Development Through Life A Psychosocial Approach 11th by Barbara M. Newman – Test Bank A+

Description

To describe the expansion of motor skills during toddlerhood, indicating their importance for the child’s capacity to explore the environment and to experience opportunities for mastery.	1, 2, 3, 4, 5, 6, 7, 90, 100, 110, 111, 137
To document accomplishments in language development and to describe the influences of experiences for learning to communicate.	8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 91, 92, 94, 95, 96, 97, 112, 113, 114, 115, 116, 117, 118, 134, 135, 138
3. To describe the development of fantasy play and its importance for cognitive and social development.	38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 93, 98, 99, 101, 102, 119, 120, 121, 139
To examine the development of self-control, especially impulse management and goal attainment, highlighting strategies young children use to help regulate their actions.	53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 103, 104, 105, 122, 123, 124, 125, 126, 127, 136, 140, 143
To analyze the psychosocial crisis of autonomy versus shame and doubt, to clarify the central process of imitation, and to describe the prime adaptive ego strength of will and the core pathology of compulsion.	70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, , 106, 107, 108, 128, 129, 141, 142, 145
To conceptualize the impact of poverty on development in toddlerhood.	83, 84, 130, 131, 144
To apply a psychosocial analysis to the topic of child care, emphasizing the impact of the kind of care and the quality of care on development during toddlerhood.	85, 86, 87, 88, 89, 109, 132, 133, 146

MULTIPLE-CHOICE QUESTIONS

1. Children begin toddlerhood with relatively uncoordinated, hesitant movement skills and
2. their locomotor skills have been easily duplicated by engineers in robots.
3. remain this way until the next stage of development.
4. make amazing accomplishments in acquiring coordination and complex locomotor skills.
5. none of these.

Conceptual p. 197 C

CO: 1 Moderate

1. Identify which of the following is a characteristic of children’s behavior during toddlerhood.
2. introspection
3. reading
4. playing team sports
5. high level of physical activity

* Conceptual p. 197 D

CO: 1 Easy

1. Children gain which of the following skills as their locomotor skills develop?
2. new ways of remaining close to the object of attachment
3. new ways for investigating the environment
4. new strategies for coping with stressful situations
5. all of these

Conceptual p. 197 D

CO: 1 Moderate

1. Advanced locomotor skills may
2. increase dependence on caregivers.
3. decrease caregiver’s safety concerns for the child.
4. increase conflicts with caregivers.
5. decrease new struggles of willfulness between child and caregiver.

Conceptual p. 198 C

CO: 1 Moderate

1. The toddler’s preoccupation with locomotor activities such as walking, jumping, and running appears to provide the groundwork for
2. basic work style.
3. lifelong movement patterns.
4. school performance patterns.
5. representational thinking.

*Conceptual p. 197 B

CO: 1 Difficult

1. Which of the following motives helps to account for a toddler’s enthusiasm for locomotion?
2. the fear of failure
3. the drive for mastery
4. the need for being protected
5. the need for parental discipline

Conceptual p. 199 B

CO: 1 Moderate

1. Physical activity contributes in a fundamental way to
2. a toddler’s self-concept.
3. a parent’s mental health.
4. gender role development.
5. a father’s involvement with a toddler.

Conceptual p. 199 A

CO: 1 Moderate

1. According to cognitive-developmental theorist, Jean Piaget, the period from 2 to 5 or 6 is called
2. sensorimotor intelligence.
3. Oedipal conflict.
4. initiative versus guilt.
5. preoperational thought.

Conceptual p. 199 D

CO: 2 Moderate

1. What is semiotic thinking?
2. the understanding of basic rules for mental manipulation
3. the understanding of representations such as symbols or signs
4. the understanding of fundamental movement patterns
5. the understanding of basic principles of self regulation

Conceptual p. 199 B

CO: 2 Moderate

1. What is the difference between symbols and signs?
2. Symbols are usually related in some way to the object they stand for; signs are more abstract in that there is no direct relation between the sign and what it stands for.
3. There is no direct relation between a symbol and what it stands for, but there is a direct relation between a sign and what it stands for.
4. Symbols are more powerful mental tools than signs.
5. Symbols are semiotic; signs are sensorimotor.

* Application p. 199 A

CO: 2 Difficult

1. As children acquire representational skills, they gain the ability to
2. make their wishes come true.
3. compare their performance to the performance of others.
4. communicate about the past and create imagined experiences.
5. move more freely in the environment.

Conceptual p. 200 C

CO: 2 Moderate

1. When a child makes adjustments to the social setting that are necessary to produce and interpret communication, he or she is using which component of communicative competence?
2. pragmatics
3. verbatim accounts
4. moral judgments
5. fast mapping

Conceptual p. 201 A

CO: 2 Moderate

1. Words are
2. signs.
3. sensorimotor schemes.
4. symbols.
5. preoperational communications.

Factual p. 199 A

CO: 2 Difficult

1. An example of a representational skill in toddlerhood is
2. zipping a coat.
3. telling a make-believe story.
4. sorting blocks by color.
5. designing a scientific experiment.

Application p. 200 B

CO: 2 Moderate

1. Mental images, symbolic drawing, and imitation in the absence of a model are examples of which of the following?
2. concrete thinking
3. operational schemes
4. hypothetic-deductive reasoning
5. representational thinking

Conceptual p. 200 D

*CO: 2 Difficult

1. The term _______ refers to the ability to use all the aspects of language necessary to participate effectively in the language environment of one’s culture.
2. telegraphic speech
3. communicative competence
4. grammatical transformation
5. scaffolding

Conceptual p. 201 B

CO: 2 Moderate

1. Through the achievement of communicative competence, children
2. become increasingly integrated into their culture.
3. learn when to speak and when to remain silent.
4. learn how to approach communication with parents, peers, and authority figures.
5. all of these

Conceptual p. 201 D

CO: 2 Moderate

1. Communicative gestures occur
2. before production of spoken words.
3. after production of spoken words.
4. same time as production of spoken words.
5. without variability among children.

Conceptual p. 202 A

CO: 2 Easy

1. _______ refers to rules that guide the combination of words and phrases in order to preserve meaning.
2. Grammar
3. Vocabulary
4. Language
5. Symbols

Conceptual p. 203 A

CO: 2 Easy

1. What is telegraphic speech?
2. one word expressions
3. whining, cooing, and grunting
4. two-word sentences
5. vocalization without meaning

Conceptual p. 203 C

CO: 2 Moderate

1. “Allgone Mommy,” and “Go ByeBye” are examples of
2. gestures.
3. telegraphic speech
4. fast mapping.
5. holophrases.

Application p. 203 B

CO: 2 Moderate

1. Which statement best characterizes early two-word expressions for children across cultures?
2. There is great variation in the types of words and word combinations used within each culture.
3. Children in all cultures say “allgone” or its equivalent as one of their very first two-word sentences.
4. Children rarely make reference to movement or action words.
5. Only English-speaking children use two-word sentences.

Conceptual p. 203 A

CO: 2 Difficult

1. What are grammatical transformations?
2. ways of expanding on a young child’s language
3. rules for two-word sentences
4. rules for polite speech
5. rules for word order and for adding modifiers or inflections to convey meaning

Conceptual p. 203 D

CO: 2 Difficult

1. A three-year-old may say, “I runned fast.” This is an example of
2. two-word sentences.
3. overregularization.
4. expansion.
5. scaffolding.

Application p. 204 B

CO: 2 Moderate

1. Of the following list, which is the earliest milestone in language development?
2. vocabulary of more than 75 words
3. two-word sentences
4. responding to commands such as “Show me your nose.”
5. all phrases appear to be the child’s own creation

Conceptual p. 202 C

CO: 2 Difficult

1. Marina has a vocabulary of over 300 words and uses two-word phrases. She likes to talk and clearly enjoys participating in social talk. About how old is Marina?
2. 12 months
3. 18 months
4. 24 months
5. 36 months

Application p. 204 C

CO: 2 Difficult

1. In what way(s) does language play a critical role in adolescent and adult psychosocial crises, especially the establishment of group identity, intimacy, and generativity?
2. attain levels of disclosure that sustain significant personal relationships
3. serves as a mechanism for resolving conflicts
4. serves as a mechanism for building a sense of cohesiveness within groups
5. all of these

Conceptual p. 206 D

CO: 2 Moderate

1. Among the choices below, which is the most important factor that caregivers contribute for the cognitive growth of their toddler?
2. nutritious meals
3. opportunities for verbal engagement
4. providing for safety
5. enrollment in childcare

Factual p. 207 B

CO: 2 Moderate

1. Adults in White, middle-class, Western societies tend to use which of the following techniques when speaking to toddlers in order to facilitate the children’s language acquisition?
2. They emphasize the future and the past so that the child becomes aware of time in his/her speech.
3. They use long, complex sentences to extend the child’s language abilities.
4. They use simplified, redundant utterances that correspond with the child’s interests and comprehension levels.
5. They tease their children, particularly in the presence of others, in order to give the children a chance to develop a quick wit.

Factual p. 208 C

CO: 2 Moderate

1. What is a benefit of bilingualism to a child?
2. expands access to concepts
3. there is no benefit, this causes the child to be confused
4. expands sociability
5. the child can hold dual citizenship

Conceptual p. 207 A

CO: 2 Moderate

1. During the time when Lars was learning to talk, his parents spoke to him a great deal, and Lars and his parents often took turns in their interactions. One of the parents was often in the same room with Lars. When Nick was learning to talk, his parents were mostly silent, waiting for him to say things. Usually they were in a different room and shouted commands such as “Play with your stacker.” What would you predict the relationship between Lars and Nick’s IQ would be at 3 years of age?
2. There would be no difference in IQ.
3. Nick would have a higher IQ.
4. Lars would have a higher verbal IQ.
5. Lars would have a higher verbal IQ, and Nick would have a higher nonverbal IQ.

