Question 1

Match each definition to the corresponding term.
-Separation anxiety​

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

Trauma and chronic ____________________ change the way an infant's brain develops.

Accepted Answer

The answer of Trauma and chronic ____________________ change the way...

Question 3

Toddlers must be pushed to learn or they will not strive to achieve autonomy.

Accepted Answer

A) True 
 B)False

Question 4

Babies will explore the environment best if they have caregivers who require them toentertain themselves.

Accepted Answer

A) True 
 B)False

Question 5

Which of the following is not a critical indicator of competence in three-year-olds?​

Accepted Answer

A) Ability to count to ten and say the alphabet correctly 
B) Self-confidence and intellectual inquisitiveness 
C) Ability to use language to communicate 
D) Ability to relate well to others and to show empathy 
A) Ability to count to ten and say the alphabet correctly 
B) Self-confidence and intellectual inquisitiveness 
C) Ability to use language to communicate 
D) Ability to relate well to others and to show empathy

Question 6

Match each definition to the corresponding term.
-Expressive 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 7

Match each definition to the corresponding term.
-Authoritative​

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 8

As they become more aware of unpleasant realities in the world around them, it is notunusual for early school-agers to experience nightmares or develop irrational____________________.

Accepted Answer

The answer of As they become more aware of unpleasant...

Question 9

Describe effective child guidance for school-aged children.

Accepted Answer

Adults should be firm, fair, reasonable,

Question 10

Young school-agers may become very upset if an adult's actions seem unfair to them.

Accepted Answer

A) True 
 B)False

Question 11

Preschoolers should be encouraged to do things for themselves.

Accepted Answer

A) True 
 B)False

Question 12

Children have individual patterns and rates of development.

Accepted Answer

A) True 
 B)False

Question 13

Preschoolers need help focusing their attention on the probable consequences of theiractions.

Accepted Answer

A) True 
 B)False

Question 14

Babies and toddlers are unable to comprehend or respond to nonverbal communication.

Accepted Answer

A) True 
 B)False

Question 15

To maximize a toddler's comprehension of important communication, it is important to​

Accepted Answer

A) look directly into the child's eyes and always speak loudly to get the child's full attention. 
B) choose key words and use facial expressions and body gestures that emphasize meaning. 
C) use many elaborate words that stimulate and enrich the child's vocabulary. 
D) use only holophrases because that is all the toddler can comprehend. 
E) both look directly into the child's eyes and always speak loudly to get the child's full attention,as well as choose key words and use facial expressions and body gestures that emphasizemeaning. 
A) look directly into the child's eyes and always speak loudly to get the child's full attention. 
B) choose key words and use facial expressions and body gestures that emphasize meaning. 
C) use many elaborate words that stimulate and enrich the child's vocabulary. 
D) use only holophrases because that is all the toddler can comprehend. 
E) both look directly into the child's eyes and always speak loudly to get the child's full attention,as well as choose key words and use facial expressions and body gestures that emphasizemeaning.

Question 16

Babies should be taught to be suspicious of any adults outside their own families.

Accepted Answer

A) True 
 B)False

Question 17

Which of the following is not typical of the concrete operational period?​

Accepted Answer

A) The child has mastered abstract thinking. 
B) The child can take into account more than one perspective simultaneously. 
C) The child can understand and solve concrete but not abstract problems. 
D) The child develops the ability to replay events mentally and evaluate experience logically. 
E) The child does not consider all logically possible outcomes. 
A) The child has mastered abstract thinking. 
B) The child can take into account more than one perspective simultaneously. 
C) The child can understand and solve concrete but not abstract problems. 
D) The child develops the ability to replay events mentally and evaluate experience logically. 
E) The child does not consider all logically possible outcomes.

Question 18

Describe the preoperational period.

Accepted Answer

The preoperational period is the second

Question 19

Match each definition to the corresponding term.
-Concept​

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 20

For healthy emotional development, infants must gain a sense of ____________________.

Accepted Answer

The answer of For healthy emotional development, infants must gain...

Match each definition to the corresponding term. -Separation anxiety

Trauma and chronic ____________________ change the way an infant's brain develops.

Toddlers must be pushed to learn or they will not strive to achieve autonomy.

Babies will explore the environment best if they have caregivers who require them toentertain themselves.

Which of the following is not a critical indicator of competence in three-year-olds?

Match each definition to the corresponding term. -Expressive language

Match each definition to the corresponding term. -Authoritative

As they become more aware of unpleasant realities in the world around them, it is notunusual for early school-agers to experience nightmares or develop irrational____________________.

Describe effective child guidance for school-aged children.

Young school-agers may become very upset if an adult's actions seem unfair to them.

Preschoolers should be encouraged to do things for themselves.

Children have individual patterns and rates of development.

Preschoolers need help focusing their attention on the probable consequences of theiractions.

Babies and toddlers are unable to comprehend or respond to nonverbal communication.

To maximize a toddler's comprehension of important communication, it is important to

Babies should be taught to be suspicious of any adults outside their own families.

Which of the following is not typical of the concrete operational period?

Describe the preoperational period.

Match each definition to the corresponding term. -Concept

For healthy emotional development, infants must gain a sense of ____________________.

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. -Separation anxiety​

Trauma and chronic ____________________ change the way an infant's brain develops.

Toddlers must be pushed to learn or they will not strive to achieve autonomy.

Babies will explore the environment best if they have caregivers who require them toentertain themselves.

Which of the following is not a critical indicator of competence in three-year-olds?​

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

Match each definition to the corresponding term. -Authoritative​

As they become more aware of unpleasant realities in the world around them, it is notunusual for early school-agers to experience nightmares or develop irrational____________________.

Describe effective child guidance for school-aged children.

Young school-agers may become very upset if an adult's actions seem unfair to them.

Preschoolers should be encouraged to do things for themselves.

Children have individual patterns and rates of development.

Preschoolers need help focusing their attention on the probable consequences of theiractions.

Babies and toddlers are unable to comprehend or respond to nonverbal communication.

To maximize a toddler's comprehension of important communication, it is important to​

Babies should be taught to be suspicious of any adults outside their own families.

Which of the following is not typical of the concrete operational period?​

Describe the preoperational period.

Match each definition to the corresponding term. -Concept​

For healthy emotional development, infants must gain a sense of ____________________.

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. -Separation anxiety

Which of the following is not a critical indicator of competence in three-year-olds?

Match each definition to the corresponding term. -Expressive language

Match each definition to the corresponding term. -Authoritative

To maximize a toddler's comprehension of important communication, it is important to

Which of the following is not typical of the concrete operational period?

Match each definition to the corresponding term. -Concept