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Dynamic Child 1st Edition Manis Test Bank
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TOTAL Chapter 7 Early Childhood
ASSESSMENT
GUIDE
Learning Objectives Remember Understand the Apply What You Know
the Facts Concepts
LO 7.1: Identify factors that 1-2,4,104-106 137 3,5,107,136,169
influence individual
differences in growth rates.
LO 7.2: Identify which aspects 6-9,108-109 10,138,170,181
of brain growth are prominent
in early childhood.
LO 7.3: Describe how 11,13,15-16, 171,182 12,14
improvements in brain 139-140,183
functioning are thought to
contribute to the development
of executive
functions in early childhood.
LO 7.4: Explain which factors 17-19,141,185 20-21,110,172,184
influence development of
executive functions.
LO 7.5: Explain how gross 23 25,111,143 22,24,26,112,142,173,186
motor skills improve during
early childhood.
LO 7.6: Describe how the fine 27,32-35,38, 31,36,187-188 28-30,37,116-117,
motor skills of drawing and 113-115,118, 119-120,147
writing develop. 144-146,148
LO 7.7: Explain the 39,42-44 40-41,45-46,121, 150,174,189
development of handedness in 149
the first 5 years.
LO 7.8: Describe the factors 47-48,51-53,122 50 49,151
associated with sleep
disturbances.
(Continued on next page)
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Learning Objectives Remember Understand the Concepts Apply What You
the Facts Know
LO 7.9: Explain what factors 54,57-59,123,153 55-56,190-191 152,175
influence children’s
developing food preferences.
LO 7.10: Describe the most 62-63,65,124 60 61,64
common illnesses or diseases
affecting children, and note
preventative measures.
LO 7.11: Discuss how risks 66-67, 69-70,72,125, 68,71,126 176,192
from the most common 127,154
sources of injuries among
young children can be
minimized.
LO 7.12: Describe two 73,76 74-75,77,128,155
environmental hazards that
pose a risk to young children.
LO 7.13: Discuss the risk 78,81-87,131,133, 79-80,88,129-130,132,193 177
factors for child maltreatment. 156-162
LO 7.14: Explain how the 89,179,194 90-95,134,163-167,195-196 178
consequences of maltreatment
can be viewed as following a
developmental cascade within
and across domains of
development.
LO 7.15: Describe two 98-99,101-102 97,100,103,135,168,180,197 96
strategies that may help
prevent maltreatment.
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Manis, The Dynamic Child, Test Bank
Chapter Seven: Physical Development and Health in Early Childhood
Multiple-Choice Questions
TB_Q7.1.1
Children’s physical proportions change between 2 ½ and 5 years in all of the following
ways except
a. they lose baby fat.
b. their legs, arms, and spines straighten.
c. they are taller but look pudgier.
d. they are taller and slimmer looking.
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.1.2
Answer: b. 5 pounds.
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.1.3
Sherry’s preschool teacher praised her drawings. In early childhood, the drawing and
printing skills of girls are better than those of boys, partly because
a. girls are reinforced more for showing neat handwriting.
b. girls are more attentive to detail.
c. the bones of the hands and wrists of girls are more mature than those of boys at this
age.
d. the brain structure of girls is different.
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Answer: c. the bones of the hands and wrists of girls are more mature than those
of boys at this age.
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.1.4
Answer: d. differ slightly, with boys being heavier and taller on the average.
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 3
Skill Level: Remember the Facts
TB_Q7.1.5
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.2.6
Synaptic density reaches a peak _______________in language areas of the brain as well
as the prefrontal cortex and then declines by adulthood due to pruning of unused synapses.
a. in infancy
b. in early childhood
c. in middle childhood
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d. in adolescence
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.2.7
Gray matter shows a rapid increase in the first ______________and grows more slowly
after that.
a. two years
b. five years
c. ten years
d. 20 years
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty Level: 3
Skill Level: Remember the Facts
TB_Q7.2.8
Answer: b. is rapid in infancy, and then gradually slows during early and middle
childhood.
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.2.9
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Marie takes her three children, age 4, 9, 12 and 14 to the museum. If they are typical of
children of their age, energy usage (in terms of consumption of glucose) by the brain is most
likely highest in which child?
a. The 4-year-old
b. The 9-year-old
c. The 12-year-old
d. The 14-year-old
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty level: 2
Skill Level: Remember the Facts
TB_Q7.2.10
Based on PET scanning studies, why are 4-year olds are likely to become quickly
engaged when exploring a children’s museum, but become mentally fatigued after a short time
and want a snack?
a. They are still growing and need frequent snacks to avoid falling asleep from fatigue.
b. They are easily bored and a snack is more interesting than museum exhibits
c. Their brains are using energy at a very high rate and they need to re-energize by resting
and having a snack.
d. The museums are not designed to sustain young children’s interest
Answer: c. Their brains are using energy at a very high rate and they need to re-
energize by resting and having a snack.
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty level: 2
Skill Level: Understand the Concepts
TB_Q7.3.11
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Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.3.12
Kara’s mother promises her that if she behaves well at the grocery store, Kara can have
her favorite ice cream for dessert. At the store, Kara consciously controls her behavior so she can
reach the goal of ice cream for dessert. Kara’s strategy demonstrates:
a. synaptogenesis.
b. fundamental movement skills.
c. executive functions.
d. the developmental cascade.
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.3.13
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.3.14
Jayla is playing Simon Says, a game that requires keeping multiple rules in mind and
inhibiting impulses. This game requires use of:
a. executive functions.
b. the preschooler’s knowledge of how to mind adults.
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c. advanced social skills.
d. advanced language skills.
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Difficulty Level: 2
Skill Level: Apply What You Know
TB_Q7.3.15
Each of the following is an executive function that has been found to develop actively in
early childhood except
a. inhibition of responses or thoughts.
b. plasticity.
c. shifting between mental states or rules.
d. working memory.
Answer: b. plasticity
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.3.16
Answer: c. was associated with higher brain activity in the prefrontal cortex in 4-
year-olds.
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Difficulty Level: 2
Skill Level: Remember the Facts
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TB_Q7.4.17
A common factor underlying some of the atypical behavior of children with both
Tourette’s syndrome and ADHD is
a. abnormalities in the frontal lobe of the brain.
b. low socioeconomic status.
c. abnormalities in language regions of the brain.
d. cumulative risk in the home environment.
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.4.18
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.4.19
Researchers in the Family Life study of rural Appalachian and North Carolina families
found that executive functioning was lowest when children
a. experienced food insecurity.
b. had low family income.
c. had high levels of cumulative risk.
d. were exposed to environmental stress.
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Difficulty Level: 2
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Skill Level: Remember the Facts
TB_Q7.4.20
Researchers found that Korean children performed better than British children on
measures of inhibition and switching. The investigators attributed this to
a. poor parenting in British families.
b. a greater emphasis on quietness, restraint, and waiting for one’s turn in Korean culture.
c. increased working memory capabilities on the part of the Korean children.
d. delayed brain development in British children.
Answer: b. a greater emphasis on quietness, restraint, and waiting for one’s turn
in Korean culture.
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.4.21
Executive functions tend to predict success in school from about the age of five years,
most likely because they include skills crucial to
a. understanding the language used in school
b. relating socially to other children in school
c. knowing one’s letters and numbers
d. paying attention and remembering instructions
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Difficulty level: 2
Skill Level: Understand the Concepts
TB_Q7.5.22
Becky, who just celebrated her third birthday, had trouble catching the ball when it was
small. The reason for this was most likely
a. lack of sports ability.
b. damage to the prefrontal cortex.
c. immature visual–motor coordination among young children.
d. limited executive functioning.
