Child Guidance Test 2 Questions And Answers With
100% Correct Answers With Latest Update 2024/2025.
Define discipline - ANSWER teaching or learning
Define punishment - ANSWER negative discipline; rough treatment, to rebuke, impose
penalty on, or take vengance on
define guidance - ANSWER positive discipline; pointing out, showing the way, leading or
directing
Describe and explain the role that our beliefs and practices have on effectively using guidance. -
ANSWER beliefs about discipline influence choices about guidance strategies
What are the three key ideas about assessment that we need to know? - ANSWER Supports
a teacher's planning so that they can meet needs of each and every child; Identify individual children
who might need focused programs or intervention; and Evaluate effectiveness of programs and
services
Describe and explain the characteristics and techniques used in authentic assessment. - ANSWER
children apply their knowledge and skills in real world setting
What are the three main reasons for observing children's behavior? - ANSWER Children
communicate with behavior; Review individual needs; Discover and build on children's strengths
What are the four parts of the self - ANSWER self-awareness, self-concept, self-control, and
self-esteem
Describe and explain self-awareness - ANSWER child sees self as separate from others
Describe and explain the abilities that make up emotional intelligence and competence. - ANSWER
empathy and ability to recognize and cope with ones own feelings
How are emotional and social competence linked - ANSWER both need to get along with
others and be able to regulate own emotions in order to do so
why are emotional and social competence important? - ANSWER self esteem
Concept of Discipline and culture - ANSWER how a society guides children reflects the values
and beliefs through language, interaction, and relationships
Concept of Discipline and Socialization: - ANSWER process through which children acquire
their culture and learn the values and habits that will help them adapt to it
Concept of Discipline - ANSWER guidance, teaching and learning, not punishment
Guidance or discipline encounter: - ANSWER interaction between an adult and child that
often includes helping the child alter her behavior in some way
,Developmentally Appropriate Discipline Strategies: ? that adults use in managing guidance encounters
- ANSWER Specific actions
Developmentally Appropriate Discipline Strategies: Positive strategies focusing on ? and not on ? -
ANSWER teaching ; punishment
Developmentally Appropriate Discipline Strategies: Help children ? accept good limits - ANSWER
willingly
Developmentally Appropriate Discipline Strategies: Involves guiding all children effectively including
children whose families use ? - ANSWER negative, harsh discipline
Developmentally Appropriate Discipline Strategies: Must be ? - ANSWER individually
appropriate
What All Positive Guidance Strategies Do - ANSWER Tune into a situation; Help children
focus on the task at hand; Give good cues
Strategies for Direct Guidance - ANSWER Use limits effectively; Teach helpful or appropriate
behavior; Set up practice sessions & give 'on-the-spot' guidance; Give signals or cues for appropriate
behavior; Change something about a setting; Ignore behavior (only when it is appropriate to do so);
Redirect children's behavior-divert and distract the youngest child; Redirect children's behavior-make
substitutions when dealing with older children; Listen actively; Deliver I-Messages; Teach conflict
resolution (problem solving); Prevent overstimulation. Teach calming techniques; Help children save
face and preserve their dignity
Things to remember about stating limits: - ANSWER Involve children in developing some
limits; Give good cues to help children focus on task; Speak naturally but slowly; Use concrete words
and short, natural, and normal sentences; Tell a child exactly what to do, give only one or two
suggestions at a time; Be as positive as possible; Give choices when appropriate; Give short, clear, fair
reasons for limits
Purpose of using limits effectively - ANSWER state expectations for desired behavior, clarify
boundaries or limits
Appropriate limits - ANSWER never arbitrary, limit focus on important matters and are
developmentally appropriate
Purpose of Teaching helpful or appropriate behavior - ANSWER teach helpful behavior and
deemphasize behaviors that cause problems for a child
method used for Teaching helpful or appropriate behavior - ANSWER modeling desired
behavior
Steps in teaching more helpful behavior: - ANSWER Observe the child to figure out what it is
that he needs to know; Identify the behavior causing the problem; Identify a skill that would be more
helpful; Model more appropriate behavior
Purpose of Setting up practice sessions & give 'on-the-spot' guidance - ANSWER to give the
child a chance to practice a newly learned skill with guidance
, How to Set up practice sessions & give 'on-the-spot' guidance - ANSWER Teach the new skill
first; Practice the skill with the child; Give appropriate feedback; Observe the child as he words with
other children; Helping he child strengthen a newly learned skill
