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Toddlers Development Quiz

Total questions: 62

Worksheet time: 31mins

Name
Class
Date
1.

Compared to the first year, how does a toddler grow in height and weight?

a)

Gains less than 1/2 as much weight as the 1st year. They gain about as much height. Heredity plays a huge role.

b)

Gain 1/2 the height as the first year. Hereditary does not play a role

c)

Gain twice as much weight as the first year. Hereditary plays a little bit of a role.

d)

Gain twice as much height as the first here. Hereditary has little impact

2.

How can we promote healthy development of teeth in toddlers?

a)

They do not need calcium or protein. Sweet food in portions

b)

They need calcium, no candy or sweets, go to that dentist at age 2

c)

Calcium and sweets are okay. Dentist by age 3

d)

They do not need calcium but need a dentist at age 1.

3.

Name two significant GROSS motor milestones in toddlers.

a)

Walking, climbing anything

b)

Turning and spinning

c)

Kicking and laughing

d)

Smelling and eating

4.

Name two significant FINE motor milestones in toddlers.

a)

Jumping and rolling

b)

Skipping and climbing

c)

Pick up items, feed themselves

d)

Spinning and laughing

5.

What is sensory integration and sensory dysfunction?

a)

Integration- combining info taken in through various senses to make a single whole picture of what’s happening

b)

Dysfunction- may react more or less strongly to sensory information

c)

Integration- how strong you react

d)

Dysfunction- not doing things correctly

6.

Evaluate the following meal based on the meal appeal guidelines: Mini Orange- separated into wedges, 1/2 grilled cheese sandwich, Spoonful of corn, Left-over mac and cheese.

a)

Good but needs more calcium

b)

Good but needs more protein

c)

Good but need vitamin c

d)

Good but needs iron

7.

Metaphorically, a toddler's emotional development is sometimes compared to a garden. Explain this metaphor.

a)

Rollercoaster

b)

Straight line

c)

Circle

d)

Steady increase

8.

Define the following terms: Self-Centered

a)

Only think of their needs and wants, not others

b)

Think about everyone else’s needs, not theirs

c)

Think about both their needs and others

9.

How can we help older toddlers (3+) deal with fears and anxiety?

a)

Allow your toddler to lead

b)

Have consistent routines

c)

Inconsistent routines

d)

Allow them to believe their fears

10.

What is happening emotionally and socially during the 2-3 year old range? Why can 2-3 year olds be so difficult to work with? Give 3-4 examples.

a)

Social and likes to play with othes

b)

They are able to have a well thought out conversation with peers, always sharing toys

c)

Learning so much they are overwhelmed, strong drive for independence, everything needs to be equal, parallel plzy

d)

Does not want to interact with yoys

11.

Define the following terms: Negativism

a)

Doing that opposite of what others wants

b)

Doing what others want

c)

Learn how to adapt on a situation

12.

Define the following terms: Temper Tantrums.

a)

Emotional outbursts that starts are 3-4

b)

Getting along with others at 3-4

c)

Nicely discussing your thoughts; happens around 3-4 years old

13.

Discuss self concept. What is it? How is it formed?

a)

How the child sees everyone around them. They become aware of how everyone acts. It is formed by observing their surroundings

b)

How a child sees themselves/becoming aware of individual differences. They form it in response to their actions, attitudes, and comments of others, parents and caregivers are the biggest influences

c)

How the child sees the world around them. How they interact with others. It is formed by the responses of parents and caregicets

14.

What is the difference between positive and negative self concept?

a)

Positive- seeing everyone on a good way, negative is the opposite

b)

Positive is seeing themselves in a bad way, negative is the opposite

c)

Positive is seeing themselves in a good way, negative is the opposite

d)

Positive is seeing the world as a great place, negative is the opposite

15.

Match the following

a)

Autonomy vs. Shame & Doubt

1.

Erikson's stage where children see themselves as independent

b)

Scaffolding

2.

When caregivers help children learn at their level

c)

Zone of Proximal Development

3.

Level at which a child can learn with help

d)

Temper Tantrum

4.

Emotional episode of upset behavior that may involve yelling or crying

e)

Toddler

5.