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Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.5.23
____________ skills, such as balancing on one foot and bending the other leg backward
(components of kicking), are the components that make up more complex motor skills.
a. Fundamental movement
b. Fine motor
c. Gross motor
d. Executive function
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.5.24
Alberto was learning to kick. There was a soccer ball on the playground, and Alberto
walked up to it and kicked it with a straight leg. The rest of his body didn’t seem to take part in
the kick. This is the ________ stage of learning to kick a ball.
a. first
b. second
c. third
d. fourth
Answer: first
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.5.25
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Answer: a. dynamic systems theory.
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 1
Skill Level: Understand the Concepts
TB_Q7.5.26
Alonzo marched with confidence over to the soccer ball and gave it a perfect kick, which
sent the ball halfway across the playground. When a skill such as kicking a ball in the most
effective way emerges suddenly, this is because
a. the child suddenly understood how to do it.
b. the child received reinforcement for kicking the ball.
c. the correct gene was finally switched on.
d. the key elements become coordinated.
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 2
Skill Level: Apply What You Know
TB_Q7.6.27
At first, children hold a pencil or crayon in their fist to draw, in what is called a(n)
a. tripod grip.
b. gross motor movement.
c. power grip.
d. scrawl grip.
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.6.28
Aidan, age 6, held a pencil with his thumb, index finger, and middle finger. He held the
pencil closer to the tip than to the end. This is called a(n)
a. power grip.
b. adult grip.
c. printing position.
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d. tripod grip.
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.6.29
Coordination of small groups of muscles, such as those required for drawing or writing,
fall under
a. fine motor skills.
b. general motor skills.
c. a category of skills that only a few children achieve in early childhood.
d. gross motor skills.
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Apply What You Know
TB_Q7.6.30
By what age can many children print upper-case letters of the entire alphabet?
a. 1 to 2
b. 2 to 3
c. 3 to 4
d. 5 to 6
Answer: d. 5 to 6
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.6.31
A 20-year-long study of children’s drawings from many countries classified them into
________ stages.
a. culture-dependent
b. artistic achievement
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c. six universal
d. no discernible
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.6.32
The first stage in the progression of a child’s drawings could be called the ________
stage.
a. scribble
b. shape
c. design
d. pictorial
Answer: a. scribble
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.6.33
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.6.34
When children put their drawings from the “scribble stage” in deliberate locations on the
page, this is called the
a. design stage.
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b. placement stage.
c. final stage.
d. pictorial stage.
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.6.35
Answer: c. universal
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.6.36
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Understand the Concepts
TB_Q7.6.37
When Luis brought some work home from kindergarten, his mom Cheryl noticed that
suddenly it had his first name on top. And it wasn’t printed by the teacher, but by Luis himself!
Children can generally print their first name by age
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a. 2-3 years.
b. 4-5 years.
c. 6-7 years.
d. 8-9 years.
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.6.38
Researchers have found that children more quickly learn to use a pencil if they had prior
experience painting, stringing beads and using scissors. A likely explanation is
a. these activities helped the brain gain control over movements of small muscles in the
fingers, hands and wrists.
b. these activities motivated children to learn to write.
c. these activities stimulated brain growth in general.
d. these activities developed children’s artistic sense.
Answer: a. practicing these skills helped the brain gain control over movements of
small muscles in the fingers, hands and wrists.
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty level: 3
Skill Level: Remember the Facts
TB_Q7.7.39
In the United States, approximately ________ of people are left-handed and ________
are right-handed.
a. 1%/99%
b. 5%/95%
c. 12%/88%
d. 25%/75%
Answer: c. 12%/88%
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 1
Skill Level: Remember the Facts
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TB_Q7.7.40
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.7.41
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 3
Skill Level: Understand the Concepts
TB_Q7.7.42
Evidently there is ________ for handedness for the first two years.
a. a genetically predetermined plan
b. no parental reinforcement
c. brain plasticity
d. no environmental input
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
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Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.7.43
Answer: a. important
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.7.44
Answer: d. 5.
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.7.45
When the dominant hand is injured, how does brain plasticity impact handedness?
a. Once a hand is dominant, it is too late in development for brain plasticity to play a role.
b. Plasticity has nothing to do with handedness.
c. Plasticity helps the child retrain to use the other hand as the dominant hand.
d. Brain plasticity can help the child retrain up to the age of 2 years.
Answer: c. Plasticity helps the child retrain to use the other hand as the dominant
hand.
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
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Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.7.46
The tendency is to hold objects in the ________ hand while performing more intricate operations
on the objects with the ________ hand.
a. dominant/nondominant
b. dominant/dominant
c. nondominant/dominant
d. nondominant/nondominant
Answer: c. nondominant/dominant
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.8.47
In ________, the child awakens from a deep sleep and appears panicked.
a. sleep terrors
b. bed-wetting
c. nightmares
d. most sleep problems
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.8.48
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
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Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.8.49
Collin yawned and rubbed his eyes, but he had no intention of stopping scribbling in a
Star Wars coloring book and “having a rest,” as his mother said. Most three-year-olds, like
Colin,
a. no longer take naps.
b. take regular naps.
c. take shorter naps than toddlers.
d. take even more naps than toddlers.
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.8.50
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.8.51
The most common type of sleep problem among young children is:
a. stalling before bedtime.
b. actively resisting going to bed.
c. having trouble falling asleep.
d. nightmares.
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
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Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.8.52
Answer: d. nightmares
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.8.53
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 3
Skill Level: Remember the Facts
TB_Q7.9.54
Answer: b. 9%
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
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Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.9.55
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.9.56
Researchers have found that modeling a preference for ________ provides a source of
social learning for young children.
a. cleaning the plate regardless of what is on it
b. asking for seconds
c. eating a new and different food every day
d. fruits and vegetables
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.9.57
________ is a condition where a child or family does not have a regular supply of
nutritious food.
a. Obesity
b. Food insecurity
c. Cumulative risk
d. Malnutrition
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Answer: b. Food insecurity
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.9.58
Researchers found that offering either sweet, salty, or plain versions of tofu to three
random groups of children repeatedly resulted in which of the following findings?
a. The group offered the sweet version ate more than the other groups.
b. Children came to prefer the version they were exposed to over the other versions.
c. Children showed no preference after 10 to 15 exposures to a particular flavor.
d. Some children just didn’t like tofu.
Answer: b. Children came to prefer the version they were exposed to over the
other versions.
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.9.59
Why are children suffering from food insecurity often at risk for obesity?
a. Lack of regular food leads them to overeat as adults.
b. Parents tend to sacrifice their own diet and overfeed the children.
c. Genetic factors in the parents.
d. Parents buy fewer vegetables and more unhealthy treats when money is available
Answer: d. Parents buy fewer vegetables and more unhealthy treats when money
is available.
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.10.60
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Meeting the healthcare requirements for young children is potentially dependent on
socioeconomic status because
a. immunizations are required.
b. self-care of the teeth is important for young children.
c. regular checkups require access to affordable medical care.
d. only higher-income parents know what their children need.
Learning Objective: LO 7.10 Describe the most common illnesses or diseases affecting children,
and note preventative measures.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.10.61
Although most children have medical care in the United States, fewer than 80% receive
the full recommended
a. medical check-ups.
b. treatment for colds.
c. treatment for otitis media.
d. set of vaccinations against serious disease.
