Test Bank For Development Through Life A Psychosocial Approach 12th Edition

Test Bank for Development Through Life A Psychosocial Approach, 12th Edition
Test Bank for Development Through Life A

Psychosocial Approach, 12th Edition
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CHAPTER SIX
Toddlerhood (Ages 2-3 Years)
CHAPTER OBJECTIVES
OBJECTIVE ITEM NUMBER

1. To describe the expansion of motor skills during 1, 2, 3, 4, 5, 6, 7, 90, 100, 110, 111, 137
toddlerhood, indicating their importance for the
child’s capacity to explore the environment and to
experience opportunities for mastery.
2. To document accomplishments in language 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19,
development and to describe the influences of 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30,
experiences for learning to communicate. 31, 32, 33, 34, 35, 36, 37, 91, 92, 94, 95,
96, 97, 112, 113, 114, 115, 116, 117, 118,
134, 135, 138
3. To describe the development of fantasy play and 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48,
its importance for cognitive and social 49, 50, 51, 52, 93, 98, 99, 101, 102, 119,
development. 120, 121, 139
4. To examine the development of self-control, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63,
especially impulse management and goal 64, 65, 66, 67, 68, 69, 103, 104, 105, 122,
attainment, highlighting strategies young children 123, 124, 125, 126, 127, 136, 140, 143
use to help regulate their actions.
5. To analyze the psychosocial crisis of autonomy 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80,
versus shame and doubt, to clarify the central 81, 82, , 106, 107, 108, 128, 129, 141, 142,
process of imitation, and to describe the prime 145
adaptive ego strength of will and the core
pathology of compulsion.
6. To conceptualize the impact of poverty on 83, 84, 130, 131, 144
development in toddlerhood.
7. To apply a psychosocial analysis to the topic of 85, 86, 87, 88, 89, 109, 132, 133, 146
child care, emphasizing the impact of the kind of
care and the quality of care on development during
toddlerhood.
MULTIPLE-CHOICE QUESTIONS
1. Children begin toddlerhood with relatively uncoordinated, hesitant movement skills and
a. their locomotor skills have been easily duplicated by engineers in robots.
b. remain this way until the next stage of development.
c. make amazing accomplishments in acquiring coordination and complex locomotor skills.
d. none of these.
Conceptual p. 197 C
CO: 1 Moderate
Toddlerhood (Ages 2-3 Years) 209

2. Identify which of the following is a characteristic of children’s behavior during toddlerhood.
a. introspection
b. reading
c. playing team sports
d. high level of physical activity
* Conceptual p. 197 D
CO: 1 Easy
3. Children gain which of the following skills as their locomotor skills develop?
a. new ways of remaining close to the object of attachment
b. new ways for investigating the environment
c. new strategies for coping with stressful situations
d. all of these
Conceptual p. 197 D
CO: 1 Moderate
4. Advanced locomotor skills may

a. increase dependence on caregivers.
b. decrease caregiver’s safety concerns for the child.
c. increase conflicts with caregivers.
d. decrease new struggles of willfulness between child and caregiver.
Conceptual p. 198 C
CO: 1 Moderate
5. The toddler’s preoccupation with locomotor activities such as walking, jumping, and running appears to
provide the groundwork for
a. basic work style.
b. lifelong movement patterns.
c. school performance patterns.
d. representational thinking.
*Conceptual p. 197 B
CO: 1 Difficult
6. Which of the following motives helps to account for a toddler’s enthusiasm for locomotion?
a. the fear of failure
b. the drive for mastery
c. the need for being protected
d. the need for parental discipline
Conceptual p. 199 B
CO: 1 Moderate
7. Physical activity contributes in a fundamental way to

a. a toddler’s self-concept.
b. a parent’s mental health.
c. gender role development.
d. a father’s involvement with a toddler.
Conceptual p. 199 A
CO: 1 Moderate
210 Test Bank Chapter 6

8. According to cognitive-developmental theorist, Jean Piaget, the period from 2 to 5 or 6 is called
a. sensorimotor intelligence.
b. Oedipal conflict.
c. initiative versus guilt.
d. preoperational thought.
Conceptual p. 199 D
CO: 2 Moderate
9. What is semiotic thinking?

a. the understanding of basic rules for mental manipulation
b. the understanding of representations such as symbols or signs
c. the understanding of fundamental movement patterns
d. the understanding of basic principles of self regulation
Conceptual p. 199 B
CO: 2 Moderate
10. What is the difference between symbols and signs?

