Foundations of Early Childhood Education Teaching Children in a Diverse Society 7Th Edition By Janet – Test Bank
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Sample Test
Chapter 03
Communicating with Young Children
Multiple Choice Questions
1. According
to NAEYC’s Program Standard 1, relationships are crucial for the development
of:
A.personal responsibility
B. self-regulation
C. positive sense of self
D. feeling of security
E. all
of the above
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2. Which
of the following statements regarding children’s development is FALSE?
A.Emotional security, cultivated from warm responsive relationships, is
important for the healthy development of children’s brains.
B. Rising
cortisol levels, caused by stress, resulting in the destruction of neurons, but
they do not affect brain synapses.
C. A child’s intelligence has its origins in her/his specific emotional
experiences.
D. Babies who have close relationships with caregivers are more likely to
be resilient and to thrive than babies who do not.
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3. When
her 3-year-old students talk to her, Evelyn makes sure that she listens using
all of her senses. She watches the children’s non-verbal messages, as well as
their body language. Sometimes, Evelyn even uses her intuition to understand
the children’s messages. Which communication skill is Evelyn using?
A.receptive listening
B. full-body listening
C. holistic
listening
D. expressive language
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4. Two-year-old
Henry understands many more words than he is able to use himself. This reflects
which of the following points about communication?
A.Receptive
language develops faster than expressive language.
B. Expressive language develops faster than receptive language.
C. Holistic listening is especially important with young children whose
language skills are limited.
D. Holistic listening establishes a medium for communication and opens up
conversations.
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5. Three-year-old
Barra is upset as his mother leaves his daycare center. He sits at the window
and cries as she pulls away in her vehicle. What is the best first response for
Barra’s preschool teacher to make?
A.Pick up his favorite toy and say, “Come, Barra, let’s play with your favorite
toy.”
B. Say,
“Barra, you’re really upset about your mommy leaving.”
C. Put a hand on his shoulder and say, “It’s okay, Barra. She will be back
in a few hours.”
D. Send another child over to distract him.
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6. Fredrico
is a family daycare provider who cares for Nolan, an infant with special needs.
When Nolan begins crying, and Fredrico cannot figure out the source of his
problem, what is the best action he can try?
A.re-position
Nolan
B. give Nolan a pacifier
C. leave Nolan in his crib to “self-calm”
D. use expressive language to soothe Nolan
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7. During
recess, four-year-old Bethany is playing with some dolls. When her classmate,
Clarissa, comes up and puts one of the dolls in a carriage, Bethany screams,
“Stop that. I’m playing with her.” Of the following teacher responses, which
one is most likely to encourage Bethany to solve this problem?
A.”Bethany, be nice. Why do you always yell about every little thing?”
B. “You
don’t want Clarissa touching the dolls?”
C. “Stop that yelling. Don’t fuss.”
D. “Come on, Bethany, Clarissa is just playing with the dolls. It’s no big
deal.”
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8. According
to your text, what is the most powerful non-violent tool a child has at his/her
disposal?
A.discounting of feelings
B. crying
C. threats
D. rejection
of another person
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9. Shanna
works as a 4-year-old preschool teacher. If Shanna wants to help her students
understand and appreciate differences in skin color, she should do all but
which of the following?
A.Look for ways to create positive images for Black and other dark colors in
her storytelling.
B. Offer several colors of paints and crayons that represent different
skin colors, and encourage children to use them in their artwork period.
C. Avoid
discussions of skin color with the children to avoid overemphasizing
differences.
D. Examine her own attitudes and prejudices.
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10.
Suggestions for effective communication with children include
all but which of the following?
A.Avoid questions that put children on the spot.
B. Use
distraction when children are in distress.
C. Try not to send verbal messages that are inconsistent with the
non-verbal messages period.
D. Avoid using rhetorical questions.
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11.
Clara has just prepared lunch for her daughter, Mary, who is
playing with some toys. If she wants Mary to wash her hands and come for lunch,
what should Clara say to Mary?
A.“Mary,
it’s time for lunch. Go wash your hands. You can play with the toys after
lunch.”
B. “Mary, do you want to go wash your hands and have lunch?”
C. “Mary, wash up and come for lunch now, okay? You can play more later.”
D. “Mary, I think it’s time to wash up for lunch.”
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12.
All but which of the following are problems with impression
management?
A.It can lead the child to be dependent on the adult for understanding her/his
own desires.
B. It teaches children to mistrust their senses.
C. It
hinders children from learning to respect and honor diversity.
D. It gives the message that the child’s perceptions are wrong, narrowing
his/her experiences.