Learning Objective: LO 7.10 Describe the most common illnesses or diseases affecting children,
and note preventative measures.
Topic/Concept: Illnesses
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.10.62
Learning Objective: LO 7.10 Describe the most common illnesses or diseases affecting children,
and note preventative measures.
Topic/Concept: Illnesses
Difficulty Level: 2
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Skill Level: Remember the Facts
TB_Q7.10.63
Answer: b. Very few children die of infectious disease in the United States.
Learning Objective: LO 7.10 Describe the most common illnesses or diseases affecting children,
and note preventative measures.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.10.64
In sub-Saharan Africa, ________ is/are the most frequent killer(s) of young children.
a. pneumonia and diarrhea
b. otitis media
c. starvation
d. malaria
Learning Objective: LO 7.10 Describe the most common illnesses or diseases affecting children,
and note preventative measures.
Topic/Concept: Illnesses
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.10.65
Through the active intervention of WHO, UNICEF, and other organizations, the number
of children worldwide who died before their fifth birthday ________ from 2005 to 2013.
a. rose only slightly
b. remained the same
c. fell by one-tenth
d. fell by over one-third
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Learning Objective: LO 7.10 Describe the most common illnesses or diseases affecting children,
and note preventative measures.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.11.66
In the United States, the most common cause of injury or death for children under 5 is
a. malaria.
b. accidents.
c. pneumonia and diarrhea.
d. birth defects.
Answer: b. accidents
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.11.67
The most common cause of emergency room visits for children aged 1 to 14 in the United
States is
a. falls.
b. traffic accidents.
c. poisoning.
d. being struck by an object or person (intentionally, or accidentally as in sports).
Answer: a. falls.
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.11.68
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d. cognitive factors such as inhibiting undesirable actions.
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.11.69
Boys are more likely than girls to be injured or killed in early childhood because of all of
the following factors except
a. boys have poorer memories for safety rules than girls.
b. boys are more active and impulsive.
c. cultural attitudes that permit more boys than girls to take risks.
d. boys tend to be physically less mature and less coordinated.
Answer: a. boys have poorer memories for safety rules than girls.
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.11.70
Compared to older children, younger children ________ to resist doing something that
their parents say is dangerous.
a. are less able
b. are just as able
c. are more able
d. will not be able
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.11.71
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Young children need reminders of safety rules even after the age of 3, because
a. they become more rebellious after this age and take more risks.
b. they may forget the rules or fail to think about them before acting.
c. they are incapable of following parental directions.
d. parents are constantly changing the rules and it is difficult for children to keep track.
Answer: b. they may forget the rules or fail to think about them before acting.
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.11.72
Injury and fatality rates are highest among Native American and African American
children in part because
a. parents in these two cultural groups value interdependence within the family than other
ethnic/cultural groups.
b. children in these two groups mature at a slower rate and tend to be less physically
coordinated than children in other ethnic/cultural groups.
c. of poverty, resulting in exposure to unsafe housing or unsafe neighborhood
environments.
d. higher obesity rates among children in these two groups.
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.12.73
Today ________ children live in a home with a regular smoker compared to 1994.
a. about the same number of
b. fewer
c. more
d. a steadily increasing number of
Answer: b. fewer
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Learning Objective: LO 7.12 Describe two environmental hazards that pose a risk to young
children.
Topic/Concept: Environmental Risk Factors
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.12.74
Learning Objective: LO 7.12 Describe two environmental hazards that pose a risk to young
children.
Topic/Concept: Environmental Risk Factors
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.12.75
How can toxic industrial byproducts reach children through secondhand smoke?
a. They can’t.
b. Through air pollution absorbed by the smoke
c. Through absorption of toxins by tobacco plants from contaminated soil
d. Through the paper that cigarettes are wrapped in
Learning Objective: LO 7.12 Describe two environmental hazards that pose a risk to young
children.
Topic/Concept: Environmental Risk Factors
Difficulty Level: 3
Skill Level: Understand the Concepts
TB_Q7.12.76
Although lead has been banned from gasoline for three decades, lead from gasoline is
still found
a. in some gasoline.
b. in soil near streets with heavy traffic.
c. in the air.
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d. in paint that is sold today.
Learning Objective: LO 7.12 Describe two environmental hazards that pose a risk to young
children.
Topic/Concept: Environmental Risk Factors
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.12.77
Learning Objective: LO 7.12 Describe two environmental hazards that pose a risk to young
children.
Topic/Concept: Environmental Risk Factors
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.13.78
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.13.79
Child maltreatment
a. is a modern invention.
b. is only present in Western countries.
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c. has been a reality throughout human history.
d. is all but absent in today’s societies.
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Understand the Concepts
TB_Q7.13.80
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Understand the Concepts
TB_Q7.13.81
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.13.82
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c. physical abuse.
d. child neglect.
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.13.83
Portia’s mother constantly berates her, telling her she is worthless, will amount to
nothing, and she wishes Portia were never born. This demonstrates:
a. psychological abuse.
b. sexual abuse.
c. child neglect.
d. physical abuse.
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.13.84
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.13.85
The perpetrators of physical abuse and neglect of children are most often
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a. day care workers.
b. other children.
c. strangers.
d. parents.
Answer: d. parents
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.13.86
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.13.87
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.13.88
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b. people with low self-esteem.
c. socially integrated into society.
d. those also responsible for child neglect.
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 3
Skill Level: Understand the Concepts
TB_Q7.14.89
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.14.90
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.14.91
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Maltreated children may have abnormal levels of cortisol. Along with adrenalin, the
function of cortisol is to
a. help the body prepare to fight back.
b. help the individual feel more secure and safe.
c. raise alertness and enhance the processing of information.
d. raise alertness and prepare the brain and body to respond to potential threats.
Answer: d. raise alertness and prepare the brain and body to respond to potential
threats
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.14.92
Answer: a. Stress leads to abnormal levels of cortisol, which can damage the
brain.
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 3
Skill Level: Understand the Concepts
TB_Q7.14.93
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Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.14.94
In an experiment, children with a history of physical abuse spotted angry faces more
quickly than neglected or non-maltreated children. This is thought to occur because
a. abused children are more alert than non-abused children.
b. abused children have advanced perception of emotions.
c. abused children have learned to detect anger from the caregiver as quickly as possible
as a coping strategy.
d. abused children have impaired emotional perception.
Answer: c. abused children have learned to detect anger from the caregiver as
quickly as possible as a coping strategy.
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.14.95
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.15.96
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c. with younger children.
d. when school starts, because teachers can spot maltreated children.
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.15.97
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.15.98
Cumulative risk appears to operate in families where child maltreatment occurs. All of
the following factors have been found to contribute to cumulative risk except
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.15.99
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b. insecure or disorganized attachment relationships.
c. no attachments.
d. secure attachments in the first few months, followed by insecure attachments in later
months.
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.15.100
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.15.101
Home visitation studies with mothers who are at high risk for child maltreatment has
been show to result in
a. a reduction of official cases of child maltreatment compared to a control group.
b. higher income levels due to mothers being more likely to get a job.
c. healthier pregnancies.
d. improvements in the rate of secure attachment relative to a control group.
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty level: 2
Skill Level: Remember the Facts
TB_Q7.15.102
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Cicchetti and colleagues (2011) found that attachment building and psychoeducational
interventions with maltreated children increased the security of attachment compared to a
community standard treatment control group. What effect did these interventions have on
cortisol levels in maltreated children?
a. They caused cortisol levels to be higher than normal.
b. They had no effect on cortisol levels.
c. They essentially normalized cortisol levels.
d. They could not prevent a decline in cortisol level.
