Essentials of Life Span Development 2nd ed by Santrock – Test Bank

Complete Test Bank With Answers

 

 

Sample Questions Posted Below

 

5
Student: ___________________________________________________________________________

1. Reggio Emilia is a city in northern Italy; it gives its name to a philosophy and approach to a(n):
 

A. method of providing health care to children of poor families.
B.  early childhood education program design.
C. program for training teachers of young children.
D. parenting education method.

2. Her pediatrician has just told Karly that her 4-year-old son, Manuel, has gained 6 pounds in the last year. 

Karly should:
 

A. be alarmed, because this is too much weight gain.
B. be alarmed, because this is too little weight gain.
C. be alarmed, because this is normal weight gain only for females.
D. understand that this is normal.

3. During early childhood, on average girls are ________ than boys.
 

A. much larger
B. much smaller
C.  slightly larger
D.  slightly smaller

4. By the end of early childhood, boys have _______, whereas girls have _______.
 

A. more muscle; more fat.
B. more fat; more muscle.
C. more strength; more endurance.
D.  a larger weight gain; a larger height gain.

5. When looking at the heights and weights of preschool children, we know that:
 

A.  there are ethnic differences.
B.  there are no ethnic differences.
C.  there are ethnic differences in average weight but not average height.
D.  environmental factors are more important than genetic factors.

6. What have been found to be the two most important contributors to height differences among children 

worldwide?
 

A. nutrition and exercise
B.  ethnic origin and social class
C. prenatal care and emotional difficulties
D.  ethnic origin and nutrition

7. All of the following children are likely to be shorter than their peers, EXCEPT:
 

A.  firstborn children.
B.  lower-socioeconomic children.
C.  later-born children.
D.  children who live in rural settings.

8. Between ages 3 and 6 years, which part of the brain grows the fastest?
 

A.  the putamen
B.  the parietal lobe
C.  the prefrontal cortex
D.  the corpus callosum

 

9. Which of the following is the best descriptor of how children’s brains grow during early childhood?
 

A.  an even and continuous process
B.  rapid distinct spurts of growth
C. virtually no growth at all
D.  the highest level of growth of any developmental period

10. The prefrontal cortex is involved in tasks of:
 

A.  spatial abilities.
B. motor coordination.
C. maintaining attention to tasks.
D. verbal skills.

11. Myelination occurs in the brain when:
 

A.  children develop more nerve cells.
B. nerve cells grow more nerve endings.
C. nerve cells become insulated with a layer of fat.
D.  nerve cells become connected to each other in a more complicated network.

12. Myelination in the brain serves to:
 

A. nourish the nerve cells so that they function more efficiently.
B.  increase the number of cells connected in a given neural network.
C. help nerve cells communicate with a larger number of other cells.
D.  increase the speed of information traveling through the nerve cells.

13. Myelination is important in development because:
 

A. most of the growth of the brain is a result of myelination.
B. new nerve cells cannot form until the older ones are myelinated.
C.  the pituitary does not function until the brain is almost completely myelinated.
D. certain abilities cannot be completely carried out until the associated part of the brain is myelinated.

14. Brendan is 3 years old. His parents are concerned because he is always running and jumping on things. 

He cannot seem to sit still. Even when watching his favorite movie on TV, he still fidgets, bounces, and
wiggles around. It is especially frustrating when Brendan will not sit still through dinner. Given what we
know about child development, we would advise Brendan’s parents to:
 

A. have Brendan tested for attention deficit hyperactivity disorder.
B.
start Brendan on a behavior modification program to substitute productive behaviors for the running
and jumping.

C. provide structured, cognitively challenging activities for Brendan to build his attention span.
D. be patient and recognize that Brendan is developing as a normal 3-year-old.

15. Jungle gyms, slides, and climbing equipment should be available to help young children develop:
 

A. handedness.
B.  fine motor skills.
C. gross motor skills.
D.  attention and concentration skills.

16. Sanjay and Ryan are 4-year-old friends. When they are together, they often wrestle, run, race, push, 

and shove each other. Although their level of activity often aggravates their parents, we know that this
activity will:
 

A. help the boys develop gross motor skills.
B.  stop when their brains become better myelinated.
C. be temporary, because it is not normal for children this age.
D. help the boys develop the fine motor skills they will need in kindergarten.

17. Gross motor skills are to fine motor skills as ________ is to _______.
 

A.  jumping; running
B.  running; jumping
C. hopping; writing
D. writing; hopping

 

18. Hallie is very active. She loves to tumble and show off. She is not afraid of doing what her parents
consider to be hair-raising stunts. She also loves to run and believes she is faster than her parents. This
type of activity level and confidence is most characteristic of the:
 

A. 2-year-old.
B. 3-year-old.
C. 4-year-old.
D. 5-year-old.

19. Which child will find the task of arranging objects in a precise pattern on a table most challenging?
 

A.  a 3-year-old
B.  a 4-year-old
C.  a 5-year-old
D.  a 6-year-old

20. Three-year-olds scribble all over the page, but 4-year-olds can make more precise drawings that adults 

can understand. This is because 4-year-olds have more highly developed:
 

A.  artistic ability.
B.  fine motor skills.
C. gross motor skills.
D.  sense of what others appreciate.

21. Lavonda is running her own family child care service, and she is concerned that several of the children 

seem to be overweight. What would be the best approach for Lavonda to use in helping the children with
their weight?
 

A. Help the children begin and stay on diets that cut their calorie intake.
B. Emphasize activities and not meals, and have regular mealtimes that focus on sensible foods.
C.
Eliminate snacks and teach the children to eat all of their regular meals, so that they will not want junk
food later.

D.
Offer well-balanced meals, and then use only fun snack foods and desserts as a reward when the
children are behaving.

22. A child is categorized as obese if his or her BMI is above the ___ percentile for their age group.
 

A. 80th
B. 85th
C. 92nd
D. 97th

23. Four-year-old Della is taken to her pediatrician for a checkup by her mother. He notes that her body mass 

index is in the 95th percentile for her age group. Which of the following labels might the pediatrician use
to refer to Della’s size?
 

A. overweight
B.  at risk for being overweight
C. obese
D. morbidly obese

24. According to research by Nader and others (2006), ___ percent of children who were at risk of being 

overweight at the age of 3 were still at the same risk or were overweight at the age of 12.
 

A. 46
B. 55
C. 68
D. 80

25. Guidelines offered by the National Association for Sport and Physical Education (2002) suggest that 

preschool children should engage in ________ of physical activity per day.
 

A. 30 minutes
B. 1 hour
C. 2 hours
D. 3 hours

 

26. Which of the following programs was instituted to provide for healthy foods, health care, and nutritional
education for low-income families?
 

A. TVA
B.  IDEA
C.  IDP
D. WIC

27. What changes were made to the Women, Infants, and Children program in 2009?
 

A. The program was adjusted to provide healthier foods to recipients.
B. The program was adjusted to allow families with higher incomes to receive services.
C. The program was adjusted so that only families of “minority races or ethnicities” would be included.
D. The program was adjusted to allow for travel expenses to work to be reimbursed by the government.

28. The leading cause of death in young children in the United States is:
 

A. heart disease.
B. malnutrition.
C.  accidents.
D. poison.

29. If a mother wants to reduce the risk that her child will develop asthma, wheezing, and sleeping problems, 

she should:
 

A.  eat nutritiously while pregnant.
B.  stop smoking.
C. be younger than 35 years when she becomes pregnant.
D.  feed them a low-fat diet.

30. Although Bethanne is only 2 years old, she already has symptoms of asthma. What should her parents do?

 

A. quit smoking
B.  increase her vitamin C intake
C.  reduce her exposure to lead-based paint
D. make sure she is properly immunized

31. According to the textbook, many deaths of young children around the world could be prevented by:
 

A.  reducing poverty and improving nutrition, sanitation, education, and health services.
B. providing immunizations for every common infectious disease.
C. wider distribution of antidiarrheal medicines and oral rehydration kits.
D.  taking every child’s BMI into account when providing proper levels of nutrition.

