Deck 6: Emotional Learning and Development

Question 1

Regulation refers to the ability to:

A) cry to summon help
B) manage one's reactions to internal and external events
C) suppress emotions
D) disassociate

Answer 1

manage one's reactions to internal and external events

Question 2

If adults are not sensitive to a child's expression of emotions the child may learn to:

A) engage in social referencing
B) ignore distress
C) cling to adults
D) use aversion and dissociate when fearful

Answer 2

ignore distress

Question 3

A child who signals distress is:

A) very wearing on teachers
B) not going to learn to comfort him/herself
C) providing an opportunity for the adult to help and become the infant's partner in learning about the world
D) distressing to the other children in a group

Answer 3

providing an opportunity for the adult to help and become the infant's partner in learning about the world

Question 4

A sensitive, responsive adult partner helps an infant regulate his/her reactions to allow for some quiet, alert time. This is necessary because:

A) otherwise the baby would always cry or sleep
B) this is when an infant can attend to an interaction or other learning opportunities
C) no adult could bond with an infant who cries all the time
D) the world would be a confusing place to an infant who reacted to everything

Question 5

Knowing about attachment helps teachers understand the child's:

A) ability to regulate
B) temperament
C) parents
D) expectations for relationships

Question 6

Which of the following is most correct? Attachment between a child and parent occurs to:

A) enhance children's brain development
B) satisfy the parent in the relationship
C) ensure that the child feels safe
D) teach children how to express their feelings

Question 7

Which of the following best describes an anxious-ambivalent attachment? The child:

A) doesn't show his distress to others
B) both requests and resists comforting
C) feels safe exploring if he can see his parent
D) can be comforted fairly easily when distressed

Question 8

Which of the following best describes an anxious-avoidant attachment? The child:

A) doesn't show his distress to others but stays in proximity to his parent
B) both requests and resists comforting
C) feels safe exploring if he can see his parent
D) can be comforted fairly easily when distressed

Question 9

Which of the following best describes a secure attachment? The child:

A) doesn't show his distress to others
B) both requests and resists comforting
C) is disorganized in her thinking
D) can be comforted fairly easily when distressed

Question 10

The term "working model" of relationships refers to the fact that:

A) relationships are always working for us
B) mental models can change if circumstances change
C) securely attached infants will always be securely attached toddlers
D) insecurely attached infants will be securely attached toddlers

Question 11

Myrna, Joey's teacher, realizes that Joey needs more time than other children before he will relax and smile in the morning after his Dad brings him into the center. She recognizes which of the following temperamental traits in Joey?

A) Biological rhythms/mood
B) Approach/withdrawal and adaptability
C) Distractibility/sensitivity
D) Activity level/persistence

Question 12

Joey's (Myrna, Joey's teacher, realizes that Joey needs more time than other children before he will relax and smile in the morning after his Dad brings him into the center ) temperamental traits, if grouped, may be called:

A) slow-to-warm-up
B) difficult
C) feisty
D) easy or flexible

Question 13

A newer perspective on temperament has to do with how reactive or the level of vitality the child expresses in response to events. The child with high vitality can:

A) be very tiring for an adult
B) invite interactions but have strong, physiological reactions to frustration
C) lack friendships
D) find it easy to regulate

Question 14

Identity development occurs:

A) when a child develops language
B) through first friendships
C) through moment-by-moment experiences of emotional communication
D) as a young infant studies him/herself in a mirror

Question 15

Cultural beliefs may influence children's behavior because of the culture's:

A) symbolic thinking
B) intersubjectivity rules
C) emotional display rules
D) goodness of fit

Question 16

Michael (8 months old) startled when Sara's father came in the door. He relaxed after he looked at his teacher's face and saw that she was smiling. He was judging the safety of the situation through:

A) emotional expression
B) his own fearful expression
C) social referencing
D) an emotional display

Question 17

Children of mothers who experience long-term depression are most likely to:

A) demand attention
B) express the full range of feelings
C) have difficulty regulating
D) experience secure attachment

Question 18

According to research discussed in this chapter, in order to determine the effects of child care and learning programs on children's outcomes we need to study:

A) the quality of child care and maternal sensitivity
B) maternal sensitivity
C) the quality of the program and child temperament
D) maternal sensitivity and child temperament

Question 19

Gender affects whether a toddler will approach a frightening parent with:

A) share and care or run and shun
B) tend and befriend or fight or flight
C) freeze and please or hit and spit
D) watch and wait or stomp and romp

Question 20

Adults teach gender roles by:

A) giving girls dolls and kitchen sets
B) dressing girls in pink
C) talking to girls more about feelings
D) encouraging boys to express sadness and fear

Question 21

Explain why the attachment relationships between familiar adults and infants/toddlers are so influential.

Question 22

List the primary traits of the three temperament types developed by Thomas and colleagues to describe the dynamic interaction between characteristics that were inherent to the child and characteristics of the child's environment.