Children between the ages of 1 and 3

16.

What is Erikson’s Autonomy vs Doubt stage of psychological theory?

a)

15 months- 3 years old; autonomy is building independent striving to do things on their own, doubt- unsure on whether they can do certain activities

b)

18 months- 4 years; Autonomy- skills the toddler mastered; doubt- caregivers don’t think that toddler is capable of doing certain activities.

c)

3 years-8 years; autonomy is when they are learning to be independent while doubt is lack of confidence

17.

Name a couple ways children get adequate amounts of sleep.

a)

8-10 hours needed; allow children to use electronic devices close to bedtime as part of their routine

b)

12-14 hours needed; limit toys, establish routine, determine a bedtime, keep bedtime pleasant

c)

14-16 hours needed; keep routines consistent but allow child to pay with toys close to bedtime

18.

What is appropriate social development for 18 months?

a)

Plays well with others

b)

Will share when playing

c)

Parallel play; understands actions have consequences

d)

Will share with others and expects others to share with them

19.

What is appropriate social development for 2 years

a)

Good at interacting, can read moods, beginning to share

b)

Will not share well playing; does not like interacting with others

c)

Parallel play; understands actions have consequences

d)

Expects others to play with them; will not try to share

20.

What is appropriate social development for 2.5 years?

a)

Good at interacting, can read moods, beginning to share

b)

Will not share well playing; does not like interacting with others

c)

Concerned with fairness, continues to parallel play

d)

Expects others to play with them; will not try to share

21.

What is appropriate social development for 3 years?

a)

People are more important, may prefer friends over others

b)

Will not share well playing; does not like interacting with others

c)

Concerned with fairness, continues to parallel play

d)

Expects others to play with them; will not try to share

22.

What is appropriate social development for 3.5 years?

a)

People are more important, may prefer friends over others

b)

Less disagreements, close friendships, may exclude others, may compare to others

c)

Concerned with fairness, continues to parallel play

d)

Expects others to play with them; will not try to share

23.

What is parental guidance?

a)

Teenagers listen to this ofen

b)

the advice, support, and direction provided by parents to their children in order to help them make decisions

c)

The advice that toddlers receive from the friendships that the develop

d)

Advice that guides toddlers on how to make the correct decision about life

24.

What is intelligence?

a)

Interpret and understand everyday situations and use your prior experiences when faced with. New situations

b)

The ability to interpret they way things are around you and not use past experiences to develop understanding.

c)

Interpret why people do the things that they do, observe what they do in certain situations.

25.

Autonomous toddlers want to do tasks by themselves

a)

True

b)

False

26.

Intelligence is influenced by genetics AND the environment

a)

True

b)

False

27.

Dentist visits shouldn’t start until _ years old.

a)

5

b)

7

c)

3

d)

2

28.

The pincer grasp is an example of ______ motor skills that develop quickly and impress the caregivers.

a)

fine

b)

gross

29.

Wihat is incidental learning?

a)

Unplanned learning, pushing a button and mankind s noise, it is figured out through repetition

b)

Planned learning when a parent sits down with a child to teach a concept

c)

Following what others do

d)

Trying to see if something works

30.

What is imitation?

a)

Unplanned learning, learned by repetition

b)

Learning by watching, skills and attitude can be learned, imitate models

c)

Tries several different ways to do something before they learn it

d)

Directly taught by someone, usually occurs at school or at home

31.

What is trial and error?

a)

Unplanned learning, learned by repetition

b)

Learning by watching, skills and attitude can be learned, imitate models

c)

Tries several different ways to do something before they learn it, done by exploring and experimenting

d)

Directly taught by someone, usually occurs at school or at home

32.

What is direct learning?

a)

Unplanned learning, learned by repetition

b)

Learning by watching, skills and attitude can be learned, imitate models

c)

Tries several different ways to do something before they learn it, done by exploring and experimenting

d)

Directly taught by someone, usually occurs at school or at home

33.

Give an example of attention:

a)

Unable to block our background sounds, consistently bombarded with sensory

b)

Toddlers start to react to a situation based on past experiences

c)

The info received through the senses

d)

Toddler learns sophisticated reasoning skills

34.

