Deck 7: Guiding Childrens Behavior

Question 1

A child development background helps teachers understand and guide children's behavior.

Answer 1

True

Question 2

Discipline and guidance are deeply embedded within the values and beliefs of the family.

Answer 2

True

Question 3

The only way to ensure a safe environment is to have lots of rules governing children's behavior.

Answer 3

False

Question 4

Spanking is sometimes the only solution.

Question 5

Negative attention can be an emotional need for some children.

Question 6

Temperament characteristics seem to remain constant as the child grows.

Question 7

Giving children choices confuses them.

Question 8

Self-discipline is related to self-respect.

Question 9

When a teacher has to intervene, it is best to give children a number of explanations about the situation.

Question 10

Nonverbal guidance techniques are ineffective.

Question 11

You do not need to worry about behavior problems with children during transition times.

Question 12

Comparing children's behavior will foster self-esteem.

Question 13

Teachers should ignore a child's behavior just because he or she is "going through a stage."

Question 14

The American Academy of Pediatrics recommends spanking as an effective guidance tool.

Question 15

The timing and daily schedule of events can influence children's behavior.

Question 16

The environment can be used as a guidance tool.

Question 17

Setting and maintaining limits comes easily to people who teach.

Question 18

Indirect suggestions do not usually work with young children.

Question 19

Culturally sensitive teaching practices recognize the parent's perspective and the child's family experiences.

Question 20

Active listening is universally practiced throughout most cultures.

Question 21

Spanking should be used ____.

A) for children under 6 years of age
B) when parents request you to do it
C) only in extreme circumstances
D) never

Question 22

When children of different age levels play together, ____.

A) the older children get to be in charge
B) you should treat all children the same
C) developmental factors must be considered
D) the young children are responsible for their behavior

Question 23

Redirecting the activity ____.

A) is a useful technique for toddlers
B) means to substitute another activity
C) reinforces the child's misbehavior
D) does not involve children in the process

Question 24

When a child is consistently late for snacks, the most appropriate guidance technique is ____.

A) ignore
B) time out
C) active listening
D) natural consequences

Question 25

When setting limits, ____.

A) consider the child's abilities
B) be ready to accept the consequences
C) reset limits if the child gets upset
D) All of these are correct.

Question 26

Environmental factors that influence children's behavior include ____.

A) the building and grounds
B) the timing and scheduling
C) the toys and materials
D) the teachers and children
E) All of these are correct.

Question 27

Children will thrive in a situation ____.

A) with a lot of rules
B) where they are reminded often of their misbehavior
C) with long-term consequences for misbehavior
D) where they can learn to solve their own conflicts

Question 28

Positive environmental factors that influence children's behavior is ____.

A) enough time for unhurried play
B) leisurely clean-up
C) low, open cabinets
D) All of these are correct.

Question 29

Which of the following traits was NOT used to classify the temperament of babies (Thomas and Chess)?

A) child's activity level
B) mother's activity level
C) ability to adapt to change
D) ease of distraction

Question 30

Punishment ____.

A) defeats self-esteem
B) shapes behavior
C) is an ongoing process
D) sets an example to follow

Question 31

Guidance ____.

A) is positive
B) learning the difference between acceptable and unacceptable behavior
C) leads to self-control
D) fosters a child's thinking ability

Question 32

Giving children choices is an effective guidance strategy. Choices should be ____.

A) given when you will accept their choice
B) made with the adult's preference having priority
C) given only on special occasions
D) given as only one choice, never two

Question 33

Making positive suggestions is a good strategy. Which answer is NOT a good example?

A) "Walk around the edge of the swing so you won't get hit."
B) "Good job. You worked hard on that puzzle. Want to try another?"
C) "Don't climb there. You'll be hurt."
D) "Move the chair and you'll have more room to dance."

Question 34

The language of guidance does NOT include ____.

A) tone and level of voice
B) actual words
C) facial expression
D) age

Question 35

A goal of guidance is _____.

