Deck 7: Child Guidance in Early Childhood Classrooms

Question 1

When children rely on outside controls to guide their actions they are operating at what level of self-regulation?

A) Amoral
B) Adherence
C) Identification
D) Internalization

Answer 1

Adherence

Question 2

Which of the following statements is a characteristic of preschool-age children's thinking?

A) Children's notions of cause and effect are based on mature concepts.
B) Children know what is right, but often choose not to do it.
C) Children's thinking about right and wrong is well established.
D) Children's thinking is characterized by centration.

Answer 2

Children's thinking is characterized by centration.

Question 3

Which of the following reasons is LEAST likely to be one that children in the early childhood years use in determining that an action is bad?

A) The action harms a person (e.g., hitting).
B) The action disrupts the social order (e.g., not putting toys away).
C) The action violates people's rights (e.g., name calling).
D) The action damages property (e.g., breaking something).

Answer 3

The action disrupts the social order (e.g., not putting toys away).

Question 4

How do children learn moral reasoning?

A) Listening to stories about characters' moral decision making.
B) Making decisions to avoid punishments or gain rewards.
C) Observing decisions and the consequences of decisions by peers.
D) All of these strategies are effective.

Question 5

Children in your three-year-old classroom have trouble putting away materials in the dramatic play center. Which of the following strategies would help create REASONABLE expectations for cleaning up?

A) Allow children to put dress up clothes in a hamper rather than hanging them on hangers.
B) Clean-up the area yourself.
C) Remove Joe (a child with Down Syndrome) from the situation so the other children can clean-up without interference.
D) Remind children of the rule every day.

Question 6

Permissive adults are low on which of the following dimensions?

A) Control only
B) Expectations and Nurturance
C) Nurturance, Expectations, and Control
D) Control, Expectations and Communication

Question 7

Authoritative teachers do all of the following EXCEPT:

A) Explain why some behaviors are appropriate and acceptable and others are not.
B) Inform children of expectations.
C) Encourage and reward certain behaviors.
D) Focus their comments to children on what children have done wrong.

Question 8

When deciding what rules to make for the classroom, teachers should ask themselves which of the following questions?
1) "Is the child's behavior irritating to me?"
2) "Is the child's behavior violating someone's rights?"
3) "Is the child's behavior unsafe?"
4) "Is the child's behavior damaging to property?"

A) Irritation and rights questions
B) Irritation, rights and safety questions
C) Irritation, rights, safety and property questions
D) Rights, safety and property questions

Question 9

To which of the following directions are children LEAST likely to respond by changing their behavior appropriately?

A) Use your spoon to eat your pudding.
B) Don't eat with your fingers.
C) Chew with your mouth closed.
D) Take smaller bites like this.

Question 10

Billy is holding the gerbil. Suddenly he begins to squeeze the gerbil tightly. If you want to change his behavior right then, what would you say or do?

A) "Nice boys hold him gently, like this."
B) "Don't squeeze the gerbil so hard."
C) "You're going to hurt him if you keep doing that."
D) Physically intervene then talk about it.

Question 11

Loretta slams the keys on the computer very roughly after being told to push them more gently. What would be a logical consequence?

A) A key breaks.
B) 5 minutes deducted from recess.
C) Loretta can only use the computer with adult assistance.
D) Loretta must leave the area.

Question 12

Megan and Jerome have been warned that if they continue to throw sand they will have to go to another area to play. You observe them throwing sand again. In this situation what would an authoritative adult do?

A) Escort the children to a different area.
B) Give the children a second warning of what will happen if they continue.
C) Explain that the sand is blowing in other children's eyes.
D) Ask children what they think should happen as a result of their actions.

Question 13

Two children are arguing over who will get to use the toy stethoscope. They are pulling on it and pushing each other. What might an authoritative teacher do first?

A) Take the stethoscope away for the rest of the day.
B) Send the children to time-out.
C) Negotiate the conflict.
D) Ask the children to say, "Sorry."

Question 14

Which of the following is NOT an element of adult socialization that supports the development of self-regulation?

A) Appropriate expectations
B) Consistent punishment
C) Nurturance
D) Communication

Question 15

Mr. Sanchez walks into the school library and finds 3 second-graders cutting pages out of a book about rocks so they can use the pages in their report. He considers the following consequences. Which of these would be defined as UNRELATED according to your book?

A) The children must earn the money to replace the rock book.
B) The children must write a report on a new topic.
C) The children must tape the pages back into the book.
D) The rock book is not available for children to use.

Question 16

Four-year-old Sara waits to take a second helping until everyone else has one. Her teacher says, "Sara, you waited to take more snack. Now you know that everyone got a chance to have some crackers. That was a kind thing to do." What strategy did her teacher use?

A) Positive consequences
B) Modeling
C) Direct instruction
D) Communicating expectations

Question 17

Describe ways in which you can convey nurturance to children.

Question 18

What are the four phases through which self-regulation emerges?

Question 19

In terms of logical consequences, what is the difference between restitution and rehearsal? Give an example of each.

Question 20

What is the difference between the uninvolved teaching style and the permissive teaching style?

Question 21

What is the least intrusive phase of the Authoritative Teaching Continuum? What adult behavior represents maximum control? When might you use each?

Question 22

Discuss each of the four discipline styles described in your textbook and their implications for children's behavior over time.

Question 23

Describe the relationship between the authoritative teaching style and developmentally appropriate practice. Provide examples to illustrate your response.

Question 24

What are the four components of a personal message? Write a personal message a teacher might use in response to the following situation: Lily is filling up a bucket with sand on the playground. Alex is digging beside her. He reaches over, takes the bucket, and dumps all of the sand out. Lily screams and cries.

Question 25

Describe the four levels of self-regulation and teacher behaviors that support children at each level.