TEST BANK
Constructive Guidance and Discipline: Birth to Age Eight, 7th edition
ST by Marjorie Fields, Patricia Meritt
U
D
YL
AB
, Table of Content
PART A: Discipline Foundations
1. Thinking About Guidance and Discipline
2. Physical and Emotional Development Affect Child Behavior
3. Intellectual and Social Development Affect Discipline
PART B: Discipline Approaches
4. Creating Environments That Prevent Discipline Problems
ST
5. Planning Programs That Prevent Discipline Problems
6. Teaching Desirable Behavior Through Example
7. Communication Strategies for Effective Discipline
U
8. Helping Children Understand and Accept Limits
9. Beyond Behaviorism
D
10. Punishment versus Discipline
YL
PART C: Matching Discipline Causes to Discipline Approaches
11. Childlike Behaviors
AB
12. Unmet Needs
13. Meeting Diverse Needs: Academic, Social, Cultural, & Linguistic
14. Stress and Vulnerabilities
15. Analyzing Discipline Problems
, jkhgfdsa
Guidelines for using Assessment Materials
for Constructive Guidance and Discipline, 7th edition
by Marjorie Fields
This text is based on Constructivist learning theory, which means we encourage thinking and
problem solving rather than rote memorization. We do not believe anyone becomes better at
guiding young children simply by memorizing such things as the names of relevant developmental
stages and guidance approaches. Guidance and Discipline is a complex process, requiring complex
analysis and thoughtful intervention. The only meaningful assessment of student learning therefore
focuses on student ability to do that analysis and to plan appropriate interventions. Following is a
description of how we designed such assessment.
1. The text is based on the principle that there are two components in successfully treating
ST
behavior problems and they must be used together. Test questions require students to identify a
probable cause of the problem and to match that cause to the recommended guidance/discipline
approach. It is recommended that assignments using the Practicum/lab report form (included in
the Introduction section of the Instructor Manual) be utilized as preparation for these test
questions. The Practicum report form guides students to think about behavior problems in the
ways required for successful intervention – and for the exams.
U
2. There may be more than one acceptable idea about causes of behavior problems; if students can
provide a child development based rationale for why they select a different probable cause than
the cause listed in the guide, that cause should be accepted. The students’ challenge is to then
D
match the appropriate response to whatever cause they identified.
3. Due to the nature of the material, it is best not to attempt to assess understanding until students
YL
have read at least through chapter 8. Until that point, they are not familiar with all the
intervention approaches they need to consider. This is about half way through the text and a
good time for a midterm exam.
4. Although there are a few assessment ideas related to specific chapters, usually it is better not to
AB
assess chapter by chapter when using this book because the chapters each focus on just one
guidance approach. We want students to be able to consider all possible approaches and select
the appropriate one, depending on the cause of the problem. If we test for each chapter, we
basically are giving away the answer.
5. Midterm exam questions must be selected carefully so that they are based only on information
covered in the course at that point.
6. The problems appear deceptively short and may lead you to select too many for any one exam.
Quality answers to each problem require significant thought, analysis and writing. Similarly,
evaluating the narrative problem responses is labor intensive for instructors.
7. Multiple choice assessment options are designed to limit the influence of student writing skill in
evaluating student progress and to make grading easier. However, they are carefully designed
NOT to eliminate the need for student thinking.
lkjhgfds
, jkhgfdsa
Sample Mid-Term Exam or Final Exam
Instructor Form with Answers
Uses material from chapters 1-8
Select 3 or 4 problems per test
The following problem solving situations were taken from student practicum reports and from
personal classroom observations. You can use this format to write similar assessment items,
using any scenario that provides adequate evidence for determining the cause.
The answers provided (in italics) are not necessarily the only possible answers. If a student can
provide good evidence for another cause, that should be accepted. It is important that they use
only the information provided in the problem, as a model of good observation skill and sticking
ST
to the facts.
Directions to Students: Use the following behavior problems to demonstrate your understanding
of course content. Select from the types of causes and approaches described in the text.
1. Situation: A group of children are working on a paint project. They are at a small table with
U
large pieces of paper and the papers keep overlapping. There isn't another table to go to due to
the activities going on in the room. One of the children is getting frustrated because one edge of
his picture is getting messed up from the other paper's. He asks the other child to move his paper.
D
The other boy says he has no room to move either.
a. Probable cause of the problem?
The environment is not meeting the child's needs: inadequate space for activity.
YL
b. What evidence did you use to decide on that cause?
Children are in one another's way and there seems to be no other space to work.
c. Describe the guidance/discipline approach that best deals with that cause.
Teachers need to plan better for activities that take up space. For now, they could help some
children move to the floor.
AB
2. Situation: Tate is in Kindergarten and it’s story time. All the children come and sit down on
the floor. Tate is seen pressing down on the head of the child in front of her saying that she can't
see.
Adult response: The teacher tells her to stop hurting Atticus and to choose a better spot to sit.
Child response: Tate gets very mad after several attempts to get the person in front of her to
move, she stomps out of the room into the hallway.
Practicum Student observation: I watched her leave and walked out into the hall to find her
muttering to herself. I made a statement, “Tate, you look very upset?” She tells me about how
she couldn't see and no one would move for her so she could see, Mrs. M just got mad at her.
a. Probable cause of the problem?
1
Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved.
