Toddlerhood (Ages 1 To 3) Verified Test Bank Chapter 5

Chapter 5: Toddlerhood (Ages 1 to 3)

1. Question: By _____ months, a child can mold play dough, put round and square pegs into holes, and turn rotating handles.

Choices:

a. 16

b. 24

c. 12

d. 9

Cognitive domain: Knowledge

Answer location: Motor development

Question type: MC

1. Question: Between the ages of _____ and _____ months, in particular, most children dramatically increase their use of language.

Choices:

a. 12, 18

b. 9, 12

c. 30, 36

d. 20, 24

Cognitive domain: Comprehension

Answer location: Language development

Question type: MC

1. Question: By what age do children respond to directions, begin to use objects as tools, and solve simple problems such as using one object to reach another?

Choices:

a. 3 years

b. 18 months

c. 9 months

d. 4 years

Cognitive domain: Comprehension

Answer location: Cognitive Development

Question type: MC

1. Question: By what age do children begin to develop memories?

Choices:

a. 18 months

b. 9 months

c. 4 years

d. 3 years

Cognitive domain: Comprehension

Answer location: Cognitive Development

Question type: MC

1. Question: A major theme running through toddlerhood is the increasing movement toward _____, including mastery and control over oneself and one's environment.

Choices:

a. confidence

b. responsibility

c. autonomy

d. self-efficacy

Cognitive domain: Comprehension

Answer location: Social and Emotional Development

Question type: MC

1. Question: During toddlerhood, children engage in _____ play, which is play in the presence of, rather than in interaction with, other children.

Choices:

a. imaginative

b. detached

c. parallel

d. dramatic

Cognitive domain: Comprehension

Answer location: Social and Emotional Development

Question type: MC

1. Question: A caregiver’s failure to provide necessary medical or mental health treatment for the child is an example of _____.

Choices:

a. psychological abuse

b. emotional abuse

c. sexual abuse

d. neglect

Cognitive domain: Application

Answer location: Child Maltreatment

Question type: MC

1. Question: Constant criticism, threats, or rejection, as well as withholding love, support, or guidance to one’s child are examples of _____.

Choices:

a. sexual abuse

b. emotional abuse

c. physical abuse

d. child exploitation

Cognitive domain: Application

Answer location: Child Maltreatment

Question type: MC

1. Question: Symptoms of _____ in toddlers include severe distress, worry, or fear leading to impairment of functioning. These symptoms are often accompanied by headaches and nausea.

Choices:

a. separation anxiety

b. conduct disorder

c. oppositional defiant disorder

d. depression

Cognitive domain: Analysis

Answer location: Anxiety During Toddlerhood

Question type: MC

1. Question: Which of the following techniques exemplifies the use of cognitive therapy with toddlers?

Choices:

a. playing games

b. providing hugs and praise

c. withholding dessert when the child misbehaves

d. encouraging use of a transitional object

Cognitive domain: Application

Answer location: Anxiety During Toddlerhood

Question type: MC

1. Question: Children who become quiet, cry, or hide behind a parent when a new person approaches may be experiencing _____.

Choices:

a. separation anxiety

b. stranger anxiety

c. depression

d. conduct disorder

Cognitive domain: Analysis

Answer location: Anxiety During Toddlerhood

Question type: MC

1. Question: _____ theory explains how individuals become gendered in society and how sex-linked characteristics are maintained by culture.

Choices:

a. Gender schema

b. Attachment

c. Social learning

d. Psychosexual

Cognitive domain: Analysis

Answer location: Gender Identity Development

Question type: MC

1. Question: _____ can be defined as an internal conflict where the individual desires to be the opposite sex.

Choices:

a. OCD

b. IDEA

c. GID

d. ADD

Cognitive domain: Comprehension

Answer location: Gender Identity Development

Question type: MC

1. Question: _____ places emphasis on teaching and making children aware of the consequences for their actions.

Choices:

a. Punishment

b. Classical conditioning

c. Discipline

d. Operant conditioning

Cognitive domain: Analysis

Answer location: Discipline During Toddlerhood

Question type: MC

1. Question: Toddlers need about _____ hours of sleep per 24-hour period.

Choices:

a. 6 to 8

b. 12 to 14

c. 15 to 17

d. 9 to 11

Cognitive domain: Knowledge

Answer location: Sleep During Toddlerhood

Question type: MC

1. Question: _____, begin(s) to develop at about _____.

Choices:

a. Empathy, 12 months

b. Parallel play, 12 months

c. Circadian rhythms, 6 weeks

d. Throwing tantrums when things go wrong as a communication tool, 4 months

Cognitive domain: Analysis

Answer location: Sleep During Toddlerhood

Question type: MC

1. Question: When children engage in _____ between the ages of 2 and 3, they learn basic social skills like compromise and mutual support.

