Test Bank for Early Childhood Development: A Multicultura
Perspective 8th Edition by Jeffrey Trawick-Smith|
9780137544981| All Chapters 1-18| LATEST
, Table qof q Contents
Chapter q1: qStudying qEarly qChildhood qDevelopment qin qa qDiverse qWorld
Learning qOutcome qQuizzes 1
Application qExercises 12
Test qItems 14
Test qAnswer qKey 23
,Chapter 1: Studying Early Childhood Development in a
q q q q q q q
Diverse World
q q
Chapter 1 Learning Outcome Quizzes
q q q q
Learning q Outcome q 1.1: q Define q early q childhood q development q and q explain q how
q qualitative qdevelopment qis qdifferent qfrom qquantitative qdevelopment.
[Q1]
According q to q the q textbook, q which q of q the q following q statements q best q defines q early
q childhood q development?
1. The q increase q in q knowledge q and q number q of q skills q of q young q children q over q the q first q 5
q years q of qlife
2. The qprocess qof qqualitative qand qquantitative qchanges qin qchildren qfrom qbirth qto qage q8 q[correct]
3. The qincrease qin qsensorimotor qintelligence qbetween qages q3 qand q9
4. The qfixed qorder qof qacquiring qskills qand qknowledge qat qeach qage qfrom qbirth qto qage q7
[Feedback qfor qAnswer qChoice q1]
This qstatement qsuggests qthat qchildren qsimply qacquire qgreater qknowledge qand qabilities qas qthey
qage—a q purely q quantitative q view—and q does q not q address q qualitative q changes. q Also, q early
qchildhood qis qdefined qas qbirth qto qage q8 qin qthe qbook.
[Feedback qfor qCorrect qAnswer q2]
Children qdo qnot qsimply qbecome qlarger qor qobtain qmore qknowledge qas qthey qdevelop. qAs qthey
qdevelop, qthey qbecome qqualitatively qdifferent qpeople, qthinking qand qbehaving qin quniquely
qdifferent qways.
[Feedback qfor qAnswer qChoice q3]
This qstatement qaddresses qonly qone qkind qof qintelligence qthat qoccurs qin qinfancy. qIt qdoes qnot
qinclude qother qdomains, qsuch qas qphysical qor qsocial qdevelopment, qor qtypes qof qthinking qthat
qappear qafter qinfancy.
[Feedback qfor qAnswer qChoice q4]
This qstatement qsuggests qthat qall qchildren q will qacquire qskills qor qknowledge qin qa qfixed qorder,
qwhich q is qnot qalways qthe qcase.
[Q2]
Which qof qthe qfollowing qis qthe qbest qexample qof qa qchild qbecoming qa qqualitatively, qnot qjust
qquantitatively, qdifferent qperson qwith qdevelopment?
1. A qchild qovercomes qfears qby qhaving qa qdeeper qunderstanding qof qthe qworld. q[correct]
2. A qchild qacquires qmore qmathematical qskills qand qconcepts.
3. A qchild qforms qa qwider qnetwork qof qfriendships qand qacquaintances.
4. A qchild qbecomes qattached qto qmultiple qcaregivers, qincluding qteachers qand qparents.
1
, [Feedback qfor qCorrect qAnswer q1]
In qdevelopment, q a qchild qdoes qnot q simply qacquire qmore qexperience qor qknowledge qabout qthings
q that qare qfrightening; qthe qchild qcan qnow qinterpret qand qapply qhis qor qher qknowledge qto qovercome
qthese qfears.
[Feedback qfor qAnswer qChoice q2]
This qstatement qimplies qthat qin qdevelopment qchildren qsimply qlearn qmore qof qsomething—in qthis
q case, qmore qskills qor qknowledge. qIt qdoes qnot qrecognize qthat qchildren qthink qand qsolve qproblems
qcompletely qdifferently. qThey qcan qapply qand qrefine qskills qand qknowledge qin qnew qways qas qthey
qdevelop.