32. An overwhelming worldwide health concern in the last decade has been death as a result of:
 

A.  acquired immunodeficiency syndrome (AIDS).
B. malnourishment.
C.  rubella.
D. malaria.

33. The stage of preoperational thought lasts from age ________ years until age ________ years.
 

A. 1; 3
B. 2; 7
C. 4; 9
D. 5; 12

34. Jean Piaget claimed that children between the ages of 2 and 7 years are in a stage called preoperational 

thought, so named because he believed that:
 

A.  children at this age do not yet use mental operations in their thought.
B.  children’s ability to think with concepts is not yet operational at this age.
C.  children’s ability to use symbols in thinking is not yet operational at this age.
D.  children at this age do not yet understand the basic concept of object permanence.

 

35. The drawings that 3-year-old Sally creates tend to be rather inventive and include scribbled designs that
represent people, houses, cars, dogs, and so on. Which Piagetian stage/substage of cognitive development
is Sally in?
 

A.  symbolic function substage
B.  intuitive thought substage
C. operational stage
D.  sensorimotor stage

36. Five-year-old Marta draws a picture with pretty lavender, purple, and blue colors intermixed with green, 

yellow, and brown. “It’s a boat on the ocean at sunset, with whales jumping all around it!” she explains to
her teacher. Marta is showing clear evidence of:
 

A.  animism.
B.  conservation.
C.  intuitive thought.
D.  symbolic function.

37. In talking with Grandma on the phone, little Marcelo suddenly exclaims, “Oh, look at that pretty red 

bird!” When his grandmother asks him to describe the bird, Marcelo says, “Out there, out there! Right
there, Grandma!” He finally gets frustrated and hangs up. This is an example of:
 

A.  animism.
B.  egocentrism.
C.  intuitive thought.
D.  symbolic function.

38. A young child might be heard saying, “That tree pushed the leaf off and it fell down.” The child’s belief 

that the tree is capable of action is referred to as:
 

A.  egocentrism.
B.  conservation.
C.  animism.
D. kineticism.

39. “My computer doesn’t like me—it keeps eating my pictures,” says Sarah. This is an example of:
 

A.  animism.
B.  centration.
C. operations.
D.  egocentrism.

40. Animism and egocentrism represent limitations in the preoperational child’s thinking in that they indicate 

an inability to:
 

A.  think symbolically.
B.  center attention on one characteristic.
C. distinguish among different perspectives.
D.  reflect on the rationale underlying thought.

41. Intuitive thought is to _______ as symbolic function is to ______.
 

A.  creativity; reason
B.  egocentrism; centration
C.  reasoning; creativity
D.  reasoning; mental representation

42. The belief in the permanence of certain attributes of objects or situations in spite of superficial changes is 

called:
 

A.  appropriation.
B.  initiation.
C.  affiliation.
D.  conservation.

 

43. Howie and his little sister, Stephie, are each given one large cookie. The mother breaks Stephie’s cookie
into four pieces to help her eat it more easily. Howie immediately begins to cry and says that it isn’t fair
for Stephie to get so many cookies when he only has one. Howie is showing a lack of:
 

A.  centration.
B.  conservation.
C.  intuitive thought.
D.  symbolic function.

44. Which of the following best describes the relation between centration and conservation?
 

A. Conservation requires centration.
B. Centration is caused by a lack of conservation.
C. Lack of conservation is reflected in centration.
D. Conservation is independent of centration.

45. Centration inhibits the ability to categorize items because it prevents one from:
 

A.  focusing only on one feature.
B.  considering combinations of features.
C.  taking a perspective that is different from one’s own.
D. distinguishing between animate and inanimate objects.

46. For Jean Piaget, failing a conservation task indicates that the child is:
 

A.  engaging in logical thinking.
B. unable to think symbolically.
C. demonstrating centration.
D.  considering combinations of features in thinking.

47. In general, conservation involves the ability to understand that changes in physical arrangement:
 

A.  are irrelevant for the total amount.
B.  significantly affect the total amount.
C. determine the total amount needed for a given task.
D. must be considered before the total amount can be determined.

48. Children cannot conserve because they cannot yet:
 

A.  center.
B.  reverse.
C.  think abstractly.
D.  classify.

49. In explaining the ability to conserve, Rochel Gelman focuses on ______, whereas Jean Piaget focused on 

______.
 

A.  attention; centration.
B.  centration; attention.
C.  intuitive thought; symbolic thought.
D.  symbolic thought; intuitive thought.

50. Lev Vygotsky differs from Jean Piaget in how he stresses the relative importance of _______ for 

cognitive development.
 

A. biology
B.  language
C.  social interaction
D.  the environment

51. According to Lev Vygotsky’s concept of the zone of proximal development (ZPD), learning is:
 

A.  achieved by discovering which answers will lead to rewards.
B.  achieved by assimilating new understandings to accommodate the demands of the world.
C.
affected by how the environment and genetically programmed learning ability interact during a critical
period.

D.
a social activity between a less knowledgeable child, and another adult or child who is more
knowledgeable.

 

52. A toddler is likely to learn something in the zone of proximal development (ZPD) if:
 

A.  the toddler has mastered all the skills necessary.
B. parents or teachers do not interfere.
C.  the task is more difficult than the child can do alone.
D.  the toddler needs little or no help from a parent or teacher.

53. Brendan is just learning to walk. He can take a few steps by himself if he uses both hands to hold on 

to a piece of furniture for support, but he can walk out into the middle of the room only if one of his
parents holds his hands. Which of the following represents the lower limit of Brendan’s zone of proximal
development (ZPD) for walking?
 

A. Brendan learning to run after he has mastered walking
B. Brendan going back to crawling when he becomes frustrated by trying to walk
C. Brendan walking alone by holding on to a piece of furniture with one hand
D.
Brendan learning to walk by having his parents follow along behind to support him when he loses his
balance

54. When adults are working with young children, they often provide a lot of hints, assistance, instruction, 

and other support to help the children succeed. As the children demonstrate they can do more for
themselves, the adults begin to withdraw these supports. This shows the adults’ involvement in the
children’s:
 

A.  zone of proximal development (ZPD).
B.  ability to use operations in their thinking.
C.  level of intuitive reasoning.
D.  level of attentional functioning and memory capacity.

55. As children move through the zone of proximal development (ZPD), they:
 

A. give the responsibility of the task they are learning to the adult who is helping them.
B.  take the responsibility of the task they are learning from the adult who is helping them.
C. share the responsibility of the task they are learning equally with the adult who is helping them.
D.  at first accept the responsibility of the task they are learning but then reluctantly reject it.

56. When teachers adjust their level of support and guidance to the level of skill of the student, it is 

called:
 

A. modeling.
B.  assimilating.
C.  scaffolding.
D.  zone of proximal development (ZPD).

57. Which of the following describes what Lev Vygotsky believed about the development of thought and 

language?
 

A. Thought and language are merged early in development and later separate.
B. Thought depends on language, so they are merged throughout all of development.
C. Thought and language develop independently at first and merge later in development.
D. Thought and language are two separate functions that remain independent throughout development.

58. Latoya talks to herself frequently, especially when she is trying to solve a difficult problem. Lev 

Vygotsky would say that Latoya is:
 

A.  engaging in egocentric and immature thinking.
B. using private speech to organize and regulate her thinking.
C.  functioning at the upper limit of her zone of proximal development (ZPD).
D. using the institutional level of thinking to learn about her cultural conventions.

 

59. Which scenario best represents Lev Vygotsky’s view of mental and behavioral development?
 

A. A teacher assigns challenging tasks that students then try to complete on their own.
B.
An instructor helps students do laboratory work, showing them how to do things the students cannot
yet do.

C.
A teacher waits patiently for students to come up with good answers and then reinforces them with
praise and affection.

D.
An instructor systematically tests students to find out which mental abilities they do have and which
they do not have.

60. Lev Vygotsky believed that children who frequently use private speech are:
 

A. more socially competent.
B. no different than children who do not.
C.  less socially competent.
D.  precocious in their cognitive development.

61. Which of the following is TRUE of Lev Vygotsky’s educational applications?
 

A.  IQ should be assessed to test a child’s learning.
B. Skilled teachers should be sought to help a child learn.
C. The child’s use of private speech should not be encouraged.
D. Practical teaching should begin toward the upper limit of the zone of proximal development (ZPD).

62. The ___________ classroom, conceived of by Bodrova and Leong in 2007, emphasizes many of the 

principles of Vygotsky’s theory of how to most effectively teach children.
 

A. Montessori
B. Tools of the Mind
C. Developmental Appropriate Teaching
D. Child-Centered

63. Which type of classrooms has been found in research to enhance advanced writing skills, and improve 

self-regulatory and cognitive control skills in at-risk preschool children?
 