Application p. 208 C

CO: 2 Difficult

1. Recent research has shown that 3- and 4-year-old children are ______ before incorporating words into their vocabulary.
2. able to assess the expertise of their language partner
3. unable to assess the expertise of their language partner
4. able to grasp the complete meaning
5. under stress

Factual p. 209 A

CO: 2 Moderate

1. Timmy says: “Allgone Daddy,” and his mother says: “Yes, Timmy. Daddy has gone to work.” This is an example of
2. grammar.
3. lack of match between parent and child.
4. expansion.
5. motherese.

Application p. 209 C

CO: 2 Moderate

1. What is a child’s language partner’s purpose in using expansion and prompting when interacting with a toddler?
2. to show the child that speaking well does not require the use of sentences that are grammatically correct
3. to increase the child’s ability to fastmap words
4. to help the child communicate more effectively by expanding on or asking the child to elaborate on something of interest to him/her
5. to model a problem solving strategy that the child can use when dealing with complex situations

Conceptual p. 209 C

CO: 2 Moderate

1. Which of the following has been identified as an especially important activity in preparing a child for literacy and for expanding a child’s language skills?
2. reading silently
3. reading aloud
4. watching television
5. drawing with friends

Factual p. 210 B

CO: 2 Easy

1. Which of the following predicts the level of a child’s language development at ages 2 and 3?
2. the child’s age at jumping
3. the quality of social games as an infant
4. conversations between mother and daycare teacher
5. when the child began to babble

Factual p. 210 B

CO: 2 Moderate

1. Children who grow up in families that are open to identifying and talking about emotions are more likely to
2. have mental health problems.
3. show less skill in identifying the feelings of others.
4. show fearful behavior in the family.
5. show sensitivity to others in relationships outside their family.

Factual p. 211 D

CO: 2 Moderate

1. The capacity for pretense requires that children understand the difference between ____ and _____.
2. signs; symbols
3. pretend; real
4. language; thinking
5. fantasy; play

Conceptual p. 211 B

CO: 3 Moderate

1. A child’s ability to pretend provides insight into his or her
2. temperament.
3. attachment status.
4. theory of mind.
5. environmental resources.

Conceptual p. 212 C

CO: 3 Moderate

1. As children enter toddlerhood, they begin to imitate parental activities when they are alone. This is the beginning of which of the following?
2. sensorimotor play
3. parallel play
4. group play
5. symbolic play

Conceptual p. 214 D

CO: 3 Moderate

1. In which type of play do children coordinate their pretense by establishing a fantasy structure, taking roles, agreeing on the make-believe meaning of props, and solving pretend problems?
2. solitary play
3. social pretend play
4. social play
5. sensorimotor play

Conceptual p. 213 B

CO: 3 Difficult

1. Which of the following describes the direction of fantasy play from the beginning of toddlerhood to the end?
2. The play becomes less planned and more associational (one action sparks the rest).
3. The play relies increasingly on real objects.
4. The play is based largely on the imitation of real world characters.
5. The play becomes more organized and play leaders emerge.

Conceptual p. 213 D

CO: 3 Moderate

1. Which of the following describes the earliest phases of pretend play?
2. The child pretends to do some action he or she has actually done or seen someone do in the past.
3. The child links a sequence of actions together to tell a story.
4. The child uses an imaginary prop to substitute for a real object.
5. The child creates an imaginary companion.

Conceptual p. 213 A

CO: 3 Moderate

1. As children become more skillful in their fantasy play, they tend to do which of the following?
2. elaborate common, daily experiences
3. use real objects or play versions of those objects as props in their pretense
4. benefit most from adult supervision
5. include others in their play

Conceptual p. 213 D

CO: 3 Moderate

1. Dramatic roleplaying in which a child takes on the role of another person or creates a fantasy situation increases steadily from the ages of
2. 7-9 years.
3. 5-7 years.
4. 3-5 years.
5. 1-3 years.

Factual p. 214 C

CO: 3 Moderate

1. According to Vygotsky’s concept of Zone of Proximal Development, children in pretend play
2. reveal the areas of competence they are striving to master.
3. show the limits of their patience.
4. play best with the children closest to them physically.
5. often regress in preschool play.

Conceptual p. 214 A

CO: 3 Moderate

1. Erikson viewed fantasy play as
2. a mechanism that allows a child to assimilate reality and redefine it.
3. providing insight into the cognitive capacities for children who have some form of language delay.
4. a mechanism for dramatizing the psychological conflicts with which children are struggling.
5. activity that enhances complex language use and problem solving.

Conceptual p. 214 C

*CO: 3 Moderate

1. Children who have well-developed pretending skills
2. have advanced abilities to take the point of view of others.
3. are rather solitary and not well-liked by peers.
4. have relatively undeveloped communication skills.
5. have rather inflexible approaches to problem solving.

Conceptual p. 214 A

CO: 3 Moderate

1. What social characteristic is associated with well-developed pretending skills?
2. isolation
3. stubbornness
4. empathy
5. assertiveness

Conceptual p. 215 C

CO: 3 Moderate

1. What advantage do toddlers who remain in a stable childcare arrangement have over children who move from setting to setting?
2. They have more advanced motor skills.
3. They engage in more complex social pretend play.
4. They adapt more readily to new environments.
5. none of these

Conceptual p. 216 B

CO: 3 Moderate

1. How common is it for toddlers to have imaginary companions?
2. very rare, less than 3% of all toddlers have imaginary companions
3. only very gifted children have imaginary companions
4. only bilingual children have imaginary companions
5. none of these

Conceptual p. 215 D

CO: 3 Easy

1. Which of the following is a common function of an imaginary companion?
2. helping the child work out conflicts between right and wrong
3. helping the child develop categorization skills
4. promoting the scheme for the permanent object
5. establishing a sense of secure attachment

Conceptual p. 215 A

CO: 3 Moderate

1. Which of the following has been defined as the ability to comply with a request, modify behavior according to the situation, postpone action, and behave in a socially acceptable way?
2. superego control
3. self-control
4. social control
5. behavioral compliance

Conceptual p. 216 B

CO: 4 Moderate

1. Which of the following are the most helpful tools toddlers to learn how to manage their angry impulses?
2. sense of humor and motor skills
3. self-awareness and activity level
4. model acceptable ways to express angry feelings
5. temperament and attachment

Conceptual p. 218 C

CO: 4 Moderate

1. Which of the following is an important factor in a toddler’s ability to control impulses?
2. increased ability to withstand delays in gratification
3. increased sensorimotor intelligence
4. development of running and jumping ability
5. increased understanding of the concept of distance

Conceptual p. 217 A

CO: 4 Moderate

1. Marta’s son Roberto is very upset and angry. He is overtired from their trip to the zoo, and he just fell down and scraped his knee on the sidewalk. Marta brings Roberto on her lap, and tries to comfort him by talking about all the fun they have had and how tiring the day was. What is she teaching Roberto?
2. She is teaching him that big boys should not cry.
3. She is teaching him how to use language to gain control of intense feelings.
4. She is teaching him that he has no control over his feelings.
5. She is teaching him to feel afraid of her.

Application p. 221 B

*CO: 4 Easy

1. How can children use fantasy play to help them control their emotions?
2. create fantasies of being punished for expression of impulses
3. avoid situations that are beyond their real-world capabilities to control
4. intensify their impulses in fantasies
5. create imaginary situations in which disturbing problems can be expressed and resolved

Application p. 221 D

CO: 4 Moderate

1. Children learn a great deal about how to control anger by
2. watching their parents when they are angry.
3. having a pet.
4. listening to verbal discussions about anger.
5. interacting with angry peers.

Conceptual p. 218 A

CO: 4 Easy

1. What is the goal in the socialization of the expression and control of angry feelings?
2. to let children know that anger is never acceptable
3. to teach children how to find acceptable expressions of anger without hurting themselves or others
4. to teach children that it is acceptable to express anger to those outside the family but not toward family members
5. to make sure that children experience strong feelings of shame and doubt when they get angry

Conceptual p. 219 B

CO: 4 Moderate

1. In toddlerhood, the immediate goal of ______ is to achieve compliance.
2. will
3. imitation
4. autonomy
5. discipline

Conceptual p. 218 D

CO: 4 Easy

1. The three major kinds of discipline practices are power assertion, love withdrawal, and
2. induction.
3. avoidance.
4. playfulness.
5. imitation.

Conceptual p. 218 A

CO: 4 Easy

1. The discipline strategy that involves expressing disappointment, refusing to communicate, or turning away from the child is called
2. ego engagement.
3. induction.
4. power assertion.
5. love withdrawal.

Conceptual p. 218 D

CO: 4 Easy

1. Which of the following approaches to disciplining a toddler is especially effective in promoting positive child outcomes?
2. The discipline should take place after a few hours so the child has time to think about the misdeed.
3. The discipline should be firm but not overly harsh because harsh punishment is associated with maladaptive consequences.
4. The discipline should be administered over a long period of time so that the toddler really feels bad and will learn not to do the misdeed again.
5. None of these.

