Question 1

Match each definition to the corresponding term.
-Body language​

Accepted Answer

A) Associative learning such as Pavlov’s experiments in which dogs learned to associate the sound of a bell with the presentation of food 
B) Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body 
C) The knowledge that something hidden from view is not gone forever, but rather is in another location at            that time and likely to reappear 
D) Prior repeated exposure to negative or painful stimuli interferes with one’s ability to learn in a situation where avoidance or escape is impossible 
E) Overly strict and controlling; belief that children should be unquestioningly obedient at all times
F)Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
G)Indications that a child may need professional screening for possible therapeutic intervention
H)Expression of apprehension and fear when in the presence of unfamiliar people
I)The ability to actively communicate through vocal speech, writing, or sign language
J)Self-sufficiency and self-reliance
K)The child’s physical surroundings, daily routines, and patterns of interacting with others
L)Mental picture, idea, perception, or impression
M)Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
N)The ability to reflect or evaluate one’s own behavior or actions
O)Affective development as distinct from physical and cognitive development
P)A stimulus is ignored once it becomes usual because of repetition
Q)Expression of apprehension and fear when separated even momentarily from primary caregiver
R)The ability to comprehend spoken, written, or signed language
S)Nonverbal communication expressed through facial expression, tone of voice, body
T)Actions that are unplanned; devoid of forethought
U)The process of recognizing and responding to perceived threat or danger
V)Inner feelings, biological urges, pleasures, and discomforts
W)Associative learning such as in the classic experiments of B. F. Skinner in which rats and pigeons were trained to press a lever in order to obtain a food reward
X)Development proceeds from the center of the body outward
Y)Overly lenient; hesitant to intervene in misbehavior; hesitant to set and enforce reasonable limits
Z)Physical contact that is non-exploitative, affectionate, and welcome 
A) Associative learning such as Pavlov’s experiments in which dogs learned to associate the sound of a bell with the presentation of food 
B) Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body 
C) The knowledge that something hidden from view is not gone forever, but rather is in another location at            that time and likely to reappear 
D) Prior repeated exposure to negative or painful stimuli interferes with one’s ability to learn in a situation where avoidance or escape is impossible 
E) Overly strict and controlling; belief that children should be unquestioningly obedient at all times
F)Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
G)Indications that a child may need professional screening for possible therapeutic intervention
H)Expression of apprehension and fear when in the presence of unfamiliar people
I)The ability to actively communicate through vocal speech, writing, or sign language
J)Self-sufficiency and self-reliance
K)The child’s physical surroundings, daily routines, and patterns of interacting with others
L)Mental picture, idea, perception, or impression
M)Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
N)The ability to reflect or evaluate one’s own behavior or actions
O)Affective development as distinct from physical and cognitive development
P)A stimulus is ignored once it becomes usual because of repetition
Q)Expression of apprehension and fear when separated even momentarily from primary caregiver
R)The ability to comprehend spoken, written, or signed language
S)Nonverbal communication expressed through facial expression, tone of voice, body
T)Actions that are unplanned; devoid of forethought
U)The process of recognizing and responding to perceived threat or danger
V)Inner feelings, biological urges, pleasures, and discomforts
W)Associative learning such as in the classic experiments of B. F. Skinner in which rats and pigeons were trained to press a lever in order to obtain a food reward
X)Development proceeds from the center of the body outward
Y)Overly lenient; hesitant to intervene in misbehavior; hesitant to set and enforce reasonable limits
Z)Physical contact that is non-exploitative, affectionate, and welcome