A. Child-Centered Classrooms
B. Montessori classrooms
C. Tools of the Mind classrooms
D. Developmentally Appropriate Classrooms

64. A police officer visits Laura’s and Brett’s class to discuss safety rules. To attract the children’s attention, 

the officer brings colorful balloons and lots of jars of bubbles for the children to blow. Later, Laura tells
her parents all about the balloons and bubbles but cannot remember any of the safety rules the officer
presented. Laura obviously paid more attention to what was:
 

A.  salient.
B.  relevant.
C. habituated.
D. dishabituated.

65. Researchers believe that after the age of 6 or 7 years, children become more reflective and less impulsive 

in their thinking, because they learn to pay less attention to what is _______ and more attention to what is
______.
 

A.  relevant; salient
B.  salient; relevant
C. dishabituated; habituated
D. habituated; dishabituated

66. In short-term memory, individuals retain information for:
 

A. 15 to 30 seconds.
B. 1 to 2 minutes.
C. 2 to 3 weeks.
D. 1 to 2 months.

 

67. Shantal is taking a test where she hears a random list of numbers such as “7. . . 4 . . . 9 . . . 3.” When
the list is finished, Shantal is asked to repeat the whole list back in the right order. Shantal is having her
________ tested.
 

A.  attention span
B. habituation span
C.  long-term memory span
D.  short-term memory span

68. Which of the following age groups of children is the most susceptible to the possibility that a suggestion 

will distort their memories?
 

A.  infants
B. preschoolers
C. middle children
D. pre-adolescent children

69. Six-year-old Tracy was a witness to a robbery and has been asked to testify at trial. The defense will 

argue that her testimony is invalid because:
 

A.  at her age, she has inaccurate long-term memories.
B. her memories are highly susceptible to suggestion.
C.  she is more likely to embellish her memories.
D.  she will not be able to recall details of an event that happened so long ago.

70. The memories of young children:
 

A.  are developmentally programmed.
B.  cannot be influenced by other people.
C.  can be compromised by suggestions.
D.  are correctly described by all of these.

71. The theory of _______ refers to the idea that children can begin thinking about their own thought 

processes.
 

A.  cognition
B. mind
C. mentation
D. metacognition

72. At what age do children have a solid understanding of false beliefs?
 

A. 1-2 years
B. 2-3 years
C. 3-4 years
D. 4-5 years

73. Mauricio has been having difficulties in his preschool classroom, and his teacher notes on his report 

card that she has noticed deficits in the areas of planning and inhibition. What is the term that might
encapsulate these mental skills?
 

A. operations
B. mentation
C. metacognition
D.  executive function

74. Pointing to a tree, young Ramal says, “Bird flied away.” Ramal’s interesting but inaccurate use of the “-

ed” word ending shows that he is trying to learn ________ rules of language.
 

A.  syntactical
B.  semantic
C. pragmatic
D. morphological

 

75. What is morphology?
 

A.  the units of meaning involved in word formation
B.  the meaningfulness of phrases
C.  the understanding of two-word utterances
D.  the rules of conversation

76. _________ refers to the rules that apply to forming correct words or sentences in a language.
 

A. Semantics
B. Morphology
C. Syntax
D. Phonemics

77. While trying to explain to his son the rules of football, Jason says, “You see, if our team gets the ball in 

the endzone, it is a touchdown!” Jason’s son looks at him quizzically, and says, “What is that, Daddy?”
Because his son does not know the meaning of the word “touchdown,” Jason has made a goof in the area
of:
 

A. phonemics
B. pragmatics
C. proxemics
D.  semantics

78. _________ refers to the appropriate use of language in different contexts.
 

A. Semantics
B. Morphology
C. Pragmatics
D. Phonemics

79. At what age will children generally learn to adapt their style of language use to the listener?
 

A. 2 to 3 years of age
B. 3 to 4 years of age
C. 4 to 5 years of age
D. 5 to 6 years of age

80. Which of the following has been shown to be related to the development of advanced emergent literacy 

skills in children?
 

A.  the education level of the mother
B.  the education level of the father
C.  the ethnicity of the family
D.  the religion of the family

81. Developmentally appropriate practices at the kindergarten level are likely to be:
 

A.  child-centered.
B.  success-oriented.
C.  academic-centered.
D.  achievement-oriented.

82. The kindergarten director says, “We believe that there is a specific set of skills children need to do well 

in first grade, and we make sure the children learn those skills in our kindergarten. We spend as little
time as possible on social and physical things and concentrate on teaching them the facts. If children
aren’t keeping up, we provide them with extra opportunities to practice until they learn the material.” This
kindergarten program is:
 

A.  child-centered.
B. not child-centered.
C. developmentally appropriate.
D. developmentally comprehensive.

 

83. Which of the following is not one of the main precepts of a child-centered kindergarten?
 

A.  each child follows a unique developmental pattern
B. young children learn best through firsthand experiences with people and materials
C. play is extremely important in the child’s total development
D.  the implementation of monitored structure is crucial for development of self-regulation

84. Alicia is enrolled in a kindergarten where she spends much of her time in unstructured activity. She plays 

with different toys she chooses, and her teacher facilitates rather than teaches. What approach is Alicia’s
kindergarten using?
 

A.  child-centered
B. Rogerian
C. Montessori
D.  success-oriented

85. There are approximately ______ Montessori schools in the United States today.
 

A. 375
B. 1,750
C. 3,200
D. 4,000

86. _________ practice focuses on the typical developmental patterns of children and the uniqueness of each 

child.
 

A. Developmentally appropriate
B. Child-centered
C. Montessori
D. Pragmatical

87. Which of the following is NOT one of the stated goals of a developmentally appropriate practice type of 

education?
 

A. working cooperatively
B.  enjoying learning
C. better physical health
D.  critical thinking

88. Project __________ is a program designed to break the cycle of poverty and poor education for children 

from economically disadvantaged backgrounds.
 

A. Montessori
B. Go Get ‘Em
C. Early Achievement
D. Head Start

89. The most frequent criticism of early childhood intervention programs is that:
 

A.  they force children to grow up too quickly.
B.  they are geared only toward low-income children.
C. many of them are of questionable quality.
D.  they are too focused on development application practices.

90. Project __________ is a program designed to attend to the unique educational needs of children from 

birth through three years of age.
 

A. Early Head Start
B. Go Get ‘Em
C. Early Achievement
D. Head Start

 

91. All of the following have been found to be advantages for the participants of the Perry Preschool
program, except:
 

A. higher high school graduation rates.
B. higher college graduation rates.
C.  lower teen pregnancy rates.
D. higher rates of employment

92. Which of the following statements can best summarize the effects of early childhood education?
 

A. Early childhood education is good for children.
B. Early childhood education has a minimal effect on children’s cognitive and social development.
C
.

Early childhood education has positive effects if it is developmentally appropriate and balances foci on
cognitive and socioemotional development.

D
.

Early childhood education has positive effects if it emphasizes mastery of basic academic material and
does not emphasize social development.

93. This theorist proposed that children’s cognitive development occurs in a series of universal stages. 

During early childhood, this theorist suggested that children represent the world with words, images, and
drawings.
 

 

 

 

94. A cognitive theorist who emphasized the social contexts of learning and the construction of knowledge 

through social interaction.
 

 

 

 

95. An Italian physician who in the beginning of the 20th century crafted a revolutionary approach to young 

children’s education in Rome. Using her nontraditional methods, she was able to teach children with
mental retardation to read and write.
 

 

 

 

96. The process in which axons are covered with a layer of fat cells, which increases the speed of information 

traveling through the nervous system.
 

 

 

 

 

97. Internalized sets of actions that enable children to do mentally what they formerly did physically.
 

 

 

 

98. The inability to distinguish between one’s own perspective and the perspective of another.
 

 

 

 

99. The belief that inanimate objects have lifelike qualities and are capable of action.
 

 

 

 

100.Focusing of one’s attention on one salient characteristic of a situation while excluding all other 

characteristics.
 

 

 

 

101.The knowledge that superficial changes in appearance in objects do not change the basic properties of 

those objects (such as mass or volume).
 

 

 

 

102.A theoretical approach that emphasizes the social contexts of learning and that knowledge is mutually 

built and constructed.
 

 

 

 

 

103.The distance between what a child can accomplish on his/her own, and what he/she can accomplish with
assistance from a more knowledgeable other.
 

