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CGDR DCF (GROWTH) FINAL RETAKE
ASSESSMENT EXAM QUESTIONS & TOP
REVISED SOLUTIONS A+ GRADED
refers to specific body changes and increases in the child's size, such as a child's height, weight, head circumference, and body mass index. These size changes can usually be easily measured. - ANSWER>>>>>>>growth typically refers to an increase in complexity, a change from relatively simple to more complicated. Development usually involves a progression along a continuous pathway on which the child acquires more refined knowledge, behaviors, and skills. The sequence is basically the same for all children, however, the rate varies. - ANSWER>>>>>>>development Growth proceeds from the head downward and from the center of the body outward. Children gain control of the head and neck first, then the arms, and finally, the legs. At birth, the brain, heart, and spinal cord are fully functioning to support the infant. As children grow, the arm and leg muscles develop, followed by the finger and toe muscles. - ANSWER>>>>>>>Similarities in growth:` Some children are taller, some shorter. Some children are smaller, while others are larger. These differences are completely typical. Typical growth is supported by good nutrition, adequate sleep, and regular exercise. Children do not grow at perfectly steady rates throughout childhood. Children will experience weeks or months of slightly slower growth, followed by growth spurts. Differences in the amount of growth can be a source of self-consciousness for some children. - ANSWER>>>>>>>Differences in growth: Children develop in relatively the same ways. There is a typical sequence of development that occurs as a child grows. While the sequence is similar, and the behaviors or skills emerge in the same order, children can take more or less time with each behavior or skill. They can move forward, regress for a short time, then move forward again. Some children may skip a behavior or skill as they move forward. - ANSWER>>>>>>>Principle 1 - Developmental Sequence is Similar for All Development progresses from a beginning point moving in a forward direction. Just as growth of an infant proceeds from the top down and from the center of the body to the limbs, development of behaviors and skills moves from general to specific. As children
mature, their bodily changes occur in a sequential order and give children new abilities. As the brain and nervous system develop, a child's thinking (cognitive) skills and motor skills improve. In the Physical Development Domain, an infant's large muscles develop first and result in the ability to wave the arms and kick the legs. Development continues in the smaller muscles in the fingers and toes, and results in the ability of the fingers to grasp objects and the toes to help with balance when standing and walking. - ANSWER>>>>>>>Principle 2 - Development Proceeds from General to Specific In children who develop typically, behaviors and skills they have already acquired become the basis for new behaviors and skills. There is continuity from one phase of development to the next. Children continue to add new behaviors and skills as they perfect their abilities to walk, to write or draw, and to speak. For example, speech development proceeds from gurgles and coos to chattering, then to words, then phrases, and finally, sentences. Sentences become paragraphs and stories, both oral and written. In order for children to write or draw, they must have developed the control of their hands and fingers to hold a crayon and pencil. Holding a pencil develops into writing and drawing. The continuation of development can easily be seen in children as they mature from age two to age twelve - ANSWER>>>>>>>Principle 3 - Development is Continuous Each child is different and the rates at which individual children develop are different. Although the sequences for development are usually the same for all children, the rates at which individual children reach each stage will be different. Some children will walk at ten months of age, while others walk at eighteen months of age. Development is never uniform, but it is constant. - ANSWER>>>>>>>Principle 4 - Development Proceeds at Different Rates Development in children is interrelated. There are several examples in Principles 1 through 4 that show how the body has to grow and develop before new behaviors and skills can occur. These examples also demonstrate the first two of five areas of development, called domains. These five domains of development are Physical Development, Cognitive Development and General Knowledge, Language and Communication, Social and Emotional 2 | Page Development, and Approaches to Learning. Each area of development influences development in other areas.
