TEST BANK FOR
The Young Child Development from Prebirth Through Age Eight Edition Donna
S.Wittmer Sandra H. Petersen Margaret B. Puckett
Chapter1-16 Answers are at the End of Each Chapter
Chapter 1: The What and Why of Early Childhood Development
Chapter Outcomes
Upon completion of the study of this chapter, the student should demonstrate comprehension by:
identifying and describing the essential features of early childhood learning and
development;
describing the complex professional preparation requirements and importance of them for
the early childhood professional and profession; and
relating the evolution of child study, including how each theory describes children‘s
learning and development and what we know now.
Suggested In-Class Activities:
These strategies are adapted from the end of the chapter in the text and can be used for
assignments, in-class discussions, or as part of an exam.
1. Divide the chapter outcomes among the students with pairs or small groups. Ask the
groups to share five pieces of information that demonstrates that they have achieved the
outcomes.
2. Ask students to review the key terms individually or with a classmate.
3. Find the video Working with Young Children (youtube.com). Ask students to think back
on a meaningful experience they have had with a teacher and relate the elements that
made that experience significant to how they will work with young children.
4. Ask students to think back to their early childhood years through age 8 and try to recall
their earliest memory. At what age did it occur? What other recollections do they have
from their early childhood years? Use the following prompts:
a. Chart a lifeline. State how old you were at the time of your earliest recollection.
Describe that recollection and others that took place during that period. Continue this
process up through age 8 or to your current age.
b. Discuss these recollections with other students in your early childhood development
class. Your classmates have probably had similar experiences, or their recollections
may help you to remember some events you have forgotten.
c. Identify personal cultural influences within your life from childhood to the present.
5. Ask, What is your image of the child?
6. Ask, Why do you wish to know more about the early years and become an early
childhood professional?
a. What people or events have encouraged your interest in the profession?
b. What are your concerns about becoming an early childhood professional?
c. What are your short- and long-term professional goals?
d. Discuss your responses with students in your class.
,Web Resources:
1. Children‘s Defense Fund:
http://www.childrensdefense.org/
2. National Association for the Education of Young Children (NAEYC):
www.naeyc.org
3. Division of Early Childhood of the Council for Exceptional Children:
http://www.dec-sped.org/
4. The Jean Piaget Society:
www.piaget.org
5. The book From Neurons to Neighborhoods (National Academies Press) available online:
http://www.nap.edu/books/0309069882/html/
6. Weekly e-newsletter on issues related to children at the Benton Foundation Connect for Kids
Weekly: http://benton.org/
Other Resources (check with organization regarding availability):
From www.naeyc.org (Descriptions quoted from website)
1. The New Developmentally Appropriate Practice DVD-ROM provides an overview of
Developmentally Appropriate Practice. Presentations from NAEYC leadership and experts in
the field and accompanying video examples explain and underscore the principles and
guidelines of developmentally appropriate practice in action. Also included is a video
podcast series titled Responses to Questions You Asked about DAP in which Carol Copple
and Sue Bredekamp- authors and editors of key NAEYC publications on DAP- respond to
questions from the field on DAP, as well as a bonus video called Reflections on the
Historical Journey of DAP at NAEYC.
2. Developmentally Appropriate Practice: A Focus on Intentionality and on Play DVD-ROM
is an engaging DVD containing video segments taken from NAEYC‘s two online
programs—DAP and Intentionality and DAP and Play. Produced in conjunction with the
2009 release of the third edition of Developmentally Appropriate Practice in Early
Childhood Programs Serving Children from Birth through Age 8, it is designed as a resource
to be used in group training sessions and courses on DAP. Presentations from practitioners
and other experts in the field, as well scenes depicting developmentally appropriate practice
in action in classrooms for infants, toddlers, preschoolers, kindergartners, and primary grade
children are highlighted in the videos.
3. Foundations for Excellence in Early Childhood Education DVD-ROM is designed to assist
early childhood educators—primarily teaching staff in center- and school-based programs for
preschool children—to better understand the issues regarding curriculum, assessment, and
high-quality teaching. Presentations feature Juanita Copley, Jerlean Daniel, Deborah Leong,
and Peter Pizzolongo providing background information, recommendations, and depictions
of concepts in action in preschool classrooms to help early childhood educators connect
theoretical concepts with real classroom situations. The DVD includes video segments, A
, Guide for Individual and Facilitated Group Use of the DVD, PowerPoint slides, and
handouts to be used in conjunction with each of the videos.
CHAPTER 1: TEST QUESTIONS
True/False
1. Children are already learning actively at birth.
2. One of the requirements of the No Child Left Behind legislation was that all children
should be reading fluently by the end of first grade.
3. By 2015, all 50 states had passed laws requiring early childcare teachers and aides to
have specialized training in early childhood development.
4. IDEA provides for early intervention services for infants and toddlers with disabilities in
addition to special education services for ages 3 through 21.
5. Jean Jacques Rousseau believed that children should be treated like miniature adults.
Multiple Choice
1. The most important foundation for healthy development of infants and young children is:
a. a mother who experiences low stress while pregnant.
b. a positive environment with responsive adults.
c. the culture into which the children are born.
d. the expression of dominant genes.