Question 2

Match each definition to the corresponding term.
-Habituated​

Accepted Answer

A) Associative learning such as Pavlov’s experiments in which dogs learned to associate the sound of a bell with the presentation of food 
B) Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body 
C) The knowledge that something hidden from view is not gone forever, but rather is in another location at            that time and likely to reappear 
D) Prior repeated exposure to negative or painful stimuli interferes with one’s ability to learn in a situation where avoidance or escape is impossible 
E) Overly strict and controlling; belief that children should be unquestioningly obedient at all times
F)Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
G)Indications that a child may need professional screening for possible therapeutic intervention
H)Expression of apprehension and fear when in the presence of unfamiliar people
I)The ability to actively communicate through vocal speech, writing, or sign language
J)Self-sufficiency and self-reliance
K)The child’s physical surroundings, daily routines, and patterns of interacting with others
L)Mental picture, idea, perception, or impression
M)Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
N)The ability to reflect or evaluate one’s own behavior or actions
O)Affective development as distinct from physical and cognitive development
P)A stimulus is ignored once it becomes usual because of repetition
Q)Expression of apprehension and fear when separated even momentarily from primary caregiver
R)The ability to comprehend spoken, written, or signed language
S)Nonverbal communication expressed through facial expression, tone of voice, body
T)Actions that are unplanned; devoid of forethought
U)The process of recognizing and responding to perceived threat or danger
V)Inner feelings, biological urges, pleasures, and discomforts
W)Associative learning such as in the classic experiments of B. F. Skinner in which rats and pigeons were trained to press a lever in order to obtain a food reward
X)Development proceeds from the center of the body outward
Y)Overly lenient; hesitant to intervene in misbehavior; hesitant to set and enforce reasonable limits
Z)Physical contact that is non-exploitative, affectionate, and welcome 
A) Associative learning such as Pavlov’s experiments in which dogs learned to associate the sound of a bell with the presentation of food 
B) Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body 
C) The knowledge that something hidden from view is not gone forever, but rather is in another location at            that time and likely to reappear 
D) Prior repeated exposure to negative or painful stimuli interferes with one’s ability to learn in a situation where avoidance or escape is impossible 
E) Overly strict and controlling; belief that children should be unquestioningly obedient at all times
F)Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
G)Indications that a child may need professional screening for possible therapeutic intervention
H)Expression of apprehension and fear when in the presence of unfamiliar people
I)The ability to actively communicate through vocal speech, writing, or sign language
J)Self-sufficiency and self-reliance
K)The child’s physical surroundings, daily routines, and patterns of interacting with others
L)Mental picture, idea, perception, or impression
M)Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
N)The ability to reflect or evaluate one’s own behavior or actions
O)Affective development as distinct from physical and cognitive development
P)A stimulus is ignored once it becomes usual because of repetition
Q)Expression of apprehension and fear when separated even momentarily from primary caregiver
R)The ability to comprehend spoken, written, or signed language
S)Nonverbal communication expressed through facial expression, tone of voice, body
T)Actions that are unplanned; devoid of forethought
U)The process of recognizing and responding to perceived threat or danger
V)Inner feelings, biological urges, pleasures, and discomforts
W)Associative learning such as in the classic experiments of B. F. Skinner in which rats and pigeons were trained to press a lever in order to obtain a food reward
X)Development proceeds from the center of the body outward
Y)Overly lenient; hesitant to intervene in misbehavior; hesitant to set and enforce reasonable limits
Z)Physical contact that is non-exploitative, affectionate, and welcome

Question 3

Give three examples of how preschoolers might typically let one object stand as arepresentation for another in their play.

Accepted Answer

​When preschoolers pretend, th

Question 4

Learned helplessness develops in young children who have too much control over theirenvironment.

Accepted Answer

A) True 
 B)False

Question 5

Caregivers should be very alert and responsive so they will notice the baby's____________________ that she needs or wants something.

