CHAPTER 10
Chapter 10 True/False Questions
Circle the T if the statement is true; circle the F if the statement is false.
T F 1. Newborns have no awareness of self as apart from their immediate caregiver.
T F 2. Young children who enter school with high self-esteem are unlikely to lose it when
overly challenged with academic tasks or racial bias.
T F 3. Children in the primary grades automatically are more difficult because of their
increasing wish for independence.
T F 4. An individual’s global self-concept appears to be well developed by the time he or she is
8 or 9 years of age.
T F 5. Children younger than 10 years of age generally do not associate the source of their
emotions with what happens in their minds.
T F 6. Helping children build resilience requires occasionally sending a message to them that
they are not okay, especially if their behavior is consistently difficult.
T F 7. Hugs, touches, and short personal conversations with young children should take place
only when other people are around.
T F 8. It is believed that 80 percent of ADHD results from negative parenting and poverty.
T F 9. Frequently telling children how special they are is likely to result in positive self–
esteem.
T F 10. A strategy for establishing a low-stress and emotionally supportive environment for
children is to develop a predictable schedule.
Chapter 10 Multiple Choice Questions
Circle the best answer.
11. What would be typical of a preschooler in describing his or her uniqueness?
a. “I can run faster than my friend Martin.”
b. “I’m a girl, and I live in a pretty house.”
c. “I help clean up during clean-up time.”
d. “I think boys are mean.”
e. None of the above
12. When are children who live with overly critical or controlling adults particularly vulnerable?
a. During the first year of life when they are developing a sense of trust.
b. During years 2 and 3 when they are exercising increased autonomy.
c. During elementary school when involved in real task completion.
d. When they have easy temperaments.
e. Just as they enter kindergarten.
13. Which statement below best defines self-esteem?
a. A person’s perception of how competent he or she is physically.
b. A person’s perception of how competent he or she is intellectually.
c. A person’s perception of how competent he or she is emotionally.
d. All of the above.
e. b and c
14. Which of the following are know as core emotions?
a. Loving, smart, stupid, and sad
b. Happy, mad, sad, and afraid
c. Free, powerful, responsible, and good
d. All of the above
15. Which of the following knowledge bases are children using when they express their inner
emotional thoughts and feelings?
a. Physical knowledge
b. Logical-mathematical knowledge
c. Representational knowledge
d. Social-conventional knowledge
e. All of the above
16. Which of the following is an example of an appropriate encouraging statement for a child
who says, “I’m no good!”?
a. “You are good. You can do a lot of things.”
b. “Let’s look at what you’ve accomplished so far.”
c. “I don’t want to hear you putting yourself down. Let’s see how we can fix things.”
d. b and c
e. All of the above
17. Which is true about childhood disorders in the category of Pervasive Developmental
Disorders (PDDs)?
a. They are characterized by marked impairments in social reciprocity, communication, and
behavior abnormalities.
b. They are neurogenic in nature.
c. They may co-exist with other disabilities such as mental retardation and ADHD.
d. All of the above.
e. None of the above
18. Which of the following is useful for evaluating children’s affective development?
a. Criterion referenced checklists
b. Anecdotal records
c. Documentation through participation charts
d. Structured and informal observations
e. All of the above
19. Mrs. Eggers notes that Lamont is often lying about other children in order to get her
attention. What should she do?
a. Ignore his behavior so that he realizes it will not gain her attention.
b. Shame him in front of the child he lies about.
c. Insist that he apologize to the child he lies about.
d. Report his behavior promptly to the principal.
e. None of the above
20. How should children’s inappropriate behavior be viewed?
a. As a gap in their knowledge and skills.
b. As disrespect for others.
c. As an intrapersonal lack of competence.
d. b and c
e. a and c
21. What is the first thing a teacher should do in helping a child find satisfying ways to express
their emotions to others?
a. Give the child a script to use.
b. Step into the conflict on their behalf.
c. Stop the child’s inappropriate expression of feeling.
d. Recognize the child’s feelings about the situation.
e. Tell the child that the chosen behavior is not helpful.
22. Which of the following is least effective in teaching children to become competent and
responsible workers?
a. Have children engage in free-choice activities.
b. Give children chances to carry out classroom jobs.
c. Teach children that adults should make decisions so children can learn to do so later on.
d. Encourage children to clean up after themselves.
e. Involve children in planning some classroom activities.
23. Which of the following is true about allowing children to make decisions?
a. The decision should be acted on, but only if they choose the best or wisest choice.
b. Children’s growing autonomy is enhanced when they are allowed to make decisions.
c. Children may become overloaded if they are provided with too many choices.
d. b and c
e. All of the above.
24. Theo is a child who often talks about monsters and how he is afraid they’ll “get him.” What
is your response to him?
a. Tell Theo that monsters are not real and that as he gets bigger, he’ll realize that.
b. Tell Theo that you would be there to protect him.
c. Tell Theo that monsters are really harmless and read a book to him about a “good”
monster.
d. All of the above
e. None of the above.
25. Which of the following is least effective for helping children develop greater self-
understanding?
a. Asking a child to tell you about a painting they have made.
b. Using behavior and paraphrase reflection.
c. Having them create an “All About Me” booklet.
d. Holding a parent child conference where the child explains an activity completed in the
classroom.
e. Having the child compare his/her own personal qualities to those of a non-fictional
character in a book they have read.
Chapter 10 Short Answer Questions
Give short, concise responses to each statement.
26. What constitutes the “emotional repertoire” that we all need in order to contend with
everyday life challenges?
27. By kindergarten, what are the likely differences in children who have a strong sense of being
valued and those who do not have that sense?
28. How do children develop a sense of inferiority and what happens as a result?
29. What are some characteristics that are more likely to be observed in a child who is
emotionally healthy and functioning in a healthy way?
30. What are some of the issues surrounding inclusion of affective education in the curriculum?
Chapter 10 Essay Questions
Give complete responses to each statement.
31. Discuss the concepts of intrapersonal and emotional intelligence. What concepts are
involved?
32. In what way can early childhood professionals take an active role in children’s affective
development?
33. Discuss the characteristics or traits that children exhibit relative to personality and how these
might look in a child who is characterized as “difficult.” What can be done to modify a
difficult personality style?
Chapter 10:
Short Answer: Give short, concise responses to each statement.
Essay Questions: Give complete responses to each statement.