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty level: 2
Skill Level: Remember the Facts
TB_Q7.15.103
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty Level: 1
Skill Level: Understand the Concepts
True/False Questions
TB_Q7.1.104
Answer: False
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.1.105
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Weight gain in early childhood averages 2 pounds per year.
Answer: False
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.1.106
Answer: True
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.1.107
Girls in early childhood have greater fine motor control because the bones of the hands
and wrist are more mature than those of boys at that age.
Answer: True
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.2.108
A 4-year-old’s cerebral cortex uses more energy (glucose) than the average adult.
Answer: True
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.2.109
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By age 4, the human brain has grown to 100 percent of its adult volume.
Answer: False
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.4.110
Answer: True
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.5.111
Answer: False
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.5.112
Young children have an easier time throwing a small ball compared to a bigger ball.
Answer: True
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.6.113
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Answer: True
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.6.114
Answer: False
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.6.115
Answer: True
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.6.116
Brad drew two squares on the top of his paper, and he drew within those boundaries. This
demonstrates the placement stage of drawing development.
Answer: True
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.6.117
Ella put a mouth, eyes, and even eyelashes on her drawing of a pretty girl wearing a
pretty dress. She had trouble with the hands and feet, but you could tell what they were. Ella was
five years old and her drawings had reached the pictorial stage.
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Answer: True
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.6.118
Basic shapes (circles, squares, lines) are combined in the placement stage of drawing.
Answer: False
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.6.119
Chan was good at catching balls. He caught them by trapping them against his chest. This
was typical of a 5-year old.
Answer: False
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.6.120
Louisa preferred Velcro, but she was proud that she could tie her lace-up shoes by
herself. At age 3, Louisa could lace shoes earlier than most kids.
Answer: True
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.7.121
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Answer: True
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 3
Skill Level: Understand the Concepts
TB_Q7.8.122
Answer: False
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.9.123
Answer: False
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.10.124
Answer: False
Learning Objective: LO 7.10 Describe the most common illnesses or diseases affecting children,
and note preventative measures.
Topic/Concept: Illnesses
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.11.125
Accidents are the most common cause of the deaths of young children in the United
States.
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Answer: True
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.11.126
Falls account for more emergency room visits for 5- to 14-year-olds than for 1- to 4-year-
olds.
Answer: False
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.11.127
The rate of injuries and fatalities in young children is highest among Hispanic children.
Answer: False
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.12.128
Answer: False
Learning Objective: LO 7.12 Describe two environmental hazards that pose a risk to young
children.
Topic/Concept: Environmental Risk Factors
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.13.129
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Child maltreatment is a modern phenomenon.
Answer: False
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.13.130
Answer: True
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.13.131
After child neglect, physical abuse is the most common type of child maltreatment.
Answer: True
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.13.132
Frequently a child who suffers from one type of maltreatment also suffers from another.
Answer: True
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 3
Skill Level: Understand the Concepts
TB_Q7.13.133
Answer: False
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Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.14.134
Answer: True
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.15.135
Answer: True
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
Fill-In-the-Blank Questions
TB_Q7.1.136
Answer: 2 to 3 inches
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.1.137
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The way that bones grow longer is by new bone cells being deposited at the ________ .
Answer: ends
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.2.138
When it comes to food, all of the growth taking place in young children translates to
________ .
Answer: hunger
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Difficulty Level: 3
Skill Level: Understand the Concepts
TB_Q7.3.139
________ is deliberate and conscious control of thoughts, actions, and emotions in order
to achieve goals or solve problems.
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.3.140
The brain area known as the ________ is located behind the forehead and eyes.
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Difficulty Level: 1
Skill Level: Remember the Facts
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TB_Q7.4.141
________ is a child’s total score on a set of factors, such as income, marital status, and
environmental stress.
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.5.142
Jumping rope is a gross motor skill that kicks in at about ________ years.
Answer: 3 to 4
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.5.143
More complex motor skills are made up of ________, such as balancing on one foot and
bending the other leg backward.
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.6.144
What has been called a “tadpole person” is a circle with lines extending from it, which
children draw in the ________ stage.
Answer: pictorial
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
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TB_Q7.6.145
Although the ________ in children’s early drawings look random, they contain the basic
elements of children’s later drawings.
Answer: scribbles
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.6.146
Rectangles, circles, crosses, and other basic shapes children draw at about age ________ .
Answer: 3
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.6.147
In 4-year-olds, girls are about a year ahead in ________ growth, which translates to
greater fine-motor skills.
Answer: bone
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.6.148
Answer: tripod
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.7.149
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According to the developmental systems theory, ________ have a preferred head and arm
orientation, which corresponds with their prenatal position.
Answer: newborns
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 3
Skill Level: Understand the Concepts
TB_Q7.7.150
Venita held her pencil firmly in her left hand as she drew. Everyone else at the table held
their pencil in their right hand. About ________ of people are left-handed.
Answer: 12%
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.8.151
Romeo was 3 years old and didn’t nap anymore—that was for little kids—but he did get
about ________ hours of sleep each day.
Answer: 10
Learning Objective: LO 7.8 Describe the factors associated with sleep disturbances.
Topic/Concept: Sleep Patterns and Disturbances
Difficulty Level: 3
Skill Level: Apply What You Know
TB_Q7.9.152
Wigder sat down to a yummy meal. Like adults, young children tend to like foods that are
________ in sugar, salt, protein, and fat.
Answer: high
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 3
Skill Level: Apply What You Know
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TB_Q7.9.153
________ is a condition where a child or family does not have a regular supply of
nutritious food.
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.11.154
In young children, ________ injuries are more common than fatal injuries.
Answer: non-fatal
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.12.155
One place where lead can be a threat to children today is beneath their feet, in the
__________.
Answer: soil.
Learning Objective: LO 7.12 Describe two environmental hazards that pose a risk to young
children.
Topic/Concept: Environmental Risk Factors
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.13.156
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
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Skill Level: Remember the Facts
TB_Q7.13.157
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 1
Skill Level: Remember the Facts
TB_Q7.13.158
Isolating a child, rejecting him or her, or terrorizing a child are examples of ________
abuse.
Answer: psychological
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.13.159
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.13.160
Answer: neglect
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
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TB_Q7.13.161
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.13.162
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Remember the Facts
TB_Q7.14.163
Answer: cascade
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.14.164
Prolonged abuse leads to production of stress hormones. This can actually result in
alterations in the structure of the child’s ________ .
Answer: brain
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
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Skill Level: Understand the Concepts
TB_Q7.14.165
Answer: cortisol
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.14.166
Answer: discriminating
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.14.167
Answer: rejected
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Difficulty Level: 2
Skill Level: Understand the Concepts
TB_Q7.15.168
One intervention that seems to help prevent abuse is improving the mother–child
________ relationship.
Answer: attachment
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
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Difficulty Level: 2
Skill Level: Understand the Concepts
Short-Answer Questions
TB_Q7.1.169
Amineh was five years old. It seemed to her parents that Amineh was growing almost fast
enough to watch. How much does the average 5-year-old girl in the United States weigh, and
how tall is she?
Answer: The average 5-year-old girl in the United States is 42 ½ inches tall and
weighs 39 pounds.
Learning Objective: LO 7.1 Identify factors that influence individual differences in growth rates.