 

 

 

104.The process by which a “teacher” keeps up with the ongoing progress of the “learner” by changing the 

level of support over a teaching session.
 

 

 

 

105.The focusing of mental resources on select information.
 

 

 

 

106.The memory component in which individuals retain information for up to 30 seconds, assuming there is 

no rehearsal of the information.
 

 

 

 

107.The awareness of one’s own mental processes and the mental processes of others.
 

 

 

 

108.A philosophy of education where the teacher acts as a “facilitator,” instead of a director, and gives 

children considerable freedom and spontaneity in choosing their own activities.
 

 

 

 

 

109.Schooling at the preschool and early elementary years that is characterized by active hands-on teaching
methods instead of abstract paper-and-pencil activities presented to large groups. The activities are based
on the typical developmental patterns of children in a certain age group and the uniqueness of each
child.
 

 

 

 

110.List at least three of the actions, identified in your text, that parents can take to prevent obesity in their 

young children.
 
 

 

 

 

111.List the two stages of preoperational thought, define/describe the 

child’s thinking at that stage, and identify the age range for that 

stage.
 
 

 

 

 

112.List at least three ways that Lev Vygotsky’s theory can be (and has been) successfully applied to 

education.
 
 

 

 

 

 

113.List two ways that children’s ability to pay attention changes during the preschool 

years.
 
 

 

 

 

114.Define egocentrism.
 

 

 

 

115.Define animism.
 

 

 

 

116.Define centration.
 

 

 

 

117.Define conservation.
 

 

 

 

118.What is the zone of proximal development (ZPD), what are its lower and upper limits, and who is the 

theorist who developed it?
 

 

 

 

 

119.What did Lev Vygotsky believe was true concerning language and thought development in children?
 

 

 

 

120.Briefly describe the characteristics of the Montessori and child-centered kindergarten approaches to early 

childhood education.
 

 

 

 

121.Explain what Project Head Start is, and discuss the advantages of early intervention education 

programs.
 

 

 

 

 

5 Key
 
1. Reggio Emilia is a city in northern Italy; it gives its name to a philosophy and approach to a(n):
 

A. method of providing health care to children of poor families.
B.  early childhood education program design.
C. program for training teachers of young children.
D. parenting education method.

Author: Santrock

Blooms: Knowledge

Page Reference: Stories of Life-Span Development: Reggio Emilias Children

Santrock – Chapter 05 #1
  
2. Her pediatrician has just told Karly that her 4-year-old son, Manuel, has gained 6 pounds in the last 

year. Karly should:
 

A. be alarmed, because this is too much weight gain.
B. be alarmed, because this is too little weight gain.
C. be alarmed, because this is normal weight gain only for females.
D. understand that this is normal.

Author: Santrock

Blooms: Applied

Page Reference: Height and Weight

Santrock – Chapter 05 #2
 

3. During early childhood, on average girls are ________ than boys.
 

A. much larger
B. much smaller
C.  slightly larger
D. slightly smaller

Author: Santrock

Blooms: Knowledge

Page Reference: Height and Weight

Santrock – Chapter 05 #3
  
4. By the end of early childhood, boys have _______, whereas girls have _______.
 

A. more muscle; more fat.
B. more fat; more muscle.
C. more strength; more endurance.
D. a larger weight gain; a larger height gain.

Author: Santrock

Blooms: Knowledge

Page Reference: Height and Weight

Santrock – Chapter 05 #4
  
5. When looking at the heights and weights of preschool children, we know that:
 

A. there are ethnic differences.
B.  there are no ethnic differences.
C.  there are ethnic differences in average weight but not average height.
D. environmental factors are more important than genetic factors.

Author: Santrock

Blooms: Knowledge

Page Reference: Height and Weight

Santrock – Chapter 05 #5
  
6. What have been found to be the two most important contributors to height differences among children 

worldwide?
 

A. nutrition and exercise
B.  ethnic origin and social class
C. prenatal care and emotional difficulties
D. ethnic origin and nutrition

Author: Santrock

Blooms: Conceptual

Page Reference: Height and Weight

Santrock – Chapter 05 #6
 

7. All of the following children are likely to be shorter than their peers, EXCEPT:
 

A. firstborn children.
B.  lower-socioeconomic children.
C.  later-born children.
D. children who live in rural settings.

Author: Santrock

Blooms: Knowledge

Page Reference: Height and Weight

Santrock – Chapter 05 #7
  
8. Between ages 3 and 6 years, which part of the brain grows the fastest?
 

A. the putamen
B.  the parietal lobe
C. the prefrontal cortex
D. the corpus callosum

Author: Santrock

Blooms: Knowledge

Page Reference: The Brain

Santrock – Chapter 05 #8
  
9. Which of the following is the best descriptor of how children’s brains grow during early childhood?

 

A. an even and continuous process
B.  rapid distinct spurts of growth
C. virtually no growth at all
D. the highest level of growth of any developmental period

Author: Santrock

Blooms: Conceptual

Page Reference: The Brain

Santrock – Chapter 05 #9
  
10. The prefrontal cortex is involved in tasks of:
 

A. spatial abilities.
B. motor coordination.
C. maintaining attention to tasks.
D. verbal skills.

Author: Santrock

Blooms: Knowledge

Page Reference: The Brain

Santrock – Chapter 05 #10
  
11. Myelination occurs in the brain when:
 

A. children develop more nerve cells.
B. nerve cells grow more nerve endings.
C. nerve cells become insulated with a layer of fat.
D. nerve cells become connected to each other in a more complicated network.

Author: Santrock

Blooms: Knowledge

Page Reference: The Brain

Santrock – Chapter 05 #11
  
12. Myelination in the brain serves to:
 

A. nourish the nerve cells so that they function more efficiently.
B.  increase the number of cells connected in a given neural network.
C. help nerve cells communicate with a larger number of other cells.
D. increase the speed of information traveling through the nerve cells.

Author: Santrock

Blooms: Knowledge

Page Reference: The Brain

Santrock – Chapter 05 #12
 

13. Myelination is important in development because:
 

A. most of the growth of the brain is a result of myelination.
B. new nerve cells cannot form until the older ones are myelinated.
C.  the pituitary does not function until the brain is almost completely myelinated.
D. certain abilities cannot be completely carried out until the associated part of the brain is 

myelinated.
Author: Santrock

Blooms: Conceptual

Page Reference: The Brain

Santrock – Chapter 05 #13
 

14. Brendan is 3 years old. His parents are concerned because he is always running and jumping on
things. He cannot seem to sit still. Even when watching his favorite movie on TV, he still fidgets,
bounces, and wiggles around. It is especially frustrating when Brendan will not sit still through dinner.
Given what we know about child development, we would advise Brendan’s parents to:
 

A. have Brendan tested for attention deficit hyperactivity disorder.
B.
start Brendan on a behavior modification program to substitute productive behaviors for the
running and jumping.

C. provide structured, cognitively challenging activities for Brendan to build his attention span.
D. be patient and recognize that Brendan is developing as a normal 3-year-old.

Author: Santrock

Blooms: Applied

Page Reference: Gross Motor Skills

Santrock – Chapter 05 #14
 

15. Jungle gyms, slides, and climbing equipment should be available to help young children develop:
 

A. handedness.
B.  fine motor skills.
C. gross motor skills.
D. attention and concentration skills.

Author: Santrock

Blooms: Conceptual

Page Reference: Gross Motor Skills

Santrock – Chapter 05 #15
  
16. Sanjay and Ryan are 4-year-old friends. When they are together, they often wrestle, run, race, push, 

and shove each other. Although their level of activity often aggravates their parents, we know that this
activity will:
 

A. help the boys develop gross motor skills.
B.  stop when their brains become better myelinated.
C. be temporary, because it is not normal for children this age.
D. help the boys develop the fine motor skills they will need in kindergarten.

