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WorksheetsChapter 11, 12, 13 Contest
Total questions: 9
Worksheet time: 7mins
Children who use aggression are more likely than peers who do not use aggression to misattribute peers intentions as hostile or threatening.
True
False
According to chapter 11, emotion regulation in children under the age of 7 occurs on multiple levels. Select all of the levels that apply.
Neurophysiological/biochemical (heart beats more quickly, face gets red)
Cognitive/Affective ("He won't share. He hates me. I am angry at him.")
Behavioral (crying, hitting peer, throwing toy, asking for help)
Metacognition ("I thought he hated me at first, but maybe he is just having a bad day.")
Select all of the below statements about the development of emotion regulation that are true.
Children go through 3 stages when developing regulation. Stage 1: Adult-regulation (child cries, adult comforts)
Stage 2: Co-regulation (child cries, adult labels feeling)
Stage 3: Self-regulation (child cries, child takes deep breaths)
Encouraging a child to "let it all out" by punching a pillow or hitting a wall can help them learn to regulate.
These four processes help students develop emotion regulation skills.
1. Neurological brain hardware
2. Child's personality/developmental status
3. Parental socialization/support/lack of trauma
4. School/teacher's focus on emotional education
Select all of the following ways that chapter 11 recommends that teachers can help support students emotional development.
Provide as much stability and consistency as possible (consistent limit setting, clear rules, predictable routines)
Use games and activities (puppet asks child "How would you feel if you fell on the playground and hit your head?")
Model emotion regulation ("I am feeling frustrated because it is so loud. I'm going to take a deep breath so I can calm down.")
Provide students with directives about feelings ("You shouldn't be angry about that.")
Reflect children's negative self-talk to make them feel heard: ("You said you are a failure.")
According to chapter 12, these factors can contribute to students entering preschool with underdeveloped problem-solving skills (select all that apply).
They have not been taught appropriate skills (e.g. parent is depressed and the child spends a lot of time strapped into a highchair facing the wall instead of interacting with their parent and peers)
Children have temperamental differences making the skills harder for them to access (e.g. hyperactive, impulsive, inattentive)
Their environment has reinforced negative coping skills (e.g. parent tickles and laughs with child when they hit their sibling which results in the child using hitting to gain positive adult attention).
Chapter 12 lists 7 steps to problem solving. Select the steps that the author recommends focusing primarily on with three to five year old children.
1. What is my problem?
2. What is a solution?
3. What are some more solutions?
4. What are the consequences/What happens next?
5. What is the best solution/choice?
Chapter 11 recommends using the following strategies to support children's problem solving skills (select all that apply):
Using picture cards and solution cards
Make puppets come alive by giving them a name, personality, age, family situation etc...
Have puppets model non-examples of behaviors and avoid having them subjected to your typical classroom rules.
Provide praise/positive incentives for problem solving ("Wow, you two worked that out like real detectives.")
When children are socially rejected by peers, chapter 13 states that the following things can happen (select all that apply):
They may experience internal distress, such as loneliness or low self-esteem.
They may become overly sensitive to perceived rejection from peers.
They may avoid approaching peers to play and become more isolated.
They may learn that their impulsive behaviors are unacceptable and start being more kind.
Chapter 13 recommends teaching the following skills explicitly to children in order to help them interact positively with their peers. Select all that apply.
How to enter a group ("That looks fun! Can I play with you?")
How to play with each other (helping, sharing, waiting).
How to follow directions
How to talk with peers (Say hello, goodbye, Are you ok? etc...)