purpose of Giving signals or cues for appropriate behavior - ANSWER to help children
remember to use the appropriate behavior
Steps in giving signals or cues - ANSWER Identify the skill for which you will use a signal or
cue; Figure out what would be a logical signal; Observe the child for when the appropriate skill should
be used; Whenever possible, give the signal just before the new behavior should occur and the child
has forgotten
Purpose of Changing something about a setting - ANSWER figure out what you can do about
a situation that will help a child be safe or to enable the child to use a more helpful behavior
Ways to change something about a situation: - ANSWER Change the physical environment or
time schedule; Increase options available to a child; Decrease options available to a child
Purpose of Ignoring behavior (only when it is appropriate to do so) - ANSWER to change the
adult's behavior
T or F : Ignore all behavior - ANSWER F- Do not ignore certain behaviors
T or F: Do not ignore behavior that endangers anyone, unless it is just the child herself - ANSWER
F: Do not ignore behavior that endangers anyone, including the child herself
T or F: Do not ignore behavior that damages or destroys property or that could potentially destroy
property - ANSWER True
T or F: Ignore rude, embarrassing, intrusive, or unduly disruptive behavior - ANSWER F: Do
not ignore rude, embarrassing, intrusive, or unduly disruptive behavior
Guideline for ignoring behavior - ANSWER Pinpoint the behavior that you have been paying
attention to inappropriately; Explain briefly to the child that you will stop paying attention to the
behavior; Be prepared.; Decide to thoroughly ignore the behavior; Teach and encourage a more
helpful skill along with the ignore strategy
purpose of Redirecting children's behavior-divert and distract the youngest child - ANSWER
to distract a very young child from a forbidden or dangerous activity and then to divert her to a
different activity
thing to keep in mind when Redirecting children's behavior-divert and distract the youngest child -
ANSWER Responsible caregivers understand that they perform most of an infant's or a young
toddler's ego functions; Avoid a power struggle when stopping dangerous behavior; Be prepared to
act quickly when working with infants and toddlers
Steps in diversion and distraction - ANSWER Identify for yourself the things you do not want
a baby or toddler to do because it is dangerous; Immediately do something to distract an infant or
toddler from the forbidden activity; Decide whether to tell an infant or toddler not to do whatever it is
that is dangerous
100% Correct Answers With Latest Update 2024/2025.
Define discipline - ANSWER teaching or learning
Define punishment - ANSWER negative discipline; rough treatment, to rebuke, impose
penalty on, or take vengance on
define guidance - ANSWER positive discipline; pointing out, showing the way, leading or
directing
Describe and explain the role that our beliefs and practices have on effectively using guidance. -
ANSWER beliefs about discipline influence choices about guidance strategies
What are the three key ideas about assessment that we need to know? - ANSWER Supports
a teacher's planning so that they can meet needs of each and every child; Identify individual children
who might need focused programs or intervention; and Evaluate effectiveness of programs and
services
Describe and explain the characteristics and techniques used in authentic assessment. - ANSWER
children apply their knowledge and skills in real world setting
What are the three main reasons for observing children's behavior? - ANSWER Children
communicate with behavior; Review individual needs; Discover and build on children's strengths
What are the four parts of the self - ANSWER self-awareness, self-concept, self-control, and
self-esteem
Describe and explain self-awareness - ANSWER child sees self as separate from others
Describe and explain the abilities that make up emotional intelligence and competence. - ANSWER
empathy and ability to recognize and cope with ones own feelings
How are emotional and social competence linked - ANSWER both need to get along with
others and be able to regulate own emotions in order to do so
why are emotional and social competence important? - ANSWER self esteem
Concept of Discipline and culture - ANSWER how a society guides children reflects the values
and beliefs through language, interaction, and relationships
Concept of Discipline and Socialization: - ANSWER process through which children acquire
their culture and learn the values and habits that will help them adapt to it
Concept of Discipline - ANSWER guidance, teaching and learning, not punishment
Guidance or discipline encounter: - ANSWER interaction between an adult and child that
often includes helping the child alter her behavior in some way
,Developmentally Appropriate Discipline Strategies: ? that adults use in managing guidance encounters
- ANSWER Specific actions
Developmentally Appropriate Discipline Strategies: Positive strategies focusing on ? and not on ? -
ANSWER teaching ; punishment
Developmentally Appropriate Discipline Strategies: Help children ? accept good limits - ANSWER
