WorksheetsToddler Test Review
Total questions: 46
Worksheet time: 23mins
Name
Class
Date
1.
toddler clothing
a)
What a child experiences who cries when their dad leaves him at preschool
b)
A way that parents can encourage language development
c)
Easily pulled on over the head, body, and has a tag in the back with a design on the front
d)
Slows down by about half the rate
2.
modeling
a)
A way that parents can encourage language development
b)
What a child experiences who cries when their dad leaves him at preschool
c)
Slows down by about half the rate
d)
The volume or mass of liquids and solids remains the same even if the shape changes
3.
separation anxiety
a)
type of motor skills involving small body movements, especially of the hands and fingers, such as drawing and picking up a coin
b)
Slows down by about half the rate
c)
The volume or mass of liquids and solids remains the same even if the shape changes
d)
What a child experiences who cries when their dad leaves him at preschool
4.
toddler height/weight gain
a)
Slows down by about half the rate
b)
The volume or mass of liquids and solids remains the same even if the shape changes
c)
type of motor skills involving small body movements, especially of the hands and fingers, such as drawing and picking up a coin
d)
type of motor skills involving large body movements, such as walking and jumping
5.
conservation
a)
The volume or mass of liquids and solids remains the same even if the shape changes
b)
type of motor skills involving small body movements, especially of the hands and fingers, such as drawing and picking up a coin
c)
type of motor skills involving large body movements, such as walking and jumping
d)
well-coordinated grasp that emerges at the end of the first year, involving thumb and index finger opposition
6.
fine
a)
type of motor skills involving small body movements, especially of the hands and fingers, such as drawing and picking up a coin
b)
type of motor skills involving large body movements, such as walking and jumping
c)
well-coordinated grasp that emerges at the end of the first year, involving thumb and index finger opposition
d)
the understanding that objects continue to exist even when out of view
7.
gross
a)
type of motor skills involving large body movements, such as walking and jumping
b)
well-coordinated grasp that emerges at the end of the first year, involving thumb and index finger opposition
c)
the understanding that objects continue to exist even when out of view
d)
the fear of strangers that infants commonly display, beginning by about 8 months of age
8.
pincer
a)
well-coordinated grasp that emerges at the end of the first year, involving thumb and index finger opposition
b)
the understanding that objects continue to exist even when out of view
c)
the fear of strangers that infants commonly display, beginning by about 8 months of age
d)
type of play in which children genuinely interact with one another, taking turns, playing games, or devising contests
9.
object permanence
a)
the understanding that objects continue to exist even when out of view
b)
the fear of strangers that infants commonly display, beginning by about 8 months of age
c)
type of play in which children genuinely interact with one another, taking turns, playing games, or devising contests
d)
type of play in which children simply watch others at play, but do not actually participate themselves
10.
stranger anxiety
a)
the fear of strangers that infants commonly display, beginning by about 8 months of age
b)
type of play in which children genuinely interact with one another, taking turns, playing games, or devising contests
c)
type of play in which children simply watch others at play, but do not actually participate themselves
d)
type of play in which children play side by side without interacting
11.
cooperative
a)
type of play in which children genuinely interact with one another, taking turns, playing games, or devising contests
b)
type of play in which children simply watch others at play, but do not actually participate themselves
c)
type of play in which children play side by side without interacting
d)
type of play when a child plays alone, unaware of any other children playing nearby
12.
onlooker
a)
type of play in which children simply watch others at play, but do not actually participate themselves
b)
type of play in which children play side by side without interacting
c)
type of play when a child plays alone, unaware of any other children playing nearby
d)
Incidents in which children release anger or frustration by screaming, crying, kicking, pounding, or holding their breath.
13.
parallel
a)
type of play in which children play side by side without interacting
b)
type of play when a child plays alone, unaware of any other children playing nearby
c)
Incidents in which children release anger or frustration by screaming, crying, kicking, pounding, or holding their breath.
d)
type of friends who exist only in a child's imagination; increasingly common and normal development from ages 3 through 7, they combat loneliness and aid emotional regulation.