a. Symbols are usually related in some way to the object they stand for; signs are more abstract in that there is
no direct relation between the sign and what it stands for.
b. There is no direct relation between a symbol and what it stands for, but there is a direct relation between a
sign and what it stands for.
c. Symbols are more powerful mental tools than signs.
d. Symbols are semiotic; signs are sensorimotor.
* Application p. 199 A
CO: 2 Difficult
11. As children acquire representational skills, they gain the ability to

a. make their wishes come true.
b. compare their performance to the performance of others.
c. communicate about the past and create imagined experiences.
d. move more freely in the environment.
Conceptual p. 200 C
CO: 2 Moderate
12. When a child makes adjustments to the social setting that are necessary to produce and interpret
communication, he or she is using which component of communicative competence?
a. pragmatics
b. verbatim accounts
c. moral judgments
d. fast mapping
Conceptual p. 201 A
CO: 2 Moderate
13. Words are

a. signs.
b. sensorimotor schemes.
c. symbols.
d. preoperational communications.
Factual p. 199 A
CO: 2 Difficult

14. An example of a representational skill in toddlerhood is
a. zipping a coat.
b. telling a make-believe story.
c. sorting blocks by color.
d. designing a scientific experiment.
Application p. 200 B
CO: 2 Moderate
15. Mental images, symbolic drawing, and imitation in the absence of a model are examples of which of the
following?
a. concrete thinking
b. operational schemes
c. hypothetic-deductive reasoning
d. representational thinking
Conceptual p. 200 D
*CO: 2 Difficult
16. The term _______ refers to the ability to use all the aspects of language necessary to participate effectively
in the language environment of one’s culture.
a. telegraphic speech
b. communicative competence
c. grammatical transformation
d. scaffolding
Conceptual p. 201 B
CO: 2 Moderate
17. Through the achievement of communicative competence, children

a. become increasingly integrated into their culture.
b. learn when to speak and when to remain silent.
c. learn how to approach communication with parents, peers, and authority figures.
d. all of these
Conceptual p. 201 D
CO: 2 Moderate
18. Communicative gestures occur

a. before production of spoken words.
b. after production of spoken words.
c. same time as production of spoken words.
d. without variability among children.
Conceptual p. 202 A
CO: 2 Easy
19. _______ refers to rules that guide the combination of words and phrases in order to preserve meaning.
a. Grammar
b. Vocabulary
c. Language
d. Symbols
Conceptual p. 203 A
CO: 2 Easy

20. What is telegraphic speech?
a. one word expressions
b. whining, cooing, and grunting
c. two-word sentences
d. vocalization without meaning
Conceptual p. 203 C
CO: 2 Moderate
21. “Allgone Mommy,” and “Go ByeBye” are examples of

a. gestures.
b. telegraphic speech
c. fast mapping.
d. holophrases.
CO: 2 Moderate
22. Which statement best characterizes early two-word expressions for children across cultures?
a. There is great variation in the types of words and word combinations used within each culture.
b. Children in all cultures say “allgone” or its equivalent as one of their very first two-word sentences.
c. Children rarely make reference to movement or action words.
d. Only English-speaking children use two-word sentences.
Conceptual p. 203 A
CO: 2 Difficult
23. What are grammatical transformations?

a. ways of expanding on a young child's language
b. rules for two-word sentences
c. rules for polite speech
d. rules for word order and for adding modifiers or inflections to convey meaning
Conceptual p. 203 D
CO: 2 Difficult
24. A three-year-old may say, “I runned fast.” This is an example of

a. two-word sentences.
b. overregularization.
c. expansion.
d. scaffolding.
CO: 2 Moderate
25. Of the following list, which is the earliest milestone in language development?
a. vocabulary of more than 75 words
b. two-word sentences
c. responding to commands such as “Show me your nose.”
d. all phrases appear to be the child’s own creation
Conceptual p. 202 C
CO: 2 Difficult

26. Marina has a vocabulary of over 300 words and uses two-word phrases. She likes to talk and clearly enjoys
participating in social talk. About how old is Marina?
a. 12 months
b. 18 months
c. 24 months
d. 36 months
Application p. 204 C
CO: 2 Difficult
27. In what way(s) does language play a critical role in adolescent and adult psychosocial crises, especially the
establishment of group identity, intimacy, and generativity?
a. attain levels of disclosure that sustain significant personal relationships
b. serves as a mechanism for resolving conflicts
c. serves as a mechanism for building a sense of cohesiveness within groups
d. all of these
Conceptual p. 206 D
CO: 2 Moderate
28. Among the choices below, which is the most important factor that caregivers contribute for the cognitive
growth of their toddler?
a. nutritious meals
b. opportunities for verbal engagement
c. providing for safety
d. enrollment in childcare
Factual p. 207 B
CO: 2 Moderate
29. Adults in White, middle-class, Western societies tend to use which of the following techniques when
speaking to toddlers in order to facilitate the children’s language acquisition?
a. They emphasize the future and the past so that the child becomes aware of time in his/her speech.
b. They use long, complex sentences to extend the child’s language abilities.
c. They use simplified, redundant utterances that correspond with the child’s interests and comprehension
levels.
d. They tease their children, particularly in the presence of others, in order to give the children a chance to
develop a quick wit.
Factual p. 208 C
CO: 2 Moderate
30. What is a benefit of bilingualism to a child?

