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UNDERSTANDING CHILD GROWTH AND DEVELOPMENT EXAM QUESTIONS AND ANSWERS
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UNDERSTANDING CHILD GROWTH AND DEVELOPMENT EXAM QUESTIONS AND ANSWERS
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UNDERSTANDING CHILD GROWTH ANDDEVELOPMENT EXAM QUESTIONS AND
ANSWERS
Typical Development - Typical development in children gives a generic picture of
progress compared to same-age peers.
When a child falls within the typical range for development.
Atypical Development - Atypical development appears when a child either lags behind
or jumps ahead of typical peer progress, in any regard -- physical, cognitive, social or in
adaptive life skills.
Physical Development - Growth of the body and nervous system so that messages from
the brain can be carried to the muscles to stimulate them to move. This stimulates
children's curiosity and enable them to explore their environment.
Language Development - The process by which children come to understand and
communicate language by expressing thoughts and feeling. Adults help children learn
language primarily by talking with them.
Social Development - The ability to socially interact in an effect, responsive and
appropriate way. This starts before a child learns to speak. Helping childrent to develop
social skills is an extremely important activity for teachers and parents.
Cognitive Development - Development of increasingly sophisticated thinking, reasoning,
and language with age. For example, a two month old baby learning to explore their
environment with hands or eyes or a five year old learning how to do simple math
problems.
Emotional Development - The ability to express feelings, control emotions, form
relationships and develop feelings towards other people, and develop a self image and
identity. For example, children need a caring consistent environment where each child
feels secure and valued.
Cultural Development - The process of a child realizing and understanding their own
cultural identity. n It is important that the child care environment be respectful of the
child's cultural heritage, racial ancestry and identity, and spiritual/religious faith.
Psychomotor - An ability that relates to movement or muscular activity associated with
mental processes. For example, the movement or muscular activity associated with
cognitive functions like throwing a ball or playing an instrument.
, Socioemotional - Process by which social contact is motivated by many goals, including
information seeking, self-concept, and emotional regulation, based on a choice to better
meet emotional need.
Linguistic - Scientific study of human language. For example, the study of how language
works as a medium of communication among humans.
Cognitive - A psychological perspective that analyzes how we encode, process, store,
and retrieve information.
Basic child Development - Demonstrates knowledge of the basic principles and patterns
of child development.
Typical and Atypical Development - To use knowledge of child development and
learning to identify the strengths and challenges of children with typical and atypical
development.
Individual Differences - To use practice that are responsive to the unique abilities,
temperaments, learning styles, and genetic influences on young children as individuals.
Influences on Develpment - The demonstration of knowledge of the impact of family,
environment, culture, and society in the development and learning of young children.
Strategic Facilitation of Development - To facilitate development by nurturing children's
active engagement in learning through playful activities.
Collaboration - To collaborate with other professional, families, and community
members to enhance the development and learning of all children.
Maturational - A form of necessary loss that includes all normally expected life changes
across the life span, such as the loss a mother feels on her child's first day of school.
Graphophonemic Awareness - The understanding that written words are composed of
patterns of letters that represent the sounds of spoken words i.e., The ability to
associate letters of the alphabet with speech sounds.
Logographic Phase - Children recognize whose words that have significance for them,
such as their own names, the names of stores they frequent, or products that their
parents buy.
Analytic Phase - Children make associations between the spelling patterns in the words
they know and the new words they encounter.
Orthographic Phase - Children recognize words almost automatically. They can rapidly
identify an increasing number of words because they know a good deal about the
structure of word, and how they're spelled.
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