14.
solitary
a)
type of play when a child plays alone, unaware of any other children playing nearby
b)
Incidents in which children release anger or frustration by screaming, crying, kicking, pounding, or holding their breath.
c)
type of friends who exist only in a child's imagination; increasingly common and normal development from ages 3 through 7, they combat loneliness and aid emotional regulation.
d)
Rapid growth in these body parts to help with toddlers balance in learning to walk
15.
temper tantrums
a)
Incidents in which children release anger or frustration by screaming, crying, kicking, pounding, or holding their breath.
b)
type of friends who exist only in a child's imagination; increasingly common and normal development from ages 3 through 7, they combat loneliness and aid emotional regulation.
c)
Rapid growth in these body parts to help with toddlers balance in learning to walk
d)
the inability to see the world through anyone else's eyes
16.
imaginary
a)
type of friends who exist only in a child's imagination; increasingly common and normal development from ages 3 through 7, they combat loneliness and aid emotional regulation.
b)
Rapid growth in these body parts to help with toddlers balance in learning to walk
c)
the inability to see the world through anyone else's eyes
d)
Doing the opposite of what others want
17.
arms and legs
a)
Rapid growth in these body parts to help with toddlers balance in learning to walk
b)
the inability to see the world through anyone else's eyes
c)
Doing the opposite of what others want
d)
Toddlers wanting to be independent
18.
egocentrism
a)
the inability to see the world through anyone else's eyes
b)
Doing the opposite of what others want
c)
Toddlers wanting to be independent
d)
the most difficult part for toddlers is going down stairs alternating one stair at a time
19.
negativism
a)
Doing the opposite of what others want
b)
Toddlers wanting to be independent
c)
the most difficult part for toddlers is going down stairs alternating one stair at a time
d)
most successful when a child is developmentally ready
20.
autonomy
a)
Toddlers wanting to be independent
b)
the most difficult part for toddlers is going down stairs alternating one stair at a time
c)
most successful when a child is developmentally ready
d)
words typically said first by a two-year-old
21.
stair challenge
a)
the most difficult part for toddlers is going down stairs alternating one stair at a time
b)
most successful when a child is developmentally ready
c)
words typically said first by a two-year-old
d)
when a toddler can begin learning to wash and dry themselves
22.
toilet training
a)
most successful when a child is developmentally ready
b)
words typically said first by a two-year-old
c)
when a toddler can begin learning to wash and dry themselves
d)
To take steps to protect a child from possible dangers in the home or early childhood classroom, allowing the toddler to play in and freely explore
23.
nouns
a)
words typically said first by a two-year-old
b)
when a toddler can begin learning to wash and dry themselves
c)
To take steps to protect a child from possible dangers in the home or early childhood classroom, allowing the toddler to play in and freely explore
d)
in a toddler, this decreases as the rate of growth is slowing down, so they don't need as much food to help them grow
24.
bathtime
a)
when a toddler can begin learning to wash and dry themselves
b)
To take steps to protect a child from possible dangers in the home or early childhood classroom, allowing the toddler to play in and freely explore
c)
in a toddler, this decreases as the rate of growth is slowing down, so they don't need as much food to help them grow
d)
toddlers playing next to, but not with other children in parallel play
25.
childproof
a)
To take steps to protect a child from possible dangers in the home or early childhood classroom, allowing the toddler to play in and freely explore
b)
in a toddler, this decreases as the rate of growth is slowing down, so they don't need as much food to help them grow
c)
toddlers playing next to, but not with other children in parallel play
d)
one action in a bedtime routine that can make it difficult for a child to settle down and fall asleep at night
26.
appetite
a)
in a toddler, this decreases as the rate of growth is slowing down, so they don't need as much food to help them grow
b)
toddlers playing next to, but not with other children in parallel play
c)
one action in a bedtime routine that can make it difficult for a child to settle down and fall asleep at night
d)
developed by offering toddlers a variety of healthy food choices and letting them choose
27.
socioemotional development
a)
toddlers playing next to, but not with other children in parallel play
b)
one action in a bedtime routine that can make it difficult for a child to settle down and fall asleep at night
c)
developed by offering toddlers a variety of healthy food choices and letting them choose
d)
how many small meals per day a toddler should eat because they have small stomachs and burn off a lot of energy, they need to eat this every 3-4 hours
28.
disruption
a)
one action in a bedtime routine that can make it difficult for a child to settle down and fall asleep at night
b)
developed by offering toddlers a variety of healthy food choices and letting them choose
c)
how many small meals per day a toddler should eat because they have small stomachs and burn off a lot of energy, they need to eat this every 3-4 hours
d)
all our thoughts and feelings about ourselves, in answer to the question, "Who am I?", strongly developed by the words and actions of the primary caregiver
29.
healthy eating habits
a)
developed by offering toddlers a variety of healthy food choices and letting them choose
b)
how many small meals per day a toddler should eat because they have small stomachs and burn off a lot of energy, they need to eat this every 3-4 hours
c)
all our thoughts and feelings about ourselves, in answer to the question, "Who am I?", strongly developed by the words and actions of the primary caregiver
d)
to enter in order to help or settle something - when children argue over a toy, only do this if it looks as though someone might get hurt
30.
six
a)
how many small meals per day a toddler should eat because they have small stomachs and burn off a lot of energy, they need to eat this every 3-4 hours
b)
all our thoughts and feelings about ourselves, in answer to the question, "Who am I?", strongly developed by the words and actions of the primary caregiver
c)
to enter in order to help or settle something - when children argue over a toy, only do this if it looks as though someone might get hurt
d)
draw someone's attention away from something
31.
self-concept
a)
all our thoughts and feelings about ourselves, in answer to the question, "Who am I?", strongly developed by the words and actions of the primary caregiver
b)
to enter in order to help or settle something - when children argue over a toy, only do this if it looks as though someone might get hurt
c)
draw someone's attention away from something
d)
to consider: is this toy safe, durable, and well-made? Is this toy enjoyable, age-appropriate, and encourages the use of the imagination and senses? Will the toy be easy to care for and clean?