Give an example of memory.

a)

Unable to block our background sounds, consistently bombarded with sensory

b)

Toddlers start to react to a situation based on past experiences

c)

The info received through the senses

d)

Toddler learns sophisticated reasoning skills

35.

Give an example of perception.

a)

Unable to block our background sounds, consistently bombarded with sensory

b)

Toddlers start to react to a situation based on past experiences

c)

The info received through the senses

d)

Toddler learns sophisticated reasoning skills

36.

Give an example of reasoning

a)

Unable to block our background sounds, consistently bombarded with sensory

b)

Toddlers start to react to a situation based on past experiences

c)

The info received through the senses

d)

Toddler learns sophisticated reasoning skills

37.

Give an example of imagination

a)

Unable to block our background sounds, consistently bombarded with sensory

b)

Toddlers start to react to a situation based on past experiences

c)

Children trying new things, start to connect senses with things around them

d)

Toddler learns sophisticated reasoning skills

38.

Give an example of creativity

a)

Unable to block our background sounds, consistently bombarded with sensory

b)

Toddlers start to react to a situation based on past experiences

c)

Children trying new things, start to connect senses with things around them

d)

Imagination is used to produce original ideas

39.

Give an example of curiosity

a)

Drives brain development and learning to ask questions, why, how, when, where

b)

Toddlers start to react to a situation based on past experiences

c)

Children trying new things, start to connect senses with things around them

d)

Imagination is used to produce original ideas

40.

Children read and learn to do math more quickly when they are

a)

Struggling

b)

Ready and enjoy the concept

c)

Practicing

d)

Forced

41.

Age appropriate toy for 1-2 year olds

a)

Musical toys

b)

Play kitchen

c)

Crafts

42.

Age appropriate toy for 2-3 year olds

a)

Musical toys

b)

Play kitchen

c)

Crafts

43.

Age appropriate toy for 3-4 year olds

a)

Musical toys

b)

Play kitchen

c)

Crafts

44.

What is stuttering?

a)

Stuttering is a language disorder which makes you understand and hear repetition

b)

Stuttering is a hearing disorder with repetition

c)

Stuttering is a speech disorder that causes sporadic repetition

d)
Stuttering is a motor disorder.
45.

Intellectual Needs of Toddlers include

a)

practicing the alphabet

b)

offering choices and asking questions

c)

practicing numbers and colors

d)

all the above

46.

What is an example of incidental learning?

a)
Attending a lecture on a new subject
b)
Reading a book on a specific topic
c)

pushing a button on a toy

d)
Taking a structured online course
47.

What is an example of imitation?

a)

Parent accidentally cusses and ow the child repeats it over and over

b)
Ignoring someone's actions.
c)
Creating original content.
d)
Mimicking someone's speech patterns.
48.

What is an example of direct learning?

a)

sister teaches her brother how to play go fish.

b)
Following a step-by-step guide
c)
Guessing randomly without any logic
d)
Consulting an expert for immediate solution
49.

We learned that it is good to give toddlers the opportunity to make decisions and choices. Name a couple of guidelines for decision making we talked about in class.

a)
Encourage toddlers to choose between four or five options
b)
Provide complex and convoluted choices for toddlers
c)
Allow toddlers to make decisions without any guidance
d)
Encourage toddlers to choose between two options, limit choices to two or three, and provide clear and simple options.
50.

Why is it important to identify speech issues early? What could have caused the difficulty?

a)
Speech issues are not important to address
b)

So they can have a SLP and work on it. It could have been caused by them being a late talker.

c)
Causes could include lack of sleep or excessive caffeine consumption
d)
Identifying speech issues late leads to better outcomes
51.

Explain stuttering.

a)

Stuttering is sporadic repetition or prolonged sounds.

b)
Stuttering is a result of lack of sleep.
c)
Stuttering is caused by excessive caffeine consumption.
d)
Stuttering is a form of singing disorder.
52.

With stuttering, what is typically an issue? What causes it?

a)
Stuttering is typically an issue with the volume of speech, caused by lack of confidence
b)
Stuttering is typically an issue with the pronunciation of speech, caused by excessive caffeine intake
c)
Stuttering is typically an issue with the speed of speech, caused by lack of sleep
d)

Stuttering is typically an issue with the rhythm, pitch, and speed of speech

53.

