Child and adolescent

1. Child and Adolescent
Development

2. 1. Which statement on physical development of infants and toddlers is
true?
The cephalocaudal growth pattern shows __________.
A. Development of the upper limbs before the lower limbs
B. Development of the lower limbs before the upper limbs
C. Simultaneous development of the upper and lower limbs
D. Development of muscular control of trunk and arms before the
fingers

3. 1. Which statement on physical development of infants and toddlers is
true?
The cephalocaudal growth pattern shows __________.
A. Development of the upper limbs before the lower limbs
B. Development of the lower limbs before the upper limbs
C. Simultaneous development of the upper and lower limbs
D. Development of muscular control of trunk and arms before the
fingers

4. 2. As a normal infant and toddler which physical development did you go
through?
A. Development of motor skills from the body outward to the center
B. Development of motor skills from the center of the body outward
C. Development of the lower limbs before the upper limbs
D. Simultaneous development of the limbs and trunk body

5. 2. As a normal infant and toddler which physical development did you go
through?
A. Development of motor skills from the body outward to the center
B. Development of motor skills from the center of the body outward
C. Development of the lower limbs before the upper limbs
D. Simultaneous development of the limbs and trunk body

6. 3. Which factor according to research can impede the physical
developments of infants and toddlers?
A. Depressed environment
B. Early brain stimulation
C. Being the only child
D. Being a member of a big family

7. 3. Which factor according to research can impede the physical
developments of infants and toddlers?
A. Depressed environment
B. Early brain stimulation
C. Being the only child
D. Being a member of a big family

8. 4. For a healthy physical development of a toddler which should
parents do?
I. Encourage your child to sit when eating
II. Encourage free play as much as possible to develop motor skills
III. Check toys for loose or broken parts
A. II and III
B. I and III
C. I, II
D. I, II, and III

9. 4. For a healthy physical development of a toddler which should
parents do?
I. Encourage your child to sit when eating
II. Encourage free play as much as possible to develop motor skills
III. Check toys for loose or broken parts
A. II and III
B. I and III
C. I, II
D. I, II, and III

10. 5. In which order do the following substages of Piaget’s sensorimotor
stage take place in the toddler’s cognitive development?
1. Simple reflexes
2. First habits and primary circular reactions phase
3. Secondary circular reactions phase
4. Coordination of secondary circular reactions stage
5. Tertiary circular reactions, novelty and curiosity
6. Internalization of schemes
A. 1-2-3-4-5-6 C. 6-5-1-2-3-4
B. 2-3-1-4-6-5 D. 1-3-4-2-5-6

11. 5. In which order do the following substages of Piaget’s sensorimotor
stage take place in the toddler’s cognitive development?
1. Simple reflexes
2. First habits and primary circular reactions phase
3. Secondary circular reactions phase
4. Coordination of secondary circular reactions stage
5. Tertiary circular reactions, novelty and curiosity
6. Internalization of schemes
A. 1-2-3-4-5-6 C. 6-5-1-2-3-4
B. 2-3-1-4-6-5 D. 1-3-4-2-5-6

12. 6. Which practice can enhance cognitive development among toddlers?
A. Shared reading
B. Early enrollment in found school
C. Making child compete with other toddlers
D. Buying expensive toys for the toddler

13. 6. Which practice can enhance cognitive development among
toddlers?
A. Shared reading
B. Early enrollment in found school
C. Making child compete with other toddlers
D. Buying expensive toys for the toddler

14. 7. What does the social phenomenon of attachment mean in an
infant’s and toddler’s healthy socioemotional development?
The infant/toddler
A. Wants to interact with people and the world
B. Understands that mother continues to exist even if she is not seen
C. Needs to establish an enduring emotional bond manifested in a
tendency to maintain closeness to a specific figure
D. Thrives on social interaction

15. 7. What does the social phenomenon of attachment mean in an
infant’s and toddler’s healthy socioemotional development?
The infant/toddler
A. Wants to interact with people and the world
B. Understands that mother continues to exist even if she is not seen
C. Needs to establish an enduring emotional bond manifested in a
tendency to maintain closeness to a specific figure
D. Thrives on social interaction

16. 8. Which is/are true of the infant and toddler socio-emotionally?
I. Can self regulate feelings/emotions
II. Capable of empathy
III. Develop healthy attachments to significant adults
A. I and II C. I and III
B. II and III D. I, II, and III