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13.
From her facial expressions and body language, it is obvious
that Karyn is feeling sad. However, she forces a smile while she talks to her
boyfriend. Karyn is demonstrating which problem in communication?
A.incongruence
B. discounting
C. distraction
D. antibias response
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14.
The classroom rabbit dies on the spot and Sarah begins to cry
uncontrollably. According to the textbook, the best method to manage this
situation is to:
A.Have one of the teachers lead Sarah out of the classroom to sooth her while
another teacher hides the rabbit in the closet and starts circle time as if the
death never happened
B. Tell all the children that death is part of life and tomorrow is
another day
C. Tell the children that you will replace the rabbit with another tomorrow
D. Acknowledge
the children’s responses, help them develop a rational understanding of death,
and help them process their emotions through appropriate activities (e.g.,
burying the rabbit, writing down feelings, etc.)
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15.
In which of the following cultures is the open and verbal
expression of anger most likely to be considered healthy?
A.No culture; restrictions against open expressions of anger are frowned upon
in almost all cultures.
B. Japan
C. U.S.
D. China
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16.
During art time, three-year-old Jeremy squeezes out a puddle of
glue on the art table. Which of the following is the best response from
Jeremy’s teacher?
A.”Don’t you know where the glue goes?”
B. Laughing and saying, “What am I going to do with you?”
C. “Why did you do that?”
D. “Looks
like you enjoyed squeezing that glue.”
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17.
Furio is a student majoring in early childhood education and has
an internship. When he is at school, Furio follows his professor’s suggestion
to keep anecdotal records. Furio has found that he doesn’t have time to do this
during the day, but he does manage to make observations at the end of the day.
After three weeks, Furio notices that he has no notes on a child named Caleb.
What does this suggest?
A.Furio is not very good at observation and self-reflection.
B. Caleb is well-behaved and, therefore, doesn’t garner much attention.
C. Caleb is shy, and Furio should help him “come out of his shell.”
D. Furio
has not been noticing Caleb and needs to make more of an effort to pay
attention to him.
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18.
NAEYC’s second program standard is concerned with _________.
A.relationships
B. curriculum
C. safety
D. communication
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19.
Stress-related changes in cortisol affect the brain in all but
which of the following ways?
A.It
can cause an imbalance in hemispheric function.
B. It can damage neurons.
C. It can reduce the number of synapses in particular parts of the brain.
D. With continued exposure, it can impact brain function and cause
developmental delays.
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True / False Questions
20.
According to this textbook, the cognitive development of young
children and the promotion of their academic skills are secondary to the
development of their emotional health and relationships.
TRUE
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21.
The term receptive language refers to a child’s ability to talk.
FALSE
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22.
Self-calming, often through thumb sucking or having a special
object like a blanket, is one of the most important skills a child can learn.
TRUE
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23.
Criticizing and giving orders are techniques that serve as
“conversation stoppers,” while discounting is a technique that serves as a
“conversation starter.”
FALSE
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24.
Caregivers and teachers should always use non-judgmental
responses when listening and responding to children’s problem situations.
TRUE
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25.
Fixing a child’s problem instead of giving her a chance to solve
it on her own not only helps her feel empowered, but it also helps her develop
problem-solving strategies.
FALSE
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26.
Four-year-old Kyan tells his preschool teacher, “I hate you.”
His teacher’s best response is to sit Kyan down and talk with him about the
importance of loving one another and the ugliness of hate.
FALSE
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27.
A distraction is an effective method for helping children in
distress.
FALSE
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28.
The difference between distraction and redirection is that
distraction cuts the child off from her/his feelings, while redirection
acknowledges the feelings.
TRUE
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29.
Children engaged in unwanted behaviors will respond better to
direct questions (e.g., “Why did you do that?”) than open-ended question (e.g.,
“Looks like you really enjoy throwing these wooden blocks.”).
FALSE
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30.
According to the text, listening is the first step to solving
the problem when a child is upset.
TRUE
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31.
Since crying is not a form of communication, the early childhood
professional should focus on making the crying go away when faced with a crying
child.
FALSE
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32.
When a teacher uses incongruent or double-bind messages in
his/her communication, h/she sends two different messages to a child, leaving
the child to question which message to believe.
TRUE
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33.
Psychological and sociological researchers have found that
smiles have fairly consistent meanings across different cultures.
FALSE
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34.
Understanding various non-verbal cultural cues, such as body
language or facial expressions, can reduce the likelihood of incongruent communications.
TRUE
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Essay Questions
35.
