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Question 1 of 40

Hitting, kicking, biting, and spitting can be an indication that a child is having trouble with social skills or that he/she needs help with __________ skills.

A. cognitive

B. physical

C. language

D. gross motor 

Question 2 of 40

In Ms. Edwards’ two-year-old room, Brendan is working hard to build a block tower. The tower falls each time Brendan tries to stack the third block onto the second block. After three tries, Brendan throws the blocks wildly and begins to scream and cry. Which one of the following statements about Brendan is true?

A. Brendan is having trouble regulating his emotions.

B. Brendan is not cognitively ready to stack blocks.

C. Brendan does not have the gross motor skills to stack blocks.

D. Brendan is not playing with an age appropriate toy. 

Question 3 of 40

In order for children to feel secure in their environment, there must be limits and behavior expectations, or guidelines. Three classroom guidelines that children can easily remember are to be kind, be safe, and be:

A. nice.

B. careful.

C. a good friend.

D. a good listener. 

Question 4 of 40

Which of these can you require a child to do?

A. Take a nap

B. Eat lunch

C. Wash hands

D. Use the toilet 

Question 5 of 40

__________ are short recordings of children’s actions and words during a particular situation.

A. Anecdotal notes

B. Running records

C. Event samplings

D. Time samplings 

Question 6 of 40

High staff turnover in childcare programs is a serious threat to children’s __________ and __________.

A. sense of autonomy; stress level

B. emotional security; stress level

C. emotional security; academic well-being

D. sense of autonomy; academic well-being 

Question 7 of 40

According to constructive discipline and behavior modification, the best way to extinguish a negative behavior is to:

A. never reinforce the negative behavior.

B. give a negative reinforcement when the behavior occurs.

C. reward a positive behavior and ignore the negative behavior.

D. cause extinction of the behavior by punishing the child. 

Question 8 of 40

Alicia has been to the clinic three days this week with a stomachache. The nurse lets her lie down for ten minutes and then she seems fine and heads back to class. What is probably causing Alicia’s problem?

A. A stomach virus

B. The flu

C. Another child upsetting her

D. A need for attention 

Question 9 of 40

Real choices are:

A. acceptable to the adult and desirable to the child.

B. chosen to fit the developmental ability of the child.

C. determined by the adult and child together.

D. chosen to get the child to always cooperate. 

Question 10 of 40

Which of these could cause a child to regress?

A. A new baby in the family

B. A grandparent’s recent death

C. A trip to visit cousins

D. All of the above 

Question 11 of 40

Cary has not completed his math assignment all week. His basic skills test from early in the year shows him in the top five percent of all second grade students in math reasoning. What should Cary’s teacher do?

A. Give Cary the choice of completing it now or at recess.

B. Realize that Cary may be bored and create more challenging work for him.

C. Give Cary the choice of completing the work now or for homework.

D. Realize that Cary may be confused and may need remedial work. 

Question 12 of 40

The form of observation that includes both objective and subjective information is:

A. event sampling.

B. an anecdotal note.

C. a time sampling.

D. a running record. 

Question 13 of 40

Children need to feel loved and accepted. To accomplish this, teachers must:

A. have unconditional love for all children in their care.

B. give children in their care a hug each day.

C. have an enthusiastic approach for all children in their care.

D. never have a favorite student. 

Question 14 of 40

Which is a “real” choice?

A. “Would you like the carrot sticks or the sandwich first?”

B. “Would you like to wash the dirt off your hands before we eat?”

C. “It’s time for a nap, okay?”

D. “Do you want to go to the reading center or the sand table? I think you would like the sand table best.” 

Question 15 of 40

Providing small child-sized pitchers for pouring juice and other child-sized materials can help children who are __________ immature be more successful in completing tasks.

A. cognitively

B. physically

C. emotionally

D. developmentally 

Question 16 of 40

Spencer, a three-year-old, is refusing to get dressed for the day. His mother, Melanie, is late for work already and she needs Spencer to cooperate. Which set of choices would be appropriate for Melanie to give Spencer that would meet his obvious need for power?

A. “You may choose to put your clothes on by yourself or Mommy will do it for you.”

B. “If you are choosing not to get dressed, you are choosing to have a time out.”

C. “Which shirt are you going to wear today, the green or the blue?”

D. “When do you want to get dressed―now or in ten minutes?” 

Question 17 of 40

Which one of the following statements about lying is TRUE?

A. Young children often lie because they are confused between what is real and pretend.

B. Young children cannot be held accountable for lying since they cannot understand the term.

C. Young children who get fact and fantasy mixed up become adults who lie.

D. Young children can be taught to tell the truth by giving them natural consequences for lying. 

Question 18 of 40

Pam is throwing bits of paper at James during quiet reading time. She is a struggling reader and her teacher, Mrs. Johnson, can tell she is not able to read independently during this time. Mrs. Johnson could help Pam by:

A. allowing Pam to do another quiet activity during reading time.

B. ignoring Pam’s behavior and putting her in a spot where she will not disturb others tomorrow.

C. having Pam pick up the paper and return to her seat to read easier books.

D. allowing Pam to read with a fifth grade buddy during reading time. 

Question 19 of 40

Mary is conducting story-time with her pre-kindergarten class. She is having trouble with seven or eight children who are not sitting still and are not listening to the story. Mary has tried several “I messages” and reinforcing messages to those who are seated. What is the best way for Mary to handle this problem?

