Child Life Certification Exam Questions with
comprehensive answers latest version// An A+
Guide.
Terms in this set (58)
Ecological Systems Theory identifies 5 environmental systems with which an individual
by Brofennbrenner interacts: microsystem, mesosystem, exosystem, macrosystem,
and chronosystem
refers to institutions and groups that most directly affect the
Microsystem
child's development including family, school, religious
institutions, neighborhood, and peers.
interconnections between the microsystems; interactions between
Mesosystem
the family and teacher, relationship between child's peers and
the family
involves links between a social setting in which the individual
does not have an active role and the individual's immediate
Exosystem
context (eg- a parent's promotion at work may
lead to increased travel, which may increase conflict between the
other parent and change patterns of interactions with the child)
describes the culture in which individuals live; include
Macrosystem
developing and industrialized countries, socioeconomic status,
poverty, and ethnicity
, patterning of environmental events and transitions over the life
Chronosystem
course (ex- a divorve; negative effects peak in the first year after
and are more stable 2 years after)
child is relatively stationary and appears to be performing
unoccupied play
random movements with no apparent purpose
onlooker play not actively involved, focus attention on play activity of others; observing
child is actively engaged in play by his or herself and does not
solitary play
seem to notice other children. most often seen between
children ages 2 and 3
the child mimics other childrens play but doesn't actively engage
parallel play
with them; ex-they use the same toy
associative play now more interested in each other than the toys they are using.
some organization enters childrens play, play has some sort of
cooperative play
goal and children often act as a group
Social Development Theory: theory that a child follows an
Vygotsky
adult's example and gradually develops ability to do tasks
without instruction
Stages of moral
development: pre-
Kohlberg
conventional
conventional
post-conventional
-cultural destructiveness
-cultural incapacity
-cultural blindness
cultural competence continuum
-cultural pre-competence
-cultural competence
-cutural proficiency
characterized by attitudes, policies, structures, and practices
cultural destructiveness
within a system or organization that are destructive to a
cultural group
lack of capacity to respond to the needs, interests and
cultural incapacity
preferences of culturally and linguistically diverse groups
cultural blindness an expressed philosophy of treating all people as the same
a level of awareness of strengths and weaknesses to respond
cultural pre-competence effectively to culturally and linguistically diverse populations,
tendency for token representation and no
comprehensive answers latest version// An A+
Guide.
Terms in this set (58)
Ecological Systems Theory identifies 5 environmental systems with which an individual
by Brofennbrenner interacts: microsystem, mesosystem, exosystem, macrosystem,
and chronosystem
refers to institutions and groups that most directly affect the
Microsystem
child's development including family, school, religious
institutions, neighborhood, and peers.
interconnections between the microsystems; interactions between
Mesosystem
the family and teacher, relationship between child's peers and
the family
involves links between a social setting in which the individual
does not have an active role and the individual's immediate
Exosystem
context (eg- a parent's promotion at work may
lead to increased travel, which may increase conflict between the
other parent and change patterns of interactions with the child)
describes the culture in which individuals live; include
Macrosystem
developing and industrialized countries, socioeconomic status,
poverty, and ethnicity
, patterning of environmental events and transitions over the life
Chronosystem
course (ex- a divorve; negative effects peak in the first year after
and are more stable 2 years after)
child is relatively stationary and appears to be performing
unoccupied play
random movements with no apparent purpose
onlooker play not actively involved, focus attention on play activity of others; observing
child is actively engaged in play by his or herself and does not
solitary play
seem to notice other children. most often seen between
children ages 2 and 3
the child mimics other childrens play but doesn't actively engage
parallel play
with them; ex-they use the same toy
associative play now more interested in each other than the toys they are using.
some organization enters childrens play, play has some sort of
cooperative play
goal and children often act as a group
Social Development Theory: theory that a child follows an
Vygotsky
adult's example and gradually develops ability to do tasks
without instruction
Stages of moral
development: pre-
Kohlberg
conventional
conventional
post-conventional
-cultural destructiveness
-cultural incapacity
-cultural blindness
cultural competence continuum
-cultural pre-competence
-cultural competence
-cutural proficiency
characterized by attitudes, policies, structures, and practices
cultural destructiveness
within a system or organization that are destructive to a
cultural group
lack of capacity to respond to the needs, interests and
cultural incapacity
preferences of culturally and linguistically diverse groups
cultural blindness an expressed philosophy of treating all people as the same
a level of awareness of strengths and weaknesses to respond
cultural pre-competence effectively to culturally and linguistically diverse populations,
tendency for token representation and no