Application p. 219 B

CO: 4 Easy

1. Which of the following is a new strategy a toddler might learn to help them manage feelings of frustration?
2. distracting themselves and redirecting their attention to an alternate activity or toy
3. seeking comfort or distraction from a parent or play companion
4. creating a pretend scenario in which they soothe themselves through the use of a fantasy character
5. all of these

Conceptual p. 220 D

CO: 4 Easy

1. The ability to delay gratification of impulses varies from toddler to toddler. Which of the following is associated with differences in the ease or difficulty children have in controlling their impulses?
2. Children who are more active and aggressive have better control of their impulses.
3. Children who have a secure attachment with their caregiver are better able to regulate their impulses.
4. Toddlers who can tell time are better able to control their impulses.
5. Children who are indifferent to the distress of others are better able to control their impulses.

Conceptual p. 221 B

CO: 4 Moderate

1. In Mischel’s research, children who had waited longer in an experimental situation that required self-imposed delay of gratification at age 4 were described by their parents 10 years later as _______ than their peers.
2. having more difficulty using and responding to reason
3. more distractible and less able to concentrate
4. more frustrated
5. more verbally fluent and able to plan ahead

Conceptual p. 221 D

CO: 4 Easy

1. Children who can express anger and not lose control make gains in the development of
2. autonomy.
3. trust.
4. imitation.
5. language.

Conceptual p. 219 A

CO: 4 Moderate

1. The ability to control impulses and _________ are two components of the developmental task of self-control.
2. imitation in the absence of the model
3. self-esteem
4. cooperation
5. self-regulated goal attainment

Conceptual p. 221 D

*CO: 4 Moderate

1. According to Vygotsky’s view, __________ plays a key role in helping young children solve problems and attain their goals.
2. assimilation
3. accommodation
4. egocentric speech
5. parallel play

Conceptual p. 222 C

CO: 4 Moderate

1. Benjamin is trying to put some blocks together to make a tall tower. As he works he says, “Be careful, go slow.” This is an example of the use of speech for
2. self-directed goal attainment.
3. self-comforting.
4. self-regulation.
5. self-esteem.

Application p. 222 A

CO: 4 Moderate

1. By the end of toddlerhood, children who have been allowed to experience autonomy should
2. be hyperactive.
3. have a strong foundation of self-confidence.
4. have strong fears associated with behaving independently.
5. be unusually capable in being able to delay gratification.

Conceptual p. 223 B

CO: 5 Easy

1. Austin is motivated to increase her competence through persistent investigation and skillful problem solving. She wants to achieve a sense of
2. affiliation.
3. emotional control.
4. mastery.
5. assertiveness.

Application p. 223 C

CO: 5 Difficult

1. Which of the following statements is most characteristic of the early part of toddlerhood?
2. I can beat you.
3. I will keep at it until I get it done.
4. I feel great about doing it well.
5. No, no, no!

Conceptual p. 223 D

CO: 5 Moderate

1. Which of the following is the psychosocial crisis of toddlerhood?
2. initiative versus guilt
3. imitation versus inferiority
4. autonomy versus shame and doubt
5. peer group membership versus despair

Conceptual p. 223 C

CO: 5 Easy

1. For a toddler, what is one of the consequences of having strong feelings of shame and doubt?
2. seeking out new information
3. avoiding new activities
4. realistic expectations about performance
5. extreme sensitivity to the feelings of others

Conceptual p. 224 B

CO: 5 Moderate

1. In toddlerhood, shame is a result of two different types of experiences—failing to live up to standards and
2. social ridicule.
3. too much praise.
4. being overly indulged.
5. spending too much time watching television.

Conceptual p. 224 A

CO: 5 Easy

1. The prototype for the conflict between autonomy and social demands for conformity in toddlerhood is
2. answering the telephone.
3. eating with a spoon.
4. wearing lace-up shoes.
5. toilet training.

Conceptual p. 224 D

CO: 5 Moderate

1. The central process through which toddlers achieve a sense of autonomy is
2. hope.
3. caring.
4. imitation.
5. envy.

Conceptual p. 226 C

CO: 5 Moderate

1. The primary motivation for imitation in toddlerhood is the drive for
2. affiliation.
3. mastery and competence.
4. power.
5. generativity.

Conceptual p. 226 B

*CO: 5 Easy

1. Which of the following leads people to a positive belief that they are someone who can make things happen?
2. will
3. hope
4. care
5. fidelity to others

Conceptual p. 227 A

CO: 5 Moderate

1. What are the two characteristics of neuroses that are linked to the stage of toddlerhood?
2. withdrawal and depression
3. hysteria and phobia
4. regression and denial
5. obsessions and compulsions

Conceptual p. 228 D

CO: 5 Easy

1. Obsessions are _____ and compulsions are _____.
2. willfulness; a sign of mental illness
3. thoughts; actions
4. actions; thoughts
5. rituals; disciplines

Conceptual p. 228 B

CO: 5 Moderate

1. How is poverty related to discipline practices?
2. Poor families are more likely to reward and recognize their children’s achievements.
3. Poverty is associated with harsher parenting.
4. There is no consistent relationship between poverty and discipline.
5. Poverty is associated with a greater emphasis on explanations about why a behavior was wrong or bad.

Application p. 228 B

CO: 6 Moderate

1. What is the impact of poverty on standard measures of academic achievement?
2. the impact is negative
3. the impact is positive but modest
4. there is a positive impact only for middle income children
5. no impact has been found in research so far

Conceptual p. 229 A

CO: 6 Moderate

1. Findings from the NICHD study of the effects of early childcare indicate
2. the impact on children of poverty is low.
3. the impact on children who have been in church-operated centers is high.
4. quality childcare was a more important predictor of cognitive development than family variables.
5. family variables were more important predictors of cognitive development than quality of childcare.

Conceptual p. 232 D

CO: 7 Moderate

1. Children who have participated in quality childcare show higher levels of
2. conceptualization.
3. hospitalizations.
4. social competence.
5. altruism.

Conceptual p. 232 C

CO: 7 Moderate

1. Some studies have found that children who have had daycare experience are ____ than those who have not.
2. less able to empathize with peers
3. more depressed
4. less compliant with parents’ wishes
5. more lonely

Conceptual p. 232 C

CO: 7 Moderate

1. In addition to the intellectual and social benefits of quality child care participation, studies of Head Start Programs have shown benefits in which of the following areas?
2. higher daily nutritional intake
3. better muscle tone and endurance
4. higher levels of risk taking behavior
5. greater artistic creativity

Conceptual p. 235 A

*CO: 7 Moderate

1. What is a critical gap in the United States with respect to childcare?
2. lack of high quality childcare settings
3. lack of knowledge about how to train child care professionals
4. lack of need for these services
5. not enough physical accommodations that will meet licensing codes

Factual p. 234 A

CO: 7 Moderate

Post-Test Questions from Student Study Guide

1. The developmental task of ___________ plays a central role in toddler’s psychosocial development by transforming ideas into action and prompting interactions.
2. locomotion
3. autonomy
4. object permanence
5. generation

Factual p. 196 B

CO: 1 Moderate

1. The National Association for Sport and Physical Education advises _______ of physical

activity daily for young children.

1. 17%
2. 90 minutes
3. 120 minutes
4. 60 minutes

Factual p. 199 C

CO: 2 Moderate

1. Quickly grasping the meaning of a word within context of a conversation is called ________________.
2. expansion
3. prompting
4. fast-mapping
5. none of these

Conceptual p. 202 C

CO: 2 Easy

1. A major accomplishment in language development during the second year of life is the child’s ability to _____________.
2. form two-word sentences
3. vocalize
4. babble
5. use the grammatically correct form of singular, possessive pronouns

Factual p. 202 A

CO: 3 Moderate

1. Speech techniques caregivers utilize to ensure that children understand them include all except _____________.
2. use of restrictive vocabulary
3. use of simple sentences
4. use of a quick, sing-song voice
5. paraphrasing based on the child’s interest

Conceptual p. 208 A

CO: 2 Moderate

1. What is the meaning of the term ‘zone of proximal development’?
2. a set of skills that a child will develop only in a child care setting
3. a child’s personal space that an adult may enter without causing the child distress
4. range of potential learning and performance that is possible with help or guidance
5. the state of a child’s autonomy

Factual p. 209 C

CO: 2 Moderate

1. How does a parent’s use of expansion help a child develop communication skills?
2. It elaborates on the child’s expression.
3. It forces the child to speak.
4. It urges the child to listen more carefully.
5. It helps the child obtain a level of greater abstraction.

Conceptual p. 202 A

CO: 2 Moderate

1. Michael says “Go Bye-Bye,” and his Mother responds “Yes Mommy is going Bye-Bye, I am going to work Michael.” This is an example of _____.
2. expansion
3. prompting
4. development
5. question asking

Application p. 209 A

CO: 2 Moderate

1. ________________ supports children’s understanding that other people may have differing

opinions and ideas.