Accepted Answer

cues; sign

Question 6

Match each definition to the corresponding term.
-Learned helplessness​

Accepted Answer

A) Associative learning such as Pavlov’s experiments in which dogs learned to associate the sound of a bell with the presentation of food 
B) Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body 
C) The knowledge that something hidden from view is not gone forever, but rather is in another location at            that time and likely to reappear 
D) Prior repeated exposure to negative or painful stimuli interferes with one’s ability to learn in a situation where avoidance or escape is impossible 
E) Overly strict and controlling; belief that children should be unquestioningly obedient at all times
F)Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
G)Indications that a child may need professional screening for possible therapeutic intervention
H)Expression of apprehension and fear when in the presence of unfamiliar people
I)The ability to actively communicate through vocal speech, writing, or sign language
J)Self-sufficiency and self-reliance
K)The child’s physical surroundings, daily routines, and patterns of interacting with others
L)Mental picture, idea, perception, or impression
M)Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
N)The ability to reflect or evaluate one’s own behavior or actions
O)Affective development as distinct from physical and cognitive development
P)A stimulus is ignored once it becomes usual because of repetition
Q)Expression of apprehension and fear when separated even momentarily from primary caregiver
R)The ability to comprehend spoken, written, or signed language
S)Nonverbal communication expressed through facial expression, tone of voice, body
T)Actions that are unplanned; devoid of forethought
U)The process of recognizing and responding to perceived threat or danger
V)Inner feelings, biological urges, pleasures, and discomforts
W)Associative learning such as in the classic experiments of B. F. Skinner in which rats and pigeons were trained to press a lever in order to obtain a food reward
X)Development proceeds from the center of the body outward
Y)Overly lenient; hesitant to intervene in misbehavior; hesitant to set and enforce reasonable limits
Z)Physical contact that is non-exploitative, affectionate, and welcome 
A) Associative learning such as Pavlov’s experiments in which dogs learned to associate the sound of a bell with the presentation of food 
B) Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body 
C) The knowledge that something hidden from view is not gone forever, but rather is in another location at            that time and likely to reappear 
D) Prior repeated exposure to negative or painful stimuli interferes with one’s ability to learn in a situation where avoidance or escape is impossible 
E) Overly strict and controlling; belief that children should be unquestioningly obedient at all times
F)Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
G)Indications that a child may need professional screening for possible therapeutic intervention
H)Expression of apprehension and fear when in the presence of unfamiliar people
I)The ability to actively communicate through vocal speech, writing, or sign language
J)Self-sufficiency and self-reliance
K)The child’s physical surroundings, daily routines, and patterns of interacting with others
L)Mental picture, idea, perception, or impression
M)Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
N)The ability to reflect or evaluate one’s own behavior or actions
O)Affective development as distinct from physical and cognitive development
P)A stimulus is ignored once it becomes usual because of repetition
Q)Expression of apprehension and fear when separated even momentarily from primary caregiver
R)The ability to comprehend spoken, written, or signed language
S)Nonverbal communication expressed through facial expression, tone of voice, body
T)Actions that are unplanned; devoid of forethought
U)The process of recognizing and responding to perceived threat or danger
V)Inner feelings, biological urges, pleasures, and discomforts
W)Associative learning such as in the classic experiments of B. F. Skinner in which rats and pigeons were trained to press a lever in order to obtain a food reward
X)Development proceeds from the center of the body outward
Y)Overly lenient; hesitant to intervene in misbehavior; hesitant to set and enforce reasonable limits
Z)Physical contact that is non-exploitative, affectionate, and welcome

Question 7

School-aged children are not yet able to comprehend their own interests and intentions.

Accepted Answer

A) True 
 B)False

Question 8

Toddlers show a wide range of reactions to strangers, depending on their own temperamentand past ____________________.

Accepted Answer

The answer of Toddlers show a wide range of reactions...

Question 9

When babies develop ____________________, they become aware that something hiddenfrom view is not gone forever.

Accepted Answer

The answer of When babies develop ____________________, they become aware...

Question 10

Repetitive activities such as thumb-sucking and hair-twisting are called cyclical____________________.

Accepted Answer

The answer of Repetitive activities such as thumb-sucking and hair-twisting...

Question 11

Older toddlers begin to develop a self-concept based on what they are told and how theyare treated.

Accepted Answer

A) True 
 B)False

Question 12

Preschoolers develop the capacity to manipulate symbols, letting one object stand as arepresentation for another.