a. expands access to concepts
b. there is no benefit, this causes the child to be confused
c. expands sociability
d. the child can hold dual citizenship
Conceptual p. 207 A
CO: 2 Moderate

31. During the time when Lars was learning to talk, his parents spoke to him a great deal, and Lars and his
parents often took turns in their interactions. One of the parents was often in the same room with Lars.
When Nick was learning to talk, his parents were mostly silent, waiting for him to say things. Usually they
were in a different room and shouted commands such as “Play with your stacker.” What would you predict
the relationship between Lars and Nick’s IQ would be at 3 years of age?
a. There would be no difference in IQ.
b. Nick would have a higher IQ.
c. Lars would have a higher verbal IQ.
d. Lars would have a higher verbal IQ, and Nick would have a higher nonverbal IQ.
CO: 2 Difficult
32. Recent research has shown that 3- and 4-year-old children are ______ before incorporating words into their
vocabulary.
a. able to assess the expertise of their language partner
b. unable to assess the expertise of their language partner
c. able to grasp the complete meaning
d. under stress
Factual p. 209 A
CO: 2 Moderate
33. Timmy says: “Allgone Daddy,” and his mother says: “Yes, Timmy. Daddy has gone to work.” This is an
example of
a. grammar.
b. lack of match between parent and child.
c. expansion.
d. motherese.
CO: 2 Moderate
34. What is a child’s language partner’s purpose in using expansion and prompting when interacting with a
toddler?
a. to show the child that speaking well does not require the use of sentences that are grammatically correct
b. to increase the child’s ability to fastmap words
c. to help the child communicate more effectively by expanding on or asking the child to elaborate on
something of interest to him/her
d. to model a problem solving strategy that the child can use when dealing with complex situations
Conceptual p. 209 C
CO: 2 Moderate
35. Which of the following has been identified as an especially important activity in preparing a child for
literacy and for expanding a child’s language skills?
a. reading silently
b. reading aloud
c. watching television
d. drawing with friends
Factual p. 210 B
CO: 2 Easy

36. Which of the following predicts the level of a child’s language development at ages 2 and 3?
a. the child’s age at jumping
b. the quality of social games as an infant
c. conversations between mother and daycare teacher
d. when the child began to babble
Factual p. 210 B
CO: 2 Moderate
37. Children who grow up in families that are open to identifying and talking about emotions are more likely to
a. have mental health problems.
b. show less skill in identifying the feelings of others.
c. show fearful behavior in the family.
d. show sensitivity to others in relationships outside their family.
Factual p. 211 D
CO: 2 Moderate
38. The capacity for pretense requires that children understand the difference between ____ and _____.
a. signs; symbols
b. pretend; real
c. language; thinking
d. fantasy; play
Conceptual p. 211 B
CO: 3 Moderate
39. A child’s ability to pretend provides insight into his or her

a. temperament.
b. attachment status.
c. theory of mind.
d. environmental resources.
Conceptual p. 212 C
CO: 3 Moderate
40. As children enter toddlerhood, they begin to imitate parental activities when they are alone. This is the
beginning of which of the following?
a. sensorimotor play
b. parallel play
c. group play
d. symbolic play
Conceptual p. 214 D
CO: 3 Moderate
41. In which type of play do children coordinate their pretense by establishing a fantasy structure, taking roles,
agreeing on the make-believe meaning of props, and solving pretend problems?
a. solitary play
b. social pretend play
c. social play
d. sensorimotor play
Conceptual p. 213 B
CO: 3 Difficult

42. Which of the following describes the direction of fantasy play from the beginning of toddlerhood to the
end?
a. The play becomes less planned and more associational (one action sparks the rest).
b. The play relies increasingly on real objects.
c. The play is based largely on the imitation of real world characters.
d. The play becomes more organized and play leaders emerge.
Conceptual p. 213 D
CO: 3 Moderate
43. Which of the following describes the earliest phases of pretend play?
a. The child pretends to do some action he or she has actually done or seen someone do in the past.
b. The child links a sequence of actions together to tell a story.
c. The child uses an imaginary prop to substitute for a real object.
d. The child creates an imaginary companion.
Conceptual p. 213 A
CO: 3 Moderate
44. As children become more skillful in their fantasy play, they tend to do which of the following?
a. elaborate common, daily experiences
b. use real objects or play versions of those objects as props in their pretense
c. benefit most from adult supervision
d. include others in their play
Conceptual p. 213 D
CO: 3 Moderate
45. Dramatic roleplaying in which a child takes on the role of another person or creates a fantasy situation
increases steadily from the ages of
a. 7-9 years.
b. 5-7 years.
c. 3-5 years.
d. 1-3 years.
Factual p. 214 C
CO: 3 Moderate
46. According to Vygotsky’s concept of Zone of Proximal Development, children in pretend play
a. reveal the areas of competence they are striving to master.
b. show the limits of their patience.
c. play best with the children closest to them physically.
d. often regress in preschool play.
Conceptual p. 214 A
CO: 3 Moderate
47. Erikson viewed fantasy play as

a. a mechanism that allows a child to assimilate reality and redefine it.
b. providing insight into the cognitive capacities for children who have some form of language delay.
c. a mechanism for dramatizing the psychological conflicts with which children are struggling.
d. activity that enhances complex language use and problem solving.
Conceptual p. 214 C
*CO: 3 Moderate