1. zone of proximal development
2. pretend play
3. fast mapping
4. object permanence

Factual p. 211 B

CO: 3 Moderate

1. Which of the following is an example of symbolic play?
2. playing with a mobile
3. playing with a book
4. playing with one’s toes
5. playing house

Application p. 214 D

CO: 3 Easy

1. Which of the following is an example of preoperational thought?
2. throwing a ball
3. playing cards
4. pretending to be a superhero
5. crying

Application p. 214 C

CO: 1 Moderate

1. Which of the following characteristics is associated with well-developed fantasy play skills?
2. flexible problem solving skills
3. social isolation
4. poor verbal communication skills
5. daydreaming and inability to focus

Conceptual p. 214 A

CO: 3 Moderate

1. According to the text, which of the following is a factor associated with a toddler’s expression of anger?
2. sibling relationships
3. parental restrictions on behavior
4. inability to perform a task
5. all of the above

Conceptual p. 219 D

CO: 3 Difficult

1. One of the important elements of self-control that develops during toddlerhood is the ability to ________.
2. regress to an earlier form of impulse gratification
3. feel out of control
4. delay the gratification or expression of impulses
5. express impulses quickly

Conceptual p. 220 C

CO: 4 Moderate

1. “Mommy doesn’t love you when you do that.” is an example of which discipline practice?
2. power assertion
3. love withdrawal
4. alienation
5. inductions

Application p. 218 B

CO: 4 Moderate

1. Which of the following is a form of discipline in which the caregiver points out the consequences of a certain behavior and redirects the child’s behavior?
2. love withdrawal
3. induction
4. power assertion
5. time out

Conceptual p. 218 B

CO: 4 Moderate

1. The negative resolution of the psychosocial crisis of toddlerhood is _________.
2. autonomy
3. independence
4. shame and doubt
5. alienation

Factual p. 223 C

CO: 5 Easy

1. The mirror neuron system is a network of which three areas?
2. biological, physical, social.
3. sensory, cognitive, adaptive.
4. social, cognitive, developmental.
5. visual, motor, goal-oriented actions.

Factual p. 226 D

CO: 5 Moderate

1. The central process of toddlerhood, which fosters the emergence of autonomy is ______.
2. shame
3. doubt
4. imitation
5. none of these

Factual p. 226 C

CO: 5 Moderate

1. Which of the following has been documented as a positive consequence of participation in quality day care?
2. improved memorization skills
3. higher IQ scores in adolescence and adulthood
4. higher levels of social competence, self-esteem, and empathy
5. better chances of receiving a college scholarship

Conceptual pp. 232 C

CO: 7 Moderate

TRUE/FALSE QUESTIONS

1. The goals of mastery and exploration are a strong drive in toddlerhood.

CO: 1 p. 197 T

1. Physical activity is only essential to the toddler’s self-concept if the child is unable to communicate well.

*CO: 1 p. 197 F

1. The transitional period when infant schemes are represented internally is called preoperational thought.

CO: 2 p. 199 T

1. In infancy, both hemispheres are involved in language perception, which changes by the end of the third year.

CO: 2 p. 200 T

1. It takes until about 30 months for the toddler to have a spoken vocabulary of about 570 words.

CO: 2 p. 204 T

1. By about 30 months, children can say all the words they understand.

CO: 2 p. 204 F

1. Research indicates that African American adults in the rural South do not simplify or censor their speech in front of young children compared to European Americans who tend to restrict their vocabulary with a child.

CO: 2 p. 208 T

1. Young bilingual children often become confused about which language to use in different circumstances.

CO: 2 p. 206 F

1. The more caregivers in the home are responsive to children and provide stimulating interactions, the further advanced a 3-year-old’s language abilities will be regardless of socioeconomic status.

CO: 2 p. 208 T

1. Experts in early childhood education recommend realistic toys.

CO: 3 p. 212 F

1. Children who have imaginary friends tend to be first-born or only children.

CO: 3 p. 215 T

1. Research indicates that when mothers are available as play companions, the symbolic play of 2-year-old children is more complex and lasts longer.

CO: 3 p. 216 T

1. Toddlers are less likely to get angry when they are tired.

CO: 4 p. 218 F

1. Children rely on their parents as models for learning how to express and control anger.

CO: 4 p. 218 T

1. The manner of discipline affects the child’s compliance or non-compliance and levels of moral reasoning.

CO: 4 p. 219 T

1. Effective discipline should be immediate, brief, and firm without overreacting.

CO: 4 p. 219 T

1. Mothers living in poverty are more likely to use harsher forms of punishment including physical discipline.

CO: 4 p. 2220 T

1. The kind of speech that guides problem solving eventually becomes inner speech.

*CO: 4 p. 222 T

1. Rituals help provide feelings of continuity during change; compulsions continue because the anxiety that motivates them is unresolved.

CO: 5 p. 227 T

1. Cases of obsessive-compulsive disorder in young children have the same pattern of symptoms as adults.

CO: 5 p. 28 F

1. Conditions of poverty, such as early malnutrition and unstimulating parent-child interaction can impact brain development.

CO: 6 p. 228 T

1. The Unites States has the highest poverty rate of 17 developed countries.

CO: 6 p. 228 T

1. Quality childcare is defined primarily as a large play area with a lot of stimulating toys and activities.

CO: 7 p. 230 F

1. Research on childcare is problematic because of the variety of childcare conditions including hours in childcare, family life, and a lack of valid measures such as IQ for toddlers.

*CO: 7 p. 231 T

MATCHING QUESTIONS

1. Match the concept with the correct definition.

Concept

1. prompting
2. scaffolding
3. expansion

Definition

1. raising the level of a child’s vocabulary
2. elaborating a child’s expressions
3. urging a child to elaborate

CO: 2 p. 209 a-3, b-1, c-2

1. Match the milestone in language development with the appropriate age at which the milestone is reached.

Milestone

1. definite increase in communicative behavior and interest in language
2. deviations from the adult norm tend to be more in style than in grammar
3. utterances consist of at least two words, many have three or even five words
4. approximately 80% of utterances are intelligible even to strangers

Age described by Milestone

1. 24 months
2. 30 months
3. three years
4. four years

CO: 2 p. 204 a-1, b-4, c-2, d-3

1. Match the discipline strategy with a likely parental behavior.

Discipline Strategy

1. power assertion
2. love withdrawal
3. induction

Parental Behavior

1. pointing out consequences
2. taking away privileges
3. walking or turning away

CO: 4 p. 218 a-2, b-3, c-1

ESSAY QUESTIONS

1. Discuss the variety of ways that the acquisition of locomotor skills contributes to the development of toddlers.

*CO: 1 pp. 197-199

1. Describe some of the major transitions in language development during infancy and toddlerhood (birth through age 3).

CO: 2 pp. 200-201

1. Critically evaluate the importance of fantasy play for social and cognitive development.

CO: 3 pp. 214-216

1. Discuss the two components of self-control that must be learned during toddlerhood, and why it is essential that each be learned in this stage.

*CO: 4 pp. 216-223

1. Describe several factors that contribute to a toddler’s increasing ability to exercise self-control. What are factors that interfere with this ability?

CO: 5 pp. 216-220

1. Explain how imitation contributes to the development of autonomy in toddlerhood.

CO: 5 pp. 222-227

1. Explain how the parent’s approach to discipline might be influenced by situational factors.

CO: 4 p. 220

1. Discuss the prevalence of poverty in the United States and explain how poverty influences a toddler’s biopsychosocial development.

CO: 6 pp. 228-229

1. Compare and contrast ritualized behavior with compulsive behavior.

CO: 5 pp. 227-228

1. What is known about the impact of childcare experiences on development? What are some of the strengths and some of the limitations of the research on child care?

*CO: 7 pp. 231-233

CHAPTER SEVEN

Early School Age (4-6 Years)

CHAPTER OBJECTIVES

OBJECTIVE	ITEM NUMBER
To describe the process of gender identification during early school age and its importance for the way a child interprets his or her experiences.	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 99, 100, 102, 119, 110, 121, 142, 147
To describe the process of early moral development, drawing from theories and research to explain how knowledge, emotion, and action combine to produce internalized morality	18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 49, 50, 51, 52, 53, 101, 103, 104, 105, 106, 107, 108, 118, 122, 123, 124, 125, 126, 127, 143, 144, 148
To analyze changes in the self-theory, with special focus on the theory of mind and self-esteem during the early-school-age years.	54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 109, 110, 111, 128, 129, 130, 145, 149, 150
To explore the transition to more complex play and the process of friendship development in the early school-age years.	68, 69, 70, 71, 72, 73, 74, 75, 76, 112, 113, 131, 132, 151
To explain the psychosocial crisis of initiative versus guilt, the central process of identification, the prime adaptive ego quality of purpose, and the core pathology of inhibition.	77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 114, 115, 116, 117, 133, 134, 135, 136, 137, 146, 152, 153
To analyze the construct of school readiness, its relation to the developmental tasks of early school age, and the obstacles that may prevent children from being able to adapt and learn in the school environment.	95, 96, 97, 98, 138, 139, 140, 141, 154

MULTIPLE-CHOICE QUESTIONS

1. Which of the following terms refers to the integrated cognitive, social, and emotional schemes associated with being male or female?
2. sex
3. sexual orientation
4. gender
5. gender constancy

Conceptual p. 241 C

CO: 1 Easy

1. According to research on the brain, girls process emotions in an area of the brain close to the speech center, whereas boys process emotions in the limbic system, more closely linked to action. What is one consequence of this difference?
2. It is easier for girls to express their emotions in words than for boys.
3. It is easier for boys to express their emotions in words than for girls.
4. Boys get so emotional they cannot act.
5. Girls get so emotional they cannot speak.

Conceptual p. 242 A

CO: 1 Easy

1. The view of gender differences that emphasizes the role of socially agreed-upon norms for particular types of interaction is called the _______ perspective.
2. constructivist
3. psychoanalytic
4. individual differences
5. cognitive developmental

Conceptual p. 243 A

1. In a staff meeting at Acme Corporation, the men speak first and the women listen, waiting until they have something new or different to offer. How might the individual differences perspective on gender roles interpret this behavior?
2. Women are naturally more cautious and passive than men.
3. Women defer to men out of respect for their power and authority.
4. Women have a less well-developed problem-solving capacity than men.
5. All of these fit with an essential differences perspective.