17. 8. Which is/are true of the infant and toddler socio-emotionally?
I. Can self regulate feelings/emotions
II. Capable of empathy
III. Develop healthy attachments to significant adults
A. I and II C. I and III
B. II and III D. I, II, and III

18. 9. Which does an infant learn when caregivers are neglectful or even
abusive?
I. Learns mistrust
II. Learns trust
III. Learns that the world is hostile
A. I and III C. I, II
B. II and III D. I, II, and III

19. 9. Which does an infant learn when caregivers are neglectful or even
abusive?
I. Learns mistrust
II. Learns trust
III. Learns that the world is hostile
A. I and III C. I, II
B. II and III D. I, II, and III

20. 10. Why does a primary school-aged child look slimmer than a
preschool child?
A. Because the location and accumulation of body fats shift
B. Because they have less muscle tissues
C. Because their bones are leaner
D. Because their appetite is poor

21. 10. Why does a primary school-aged child look slimmer than a
preschool child?
A. Because the location and accumulation of body fats shift
B. Because they have less muscle tissues
C. Because their bones are leaner
D. Because their appetite is poor

22. 11. What is the general physical characteristic of a primary-school
child?
A. Prefers to sit than play.
B. Starts to walk and sit without being supported.
C. Has difficulty balancing and often falls down.
D. Are extremely active.

23. 11. What is the general physical characteristic of a primary-school
child?
A. Prefers to sit than play.
B. Starts to walk and sit without being supported.
C. Has difficulty balancing and often falls down.
D. Are extremely active.

24. 12. Primary school age children use their large motor muscles over the
fine motor ones. Knowing this, teachers should __________.
A. Offer highly active and strenuous activities in school.
B. Allow children to pretend and fantasize and also enjoy real-life tasks
and activities.
C. Practice them by holding a pencil using their thumb and fingers.
D. Make them do fine embroidery activity.

25. 12. Primary school age children use their large motor muscles over
the fine motor ones. Knowing this, teachers should __________.
A. Offer highly active and strenuous activities in school.
B. Allow children to pretend and fantasize and also enjoy real-life
tasks and activities.
C. Practice them by holding a pencil using their thumb and fingers.
D. Make them do fine embroidery activity.

26. 13. Which means that children at the primary school age have difficulty
determining outcome of a specific event using a general principle?
A. Reversibility
B. Inductive logic
C. Deductive logic
D. Discrimination

27. 13. Which means that children at the primary school age have
difficulty determining outcome of a specific event using a general
principle?
A. Reversibility
B. Inductive logic
C. Deductive logic
D. Discrimination

28. 14. Miabella has been studying about nouns since she started primary
grade. In grade one, she learned about proper and common nouns. In
grade two, she learned about count and mass nouns. In grade three,
she learned about concrete and abstract nouns. What principle is at
work here?
A. Learning is effective when done in a sequential manner.
B. Learning should be repetitive to result in mastery.
C. Learning must be differentiated among grade levels.
D. Learning must consider multiple intelligences.

29. 14. Miabella has been studying about nouns since she started primary
grade. In grade one, she learned about proper and common nouns. In
grade two, she learned about count and mass nouns. In grade three,
she learned about concrete and abstract nouns. What principle is at
work here?
A. Learning is effective when done in a sequential manner.
B. Learning should be repetitive to result in mastery.
C. Learning must be differentiated among grade levels.
D. Learning must consider multiple intelligences.

30. 15. Jacob loves reading comic book series and superheroes. Which
cognitive characteristic is shown here?
A. They can read more words or combination of words.
B. Their attention span is longer, hence, they are more involved in
serial stories.
C. The reading orientation is correct - starting from left to right; up-to-
down
D. Jacob is an emergent reader.

31. 15. Jacob loves reading comic book series and superheroes. Which
cognitive characteristic is shown here?
A. They can read more words or combination of words.
B. Their attention span is longer, hence, they are more involved in
serial stories.
C. The reading orientation is correct - starting from left to right; up-to-
down
D. Jacob is an emergent reader.

32. 16. In Erik Erikson’s fourth stage of psychosocial development, children
will have to balance industry versus inferiority so they can achieve the
virtue of competency. What can parents do to help them attain this?
A. Allow the children to explore what they want and provide them
with opportunities to do so.
B. Make them busy with school work even when they are at home.
C. Enroll the children in several after school enrichment classes.
D. Demand excellent performance from children.

