When a teacher relates by using responsive interaction strategies, s/he is recognizing that children always need:
A) to use their words
B) understanding and assistance to learn new behaviors
C) time-outs and time-ins to learn how to behave
D) changes in their interpersonal environment
Question 2...When teachers consider a child's temperament, energy levels, style of approaching a situation, and sensory challenges while thinking about how to guide a child, the teacher is tuning into:
A) a label for the child
B) individual differences that affects the quality of relationships
C) a child's culture that affects the quality of relationships
D) the child's identity
Question 3...To reflect when you are providing guidance is to:
A) respect yourself and the child
B) figure out how the challenge is affecting adults
C) try to understand the situation from the child's perspective
D) imitate and mirror the child's behavior
Question 4...Disquiet and disequilibrium are terms that describe the possible results of a child's:
A) developmental achievement
B) developmental delay
C) respect for self
D) attempts to control others
Question 5...Kevin seems to want to play with other children, but he shows his interest by toddling over and hugging another child very tightly. To understand why Kevin may be doing this, a teacher will first want to explore:
A) Kevin's home life
B) how Kevin uses his words
C) Kevin's emotional vocabulary
D) how Kevin is developing in all domains
Question 6...Respecting the power of development means that:
A) children need to be controlled when they are developing
B) development contributes to times of disquiet
C) young children develop quickly
D) development frequently causes a sense of incompetence
Question 7...The foundation for thinking about guidance is that:
A) we establish punishments for misbehavior
B) we establish rules for behavior
C) children need to feel that you really care for them
D) children need to feel that you will be the authority figure
Quick Reply