A) self-regulation
B) punishment
C) making children behave
D) overcorrecting children

Question 36

The language of guidance includes _____.

A) using a calm, clear voice
B) telling children what to do
C) voicing your opinion
D) threatening children with a spanking

Question 37

Active listening involves _____.

A) listening and reflecting with "I" messages
B) encouraging activities
C) being direct
D) avoiding temper tantrums

Question 38

A natural consequence involves _____.

A) experiencing the natural result of a behavior
B) warning the child first, then using punishment
C) removing the child from the group when he or she becomes boisterous
D) using time out consistently

Question 39

The ______________is a powerful tool in controlling children's behavior.

A) punishment
B) positive reinforcer
C) social reinforcer
D) negative reinforcer

Question 40

One goal of positive guidance is _____.

A) dependence
B) self-discipline
C) conflict
D) None of these answers.

Question 41

The word discipline comes from _____.

A) disciple
B) teacher
C) planner
D) All of these answers.

Question 42

Limits are _____.

A) guides
B) rules
C) boundaries
D) All of these answers.

Question 43

A good technique to use with infants and toddlers is _____.

A) isolation
B) redirection
C) punishment
D) explanation

Question 44

Taking children away from the play area and allowing them the opportunity to calm down is called _____.

A) isolation
B) redirection
C) punishment
D) explanation

Question 45

The goal of a good guidance process is _____.

A) dependence
B) responsibility
C) creativity
D) submission

Question 46

Developmental guidelines help teachers maintain reasonable _____.

A) expectations
B) communication
C) curriculum goals
D) teaching objectives

Question 47

The adult has a critical role to play when using the ________ technique, which guides children toward solutions but doesn't solve problems for them.

A) guidance
B) active problem solving
C) distraction
D) None of these are correct.

Question 48

Discipline and guidance are deeply embedded within the values and beliefs of the child's _____.

A) classroom
B) self
C) culture
D) family
E) culture and family

Question 49

Match the guidance strategy with the child's behavior.

-Support child with your presence while gently setting limits.

A) Cries when told "no"
B) Is a follower
C) Has temper tantrums, cries, screams
D) High level of cooperation

Question 50

Match the guidance strategy with the child's behavior.

-Have mixed-age groupings.

A) Cries when told "no"
B) Is a follower
C) Has temper tantrums, cries, screams
D) High level of cooperation

Question 51

Match the guidance strategy with the child's behavior.

-Support child in making choices.

A) Cries when told "no"
B) Is a follower
C) Has temper tantrums, cries, screams
D) High level of cooperation

Question 52

Match the guidance strategy with the child's behavior.

-Use simple, short statements.

A) Cries when told "no"
B) Is a follower
C) Has temper tantrums, cries, screams
D) High level of cooperation

Question 53

Match the guideline for setting limits with the appropriate example.

-"I'm sorry, Sarah; you can't play here right now. Remember, you hit Jorge with a block a few minutes ago."

A) Match the limit to the situation.
B) Limits should be consistent.
C) Act with authority.
D) Maintain the limit.

Question 54

Match the guideline for setting limits with the appropriate example.

-"I can't let you hurt other children. Put the block down."

A) Match the limit to the situation.
B) Limits should be consistent.
C) Act with authority.
D) Maintain the limit.

Question 55

Match the guideline for setting limits with the appropriate example.

-"Miguel, get down from the table and sit in the chair until you finish eating."

A) Match the limit to the situation.
B) Limits should be consistent.
C) Act with authority.
D) Maintain the limit.

Question 56

Match the guideline for setting limits with the appropriate example.

-"Rosa, remember everyone walks inside; you may run when we get outdoors."

A) Match the limit to the situation.
B) Limits should be consistent.
C) Act with authority.
D) Maintain the limit.

Question 57

Match the suggested action with the possible behavior.

