Question 1

Loretta slams the keys on the computer very roughly after being told to push them more gently. What would be a logical consequence?

Accepted Answer

A)  A key breaks. 
B)  5 minutes deducted from recess. 
C)  Loretta can only use the computer with adult assistance. 
D)  Loretta must leave the area. 
A)  A key breaks. 
B)  5 minutes deducted from recess. 
C)  Loretta can only use the computer with adult assistance. 
D)  Loretta must leave the area. C

Question 2

Billy is holding the gerbil. Suddenly he begins to squeeze the gerbil tightly. If you want to change his behavior right then, what would you say or do?

Accepted Answer

A)  "Nice boys hold him gently, like this." 
B)  "Don't squeeze the gerbil so hard." 
C)  "You're going to hurt him if you keep doing that." 
D)  Physically intervene then talk about it. 
A)  "Nice boys hold him gently, like this." 
B)  "Don't squeeze the gerbil so hard." 
C)  "You're going to hurt him if you keep doing that." 
D)  Physically intervene then talk about it. D

Question 3

Megan and Jerome have been warned that if they continue to throw sand they will have to go to another area to play. You observe them throwing sand again. In this situation what would an authoritative adult do?

Accepted Answer

A)  Escort the children to a different area. 
B)  Give the children a second warning of what will happen if they continue. 
C)  Explain that the sand is blowing in other children's eyes. 
D)  Ask children what they think should happen as a result of their actions. 
A)  Escort the children to a different area. 
B)  Give the children a second warning of what will happen if they continue. 
C)  Explain that the sand is blowing in other children's eyes. 
D)  Ask children what they think should happen as a result of their actions. A

Question 4

To which of the following directions are children LEAST likely to respond by changing their behavior appropriately?

Accepted Answer

A)  Use your spoon to eat your pudding. 
B)  Don't eat with your fingers. 
C)  Chew with your mouth closed. 
D)  Take smaller bites like this. 
A)  Use your spoon to eat your pudding. 
B)  Don't eat with your fingers. 
C)  Chew with your mouth closed. 
D)  Take smaller bites like this.

Question 5

Which of the following reasons is LEAST likely to be one that children in the early childhood years use in determining that an action is bad?

Accepted Answer

A)  The action harms a person (e.g., hitting). 
B)  The action disrupts the social order (e.g., not putting toys away). 
C)  The action violates people's rights (e.g., name calling). 
D)  The action damages property (e.g., breaking something). 
A)  The action harms a person (e.g., hitting). 
B)  The action disrupts the social order (e.g., not putting toys away). 
C)  The action violates people's rights (e.g., name calling). 
D)  The action damages property (e.g., breaking something).

Question 6

Children in your three-year-old classroom have trouble putting away materials in the dramatic play center. Which of the following strategies would help create REASONABLE expectations for cleaning up?

Accepted Answer

A)  Allow children to put dress up clothes in a hamper rather than hanging them on hangers. 
B)  Clean-up the area yourself. 
C)  Remove Joe (a child with Down Syndrome) from the situation so the other children can clean-up without interference. 
D)  Remind children of the rule every day. 
A)  Allow children to put dress up clothes in a hamper rather than hanging them on hangers. 
B)  Clean-up the area yourself. 
C)  Remove Joe (a child with Down Syndrome) from the situation so the other children can clean-up without interference. 
D)  Remind children of the rule every day.

Question 7

Discuss each of the four discipline styles described in your textbook and their implications for children's behavior over time.

Accepted Answer

The four discipline styles described in

Question 8

Permissive adults are low on which of the following dimensions?

Accepted Answer

A)  Control only 
B)  Expectations and Nurturance 
C)  Nurturance, Expectations, and Control 
D)  Control, Expectations and Communication 
A)  Control only 
B)  Expectations and Nurturance 
C)  Nurturance, Expectations, and Control 
D)  Control, Expectations and Communication

Question 9

Two children are arguing over who will get to use the toy stethoscope. They are pulling on it and pushing each other. What might an authoritative teacher do first?