Topic/Concept: Growth of the Body
Skill Level: Apply What You Know
TB_Q7.2.170
Identify two brain areas that show particularly rapid growth in early childhood.
Answer: Temporal and frontal cortex governing language functions and prefrontal
cortex governing executive functions grow rapidly in early childhood.
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Skill Level: Understand the Concepts
TB_Q7.3.171
What is executive function? Name the three executive functions that are important in
early childhood.
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Skill Level: Understand the Concepts
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TB_Q7.4.172
What is cumulative risk? What are some factors related to cumulative risk?
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Skill Level: Understand the Concepts
TB_Q7.5.173
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Skill Level: Apply What You Know
TB_Q7.7.174
Keiko was right-handed, but her best friend, Fatinah, was left-handed. When does the
initial bias toward right-handedness begin, according to developmental systems theory?
Answer: According to developmental systems theory, the initial bias toward right-
handedness begins in the womb.
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Skill Level: Apply What You Know
TB_Q7.9.175
Answer: Food insecurity is a condition where a child or family does not have a
regular supply of nutritious food. For example, a family might go without meat, fresh fruit and
vegetables for a week, living only on bread, rice and soup.
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
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Skill Level: Apply What You Know
TB_Q7.11.176
What are the most common source of injuries or death among children 11 years old and
younger?
Answer: Accidents are the most common source of injuries or death among
children 11 years old and younger. Among accidental injuries, falls, being struck by an object
and automobile accidents are the most frequent.
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Skill Level: Apply What You Know
TB_Q7.13.177
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Skill Level: Apply What You Know
TB_Q7.14.178
Answer: Behavior or events at one age lead to changes in behavior at another age
that can accumulate over time and result in a large developmental change. The effects can move
from one aspect of development (such as brain development) to another (cognitive
development).
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Skill Level: Apply What You Know
TB_Q7.14.179
State the relation between physical abuse and a child’s language development, IQ and
academic achievement.
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Answer: Children with a history of physical abuse tend to have deficits in
language, IQ, and academic achievement.
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Skill Level: Remember the Facts
TB_Q7.15.180
Describe two strategies that have been tried with some success to address maltreatment of
younger children?
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
Skill Level: Understand the Concepts
Essay Questions
TB_Q7.2.181
Describe the most important aspects of brain development that take place in early
childhood.
Feedback:
Synaptic density reaches a peak in language and prefrontal areas.
Children have up to 50% more synapses than adults in these areas of the brain at this
time.
Complexity and efficiency of neural networks improves due to growth of dendrites and
white matter pathways.
Gray matter and white matter volume grows slowly and steadily after age 2.
The brains of preschoolers use more glucose than that of adults.
Learning Objective: LO 7.2 Identify which aspects of brain growth are prominent in early
childhood.
Topic/Concept: Brain Growth
Skill Level: Understand the Concepts
TB_Q7.3.182
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Describe the three processes that are important executive functions in early childhood.
Feedback:
Processes that are executive functions in early childhood include:
1. Working memory
Retaining and operating on information in short-term memory
2. Inhibition of responses or thoughts
3. Shifting between mental states, rules, or tasks
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Skill Level: Understand the Concepts
TB_Q7.3.183
Feedback:
The prefrontal cortex is heavily involved in executive functions.
Higher prefrontal activation is associated with better performance on rule switching,
working memory, and inhibition tasks.
Learning Objective: LO 7.3 Describe how improvements in brain functioning are thought to
contribute to the development of executive functions in early childhood.
Topic/Concept: The Prefrontal Cortex and Executive Functions
Skill Level: Remember the Facts
TB_Q7.4.184
Explain how environmental factors, including cultural influences, are related to executive
functioning?
Feedback:
Higher cumulative risk, a composite of many separate environmental risk factors, is
related to lower executive functioning.
Parenting quality (provision of material resources and positive engagement) is also
related to executive functioning.
Korean children develop executive functioning skills earlier than children in the United
States, perhaps because of the emphasis of Korean parents on quietness, restraint, and waiting for
one’s turn in games and social interactions.
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Skill Level: Understand the Concepts
TB_Q7.4.185
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What factors, including executive functions, contribute to variability among children in
academic success and school behavior?
Feedback:
Executive functions at 4-5 years are related to reading and math achievement and teacher
ratings of externalizing and internalizing behavior in early elementary school.
Fine motor skills combine with executive functions to predict academic gains.
Learning Objective: LO 7.4 Explain which factors influence development of executive functions.
Topic/Concept: Individual Differences in Executive Functions
Skill Level: Remember the Facts
TB_Q7.5.186
Describe how changes in fundamental movement skills combine with practice and
motivation to lead to development changes in complex motor skills.
Feedback:
Fundamental movement skills, such as running, kicking, and throwing undergo a series of
steps in development.
Changes in perceptual skills are also important in complex motor skills.
Motivation and practice also contribute to advances in motor skills.
According to dynamic systems theory, once all elements of a skill such as kicking a ball
have been developed, a small change in one component (such as motivation, practice, or motor
skill) may lead to a relatively sudden emergence of the more mature skill.
Learning Objective: LO 7.5 Explain how gross motor skills improve during early childhood.
Topic/Concept: Gross Motor Skills
Skill Level: Apply What You Know
TB_Q7.6.187
Describe the importance of pencil grips in learning to write. What other factors influence
the development of writing skills?
Feedback:
Children initially hold a pencil using the power grip but by age 6 they develop the more
versatile tripod grip that enables them to achieve greater control over fine movements of the
pencil.
Correct practice using the tripod grip is helpful in developing writing skills.
Practice doing a variety of things with the fingers such as painting, stringing beads, etc.,
helps children to be more successful when they start to write.
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Skill Level: Understand the Concepts
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TB_Q7.6.188
Describe the six stages in the development of drawing, and what factors, including an
understanding of symbols, availability of drawing materials and culture influence progression
through the stages.
Feedback:
Scribble stage: children make several different scribble marks that are the basic elements
of later drawings.
Placement stage: children place their scribbles in distinct locations on the page.
Shape stage: children produce six basic shapes like circle and square.
Design stage: children begin to combine the basic shapes (e.g. circles inside a larger
circle for a face).
Early pictorial stage: drawings of complete objects like a person or a house.
Late pictorial stage: children add details to earlier drawings such as eyes and eyelashes on
a face.
Learning Objective: LO 7.6 Describe how the fine motor skills of drawing and writing develop.
Topic/Concept: Fine Motor Skills
Skill Level: Understand the Concepts
TB_Q7.7.189
How does handedness develop from birth through about 5 years, according to a
developmental systems approach?
Feedback:
There does not seem to be a single gene responsible for hand preference.
According to developmental systems theory, hand preference begins prenatally.
The position of most infants in the womb makes it easier to make right arm
movements.
Some infants switch hand preference after 6 months of age.
There seems to be brain plasticity for hand preferences for the first 2 years.
Social experience is also important.
Learning Objective: LO 7.7 Explain the development of handedness in the first 5 years.
Topic/Concept: Handedness
Skill Level: Apply What You Know
TB_Q7.9.190
Explain the types of experiences with food that influence young children’s choices of
healthy foods to eat.
Feedback:
Offering children the same food repeatedly.
Associate nutritional foods with a pleasant environment.
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Adults and older peers model preference and enjoyment of healthy foods.
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Skill Level: Understand the Concepts
TB_Q7.9.191
Explain what food insecurity is and why families faced with food insecurity may put their
children at risk for obesity.
Feedback:
Food insecurity is not getting enough nutritious food to maintain normal activity and
health, but without being seriously malnourished.