In a hierarchy, one set of things is dependent on the next, both of which are dependent on the next, and so on. Maslow's hierarchy has five levels, is pictured as a pyramid, and goes from bottom (human need number 1) to top (human need number 5). Like a pyramid, the upper levels are supported by the lower levels. Satisfying the needs on the second level depends upon the first level needs being satisfied. - ANSWER>>>>>>>Maslow's hierarchy of needs: Human need: Air to breathe Shelter to protect Water to drink Food to eat Clothes to wear Examples: Rest, sleep Food, water, formula Shelter, heat, beds Health care Employment or income Clothes - ANSWER>>>>>>>Level 1 - Physical Human need: Safety Security Stability Examples: Human need: Belonging Love and attention Acceptance Examples: 4 | Page Sense of belonging, of being connected Transportation Neighborhood Safe relationships (not domestic violence or abuse) Child care - ANSWER>>>>>>>Level 2 - Comfort and Safety
Adult-adult affiliation Parent-child relationship Positive relationships with extended family Positive informal social support network Positive formal social support network - ANSWER>>>>>>>Level 3 - Social Human need: Adequacy Confidence Importance Examples: Sense of competency as parent, worker, significant other Sense of efficacy, capability Sense of resiliency, hopefulness Ability to cope and problem solve Sense of well-being (individual to family levels) Opportunities for enjoyment - ANSWER>>>>>>>Level 4 - Self-Esteem Human need: Fulfill one's life with purpose and meaning Being all that one is able to be Examples: Spirituality Personal emotional response Refinement of interpersonal skills (empathy, communication, relating) Enhancement of understanding of relationships with child(ren), family, community, self - ANSWER>>>>>>>Level 5 - Self-Actualizing developed eight psychosocial stages through which humans develop during their lifetimes. He assumes that humans are driven by, and are constantly trying to channel, powerful inner forces. --- describes emotional development as a series of eight stages, called conflicts, which must be "resolved" before proceeding to the next conflict. Since -- states there is never a complete resolution to these conflicts, an individual will only find themself on the continuum between resolution and non-resolution. According to ----, each conflict is best resolved during a specific stage of life; however, an individual may still move along a conflict continuum that is labeled as one for a younger person. - ANSWER>>>>>>>Erik Erikson
When children are given the opportunity to develop their own ideas and opinions, they can form their own identity. A lack of identity will lead to confusion about who they are. - ANSWER>>>>>>>High School Conflict: Identity vs. Role Confusion Meaning: Between the ages of 18 to 35, young adults are exploring the development of relationships. Young adults need the opportunity to develop close relationships with family, friends, and partners. A lack of intimate relationships can lead to individuals feeling isolated and alone. - ANSWER>>>>>>>Early Adult Conflict: Intimacy vs. Isolation Meaning: Between the ages of 35 to 64, adults are seeking a sense of accomplishment in life through family and career. Adults need to see progress in their careers or success in their contributions to society. A lack of accomplishment often leads to feelings of resentment and regret. - ANSWER>>>>>>>Middle Adult Conflict: Generativity vs. Stagnation Meaning: After the age of 65, adults seek meaning in their lives. Adults are reflecting on their accomplishments and fulfillment in life. A lack of achievement may lead to despair in the final years. - ANSWER>>>>>>>Late Adult Conflict: Integrity vs. Despair eight - ANSWER>>>>>>>Erikson developed ----- psychosocial stages through which humans develop during their lifetime. 6 | Page Between the ages of 12 to 18, children are attempting to define who they are and where they are going.
conflicts - ANSWER>>>>>>>According to Erikson, emotional development is a series of stages called Socially and emotionally - ANSWER>>>>>>>Successful progression through all of
Children become more rational in their thinking. For example, realizing that Santa Claus probably doesn't exist. - ANSWER>>>>>>>Concrete-Operational (7 years to 11 years) The final stage of cognitive development, in which thinking becomes very abstract. Children think beyond the present and think about ideal situations. - ANSWER>>>>>>>Formal Operations (11 years and beyond) formal operations - ANSWER>>>>>>>For children older than eleven, thinking becomes very abstract and they are able to think beyond the present. preoperational - ANSWER>>>>>>>Two- to seven-year-olds begin to use symbols (one thing that represents another) and are egocentric. sensorimotor - ANSWER>>>>>>>Infants and toddlers learn through sensory perception and motor activity. concrete operational - ANSWER>>>>>>>Seven- to eleven-year-olds become more rational in their thinking. developed the social development theory of learning. ------ theorized that social and cultural interactions are the primary sources of learning and behavior. The social development learning model states that culture is the main determiner of cognitive development. Every child develops in the context of a culture. A child's learning development is affected by the culture, including the family environment, in which he/she is raised. Social interaction leads to continuous step-by-step changes in children's learning and behavior. These changes can vary greatly from culture to culture. - ANSWER>>>>>>>Lev Vygotsky
- Children acquire knowledge through culture.