[Feedback qfor qAnswer qChoice q3]
This qanswer qis qfocused qon qquantitative qchanges qin qdevelopment—simply qmaking qmore qfriends
q and q acquaintances. qIt q does q not q address q how qthe q nature q of q friendships q or qthe qchild’s
q knowledge qor qsocial qbehaviors qchange qwith qdevelopment.
[Feedback qfor qAnswer qChoice q4]
This qanswer qsuggests qthat qattachment qto qcaregivers qis qsimply qthe qprocess qof qbecoming
qattached qto qmore qpeople—a qpurely qquantitative qview qof qthis qaspect qof qdevelopment. qIt qdoes qnot
qaddress q how qthe qquality qof qthese qrelationships qchanges qwith qdevelopment.
[Q3]
Which q of q the q following q examples q relates q most q specifically q to q quantitative q change q in q a
q child’s qdevelopment?
1. Grayson qhas qa qstrategy qfor qfiguring qout qwhich qbowl qis qbigger qthan qthe qothers
2. Grayson qstopped qbeing qegocentric qand qtaking qtoys qaway qfrom qothers
3. Grayson qgrew qtwo qinches qin qthe qpast qsix qmonths q[correct]
4. Grayson qnow qasks qfor qmilk qrather qthan qcrying qfor qit
[Feedback qfor qAnswer qChoice q1]
Grayson’s q development q of q a q strategy q for q figuring q out q which q bowl q is q biggest q is q an
q example q of qqualitative qchange.
[Feedback qfor qAnswer qChoice q2]
Grayson’s qchange qin qshowing qless qegocentrism qis qan qexample qof qqualitative qchange.
[Feedback qfor qCorrect qAnswer q3]
Grayson’s qgrowth qin qheight qrepresents qquantitative qchange.
[Feedback qfor qAnswer qChoice q4]
Grayson’s q developmental q change q from q crying q for q milk q to q asking q for q it q represents
q qualitative qchange.
[Q4]
The qdefinition qof qchild qdevelopment qincludes qwhich qof qthe qfollowing?
2
Perspective 8th Edition by Jeffrey Trawick-Smith|
9780137544981| All Chapters 1-18| LATEST
, Table qof q Contents
Chapter q1: qStudying qEarly qChildhood qDevelopment qin qa qDiverse qWorld
Learning qOutcome qQuizzes 1
Application qExercises 12
Test qItems 14
Test qAnswer qKey 23
,Chapter 1: Studying Early Childhood Development in a
q q q q q q q
Diverse World
q q
Chapter 1 Learning Outcome Quizzes
q q q q
Learning q Outcome q 1.1: q Define q early q childhood q development q and q explain q how
q qualitative qdevelopment qis qdifferent qfrom qquantitative qdevelopment.
[Q1]
According q to q the q textbook, q which q of q the q following q statements q best q defines q early
q childhood q development?
1. The q increase q in q knowledge q and q number q of q skills q of q young q children q over q the q first q 5
q years q of qlife
2. The qprocess qof qqualitative qand qquantitative qchanges qin qchildren qfrom qbirth qto qage q8 q[correct]
3. The qincrease qin qsensorimotor qintelligence qbetween qages q3 qand q9
4. The qfixed qorder qof qacquiring qskills qand qknowledge qat qeach qage qfrom qbirth qto qage q7
[Feedback qfor qAnswer qChoice q1]
This qstatement qsuggests qthat qchildren qsimply qacquire qgreater qknowledge qand qabilities qas qthey
qage—a q purely q quantitative q view—and q does q not q address q qualitative q changes. q Also, q early
qchildhood qis qdefined qas qbirth qto qage q8 qin qthe qbook.
[Feedback qfor qCorrect qAnswer q2]
Children qdo qnot qsimply qbecome qlarger qor qobtain qmore qknowledge qas qthey qdevelop. qAs qthey
qdevelop, qthey qbecome qqualitatively qdifferent qpeople, qthinking qand qbehaving qin quniquely
qdifferent qways.