48. Children who have well-developed pretending skills
a. have advanced abilities to take the point of view of others.
b. are rather solitary and not well-liked by peers.
c. have relatively undeveloped communication skills.
d. have rather inflexible approaches to problem solving.
Conceptual p. 214 A
CO: 3 Moderate
49. What social characteristic is associated with well-developed pretending skills?

a. isolation
b. stubbornness
c. empathy
d. assertiveness
Conceptual p. 215 C
CO: 3 Moderate
50. What advantage do toddlers who remain in a stable childcare arrangement have over children who move
from setting to setting?
a. They have more advanced motor skills.
b. They engage in more complex social pretend play.
c. They adapt more readily to new environments.
d. none of these
Conceptual p. 216 B
CO: 3 Moderate
51. How common is it for toddlers to have imaginary companions?

a. very rare, less than 3% of all toddlers have imaginary companions
b. only very gifted children have imaginary companions
c. only bilingual children have imaginary companions
d. none of these
Conceptual p. 215 D
CO: 3 Easy
52. Which of the following is a common function of an imaginary companion?

a. helping the child work out conflicts between right and wrong
b. helping the child develop categorization skills
c. promoting the scheme for the permanent object
d. establishing a sense of secure attachment
Conceptual p. 215 A
CO: 3 Moderate
53. Which of the following has been defined as the ability to comply with a request, modify behavior according
to the situation, postpone action, and behave in a socially acceptable way?
a. superego control
b. self-control
c. social control
d. behavioral compliance
Conceptual p. 216 B
CO: 4 Moderate

54. Which of the following are the most helpful tools toddlers to learn how to manage their angry impulses?
a. sense of humor and motor skills
b. self-awareness and activity level
c. model acceptable ways to express angry feelings
d. temperament and attachment
Conceptual p. 218 C
CO: 4 Moderate
55. Which of the following is an important factor in a toddler's ability to control impulses?
a. increased ability to withstand delays in gratification
b. increased sensorimotor intelligence
c. development of running and jumping ability
d. increased understanding of the concept of distance
Conceptual p. 217 A
CO: 4 Moderate
56. Marta’s son Roberto is very upset and angry. He is overtired from their trip to the zoo, and he just fell down
and scraped his knee on the sidewalk. Marta brings Roberto on her lap, and tries to comfort him by talking
about all the fun they have had and how tiring the day was. What is she teaching Roberto?
a. She is teaching him that big boys should not cry.
b. She is teaching him how to use language to gain control of intense feelings.
c. She is teaching him that he has no control over his feelings.
d. She is teaching him to feel afraid of her.
*CO: 4 Easy
57. How can children use fantasy play to help them control their emotions?
a. create fantasies of being punished for expression of impulses
b. avoid situations that are beyond their real-world capabilities to control
c. intensify their impulses in fantasies
d. create imaginary situations in which disturbing problems can be expressed and resolved
Application p. 221 D
CO: 4 Moderate
58. Children learn a great deal about how to control anger by

a. watching their parents when they are angry.
b. having a pet.
c. listening to verbal discussions about anger.
d. interacting with angry peers.
Conceptual p. 218 A
CO: 4 Easy
59. What is the goal in the socialization of the expression and control of angry feelings?
a. to let children know that anger is never acceptable
b. to teach children how to find acceptable expressions of anger without hurting themselves or others
c. to teach children that it is acceptable to express anger to those outside the family but not toward family
members
d. to make sure that children experience strong feelings of shame and doubt when they get angry
Conceptual p. 219 B
CO: 4 Moderate

60. In toddlerhood, the immediate goal of ______ is to achieve compliance.
a. will
b. imitation
c. autonomy
d. discipline
Conceptual p. 218 D
CO: 4 Easy
61. The three major kinds of discipline practices are power assertion, love withdrawal, and
a. induction.
b. avoidance.
c. playfulness.
d. imitation.
Conceptual p. 218 A
CO: 4 Easy
62. The discipline strategy that involves expressing disappointment, refusing to communicate, or turning away
from the child is called
a. ego engagement.
b. induction.
c. power assertion.
d. love withdrawal.
Conceptual p. 218 D
CO: 4 Easy
63. Which of the following approaches to disciplining a toddler is especially effective in promoting positive
child outcomes?
a. The discipline should take place after a few hours so the child has time to think about the misdeed.
b. The discipline should be firm but not overly harsh because harsh punishment is associated with
maladaptive consequences.
c. The discipline should be administered over a long period of time so that the toddler really feels bad and will
learn not to do the misdeed again.
d. None of these.
CO: 4 Easy
64. Which of the following is a new strategy a toddler might learn to help them manage feelings of frustration?
a. distracting themselves and redirecting their attention to an alternate activity or toy
b. seeking comfort or distraction from a parent or play companion
c. creating a pretend scenario in which they soothe themselves through the use of a fantasy character
d. all of these
Conceptual p. 220 D
CO: 4 Easy