- Culture teaches children what to think and how to think.
- Children learn through problem-solving experiences shared with a knowledgeable adult or peer. Initially, the person interacting with the child assumes more responsibility for guiding the learning. As the child learns, the responsibility is gradually transferred to him/her. This is an instructional technique called scaffolding.
- A difference exists between what a child can do on his/her own and what he/she can do with the help of a knowledgeable adult or peer. A child can perform a task under adult guidance, or with peer collaboration, that he/she could not achieve alone. Vygotsky called this the Zone of Proximal Development and claimed that learning occurred in this zone. In summary, Vygotsky focused on the connections between people and the culture in which they interact. - ANSWER>>>>>>>Some of the major ideas in Vygotsky's theory include: the person interacting with the child assumes more responsibility for guiding the learning. As the child learns, the responsibility is gradually transferred to him/her - ANSWER>>>>>>>scaffolding A child can perform a task under adult guidance, or with peer collaboration, that he/she could not achieve alone. claimed that learning occurred in this zone - ANSWER>>>>>>>Zone of Proximal Development Generating a question for understanding Clarifying that they are understanding what they are reading Stopping to predict from clues what they think will happen in the learning material Summarizing what they have learned - ANSWER>>>>>>>Vygotsky's process has four main strategies for success. They are: believed that children should be able to work independently in a clean, beautiful, and organized environment filled with child-sized materials, and caregivers who help children understand order and responsibility. - ANSWER>>>>>>>Maria Montessori Emphasis is placed on the preparation of the learning environment. This includes the space children use; and the furnishings, materials, children, and adults who occupy the environment. The learning environment should be beautiful and orderly. This allows children to learn about order from the learning environment. Furniture, tools, materials, and toys should be child-sized. Children learn best by having sensory experiences. Children should be provided with tools that work. Materials should be organized and accessible to children. They should be allowed to find what they need and return it when finished. - ANSWER>>>>>>>A few of the key ideas of Maria Montessori's theories:
Piaget's Four Stages of Cognitive Development - ANSWER>>>>>>>This theory suggests that development focuses around acquiring a different set of characteristics and abilities. Vygotsky's Sociocultural Theory of Cognitive Development - ANSWER>>>>>>>This theory supports the use of fostering learning through a technique called "scaffolding." Piaget's Four Stages of Cognitive Development - ANSWER>>>>>>>This theory suggests that children develop the ability to learn in four basic stages. Maslow's Hierarchy of Needs - ANSWER>>>>>>>This theory suggests that needs at the lowest levels must be met before higher-level needs can be nourished. Maslow's Hierarchy of Needs - ANSWER>>>>>>>This theory suggests that a child is unable to learn if they are hungry or thirsty. montessori method - ANSWER>>>>>>>This theory is so basic and universal that it has become influential in every early childhood program since its development. Erikson's Eight Conflicts in Emotional Development - ANSWER>>>>>>>This theory suggests that a conflict must be resolved before proceeding to the next conflict. Vygotsky's Sociocultural Theory of Cognitive Development - ANSWER>>>>>>>This theory suggests that a child can perform a task under adult guidance, or with peer collaboration, that he/she could not achieve alone. 100 billion brain cells at birth minimal wiring between them wiring between nerve cells=synapses messages sent electrochemically - ANSWER>>>>>>>Brain Development These are certain periods of time when children are especially receptive to their surroundings and interactions with other people. These periods of time are tied to brain development and readiness for learning that will directly affect the achievement of developmental milestones. - ANSWER>>>>>>>developmental windows. brain buttons