33. 16. In Erik Erikson’s fourth stage of psychosocial development,
children will have to balance industry versus inferiority so they can
achieve the virtue of competency. What can parents do to help them
attain this?
A. Allow the children to explore what they want and provide them
with opportunities to do so.
B. Make them busy with school work even when they are at home.
C. Enroll the children in several after school enrichment classes.
D. Demand excellent performance from children.

34. 17. Which results when children have a strong sense of their
personality traits?
A. They become more successful than others.
B. They think they are better than others.
C. They like and believe in themselves and feel accepted.
D. There will always be winners.

35. 17. Which results when children have a strong sense of their
personality traits?
A. They become more successful than others.
B. They think they are better than others.
C. They like and believe in themselves and feel accepted.
D. There will always be winners.

36. 18. How can teachers encourage friendships among primary school-
aged children
A. Design group activities during different parts of the lesson.
B. Arrange the classroom seating alphabetically.
C. Provide children with opportunities to express their views and
opinions.
D. Rank them from the ones with highest average rating to the lowest
average ratings.

37. 18. How can teachers encourage friendships among primary school-
aged children?
A. Design group activities during different parts of the lesson.
B. Arrange the classroom seating alphabetically.
C. Provide children with opportunities to express their views and
opinions.
D. Rank them from the ones with highest average rating to the lowest
average ratings.

38. 19. Children in the intermediate school age may experience early signs
of puberty. How can parents best handle a situation like this?
A. Encourage them to mingle with the opposite sex.
B. Be on the lookout for physical changes and report them to their
children’s pediatrician.
C. Connect with their friends and ask them to tell you what changes
are happening to their children.
D. Provides children with accurate resources that they need to be able
to gain information about sex, drugs and changes that they
experience.

39. 19. Children in the intermediate school age may experience early signs
of puberty. How can parents best handle a situation like this?
A. Encourage them to mingle with the opposite sex.
B. Be on the lookout for physical changes and report them to their
children’s pediatrician.
C. Connect with their friends and ask them to tell you what changes
are happening to their children.
D. Provides children with accurate resources that they need to be
able to gain information about sex, drugs and changes that they
experience.

40. 20. What can teachers do when children get teased for their physical
appearance?
A. Teach the child being teased to fight back.
B. Let the teasing slide and continue with the class activity.
C. Have a private talk with the offending student and figure out why
he is teasing.
D. Bring the offending student to the Guidance Counselor.

41. 20. What can teachers do when children get teased for their physical
appearance?
A. Teach the child being teased to fight back.
B. Let the teasing slide and continue with the class activity.
C. Have a private talk with the offending student and figure out why
he is teasing.
D. Bring the offending student to the Guidance Counselor.

42. 21. When children tell you what they want to be in the future, which is
the appropriate response?
A. “Don’t be too ambitious. Be realistic.”
B. “Don’t you think it’s too early for you to plan your future?”
C. “That’s nice. But I want you to become someone better.”
D. “I’m so happy to hear that. I will support you all the way!”

43. 21. When children tell you what they want to be in the future, which
is the appropriate response?
A. “Don’t be too ambitious. Be realistic.”
B. “Don’t you think it’s too early for you to plan your future?”
C. “That’s nice. But I want you to become someone better.”
D. “I’m so happy to hear that. I will support you all the way!”

44. 22. Reading is an essential part in the cognitive development of
intermediate school-age kids. What can teachers do to encourage this
skill?
A. Assign a mandatory reading list for children that they must finish
until the end of the school year.
B. Set up a mini library that includes not only books but also internet
websites where children can access different topics that interest
them.
C. Read aloud to the children during classroom hours so that they will
become more familiar with words they have not heard before.
D. Make reading a grammar lesson.

45. 22. Reading is an essential part in the cognitive development of
intermediate school-age kids. What can teachers do to encourage this
skill?
A. Assign a mandatory reading list for children that they must finish
until the end of the school year.
B. Set up a mini library that includes not only books but also internet
websites where children can access different topics that interest
them.
C. Read aloud to the children during classroom hours so that they will
become more familiar with words they have not heard before.
D. Make reading a grammar lesson.

