Deck 8: Supporting Children's Peer Relationships and Friendships

Question 1

A child who ignores peer suggestions while playing a game with them is having difficulty in which skill phase of the friendship-making process?

A) making contact
B) maintaining positive relationships
C) negotiating conflict
D) ending relationships
E) None of the above

Answer 1

B

Question 2

Preschoolers have a strong tendency to select their friends based on appearance.

Answer 2

True

Question 3

According to the chapter, which of the following is NOT a possible basis for friendship?

A) gender
B) age
C) personal characteristics
D) dependability

Answer 3

D

Question 4

A child who avoids an argument by suggesting an agreeable solution is demonstrating skill in what phase of the friendship-making process?

A) making contact
B) maintaining positive relationships
C) negotiating conflict
D) ending relationships
E) None of the above

Question 5

What qualities characterize friendships in level one-one-way assistance?

A) Children choose friends who share their feelings and ideas.
B) Children identify friends as those with whom they spend the most time.
C) Having a best friend is paramount.
D) Friendships can be maintained over long distances.
E) None of the above

Question 6

During the friendship stage of one-way assistance, children often try out different social roles.

Question 7

Laura is a very shy child. Which of the following strategies would be best in helping her make friends?

A) Pair her with an outgoing child in the group.
B) Pair her with another shy child in the group.
C) Have her play with you.
D) Give her an important class job to do so she'll seem desirable to the other children.
E) Pair her with a younger child.

Question 8

A child who announces that he is a member of the Royal Dragon Club, and that Henry isn't, is in what level of friendship?

A) Level 0
B) Level 1
C) Level 2
D) Level 3
E) Level 4

Question 9

Which of the following is a friendship fact?

A) Who is your friend?
B) Can people have more than one friend at a time?
C) What can people do to show that they are friends?
D) All of the above
E) None of the above

Question 10

Children's earliest friends are those who exhibit personality traits they admire.

Question 11

Relationships among children are qualitatively different from those between adults and children.

Question 12

By the time they are six or seven, children have achieved a mature sense of friendship.

Question 13

How many friends a child has is the best indicator of how happy a child is with his or her friends.

Question 14

What is the best approach to promoting friendships within a group of children?

A) Encourage them to spend all their time together.
B) Separate friendship pairs so that each child must reach out to others.
C) Assign children friends.
D) Provide opportunities for children to relax together.
E) All of the above

Question 15

Adult: "Why is Craig your friend?"?Child: "He's my friend because he will play what I like to play." Which level of friendship is this child demonstrating?

A) Level 0
B) Level 1
C) Level 2
D) Level 3
E) Level 4

Question 16

A lack of friends is known to cause juvenile delinquency.

Question 17

Rejection by friends is to be expected throughout childhood.

Question 18

Peer interactions give children opportunities for social comparisons.

Question 19

How old are friends who spend much of their time forming social clubs that are short-lived but intense?

A) four years
B) ten years
C) thirteen years
D) None of the above

Question 20

People go through six stages in achieving mature concepts of friendships.

Question 21

Adults can teach children to become aware of other children's invitations to play.

Question 22

Shy children benefit from playing with children younger than themselves.

Question 23

It is a substantiated fact that children who move frequently have well-developed friendship skills.

Question 24

Children who lack friendship skills benefit from watching skilled children interact.

Question 25

When two or more children become good friends, adults should work on separating them throughout the day.

Question 26

Parents' attitude has no impact on their children's potential for making friends with children of diverse backgrounds.

Question 27

Language skills have a major impact on friendship skills.

Question 28

A friendship skit can be used to model appropriate friendship skills.

Question 29

During the period of intimate, mutually shared relationships, friends lose their possessiveness of one another.

Question 30

If you are a child with a physical disability, it is impossible to get other children to like you.

Question 31

One's attractiveness is highly correlated to one's desirability as a friend.

Question 32

The most socially adept children come by it naturally.

Question 33

It is during the friendship stage of two-way fair weather friends that the issue of a best friend becomes paramount.

Question 34

Children who take have difficulty with taking turns or sharing toys are exhibiting difficulty with the first state of friendship: making contact.

Question 35

Children who are less attractive are naturally more friendly than children who are physically appealing.

Question 36

Teaching children to say, "Hello, I'm Charlie. I'd like to play too." is a good strategy.

Question 37

It is during the period of two-way fair weather cooperation that children begin gravitating toward other children of their own gender.

Question 38

Children who try to bribe other children to be their friends are demonstrating deviant behavior.

Question 39

Many children require practice in learning how to say "hello" or "good-bye" to potential friends.

Question 40

A typical friendship skit consists of three parts: demonstration of a skill, adult explanations, and discussion by the children.

Question 41

Tamara frequently interrupts other children who are talking together. Increasingly, children avoid her. Describe exactly how you would intervene in this situation and provide a rationale for the approach you choose.

Question 42

What are two normal reactions children exhibit when they lose a friend?

Question 43

What two categories describe children who are rarely or never selected as friends?

Question 44

The last step in implementing a friendship skit is to thank children for their attention.

Question 45

Coaching works well with both preschool- and elementary-age children.

Question 46

Which of the following characteristics is often displayed by peer-neglected children?

A) overly talkative
B) physically aggressive
C) make few attempts to enter play
D) insist on being the center of attention

Question 47

How do childhood friendships prepare children for adult relationships?

Question 48

Imagine that a parent has expressed to you concern that her seven-year-old daughter is frequently bossed around by her "best friend." Describe what you would tell this parent about her child's behavior in light of your knowledge of children's friendships. In addition, explain what you would tell her to do.

Question 49

Name two strategies for assisting children in the process of friendship that would be appropriate to use with preschool-age children.

Question 50

List and describe three of the six strategies adults can use to assist children in the process of friendship.

Question 51

List three pitfalls to avoid in supporting children's friendships.

Question 52

List three reasons why friends are important.

Question 53

It is important to tell children in advance if their friend is moving away.

Question 54

Friendship skits are used only with school-age children.

Question 55

What are three problems associated with friendlessness that children may experience later in life?

Question 56

Design a friendship skit and identify the skill it addresses. Discuss how you would implement your skit with a group of children.

Question 57

What gender of children is characterized by exclusive friendship pairs?

Question 58

Describe the four types of relationships children encounter. Discuss the benefits of each.

Question 59

Describe the levels children go through in their understanding of the nature of friendship. Give examples of each level. Explain why childhood professionals benefit from knowing these stages of development.

Question 60

Which of the following best describes children who are peer-rejected?

A) they are usually socially skilled
B) they may try to dominate interactions with peers
C) they usually take responsibility for their actions
D) They are usually outgoing with peers
E) All of the above

Question 61

Being a friend and making friends are automatic and all children are equally successful in achieving the status of "friend."

Question 62

Which of the following strategies have been associated with improving children's friendship skills?

A) demonstrating skills with puppets and props
B) having children role-play friendship skills
C) engaging children in buddy skills training
D) providing intensive one-on-one coaching for children
E) All of the above