Application p. 243 C

CO: 1 Difficult

1. Which of the following is the earliest component of gender role identification to be achieved?
2. sex-role preference
3. correct use of gender labels
4. sex-role standards
5. understanding that gender is constant

Conceptual p. 243 B

CO: 1 Moderate

1. Terms such as boy, girl, mommy, daddy, aunt, and uncle are examples of
2. sex-role stereotypes.
3. gender bias.
4. sex-role standards.
5. gender labels

Application p. 243 D

CO: 1 Moderate

1. What are gender-role standards?
2. cultural expectations about appropriate behavior for boys and girls, men and women
3. knowing that gender is stable, i.e. girls become women, boys become men
4. wanting to do the things that members of your sex are expected to do
5. wanting to grow up to be like your same-sex parent

Conceptual p. 244 A

CO: 1 Easy

1. How does the knowledge of gender-role standards influence a child’s behavior?
2. It influences how much they love their parents.
3. It influences their food preferences and tastes.
4. It influences their preferences for certain toys and games.
5. It influences whether they will go to preschool.

Conceptual p. 244 C

CO: 1 Easy

1. The cognitive underpinning of one’s gender role identification is referred to as a gender
2. label.
3. scheme.
4. constant.
5. preference.

Conceptual p. 245 B

CO: 1 Moderate

1. Some parents believe that boys should be assertive and girls should try to please others. This is an example of
2. a gender label.
3. a gender-role preference.
4. a gender-role stereotype.
5. none of these.

Conceptual p. 245 C

CO: 1 Moderate

1. What is an example of the idea that the family environment is gendered?
2. Fathers are more assertive than mothers in their interactions with children.
3. Fathers and mothers are both employed outside the home.
4. Families can be categorized by the sex of the head of household.
5. Children have less power in families than adults.

Conceptual p. 245 A

CO: 1 Moderate

1. What is a term for the process through which one person incorporates the values and beliefs of another?
2. heteronomous morality
3. sex-role preference
4. status
5. identification

Conceptual p. 245 D

CO: 1 Easy

1. Children raised by gay or lesbian parents have
2. homosexual gender preferences.
3. gender preferences that are similar to children raised in heterosexual homes.
4. a higher likelihood of becoming a homosexual.
5. none of these.

Conceptual p. 246 B

CO: 1 Easy

1. You hear a five-year-old girl say, “I love my mommy. When I grow up I want to be just like her.” This is an example of which of the following?
2. understanding gender labels
3. identifying with the same-sex parent
4. knowledge of gender-role standards
5. none of these

Application p. 247 B

CO: 1 Easy

1. The establishment of a gender preference depends on three factors. Which of the following is not one of these?
2. the match between one’s strength and competence and the expectations of the gender-role standards
3. how much one likes the parent of the same sex
4. understanding that gender is constant and stable
5. cues from the culture valuing one sex over the other

Conceptual p. 248 C

*CO: 1 Difficult

1. Cultural cues that one sex is valued more than the other contributes to which of the following?
2. forming a gender preference
3. use of gender labels
4. learning gender-role standards
5. understanding of gender constancy

Conceptual p. 248 A

CO: 1 Moderate

1. Which of the following dimensions is an aspect of gender role identification?
2. establishing a gender role preference
3. developing an understanding of gender
4. identifying with the opposite-sex parent
5. acquiring gender role standards

Conceptual p. 249 C

CO: 1 Moderate

1. For the early-school-age child, moral development involves a process of learning the family’s moral code and then using it to guide behavior. This is called
2. avoidance conditioning.
3. internalization.
4. gender-role preference.
5. induction.

Conceptual p. 249 B

CO: 2 Easy

1. Moral development in the early-school-age years involves growth in three domains:
2. emotions, knowledge, and action.
3. internalization, rewards, and punishments.
4. cognitive, physical, and emotional.
5. none of these.

Conceptual p. 249 A

CO: 2 Easy

1. According to learning theories, internalization is a result of
2. identification.
3. empathy.
4. rewards and punishments.
5. cognitive judgments.

Conceptual p. 250 C

CO: 2 Moderate

1. One way to sustain internalization is through
2. avoidance conditioning.
3. operant conditioning.
4. reward conditioning.
5. punishment.

Conceptual p. 250 A

CO: 2 Moderate

1. Alexis, a 6-year old, really wants to eat a cookie out of the cookie jar. However, she remembers how mad her mother got at her when she ate a cookie right before dinner last week and she starts to feel anxiety. In the end, Alexis decides not to eat the cookie because she knows it is wrong. This is an example of
2. anxiety conditioning.
3. operant conditioning.
4. reward conditioning.
5. avoidance conditioning.

Application p. 250 D

CO: 2 Moderate

1. Every day Joseph watches Molly get in trouble when she rides her bike further than their mother allows them to go. Joseph really wants to go around the corner when riding his bike but he knows his mother will be angry and that he will get in trouble, so he stops at the corner and turns back towards their house on his bike. This is an example of
2. observation of models.
3. cognitive schemes.
4. help giving behaviors.
5. punishment.

Application p. 250 A

CO: 2 Moderate

1. According to social learning theory, learning the moral code occurs largely through which of the following?
2. guilt and shame
3. cognitive schemes
4. help giving behaviors
5. observation and imitation

Conceptual p. 250 D

CO: 2 Easy

1. Samantha, who is 5 years old, is watching TV and sees a boy tell his mother a lie. Nothing bad happens to the boy. According to social learning theory, she is likely to conclude that
2. lying is morally wrong.
3. lying is alright.
4. lying is a violation of one’s social contract.
5. lying is acceptable as long as it does not disrupt the authority relations in the family.

Application p. 250 B

CO: 2 Moderate

1. Piaget described the major transition in moral development from heteronomous to __________ morality.
2. sensitive
3. representational
4. egocentric
5. autonomous

Factual p. 251 D

CO: 2 Moderate

1. When children see rules as a product of cooperative agreements, they are said to have achieved a level of _________________ morality.
2. schematic
3. heteronomous
4. autonomous
5. overt

Conceptual p. 251 C

CO: 2 Moderate

1. According to cognitive developmental theory, an important aspect of heteronomous moral behavior is
2. whether one believes the behavior would be observed and punished.
3. one’s identification with a loving parent.
4. whether one understands that morality is a product of a social contract.
5. whether one has been punished by spanking or loss of privileges.

Conceptual p. 251 A

*CO: 2 Difficult

1. According to cognitive developmental theory, advances in moral reasoning occur when a child has to reconcile new views about basic moral concepts with existing views about what is right or wrong. This process is called
2. social convention.
3. empathy.
4. conventional morality.
5. equilibration.

Conceptual p. 252 D

CO: 2 Moderate

1. Kohlberg expanded on Piaget’s theory by developing a theory of stages of moral judgment. Children of the early-school-age period (4 to 6) are most likely to be at which level?
2. conventional
3. preconventional
4. postconventional
5. unconventional

Conceptual p. 252 B

CO: 2 Easy

1. When a person decides whether something is morally right or wrong based on how individuals in positions of authority view it, the person is said to be at which level of moral reasoning?
2. preconventional
3. conventional
4. postconventional
5. unconventional

Conceptual p. 252 B

CO: 2 Moderate

1. Which of the following statements about stage 6 moral reasoning in Kohlberg’s model is most accurate?
2. Stage 6 reasoning requires the development of a set of universal ethical principles that apply across time and culture.
3. Most adults function at stage 6 reasoning.
4. At stage 6, decisions about justice are based on whether the behavior upholds or violates the laws of society.
5. None of these.

Conceptual p. 252 A

CO: 2 Easy

1. Martin Luther King, Jr., who fought for civil rights of minorities and underrepresented groups, displayed what level of morality according to Kohlberg’s theory?
2. preconventional
3. conventional
4. postconventional
5. unconventional

Application p. 252 C

CO: 2 Difficult

1. Research with early-school-age children suggests that their moral reasoning focuses on
2. upholding a social contract.
3. consequences of their behavior.
4. universal ethical principles.
5. conforming to the opinions of legitimate authorities.

Conceptual p. 252 B

CO: 2 Moderate

1. What type of early childhood educational environment can promote more autonomous, flexible moral reasoning in young children?
2. Make sure rules are clearly stated at the beginning of the school year.
3. Punish children quickly and not overly severely when they break rules.
4. Involve children in rule making and teach them strategies to help resolve conflicts.
5. Make sure parents and teachers agree about what behaviors are wrong and how to correct these behaviors.

Application p. 253 C

CO: 2 Moderate

1. Which of the following is an example of a social convention transgression as compared to a moral transgression?
2. using another child’s hat and gloves
3. telling a lie
4. stealing from another student
5. destroying another child’s toy

Application p. 253 A

CO: 2 Easy

1. According to psychoanalytic theory, morality (superego) results from
2. empathy.
3. parental identification.
4. strong id impulses.
5. defense mechanisms.

Conceptual p. 254 B

CO: 2 Moderate

1. Several of Freud’s ideas about moral development have been shown to be incorrect. What is one of these incorrect ideas?
2. Males would have a weaker superego than females.
3. Identification with the mother has a greater role to play in moral development than identification with the father.
4. Girls’ superego is weaker than boys’ and girls are less able to resist temptation.
5. The superego develops in infancy.