46. 23. Where does the responsibility lie when it comes to limiting the
media exposure of intermediate school-age children?
A. Only the parents
B. Parents and teachers
C. Parents, teachers and the whole community
D. The children themselves

47. 23. Where does the responsibility lie when it comes to limiting the
media exposure of intermediate school-age children?
A. Only the parents
B. Parents and teachers
C. Parents, teachers and the whole community
D. The children themselves

48. 24. How can parents ensure industry when it comes to homework?
A. Assign a homework time and work on their homework together.
B. Let the children be responsible for their homework and just make
corrections when necessary.
C. Do the homework for them and let them figure out why the
answers are correct.
D. Confer with teachers and requests for no homework

49. 24. How can parents ensure industry when it comes to homework?
A. Assign a homework time and work on their homework together.
B. Let the children be responsible for their homework and just make
corrections when necessary.
C. Do the homework for them and let them figure out why the
answers are correct.
D. Confer with teachers and requests for no homework

50. 25. Which of the following is an emotional milestone for an
intermediate school-age child?
A. Increased understanding that more than one emotion can be
experienced in a single experience.
B. Ability to recognize one’s own feelings and actions and of other
people.
C. Self-esteem based on what others tell him or her.
D. Incapable of decentering.

51. 25. Which of the following is an emotional milestone for an
intermediate school-age child?
A. Increased understanding that more than one emotion can be
experienced in a single experience.
B. Ability to recognize one’s own feelings and actions and of other
people.
C. Self-esteem based on what others tell him or her.
D. Incapable of decentering.

52. 26. Family support is crucial at this stage. What can a high quality adult
relationship do to the socio-emotional development of an intermediate
school-age child?
A. Makes children question and become curious about other people’s
motives and actions.
B. Instills in the children to conform with the law which is necessary
for the good of society.
C. Allows the children to value relationships and friendships based on
loyalty, understanding and trust.
D. Makes children think that others cannot be totally trusted.

53. 26. Family support is crucial at this stage. What can a high quality
adult relationship do to the socio-emotional development of an
intermediate school-age child?
A. Makes children question and become curious about other people’s
motives and actions.
B. Instills in the children to conform with the law which is necessary
for the good of society.
C. Allows the children to value relationships and friendships based
on loyalty, understanding and trust.
D. Makes children think that others cannot be totally trusted.

54. 27. One cognitive advancement in adolescence is metacognition. What
does metacognition mean?
A. Ability to identify one’s own thinking processes and strategies.
B. Ability to recall and explain.
C. Ability to analyze and synthesize.
D. Ability to do problem solving

55. 27. One cognitive advancement in adolescence is metacognition. What
does metacognition mean?
A. Ability to identify one’s own thinking processes and strategies.
B. Ability to recall and explain.
C. Ability to analyze and synthesize.
D. Ability to do problem solving

56. 28. One behavioral tendency which accompanies cognitive growth
during adolescence is egocentrism. How does the adolescent show
egocentrism?
A. Imaging the far-fetched and less, ideal situations at home, school
and in society
B. Enjoyment of group dynamics like role play, discussion, debate
C. Being unmindful of what others will say.
D. Tendency to think too much of themselves.

57. 28. One behavioral tendency which accompanies cognitive growth
during adolescence is egocentrism. How does the adolescent show
egocentrism?
A. Imaging the far-fetched and less, ideal situations at home, school
and in society
B. Enjoyment of group dynamics like role play, discussion, debate
C. Being unmindful of what others will say.
D. Tendency to think too much of themselves.

58. 29. Teacher Laddie is helping teen Ganda to overcome her unnecessary
anger and outburst over unexpected events. Teacher Laddie wants to
develop Ganda’s __________.
A. Emotional beliefs
B. Emotional values
C. Emotional ideas
D. Emotional competence

59. 29. Teacher Laddie is helping teen Ganda to overcome her
unnecessary anger and outburst over unexpected events. Teacher
Laddie wants to develop Ganda’s __________.
A. Emotional beliefs
B. Emotional values
C. Emotional ideas
D. Emotional competence

60. 30. Are girls more skilled in regulating emotions than boys?
A. Yes
B. No
C. Sometimes yes, sometimes no
D. More hard data are needed

61. 30. Are girls more skilled in regulating emotions than boys?
A. Yes
B. No
C. Sometimes yes, sometimes no
D. More hard data are needed

62. 31. Which statement on brain development is correct?
A. Most of the neurons in the adult brain are produced before birth.
B. Most of the neurons in the adult brain are produced at birth.
C. Most of the neurons in the adult brain are produced after birth.
D. Brain development stops at childhood.

63. 31. Which statement on brain development is correct?
A. Most of the neurons in the adult brain are produced before birth.
B. Most of the neurons in the adult brain are produced at birth.
C. Most of the neurons in the adult brain are produced after birth.
D. Brain development stops at childhood.