cross crawl hook up drink water - ANSWER>>>>>>>brain gym This exercise helps improve blood flow to the brain to "switch on" the entire brain before learning begins. The increased blood flow helps improve concentration skills required for learning. This exercise helps coordinate the right and left sides of the brain by exercising the information flow between the two sides. It is useful for learning beginning skills; as well as spelling, writing, listening, reading, and comprehension. 1Stand or sit. 2Put the right hand across the body to the left knee as you raise it, and then do the same thing for the left hand on the right knee, as if you were marching. 3Continue this motion for about two minutes. - ANSWER>>>>>>>cross crawl This works well for nervousness before a special event, such as speaking in front of the class. Any situation that will cause nervousness calls for a few "hook-ups" to calm the mind and improve concentration. 1Stand or sit. Cross the right leg over the left at the ankles. 2Take your right wrist and cross it over the left wrist, then link up the fingers so the right wrist is on top. 1Position one hand so there is as wide a space as possible between the thumb and index finger. 2Place the index finger and thumb of this hand into the slight indentations below the collarbone on each side of the sternum. Press lightly in a pulsing manner. 3At the same time, put the other hand over the navel area of the stomach. 4Gently press on these points for about two minutes. - ANSWER>>>>>>>brain buttons
The songs you sing The toys you provide The meals you serve Your attitude and cheerfulness - ANSWER>>>>>>>types of activities and interactions with children have an effect on their development and learning Maintaining good nutrition, ample amounts of exercise opportunities, involvement in physical activities, and predictable daily routines are all necessary to ensure that children's bodies are physically healthy. As a caregiver, this means ensuring tha t children are being fed ample amounts of nutritious foods and snacks while in care, and also ensuring that they are drinking plenty of water. - ANSWER>>>>>>>nutrition Children, like adults, need sufficient physical activity to ensure that they are strong, healthy, and happy. Physical activity not only contributes to physical well-being, but also to emotional health and stability. Physical activities such as sports, games, exercises, and workouts can help everyone—including children—to keep their bodies strong and their minds relaxed. When performed on a daily basis, regular physical activity can help their heart, lungs, bones, muscles, and circulation system develop; as well as help children focus on their learning activities. - ANSWER>>>>>>>Physical Activity a growing concern for parents and caregivers, as it can lead to a variety of health problems later in life. Obese children can develop heart disease, type 2 diabetes, asthma, sleep apnea, as well as social discrimination. Helping children to establish healthy eating habits and exercise routines allows children to more easily maintain healthy lifestyle trends throughout adulthood. - ANSWER>>>>>>>childhood obesity Plenty of time in the daily schedule for indoor and outdoor physical activities Materials that facilitate physical activities, such as sports balls, jump ropes, and playground equipment Using a daily routine that encourages children to engage in physical play Maintaining a healthy body through proper nutrition and exercise Sharing information with parents about healthy nutritional practices and the importance of daily physical exercise - ANSWER>>>>>>>positive impact Nap periods that are short and insufficient Health effects, such as illnesses, accidents, injuries, and diseases Eating plenty of calories and limiting daily physical activities Overexposure to quiet activities, such as television programming, video games, movies, and computers Overexposure to candy, soda, and fast food - ANSWER>>>>>>>negative impact
form the basis of our need for belonging, acceptance, and self-esteem. Interacting with peers helps children learn about themselves and others while they establish that they belong as part of a larger group. Interactions with parents and adults help children to learn appropriate behaviors and expectations, which forms the basis for adapting to societal norms. - ANSWER>>>>>>>social interactions it is one of your responsibilities to ensure that children are provided with opportunities for social interaction and growth. Creating situations for children to engage with others, including adults and peers, should be a daily goal of any effective caregiver. Design activities that foster social interactions. Social activities should provide opportunities for children to learn appropriate behaviors, engage in entertaining and satisfying experiences, and foster self-esteem and a sense of belonging. - ANSWER>>>>>>>Promoting Social Interaction Learn to share toys and engage with others without prompting or guidance from adults and caregivers - ANSWER>>>>>>>Children who experience positive interactions during cooperative play will: all of the above - ANSWER>>>>>>>Which of the following