willingly
Developmentally Appropriate Discipline Strategies: Involves guiding all children effectively including
children whose families use ? - ANSWER negative, harsh discipline
Developmentally Appropriate Discipline Strategies: Must be ? - ANSWER individually
appropriate
What All Positive Guidance Strategies Do - ANSWER Tune into a situation; Help children
focus on the task at hand; Give good cues
Strategies for Direct Guidance - ANSWER Use limits effectively; Teach helpful or appropriate
behavior; Set up practice sessions & give 'on-the-spot' guidance; Give signals or cues for appropriate
behavior; Change something about a setting; Ignore behavior (only when it is appropriate to do so);
Redirect children's behavior-divert and distract the youngest child; Redirect children's behavior-make
substitutions when dealing with older children; Listen actively; Deliver I-Messages; Teach conflict
resolution (problem solving); Prevent overstimulation. Teach calming techniques; Help children save
face and preserve their dignity
Things to remember about stating limits: - ANSWER Involve children in developing some
limits; Give good cues to help children focus on task; Speak naturally but slowly; Use concrete words
and short, natural, and normal sentences; Tell a child exactly what to do, give only one or two
suggestions at a time; Be as positive as possible; Give choices when appropriate; Give short, clear, fair
reasons for limits
Purpose of using limits effectively - ANSWER state expectations for desired behavior, clarify
boundaries or limits
Appropriate limits - ANSWER never arbitrary, limit focus on important matters and are
developmentally appropriate
Purpose of Teaching helpful or appropriate behavior - ANSWER teach helpful behavior and
deemphasize behaviors that cause problems for a child
method used for Teaching helpful or appropriate behavior - ANSWER modeling desired
behavior
Steps in teaching more helpful behavior: - ANSWER Observe the child to figure out what it is
that he needs to know; Identify the behavior causing the problem; Identify a skill that would be more
helpful; Model more appropriate behavior
Purpose of Setting up practice sessions & give 'on-the-spot' guidance - ANSWER to give the
child a chance to practice a newly learned skill with guidance
, How to Set up practice sessions & give 'on-the-spot' guidance - ANSWER Teach the new skill
first; Practice the skill with the child; Give appropriate feedback; Observe the child as he words with
other children; Helping he child strengthen a newly learned skill
purpose of Giving signals or cues for appropriate behavior - ANSWER to help children
remember to use the appropriate behavior
Steps in giving signals or cues - ANSWER Identify the skill for which you will use a signal or
cue; Figure out what would be a logical signal; Observe the child for when the appropriate skill should
be used; Whenever possible, give the signal just before the new behavior should occur and the child
has forgotten
Purpose of Changing something about a setting - ANSWER figure out what you can do about
a situation that will help a child be safe or to enable the child to use a more helpful behavior
Ways to change something about a situation: - ANSWER Change the physical environment or
time schedule; Increase options available to a child; Decrease options available to a child
Purpose of Ignoring behavior (only when it is appropriate to do so) - ANSWER to change the
adult's behavior
T or F : Ignore all behavior - ANSWER F- Do not ignore certain behaviors
T or F: Do not ignore behavior that endangers anyone, unless it is just the child herself - ANSWER
F: Do not ignore behavior that endangers anyone, including the child herself
T or F: Do not ignore behavior that damages or destroys property or that could potentially destroy
property - ANSWER True
T or F: Ignore rude, embarrassing, intrusive, or unduly disruptive behavior - ANSWER F: Do
not ignore rude, embarrassing, intrusive, or unduly disruptive behavior
Guideline for ignoring behavior - ANSWER Pinpoint the behavior that you have been paying
attention to inappropriately; Explain briefly to the child that you will stop paying attention to the
behavior; Be prepared.; Decide to thoroughly ignore the behavior; Teach and encourage a more
helpful skill along with the ignore strategy
purpose of Redirecting children's behavior-divert and distract the youngest child - ANSWER
to distract a very young child from a forbidden or dangerous activity and then to divert her to a
different activity
thing to keep in mind when Redirecting children's behavior-divert and distract the youngest child -
ANSWER Responsible caregivers understand that they perform most of an infant's or a young
toddler's ego functions; Avoid a power struggle when stopping dangerous behavior; Be prepared to
act quickly when working with infants and toddlers
Steps in diversion and distraction - ANSWER Identify for yourself the things you do not want
a baby or toddler to do because it is dangerous; Immediately do something to distract an infant or
toddler from the forbidden activity; Decide whether to tell an infant or toddler not to do whatever it is
that is dangerous