It is associated with obesity because children eat lower-priced convenience foods
that are high in fat and sugar and parents can’t afford a regular supply of fresh fruits and
vegetables.
Parents often splurge on unhealthy treats when money is available.
Learning Objective: LO 7.9 Explain what factors influence children’s developing food
preferences.
Topic/Concept: Nutrition and Malnutrition
Skill Level: Understand the Concepts
TB_Q7.11.192
Analyze the main risk factors for accidental injuries in young children, including gender,
cognitive capacities, parental behavior, and sociocultural factors.
Feedback:
Boys are more active and parents expect them to explore more, which puts them at
greater risk for injuries than girls.
Children have less knowledge of safety issues and even when they know what not to do,
because of immature executive functions, they have more trouble resisting doing unsafe things
than older children.
Prenatal enforcement of safety rules at home is important, but parents don’t often restate
safety rules after age 3.
American Indians and African Americans are more likely to be poor and their children to
play in unsafe housing or neighborhoods where they can be injured.
People born in the United States value independence more than immigrants, especially
from Latin America and Asia, and more independence means greater exposure to risk of injuries.
Learning Objective: LO 7.11 Discuss how risks from the most common sources of injuries
among young children can be minimized.
Topic/Concept: Illnesses
Skill Level: Apply What You Know
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TB_Q7.13.193
Name and describe the different types of maltreatment. Provide an example for each.
Feedback:
Child neglect: failure to provide for a child’s basic physical, educational, and emotional
needs.
Physical abuse: inflicting severe bodily harm on a child as by hitting, shaking, pushing,
etc.
Sexual abuse: sexual touching, committing or attempting to commit sexual intercourse or
other sexual acts with a child, exposing a child to indecent acts or involving a child in
pornography or prostitution.
Psychological abuse: acts or failures to act that undermine a child’s basic emotional and
psychological needs, such as verbal abuse, threatening, terrorizing, isolating, rejecting, and
damaging a child’s self- esteem.
Learning Objective: LO 7.13 Discuss the risk factors for child maltreatment.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Skill Level: Understand the Concepts
TB_Q7.14.194
What are the major risk factors in caregivers for physical abuse?
Feedback:
Poverty
Single parenthood
Lack of social support from relative or other adult
Social isolation from family, friends, neighbors
History of abuse or living in a family characterized by conflict
History of mental illness
History of substance abuse
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Skill Level: Remember the Facts
TB_Q7.14.195
Summarize the research linking the experience of maltreatment with brain development.
Feedback:
Abuse and neglect lead to frequent and unpredictable stress and higher production of
cortisol.
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Excessive levels of cortisol can cause the HPA axis to malfunction.
Malfunction over long periods of time can have harmful effects on the brain.
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Skill Level: Understand the Concepts
TB_Q7.14.196
Feedback:
Abused children are always on the alert for an angry facial expression in the abusing
adult.
This leads them to be biased toward seeing anger even when a facial expression is
ambiguous or neutral.
These children may overreact to perceived threats leading to problems in social
interaction with peers.
Another pathway to problems with peers occurs because of insecure attachment, which
leads to poor emotional regulation.
This can also result in excessive aggression and disruptive behavior leading to
peer rejection.
Learning Objective: LO 7.14 Explain how the consequences of maltreatment can be viewed as
following a developmental cascade within and across domains of development.
Topic/Concept: Incidence, Types, and Risk Factors for Maltreatment
Skill Level: Understand the Concepts
TB_Q7.15.197
Describe three types of interventions with families and children that can make a
difference in preventing maltreatment or treating maltreated children and the major results of
these interventions.
Feedback:
Home visits to high-risk (i.e., poor single mothers or pregnant women) families that are
continued until the child reaches age 2 leads to a lower risk of child maltreatment.
Improving the mother-child attachment relationship improves the response to stress and
normalize cortisol levels.
Psychoeducational interventions with mothers also reduce the rate of maltreatment and
lead to normalization of cortisol levels.
Learning Objective: LO 7.15 Describe two strategies that may help prevent maltreatment.
Topic/Concept: Prevention of Maltreatment
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Skill Level: Understand the Concepts
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TOTAL REVEL Assessment
ASSESSMENT Chapter 7 Early Childhood
GUIDE
Learning Objectives Remember Understand the Apply What You Analyze It
the Facts Concepts Know
LO 7.1: Identify factors EOC_7.1 EOM_7.1.1
that influence individual
differences in growth rates.
LO 7.2: Identify which EOC_7.2 EOM_7.1.2
aspects of brain growth are
prominent in early
childhood.
LO 7.3: Describe how EOM_7.1.3 EOC_7.3,
improvements in brain EOM_7.1.4
functioning are thought to
contribute to the
development of executive
functions in early
childhood.
LO 7.4: Explain which EOC_7.5 EOC_7.4,
factors influence EOM_7.1.5
development of executive
functions.
LO 7.5: Explain how EOC_7.6 EOM_7.2.1,
gross motor skills improve EOM_7.2.2
during early childhood.
LO 7.6: Describe how the EOC_7.8, EOC_7.7,
fine motor skills of EOM_7.2.3 EOM_7.2.4
drawing and writing
develop.
LO 7.7: Explain the EOC_7.10,
development of EOC_7.9,
handedness in the first 5 EOM_7.2.5
years.
LO 7.8: Describe the EOC_7.11,
factors associated with EOM_7.3.1
sleep disturbances.
(Continued on next page)
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Learning Objectives Remember Understand the Apply What You Analyze It
the Facts Concepts Know
LO 7.9: Explain what EOM_7.3.2 EOC_7.12
factors influence children’s
developing food preferences.
LO 7.10: Describe the most EOC_7.13,
common illnesses or diseases EOM_7.3.3
affecting children, and note
preventative measures.
LO 7.11: Discuss how risks EOC_7.14, EOC_7.15
from the most common EOM_7.3.4
sources of injuries among
young children can be
minimized.
LO 7.12: Describe two EOM_7.3.5 EOC_7.16
environmental hazards that
pose a risk to young
children.
LO 7.13: Discuss the risk EOC_7.17, EOC_7.18
factors for child EOM_7.4.1
maltreatment.
LO 7.14: Explain how the EOC_7.19, EOM_7.4.3
consequences of EOM_7.4.2,
maltreatment can be EOM_7.4.4
viewed as following a
developmental cascade
within and across domains of
development.
LO 7.15: Describe two EOC_7.20 EOM_7.4.5
strategies that may help
prevent maltreatment.
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REVEL QUIZ QUESTIONS
EOM_7.1.1
At age 5, girls have a faster rate of physical maturation on the average than boys, due to
___________.
Answer: C
Difficulty: Easy
Skill: Analyze It
Topic: Growth of the Body and Brain
LO 7.1: Identify factors that influence individual differences in growth rates.
EOM_7.1.2
The complexity and efficiency of neural networks improve during early childhood over levels in
infancy due to ___________.
Answer: B
Difficulty: Difficult
Skill: Understand the Concepts
Topic: Growth of the Body and Brain
LO 7.2: Identify which aspects of brain growth are prominent in early childhood.
EOM_7.1.3
Each of the following is a distinct aspect of executive functions in early childhood except
___________.
a. inhibition
b. working memory
c. mental flexibility
d. language comprehension
Answer: D
Difficulty: Moderate
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Skill: Remember the Facts
Topic: Growth of the Body and Brain
LO 7.3: Describe how improvements in brain functioning are thought to contribute to the
development of executive functions in early childhood.
