Chapter 01 Children’s Well-Being: What It Is and How to Achieve It
1. Health is primarily a state of physical well-being.
a. True
b. False
ANSWER: False
RATIONALE: A person's state of health involves more than physical well-being. Health encompasses
physical, emotional, social, economic, cultural, and spiritual wellness.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: Health, Safety, and Nutrition: An Interdependent Relationship
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.02 - Explain how health, safety, and nutrition are interrelated
and discuss factors that influence the quality of each.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 1 - Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
KEYWORDS: Bloom’s: Understand
2. Current definitions of health recognize that individuals must take a proactive role in reducing their risk of chronic
disease.
a. True
b. False
ANSWER: True
RATIONALE: An individual’s lifestyle choices have a significant immediate and long-term effect on their
health and potential development of chronic diseases.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: The Preventive Health Concept
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.01 - Define the preventive health concept and describe several
national programs that address children’s health needs.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 1 - Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
KEYWORDS: Bloom’s: Understand
3. A teacher’s knowledge of developmental norms plays an important role in the prevention of children’s unintentional
injuries.
a. True
b. False
ANSWER: True
RATIONALE: Teachers create safe learning activities and environments when they understand children's
typical skills and abilities at a given age.
POINTS: 1
DIFFICULTY: Moderate
Page 1
,REFERENCES: Health, Safety, and Nutrition: An Interdependent Relationship
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES:HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting
children’s wellness in the areas of injury prevention, oral health, physical activity,
and mental health.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 1 - Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
KEYWORDS: Bloom’s: Understand
4. During the first six months, an infant can be expected to grow almost one inch in length per month.
a. True
b. False
ANSWER: True
RATIONALE: An infant's birth length increases by approximately 50 percent during the first year. The
most rapid growth occurs during the first 6 months.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Children’s Growth and Development
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.03 - Describe typical growth and developmental characteristics
of infants, toddlers, preschool-age, and school-age children.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 1 - Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
KEYWORDS: Bloom's: Remember
5. Two-year-olds can be expected to play cooperatively with one another.
a. True
b. False
ANSWER: False
RATIONALE: Most toddlers play by themselves (solitary play) and engage in onlooker (watching what
other children are doing) and parallel (playing side-by-side but not together) play. Young
children do not typically begin to play together cooperatively until age three or four.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Children’s Growth and Development
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.03 - Describe typical growth and developmental characteristics
of infants, toddlers, preschool-age, and school-age children.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 1 - Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
KEYWORDS: Bloom’s: Understand
Page 2
,6. Norms are skills that children should be able to demonstrate at a specific age.
a. True
b. False
ANSWER: False
RATIONALE: Developmental norms identify milestones when the majority of children are able to
perform a given skill. There is a wide range of normalcy.....some children will demonstrate
the skill earlier than this and some will do so later.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Children’s Growth and Development
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.03 - Describe typical growth and developmental characteristics
of infants, toddlers, preschool-age, and school-age children.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 2 - Students will analyze the influence of family, peers,
culture, media, technology, and other factors on health behavior.
KEYWORDS: Bloom’s: Remember
7. Oral hygiene practices should be implemented as soon as a child’s permanent teeth have erupted.
a. True
b. False
ANSWER: False
RATIONALE: Oral hygiene practices should be initiated during early infancy and continued forever.
Tooth buds are present in the infant's gums and must be cared for by wiping (the gums)
after each feeding to prevent cavity formation.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: Promoting a Healthy Lifestyle
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting
children’s wellness in the areas of injury prevention, oral health, physical activity,
and mental health.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 2 - Students will analyze the influence of family, peers,
culture, media, technology, and other factors on health behavior.
KEYWORDS: Bloom’s: Understand
8. Children’s social-emotional competence can have a direct effect on their state of well-being.
a. True
b. False
ANSWER: True
RATIONALE: Social-emotional competence affects all dimensions of health, including physical, spiritual,
cultural, etc.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Promoting a Healthy Lifestyle
Page 3
, QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting
children’s wellness in the areas of injury prevention, oral health, physical activity,
and mental health.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 2 - Students will analyze the influence of family, peers,
culture, media, technology, and other factors on health behavior.
KEYWORDS: Bloom’s: Understand
9. The Whole School, Whole Community, Whole Child model establishes health and safety regulations that schools must
follow.
a. True
b. False
ANSWER: False
RATIONALE: The Whole School, Whole Community, Whole Child model acknowledges the critical
effect that children's health has on learning. The plan assumes an ecological approach and
encourages collaboration among schools, families, agencies, and community partners in
meeting children's health, safety, and academic needs to promote learning.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: The Preventive Health Concept
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.01 - Define the preventive health concept and describe several
national programs that address children’s health needs.
NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community
connections
United States - NHES 2 - Students will analyze the influence of family, peers,
culture, media, technology, and other factors on health behavior.