Author: Santrock

Blooms: Applied

Page Reference: Gross Motor Skills

Santrock – Chapter 05 #16
 

17. Gross motor skills are to fine motor skills as ________ is to _______.
 

A. jumping; running
B.  running; jumping
C. hopping; writing
D. writing; hopping

Author: Santrock

Blooms: Conceptual

Page Reference: Gross Motor Skills

Santrock – Chapter 05 #17
 

18. Hallie is very active. She loves to tumble and show off. She is not afraid of doing what her parents
consider to be hair-raising stunts. She also loves to run and believes she is faster than her parents. This
type of activity level and confidence is most characteristic of the:
 

A. 2-year-old.
B. 3-year-old.
C. 4-year-old.
D. 5-year-old.

Author: Santrock

Blooms: Applied

Page Reference: Gross Motor Skills

Santrock – Chapter 05 #18
 

19. Which child will find the task of arranging objects in a precise pattern on a table most challenging?

 

A. a 3-year-old
B.  a 4-year-old
C.  a 5-year-old
D. a 6-year-old

Author: Santrock

Blooms: Applied

Page Reference: Fine Motor Skills

Santrock – Chapter 05 #19
 

20. Three-year-olds scribble all over the page, but 4-year-olds can make more precise drawings that adults
can understand. This is because 4-year-olds have more highly developed:
 

A. artistic ability.
B.  fine motor skills.
C. gross motor skills.
D. sense of what others appreciate.

Author: Santrock

Blooms: Conceptual

Page Reference: Fine Motor Skills

Santrock – Chapter 05 #20
  
21. Lavonda is running her own family child care service, and she is concerned that several of the children 

seem to be overweight. What would be the best approach for Lavonda to use in helping the children
with their weight?
 

A. Help the children begin and stay on diets that cut their calorie intake.
B. Emphasize activities and not meals, and have regular mealtimes that focus on sensible foods.
C.
Eliminate snacks and teach the children to eat all of their regular meals, so that they will not want
junk food later.

D.
Offer well-balanced meals, and then use only fun snack foods and desserts as a reward when the
children are behaving.

Author: Santrock

Blooms: Applied

Page Reference: Overweight Young Children

Santrock – Chapter 05 #21
 

22. A child is categorized as obese if his or her BMI is above the ___ percentile for their age group.
 

A. 80th
B. 85th
C. 92nd
D. 97th

Author: Santrock

Blooms: Knowledge

Page Reference: Overweight Young Children

Santrock – Chapter 05 #22
 

23. Four-year-old Della is taken to her pediatrician for a checkup by her mother. He notes that her
body mass index is in the 95th percentile for her age group. Which of the following labels might the
pediatrician use to refer to Della’s size?
 

A. overweight
B.  at risk for being overweight
C. obese
D. morbidly obese

Author: Santrock

Blooms: Applied

Page Reference: Overweight Young Children

Santrock – Chapter 05 #23
 

24. According to research by Nader and others (2006), ___ percent of children who were at risk of being
overweight at the age of 3 were still at the same risk or were overweight at the age of 12.
 

A. 46
B. 55
C. 68
D. 80

Author: Santrock

Blooms: Knowledge

Page Reference: Overweight Young Children

Santrock – Chapter 05 #24
  
25. Guidelines offered by the National Association for Sport and Physical Education (2002) suggest that 

preschool children should engage in ________ of physical activity per day.
 

A. 30 minutes
B. 1 hour
C. 2 hours
D. 3 hours

Author: Santrock

Blooms: Knowledge

Page Reference: Exercise

Santrock – Chapter 05 #25
  
26. Which of the following programs was instituted to provide for healthy foods, health care, and 

nutritional education for low-income families?
 

A. TVA
B.  IDEA
C.  IDP
D. WIC

Author: Santrock

Blooms: Knowledge

Page Reference: Malnutrition

Santrock – Chapter 05 #26
 

27. What changes were made to the Women, Infants, and Children program in 2009?
 

A. The program was adjusted to provide healthier foods to recipients.
B. The program was adjusted to allow families with higher incomes to receive services.
C. The program was adjusted so that only families of “minority races or ethnicities” would be 

included.
D. The program was adjusted to allow for travel expenses to work to be reimbursed by the 

government.
Author: Santrock

Blooms: Conceptual

Page Reference: Malnutrition

Santrock – Chapter 05 #27
 

28. The leading cause of death in young children in the United States is:
 

A. heart disease.
B. malnutrition.
C. accidents.
D. poison.

Author: Santrock

Blooms: Knowledge

Page Reference: Illness and Death

Santrock – Chapter 05 #28
 

29. If a mother wants to reduce the risk that her child will develop asthma, wheezing, and sleeping
problems, she should:
 

A. eat nutritiously while pregnant.
B.  stop smoking.
C. be younger than 35 years when she becomes pregnant.
D. feed them a low-fat diet.

Author: Santrock

Blooms: Conceptual

Page Reference: Illness and Death

Santrock – Chapter 05 #29
  
30. Although Bethanne is only 2 years old, she already has symptoms of asthma. What should her parents 

do?
 

A. quit smoking
B.  increase her vitamin C intake
C.  reduce her exposure to lead-based paint
D. make sure she is properly immunized

Author: Santrock

Blooms: Applied

Page Reference: Illness and Death

Santrock – Chapter 05 #30
 

31. According to the textbook, many deaths of young children around the world could be prevented
by:
 

A. reducing poverty and improving nutrition, sanitation, education, and health services.
B. providing immunizations for every common infectious disease.
C. wider distribution of antidiarrheal medicines and oral rehydration kits.
D. taking every child’s BMI into account when providing proper levels of nutrition.

Author: Santrock

Blooms: Conceptual

Page Reference: Illness and Death

Santrock – Chapter 05 #31
  
32. An overwhelming worldwide health concern in the last decade has been death as a result of:
 

A. acquired immunodeficiency syndrome (AIDS).
B. malnourishment.
C.  rubella.
D. malaria.

Author: Santrock

Blooms: Knowledge

Page Reference: Illness and Death

Santrock – Chapter 05 #32
  
33. The stage of preoperational thought lasts from age ________ years until age ________ years.
 

A. 1; 3
B.  2; 7
C. 4; 9
D. 5; 12

Author: Santrock

Blooms: Knowledge

Page Reference: Piagets Preoperational Stage

Santrock – Chapter 05 #33
  
34. Jean Piaget claimed that children between the ages of 2 and 7 years are in a stage called preoperational 

thought, so named because he believed that:
 

A. children at this age do not yet use mental operations in their thought.
B.  children’s ability to think with concepts is not yet operational at this age.
C.  children’s ability to use symbols in thinking is not yet operational at this age.
D. children at this age do not yet understand the basic concept of object permanence.

Author: Santrock

Blooms: Conceptual

Page Reference: Piagets Preoperational Stage

Santrock – Chapter 05 #34
 

35. The drawings that 3-year-old Sally creates tend to be rather inventive and include scribbled designs
that represent people, houses, cars, dogs, and so on. Which Piagetian stage/substage of cognitive
development is Sally in?
 

A. symbolic function substage
B.  intuitive thought substage
C. operational stage
D. sensorimotor stage

Author: Santrock

Blooms: Applied

Page Reference: The Symbolic Function Substage

Santrock – Chapter 05 #35
 

36. Five-year-old Marta draws a picture with pretty lavender, purple, and blue colors intermixed with
green, yellow, and brown. “It’s a boat on the ocean at sunset, with whales jumping all around it!” she
explains to her teacher. Marta is showing clear evidence of:
 

A. animism.
B.  conservation.
C.  intuitive thought.
D. symbolic function.

Author: Santrock

Blooms: Applied

Page Reference: The Symbolic Function Substage

Santrock – Chapter 05 #36
 

37. In talking with Grandma on the phone, little Marcelo suddenly exclaims, “Oh, look at that pretty red
bird!” When his grandmother asks him to describe the bird, Marcelo says, “Out there, out there! Right
there, Grandma!” He finally gets frustrated and hangs up. This is an example of:
 

A. animism.
B.  egocentrism.
C.  intuitive thought.
D. symbolic function.

Author: Santrock

Blooms: Applied

Page Reference: The Symbolic Function Substage

Santrock – Chapter 05 #37
 

38. A young child might be heard saying, “That tree pushed the leaf off and it fell down.” The child’s
belief that the tree is capable of action is referred to as:
 

A. egocentrism.
B.  conservation.
C. animism.
D. kineticism.

Author: Santrock

Blooms: Applied

Page Reference: The Symbolic Function Substage

Santrock – Chapter 05 #38
 

39. “My computer doesn’t like me—it keeps eating my pictures,” says Sarah. This is an example of:
 

A. animism.
B.  centration.
C. operations.
D. egocentrism.

Author: Santrock

Blooms: Applied

Page Reference: The Symbolic Function Substage

Santrock – Chapter 05 #39
 

40. Animism and egocentrism represent limitations in the preoperational child’s thinking in that they
indicate an inability to:
 

A. think symbolically.
B.  center attention on one characteristic.
C. distinguish among different perspectives.
D. reflect on the rationale underlying thought.