A. Remove the disruptive children from story time to a calming area until they are ready to listen.

B. Stop reading the story and have the children go sit at the tables for a more exciting letter activity.

C. Continue with the story and ignore the interruptions as long as the other children can hear.

D. Stop reading and play an energetic game or sing an action song. 

Question 20 of 40

Kayla has very low self-esteem. She misbehaves often and is rejected by other classmates. Her teacher, Mr. Vickers, has decided to work hard to give Kayla positive feedback whenever possible. What can Mr. Vickers expect to happen first when he begins this approach?

A. Kayla’s behavior will worsen.

B. Kayla will improve her behavior.

C. Kayla will be kind to others.

D. Kayla will have better self-esteem.

Question 21 of 40

The two components of self-esteem that teachers need to help develop are:

A. self-resilience and self-confidence.

B. self-respect and self-worth.

C. self-worth and self-confidence.

D. resilience and risk-taking.

Question 22 of 40

Providing students with opportunities to serve as a source of support to others helps them to realize that they are valuable members of the group. This:

A. improves their self-worth and self-confidence.

B. improves their academic performance.

C. creates jealousy among the students.

D. makes students forget to pay attention. 

Question 23 of 40

One of the best ways to discover children’s special talents is:

A. let them help others.

B. offer them activity choices.

C. observe them at various required activities.

D. pair them with more skilled students. 

Question 24 of 40

Children in foster care do not always express their emotions outwardly, but when they have disagreements with peers or adults they often feel which two emotions?

A. Anger and rage

B. Anxiety and fear

C. Anger and anxiety

D. Sadness and fear 

Question 25 of 40

Providing them with a soft, calming place in the classroom; making sure they know what to expect in their school day; and spending extra one-on-one time with them are all ways to help children who have:

A. experienced the death of a parent.

B. chronic health problems.

C. been abused.

D. witnessed community violence. 

Question 26 of 40

What percent of children who die from child abuse are under the age of four?

A. 20%

B. 40%

C. 60%

D. 80% 

Question 27 of 40

One way to prevent emotional outbursts and help children express how they feel is to:

A. have them draw or write about their feelings.

B. have a daily check-in board.

C. ask them how they feel during snack time.

D. sing a song about feelings. 

Question 28 of 40

Calling out children in pairs, providing materials to be shared, and think-share-pair activities are ways to:

A. teach sharing.

B. promote good behavior.

C. observe differences.

D. encourage friendships.

Question 29 of 40

Viewing a child “at promise” rather than “at risk” means a teacher:

A. believes in the child’s ability to succeed and doesn’t lower expectations.

B. asks the child to always try their best.

C. learns what adverse situation the child is in and makes a personal commitment to help him.

D. tries to treat the child exactly as any other child. 

Question 30 of 40

As of 2010, reports showed that approximately __________ children live in foster care in the United States.

A. 100,000

B. 200,000

C. 300,000

D. 400,000

Question 31 of 40

Many children who have experienced trauma question their competence and self-worth. This makes it important for teachers to:

A. fix all of their students’ mistakes.

B. show their students the correct way to do things.

C. have a peer helper to fix other student’s projects.

D. promote a “can-do” attitude in the classroom. 

Question 32 of 40

In this state of attention children are drawn to a novelty item or surprise and are often more focused. Teachers use this to grab students’ attention at the beginning of lessons.

A. Attention to nature

B. Selective attention

C. Attention to things of interest

D. Attention for survival 

Question 33 of 40

While cultural practices can be learned from books, it is best for teachers to learn them:

A. by asking other teachers about them.

B. firsthand through observation.

C. by speaking to an adult from that culture.

D. by presenting a lesson on that culture to the class.

Question 34 of 40

When asking a child to complete a task, teachers should try to be specific and:

A. speak very slowly and quietly.

B. avoid using his or her name.

C. use jargon the child can relate to.

D. say the important information at the end of the sentence. 

Question 35 of 40

Teaching conflict resolution skills, appropriate methods for expressing emotions, and strategies for dealing with frustration is especially important for children who:

A. have underdeveloped communication skills.

B. are in foster care.

C. have been abused.

D. are from military families. 

Question 36 of 40

One way to help reduce aggressive behavior in a child is through:

A. a touch.

B. singing.

C. time-outs.

D. ignoring it. 

Question 37 of 40

Mr. Greer is spending time each day with Joseph, Anthony, and Nealon, helping them solve conflicts with their peers. Mr. Greer is using:

A. behavior modification.

B. intentional instruction.

C. individualized instruction.

D. prevention. 

Question 38 of 40

Which is TRUE about children with attention issues?

A. They can regulate their level of attention or prevent themselves from acting on the impulses that distract or attract them.

B. They can either be inattentive or hyperactive, not both.

C. They never hyperfocus on topics, sights, sounds, or ideas.

D. They can focus. 

Question 39 of 40

Which is NOT one of the three levels of attention?

A. Attention for survival

B. Attention to things of interest

C. Sensory attention

D. Selective attention 

Question 40 of 40

The Council for Exceptional Children, Division for Early Childhood (CEC/EEC), and others describe three tiers of support schools can provide to children with social or emotional difficulties to help them become socially competent. Which is NOT a tier?

A. Prevention

B. Guidance

C. Intentional instruction

D. Individual instruction