65. The ability to delay gratification of impulses varies from toddler to toddler. Which of the following is
associated with differences in the ease or difficulty children have in controlling their impulses?
a. Children who are more active and aggressive have better control of their impulses.
b. Children who have a secure attachment with their caregiver are better able to regulate their impulses.
c. Toddlers who can tell time are better able to control their impulses.
d. Children who are indifferent to the distress of others are better able to control their impulses.
Conceptual p. 221 B
CO: 4 Moderate
66. In Mischel's research, children who had waited longer in an experimental situation that required self-
imposed delay of gratification at age 4 were described by their parents 10 years later as _______ than their
peers.
a. having more difficulty using and responding to reason
b. more distractible and less able to concentrate
c. more frustrated
d. more verbally fluent and able to plan ahead
Conceptual p. 221 D
CO: 4 Easy
67. Children who can express anger and not lose control make gains in the development of
a. autonomy.
b. trust.
c. imitation.
d. language.
Conceptual p. 219 A
CO: 4 Moderate
68. The ability to control impulses and _________ are two components of the developmental task of self-
control.
a. imitation in the absence of the model
b. self-esteem
c. cooperation
d. self-regulated goal attainment
Conceptual p. 221 D
*CO: 4 Moderate
69. According to Vygotsky’s view, __________ plays a key role in helping young children solve problems and
attain their goals.
a. assimilation
b. accommodation
c. egocentric speech
d. parallel play
Conceptual p. 222 C
CO: 4 Moderate

70. Benjamin is trying to put some blocks together to make a tall tower. As he works he says, “Be careful, go
slow.” This is an example of the use of speech for
a. self-directed goal attainment.
b. self-comforting.
c. self-regulation.
d. self-esteem.
Application p. 222 A
CO: 4 Moderate
71. By the end of toddlerhood, children who have been allowed to experience autonomy should
a. be hyperactive.
b. have a strong foundation of self-confidence.
c. have strong fears associated with behaving independently.
d. be unusually capable in being able to delay gratification.
Conceptual p. 223 B
CO: 5 Easy
72. Austin is motivated to increase her competence through persistent investigation and skillful problem
solving. She wants to achieve a sense of
a. affiliation.
b. emotional control.
c. mastery.
d. assertiveness.
CO: 5 Difficult
73. Which of the following statements is most characteristic of the early part of toddlerhood?
a. I can beat you.
b. I will keep at it until I get it done.
c. I feel great about doing it well.
d. No, no, no!
Conceptual p. 223 D
CO: 5 Moderate
74. Which of the following is the psychosocial crisis of toddlerhood?

a. initiative versus guilt
b. imitation versus inferiority
c. autonomy versus shame and doubt
d. peer group membership versus despair
Conceptual p. 223 C
CO: 5 Easy
75. For a toddler, what is one of the consequences of having strong feelings of shame and doubt?
a. seeking out new information
b. avoiding new activities
c. realistic expectations about performance
d. extreme sensitivity to the feelings of others
Conceptual p. 224 B
CO: 5 Moderate

76. In toddlerhood, shame is a result of two different types of experiences—failing to live up to standards and
a. social ridicule.
b. too much praise.
c. being overly indulged.
d. spending too much time watching television.
Conceptual p. 224 A
CO: 5 Easy
77. The prototype for the conflict between autonomy and social demands for conformity in toddlerhood is
a. answering the telephone.
b. eating with a spoon.
c. wearing lace-up shoes.
d. toilet training.
Conceptual p. 224 D
CO: 5 Moderate
78. The central process through which toddlers achieve a sense of autonomy is
a. hope.
b. caring.
c. imitation.
d. envy.
Conceptual p. 226 C
CO: 5 Moderate
79. The primary motivation for imitation in toddlerhood is the drive for
a. affiliation.
b. mastery and competence.
c. power.
d. generativity.
Conceptual p. 226 B
*CO: 5 Easy
80. Which of the following leads people to a positive belief that they are someone who can make things
happen?
a. will
b. hope
c. care
d. fidelity to others
Conceptual p. 227 A
CO: 5 Moderate
81. What are the two characteristics of neuroses that are linked to the stage of toddlerhood?
a. withdrawal and depression
b. hysteria and phobia
c. regression and denial
d. obsessions and compulsions
Conceptual p. 228 D
CO: 5 Easy

82. Obsessions are _____ and compulsions are _____.
a. willfulness; a sign of mental illness
b. thoughts; actions
c. actions; thoughts
d. rituals; disciplines
Conceptual p. 228 B
CO: 5 Moderate
83. How is poverty related to discipline practices?

