Child Development and Guidance: Understanding the Preschool Years, Exams of Nursing

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Child Development and Guidance

Chapter 3

By age 3, most children can walk, run, jump, and climb with good balance and coordination - Answer - TRUE: By three years of age, most children are physically active and learning to use their bodies skillfully. They have good coordination and balance when walking, running, jumping, and climbing. Most three-year-olds can climb stairs unassisted and can draw lines confidently, copy a circle from a drawing, and do simple puzzles. - Answer -TRUE: Three-year-olds' improved coordination makes it possible for them to climb stairs unassisted, build nine- or ten-block towers, draw lines, copy circles, and do simple puzzles. At age two-and-a-half, most children can throw a ball both overhanded and underhanded. - Answer - FALSE: The ability to throw a ball both overhanded and underhanded is typically not well developed until age three-and-a-half. Walking backwards is a new skill for three-year-olds. - Answer -TRUE: Their improved coordination and balance allow three-year-olds to walk backwards and also sideways. At three-and-a-half, children typically experience a temporary interruption in the smoothness of their large muscle actions. - Answer -TRUE: Periods of disequilibrium in preschoolers' development are typically the result of growth changes. Most young preschoolers understand the mathematical concept of one-to-one correspondence. - Answer -FALSE: Most young preschoolers have not developed an understanding of the mathematical concept of one-to-one correspondence.

Most young preschoolers can answer "What" questions about familiar things. - Answer -TRUE: Most young preschoolers are eager learners. They can identify the different object when given two objects that are alike and one that is different. They can sort objects of two different colors. During the preschool period children begin to learn to arrange things in a sequence. - Answer -TRUE: During this period children are developing a sense of orderliness and are beginning to learn sequential thinking (to arrange things in a sequence), which is related to the sense of order. They have some sense of today, yesterday, and tomorrow. Most young preschoolers are fearful of new experiences - Answer -FALSE: Most young preschoolers are curious and energetic learners who are eager for new experiences. By age three, few children know their own age. - Answer -FALSE: Young preschoolers are developing longer memory spans. By age three, most children know their name, their age, and their own gender. Young preschoolers enjoy language and are eager to learn new words. - Answer -TRUE: Young preschoolers like to talk and also enjoy scribbling and mock writing. They love new words, just as they love new experiences. Young preschoolers enjoy talking to adults but seldom talk to other children. - Answer -FALSE: Young preschoolers are beginning to talk more to other children as well as adults. They also engage in much self-talk, describing their own actions as they play. The adult's best response to children's stuttering is to tell the child to slow down and start over. - Answer -FALSE: Adults' best action when children stutter is to calmly give the child sincere and undivided attention as he speaks. Your accepting manner as you listen intently will do more than anything else to reduce the child's stuttering. Never call attention to children's stuttering in any way. In particular, do not attempt to correct stuttering by telling children to slow down or to repeat what they are trying to say. Young preschoolers are usually unaware of their own emotions. - Answer -FALSE: Young preschoolers are making advances in their ability to recognize and talk about their own emotions. During the early preschool years children typically become more independent and self-confident. - Answer -TRUE: Young preschoolers' increasing sense of independence and self-confidence contributes to their eagerness for new experiences.

Young preschoolers interact best in groups of three or four. - Answer -FALSE: Young preschoolers typically interact best in groups of tw During the early preschool period children are typically uncooperative - Answer -FALSE: The early preschool period is a time of increased cooperation. Young preschoolers are typically happy and fun to be with. During the early preschool years, aggressive behavior is more common than during the toddler period. - Answer -FALSE: During the early preschool years, aggressive behavior still occurs, but it typically declines during the three-year-old year. Therefore, during the early preschool years, aggressive behavior is less common than during the toddler period. Child-directed pretend play, especially group pretend play, is important for young preschoolers. - Answer -TRUE: As the three-year-old year progresses, associative play and cooperative play become more common. Cooperative play gradually becomes more elaborate. Child-directed pretend play, especially group pretend play, is important during the early preschool period. During the early preschool years, children are seldom interested in helping adults with tasks. - Answer - FALSE: During the early preschool period, children are typically cheerful and eager to help and please. They enjoy opportunities to help perform meaningful and important tasks. Four-year-olds tend to be physically strong and have good muscle control, balance, and coordination. - Answer -TRUE: Four-year-olds have a high energy level and a strong need to be physically active. They have developed considerable body awareness and are especially aware of their muscles and what those muscles can do. Most four-year-olds have excellent hand-eye coordination. - Answer -TRUE: Four-year-olds' excellent hand-eye coordination along with their increased attention span allows them to enjoy working puzzles and engaging in other activities that require small pieces to be manipulated. Most four-year-olds have great difficulty handling small manipulative objects. - Answer -FALSE: Typically, four-year-olds have good control of their fingers and excellent hand-eye coordination. They can handle small manipulative objects well. They can button and unbutton clothing and lace shoes.

