According to the Centers for Disease Control and Prevention (2018), a person with a body mass index (BMI) at the 90th percentile is
- obese.
- overweight.
- at risk of being overweight.
- underweight.
The Centers for Disease Control and Prevention (2018) has established categories for weight that are determined by body mass index. Children and adolescents at or above the 97th percentile are classified as ________.
- obese
- overweight
- at risk of being overweight
- severely malnourished
Which of the following statements about childhood obesity is true?
- Children who are overweight at age 3 are also at risk of being overweight at age 12.
- There is no indication that overweight children will become overweight adults.
- Obesity is not linked to type 2 (adult-onset) diabetes in children.
- Obesity actually leads to a decrease in hypertension levels in children when they are 5 years of age.
Which of the following should be minimized in order to improve the eating behavior of children?
- competing activities
- a predictable schedule
- parents eating healthy food
- making mealtimes pleasant occasions
Activity Theory: The theory that the more active and involved older adults are, the more likely they are to be satisfied with their lives.
Which of the following determines the categories for obesity, overweight, and at risk of being overweight?
- weight
- average calories consumed daily
- waist-to-hip ratio
- body mass index
Six-year-old Gina has a body mass index (BMI) at the 95th percentile. According to the Centers for Disease Control and Prevention (2018), she is
- obese.
- overweight.
- at risk of being overweight.
- not at risk of being overweight.
Five-year-old Donna uses shorter, simpler sentences when talking to her baby brother. She speaks in a very informal way with her friends and uses a more formal language with her father's friends. Donna is demonstrating her grasp of
- pragmatics.
- morphology.
- syntax.
- phonology.
Pragmatics: The appropriate use of language in different contexts.
In the context of cognitive development in early childhood, identify a true statement about pragmatics.
- It refers to relating a word to its referent quickly.
- It is the awareness that changing an object's appearance does not change its basic properties.
- It refers to focusing one's attention on one characteristic to the exclusion of all others.
- It is the appropriate use of language in different contexts.
Language: A form of communication, whether spoken, written, or signed, that is based on a system of symbols. Language consists of the words used by a community and the rules for varying and combining them.
Derek, a 4-year-old boy, is curious by nature and exhausts his parents with "why" questions. However, he is not able to comprehend ideas. His imagination does not resemble reality. Whenever he sees a rainbow, he believes that a fairy has painted it with watercolors. In the context of cognitive development in early childhood, this scenario illustrates
- Piaget's sensorimotor stage.
- Piaget's intuitive thought substage.
- the overjustification effect.
- the misinformation effect.
Intuitive Thought Substage: Piaget’s second substage of preoperational thought, in which children begin to use primitive reasoning and want to know the answers to all sorts of questions (between 4 and 7 years of age).
Piaget's preoperational stage is so named because he believed that children in this stage of development
- cannot yet perform reversible mental actions.
- cannot yet form stable concepts.
- are unable to reason.
- cannot operate electronic devices like televisions.
Preoperational Stage: Piaget’s second stage, lasting from about 2 to 7 years of age, during which children begin to represent the world with words, images, and drawings, and symbolic thought goes beyond simple connections of sensory information and physical action; stable concepts are formed, mental reasoning emerges, egocentrism is present, and magical beliefs are constructed.
Six-year-old Patricia loves to draw pictures and describe them. Her ideas are more balanced now than earlier. She has started to analyze and understand things. However, she is egocentric and holds, what her parents describe as, "magical beliefs." Patricia is in Piaget's ________ stage of development.
- sensorimotor
- concrete operational
- formal operational
- preoperational
Preoperational Stage: Piaget’s second stage, lasting from about 2 to 7 years of age, during which children begin to represent the world with words, images, and drawings, and symbolic thought goes beyond simple connections of sensory information and physical action; stable concepts are formed, mental reasoning emerges, egocentrism is present, and magical beliefs are constructed.
Which of the following statements is true of Piaget's preoperational stage of cognitive development?
- In this stage, a child can perform operations independently without adult supervision.
- In this stage, children begin to represent the world with words, images, and drawings.
- This stage lasts from approximately 3 months to 2 years of age.
- This stage involves the ability to use deductive reasoning.
Preoperational Stage: Piaget’s second stage, lasting from about 2 to 7 years of age, during which children begin to represent the world with words, images, and drawings, and symbolic thought goes beyond simple connections of sensory information and physical action; stable concepts are formed, mental reasoning emerges, egocentrism is present, and magical beliefs are constructed.
The second substage of preoperational thought, occurring between approximately 4 and 7 years of age, is characterized by the use of
- reversible mental actions.
- egocentric views.
- primitive reasoning.
- symbolic thought.
Preconventional Reasoning: The lowest level in Kohlberg’s theory of moral development. The individual’s moral reasoning is controlled primarily by external rewards and punishment.
Piaget called the second substage of the preoperational stage intuitive because children know something but know it without the use of ________.
- symbolic function
- primitive reasoning
- centration
- rational thinking
Critical Thinking: Thinking reflectively and productively, as well as evaluating evidence.
In 1965, the federal government began an effort to break the cycle of poverty and substandard education for young children in the United States through
- the Maria Montessori Program.
- the Emancipation Undertaking.
- the Reggio Emilia Project.
- Project Head Start.
Project Head Start: A government-funded program that is designed to provide children from low-income families with the opportunity to acquire the skills and experiences important for school success.
Karla is a single mother of a 5-year-old son. She works in a bakery on a meager salary. Recently, she found out about a government-funded program that provides children from low-income families with the opportunity to acquire the skills important for success in school. The program aims to improve substandard education and alleviate poverty. Karla decides to apply for the program. The program being referred to in this scenario is
- the child-centered kindergarten.
- the Montessori program.
- Big Brothers Big Sisters of America.
- Project Head Start.
Project Head Start: A government-funded program that is designed to provide children from low-income families with the opportunity to acquire the skills and experiences important for school success.
Which of the following is true of Head Start programs?
- They provide for low-income families.
- They focus on children of a particular ethnic origin.
- They have a negative effect on young children's language development.
- They are funded by private corporate sectors.
Affordances: Opportunities for interaction offered by objects that fit within our capabilities to perform functional activities.
Which of the following refers to teachers' adjustment of their level of support and guidance to the level of the skills of their students?
- accommodation
- regulation
- scaffolding
- assimilation
Scaffolding: Practice in which parents time interactions so that infants experience turn taking with the parents; these interactions allow infants to be more skillful than they would be if they had to rely only on their own abilities.