a. Poor families are more likely to reward and recognize their children's achievements.
b. Poverty is associated with harsher parenting.
c. There is no consistent relationship between poverty and discipline.
d. Poverty is associated with a greater emphasis on explanations about why a behavior was wrong or bad.
CO: 6 Moderate
84. What is the impact of poverty on standard measures of academic achievement?

a. the impact is negative
b. the impact is positive but modest
c. there is a positive impact only for middle income children
d. no impact has been found in research so far
Conceptual p. 229 A
CO: 6 Moderate
85. Findings from the NICHD study of the effects of early childcare indicate
a. the impact on children of poverty is low.
b. the impact on children who have been in church-operated centers is high.
c. quality childcare was a more important predictor of cognitive development than family variables.
d. family variables were more important predictors of cognitive development than quality of childcare.
Conceptual p. 232 D
CO: 7 Moderate
86. Children who have participated in quality childcare show higher levels of
a. conceptualization.
b. hospitalizations.
c. social competence.
d. altruism.
Conceptual p. 232 C
CO: 7 Moderate
87. Some studies have found that children who have had daycare experience are ____ than those who have not.
a. less able to empathize with peers
b. more depressed
c. less compliant with parents’ wishes
d. more lonely
Conceptual p. 232 C
CO: 7 Moderate

88. In addition to the intellectual and social benefits of quality child care participation, studies of Head Start
Programs have shown benefits in which of the following areas?
a. higher daily nutritional intake
b. better muscle tone and endurance
c. higher levels of risk taking behavior
d. greater artistic creativity
Conceptual p. 235 A
*CO: 7 Moderate
89. What is a critical gap in the United States with respect to childcare?
a. lack of high quality childcare settings
b. lack of knowledge about how to train child care professionals
c. lack of need for these services
d. not enough physical accommodations that will meet licensing codes
Factual p. 234 A
CO: 7 Moderate
Post-Test Questions from Student Study Guide

90. The developmental task of ___________ plays a central role in toddler’s psychosocial development by
transforming ideas into action and prompting interactions.
a. locomotion
b. autonomy
c. object permanence
d. generation
Factual p. 196 B
CO: 1 Moderate
91. The National Association for Sport and Physical Education advises _______ of physical
activity daily for young children.
a. 17%
b. 90 minutes
c. 120 minutes
d. 60 minutes
Factual p. 199 C
CO: 2 Moderate
92. Quickly grasping the meaning of a word within context of a conversation is called ________________.
a. expansion
b. prompting
c. fast-mapping
d. none of these
Conceptual p. 202 C
CO: 2 Easy

93. A major accomplishment in language development during the second year of life is the child’s ability to
_____________.
a. form two-word sentences
b. vocalize
c. babble
d. use the grammatically correct form of singular, possessive pronouns
Factual p. 202 A
CO: 3 Moderate
94. Speech techniques caregivers utilize to ensure that children understand them include all except
_____________.
a. use of restrictive vocabulary
b. use of simple sentences
c. use of a quick, sing-song voice
d. paraphrasing based on the child’s interest
Conceptual p. 208 A
CO: 2 Moderate
95. What is the meaning of the term ‘zone of proximal development’?

a. a set of skills that a child will develop only in a child care setting
b. a child’s personal space that an adult may enter without causing the child distress
c. range of potential learning and performance that is possible with help or guidance
d. the state of a child’s autonomy
Factual p. 209 C
CO: 2 Moderate
96. How does a parent’s use of expansion help a child develop communication skills?
a. It elaborates on the child’s expression.
b. It forces the child to speak.
c. It urges the child to listen more carefully.
d. It helps the child obtain a level of greater abstraction.
Conceptual p. 202 A
CO: 2 Moderate
97. Michael says “Go Bye-Bye,” and his Mother responds “Yes Mommy is going Bye-Bye, I am going to work
Michael.” This is an example of _____.
a. expansion
b. prompting
c. development
d. question asking
Application p. 209 A
CO: 2 Moderate

98. ________________ supports children’s understanding that other people may have differing
opinions and ideas.
a. zone of proximal development
b. pretend play
c. fast mapping
d. object permanence
Factual p. 211 B
CO: 3 Moderate
99. Which of the following is an example of symbolic play?

a. playing with a mobile
b. playing with a book
c. playing with one’s toes
d. playing house
Application p. 214 D
CO: 3 Easy
100. Which of the following is an example of preoperational thought?

a. throwing a ball
b. playing cards
c. pretending to be a superhero
d. crying
CO: 1 Moderate
101. Which of the following characteristics is associated with well-developed fantasy play skills?
a. flexible problem solving skills
b. social isolation
c. poor verbal communication skills
d. daydreaming and inability to focus
Conceptual p. 214 A
CO: 3 Moderate
102. According to the text, which of the following is a factor associated with a toddler’s expression of anger?
a. sibling relationships
b. parental restrictions on behavior
c. inability to perform a task
d. all of the above
Conceptual p. 219 D
CO: 3 Difficult
103. One of the important elements of self-control that develops during toddlerhood is the ability to ________.
a. regress to an earlier form of impulse gratification
b. feel out of control
c. delay the gratification or expression of impulses
d. express impulses quickly
Conceptual p. 220 C
CO: 4 Moderate