Accepted Answer

A)  Take the stethoscope away for the rest of the day. 
B)  Send the children to time-out. 
C)  Negotiate the conflict. 
D)  Ask the children to say, "Sorry." 
A)  Take the stethoscope away for the rest of the day. 
B)  Send the children to time-out. 
C)  Negotiate the conflict. 
D)  Ask the children to say, "Sorry."

Question 10

Four-year-old Sara waits to take a second helping until everyone else has one. Her teacher says, "Sara, you waited to take more snack. Now you know that everyone got a chance to have some crackers. That was a kind thing to do." What strategy did her teacher use?

Accepted Answer

A)  Positive consequences 
B)  Modeling 
C)  Direct instruction 
D)  Communicating expectations 
A)  Positive consequences 
B)  Modeling 
C)  Direct instruction 
D)  Communicating expectations

Question 11

Describe the four levels of self-regulation and teacher behaviors that support children at each level.

Accepted Answer

The four levels of self-regulation are:

Question 12

What is the least intrusive phase of the Authoritative Teaching Continuum? What adult behavior represents maximum control? When might you use each?

Accepted Answer

Least = observe and

Question 13

Which of the following statements is a characteristic of preschool-age children's thinking?

Accepted Answer

A)  Children's notions of cause and effect are based on mature concepts. 
B)  Children know what is right, but often choose not to do it. 
C)  Children's thinking about right and wrong is well established. 
D)  Children's thinking is characterized by centration. 
A)  Children's notions of cause and effect are based on mature concepts. 
B)  Children know what is right, but often choose not to do it. 
C)  Children's thinking about right and wrong is well established. 
D)  Children's thinking is characterized by centration.

Question 14

What are the four phases through which self-regulation emerges?

Accepted Answer

Amoral
Adherence (external reg

Question 15

When deciding what rules to make for the classroom, teachers should ask themselves which of the following questions?
1) "Is the child's behavior irritating to me?"
2) "Is the child's behavior violating someone's rights?"
3) "Is the child's behavior unsafe?"
4) "Is the child's behavior damaging to property?"

Accepted Answer

A)  Irritation and rights questions 
B)  Irritation, rights and safety questions 
C)  Irritation, rights, safety and property questions 
D)  Rights, safety and property questions 
A)  Irritation and rights questions 
B)  Irritation, rights and safety questions 
C)  Irritation, rights, safety and property questions 
D)  Rights, safety and property questions

Question 16

Describe the relationship between the authoritative teaching style and developmentally appropriate practice. Provide examples to illustrate your response.

Accepted Answer

The authoritative teaching style and dev

Question 17

What is the difference between the uninvolved teaching style and the permissive teaching style?

Accepted Answer

Both styles are low in control

Question 18

In terms of logical consequences, what is the difference between restitution and rehearsal? Give an example of each.

Accepted Answer

Restitution involves making amends by "f

Question 19

When children rely on outside controls to guide their actions they are operating at what level of self-regulation?

Accepted Answer

A)  Amoral 
B)  Adherence 
C)  Identification 
D)  Internalization 
A)  Amoral 
B)  Adherence 
C)  Identification 
D)  Internalization

Question 20

Which of the following is NOT an element of adult socialization that supports the development of self-regulation?

Accepted Answer

A)  Appropriate expectations 
B)  Consistent punishment 
C)  Nurturance 
D)  Communication 
A)  Appropriate expectations 
B)  Consistent punishment 
C)  Nurturance 
D)  Communication

Loretta slams the keys on the computer very roughly after being told to push them more gently. What would be a logical consequence?

Billy is holding the gerbil. Suddenly he begins to squeeze the gerbil tightly. If you want to change his behavior right then, what would you say or do?

Megan and Jerome have been warned that if they continue to throw sand they will have to go to another area to play. You observe them throwing sand again. In this situation what would an authoritative adult do?

To which of the following directions are children LEAST likely to respond by changing their behavior appropriately?

Which of the following reasons is LEAST likely to be one that children in the early childhood years use in determining that an action is bad?

Children in your three-year-old classroom have trouble putting away materials in the dramatic play center. Which of the following strategies would help create REASONABLE expectations for cleaning up?

Discuss each of the four discipline styles described in your textbook and their implications for children's behavior over time.

Permissive adults are low on which of the following dimensions?