Accepted Answer

A) True 
 B)False

Question 13

Match each definition to the corresponding term.
-Internal sensations​

Accepted Answer

A) Associative learning such as Pavlov’s experiments in which dogs learned to associate the sound of a bell with the presentation of food 
B) Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body 
C) The knowledge that something hidden from view is not gone forever, but rather is in another location at            that time and likely to reappear 
D) Prior repeated exposure to negative or painful stimuli interferes with one’s ability to learn in a situation where avoidance or escape is impossible 
E) Overly strict and controlling; belief that children should be unquestioningly obedient at all times
F)Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
G)Indications that a child may need professional screening for possible therapeutic intervention
H)Expression of apprehension and fear when in the presence of unfamiliar people
I)The ability to actively communicate through vocal speech, writing, or sign language
J)Self-sufficiency and self-reliance
K)The child’s physical surroundings, daily routines, and patterns of interacting with others
L)Mental picture, idea, perception, or impression
M)Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
N)The ability to reflect or evaluate one’s own behavior or actions
O)Affective development as distinct from physical and cognitive development
P)A stimulus is ignored once it becomes usual because of repetition
Q)Expression of apprehension and fear when separated even momentarily from primary caregiver
R)The ability to comprehend spoken, written, or signed language
S)Nonverbal communication expressed through facial expression, tone of voice, body
T)Actions that are unplanned; devoid of forethought
U)The process of recognizing and responding to perceived threat or danger
V)Inner feelings, biological urges, pleasures, and discomforts
W)Associative learning such as in the classic experiments of B. F. Skinner in which rats and pigeons were trained to press a lever in order to obtain a food reward
X)Development proceeds from the center of the body outward
Y)Overly lenient; hesitant to intervene in misbehavior; hesitant to set and enforce reasonable limits
Z)Physical contact that is non-exploitative, affectionate, and welcome 
A) Associative learning such as Pavlov’s experiments in which dogs learned to associate the sound of a bell with the presentation of food 
B) Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body 
C) The knowledge that something hidden from view is not gone forever, but rather is in another location at            that time and likely to reappear 
D) Prior repeated exposure to negative or painful stimuli interferes with one’s ability to learn in a situation where avoidance or escape is impossible 
E) Overly strict and controlling; belief that children should be unquestioningly obedient at all times
F)Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
G)Indications that a child may need professional screening for possible therapeutic intervention
H)Expression of apprehension and fear when in the presence of unfamiliar people
I)The ability to actively communicate through vocal speech, writing, or sign language
J)Self-sufficiency and self-reliance
K)The child’s physical surroundings, daily routines, and patterns of interacting with others
L)Mental picture, idea, perception, or impression
M)Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
N)The ability to reflect or evaluate one’s own behavior or actions
O)Affective development as distinct from physical and cognitive development
P)A stimulus is ignored once it becomes usual because of repetition
Q)Expression of apprehension and fear when separated even momentarily from primary caregiver
R)The ability to comprehend spoken, written, or signed language
S)Nonverbal communication expressed through facial expression, tone of voice, body
T)Actions that are unplanned; devoid of forethought
U)The process of recognizing and responding to perceived threat or danger
V)Inner feelings, biological urges, pleasures, and discomforts
W)Associative learning such as in the classic experiments of B. F. Skinner in which rats and pigeons were trained to press a lever in order to obtain a food reward
X)Development proceeds from the center of the body outward
Y)Overly lenient; hesitant to intervene in misbehavior; hesitant to set and enforce reasonable limits
Z)Physical contact that is non-exploitative, affectionate, and welcome

Question 14

Trauma and chronic stress can affect an infant's brain development.

Accepted Answer

A) True 
 B)False

Question 15

When toddlers become very attached to a comfort object such as a pacifier or a stuffedtoy, an appropriate course of action for adults is to​

Accepted Answer

A) respect the child's need for this emotional crutch and gently nudge the child to give it up whenthe child is a bit older. 
B) firmly say "no" and take the item away any time you see the child with it. 
C) distract the child and get rid of the item when the child is not looking. 
D) tell the child the item is dirty and nasty and has to be thrown away for the child's own good. 
E) none of these. 
A) respect the child's need for this emotional crutch and gently nudge the child to give it up whenthe child is a bit older. 
B) firmly say "no" and take the item away any time you see the child with it. 
C) distract the child and get rid of the item when the child is not looking. 
D) tell the child the item is dirty and nasty and has to be thrown away for the child's own good. 
E) none of these.

Question 16

Toddlers comprehend only key words in the kind of sentences that are generally used innormal adult speech.