[Feedback qfor qAnswer qChoice q3]
This qstatement qaddresses qonly qone qkind qof qintelligence qthat qoccurs qin qinfancy. qIt qdoes qnot
qinclude qother qdomains, qsuch qas qphysical qor qsocial qdevelopment, qor qtypes qof qthinking qthat
qappear qafter qinfancy.
[Feedback qfor qAnswer qChoice q4]
This qstatement qsuggests qthat qall qchildren q will qacquire qskills qor qknowledge qin qa qfixed qorder,
qwhich q is qnot qalways qthe qcase.
[Q2]
Which qof qthe qfollowing qis qthe qbest qexample qof qa qchild qbecoming qa qqualitatively, qnot qjust
qquantitatively, qdifferent qperson qwith qdevelopment?
1. A qchild qovercomes qfears qby qhaving qa qdeeper qunderstanding qof qthe qworld. q[correct]
2. A qchild qacquires qmore qmathematical qskills qand qconcepts.
3. A qchild qforms qa qwider qnetwork qof qfriendships qand qacquaintances.
4. A qchild qbecomes qattached qto qmultiple qcaregivers, qincluding qteachers qand qparents.
1
, [Feedback qfor qCorrect qAnswer q1]
In qdevelopment, q a qchild qdoes qnot q simply qacquire qmore qexperience qor qknowledge qabout qthings
q that qare qfrightening; qthe qchild qcan qnow qinterpret qand qapply qhis qor qher qknowledge qto qovercome
qthese qfears.
[Feedback qfor qAnswer qChoice q2]
This qstatement qimplies qthat qin qdevelopment qchildren qsimply qlearn qmore qof qsomething—in qthis
q case, qmore qskills qor qknowledge. qIt qdoes qnot qrecognize qthat qchildren qthink qand qsolve qproblems
qcompletely qdifferently. qThey qcan qapply qand qrefine qskills qand qknowledge qin qnew qways qas qthey
qdevelop.
[Feedback qfor qAnswer qChoice q3]
This qanswer qis qfocused qon qquantitative qchanges qin qdevelopment—simply qmaking qmore qfriends
q and q acquaintances. qIt q does q not q address q how qthe q nature q of q friendships q or qthe qchild’s
q knowledge qor qsocial qbehaviors qchange qwith qdevelopment.
[Feedback qfor qAnswer qChoice q4]
This qanswer qsuggests qthat qattachment qto qcaregivers qis qsimply qthe qprocess qof qbecoming
qattached qto qmore qpeople—a qpurely qquantitative qview qof qthis qaspect qof qdevelopment. qIt qdoes qnot
qaddress q how qthe qquality qof qthese qrelationships qchanges qwith qdevelopment.
[Q3]
Which q of q the q following q examples q relates q most q specifically q to q quantitative q change q in q a
q child’s qdevelopment?
1. Grayson qhas qa qstrategy qfor qfiguring qout qwhich qbowl qis qbigger qthan qthe qothers
2. Grayson qstopped qbeing qegocentric qand qtaking qtoys qaway qfrom qothers
3. Grayson qgrew qtwo qinches qin qthe qpast qsix qmonths q[correct]
4. Grayson qnow qasks qfor qmilk qrather qthan qcrying qfor qit
[Feedback qfor qAnswer qChoice q1]
Grayson’s q development q of q a q strategy q for q figuring q out q which q bowl q is q biggest q is q an
q example q of qqualitative qchange.
[Feedback qfor qAnswer qChoice q2]
Grayson’s qchange qin qshowing qless qegocentrism qis qan qexample qof qqualitative qchange.
[Feedback qfor qCorrect qAnswer q3]
Grayson’s qgrowth qin qheight qrepresents qquantitative qchange.
[Feedback qfor qAnswer qChoice q4]
Grayson’s q developmental q change q from q crying q for q milk q to q asking q for q it q represents
q qualitative qchange.
[Q4]
The qdefinition qof qchild qdevelopment qincludes qwhich qof qthe qfollowing?
2