Author: Santrock

Blooms: Conceptual

Page Reference: The Symbolic Function Substage

Santrock – Chapter 05 #40
  
41. Intuitive thought is to _______ as symbolic function is to ______.
 

A. creativity; reason
B.  egocentrism; centration
C.  reasoning; creativity
D. reasoning; mental representation

Author: Santrock

Blooms: Conceptual

Page Reference: The Intuitive Thought Substage

Santrock – Chapter 05 #41
  
42. The belief in the permanence of certain attributes of objects or situations in spite of superficial 

changes is called:
 

A. appropriation.
B.  initiation.
C.  affiliation.
D. conservation.

Author: Santrock

Blooms: Conceptual

Page Reference: Centration and the Limits of Preoperational Thought

Santrock – Chapter 05 #42
  
43. Howie and his little sister, Stephie, are each given one large cookie. The mother breaks Stephie’s 

cookie into four pieces to help her eat it more easily. Howie immediately begins to cry and says that it
isn’t fair for Stephie to get so many cookies when he only has one. Howie is showing a lack of:
 

A. centration.
B.  conservation.
C.  intuitive thought.
D. symbolic function.

Author: Santrock

Blooms: Applied

Page Reference: Centration and the Limits of Preoperational Thought

Santrock – Chapter 05 #43
 

44. Which of the following best describes the relation between centration and conservation?
 

A. Conservation requires centration.
B. Centration is caused by a lack of conservation.
C. Lack of conservation is reflected in centration.
D. Conservation is independent of centration.

Author: Santrock

Blooms: Conceptual

Page Reference: Centration and the Limits of Preoperational Thought

Santrock – Chapter 05 #44
  
45. Centration inhibits the ability to categorize items because it prevents one from:
 

A. focusing only on one feature.
B.  considering combinations of features.
C.  taking a perspective that is different from one’s own.
D. distinguishing between animate and inanimate objects.

Author: Santrock

Blooms: Conceptual

Page Reference: Centration and the Limits of Preoperational Thought

Santrock – Chapter 05 #45
 

46. For Jean Piaget, failing a conservation task indicates that the child is:
 

A. engaging in logical thinking.
B. unable to think symbolically.
C. demonstrating centration.
D. considering combinations of features in thinking.

Author: Santrock

Blooms: Conceptual

Page Reference: Centration and the Limits of Preoperational Thought

Santrock – Chapter 05 #46
  
47. In general, conservation involves the ability to understand that changes in physical arrangement:
 

A. are irrelevant for the total amount.
B.  significantly affect the total amount.
C. determine the total amount needed for a given task.
D. must be considered before the total amount can be determined.

Author: Santrock

Blooms: Conceptual

Page Reference: Centration and the Limits of Preoperational Thought

Santrock – Chapter 05 #47
  
48. Children cannot conserve because they cannot yet:
 

A. center.
B.  reverse.
C.  think abstractly.
D. classify.

Author: Santrock

Blooms: Conceptual

Page Reference: Centration and the Limits of Preoperational Thought

Santrock – Chapter 05 #48
  
49. In explaining the ability to conserve, Rochel Gelman focuses on ______, whereas Jean Piaget focused 

on ______.
 

A. attention; centration.
B.  centration; attention.
C.  intuitive thought; symbolic thought.
D. symbolic thought; intuitive thought.

Author: Santrock

Blooms: Conceptual

Page Reference: Centration and the Limits of Preoperational Thought

Santrock – Chapter 05 #49
  
50. Lev Vygotsky differs from Jean Piaget in how he stresses the relative importance of _______ for 

cognitive development.
 

A. biology
B.  language
C. social interaction
D. the environment

Author: Santrock

Blooms: Conceptual

Page Reference: Vygotskys Theory

Santrock – Chapter 05 #50
  
51. According to Lev Vygotsky’s concept of the zone of proximal development (ZPD), learning is:
 

A. achieved by discovering which answers will lead to rewards.
B.  achieved by assimilating new understandings to accommodate the demands of the world.
C.
affected by how the environment and genetically programmed learning ability interact during a
critical period.

D.

a social activity between a less knowledgeable child, and another adult or child who is more
knowledgeable.

Author: Santrock

Blooms: Conceptual

Page Reference: The Zone of Proximal Development and Scaffolding

Santrock – Chapter 05 #51
 

52. A toddler is likely to learn something in the zone of proximal development (ZPD) if:
 

A. the toddler has mastered all the skills necessary.
B. parents or teachers do not interfere.
C. the task is more difficult than the child can do alone.
D. the toddler needs little or no help from a parent or teacher.

Author: Santrock

Blooms: Conceptual

Page Reference: The Zone of Proximal Development and Scaffolding

Santrock – Chapter 05 #52
  
53. Brendan is just learning to walk. He can take a few steps by himself if he uses both hands to hold 

on to a piece of furniture for support, but he can walk out into the middle of the room only if one of
his parents holds his hands. Which of the following represents the lower limit of Brendan’s zone of
proximal development (ZPD) for walking?
 

A. Brendan learning to run after he has mastered walking
B. Brendan going back to crawling when he becomes frustrated by trying to walk
C. Brendan walking alone by holding on to a piece of furniture with one hand
D.
Brendan learning to walk by having his parents follow along behind to support him when he loses
his balance

Author: Santrock

Blooms: Applied

Page Reference: The Zone of Proximal Development and Scaffolding

Santrock – Chapter 05 #53
 

54. When adults are working with young children, they often provide a lot of hints, assistance, instruction,
and other support to help the children succeed. As the children demonstrate they can do more for
themselves, the adults begin to withdraw these supports. This shows the adults’ involvement in the
children’s:
 

A. zone of proximal development (ZPD).
B.  ability to use operations in their thinking.
C.  level of intuitive reasoning.
D. level of attentional functioning and memory capacity.

Author: Santrock

Blooms: Conceptual

Page Reference: The Zone of Proximal Development and Scaffolding

Santrock – Chapter 05 #54
  
55. As children move through the zone of proximal development (ZPD), they:
 

A. give the responsibility of the task they are learning to the adult who is helping them.
B.  take the responsibility of the task they are learning from the adult who is helping them.
C.  share the responsibility of the task they are learning equally with the adult who is helping them.
D. at first accept the responsibility of the task they are learning but then reluctantly reject it.

Author: Santrock

Blooms: Conceptual

Page Reference: The Zone of Proximal Development and Scaffolding

Santrock – Chapter 05 #55
  
56. When teachers adjust their level of support and guidance to the level of skill of the student, it is 

called:
 

A. modeling.
B.  assimilating.
C. scaffolding.
D. zone of proximal development (ZPD).

Author: Santrock

Blooms: Knowledge

Page Reference: The Zone of Proximal Development and Scaffolding

Santrock – Chapter 05 #56
 

57. Which of the following describes what Lev Vygotsky believed about the development of thought and
language?
 

A. Thought and language are merged early in development and later separate.
B. Thought depends on language, so they are merged throughout all of development.
C. Thought and language develop independently at first and merge later in development.
D. Thought and language are two separate functions that remain independent throughout 

development.
Author: Santrock

Blooms: Conceptual

Page Reference: Language and Thought

Santrock – Chapter 05 #57
 

58. Latoya talks to herself frequently, especially when she is trying to solve a difficult problem. Lev
Vygotsky would say that Latoya is:
 

A. engaging in egocentric and immature thinking.
B.  using private speech to organize and regulate her thinking.
C.  functioning at the upper limit of her zone of proximal development (ZPD).
D. using the institutional level of thinking to learn about her cultural conventions.

Author: Santrock

Blooms: Applied

Page Reference: Language and Thought

Santrock – Chapter 05 #58
 

59. Which scenario best represents Lev Vygotsky’s view of mental and behavioral development?
 

A. A teacher assigns challenging tasks that students then try to complete on their own.
B. An instructor helps students do laboratory work, showing them how to do things the students 

cannot yet do.
C.
A teacher waits patiently for students to come up with good answers and then reinforces them with
praise and affection.

D.
An instructor systematically tests students to find out which mental abilities they do have and
which they do not have.