Explain what is involved in holistic listening. Describe two
times — once when someone listened to you holistically and once when someone did
not. Compare and contrast the feelings you experienced.
Holistic listening is listening beyond the ears — listening with
all of one’s senses. It includes paying attention to non-verbal aspects of
communication — facial expressions and body language. It also might include the
use of intuition in understanding what someone is saying. Holistic listening
also includes letting the other person know that they are being heard. This is
often accomplished by repeating back the other’s message in one’s own words. This
opens up a conversation and encourages communication. (Student response will
vary for the remainder of the question, but should include 2 examples and
reference to the feelings produced.)
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36.
List seven strategies for effective communication presented in
your text.
1) ask real questions, not rhetorical ones; 2) validate feelings
and perceptions, rather than discounting them; 3) address uncomfortable
situations directly; don’t ignore the obvious; 4) avoid being incongruent with
verbal and non-verbal messages; 5) don’t put the other person in a
“double-bind”; 6) use redirection instead of distraction; and, 7) be sensitive
about questioning children, taking into account cultural differences and
avoiding the use of direct questions that put children on the spot.
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37.
Define anecdotal records, and explain how they can be used in an
early childhood setting.
Anecdotal records are written descriptions of an incident or
behavior. These can be noted on scratch paper or index cards. Anecdotal records
are especially useful for improving communication skills. The early childhood
setting requires a good deal of spontaneity, and sometimes the adult’s reaction
is less than desirable in these circumstances. Tracking of specific incidents
can serve as a reminder to reflect on situations and assess one’s
effectiveness, making changes in the future as necessary. Anecdotal records can
also help the adult track her/his interaction with the children and help make
clear when more attention is needed, particularly with students who might
otherwise go unnoticed.
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Chapter 05
Guiding Young Children’s Behavior
Multiple Choice Questions
1. Regarding
behavioral expectations for children at different ages and stages, which of the
following statements is FALSE?
A.Since they are still learning to distinguish fantasy from reality, it is
common for three-year-old children to tell untruths.
B. Two-year-old children are naturally defiant as they struggle to
experience their own autonomy.
C. When four-year-old children steal items, it may reflect that they are
in an early stage of moral development.
D. When
school-age children are argumentative, it is a signal that they lack
socialization.
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2. Early
childhood guidance includes all but which of the following?
A.attempting
to control children’s behavior period.
B. focusing on preventing children’s misbehavior period.
C. teaching children alternative ways to behave and control themselves
period.
D. understanding that children are born with the need for attachment and
often require teaching on how best to relate with others period.
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3. The
guidance methods presented in the textbook are most consistent with which view
of authority?
A.Children should be taught to be obedient to adults.
B. Children
should be independent thinkers.
C. Children should learn to conform to proper standards for behavior.
D. Children should learn the rituals and traditions important in society.
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4. A
child’s behavior is influenced by which of the following factors:
A.The environment, including the setup and the availability/accessibility of
materials and other affordances
B. How the adults, parents and teachers alike, respond to children’s
unacceptable behaviors
C. How the adults, parents and teachers alike, behave and speak to the
children
D. The curriculum
E. All
of the above
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5. Four-year-old
Suzie has just bitten her younger brother. At which point will Suzie be most
open to learning from her misbehavior?
A.right
after having bitten her brother period
B. after she has had a “time-out” and time to think about her misbehavior
period
C. whenever her caregiver has the time to sit down and discuss the
consequences of Suzie’s behavior period
D. after she gets a spanking for such unacceptable behavior period
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6. The
primary problem with spanking and other forms of physical punishment is that
its use
A.encourages children to be obedient and never question authority.
B. makes it difficult for children to develop the skills they need to
think for themselves.
C. teaches
children that using force is an acceptable way to solve problems.
D. makes children more susceptible to peer pressure in adolescence.
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7. Regarding
the side effects of punishment, which of the following statements is FALSE?
A.The most aggressive children in early childhood programs are often the ones
whose parents use spanking or other forms of severe punishment.
B. Children can become immune to punishment, forcing adults to increase
the degree of force to make their point.
C. Children
who spend time around punishing adults become more empathetic and are less
likely to use punishment to control other children.
D. Spanking humiliates children, leaving them hurt and angry.
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8. Review
the following statements regarding “time-out” as a guidance tool. Which of the
following statements are TRUE?
A.Compared to the other guidance tools, time-out is one of the most useful
alternatives
B. When placing a child in time-out, the adult should determine the amount
of time and set a timer so the child knows when s/he can leave time-out
C. Time-out
is a nonviolent alternative to spanking when the child is truly out of control
D. All of these
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9. First
grade teacher Ajit Patel has a student, Noel, who refuses to hang up her coat.