Constructive Guidance and Discipline: Birth to Age Eight, 7th edition
ST by Marjorie Fields, Patricia Meritt
U
D
YL
AB
, Table of Content
PART A: Discipline Foundations
1. Thinking About Guidance and Discipline
2. Physical and Emotional Development Affect Child Behavior
3. Intellectual and Social Development Affect Discipline
PART B: Discipline Approaches
4. Creating Environments That Prevent Discipline Problems
ST
5. Planning Programs That Prevent Discipline Problems
6. Teaching Desirable Behavior Through Example
7. Communication Strategies for Effective Discipline
U
8. Helping Children Understand and Accept Limits
9. Beyond Behaviorism
D
10. Punishment versus Discipline
YL
PART C: Matching Discipline Causes to Discipline Approaches
11. Childlike Behaviors
AB
12. Unmet Needs
13. Meeting Diverse Needs: Academic, Social, Cultural, & Linguistic
14. Stress and Vulnerabilities
15. Analyzing Discipline Problems
, jkhgfdsa
Guidelines for using Assessment Materials
for Constructive Guidance and Discipline, 7th edition
by Marjorie Fields
This text is based on Constructivist learning theory, which means we encourage thinking and
problem solving rather than rote memorization. We do not believe anyone becomes better at
guiding young children simply by memorizing such things as the names of relevant developmental
stages and guidance approaches. Guidance and Discipline is a complex process, requiring complex
analysis and thoughtful intervention. The only meaningful assessment of student learning therefore
focuses on student ability to do that analysis and to plan appropriate interventions. Following is a
description of how we designed such assessment.
1. The text is based on the principle that there are two components in successfully treating
ST
behavior problems and they must be used together. Test questions require students to identify a
probable cause of the problem and to match that cause to the recommended guidance/discipline
approach. It is recommended that assignments using the Practicum/lab report form (included in
the Introduction section of the Instructor Manual) be utilized as preparation for these test
questions. The Practicum report form guides students to think about behavior problems in the
ways required for successful intervention – and for the exams.
U
2. There may be more than one acceptable idea about causes of behavior problems; if students can
provide a child development based rationale for why they select a different probable cause than
the cause listed in the guide, that cause should be accepted. The students’ challenge is to then
D
match the appropriate response to whatever cause they identified.
3. Due to the nature of the material, it is best not to attempt to assess understanding until students
YL
have read at least through chapter 8. Until that point, they are not familiar with all the
intervention approaches they need to consider. This is about half way through the text and a
good time for a midterm exam.
4. Although there are a few assessment ideas related to specific chapters, usually it is better not to
AB
assess chapter by chapter when using this book because the chapters each focus on just one
guidance approach. We want students to be able to consider all possible approaches and select
the appropriate one, depending on the cause of the problem. If we test for each chapter, we
basically are giving away the answer.
5. Midterm exam questions must be selected carefully so that they are based only on information
covered in the course at that point.
6. The problems appear deceptively short and may lead you to select too many for any one exam.
Quality answers to each problem require significant thought, analysis and writing. Similarly,
evaluating the narrative problem responses is labor intensive for instructors.
7. Multiple choice assessment options are designed to limit the influence of student writing skill in
evaluating student progress and to make grading easier. However, they are carefully designed
NOT to eliminate the need for student thinking.
lkjhgfds
, jkhgfdsa
Sample Mid-Term Exam or Final Exam
Instructor Form with Answers
Uses material from chapters 1-8
Select 3 or 4 problems per test
The following problem solving situations were taken from student practicum reports and from
personal classroom observations. You can use this format to write similar assessment items,
using any scenario that provides adequate evidence for determining the cause.
The answers provided (in italics) are not necessarily the only possible answers. If a student can
provide good evidence for another cause, that should be accepted. It is important that they use
only the information provided in the problem, as a model of good observation skill and sticking
ST
to the facts.
Directions to Students: Use the following behavior problems to demonstrate your understanding
of course content. Select from the types of causes and approaches described in the text.
1. Situation: A group of children are working on a paint project. They are at a small table with
U
large pieces of paper and the papers keep overlapping. There isn't another table to go to due to
the activities going on in the room. One of the children is getting frustrated because one edge of
his picture is getting messed up from the other paper's. He asks the other child to move his paper.
D
The other boy says he has no room to move either.
a. Probable cause of the problem?
The environment is not meeting the child's needs: inadequate space for activity.
YL
b. What evidence did you use to decide on that cause?
Children are in one another's way and there seems to be no other space to work.
c. Describe the guidance/discipline approach that best deals with that cause.
Teachers need to plan better for activities that take up space. For now, they could help some
children move to the floor.
AB
2. Situation: Tate is in Kindergarten and it’s story time. All the children come and sit down on
the floor. Tate is seen pressing down on the head of the child in front of her saying that she can't
see.
Adult response: The teacher tells her to stop hurting Atticus and to choose a better spot to sit.
Child response: Tate gets very mad after several attempts to get the person in front of her to
move, she stomps out of the room into the hallway.
Practicum Student observation: I watched her leave and walked out into the hall to find her
muttering to herself. I made a statement, “Tate, you look very upset?” She tells me about how
she couldn't see and no one would move for her so she could see, Mrs. M just got mad at her.
a. Probable cause of the problem?
1
Copyright © 2018, 2014, 2010 Pearson Education, Inc. All Rights Reserved.
