parents in the first grade. b Children who have conduct disorder are most likely to: Select one: a. feel sad, hopeless, and lonely. b. be consistently angry, irritable, and vindictive. c. show a pattern of serious rule violations. d. have been born preterm or at a low birth weight. c Research on how to help grade-school children with emotional and behavioral challenges develop more positive behaviors suggests that the most effective course of action is: Select one: a. interventions that include the adults in the child's life who provide support. b. culturally relevant care and education. c. waiting until the children are old enough to understand and contribute to therapy. d. a combination of drug therapy and individual counseling. a A primary goal of an anti-bias curriculum is to: Select one: a. support a zero-tolerance policy for aggression or hateful speech based on prejudices. b. foster awareness and understanding of race, race differences, and racism. c. provide a racially and culturally neutral educational experience. d. encourage all children to make cross-cultural friendships. b Children who try to avoid being judged negatively by their peers are more likely to: Select one: a. tend to be bystanders who observe bullying behavior but do nothing to help. b. engage in aggressive, bullying behavior. c. be classroom leaders. d. be the victims of bullying behavior. d The authors of the text recommend that, in afterschool programs for grade school children, academic activities should be: Select one: a. focused on academic enrichment not available in class. b. kept to a minimum. c. primarily support for children doing homework. d. designed to seem as if they are "fun" rather than "work." b A grammatical development that occurs during the primary years is the ability to understand: Select one: a. sentences. b. infinitive phrases. c. nouns. d. syntax. b A psychophysiological response to a perceived threat is called: Select one: a. neuroshifting. b. repression. c. altruism. d. downshifting. d The ability of early school age children to think about the multiple meanings of words allows them to understand: Select one: a. syntax. b. jokes. c. sarcasm. d. pronominal references. b Children ages 6 to 8 demonstrate an increasing awareness of the speech variations needed in different social situations. This is called an awareness of: Select one: a. registers. b. shading. c. vocabulary nuances. d. syntax. a When a teacher helps children learn to read by providing familiar words in a context of specific, meaningful experiences, the strategy is called: Select one: a. phonics-based. b. part-to-whole. c. whole-to part. d. using sight words. c Which of the following reading and writing instructional approaches does the NAEYC and IRA most support? Select one: a. Phonics b. Contextualized skill lessons c. Meaningful connected reading d. Phonics and meaningful connected reading d The spiral curriculum, as originally envisioned by Bruner, emphasizes: Select one: a. a warm and accepting classroom atmosphere that promotes creativity and intuition. b. teaching topics that are within every child's individual zone of proximal development. c. instruction in which new concepts build on previous knowledge as the student progresses. d. introducing and assessing the basic and advanced content from the established core curriculum. c Grade-school children begin to use the conversational technique of shading to Select one: a. produce and interpret nonliteral language. b. combine words appropriately into meaningful sentences. c. identify the rules of conversation used in their culture. d. change the topic of a conversation. d Research evidence suggests that quality after-school programs are SAFE, with the E standing for the idea that the program emphasizes: Select one: a. being explicit in defining the skills they were attempting to promote. b. emphasizing active forms of learning. c. focusing on the executive function skills of attention and working memory. d. educating the program staff to use a step-by-step approach. a From a neoconstructivist point of view, learning and development are: Select one: a. primarily computational. b. genetically pre-programmed. c. based on the acquisition of key coding systems. d. interrelated but different. d Grade schoolers who have trouble keeping basic math skills in mind as they solve more complex problems most likely have a limitation in: Select one: a. attention. b. regulation of information. c. ability to downshift. d. working memory. d Based on the current core curriculum standards in most states, a math lesson on skip counting by 5s would be most appropriate for children in: Select one: a. second grade. b. third grade. c. first grade. d. kindergarten. a Based on the current core curriculum standards in most states, a science lesson that involves using a thermometer to compare indoor and outdoor temperatures would be most appropriate for children in: Select one: a. first grade. b. kindergarten. c. second grade. d. third grade. d Select one: a. identify when a person is lying in order to spare another's feelings. b. understand simple similes, such as "he is as brave as a lion." c. recognize a sarcastic remark that doesn't fit with the context of the conversation. d. understand subject and agent roles, such as "The doll is easy to see." c A kindergartener who says "we wented to the store" is most likely to: Select one: a. say "dogs" to refer to wolves, coyotes, and puppies. b. have learned two languages with different syntax. c. have a delay in expressive language. d. say "we went to the store" just as often. d Kindergarten-age children are usually able to use pragmatic language to: Select one: a. participate actively and appropriately in conversations. b. inform, persuade, and entertain a listener. c. tell and retell stories in a logical order. d. use eye contact to help keep a conversational partner interested. a In general, one of the best indicators that children are ready to learn to read is when children: Select one: a. are able to name the letters of the alphabet. b. spontaneously select a book and recite the story from memory. c. understand that printed symbols carry meaning. d. have parents who read to them regularly. c Ideally, primary-grade instruction on reading and writing is: Select one: a. separate, with more focus on reading skills than writing skills. b. largely spontaneous, based on the interests and skills of the children. c. interrelated and integrated in content domains throughout the day. d. holistic and focused primarily on communicating effectively. c When children in first and second grade use invented spelling in their writing, teachers and parents are advised to: Select one: a. consider having the child assessed for a language-specific learning disability. b. be supportive of children's efforts without excessive corrections. c. provide conventional spellings for words that should be familiar. d. encourage conventional spelling in class work but not private writing. b In the U.S., most children learn to write narratives with events in the appropriate order during: Select one: a. third grade. b. second grade. c. first grade. d. kindergarten. c When a teacher has a student who has difficulty processing the sounds in her native language, the teacher may want to recommend that the child be evaluated for: Select one: a. dysgraphia. b. dysfluency. c. dyslexia. d. dyscalculia. c When critics argue that the Common Core State Standards are "not developmentally based," they mean that: Select one: a. researchers focused more on basic grade-level cognitive skills than on assessing individual differences among students. b. researchers targeted only English language arts and mathematics, without considering what children should know in other content disciplines. c. researchers first identified skills necessary for high school graduation and then worked backwards to identify skills for earlier grades. d. researchers decided to begin standardized testing in the third grade, leaving younger children without appropriate test-taking skills. c To implement Common Core State Standards in a way that is most effective for grade-school boys of color, researchers and educators recommend that: Select one: a. teachers review and, if necessary, modify the curriculum to ensure it presents accurate, positive role models for all children. b. the standards be modified when necessary to account for the diversity of skills and experiences among children of color. c. communities provide after-school enrichment programs for boys who are regularly exposed to violence and trauma at home. d. parents work with children on their homework to ensure that they are not falling further behind.