2. The No Child Left Behind Act (NCLB) of 2001 required each state to develop:
a. a standardized teacher evaluation process.
b. an interdisciplinary curriculum for every grade.
c. content and achievement standards for K-12 students.
d. learning guidelines for 3- and 4-year-olds.
3. When the field of child study first began, it was not uncommon to find very young children:
a. at home in the care of their parents.
b. in daycare and preschool.
c. quietly studying in schoolrooms.
d. working in factories.
4. A set of guidelines educating teachers and professionals who work with young children was
originally developed in 1982 by:
a. the Child Development Associate National Credentialing Program.
b. the Early Childhood Education and Development program.
c. the National Association for the Education of Young Children.
, d. the United States Department of Education.
5. When young children are in settings that are developmentally inappropriate, a common
reason is that:
a. children with disabilities are included in classrooms and daycare centers with children
who do not have disabilities.
b. the adults who are working with them have limited information about how children grow,
develop, and learn.
c. the children are maturing at such a fast rate that they progress beyond what their
environments can support.
d. they are in an environment where many children are advanced in terms of their academic
achievement.
6. The federal law that provides for special education services for children from ages 3 to 21 is
known as the:
a. Americans with Disabilities Act.
b. Early Childhood Special Education/Early Intervention Act.
c. Individuals with Disabilities Education Act.
d. No Child Left Behind Act.
7. Research shows that one of the primary benefits of an inclusive classroom, compared to a
segregated classroom, is that:
a. children are more engaged with and less likely to form stereotypes about children from
different ethnic backgrounds.
b. children with disabilities and their typically developing peers all show more positive
outcomes in key areas.
c. teachers are more likely to develop their own learning and content standards, rather than
following a common curriculum.
d. teachers with special-education training are more effective and more responsive as
general classroom teachers.
8. John Locke (1632–1704) was one of the earliest scholars to suggest that:
a. all children are born innately good.
b. the child‘s environment influences the development of the child‘s knowledge.
c. there are distinct stages in growth and development.
d. we can identify norms regarding the physical maturation of children.
9. The scholar who is credited with challenging the prevalent view of his era that children were
simply miniature adults is:
a. Charles Darwin
b. G. Stanley Hall
c. Jean Jacques Rousseau
d. John Dewey
10. Behavioral theory defines learning as:
a. acquiring specific responses, provoked by specific stimuli.
b. employing positive and negative reinforcers to change behavior.
c. growth and change across the lifespan.
d. processing sensory information in systematic, organized ways.
The Young Child Development from Prebirth Through Age Eight Edition Donna
S.Wittmer Sandra H. Petersen Margaret B. Puckett
Chapter1-16 Answers are at the End of Each Chapter
Chapter 1: The What and Why of Early Childhood Development
Chapter Outcomes
Upon completion of the study of this chapter, the student should demonstrate comprehension by:
identifying and describing the essential features of early childhood learning and
development;
describing the complex professional preparation requirements and importance of them for
the early childhood professional and profession; and
relating the evolution of child study, including how each theory describes children‘s
learning and development and what we know now.
Suggested In-Class Activities:
These strategies are adapted from the end of the chapter in the text and can be used for
assignments, in-class discussions, or as part of an exam.
1. Divide the chapter outcomes among the students with pairs or small groups. Ask the
groups to share five pieces of information that demonstrates that they have achieved the
outcomes.
2. Ask students to review the key terms individually or with a classmate.
3. Find the video Working with Young Children (youtube.com). Ask students to think back
on a meaningful experience they have had with a teacher and relate the elements that
made that experience significant to how they will work with young children.
4. Ask students to think back to their early childhood years through age 8 and try to recall
their earliest memory. At what age did it occur? What other recollections do they have
from their early childhood years? Use the following prompts:
a. Chart a lifeline. State how old you were at the time of your earliest recollection.
Describe that recollection and others that took place during that period. Continue this
process up through age 8 or to your current age.
b. Discuss these recollections with other students in your early childhood development
class. Your classmates have probably had similar experiences, or their recollections
may help you to remember some events you have forgotten.
c. Identify personal cultural influences within your life from childhood to the present.
5. Ask, What is your image of the child?
6. Ask, Why do you wish to know more about the early years and become an early
childhood professional?
a. What people or events have encouraged your interest in the profession?
b. What are your concerns about becoming an early childhood professional?
c. What are your short- and long-term professional goals?
d. Discuss your responses with students in your class.
,Web Resources:
1. Children‘s Defense Fund:
http://www.childrensdefense.org/
2. National Association for the Education of Young Children (NAEYC):
www.naeyc.org
3. Division of Early Childhood of the Council for Exceptional Children:
http://www.dec-sped.org/
4. The Jean Piaget Society:
www.piaget.org
5. The book From Neurons to Neighborhoods (National Academies Press) available online:
http://www.nap.edu/books/0309069882/html/
6. Weekly e-newsletter on issues related to children at the Benton Foundation Connect for Kids
Weekly: http://benton.org/
Other Resources (check with organization regarding availability):
From www.naeyc.org (Descriptions quoted from website)
1. The New Developmentally Appropriate Practice DVD-ROM provides an overview of
Developmentally Appropriate Practice. Presentations from NAEYC leadership and experts in
the field and accompanying video examples explain and underscore the principles and
guidelines of developmentally appropriate practice in action. Also included is a video
podcast series titled Responses to Questions You Asked about DAP in which Carol Copple
and Sue Bredekamp- authors and editors of key NAEYC publications on DAP- respond to
questions from the field on DAP, as well as a bonus video called Reflections on the
Historical Journey of DAP at NAEYC.