Each morning, Noel just throws her jacket anywhere it happens to land. To
provide guidance, Patel does not immediately do anything. Instead, when Noel
wants to go out for recess and cannot find her jacket, Patel tells her that she
cannot go to recess. Which guidance tool is Ajit Patel using?
A.experiencing
consequences of one’s actions
B. time-out
C. redirecting inappropriate behavior
D. physical punishment
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10.
Regarding limits, which of the following statements is FALSE?
A.Limits are different from rules in that limits are restrictions, not
regulations.
B. Physical limits are tangible, while adult limits are intangible.
C. Children
only come to understand physical limits through words and adult modeling.
D. Good, firm physical limits provide a sense of safety for the child.
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11.
As an early childhood professional, you will sometimes be in a
situation where you feel you have to set limits. According to the text, you
should ask yourself all but which of the following questions when thinking
about setting a limit?
A.Has the child outgrown the limit?
B. Will
setting the limit make it easier to carry out my job?
C. Is there a valid reason for the limit?
D. Can I rearrange the environment to eliminate the restriction?
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12.
In order to teach respect for animals, kindergarten teacher
Jeffrey Roberts occasionally brings pets into class. Jeffrey brings the
children together and demonstrates how to hold and touch an animal. As he
gently strokes the animal, Jeffrey will say, “See, this is the way she likes to
be touched. You have to do it very gently and show that you care.” Which
guidance tool is Jeffrey using?
A.teaching children to express their feelings
B. modeling
prosocial behavior
C. redirection
D. allowing children to experience the consequences of their actions
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13.
Effect methods for managing a child’s anger include:
A.Accepting and acknowledging a child’s anger
B. Teaching the child the difference between emotions and behavior
C. Adults modeling appropriate responses to their own frustrations and/or
to the child expressing anger
D. All
of the above
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14.
The current approach to tantrums in early childhood education
includes all but which of the following?
A.keeping a child safe during a tantrum
B. prevention of tantrums by paying attention to children’s stress and
frustration levels
C. encouraging
the expression of feelings, but not through tantrums
D. not making a big fuss over tantrums in order to avoid “rewarding” them
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15.
When it comes to handling children with special needs who do not
respond to ordinary guidance strategies, an early childhood professional may
have to do all but which of the following?
A.re-design the environment and activities to prevent children’s challenging
behaviors
B. seek external consultation and technical assistance
C. modify the curriculum to help children learn appropriate behaviors
D. use
positive behavioral interventions that address the form, but not the function,
of the behavior
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16.
Each day, preschool teacher Andrea has a “time in” with at least
one student. During these periods, Andrea gets down on the floor with the
student and is fully available and responsive to that child. Andrea’s technique
is a proactive way to deal with which cause of misbehavior?
A.misbehavior due to a lack of understanding the behavior is inappropriate
B. misbehavior as result of mismatch between child and environment
C. misbehavior as a response to feeling powerless
D. misbehavior
as a cry for attention
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17.
To deal with the universal toddler problem of biting, your text
recommends all but which of the following?
A.Supervise toddlers closely, especially when one is known to be a biter.
B. Teach
toddlers to defend themselves physically by pushing the biting child away or
running away when they see a biter coming at them.
C. Provide props for toddlers to act out their aggressions symbolically.
D. Help toddlers develop a feeling of power by giving them choices and
offering them challenges that require strength.
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18.
According to the article by Udell and Glasenapp focusing on
management and prevention of difficult behaviors, the authors suggest all but
which of the following?
A.Be specific and positive in correcting behavior.
B. Ask
questions when giving directions.
C. Avoid competitions and comparisons among children.
D. Be sure to make more comments about positive behavior than
inappropriate behavior.
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19.
Child care provider Emory Russell cares for a child, Kyle, who
has a pattern of throwing tantrums any time Emory asks him to do something.
Emory eventually decides that Kyle will have to be retrained to not feel
rewarded for his tantrums. Emory tries not to pay so much attention to Kyle’s
defiance and, instead, reward him when he cooperates. What strategy is Emory
Russell using?
A.prosocialization
B. time-out
C. behavior
modification
D. redirection
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True / False Questions
20.
Understanding the behavioral norms for each age and stage of
development is important for interpreting behaviors and the correct application
of guidance strategies.
TRUE
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21.
The book asserts that a person’s approach to guidance and
discipline is often driven by their perception of human nature.