Two children are arguing over who will get to use the toy stethoscope. They are pulling on it and pushing each other. What might an authoritative teacher do first?

Four-year-old Sara waits to take a second helping until everyone else has one. Her teacher says, "Sara, you waited to take more snack. Now you know that everyone got a chance to have some crackers. That was a kind thing to do." What strategy did her teacher use?

Describe the four levels of self-regulation and teacher behaviors that support children at each level.

What is the least intrusive phase of the Authoritative Teaching Continuum? What adult behavior represents maximum control? When might you use each?

Which of the following statements is a characteristic of preschool-age children's thinking?

What are the four phases through which self-regulation emerges?

Describe the relationship between the authoritative teaching style and developmentally appropriate practice. Provide examples to illustrate your response.

What is the difference between the uninvolved teaching style and the permissive teaching style?

In terms of logical consequences, what is the difference between restitution and rehearsal? Give an example of each.

When children rely on outside controls to guide their actions they are operating at what level of self-regulation?

Which of the following is NOT an element of adult socialization that supports the development of self-regulation?

Introduction

Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children

Teaching and Learning in Developmentally Appropriate Programs

Planning and Implementing Effective Small-Group Activities

Planning and Implementing Effective Group-Time Activities

Organizing Space and Materials

Assessing and Evaluating Childrens Learning

Strengthening Developmentally Appropriate Programs Through Family Engagement

The Aesthetic Domain

The Affective Domain

The Cognitive Domain

The Language Domain

The Physical Domain

The Social Domain

Integrating Curriculum Through Pretend and Construction Play

Organizing Childrens Learning Over Time

Filters

Exam 7: Child Guidance in Early Childhood Classrooms

Loretta slams the keys on the computer very roughly after being told to push them more gently. What would be a logical consequence?

Billy is holding the gerbil. Suddenly he begins to squeeze the gerbil tightly. If you want to change his behavior right then, what would you say or do?

Megan and Jerome have been warned that if they continue to throw sand they will have to go to another area to play. You observe them throwing sand again. In this situation what would an authoritative adult do?

To which of the following directions are children LEAST likely to respond by changing their behavior appropriately?

Which of the following reasons is LEAST likely to be one that children in the early childhood years use in determining that an action is bad?

Children in your three-year-old classroom have trouble putting away materials in the dramatic play center. Which of the following strategies would help create REASONABLE expectations for cleaning up?

Discuss each of the four discipline styles described in your textbook and their implications for children's behavior over time.

Permissive adults are low on which of the following dimensions?

Two children are arguing over who will get to use the toy stethoscope. They are pulling on it and pushing each other. What might an authoritative teacher do first?

Four-year-old Sara waits to take a second helping until everyone else has one. Her teacher says, "Sara, you waited to take more snack. Now you know that everyone got a chance to have some crackers. That was a kind thing to do." What strategy did her teacher use?

Describe the four levels of self-regulation and teacher behaviors that support children at each level.

What is the least intrusive phase of the Authoritative Teaching Continuum? What adult behavior represents maximum control? When might you use each?

Which of the following statements is a characteristic of preschool-age children's thinking?

What are the four phases through which self-regulation emerges?

Describe the relationship between the authoritative teaching style and developmentally appropriate practice. Provide examples to illustrate your response.

What is the difference between the uninvolved teaching style and the permissive teaching style?

In terms of logical consequences, what is the difference between restitution and rehearsal? Give an example of each.

When children rely on outside controls to guide their actions they are operating at what level of self-regulation?

Which of the following is NOT an element of adult socialization that supports the development of self-regulation?

Introduction

Developmentally Appropriate Practice: An Evolving Framework for Teaching Young Children

Teaching and Learning in Developmentally Appropriate Programs

Planning and Implementing Effective Small-Group Activities

Planning and Implementing Effective Group-Time Activities

Organizing Space and Materials

Assessing and Evaluating Childrens Learning

Strengthening Developmentally Appropriate Programs Through Family Engagement

The Aesthetic Domain

The Affective Domain

The Cognitive Domain

The Language Domain

The Physical Domain

The Social Domain

Integrating Curriculum Through Pretend and Construction Play

Organizing Childrens Learning Over Time

Filters