Conceptual p. 254 C

CO: 2 Difficult

1. The object relations theoretical perspective on moral development has revised Freud’s original thinking in what way?
2. Morality is now considered primarily a new series of defense mechanisms against anxiety.
3. Moral development is viewed as almost entirely cognitive; the role of emotion is much less than Freud thought.
4. Moral development is seen as emerging earlier than Freud thought, in the context of the first close, emotional bonds with a caregiver.
5. Morality is seen as developing after latency, during the reawakening of Oedipal and Electra fantasies that accompany puberty.

Conceptual p. 255 C

CO: 2 Difficult

1. According to object relations theory, morality has its basis in which of the following?
2. behaviors that are rewarded or punished
3. behaviors that strengthen or threaten the bonds between the self and valued others
4. behaviors that create cognitive disequilibrium
5. behaviors that make it easy to delay gratification

Conceptual p. 255 B

CO: 2 Difficult

1. Which term refers to being able to experience the emotion that you perceive someone else is experiencing?
2. ego ideal
3. guilt
4. internalization
5. empathy

Conceptual p. 256 D

CO: 2 Easy

1. What type of empathy is it when you recognize distress in another person and react in the same way you would if the distress were your own?
2. empathy for another’s life conditions
3. empathy for another’s feelings
4. egocentric empathy
5. global empathy

Conceptual p. 257 C

CO: 2 Moderate

1. When is the capacity for empathy first observed?
2. infancy
3. toddlerhood
4. early school age
5. middle school age

Factual p. 257 A

CO: 2 Easy

1. Which of the following provides a basis for very young children to recognize emotions in others?
2. guilt
3. sarcasm
4. increased heart rate and blood pressure
5. facial expressions

Factual p. 257 D

CO: 2 Easy

1. Perspective taking differs from empathy in which way?
2. They are both social skills.
3. Perspective taking does not occur at the early-school-age period.
4. Perspective taking involves recognizing someone’s point of view, which may differ from one’s own.
5. Perspective taking reduces a child’s egocentrism.

Conceptual p. 258 C

CO: 2 Moderate

1. Selman’s analysis of levels of social perspective taking suggests that children aged 4 to 6 years are likely to approach social conflicts in which way?
2. They assume all participants view the situation as they do.
3. They know that another’s gain will be their loss.
4. They realize that people must take each other’s point of view into account before acting.
5. They see all conflicts in terms of the consequences of their behavior for others.

Conceptual p. 258 A

CO: 2 Moderate

1. How is temperament related to the effectiveness of discipline techniques?
2. Children who are slow to warm up never need to be disciplined.
3. Children who are fearful and inhibited need to experience love withdrawal as a discipline strategy.
4. Children who are active and insensitive to disapproval need more focused, directive discipline.
5. Children who are sociable and outgoing need to be disciplined using power assertion.

Conceptual p. 259 C

CO: 2 Difficult

1. Which of the following is a recommendation of the American Academy of Pediatrics about television viewing for children?
2. let children have televisions in their bedrooms
3. encourage TV viewing before bed
4. discourage all television viewing for all children under age 2
5. restrict television viewing to fictional programming only

Factual p. 260 C

CO: 2 Easy

1. According to research, one of the most serious problems associated with televised violence is
2. the violence is punished by violence.
3. the violence is glamorized and goes unpunished.
4. the violence is not easily understood by children.
5. only bad characters perform violent actions.

Factual p. 261 B

CO: 2 Moderate

1. How does TV violence increase aggressiveness among children who watch it?
2. TV violence adds new violent behaviors to the child’s range of behaviors.
3. Viewing violence increases a child’s emotionality, bringing into consciousness angry feelings.
4. Children who watch a lot of TV violence are more likely to think aggressive behavior is acceptable.
5. all of these

Conceptual p. 261 D

CO: 2 Moderate

1. Which of the following is a potential benefit of TV viewing in early childhood?
2. Children can learn to challenge social stereotypes from certain TV programming.
3. Children are quiet and calm while watching TV.
4. Watching TV takes the place of peer interactions in which differences of opinion can arise.
5. Children who watch a lot of televised violence see the world as a more dangerous place.

Conceptual p. 2261 A

CO: 2 Moderate

1. Of the various approaches to understanding moral development discussed in the text, which one makes the greatest contribution to understanding how children develop the emotions of guilt and remorse associated with morality?
2. learning theory
3. cognitive theory
4. research on perspective taking
5. psychoanalytic theory

Conceptual p. 261 D

CO: 2 Difficult

1. When televised heroes’ violent actions are rewarded or viewed as successful, children are likely to imitate these actions. Which theory best accounts for this?
2. Object Relations Theory
3. Kohlberg’s Cognitive Theory of Moral Development
4. Learning theory
5. Evolutionary Theory

Conceptual p. 2262 C

*CO: 2 Difficult

1. The text treats the ________________ as a theory that links a person’s understanding about the nature of the world, the nature of the self, and the meaning of interactions between the self and the environment.
2. superego
3. self-concept
4. gender preference
5. reward structure

Conceptual p. 263 B

CO: 3 Moderate

1. The complexity and logic of the self theory changes as a result of
2. maturation of cognitive functions.
3. id impulses.
4. defense mechanisms.
5. gender labels.

Conceptual p. 263 A

CO: 3 Moderate

1. In James’s conceptualization of the self, what is one of the fundamental features of the “I”?
2. the self that one can describe
3. a sense of agency as one who initiates behavior
4. one’s social roles
5. a sense that one’s life is based on discrete, moment-to-moment experiences that do not show continuity

Conceptual p. 264 B

CO: 3 Moderate

1. James differentiated the “I” and the “me” as the components of the self. What is the “me”?
2. the self as knower
3. the self that imitates behavior
4. the self that reflects upon its own qualities
5. the self as an object that can be described by others

Conceptual p. 264 D

CO: 3 Moderate

1. Which of the following is the primary characteristic of the self theory that emerges in infancy?
2. self as an independent, separate being
3. self-criticism
4. the self as a blank slate
5. self as responsive to others

Conceptual p. 264 A

*CO: 3 Moderate

1. Which of the following features characterizes self theory during the early and middle school years?
2. preoccupation with an integration of past, present, and future selves
3. a new level of concern about comparative assessments
4. beginning of self-awareness
5. lack of self-evaluation content

Conceptual p. 266 B

CO: 3 Moderate

1. According to Damon and Hart, the organizing principle that integrates aspects of the self-concept during middle and later childhood is
2. beliefs and plans.
3. interpersonal goals.
4. comparative assessments.
5. categorical identifications.

Conceptual p. 266 C

CO: 3 Moderate

1. The natural way that children, from ages 4 to 6 years, become more aware that people have different points of view is detailed in the theory of
2. thought.
3. morality.
4. cognition.
5. mind.

Conceptual p. 267 D

CO: 3 Easy

1. The ability to appreciate that what you know or believe to be true is different from what others know and believe to be true is a salient feature of
2. jealousy.
3. empathy.
4. self-awareness.
5. cognition.

Conceptual p. 267 C

*CO: 3 Moderate

1. A person’s evaluation about his or her own worthiness is called
2. dissonance.
3. egocentrism.
4. self-esteem.
5. self theory.

Conceptual p. 267 C

CO: 3 Easy

1. People with low self-esteem will see any failure as evidence of their
2. contextual dissonance.
3. lack of worth.
4. sense of efficacy.
5. subjective self-concept.

Conceptual p. 268 B

CO: 3 Moderate

1. People who have high self-esteem
2. have strong positive evaluations of all of their abilities.
3. derive this sense of self-worth primarily through pretend activities.
4. find that failure increases their feelings of doubt about their basic worth.
5. use a variety of strategies to minimize the importance of negative feedback.

Conceptual p. 268 D

CO: 3 Moderate

1. Mary does not feel like anyone likes her and she feels ignored, rejected, and scorned. Mary suffers from low
2. self-esteem.
3. creativity.
4. sense of efficacy.
5. persistence.

Application p. 268 A

CO: 3 Easy

1. Which statement about self-esteem among early-school-age children is correct?
2. Early-school-age boys are more critical of their abilities than early-school-age girls.
3. Early-school-age children are exposed to low levels of peer criticism that challenge self-esteem.
4. Early-school-age children feel less guilty about violating rules and norms than younger children.
5. Early-school-age children are likely to experience feelings of depression and worthlessness that may crystallize into a scheme for low self-esteem.

Conceptual p. 269 D

CO: 3 Difficult

1. Ring-Around-the-Rosie, London Bridge, and Farmer-in-the-Dell are examples of
2. sensorimotor play.
3. group games.
4. team sports.
5. social pretend play.

Application p. 269 B

CO: 4 Moderate

1. Group games permit children to shift roles. This contributes to which of the following?
2. emotional regulation
3. fantasy
4. perspective-taking abilities
5. self-esteem

Conceptual p. 270 C

*CO: 4 Difficult

1. By the age of 4 or 5, children who have stable friendships become skilled in
2. coordinating their interactions with friends.
3. creating elaborate pretend games.
4. being willing to modify their play preferences so that both members in the friendships have a chance to enjoy the kinds of play they like best.
5. all of these.

Factual p. 272 D

CO: 4 Moderate

1. Why is hopscotch so popular with early-school-age children in many cultures?
2. The game provides a sense of safety and security.
3. There is no fantasy element so children can focus on reality.
4. The game symbolizes perils of childhood and the need for balance while providing opportunities for mastery.
5. It is an easy game with few opportunities for failure.