Four-year-olds typically have almost no large muscle strength or control. - Answer -FALSE: Four-year- olds typically have good large-muscle control and strong upper leg muscles. They also typically have a desire to move fast and go far. Most four-year-olds have a good grasp of spatial relationships. - Answer -TRUE: Most four-year-olds understand spatial relationship concepts such as over and under, above and below, up and down, in and out, back and front, on, behind, beside, etc. They are also developing a sense of time. By four years of age, children should not be allowed to count on their fingers. - Answer -FALSE: Counting by using their fingers helps children develop an understanding of one-to-one correspondence and should not be discouraged. Sorting objects and measuring sand and water help children expand their understanding of mathematical concepts. - Answer -TRUE: Sorting objects and measuring sand and water help children expand their understanding of mathematical concepts. By four years of age, most children can count at least 20 objects. - Answer -FALSE: Although most four- year-olds can count to 20 by rote memory, their understanding of one-to-one correspondence is not well enough developed for them to count 20 objects. Most can count four objects. BackNext Stating a request with a silly rhyme is often a successful way to get four-year-olds to comply. - Answer - TRUE: Four-year-olds love silly language. They make up their own nonsense words, which often rhyme with a real word. Indeed, four-year-olds may respond positively to your requests that otherwise would be resisted if you state the request with a silly rhyme. Most of four-year-olds' conversation is directed toward adults. - Answer -FALSE: Most of older preschoolers' conversation is directed toward other children. Much of their conversation involves pretend play. Most four-year-olds fully understand the significance of objectionable speech - Answer -FALSE: Four- year-olds typically do not fully understand the significance of objectionable speech. They enjoy the sound of new words, they like to repeat words they have heard other children say, and they enjoy the shocked reactions of adults. As a result, the adult's best response when they use objectionable speech is to ignore it.

The best way to help four-year-olds learn to use correct grammar is to correct them as they speak and then have them repeat the correct usage back to you. - Answer -FALSE: The best way to help four-year- olds learn to use correct grammar is to let them hear you speak correctly. Four-year-olds tend to be bold and self-assured. - Answer -TRUE: Four-year-olds tend to be bold, intense, enthusiastic, self-assured, and ready for excitement. BackNext Most four-year-olds are not yet capable of sharing. - Answer -FALSE: Most four-year-olds can share, take turns, and cooperate, which allows them to engage in more elaborate group play. Most four-year-olds have active imaginations. - Answer -TRUE: Four-year-olds' active imaginations are often expressed in pretend play, creative movement activities, telling tall tales. Four-year-olds are seldom fearful. - Answer -FALSE: Four-year-olds are prone to fears and often need adult reassurance. Four-year-olds tend to get along best in large groups rather than small groups. - Answer -FALSE: Four- year-olds still tend to get along better in groups of two, although their elaborate play projects often involve a larger group. Friendships among four-year- olds tend to be long-lasting and based on shared interests. - Answer - FALSE: Four-year-olds' friendships tend to be based on shared interests, although friendships are not constant. A child's choice of friends often changes quickly and without apparent reason. BackNext Four-year-olds' quarrels tend to be more physical than verbal. - Answer -FALSE: Four-year-olds' quarrels tend to be more verbal than physical. Older preschoolers also frequently use words to resolve their own conflicts. BackNext

Most five-year-olds are able to catch and throw well enough to engage in group sports. - Answer -TRUE: By five years of age, children's large motor skills are well developed. Five-year-olds can catch, throw, and kick well enough to engage in group sports. BackNext Most five-year-olds hold a pencil as an adult does. - Answer -TRUE:By five years of age, most children hold their pencil between thumb and first finger in adult fashion. Most can print some letters. Children seldom have established a dominant hand before about seven years of age. - Answer -FALSE: Most children have established a dominant hand by five-and-a-half. Most five-year-olds can count 50 or more objects. - Answer -FALSE: Typical five-year-olds can count 13 objects, and by five-and-a-half some can count as many as 20 objects. Their ability to count by rote memory still exceeds their ability to count objects. Most five-year-olds can sort objects by color, shape, texture, and use - Answer -TRUE: Five-year-olds enjoy matching games and can sort many categories including color, shape, texture, smell, taste, and use. Typical five-year-olds know the days of the week and understand past and future. - Answer -TRUE: Typical five-year-olds can also distinguish morning from afternoon. They are fascinated by clocks and have some understanding of the relationship between the position of the hands on a clock and when events occur, although they are not yet able to accurately tell time. Most five-year-olds can sort objects by size. - Answer -TRUE: Five-year-olds' sequencing skills have expanded. They can sort objects by size and identify which object is in the middle. By five years of age, most children have stopped asking many questions. - Answer -FALSE: Most five- year-olds are extremely curious and ask many questions in search of information. BackNext By five-and-a-half most children can print their first name. - Answer -TRUE: By five-and-a-half most children can print their first name and some can print both their first and last names.

Academic tasks are developmentally appropriate for five-year-olds. - Answer -FALSE: Academic tasks are not developmentally appropriate for five-year-olds, even though some fives are capable of some academic work. Children at this age continue to learn best by active, self-selected, self-directed exploration of their environment and manipulation of objects. When they are pushed to do academic work, they miss opportunities to learn in their most natural manner. When they are unable to succeed in academic tasks, their inability to fulfill adults' expectations causes them intense frustration. BackNext Five-year-olds are often protective toward younger children. - Answer -TRUE: Five-year-olds are learning to identify with others' feelings. They can be protective toward younger children and are also increasingly willing to include more children in their play. Four-year-olds are typically quieter and more in control of themselves than five-year-olds. - Answer - FALSE: Five-year-olds are typically quieter, more predictable, and more in control of themselves than four-year-olds. Most five-year-olds can be expected to follow the rules of games almost all of the time. - Answer -FALSE: Five-year-olds are beginning to learn to play organized group games with rules, although they aren't always able to follow the rules. They tend to become quite upset if they lose when playing competitive games. You can support preschoolers' positive approach to learning with your own enthusiasm and genuine interest in each individual child and that child's - Answer -TRUE: Your own enthusiasm supports children's enthusiasm. Notice what each individual child is particularly interested in - what skills the child is focused on and what materials the child has shown interest in. Provide materials and opportunities for each child to engage in self-selected, self-directed activities related to the child's own interests. Comparing a child's achievements and rate of progress with that of other children encourages the child to try harder. - Answer -FALSE: Do not compare one child's rate of progress with that of other children. Recognize and show enthusiasm for each child's efforts as well as the child's accomplishments. Compare each child's current performance only with their own previous accomplishments.