2. Developmentally Appropriate Practice: A Focus on Intentionality and on Play DVD-ROM
is an engaging DVD containing video segments taken from NAEYC‘s two online
programs—DAP and Intentionality and DAP and Play. Produced in conjunction with the
2009 release of the third edition of Developmentally Appropriate Practice in Early
Childhood Programs Serving Children from Birth through Age 8, it is designed as a resource
to be used in group training sessions and courses on DAP. Presentations from practitioners
and other experts in the field, as well scenes depicting developmentally appropriate practice
in action in classrooms for infants, toddlers, preschoolers, kindergartners, and primary grade
children are highlighted in the videos.
3. Foundations for Excellence in Early Childhood Education DVD-ROM is designed to assist
early childhood educators—primarily teaching staff in center- and school-based programs for
preschool children—to better understand the issues regarding curriculum, assessment, and
high-quality teaching. Presentations feature Juanita Copley, Jerlean Daniel, Deborah Leong,
and Peter Pizzolongo providing background information, recommendations, and depictions
of concepts in action in preschool classrooms to help early childhood educators connect
theoretical concepts with real classroom situations. The DVD includes video segments, A
, Guide for Individual and Facilitated Group Use of the DVD, PowerPoint slides, and
handouts to be used in conjunction with each of the videos.
CHAPTER 1: TEST QUESTIONS
True/False
1. Children are already learning actively at birth.
2. One of the requirements of the No Child Left Behind legislation was that all children
should be reading fluently by the end of first grade.
3. By 2015, all 50 states had passed laws requiring early childcare teachers and aides to
have specialized training in early childhood development.
4. IDEA provides for early intervention services for infants and toddlers with disabilities in
addition to special education services for ages 3 through 21.
5. Jean Jacques Rousseau believed that children should be treated like miniature adults.
Multiple Choice
1. The most important foundation for healthy development of infants and young children is:
a. a mother who experiences low stress while pregnant.
b. a positive environment with responsive adults.
c. the culture into which the children are born.
d. the expression of dominant genes.
2. The No Child Left Behind Act (NCLB) of 2001 required each state to develop:
a. a standardized teacher evaluation process.
b. an interdisciplinary curriculum for every grade.
c. content and achievement standards for K-12 students.
d. learning guidelines for 3- and 4-year-olds.
3. When the field of child study first began, it was not uncommon to find very young children:
a. at home in the care of their parents.
b. in daycare and preschool.
c. quietly studying in schoolrooms.
d. working in factories.
4. A set of guidelines educating teachers and professionals who work with young children was
originally developed in 1982 by:
a. the Child Development Associate National Credentialing Program.
b. the Early Childhood Education and Development program.
c. the National Association for the Education of Young Children.
, d. the United States Department of Education.
5. When young children are in settings that are developmentally inappropriate, a common
reason is that:
a. children with disabilities are included in classrooms and daycare centers with children
who do not have disabilities.
b. the adults who are working with them have limited information about how children grow,
develop, and learn.
c. the children are maturing at such a fast rate that they progress beyond what their
environments can support.
d. they are in an environment where many children are advanced in terms of their academic
achievement.
6. The federal law that provides for special education services for children from ages 3 to 21 is
known as the:
a. Americans with Disabilities Act.
b. Early Childhood Special Education/Early Intervention Act.
c. Individuals with Disabilities Education Act.
d. No Child Left Behind Act.
7. Research shows that one of the primary benefits of an inclusive classroom, compared to a
segregated classroom, is that:
a. children are more engaged with and less likely to form stereotypes about children from
different ethnic backgrounds.
b. children with disabilities and their typically developing peers all show more positive
outcomes in key areas.
c. teachers are more likely to develop their own learning and content standards, rather than
following a common curriculum.
d. teachers with special-education training are more effective and more responsive as
general classroom teachers.
8. John Locke (1632–1704) was one of the earliest scholars to suggest that:
a. all children are born innately good.
b. the child‘s environment influences the development of the child‘s knowledge.
c. there are distinct stages in growth and development.
d. we can identify norms regarding the physical maturation of children.
9. The scholar who is credited with challenging the prevalent view of his era that children were
simply miniature adults is:
a. Charles Darwin
b. G. Stanley Hall
c. Jean Jacques Rousseau
d. John Dewey
10. Behavioral theory defines learning as:
a. acquiring specific responses, provoked by specific stimuli.
b. employing positive and negative reinforcers to change behavior.
c. growth and change across the lifespan.
d. processing sensory information in systematic, organized ways.