encourages social development in children? Engaging in social interactions with both peers and adults Participating in gatherings with parents and family members Attending field trips where children can engage with adults in a professional capacity All of the above all of the above - ANSWER>>>>>>>As a child care professional, you can help children with disabilities engage with their peers by: Remaining aware of opportunities to encourage children to get involved with their peers Mixing groups of children with varying levels of development Teaching children with disabilities to maintain eye contact, smile, take turns, and share Ensuring that there are a variety of activities children with disabilities can participate in All of the above Being aware of a perceived difference, whether physical or mental, between a child and their peers - ANSWER>>>>>>>Children establish the foundation for feelings of acceptance, belonging, and self-esteem through all of the following except:
In 1975, Congress passed a federal law, Public Law 94-142, which requires inclusion of children with delays or disabilities - ANSWER>>>>>>>Inclusive Child Care Programs a federal law that "prohibits discrimination and guarantees that people with disabilities have the same opportunities as everyone else to participate in the mainstream of American life". The ADA requires child care programs to comply with specific accessibility guidelines to support children with developmental disabilities. - ANSWER>>>>>>>Americans with Disabilities Act It ensures that children with disabilities ages 3 to 21 receive a free and appropriate public education and that early intervention services are provided to eligible infants and toddlers. Written plans are developed for children who are receiving services described by the Individuals with Disabilities Education Act, and child care programs may be called upon to support a child's plan. - ANSWER>>>>>>>Individuals with Disabilities Education Act Ensure learning centers have ample space for movement. - ANSWER>>>>>>>A child who is physically-challenged/A child who wears leg braces Reduce the number of transitions throughout the day. - ANSWER>>>>>>>A child who is socially-challenged/A child who has autism Ensure the environment feels safe for the child. - ANSWER>>>>>>>A child who is shy or emotionally-challenged Provide activities that are slightly challenging to the child. - ANSWER>>>>>>>A child who is gifted Provide activities to increase development without causing frustration. - ANSWER>>>>>>>A child who is mentally-challenged a strategy that stops challenging behaviors before they begin, and it is the primary method child care professionals use to encourage children to discard these behaviors. - ANSWER>>>>>>>Prevention a strategy that is used to guide children's behavior by recognizing challenging behavior
at its earliest stages and taking steps to stop it from escalating. - ANSWER>>>>>>>Redirection a strategy in which desired behaviors are rewarded so that the child is encouraged to repeat them. - ANSWER>>>>>>>Positive reinforcement Security and self-esteem ("My needs will be met." "I am worthy of this person's attention.") Time and space ("Toys go here." "This is when we have a snack.") Independence and competence ("I can do this by myself.") - ANSWER>>>>>>>Establishing a predictable schedule and a familiar set of routines helps children feel a sense of: refers to typical growth patterns, changes in weight and height, general health and safety, visual perception, and hearing. It refers to a child's ability to move around and control various body parts. Examples include abilities such as grasping, rolling over, sitting up, hopping on one foot, writing, and using tools for tasks - ANSWER>>>>>>>Physical Development Domain is a broad area that focuses on self-esteem, how children feel about themselves, and their relationships with others. It refers to children's individual behaviors and responses regarding play and work activities, attachments to parents and caregivers, relationships with siblings and friends, and prosocial behaviors. - ANSWER>>>>>>>Social and Emotional Development Domain refers to a child's eagerness to learn. It includes curiosity, persistence, creative problem solving, and the ability to create and complete long-term projects. - ANSWER>>>>>>>Approaches to Learning Domain refers to the child's ability to communicate with others. It involves a child's ability to see, hear, speak, read, write, and construct an understanding of things around them. - ANSWER>>>>>>>Language and Communication Domain refers to a child's intellectual or mental abilities. It involves exploration, discovery, concept and memory formation, problem solving, and creative expression. It includes