EOM_7.1.4
Moriguchi and Hiraki used the near-infrared spectroscopy (NIRS) method to study links between
executive functions and brain activity. They found that improvement from ages 3 to 4 in
switching to a new rule in card sorting was associated with ___________.
Answer: A
Difficulty: Difficult
Skill: Analyze It
Topic: Growth of the Body and Brain
LO 7.3: Describe how improvements in brain functioning are thought to contribute to the
development of executive functions in early childhood.
EOM_7.1.5
Which of the following is a common element among Tourette’s syndrome, obsessive compulsive
disorder, and ADHD?
Answer: C
Difficulty: Moderate
Skill: Understand the Concepts
Topic: Growth of the Body and Brain
LO 7.4: Explain which factors influence development of executive functions.
EOM_7.2.1
In the preschool years, many complex movements, such as tracking a ball and kicking it during a
soccer game, are built up from combinations of simpler movements known as ____________.
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c. fine motor skills
d. dynamic systems
Answer: B
Difficulty: Moderate
Skill: Understand the Concepts
Topic: Growth of the Body and Brain
LO 7.5: Explain how gross motor skills improve during early childhood.
EOM_7.2.2
Answer: D
Difficulty: Moderate
Skill: Understand the Concepts
Topic: Growth of the Body and Brain
LO 7.5: Explain how gross motor skills improve during early childhood.
EOM_7.2.3
According to Rhoda Kellogg’s research, children progress through six universal stages of
drawing at different rates, and their drawings are influenced by ____________.
a. gender
b. formal instruction
c. culture
d. confidence
Answer: C
Difficulty: Moderate
Skill: Understand the Concepts
Topic: Growth of the Body and Brain
LO 7.6: Describe how the fine motor skills of drawing and writing develop.
EOM_7.2.4
A young child who has not yet learned to write will have an easier time learning to write with a
pencil if she has previously _____________.
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a. experienced stringing beads
b. been given a pencil and allowed to write however she wanted with it
c. indicated a hand preference
d. thrown a ball using the wrist
Answer: A
Difficulty: Moderate
Skill: Apply What You Know
Topic: Growth of the Body and Brain
LO 7.6: Describe how the fine motor skills of drawing and writing develop.
EOM_7.2.5
a. nearly all infants of 6 to 14 months of age use predominantly one hand to reach and grasp
objects
b. handedness is entirely learned by experience
c. infants’ experiences with using primarily one hand in early motor skills tend to lead to
use of that hand for more complex motor skills at the next developmental phase
d. handedness is entirely based on brain maturation
Answer: C
Difficulty: Difficult
Skill: Understand the Concepts
Topic: Growth of the Body and Brain
LO 7.7: Explain the development of handedness in the first 5 years.
EOM_7.3.1
According to the National Sleep Foundation Survey, which of the following is the most common
sleep disturbance?
a. Snoring
b. Trouble falling asleep
c. Stalling before bedtime
d. Actively resisting bedtime
Answer: C
Difficulty: Moderate
Skill: Remember the Facts
Topic: Children’s Health and Safety
LO 7.8: Describe the factors associated with sleep disturbances.
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EOM_7.3.2
Which of the following is an effective way to get children to eat vegetables or other novel,
healthy foods?
Answer: A
Difficulty: Easy
Skill: Understand the Concepts
Topic: Children’s Health and Safety
LO 7.9: Explain what factors influence children’s developing food preferences.
EOM_7.3.3
a. mumps
b. measles
c. tooth cavities
d. otitis media
Answer: D
Difficulty: Moderate
Skill: Remember the Facts
Topic: Children’s Health and Safety
LO 7.10: Describe the most common illnesses or diseases affecting children, and note
preventative measures.
EOM_7.3.4
Which of the following U.S. ethnic groups has the lowest rate of childhood injuries and
fatalities?
a. African Americans
b. Whites
c. Asian/Pacific Islanders
d. Hispanics
Answer: C
Difficulty: Easy
Skill: Remember the Facts
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Topic: Children’s Health and Safety
LO 7.11: Discuss how risks from the most common sources of injuries among young children
can be minimized.
EOM_7.3.5
Which of the following statements about lead exposure in young children is true?
a. The environment of inner-city, low-income children in the United States still contains
lead.
b. Lead does not appear to harm the developing brain in a permanent way.
c. In one five-year longitudinal study, lead levels in young children were brought down
using nutritional and mineral treatments, and cognitive deficits disappeared.
d. As long as there is no lead found in the home, children are safe from lead exposure.
Answer: A
Difficulty: Moderate
Skill: Understand the Concepts
Topic: Children’s Health and Safety
LO 7.12: Describe two environmental hazards that pose a risk to young children.
EOM_7.4.1
All of the following characteristics can combine to place caregivers at greater risk for
committing physical or emotional abuse and neglect except ______________.
Answer: C
Difficulty: Moderate
Skill: Remember the Facts
Topic: Child Maltreatment and Neglect
LO 7.13: Discuss the risk factors for child maltreatment.
EOM_7.4.2
The idea behind the concept of ___________ is that negative events or behavior at one age create
small changes at a later age and worsen in severity at that age, possibly leading to reduced well-
being of a child or a full-blown developmental or psychiatric disorder at the next phase.
a. cumulative risk
b. a developmental cascade
c. stress
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d. executive function
Answer: B
Difficulty: Moderate
Skill: Understand the Concepts
Topic: Child Maltreatment and Neglect
LO 7.14: Explain how the consequences of maltreatment can be viewed as following a
developmental cascade within and across domains of development.
EOM_7.4.3
Answer: A
Difficulty: Moderate
Skill: Analyze It
Topic: Child Maltreatment and Neglect
LO 7.14: Explain how the consequences of maltreatment can be viewed as following a
developmental cascade within and across domains of development.
EOM_7.4.4
Physically abused children are able to discriminate among facial expressions but show unusual
attentiveness to __________ faces.
a. sad
b. angry
c. frightened
d. surprised
Answer: B
Difficulty: Moderate
Skill: Understand the Concepts
Topic: Child Maltreatment and Neglect
LO 7.14: Explain how the consequences of maltreatment can be viewed as following a
developmental cascade within and across domains of development.
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EOM_7.4.5
Answer: D
Difficulty: Moderate
Skill: Analyze It
Topic: Child Maltreatment and Neglect
LO 7.15: Describe two strategies that may help prevent maltreatment.
EOC_7.1
a. gender
b. cognitive development
c. hormonal factors
d. nutrition
Answer: B
Difficulty: Easy
Skill: Remember the Facts
Topic: Growth of the Body and Brain
LO 7.1: Identify factors that influence individual differences in growth rates.
EOC_7.2
Studies of how much glucose the brains of children and adults consume (using the PET scanner)
found that ____________.
Answer: D
Difficulty: Moderate
Skill: Remember the Facts
Topic: Growth of the Body and Brain
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LO 7.2: Identify which aspects of brain growth are prominent in early childhood.
EOC_7.3
Which aspect of executive function was challenged when researchers asked children to sort cards
first by color and then by shape?
Answer: C
Difficulty: Difficult
Skill: Analyze It
Topic: Growth of the Body and Brain
LO 7.3: Describe how improvements in brain functioning are thought to contribute to the
development of executive functions in early childhood.
EOC_7.4
Comparisons of Korean and British preschool-age children revealed advantages in inhibition and
switching that were hypothesized to be due to _______________.