Accepted Answer

A) True 
 B)False

Question 17

Match each definition to the corresponding term.
-Appropriate touch​

Accepted Answer

A) Associative learning such as Pavlov’s experiments in which dogs learned to associate the sound of a bell with the presentation of food 
B) Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body 
C) The knowledge that something hidden from view is not gone forever, but rather is in another location at            that time and likely to reappear 
D) Prior repeated exposure to negative or painful stimuli interferes with one’s ability to learn in a situation where avoidance or escape is impossible 
E) Overly strict and controlling; belief that children should be unquestioningly obedient at all times
F)Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
G)Indications that a child may need professional screening for possible therapeutic intervention
H)Expression of apprehension and fear when in the presence of unfamiliar people
I)The ability to actively communicate through vocal speech, writing, or sign language
J)Self-sufficiency and self-reliance
K)The child’s physical surroundings, daily routines, and patterns of interacting with others
L)Mental picture, idea, perception, or impression
M)Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
N)The ability to reflect or evaluate one’s own behavior or actions
O)Affective development as distinct from physical and cognitive development
P)A stimulus is ignored once it becomes usual because of repetition
Q)Expression of apprehension and fear when separated even momentarily from primary caregiver
R)The ability to comprehend spoken, written, or signed language
S)Nonverbal communication expressed through facial expression, tone of voice, body
T)Actions that are unplanned; devoid of forethought
U)The process of recognizing and responding to perceived threat or danger
V)Inner feelings, biological urges, pleasures, and discomforts
W)Associative learning such as in the classic experiments of B. F. Skinner in which rats and pigeons were trained to press a lever in order to obtain a food reward
X)Development proceeds from the center of the body outward
Y)Overly lenient; hesitant to intervene in misbehavior; hesitant to set and enforce reasonable limits
Z)Physical contact that is non-exploitative, affectionate, and welcome 
A) Associative learning such as Pavlov’s experiments in which dogs learned to associate the sound of a bell with the presentation of food 
B) Growth follows a pattern that begins with the head and upper body parts and then proceeds to the rest of the body 
C) The knowledge that something hidden from view is not gone forever, but rather is in another location at            that time and likely to reappear 
D) Prior repeated exposure to negative or painful stimuli interferes with one’s ability to learn in a situation where avoidance or escape is impossible 
E) Overly strict and controlling; belief that children should be unquestioningly obedient at all times
F)Reasonable limits and follow-up to assure consistency; children are engaged in developing appropriate rules and discussing the consequences of positive and negative behaviors on others. The individual ability, needs, and interests of children are taken into account. Children are encouraged to assume responsibility for their own behavior, posture, and gestures.
G)Indications that a child may need professional screening for possible therapeutic intervention
H)Expression of apprehension and fear when in the presence of unfamiliar people
I)The ability to actively communicate through vocal speech, writing, or sign language
J)Self-sufficiency and self-reliance
K)The child’s physical surroundings, daily routines, and patterns of interacting with others
L)Mental picture, idea, perception, or impression
M)Perceptions taken in through the senses that might incite activity or thought; objects or events seen, smelled, heard, felt, or tasted; incentives for action
N)The ability to reflect or evaluate one’s own behavior or actions
O)Affective development as distinct from physical and cognitive development
P)A stimulus is ignored once it becomes usual because of repetition
Q)Expression of apprehension and fear when separated even momentarily from primary caregiver
R)The ability to comprehend spoken, written, or signed language
S)Nonverbal communication expressed through facial expression, tone of voice, body
T)Actions that are unplanned; devoid of forethought
U)The process of recognizing and responding to perceived threat or danger
V)Inner feelings, biological urges, pleasures, and discomforts
W)Associative learning such as in the classic experiments of B. F. Skinner in which rats and pigeons were trained to press a lever in order to obtain a food reward
X)Development proceeds from the center of the body outward
Y)Overly lenient; hesitant to intervene in misbehavior; hesitant to set and enforce reasonable limits
Z)Physical contact that is non-exploitative, affectionate, and welcome

Question 18

Red flags indicating the possibility of developmental problems include all of thefollowing except​

Accepted Answer

A) delays in motor skill development. 
B) excessive aggression. 
C) severe withdrawal. 
D) extreme curiosity. 
E) language delays. 
A) delays in motor skill development. 
B) excessive aggression. 
C) severe withdrawal. 
D) extreme curiosity. 
E) language delays.

Question 19

Newborns have no conscious control over their behavior.

Accepted Answer

A) True 
 B)False

Question 20

Newborn behaviors result almost exclusively from uncontrolled reflexes.