104. “Mommy doesn’t love you when you do that.” is an example of which discipline practice?
a. power assertion
b. love withdrawal
c. alienation
d. inductions
CO: 4 Moderate
105. Which of the following is a form of discipline in which the caregiver points out the consequences of a
certain behavior and redirects the child’s behavior?
a. love withdrawal
b. induction
c. power assertion
d. time out
Conceptual p. 218 B
CO: 4 Moderate
106. The negative resolution of the psychosocial crisis of toddlerhood is _________.

a. autonomy
b. independence
c. shame and doubt
d. alienation
Factual p. 223 C
CO: 5 Easy
107. The mirror neuron system is a network of which three areas?

a. biological, physical, social.
b. sensory, cognitive, adaptive.
c. social, cognitive, developmental.
d. visual, motor, goal-oriented actions.
Factual p. 226 D
CO: 5 Moderate
108. The central process of toddlerhood, which fosters the emergence of autonomy is ______.
a. shame
b. doubt
c. imitation
d. none of these
Factual p. 226 C
CO: 5 Moderate
109. Which of the following has been documented as a positive consequence of participation in quality day
care?
a. improved memorization skills
b. higher IQ scores in adolescence and adulthood
c. higher levels of social competence, self-esteem, and empathy
d. better chances of receiving a college scholarship
Conceptual pp. 232 C

CO: 7 Moderate

TRUE/FALSE QUESTIONS
110. The goals of mastery and exploration are a strong drive in toddlerhood.
CO: 1 p. 197 T
111. Physical activity is only essential to the toddler’s self-concept if the child is unable to communicate well.
*CO: 1 p. 197 F
112. The transitional period when infant schemes are represented internally is called preoperational thought.
CO: 2 p. 199 T
113. In infancy, both hemispheres are involved in language perception, which changes by the end of the third
year.
CO: 2 p. 200 T
114. It takes until about 30 months for the toddler to have a spoken vocabulary of about 570 words.
CO: 2 p. 204 T
115. By about 30 months, children can say all the words they understand.
CO: 2 p. 204 F
116. Research indicates that African American adults in the rural South do not simplify or censor their speech in
front of young children compared to European Americans who tend to restrict their vocabulary with a child.
CO: 2 p. 208 T
117. Young bilingual children often become confused about which language to use in different circumstances.
CO: 2 p. 206 F
118. The more caregivers in the home are responsive to children and provide stimulating interactions, the further
advanced a 3-year-old’s language abilities will be regardless of socioeconomic status.
CO: 2 p. 208 T
119. Experts in early childhood education recommend realistic toys.
CO: 3 p. 212 F
120. Children who have imaginary friends tend to be first-born or only children.
CO: 3 p. 215 T
121. Research indicates that when mothers are available as play companions, the symbolic play of 2-year-old
children is more complex and lasts longer.
CO: 3 p. 216 T

122. Toddlers are less likely to get angry when they are tired.
CO: 4 p. 218 F
123. Children rely on their parents as models for learning how to express and control anger.
CO: 4 p. 218 T
124. The manner of discipline affects the child’s compliance or non-compliance and levels of moral reasoning.
CO: 4 p. 219 T
125. Effective discipline should be immediate, brief, and firm without overreacting.
CO: 4 p. 219 T
126. Mothers living in poverty are more likely to use harsher forms of punishment including physical discipline.
CO: 4 p. 2220 T
127. The kind of speech that guides problem solving eventually becomes inner speech.
*CO: 4 p. 222 T
128. Rituals help provide feelings of continuity during change; compulsions continue because the anxiety that
motivates them is unresolved.
CO: 5 p. 227 T
129. Cases of obsessive-compulsive disorder in young children have the same pattern of symptoms as adults.
CO: 5 p. 28 F
130. Conditions of poverty, such as early malnutrition and unstimulating parent-child interaction can impact
brain development.
CO: 6 p. 228 T
131. The Unites States has the highest poverty rate of 17 developed countries.
CO: 6 p. 228 T
132. Quality childcare is defined primarily as a large play area with a lot of stimulating toys and activities.
CO: 7 p. 230 F
133. Research on childcare is problematic because of the variety of childcare conditions including hours in
childcare, family life, and a lack of valid measures such as IQ for toddlers.
*CO: 7 p. 231 T

MATCHING QUESTIONS
134. Match the concept with the correct definition.
Concept
a. prompting
b. scaffolding
c. expansion
Definition
1. raising the level of a child’s vocabulary
2. elaborating a child’s expressions
3. urging a child to elaborate
CO: 2 p. 209 a-3, b-1, c-2
135. Match the milestone in language development with the appropriate age at which the milestone is reached.
Milestone
a. definite increase in communicative behavior and interest in language
b. deviations from the adult norm tend to be more in style than in grammar
c. utterances consist of at least two words, many have three or even five words
d. approximately 80% of utterances are intelligible even to strangers
Age described by Milestone

1. 24 months
2. 30 months
3. three years
4. four years
CO: 2 p. 204 a-1, b-4, c-2, d-3
136. Match the discipline strategy with a likely parental behavior.