What is the social development of 18 months?

a)
Difficulty understanding simple instructions
b)

Lack of curiosity, follows directions, no independence, difficulty eating,

c)

Independence from family, parallel play, children reach out for the same toy can cause conflicts, see people as objects, starts to understand actions

d)

Decreased independence, shares frequently, interacts well with others, everything needs to be equal, may prefer friends over others

54.

Social Development of 2 year olds

a)

Independence from family, parallel play, children reach out for the same toy can cause conflicts, see people as objects, starts to understand actions

b)

Good at interacting with others, can read someone's moods, better at communicating thoughts, still engaged in parallel play begins to understand sharing and taking turns, likes to please others.

c)

Negativism continues into social development, might refuse to do anything, concerned with fairness, still parallel playing

d)

people become important, share, help do things, cooperative play, parents are still important but not everything, may prefer friends.

55.

Social development of 2 1/2 year olds

a)

Good at interacting with others, can read someone's moods, better at communicating thoughts, still engaged in parallel play begins to understand sharing and taking turns, likes to please others.

b)

people become important, share, help do things, cooperative play, parents are still important but not everything, may prefer friends.

c)

Negativism continues into social development, might refuse to do anything, concerned with fairness, still parallel playing.

d)
Solving complex math problems
56.

Social Development of 3 year olds

a)

people become important, share, help do things, cooperative play, parents are still important but not everything, may prefer friends.

b)
Counting numbers, reciting the alphabet, solving complex math problems
c)
Cooking gourmet meals, driving a car, writing a novel
d)
Performing surgery, designing architectural blueprints, composing symphonies
57.

Social Development of 3.5 year olds

a)

play is more complex and includes conversations, less disagreements, close friendships may exclude others, may compare themselves to others

b)

people become important, share, help do things, cooperative play, parents are still important but not everything, may prefer friends.

c)


Negativism continues into social development, might refuse to do anything, concerned with fairness, still parallel playing.

d)
Decreased independence
58.

Emotional Patterns of 18 month old

a)
Children at 18 months old only exhibit joy and affection, no other emotions
b)
Children at 18 months old are emotionless
c)
Children at 18 months old only exhibit fear and anger, no other emotions
d)

Children at 18 months old are self centered, needs not immediately met, negativism, desire for independence, child realizes they are a separate person

59.

Emotional Patterns of 2 year old

a)

can be more overwhelming than 18 months, learning so much they are overwhelmed, they know what to say but can't make it understood, strong drive for independence, stubborn, demanding, needs routine

b)

2-year-olds speech and motor skills improve causing frustration, can wait longer for needs to be met, express love and affection, seeks approval and praise, more outgoing and friendly- less self centered

c)

sunnier disposition, physical capacity is better- less frustrated, more willing to take directions, loves to talk, can be reasoned with

d)

suddenly insecure, parents think children are back pedaling emotionally, fears are more common, habits- sucking thing, picking nose, help them control their environment

60.

Emotional Patterns of 2.5 year olds

a)

can be more overwhelming than 18 months, learning so much they are overwhelmed, they know what to say but can't make it understood, strong drive for independence, stubborn, demanding, needs routine

b)
2.5 year olds only experience positive emotions and never have mood swings or tantrums
c)
2.5 year olds are emotionally mature and do not need caregiver support
d)
2.5 year olds have fully developed emotional regulation skills
61.

Emotional Patterns of 3 year olds

a)
3 year olds are always calm and collected
b)
3 year olds never show any emotions
c)
3 year olds only experience happiness and contentment
d)

sunnier disposition, physical capacity is better- less frustrated, more willing to take directions, loves to talk, can be reasoned with

62.

Emotional Patterns of 3.5 year olds

a)
Emotional patterns of 3.5 year olds are always predictable and stable
b)
3.5 year olds do not experience mood swings
c)


Suddenly insecure, parents think children are back pedaling emotionally, fears are more common, habits- sucking thing, picking nose, help them control their environment

d)
3.5 year olds have no understanding of complex emotions

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