TRUE
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22.
Corporal punishment is legal for parents in all states as long
as they do not leave physical marks and many states still permit corporal
punishment in public schools.
TRUE
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23.
Spanking, or corporal punishment in general, has no place in
early childhood guidance systems because it can encourage maladaptive
behaviors.
TRUE
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24.
Daycare provider Carlene cares for a 3-year-old child who lies
quite regularly. When Carlene “catches” the child in a misdeed, her best
strategy to deal with the child’s lying is to ask, “Who did this?” in order to
give the child a chance to be honest.
FALSE
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25.
The “teachable moment” often occurs right after a child has
misbehaved.
TRUE
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26.
“Time-out” as a guidance strategy is more likely to be effective
in cultures that stress individual needs and de-emphasize interdependence.
TRUE
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27.
“Time-out” as a guidance strategy is more likely to be effective
when used in a non-punitive manner, allowing the child calm down and resume
play when he or she feels ready
TRUE
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28.
In general, children spend more time testing adult
(verbal/intangible) limits than they spend testing physical limits.
TRUE
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29.
Redirection is a sharp change of focus designed to get a child’s
mind off of whatever s/he was feeling or doing.
FALSE
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30.
Redirection is a good alternative to limits, which can encourage
power struggles
TRUE
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31.
When faced with a child’s anger, an early childhood professional
should ignore the anger and then model an appropriate expression of anger.
FALSE
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32.
According to the Council for Exceptional Children, many young
children engage in challenging behavior, and the majority of these children
respond to developmentally appropriate management techniques.
TRUE
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33.
Toddler biting is best understood as an attempt for the toddler
to express him/herself and to gain power when s/he does not have the words to
do so.
TRUE
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34.
Thoughtful use of time-out can be one of the most effective
alternatives to punishment.
FALSE
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35.
Childhood squabbles, although occasionally requiring guidance,
are generally positive since they help children learn the give-and-take of
social relationships.
TRUE
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Essay Questions
36.
Discuss why spanking and other forms of physical punishment are
not considered appropriate in the early childhood setting.
First, these forms of punishment teach the lesson that using
force is okay to solve one’s problems. These methods also over-emphasize
obedience. When children over-conform and never question authority, they are
less likely to develop the critical thinking skills necessary to help them
solve their own problems. In addition, those children who are more oriented
toward external authority may be more prone to bow to peer pressure in
adolescence. Finally, these forms of punishment can have unintended side
effects including: humiliation and damage to self-esteem; greater physical
aggression in the child; immunity that can lead to harsher punishment, even
child abuse; and, erosion of the adult/child relationship.
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37.
Describe the six tools for early childhood guidance discussed in
your text.
One nonviolent alternative to spanking and other types of
physical punishment is time-out, in which the child is removed from a scene in
which s/he has misbehaved. Although effective in certain circumstances,
time-out is considered one of the least effective tools. Another approach is to
allow children to learn from the consequences of their actions. For example, a
child who does not clean up at the art table can lose the privilege of playing
at the art table for the day. The remaining four guidance tools are more
proactive; they focus on preventing misbehavior, as opposed to dealing with
misbehavior. One approach is to set limits – either physical or adult
(intangible) limits. Another approach is redirection, where the child’s
attention is shifted into a direction or activity that is more acceptable,
while respecting their feelings. Early childhood professionals can also teach
children how to express their feelings, since blocked feelings often lead to
misbehavior. Finally, one can model prosocial behaviors and provide
constructive responses for misbehaviors, such as being positive and specific in
giving corrective feedback, avoiding comparison or questions that give a false
sense of choice, and, most importantly, making sure that positive comments
outweigh comments given to correct inappropriate behavior.
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38.
When a child is misbehaving, what are the six questions that you
should ask in order to effectively interpret the behavior?
The first question to ask is, “Are the child’s basic needs met?”
Unmet needs often play a part in misbehavior. A second question is, “Does the
environment fit the child?” When a child is bored with her/his environment,
s/he may misbehave. Third, you can ask, “Is the child’s behavior a cry for
attention?” A proactive way to address misbehavior is to have “time in” or
“floor time” with the child, so that he/she feels he/she has received
attention. A fourth question is, “Is the child’s behavior a response to feeling
powerless?” You can help children can gain power by giving them
responsibilities and teaching them to express themselves. The fifth question
is, “Did the child learn this behavior by being rewarded for it in the past?”
In such cases, you might want to set up a behavior modification system.
Finally, you can ask, “Does this child clearly understand why the behavior is
inappropriate?”
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