Conceptual p. 271 C

CO: 4 Moderate

1. Which of the following statements is true about friendships during early school age?
2. Children of this age prefer mixed-sex play groups.
3. Children tend to evaluate each other on the basis of intentions which are usually seen as positive.
4. Children like to let adults “sit in” on peer play sessions so that they can benefit from the adult’s advanced play and problem solving.
5. Children tend to have a rather rigid approach to issues of social responsibility, so that peer play is frequently disrupted by quarrels, “tattling,” and hard feelings about injustices.

Factual p. 272 D

CO: 4 Difficult

1. What is one implication of the fact that girls and boys tend to form same-sex friendship groups?
2. Girls never experience leadership among friends.
3. Girls and boys develop distinct peer-communication strategies.
4. Boys learn to be better listeners and acquire valued skills for building group consensus.
5. Girls and boys lack gender identity so there are no same-sex friendships formed.

Conceptual p. 273 B

CO: 4 Moderate

1. Children are likely to seek others of the same sex as play companions because
2. they believe these children will be kinder to them.
3. parents guide them into same-sex play groups.
4. they believe these other children will have the same play preferences they have.
5. they believe these children will provide diverse mental representations of possible activities.

Factual p. 273 C

CO: 4 Moderate

1. Boys and girls tend to use different strategies to achieve ________ in their same-sex friendship groups.
2. dominance
3. self-efficacy
4. continuity
5. sensorimotor equilibrium

Conceptual p. 273 A

*CO: 4 Moderate

1. Which of the following is true about the groups girls and boys prefer during early school age?
2. Boys prefer mixed-sex groups while girls prefer same-sex groups.
3. Boys prefer two-person groups, while girls prefer larger groups.
4. Girls prefer two-person groups, while boys prefer larger groups.
5. Girls prefer mixed-sex groups while boys prefer same-sex groups.

Factual p. 274 C

CO: 4 Moderate

1. What is the psychosocial crisis of early school age?
2. trust versus mistrust
3. autonomy versus shame and doubt
4. industry versus inferiority
5. initiative versus guilt

Conceptual p. 274 D

CO: 5 Easy

1. Young children often ask questions about why things are as they are, how things began, and what will happen in the future. This is a sign of
2. initiative.
3. trust.
4. autonomy.
5. creativity.

Conceptual p. 274 A

CO: 5 Moderate

1. David is 6 years old. He had a tooth pulled this afternoon. His mother just tucked him into bed promising him that the tooth fairy would be coming for the tooth while he sleeps. David puts pillows under his blanket and moves into the closet so he can see the tooth fairy take his tooth. This is an example of
2. mistrust.
3. initiative.
4. contextual dissonance.
5. parental identification.

Application p. 275 B

CO: 5 Moderate

1. Suggesting a new game to play, trying to get other kids to play with you, or bragging to friends about something special are all examples of
2. play frustration.
3. initiative.
4. autonomy.
5. social referencing.

Application p. 275 B

*CO: 5 Moderate

1. Three strategies for initiating interaction have been judged to be effective and have been associated with other evidence of social competence. Which of the following is not one of these strategies?
2. Children show evidence of negative, irritable behavior when playing with others.
3. Children establish common ground by giving meaningful information in response to questions.
4. Children engaged in a positive, friendly interchange with others.
5. Children do not show evidence of negative, irritable behaviors.

Factual p. 275 A

CO: 5 Moderate

1. The emotion that accompanies the sense that one has been responsible for an unacceptable thought, fantasy, or action is
2. depression.
3. fear.
4. guilt.
5. mistrust.

Conceptual p. 275 C

CO: 5 Easy

1. What is an adaptive outcome of experiencing guilt?
2. curiosity and experimentation
3. a sense of remorse and attempts to set things right
4. intensive self-blame and feelings of worthlessness
5. there is no adaptive outcome related to experiences of guilt

Conceptual p. 275 B

CO: 5 Moderate

1. Children who suffer extreme feelings of guilt are likely to believe that
2. they are a lot like other friends.
3. they can be forgiven for their mistakes.
4. the good things that happen to them are a result of their efforts.
5. their thoughts cause the misfortunes of others.

Conceptual p. 276 D

CO: 5 Moderate

1. Which of the following is true?
2. Girls are more likely to experience guilt than boys when they have lied or been inconsiderate to others.
3. Boys are more likely to experience guilt than girls when they have lied or been inconsiderate to others.
4. Boys are more likely than girls to experience guilt when they blame themselves for unhappiness or conflict among others.
5. Boys and girls tend to experience similar amounts of guilt in most situations.

Factual p. 276 A

CO: 5 Moderate

1. The central process of __________ allows children to feel their parents are with them even when their parents are not physically present.
2. mutuality
3. identification
4. education
5. reciprocity

Conceptual p. 276 B

CO: 5 Moderate

1. Which of the following motives for identification is most closely related to children imitating a model who controls the resources?
2. identification with the aggressor
3. fear of loss of love
4. need for sex-role similarity
5. need for status and power

Conceptual p. 277 D

CO: 5 Moderate

1. Paradoxically, identification contributes both a sense of connectedness with parents and a sense of
2. independence.
3. competition.
4. isolation.
5. willfulness.

Conceptual p. 277 A

CO: 5 Moderate

1. Sloan’s father is physically abusive. He hits and slaps Sloan to make his point. Sloan is afraid of his father’s power, but he also admires this power. Sloan likes to slap and punish other children at school in order to get them to do what he wants. This is an example of
2. identification based on fear of loss of love.
3. agentic identification.
4. identification competence.
5. identification with the aggressor.

Application p. 277 D

CO: 5 Moderate

1. The ______________ is a fantasy of the type of person one aspires to become. It is a product of strong parental identifications in the early-school-age period.
2. id
3. ego ideal
4. superego
5. ego

Conceptual p. 277 B

CO: 5 Easy

1. What is the function of the ego ideal?
2. It punishes wrongdoing.
3. It creates fears and nightmares.
4. It serves as a goal for positive achievement.
5. It negotiates between id and superego.

Conceptual p. 278 C

CO: 5 Moderate

1. Heather wants to be a princess when she grows up. Thus she starts wearing make-up and practicing curtseys. This is an example of Johanna’s emerging
2. sense of inhibition.
3. preconventional morality.
4. identification with the aggressor.
5. ego ideal.

Application p. 278 D

CO: 5 Easy

1. The early-school-age child who imposes intention and goals on action demonstrates the prime adaptive ego quality of
2. fidelity to values.
3. purpose.
4. wisdom.
5. hope.

Conceptual p. 278 B

CO: 5 Moderate

1. If behavior is restrained or suppressed, the early school age child demonstrates
2. inhibition.
3. withdrawal.
4. inertia.
5. exclusivity.

Conceptual p. 279 A

*CO: 5 Moderate

1. Parents concerned about children having the combination of physical, cognitive, emotional, and social skills necessary for kindergarten are concerned about their children’s
2. age.
3. fears.
4. happiness.
5. readiness.

Conceptual p. 279 D

CO: 6 Easy

1. In a national survey, parents thought children should enter school when
2. they developed specific skills (e.g., able to use a pencil or scissors).
3. they were sensitive to other children’s feelings.
4. they were not disruptive.
5. they could follow directions.

Factual p. 281 A

CO: 6 Moderate

1. All of the following are demographic risk factors associated with the likelihood of poor school adjustment for children except which one?
2. welfare dependency
3. the gender of the child
4. low parental education
5. single-parent households

Factual p. 281 B

*CO: 6 Moderate

1. _______ are responsible for meeting the goal for school readiness.
2. Schools
3. Parents
4. Professionals
5. All of these

Conceptual p. 282 D

CO: 6 Easy

Post-Test Questions from Student Study Guide

1. Which is the earliest component of gender identification to be achieved?
2. gender-role standards
3. gender label
4. gender constancy
5. gender preference

Factual p. 243 B

CO: 1 Moderate

1. Some parents believe that boys should be assertive and girls should try to please others. This is an example of ____________________.
2. a gender-role standard
3. a gender label
4. a gender preference
5. none of these

Conceptual p. 243 A

CO: 1 Moderate

1. Which of the following theories hypothesizes that moral behavior is a result of repeated associations between valued behavior and reinforcements?
2. learning theory
3. psychoanalytic theory
4. cognitive-developmental theory
5. social-role theory

Factual p. 262 A

CO: 2 Moderate

1. Developing a preference for attitudes associated with feminine or masculine roles is ____________________.
2. gender typicality
3. contentedness
4. gender preference
5. gender dysphoria

Factual p. 247 C

CO: 1 Moderate

1. When children see rules as a product of cooperative agreements, they are said to have achieved a level of ____________________ morality.
2. cognitive
3. heteronomous
4. internalized
5. autonomous

Conceptual p. 251 D

CO: 2 Moderate

1. A toddler offers her own favorite cuddly blanket to her father when he hurts his leg. This is an example of which type of empathy?
2. empathy for another’s feelings
3. egocentric empathy
4. empathy for another’s life conditions
5. global empathy

Application p. 257 C

CO: 2 Moderate

1. Which of the following will not help parents teach their children to develop moral reasoning skills?
2. talking with their children
3. introducing alternative views
4. raising questions
5. asserting a high degree of power

Application p. 259 D

CO: 2 Moderate

1. Research indicates that one consequence for children of viewing televised violence may be _____________.
2. a short-term highlighted sense of arousal
3. long-term connections to adult violence
4. a greater acceptance of forms of aggression
5. all of above

Factual p. 260 D

CO: 2 Moderate

1. The text does not discuss which theory in terms of moral development?
2. cognitive theory
3. evolutionary theory
4. object relations theory
5. bioecological theory

Conceptual p. 261 D

CO: 2 Moderate

1. Which of the following may be a result of watching television?
2. It decreases participation in community and recreational activities.
3. It helps children view the world as a safe, caring place.
4. It increases social interaction.
5. It decreases interest in commercial products such as toys, candy, and cereal.