Accepted Answer

A) True 
 B)False

Match each definition to the corresponding term. -Body language

Match each definition to the corresponding term. -Habituated

Give three examples of how preschoolers might typically let one object stand as arepresentation for another in their play.

Learned helplessness develops in young children who have too much control over theirenvironment.

Caregivers should be very alert and responsive so they will notice the baby's____________________ that she needs or wants something.

Match each definition to the corresponding term. -Learned helplessness

School-aged children are not yet able to comprehend their own interests and intentions.

Toddlers show a wide range of reactions to strangers, depending on their own temperamentand past ____________________.

When babies develop ____________________, they become aware that something hiddenfrom view is not gone forever.

Repetitive activities such as thumb-sucking and hair-twisting are called cyclical____________________.

Older toddlers begin to develop a self-concept based on what they are told and how theyare treated.

Preschoolers develop the capacity to manipulate symbols, letting one object stand as arepresentation for another.

Match each definition to the corresponding term. -Internal sensations

Trauma and chronic stress can affect an infant's brain development.

When toddlers become very attached to a comfort object such as a pacifier or a stuffedtoy, an appropriate course of action for adults is to

Toddlers comprehend only key words in the kind of sentences that are generally used innormal adult speech.

Match each definition to the corresponding term. -Appropriate touch

Red flags indicating the possibility of developmental problems include all of thefollowing except

Newborns have no conscious control over their behavior.

Newborn behaviors result almost exclusively from uncontrolled reflexes.

Why Guidance Matters

Historical Perspectives and Guidance Theories

How to Observe Children

Serving Culturally Diverse Children and Families

Understanding Children With Ability Differences

Designing Developmentally Appropriate Environments Inside and Out

Building Relationships Through Positive Communication

Fundamental Causes of Positive and Negative Behavior

Effective Guidance Interventions

Mistaken Goals, Motivation, and Mindfulness

Filters

Exam 3: Understanding Childrens Behavior

Match each definition to the corresponding term. -Body language​

Match each definition to the corresponding term. -Habituated​

Give three examples of how preschoolers might typically let one object stand as arepresentation for another in their play.

Learned helplessness develops in young children who have too much control over theirenvironment.

Caregivers should be very alert and responsive so they will notice the baby's____________________ that she needs or wants something.

Match each definition to the corresponding term. -Learned helplessness​

School-aged children are not yet able to comprehend their own interests and intentions.

Toddlers show a wide range of reactions to strangers, depending on their own temperamentand past ____________________.

When babies develop ____________________, they become aware that something hiddenfrom view is not gone forever.

Repetitive activities such as thumb-sucking and hair-twisting are called cyclical____________________.

Older toddlers begin to develop a self-concept based on what they are told and how theyare treated.

Preschoolers develop the capacity to manipulate symbols, letting one object stand as arepresentation for another.

Match each definition to the corresponding term. -Internal sensations​

Trauma and chronic stress can affect an infant's brain development.

When toddlers become very attached to a comfort object such as a pacifier or a stuffedtoy, an appropriate course of action for adults is to​

Toddlers comprehend only key words in the kind of sentences that are generally used innormal adult speech.

Match each definition to the corresponding term. -Appropriate touch​

Red flags indicating the possibility of developmental problems include all of thefollowing except​

Newborns have no conscious control over their behavior.

Newborn behaviors result almost exclusively from uncontrolled reflexes.

Why Guidance Matters

Historical Perspectives and Guidance Theories

How to Observe Children

Serving Culturally Diverse Children and Families

Understanding Children With Ability Differences

Designing Developmentally Appropriate Environments Inside and Out

Building Relationships Through Positive Communication

Fundamental Causes of Positive and Negative Behavior

Effective Guidance Interventions

Mistaken Goals, Motivation, and Mindfulness

Filters

Match each definition to the corresponding term. -Body language

Match each definition to the corresponding term. -Habituated

Match each definition to the corresponding term. -Learned helplessness

Match each definition to the corresponding term. -Internal sensations

When toddlers become very attached to a comfort object such as a pacifier or a stuffedtoy, an appropriate course of action for adults is to

Match each definition to the corresponding term. -Appropriate touch

Red flags indicating the possibility of developmental problems include all of thefollowing except