Author: Santrock

Blooms: Applied

Page Reference: Language and Thought

Santrock – Chapter 05 #59
 

60. Lev Vygotsky believed that children who frequently use private speech are:
 

A. more socially competent.
B. no different than children who do not.
C.  less socially competent.
D. precocious in their cognitive development.

Author: Santrock

Blooms: Conceptual

Page Reference: Language and Thought

Santrock – Chapter 05 #60
  
61. Which of the following is TRUE of Lev Vygotsky’s educational applications?
 

A. IQ should be assessed to test a child’s learning.
B. Skilled teachers should be sought to help a child learn.
C. The child’s use of private speech should not be encouraged.
D. Practical teaching should begin toward the upper limit of the zone of proximal development (ZPD).

Author: Santrock

Blooms: Conceptual

Page Reference: Teaching Strategies Based on Vygotskys Theory

Santrock – Chapter 05 #61
  
62. The ___________ classroom, conceived of by Bodrova and Leong in 2007, emphasizes many of the 

principles of Vygotsky’s theory of how to most effectively teach children.
 

A. Montessori
B. Tools of the Mind
C. Developmental Appropriate Teaching
D. Child-Centered

Author: Santrock

Blooms: Conceptual

Page Reference: Teaching Strategies Based on Vygotskys Theory

Santrock – Chapter 05 #62
 

63. Which type of classrooms has been found in research to enhance advanced writing skills, and improve
self-regulatory and cognitive control skills in at-risk preschool children?
 

A. Child-Centered Classrooms
B. Montessori classrooms
C. Tools of the Mind classrooms
D. Developmentally Appropriate Classrooms

Author: Santrock

Blooms: Knowledge

Page Reference: Teaching Strategies Based on Vygotskys Theory

Santrock – Chapter 05 #63
  
64. A police officer visits Laura’s and Brett’s class to discuss safety rules. To attract the children’s 

attention, the officer brings colorful balloons and lots of jars of bubbles for the children to blow. Later,
Laura tells her parents all about the balloons and bubbles but cannot remember any of the safety rules
the officer presented. Laura obviously paid more attention to what was:
 

A. salient.
B.  relevant.
C. habituated.
D. dishabituated.

Author: Santrock

Blooms: Applied

Page Reference: Attention

Santrock – Chapter 05 #64
 

65. Researchers believe that after the age of 6 or 7 years, children become more reflective and less
impulsive in their thinking, because they learn to pay less attention to what is _______ and more
attention to what is ______.
 

A. relevant; salient
B.  salient; relevant
C. dishabituated; habituated
D. habituated; dishabituated

Author: Santrock

Blooms: Conceptual

Page Reference: Attention

Santrock – Chapter 05 #65
  
66. In short-term memory, individuals retain information for:
 

A. 15 to 30 seconds.
B. 1 to 2 minutes.
C. 2 to 3 weeks.
D. 1 to 2 months.

Author: Santrock

Blooms: Knowledge

Page Reference: Memory

Santrock – Chapter 05 #66
  
67. Shantal is taking a test where she hears a random list of numbers such as “7. . . 4 . . . 9 . . . 3.” When 

the list is finished, Shantal is asked to repeat the whole list back in the right order. Shantal is having
her ________ tested.
 

A. attention span
B. habituation span
C.  long-term memory span
D. short-term memory span

Author: Santrock

Blooms: Applied

Page Reference: Short-Term Memory

Santrock – Chapter 05 #67
 

68. Which of the following age groups of children is the most susceptible to the possibility that a
suggestion will distort their memories?
 

A. infants
B.  preschoolers
C. middle children
D. pre-adolescent children

Author: Santrock

Blooms: Factual

Page Reference: How Accurate Are Young Childrens Long-Term Memories?

Santrock – Chapter 05 #68
 

69. Six-year-old Tracy was a witness to a robbery and has been asked to testify at trial. The defense will
argue that her testimony is invalid because:
 

A. at her age, she has inaccurate long-term memories.
B.  her memories are highly susceptible to suggestion.
C.  she is more likely to embellish her memories.
D. she will not be able to recall details of an event that happened so long ago.

Author: Santrock

Blooms: Applied

Page Reference: How Accurate Are Young Childrens Long-Term Memories?

Santrock – Chapter 05 #69
 

70. The memories of young children:
 

A. are developmentally programmed.
B.  cannot be influenced by other people.
C. can be compromised by suggestions.
D. are correctly described by all of these.

Author: Santrock

Blooms: Conceptual

Page Reference: How Accurate Are Young Childrens Long-Term Memories?

Santrock – Chapter 05 #70
  
71. The theory of _______ refers to the idea that children can begin thinking about their own thought 

processes.
 

A. cognition
B. mind
C. mentation
D. metacognition

Author: Santrock

Blooms: Conceptual

Page Reference: The Young Childs Theory of Mind

Santrock – Chapter 05 #71
  
72. At what age do children have a solid understanding of false beliefs?
 

A. 1-2 years
B. 2-3 years
C. 3-4 years
D. 4-5 years

Author: Santrock

Blooms: Knowledge

Page Reference: Ages 4 to 5

Santrock – Chapter 05 #72
  
73. Mauricio has been having difficulties in his preschool classroom, and his teacher notes on his report 

card that she has noticed deficits in the areas of planning and inhibition. What is the term that might
encapsulate these mental skills?
 

A. operations
B. mentation
C. metacognition
D. executive function

Author: Santrock

Blooms: Applied

Page Reference: Individual Differences

Santrock – Chapter 05 #73
 

74. Pointing to a tree, young Ramal says, “Bird flied away.” Ramal’s interesting but inaccurate use of
the “-ed” word ending shows that he is trying to learn ________ rules of language.
 

A. syntactical
B.  semantic
C. pragmatic
D. morphological

Author: Santrock

Blooms: Applied

Page Reference: Understanding Phonology and Morphology

Santrock – Chapter 05 #74
 

75. What is morphology?
 

A. the units of meaning involved in word formation
B.  the meaningfulness of phrases
C.  the understanding of two-word utterances
D. the rules of conversation

Author: Santrock

Blooms: Knowledge

Page Reference: Understanding Phonology and Morphology

Santrock – Chapter 05 #75
  
76. _________ refers to the rules that apply to forming correct words or sentences in a language.
 

A. Semantics
B. Morphology
C. Syntax
D. Phonemics

Author: Santrock

Blooms: Knowledge

Page Reference: Understanding Phonology and Morphology

Santrock – Chapter 05 #76
  
77. While trying to explain to his son the rules of football, Jason says, “You see, if our team gets the 

ball in the endzone, it is a touchdown!” Jason’s son looks at him quizzically, and says, “What is that,
Daddy?” Because his son does not know the meaning of the word “touchdown,” Jason has made a
goof in the area of:
 

A. phonemics
B. pragmatics
C. proxemics
D. semantics

Author: Santrock

Blooms: Applied

Page Reference: Changes in Syntax and Semantics

Santrock – Chapter 05 #77
 

78. _________ refers to the appropriate use of language in different contexts.
 

A. Semantics
B. Morphology
C. Pragmatics
D. Phonemics

Author: Santrock

Blooms: Knowledge

Page Reference: Advances in Pragmatics

Santrock – Chapter 05 #78
  
79. At what age will children generally learn to adapt their style of language use to the listener?
 

A. 2 to 3 years of age
B. 3 to 4 years of age
C. 4 to 5 years of age
D. 5 to 6 years of age

Author: Santrock

Blooms: Knowledge

Page Reference: Advances in Pragmatics

Santrock – Chapter 05 #79
 

80. Which of the following has been shown to be related to the development of advanced emergent
literacy skills in children?
 

A. the education level of the mother
B.  the education level of the father
C.  the ethnicity of the family
D. the religion of the family

Author: Santrock

Blooms: Knowledge

Page Reference: Young Childrens Literacy

Santrock – Chapter 05 #80
  
81. Developmentally appropriate practices at the kindergarten level are likely to be:
 

A. child-centered.
B.  success-oriented.
C.  academic-centered.
D. achievement-oriented.

Author: Santrock

Blooms: Conceptual

Page Reference: The Child-Centered Kindergarten

Santrock – Chapter 05 #81
  
82. The kindergarten director says, “We believe that there is a specific set of skills children need to do 

well in first grade, and we make sure the children learn those skills in our kindergarten. We spend
as little time as possible on social and physical things and concentrate on teaching them the facts. If
children aren’t keeping up, we provide them with extra opportunities to practice until they learn the
material.” This kindergarten program is:
 

A. child-centered.
B.  not child-centered.
C. developmentally appropriate.
D. developmentally comprehensive.

Author: Santrock

Blooms: Applied

Page Reference: The Child-Centered Kindergarten

Santrock – Chapter 05 #82
 

83. Which of the following is not one of the main precepts of a child-centered kindergarten?
 

A. each child follows a unique developmental pattern
B. young children learn best through firsthand experiences with people and materials
C. play is extremely important in the child’s total development
D. the implementation of monitored structure is crucial for development of self-regulation

Author: Santrock

Blooms: Conceptual

Page Reference: The Child-Centered Kindergarten

Santrock – Chapter 05 #83
  
84. Alicia is enrolled in a kindergarten where she spends much of her time in unstructured activity. She 

plays with different toys she chooses, and her teacher facilitates rather than teaches. What approach is
Alicia’s kindergarten using?
 