Choices:

a. play

b. interactive media

c. classical conditioning

d. behavior modification therapy

Cognitive domain: Analysis

Answer location: Social Skills

Question type: MC

1. Question: Which of the following is not a possible cause for toddlers to struggle with social skills?

Choices:

a. speech problems

b. autism

c. helping the child feed himself or herself

d. a nonsupportive caregiver

Cognitive domain: Analysis

Answer location: Social Skills

Question type: MC

1. Question: Which of the following may cause toddlers to struggle with toilet training?

Choices:

a. desire to imitate others

b. ability to hold urine for extended periods of time

c. parental empathy

d. loud flushing sound of the toilet

Cognitive domain: Analysis

Answer location: Social Readiness.

Question type: MC

1. Question: At _____ years of age, children typically reach the _____ stage of gender identity development, when they understand that they will always be a boy or a girl.

Choices:

a. 1 to 2, physical difference

b. 4, child identity

c. 4, sense of self

d. 3, gender stability

Cognitive domain: Analysis

Answer location: Stages of Gender Identity Development (Table 5.3)

Question type: MC

1. Question: Compared to infancy, physical development seems slow during the toddler years.

Cognitive domain: Comprehension

Answer location: Physical Development

Question type: TF

1. Question: Early childhood educators tend to reflect more on up-to-date research and their training rather than reflecting on their own upbringing when suggesting disciplinary practices for toddlers’ parents.

Cognitive domain: Analysis

Answer location: Discipline During Toddlerhood

Question type: TF

1. Question: As a counselor, you are mandated to report any reasonable suspicion of child abuse.

Cognitive domain: Knowledge

Answer location: Child Maltreatment

Question type: TF

1. Question: The primary difference between abusive and nonabusive parents is the frequency and intensity with which parents direct negative behavior toward their child.

Cognitive domain: Application

Answer location: Discipline During Toddlerhood

Question type: TF

1. Question: Biting is a typical normal behavior for many toddlers.

Cognitive domain: Comprehension

Answer location: Biting

Question type: TF

1. Question: A consistent routine at bedtime will lower stress levels and create steps that are anticipated by the toddler.

Cognitive domain: Application

Answer location: Sleep During Toddlerhood

Question type: TF

1. Question: For parents who are attempting to transition their toddler to sleep alone, TVs, computers, and any other electronic devices may be helpful if left in the child’s room to create an environment that does not make the child feel alone.

Cognitive domain: Application

Answer location: Sleep During Toddlerhood

Question type: TF

1. Question: Research documents the many social benefits of introducing educational media for children under the age of 2.

Cognitive domain: Application

Answer location: Television and Video Games

Question type: TF

1. Question: Name and describe any principle of effective discipline.

Cognitive domain: Comprehension

Answer location: Effective Discipline (Table 5.4)

Question type: SA

1. Question: Discuss an effective time-out strategy for toddlers, and explain how you would assist parents in employing this strategy as a counselor.

Cognitive domain: Application

Answer location: Effective Time-Out Strategies (Table 5.5)

Question type: SA

1. Question: Discuss three (3) possible strategies counselors can use when working with toddlers on social skills. Explain why you would use these strategies in your counseling practice.

There are several strategies for counselors to use when working with toddlers on social skills. Symbols, such as gesturing and speaking, can be an early predictor of how toddlers’ social skills will develop. Counselors can ask the toddler’s parent(s) how often the child points or speaks. Toddlers who have a higher frequency of pointing at objects will have better development of social-emotional concepts later, such as being talkative or having a bigger vocabulary (Vallotton & Ayoub, 2010). If the child is not gesturing or trying to speak a lot, then the counselor will have a good idea that the toddler is having trouble with social skills. At this age, it is important for counselors to involve play in a session with a toddler. Mathieson and Banerjee (2010) found that peer play between the ages of 2 and 3 is critical in developing social skills in children. When children engage in play at this age, they learn basic social skills like compromise and mutual support (Mathieson & Banerjee, 2010). Also, if the counselor and toddler play with toys, the counselor can see how well the child shares. Manners can also be taught when playing is involved (McCoy, 2006). For example, if the toddler wants to play with a certain toy, the toddler must ask nicely to play with it. Another strategy for counselors to use with toddlers is children’s music. If the counselor plays a song that the toddler knows, or is familiar with, then the toddler may start to dance and sing. Music can help with social skills in toddlers because it gives children a chance to express themselves through dancing and singing. Singing is also a way for the child to develop or improve their language skills (Forrester, 2010). Playing age appropriate music in the home or in the car is an easy way parents can get their toddler to start dancing and singing, which can help improve his or her language. Helping a child feed himself or herself is also a way to build social skills in toddlers. If the parent and toddler have an enjoyable experience while the parent is feeding the child, this can increase social skills, because the parent is interacting with the child. In order for this to work, the parent must be responsive to the child and interact in a cooperative way with the child. If this is successful, then the child will eventually learn to feed himself or herself and gain other social skills, such as knowing how to properly interact with another person (Spegman & Houck, 2005).

Cognitive domain: Analysis

Answer location: Social Skills

Question type: ESS