Answer: C
Difficulty: Moderate
Skill: Understand the Concepts
Topic: Growth of the Body and Brain
LO 7.4: Explain which factors influence development of executive functions.
EOC_7.5
In 2013, researchers who analyzed data from the Family Life Project, which made close
observations of the home environment and mother–infant interaction, determined that the
strongest predictor of executive functioning was ________.
a. cumulative risk
b. frontal lobe abnormalities
c. cultural standards
d. food insufficiency
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Answer: A
Difficulty: Easy
Skill: Remember the Facts
Topic: Growth of the Body and Brain
LO 7.4: Explain which factors influence development of executive functions.
EOC_7.6
All of the following statements about gross motor development are true, except for which one?
a. Learning to kick a ball accurately involves several aspects of development beyond simply
mastering the movements of kicking, such as accurately sensing the movement and
current location of the ball, sensing one’s body position in relation to the ball, and the
ability to balance on one foot.
b. Fundamental movement skills do not follow any particular developmental sequences.
c. Practice and motivation are also essential to mastering gross motor skills.
d. Each component of a particular skill may be on a slightly different developmental
timetable, and the overall skill may be awkward until all elements necessary to the skill
emerge and become coordinated together at a particular point in development.
Answer: B
Difficulty: Moderate
Skill: Remember the Facts
Topic: Growth of the Body and Brain
LO 7.5: Explain how gross motor skills improve during early childhood.
EOC_7.7
A first-grade teacher notices that one of her 6 1/2-year-old pupils is holding his pencil tightly in
his fist, making most of his movements with his arm. He is drawing a picture of a man in a hat.
She is surprised to see that at his age, he is ________.
Answer: A
Difficulty: Difficult
Skill: Apply What You Know
Topic: Growth of the Body and Brain
LO 7.6: Describe how the fine motor skills of drawing and writing develop.
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EOC_7.8
Both Kellogg’s classic studies of children’s drawing and a more recently published study show
that a key process underlying the development of drawing at ages 3 to 4 years is
_______________.
a. learning to scribble in distinct locations on the page rather than all over
b. developing motor skills first and then addressing socioemotional aspects of development
c. practice drawing detailed human figures
d. cognitive advances in understanding and using symbols
Answer: D
Difficulty: Difficult
Skill: Understand the Concepts
Topic: Growth of the Body and Brain
LO 7.6: Describe how the fine motor skills of drawing and writing develop.
EOC_7.9
Three-year-old Rosito uses his left hand to throw, eat, and draw like his father. His mother
allows him to use his left hand when he wants to, which is most of the time. She is right-handed,
though, and has been showing him how to use his right hand because she wants him to have the
option of using both hands. According to research, _______________.
Answer: C
Difficulty: Moderate
Skill: Understand the Concepts
Topic: Growth of the Body and Brain
LO 7.7: Explain the development of handedness in the first 5 years.
EOC_7.10
Which key principle of developmental neuroscience underlies the observation that certain
experiences bias children from birth to be predominantly left- or right-handed, but the process of
development of hand preference can be delayed or even reversed (e.g., from left to right or right
to left) within the first 5 years of postnatal development?
a. Brain maturation
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b. Brain plasticity
c. Fundamental movement skills
d. Maturation of executive functions
Answer: B
Difficulty: Moderate
Skill: Understand the Concepts
Topic: Growth of the Body and Brain
LO 7.7: Explain the development of handedness in the first 5 years.
EOC_7.11
Which of the following was cited by Canadian researchers as a potential cause of nightmares in
children?
Answer: A
Difficulty: Moderate
Skill: Remember the Facts
Topic: Children’s Health and Safety
LO 7.8: Describe the factors associated with sleep disturbances.
EOC_7.12
Mason and his parents live in Detroit. His parents are financially strapped and don’t always have
enough food in the house to feed the entire family. The parents sometimes go without a full meal
so that Mason can eat until he is satisfied, but sometimes even Mason doesn’t get enough to eat.
Mason’s situation would be described as _______________.
a. food insecurity
b. food scarcity
c. malnutrition
d. a lack of nutritional education
Answer: A
Difficulty: Moderate
Skill: Apply What You Know
Topic: Children’s Health and Safety
LO 7.9: Explain what factors influence children’s developing food preferences.
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EOC_7.13
One important way to maintain children’s health is to be sure they get their full set of
vaccinations. The following illnesses can be prevented by vaccines except ________.
a. polio
b. measles
c. rubella
d. otitis media
Answer: D
Difficulty: Easy
Skill: Remember the Facts
Topic: Children’s Health and Safety
LO 7.10: Describe the most common illnesses or diseases affecting children, and note
preventative measures.
EOC_7.14
According to the Federal Interagency Forum on Child and Family Statistics, the most common
reason that parents bring a child ages 1 to 4 to an emergency room is _______________.
Answer: B
Difficulty: Difficult
Skill: Remember the Facts
Topic: Children’s Health and Safety
LO 7.11: Discuss how risks from the most common sources of injuries among young children
can be minimized.
EOC_7.15
Four-year-old Alejandra keeps sustaining minor injuries around the home. The most likely
reasons according to research are all of the following except _______.
a. Alejandra is a girl
b. Alejandra does not always remember safety rules
c. Alejandra does not always comply with safety rules even when she knows the rules
d. Alejandra’s parents don’t supervise her activities as much as they should
Answer: A
Difficulty: Moderate
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Skill: Apply What You Know
Topic: Children’s Health and Safety
LO 7.11: Discuss how risks from the most common sources of injuries among young children
can be minimized.
EOC_7.16
Aubrey was screened as part of a health study and was found to have a high blood level of
cotinine and frequent asthma symptoms. Aubrey has likely been exposed to _______________.
a. lead paint
b. allergens such as cat hair and pollen
c. secondhand cigarette smoke
d. someone with an upper respiratory infection
Answer: C
Difficulty: Moderate
Skill: Apply What You Know
Topic: Children’s Health and Safety
LO 7.12: Describe two environmental hazards that pose a risk to young children.
EOC_7.17
The four main categories of maltreatment consist of all of the following except __________.
a. emotional abuse
b. accidental injury
c. physical abuse
d. neglect
Answer: B
Difficulty: Moderate
Skill: Remember the Facts
Topic: Child Maltreatment and Neglect
LO 7.13: Discuss the risk factors for child maltreatment.
EOC_7.18
A common scenario in an act of abuse is a type of “perfect storm” in which a parent is under a
great deal of immediate stress, a young child’s behavior has upset the parent, and
_______________.
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Answer: C
Difficulty: Difficult
Skill: Analyze It
Topic: Child Maltreatment and Neglect
LO 7.13: Discuss the risk factors for child maltreatment.
EOC_7.19
A developmental cascade can occur in cases of maltreatment in which children have problems
with emotional regulation leading later to difficulties with ___________________.
a. language
b. learning disabilities
c. cognitive deficits
d. aggression and rejection by peers
Answer: D
Difficulty: Moderate
Skill: Understand the Concepts
Topic: Child Maltreatment and Neglect
LO 7.14: Explain how the consequences of maltreatment can be viewed as following a
developmental cascade within and across domains of development.
EOC_7.20
Studies have shown that programs that make home visits lead to a reduction in cases of child
maltreatment among at-risk mothers compared to a control group that did not receive home
visits. One likely mediating factor in these experimental interventions is _______________.
Answer: A
Difficulty: Easy
Skill: Remember the Facts
Topic: Child Maltreatment and Neglect
LO 7.15: Describe two strategies that may help prevent maltreatment.
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