32.
intervene
a)
to enter in order to help or settle something - when children argue over a toy, only do this if it looks as though someone might get hurt
b)
draw someone's attention away from something
c)
to consider: is this toy safe, durable, and well-made? Is this toy enjoyable, age-appropriate, and encourages the use of the imagination and senses? Will the toy be easy to care for and clean?
d)
first exposure to these rules of play begins by learning how to get along with their own family members
33.
distract
a)
draw someone's attention away from something
b)
to consider: is this toy safe, durable, and well-made? Is this toy enjoyable, age-appropriate, and encourages the use of the imagination and senses? Will the toy be easy to care for and clean?
c)
first exposure to these rules of play begins by learning how to get along with their own family members
d)
what a caregiver should do when a child is having a temper tantrum, then talk about their feeling later when they've calmed down
34.
toy purchase
a)
to consider: is this toy safe, durable, and well-made? Is this toy enjoyable, age-appropriate, and encourages the use of the imagination and senses? Will the toy be easy to care for and clean?
b)
first exposure to these rules of play begins by learning how to get along with their own family members
c)
what a caregiver should do when a child is having a temper tantrum, then talk about their feeling later when they've calmed down
d)
using imagination to produce original ideas
35.
social
a)
first exposure to these rules of play begins by learning how to get along with their own family members
b)
what a caregiver should do when a child is having a temper tantrum, then talk about their feeling later when they've calmed down
c)
using imagination to produce original ideas
d)
a strong desire to know or learn something
36.
ignore
a)
what a caregiver should do when a child is having a temper tantrum, then talk about their feeling later when they've calmed down
b)
using imagination to produce original ideas
c)
a strong desire to know or learn something
d)
the ability to see, hear, or become aware of something through the senses.
37.
creativity
a)
using imagination to produce original ideas
b)
a strong desire to know or learn something
c)
the ability to see, hear, or become aware of something through the senses.
d)
the act or power of carefully thinking about, listening to, or watching someone or something
38.
curiosity
a)
a strong desire to know or learn something
b)
the ability to see, hear, or become aware of something through the senses.
c)
the act or power of carefully thinking about, listening to, or watching someone or something
d)
copying the behavior of another person
39.
perception
a)
the ability to see, hear, or become aware of something through the senses.
b)
the act or power of carefully thinking about, listening to, or watching someone or something
c)
copying the behavior of another person
d)
type of learning that is unplanned
40.
attention
a)
the act or power of carefully thinking about, listening to, or watching someone or something
b)
copying the behavior of another person
c)
type of learning that is unplanned
d)
problem-solving method in which one possible solution after another is tried until a successful one is found
41.
imitation
a)
copying the behavior of another person
b)
type of learning that is unplanned
c)
problem-solving method in which one possible solution after another is tried until a successful one is found
d)
type of learning that is a result of being taught
42.
incidental
a)
type of learning that is unplanned
b)
problem-solving method in which one possible solution after another is tried until a successful one is found
c)
type of learning that is a result of being taught
d)
having to do with an person's thinking and understanding
43.
trial and error
a)
problem-solving method in which one possible solution after another is tried until a successful one is found
b)
type of learning that is a result of being taught
c)
having to do with an person's thinking and understanding
d)
type of development in which the way people learn what is "good" and "bad" in society
44.
directed
a)
type of learning that is a result of being taught
b)
having to do with an person's thinking and understanding
c)
type of development in which the way people learn what is "good" and "bad" in society
d)
Easily pulled on over the head, body, and has a tag in the back with a design on the front
45.
cognitive
a)
having to do with an person's thinking and understanding
b)
type of development in which the way people learn what is "good" and "bad" in society
c)
Easily pulled on over the head, body, and has a tag in the back with a design on the front
d)
A way that parents can encourage language development
46.
moral
a)
type of development in which the way people learn what is "good" and "bad" in society
b)
Easily pulled on over the head, body, and has a tag in the back with a design on the front
c)
A way that parents can encourage language development
d)
What a child experiences who cries when their dad leaves him at preschool
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