Discipline Strategy
a. power assertion
b. love withdrawal
c. induction
Parental Behavior
1. pointing out consequences
2. taking away privileges
3. walking or turning away
CO: 4 p. 218 a-2, b-3, c-1
ESSAY QUESTIONS
137. Discuss the variety of ways that the acquisition of locomotor skills contributes to the development of
toddlers.
*CO: 1 pp. 197-199
138. Describe some of the major transitions in language development during infancy and toddlerhood (birth
through age 3).
CO: 2 pp. 200-201

Test Bank for Development Through Life A Psychosocial Approach, 12th Edition
139. Critically evaluate the importance of fantasy play for social and cognitive development.
CO: 3 pp. 214-216
140. Discuss the two components of self-control that must be learned during toddlerhood, and why it is essential
that each be learned in this stage.
*CO: 4 pp. 216-223
141. Describe several factors that contribute to a toddler’s increasing ability to exercise self-control. What are
factors that interfere with this ability?
CO: 5 pp. 216-220
142. Explain how imitation contributes to the development of autonomy in toddlerhood.
CO: 5 pp. 222-227
143. Explain how the parent's approach to discipline might be influenced by situational factors.
CO: 4 p. 220
144. Discuss the prevalence of poverty in the United States and explain how poverty influences a toddler’s
biopsychosocial development.
CO: 6 pp. 228-229
145. Compare and contrast ritualized behavior with compulsive behavior.
CO: 5 pp. 227-228
146. What is known about the impact of childcare experiences on development? What are some of the strengths
and some of the limitations of the research on child care?
*CO: 7 pp. 231-233
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OBJECTIVE ITEM NUMBER

Toddlerhood (Ages 2-3 Years) 209

4. Advanced locomotor skills may

7. Physical activity contributes in a fundamental way to

210 Test Bank Chapter 6

9. What is semiotic thinking?

10. What is the difference between symbols and signs?

11. As children acquire representational skills, they gain the ability to

13. Words are

Toddlerhood (Ages 2-3 Years) 211

17. Through the achievement of communicative competence, children

18. Communicative gestures occur

212 Test Bank Chapter 6

21. “Allgone Mommy,” and “Go ByeBye” are examples of

23. What are grammatical transformations?

24. A three-year-old may say, “I runned fast.” This is an example of

Toddlerhood (Ages 2-3 Years) 213

30. What is a benefit of bilingualism to a child?

214 Test Bank Chapter 6

Toddlerhood (Ages 2-3 Years) 215

39. A child’s ability to pretend provides insight into his or her

216 Test Bank Chapter 6

47. Erikson viewed fantasy play as

Toddlerhood (Ages 2-3 Years) 217

49. What social characteristic is associated with well-developed pretending skills?

51. How common is it for toddlers to have imaginary companions?

52. Which of the following is a common function of an imaginary companion?

218 Test Bank Chapter 6

58. Children learn a great deal about how to control anger by

Toddlerhood (Ages 2-3 Years) 219

220 Test Bank Chapter 6

Toddlerhood (Ages 2-3 Years) 221

74. Which of the following is the psychosocial crisis of toddlerhood?

222 Test Bank Chapter 6

Toddlerhood (Ages 2-3 Years) 223

83. How is poverty related to discipline practices?

84. What is the impact of poverty on standard measures of academic achievement?

224 Test Bank Chapter 6

Post-Test Questions from Student Study Guide

Toddlerhood (Ages 2-3 Years) 225

95. What is the meaning of the term ‘zone of proximal development’?

226 Test Bank Chapter 6

99. Which of the following is an example of symbolic play?

100. Which of the following is an example of preoperational thought?

Toddlerhood (Ages 2-3 Years) 227

106. The negative resolution of the psychosocial crisis of toddlerhood is _________.

107. The mirror neuron system is a network of which three areas?

Conceptual pp. 232 C

228 Test Bank Chapter 6

119. Experts in early childhood education recommend realistic toys.

Toddlerhood (Ages 2-3 Years) 229

230 Test Bank Chapter 6

CO: 2 p. 209 a-3, b-1, c-2

Age described by Milestone

CO: 2 p. 204 a-1, b-4, c-2, d-3

136. Match the discipline strategy with a likely parental behavior.

CO: 4 p. 218 a-2, b-3, c-1

*CO: 1 pp. 197-199

CO: 2 pp. 200-201