KEYWORDS: Bloom’s: Remember
10. A child who suffers from depression may be indecisive, exhibit uncontrollable anger, and/or have difficulty sleeping.
a. True
b. False
ANSWER: True
RATIONALE: These behaviors are common signs of childhood depression. Additional signs may include
apathy, loss of appetite, frequent complaints of illness, and poor self-esteem.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Promoting a Healthy Lifestyle
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting
children’s wellness in the areas of injury prevention, oral health, physical activity,
and mental health.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 2 - Students will analyze the influence of family, peers,
Page 4
1. Health is primarily a state of physical well-being.
a. True
b. False
ANSWER: False
RATIONALE: A person's state of health involves more than physical well-being. Health encompasses
physical, emotional, social, economic, cultural, and spiritual wellness.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: Health, Safety, and Nutrition: An Interdependent Relationship
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.02 - Explain how health, safety, and nutrition are interrelated
and discuss factors that influence the quality of each.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 1 - Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
KEYWORDS: Bloom’s: Understand
2. Current definitions of health recognize that individuals must take a proactive role in reducing their risk of chronic
disease.
a. True
b. False
ANSWER: True
RATIONALE: An individual’s lifestyle choices have a significant immediate and long-term effect on their
health and potential development of chronic diseases.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: The Preventive Health Concept
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.01 - Define the preventive health concept and describe several
national programs that address children’s health needs.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 1 - Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
KEYWORDS: Bloom’s: Understand
3. A teacher’s knowledge of developmental norms plays an important role in the prevention of children’s unintentional
injuries.
a. True
b. False
ANSWER: True
RATIONALE: Teachers create safe learning activities and environments when they understand children's
typical skills and abilities at a given age.
POINTS: 1
DIFFICULTY: Moderate
Page 1
,REFERENCES: Health, Safety, and Nutrition: An Interdependent Relationship
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES:HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting
children’s wellness in the areas of injury prevention, oral health, physical activity,
and mental health.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 1 - Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
KEYWORDS: Bloom’s: Understand
4. During the first six months, an infant can be expected to grow almost one inch in length per month.
a. True
b. False
ANSWER: True
RATIONALE: An infant's birth length increases by approximately 50 percent during the first year. The
most rapid growth occurs during the first 6 months.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Children’s Growth and Development
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.03 - Describe typical growth and developmental characteristics
of infants, toddlers, preschool-age, and school-age children.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 1 - Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
KEYWORDS: Bloom's: Remember
5. Two-year-olds can be expected to play cooperatively with one another.
a. True
b. False
ANSWER: False
RATIONALE: Most toddlers play by themselves (solitary play) and engage in onlooker (watching what
other children are doing) and parallel (playing side-by-side but not together) play. Young
children do not typically begin to play together cooperatively until age three or four.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Children’s Growth and Development
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.03 - Describe typical growth and developmental characteristics
of infants, toddlers, preschool-age, and school-age children.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 1 - Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
KEYWORDS: Bloom’s: Understand
Page 2
,6. Norms are skills that children should be able to demonstrate at a specific age.
a. True
b. False
ANSWER: False
RATIONALE: Developmental norms identify milestones when the majority of children are able to
perform a given skill. There is a wide range of normalcy.....some children will demonstrate
the skill earlier than this and some will do so later.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Children’s Growth and Development
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.03 - Describe typical growth and developmental characteristics
of infants, toddlers, preschool-age, and school-age children.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 2 - Students will analyze the influence of family, peers,
culture, media, technology, and other factors on health behavior.
KEYWORDS: Bloom’s: Remember
7. Oral hygiene practices should be implemented as soon as a child’s permanent teeth have erupted.
a. True
b. False
ANSWER: False
RATIONALE: Oral hygiene practices should be initiated during early infancy and continued forever.
Tooth buds are present in the infant's gums and must be cared for by wiping (the gums)
after each feeding to prevent cavity formation.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: Promoting a Healthy Lifestyle
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting
children’s wellness in the areas of injury prevention, oral health, physical activity,
and mental health.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 2 - Students will analyze the influence of family, peers,
culture, media, technology, and other factors on health behavior.
KEYWORDS: Bloom’s: Understand
8. Children’s social-emotional competence can have a direct effect on their state of well-being.
a. True
b. False
ANSWER: True
RATIONALE: Social-emotional competence affects all dimensions of health, including physical, spiritual,
cultural, etc.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Promoting a Healthy Lifestyle
Page 3
, QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting
children’s wellness in the areas of injury prevention, oral health, physical activity,
and mental health.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 2 - Students will analyze the influence of family, peers,
culture, media, technology, and other factors on health behavior.
KEYWORDS: Bloom’s: Understand
9. The Whole School, Whole Community, Whole Child model establishes health and safety regulations that schools must
follow.
a. True
b. False
ANSWER: False
RATIONALE: The Whole School, Whole Community, Whole Child model acknowledges the critical
effect that children's health has on learning. The plan assumes an ecological approach and
encourages collaboration among schools, families, agencies, and community partners in
meeting children's health, safety, and academic needs to promote learning.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: The Preventive Health Concept
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.01 - Define the preventive health concept and describe several
national programs that address children’s health needs.
NATIONAL STANDARDS: United States - NAEYC 2 - Family-teacher partnerships and community
connections
United States - NHES 2 - Students will analyze the influence of family, peers,
culture, media, technology, and other factors on health behavior.
KEYWORDS: Bloom’s: Remember
10. A child who suffers from depression may be indecisive, exhibit uncontrollable anger, and/or have difficulty sleeping.
a. True
b. False
ANSWER: True
RATIONALE: These behaviors are common signs of childhood depression. Additional signs may include
apathy, loss of appetite, frequent complaints of illness, and poor self-esteem.
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Promoting a Healthy Lifestyle
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: HSN.MARO.11.01.04 - Discuss ways that teachers can be proactive in promoting
children’s wellness in the areas of injury prevention, oral health, physical activity,
and mental health.
NATIONAL STANDARDS: United States - NAEYC 1 - Child development and learning in context.
United States - NHES 2 - Students will analyze the influence of family, peers,
Page 4