-Dawdling, late for snacks

A) Indirect suggestions
B) Change room arrangement
C) Provide a choice
D) Ignoring
E) Active listening
F) Natural consequences

Question 58

Match the suggested action with the possible behavior.

-Pushing, crowding

A) Indirect suggestions
B) Change room arrangement
C) Provide a choice
D) Ignoring
E) Active listening
F) Natural consequences

Question 59

Match the suggested action with the possible behavior.

-Whining

A) Indirect suggestions
B) Change room arrangement
C) Provide a choice
D) Ignoring
E) Active listening
F) Natural consequences

Question 60

Match the suggested action with the possible behavior.

-Refusing to cooperate

A) Indirect suggestions
B) Change room arrangement
C) Provide a choice
D) Ignoring
E) Active listening
F) Natural consequences

Question 61

Match the suggested action with the possible behavior.

-Daydreaming, not on task

A) Indirect suggestions
B) Change room arrangement
C) Provide a choice
D) Ignoring
E) Active listening
F) Natural consequences

Question 62

Match the suggested action with the possible behavior.

-Arguing

A) Indirect suggestions
B) Change room arrangement
C) Provide a choice
D) Ignoring
E) Active listening
F) Natural consequences

Question 63

Match the effective guidance factor to the question.

-What is happening?

A) Child
B) Adult
C) Circumstance

Question 64

Match the effective guidance factor to the question.

-Where is this taking place?

A) Child
B) Adult
C) Circumstance

Question 65

Match the effective guidance factor to the question.

-Who am I?

A) Child
B) Adult
C) Circumstance

Question 66

Match the effective guidance factor to the question.

-What is my role and relationship to the child?

A) Child
B) Adult
C) Circumstance

Question 67

Match the effective guidance factor to the question.

-What is my role in relationship to the group?

A) Child
B) Adult
C) Circumstance

Question 68

Match the effective guidance factor to the question.

-Who is my family?

A) Child
B) Adult
C) Circumstance

Question 69

Match the factors that affect behavior with the definition.

-indirectly influences behavior

A) Developmental
B) Environmental
C) Individual
D) emotional and social
E) Cultural

Question 70

Match the factors that affect behavior with the definition.

-be aware of developmental theory

A) Developmental
B) Environmental
C) Individual
D) emotional and social
E) Cultural

Question 71

Match the factors that affect behavior with the definition.

-temperamental characteristic

A) Developmental
B) Environmental
C) Individual
D) emotional and social
E) Cultural

Question 72

Match the factors that affect behavior with the definition.

-need to feel loved and cared for

A) Developmental
B) Environmental
C) Individual
D) emotional and social
E) Cultural

Question 73

Match the factors that affect behavior with the definition.

-find satisfying ways to cope

A) Developmental
B) Environmental
C) Individual
D) emotional and social
E) Cultural

Question 74

Match the factors that affect behavior with the definition.

-see behavior as predictable

A) Developmental
B) Environmental
C) Individual
D) emotional and social
E) Cultural

Question 75

Match the factors that affect behavior with the definition.

-unparalleled diversity

A) Developmental
B) Environmental
C) Individual
D) emotional and social
E) Cultural

Question 76

Match the factors that affect behavior with the definition.

-continual cross-cultural interactions

A) Developmental
B) Environmental
C) Individual
D) emotional and social
E) Cultural

Question 77

Match the factors that affect behavior with the definition.

-nonverbal or indirect actions

A) Developmental
B) Environmental
C) Individual
D) emotional and social
E) Cultural

Question 78

Match the factors that affect behavior with the definition.

-how to act in that space

A) Developmental
B) Environmental
C) Individual
D) emotional and social
E) Cultural

Question 79

Match the positive behavior to the question.

-Are the cabinets marked in some way?

A) time
B) program planning and curriculum
C) organization and order
D) Personnel

Question 80

Match the positive behavior to the question.

-Does the room arrangement avoid runways?

A) time
B) program planning and curriculum
C) organization and order
D) Personnel