A. child-centered
B. Rogerian
C. Montessori
D. success-oriented

Author: Santrock

Blooms: Applied

Page Reference: The Montessori Approach

Santrock – Chapter 05 #84
 

85. There are approximately ______ Montessori schools in the United States today.
 

A. 375
B. 1,750
C. 3,200
D. 4,000

Author: Santrock

Blooms: Factual

Page Reference: The Montessori Approach

Santrock – Chapter 05 #85
 

86. _________ practice focuses on the typical developmental patterns of children and the uniqueness of
each child.
 

A. Developmentally appropriate
B. Child-centered
C. Montessori
D. Pragmatical

Author: Santrock

Blooms: Conceptual

Page Reference: Developmentally Appropriate Education

Santrock – Chapter 05 #86
  
87. Which of the following is NOT one of the stated goals of a developmentally appropriate practice type 

of education?
 

A. working cooperatively
B.  enjoying learning
C. better physical health
D. critical thinking

Author: Santrock

Blooms: Conceptual

Page Reference: Developmentally Appropriate Education

Santrock – Chapter 05 #87
  
88. Project __________ is a program designed to break the cycle of poverty and poor education for 

children from economically disadvantaged backgrounds.
 

A. Montessori
B. Go Get ‘Em
C. Early Achievement
D. Head Start

Author: Santrock

Blooms: Factual

Page Reference: Education for Young Children Who Are Disadvantaged

Santrock – Chapter 05 #88
 

89. The most frequent criticism of early childhood intervention programs is that:
 

A. they force children to grow up too quickly.
B.  they are geared only toward low-income children.
C. many of them are of questionable quality.
D. they are too focused on development application practices.

Author: Santrock

Blooms: Conceptual

Page Reference: Education for Young Children Who Are Disadvantaged

Santrock – Chapter 05 #89
  
90. Project __________ is a program designed to attend to the unique educational needs of children from 

birth through three years of age.
 

A. Early Head Start
B. Go Get ‘Em
C. Early Achievement
D. Head Start

Author: Santrock

Blooms: Factual

Page Reference: Education for Young Children Who Are Disadvantaged

Santrock – Chapter 05 #90
 

91. All of the following have been found to be advantages for the participants of the Perry Preschool
program, except:
 

A. higher high school graduation rates.
B.  higher college graduation rates.
C.  lower teen pregnancy rates.
D. higher rates of employment

Author: Santrock

Blooms: Conceptual

Page Reference: Education for Young Children Who Are Disadvantaged

Santrock – Chapter 05 #91
 

92. Which of the following statements can best summarize the effects of early childhood education?
 

A. Early childhood education is good for children.
B. Early childhood education has a minimal effect on children’s cognitive and social development.
C
.

Early childhood education has positive effects if it is developmentally appropriate and balances foci
on cognitive and socioemotional development.

D
.

Early childhood education has positive effects if it emphasizes mastery of basic academic material
and does not emphasize social development.

Author: Santrock

Blooms: Conceptual

Page Reference: Controversy Over Curriculum

Santrock – Chapter 05 #92
  
93. This theorist proposed that children’s cognitive development occurs in a series of universal stages. 

During early childhood, this theorist suggested that children represent the world with words, images,
and drawings.
 

Jean Piaget

Author: Santrock

Blooms: Knowledge

Page Reference: Piagets Preoperational Stage

Santrock – Chapter 05 #93
  
94. A cognitive theorist who emphasized the social contexts of learning and the construction of 

knowledge through social interaction.
 

Lev Vygotsky

Author: Santrock

Blooms: Knowledge

Page Reference: Vygotskys Theory

Santrock – Chapter 05 #94
  
95. An Italian physician who in the beginning of the 20th century crafted a revolutionary approach to 

young children’s education in Rome. Using her nontraditional methods, she was able to teach children
with mental retardation to read and write.
 

Maria Montessori

Author: Santrock

Blooms: Knowledge

Page Reference: The Montessori Approach

Santrock – Chapter 05 #95
  
96. The process in which axons are covered with a layer of fat cells, which increases the speed of 

information traveling through the nervous system.
 

myelination

Author: Santrock

Blooms: Knowledge

Page Reference: The Brain

Santrock – Chapter 05 #96
  
97. Internalized sets of actions that enable children to do mentally what they formerly did physically.
 

operations

Author: Santrock

Blooms: Knowledge

Page Reference: Piagets Preoperational Stage

Santrock – Chapter 05 #97
 

98. The inability to distinguish between one’s own perspective and the perspective of another.
 

egocentrism

Author: Santrock

Blooms: Knowledge

Page Reference: The Symbolic Function Substage

Santrock – Chapter 05 #98
  
99. The belief that inanimate objects have lifelike qualities and are capable of action.
 

animism

Author: Santrock

Blooms: Knowledge

Page Reference: The Symbolic Function Substage

Santrock – Chapter 05 #99
  
100. Focusing of one’s attention on one salient characteristic of a situation while excluding all other 

characteristics.
 

centration

Author: Santrock

Blooms: Knowledge

Page Reference: Centration and the Limits of Preoperational Thought

Santrock – Chapter 05 #100
  
101. The knowledge that superficial changes in appearance in objects do not change the basic properties of 

those objects (such as mass or volume).
 

conservation

Author: Santrock

Blooms: Knowledge

Page Reference: Centration and the Limits of Preoperational Thought

Santrock – Chapter 05 #101
  
102. A theoretical approach that emphasizes the social contexts of learning and that knowledge is mutually 

built and constructed.
 

social constructivist approach

Author: Santrock

Blooms: Knowledge

Page Reference: Vygotskys Theory

Santrock – Chapter 05 #102
  
103. The distance between what a child can accomplish on his/her own, and what he/she can accomplish 

with assistance from a more knowledgeable other.
 

zone of proximal development

Author: Santrock

Blooms: Knowledge

Page Reference: The Zone of Proximal Development and Scaffolding

Santrock – Chapter 05 #103
 

104. The process by which a “teacher” keeps up with the ongoing progress of the “learner” by changing the
level of support over a teaching session.
 

scaffolding

Author: Santrock

Blooms: Knowledge

Page Reference: The Zone of Proximal Development and Scaffolding

Santrock – Chapter 05 #104
  
105. The focusing of mental resources on select information.
 

attention

Author: Santrock

Blooms: Knowledge

Page Reference: Attention

Santrock – Chapter 05 #105
  
106. The memory component in which individuals retain information for up to 30 seconds, assuming there 

is no rehearsal of the information.
 

short-term memory

Author: Santrock

Blooms: Knowledge

Page Reference: Short-Term Memory

Santrock – Chapter 05 #106
  
107. The awareness of one’s own mental processes and the mental processes of others.
 

theory of mind

Author: Santrock

Blooms: Knowledge

Page Reference: The Young Childs Theory of Mind

Santrock – Chapter 05 #107
  
108. A philosophy of education where the teacher acts as a “facilitator,” instead of a director, and gives 

children considerable freedom and spontaneity in choosing their own activities.
 

Montessori approach

Author: Santrock

Blooms: Knowledge

Page Reference: The Montessori Approach

Santrock – Chapter 05 #108
  
109. Schooling at the preschool and early elementary years that is characterized by active hands-on 

teaching methods instead of abstract paper-and-pencil activities presented to large groups. The
activities are based on the typical developmental patterns of children in a certain age group and the
uniqueness of each child.
 

developmentally appropriate practice

Author: Santrock

Blooms: Knowledge

Page Reference: Developmentally Appropriate Education

Santrock – Chapter 05 #109