Factual p. 261 A

CO: 2 Moderate

1. The function of the ___________ is to assist the individual in successfully interacting with the world.
2. libido
3. gender label
4. sensitive period
5. self theory

Factual p. 263 D

CO: 3 Moderate

1. William James differentiated the “I” and “me” as the components of the self. What is the “me”?
2. the self as an object that can be described by others
3. the self that imitates behavior
4. the self as knower
5. the self that reflects upon its own qualities

Conceptual p. 264 A

CO: 3 Moderate

1. Theory of mind states that children increase their awareness of ___________.
2. other people’s beliefs.
3. others people’s desires.
4. moral imperatives.
5. language development.

Factual p. 267 A

CO: 3 Moderate

1. Play time is at risk of disappearing due to ___________.
2. educational objectives
3. reduced time for play
4. a and b
5. b only

Factual p. 269 C

CO: 4 Moderate

1. Which of the following statements about friendship during the early school age period is most accurate?
2. Children of this age rarely argue or quarrel during play.
3. Boys and girls usually play together.
4. Boys and girls tend to pick friends of the same sex.
5. Friendships are based on loyalty and trust.

Conceptual p. 273 C

CO: 4 Easy

1. Which of the following is the best definition for the psychosocial concept of initiative?
2. active investigation of the environment
3. sense of pride in a job well-done
4. anxiety caused by having violated a cultural norm
5. a caring orientation toward relationships

Conceptual p. 274 A

CO: 5 Moderate

1. What is an adaptive outcome of experiencing guilt?
2. curiosity and experimentation
3. a sense of remorse and attempts to set things right
4. intensive self-blame and feelings of worthlessness
5. there is no adaptive outcome related to experiences of guilt

Conceptual p. 276 B

CO: 5 Moderate

1. Which term refers to the psychological mechanism that signals when a violation of a forbidden behavior or thought is about to occur?
2. fixation
3. guilt
4. phobia
5. mistrust

Conceptual p. 275 B

CO: 5 Moderate

1. Which is not a perspective offered to explain the dynamics of feelings of guilt?
2. psychoanalytical
3. cognitive
4. empathy
5. systems theory

Conceptual p. 275 D

CO: 5 Moderate

1. Object Relations Theory links mutually responsive care with all of the following except _____.
2. later moral development
3. enhanced need to assert power
4. higher level of compliance
5. increased ability to resist temptation

Conceptual p. 255 A

CO: 2 Moderate

TRUE/FALSE QUESTIONS

1. Gender identification is exclusive to the physical domain.

CO: 1 p. 241 F

1. Girls are rarely passive when interacting with other girls.

CO: 1 p. 244 T

1. The idea that dressing in different clothes does not change someone’s sex is called gender consistency.

CO: 1 p. 244 T

1. According to the views of a child who has achieved autonomous morality, it is more wrong to break ten cups accidentally than one cup while disobeying a parent.

CO: 2 p. 252 F

1. Kohlberg’s moral levels consist of multiple stages. The most advanced stage is determining justice and morality by a democratically derived social contract.

CO: 2 p. 252 F

1. Kohlberg’s moral development stages embody a Western, male-oriented value system. Regardless, cross-cultural longitudinal studies support similar development in other cultures.

CO: 2 p. 254 T

1. According to psychoanalytic theory, the development of the superego increases a child’s impulse control.

CO: 2 p. 254 T

1. Empathy is based on emotional understanding; perspective taking is based on cognitive understanding.

CO: 2 p. 258 T

1. An increase in a child’s level of aggression may be a possible consequence of watching a role model engage in aggression when the child sees a television hero rewarded for violent actions.

*CO: 2 p. 260 T

1. Research supports the psychosocial theory that there is an interaction between the person and environment on a neural level.

CO: 3 p. 263 T

1. In early childhood, the self is understood through comparative assessments.

CO: 3 p. 265 F

1. Young children tend to evaluate situations on the basis of intentions rather than outcomes.

CO: 3 p. 267 F

1. Hopscotch is an modern game designed to increase the physical coordination of young children.

CO: 4 p. 271 F

1. The only reason children seek others of the same sex to play with is that our society pressures them to do so.

CO: 4 p. 273 F

1. Only children who have severe psychological problems explore their own bodies.

CO: 5 p. 374 F

1. Depressed mothers teach their children to have more empathy for others and therefore lower levels of guilt and anxiety.

CO: 5 p. 276 F

1. Planning and enacting plans reflects a sense of purpose due to ego expansion into the present and future.

CO: 5 p. 278 T

1. Without intervention, inhibited children are likely to become increasingly withdrawn, bringing deficits in social skill development.

*CO: 5 p. 279 T

1. Children who have not internalized cause-effect interactions become inhibited, but are likely to outgrow the inhibition as they spend more time in school.

CO: 5 p. 279 F

1. A survey of teachers indicated they believe children are ready for school when they have specific skills such as using a pencil or counting to 20.

CO: 6 p. 281 F

1. Teachers’ concepts of school readiness focus on social behavior while parents focus on skills.

CO: 6 p. 281 T

1. School readiness skills in children ages 3 to 5 years indicate that poverty status is not a significant factor.

CO: 6 p. 281 F

1. Many children with disabilities are mainstreamed into a classroom without any provision for encouraging social interaction with the other children.

CO: 6 p. 283 T

MATCHING QUESTIONS

1. Match the following terms and their definitions.

Terms

1. sex
2. gender
3. sexual orientation
4. gender-role standards

Definitions

1. cultural expectations about appropriate behavior for girls and boys, men and women
2. biologically based distinctions based on chromosomal information
3. one’s preference regarding the sex of an intimate partner
4. the integrated cognitive, social, and emotional schemes associated with being male or female

CO: 1 pp. 241, 244 a-2, b-4, c-3, d-1

1. Match each type of empathy with its definition.

Type of Empathy

1. global empathy
2. egocentric empathy
3. empathy for another’s feeling
4. empathy for another’s life conditions

Definition

1. You recognize distress in another person and react as if the distress were your own.
2. You experience empathy when you understand the person’s circumstances.
3. You experience and express distress as a result of witnessing someone else in distress.
4. You react to another’s distress in a way that might comfort that person.

CO: 2 p. 257 a-3, b-1, c-4, d-2

1. Match the three processes through which televised violence has an impact on the viewer and a related consequence.

Processes

1. observing role models who engage in aggressive action
2. heightened arousal while viewing violence
3. modification of beliefs and values

Consequences

1. Viewers expect others to act in an aggressive way toward them.
2. Viewer adds new violent behaviors to response repertoire.
3. Strengthening of cognitive network between aggressive feelings, memories, and actions occurs in viewer.

CO: 2 p. 260 a-2, b-3, c-1

1. According to Damon and Hart’s developmental model of the self, one can recognize evidence of self-understanding at each developmental level. Match the developmental level with the kind of self-understanding that occurs at that level.

Developmental Level

1. early school age
2. middle childhood
3. early adolescence
4. later adolescence

Nature of self-understanding

1. the formulation of a personal and social identity which integrates the characteristics of the self into a set of beliefs and plans which guide future actions
2. comparative assessment of self and others
3. categorical and concrete assessment of self
4. understanding of the social implications of one’s self characteristics

CO: 3 p. 264 a-3, b-2, c-4, d-1

1. Match the motive for identification with its definition.

Motive for Identification

1. fear of loss of love
2. identification with the aggressor
3. identification to satisfy needs for power and status
4. identification to increase perceived similarity

Definition

1. A child behaves like a parent in order to achieve a vicarious sense of power.
2. A child behaves like a parent in order to protect him- or herself from a parent’s rage.
3. A child behaves like a parent in order to appear to have more of the parent’s positive attributes.
4. A child behaves like a parent to ensure a continued, positive, love relationship.

CO: 5 p. 277 a-4, b-2, c-1, d-3

ESSAY QUESTIONS

1. Define gender identification. Explain the cognitive, affective, physical, and interpersonal components of gender identification.

CO: 1 pp. 242-243

1. Based on what you have read about moral development in the early-school-age years, discuss the cognitive, emotional, and behavioral dimensions of the young child’s morality.

*CO: 2 pp. 250-256

1. Explain Damon and Hart’s model of self-understanding. What are the components of self as object and self as subject? Along what dimensions does self-understanding change from early childhood through later adolescence?

CO: 3 p. 264

1. Explain why children in the early-school-age period may be especially vulnerable to fluctuations in self-esteem and feelings of “worthlessness.”

CO: 3 pp. 267-269

1. Discuss similarities and differences in play groups during this life stage. What is the role of interactions such as teasing, using commands, and boasting in children’s group play?

*CO: 4 pp. 272-273

1. Define identification. Give at least three different explanations for why children identify with their parents. For each explanation provide an example.

CO: 5 pp. 276-277

1. Explain how identification contributes to the resolution of the psychosocial crisis of initiative versus guilt in early school age. How does the psychosocial crisis of initiative versus guilt helps us to understand the relationship between intellectual curiosity and emotional development?

CO: 5 p. 278