64. 32. Is the brain capable of learning before birth?
A. Yes.
B. No.
C. Depends on mother’s nutrition
D. Depends on baby’s health condition

65. 32. Is the brain capable of learning before birth?
A. Yes.
B. No.
C. Depends on mother’s nutrition
D. Depends on baby’s health condition

66. 33. Which term refers to the explosive growth of synapses during
prenatal development?
A. Myelination
B. Spermatogenesis
C. Synaptogenesis
D. Oogenesis

67. 33. Which term refers to the explosive growth of synapses during
prenatal development?
A. Myelination
B. Spermatogenesis
C. Synaptogenesis
D. Oogenesis

68. 34. Which process increases the connections between areas of the
brain during prenatal development?
A. Synaptogenesis
B. Myelination
C. Spermatogenesis
D. Oogenesis

69. 34. Which process increases the connections between areas of the
brain during prenatal development?
A. Synaptogenesis
B. Myelination
C. Spermatogenesis
D. Oogenesis

70. 35. When infants are born, they immediately begin to observe the
world and make sense of it through sucking, grasping and looking. In
which stage is this, according to the Piaget’s theory of cognitive
development?
A. Preoperational stage
B. In between sensorimotor and preoperational stages
C. Pre-sensorimotor stage
D. Sensorimotor stage

71. 35. When infants are born, they immediately begin to observe the
world and make sense of it through sucking, grasping and looking. In
which stage is this, according to the Piaget’s theory of cognitive
development?
A. Preoperational stage
B. In between sensorimotor and preoperational stages
C. Pre-sensorimotor stage
D. Sensorimotor stage

72. 36. It is observed that there is a brief delay between pinching a finger
and infant’s crying. Which can explain this?
A. Brain is not yet fully functioning.
B. Sense of touch is not yet fully developed.
C. This is due to incomplete myelination.
D. Infants are less sensitive to pain.

73. 36. It is observed that there is a brief delay between pinching a finger
and infant’s crying. Which can explain this?
A. Brain is not yet fully functioning.
B. Sense of touch is not yet fully developed.
C. This is due to incomplete myelination.
D. Infants are less sensitive to pain.

74. 37. Which term refers to one’s inability to remember things that occurs
from infancy to one’s first memories?
A. Childhood amnesia
B. Decay
C. Retrieval failure
D. Interference

75. 37. Which term refers to one’s inability to remember things that
occurs from infancy to one’s first memories?
A. Childhood amnesia
B. Decay
C. Retrieval failure
D. Interference

76. 38. What is an indicator of separation distress between one and two
years of age?
A. Children cry at the sight of strangers.
B. Children cry and cling when their attachment figure tries to leave.
C. Children aren’t bothered by temporary disappearance of mother.
D. Children are comfortable with strangers.

77. 38. What is an indicator of separation distress between one and two
years of age?
A. Children cry at the sight of strangers.
B. Children cry and cling when their attachment figure tries to leave.
C. Children aren’t bothered by temporary disappearance of mother.
D. Children are comfortable with strangers.

78. 39. Which characteristics apply to children with secure attachment?
I. Readily soothed
II. Emotionally open
III. Afraid of people
A. I and II
B. II only
C. I only
D. III only

79. 39. Which characteristics apply to children with secure attachment?
I. Readily soothed
II. Emotionally open
III. Afraid of people
A. I and II
B. II only
C. I only
D. III only

80. 40. Infants are directly influenced by their mother’s emotional
expressions. Which term is explained?
A. Empathic distress
B. Emotion contagion
C. Affective perspective-taking
D. Social referencing

81. 40. Infants are directly influenced by their mother’s emotional
expressions. Which term is explained?
A. Empathic distress
B. Emotion contagion
C. Affective perspective-taking
D. Social referencing

82. 41. In which stage in Erikson’s psychosocial stage are toddlers supposed
to assert their independence?
A. Autonomy vs shame and doubt
B. Trust vs mistrust
C. Initiative vs guilt
D. Industry vs inferiority

83. 41. In which stage in Erikson’s psychosocial stage are toddlers
supposed to assert their independence?
A. Autonomy vs shame and doubt
B. Trust vs mistrust
C. Initiative vs guilt
D. Industry vs inferiority

84. 42. When toddlers are developed to negatively or are ignored, which
do they develop?
A. Mistrust
B. Shame
C. Total dependence
D. Inferiority

85. 42. When toddlers are developed too negatively or are ignored, which
do they develop?
A. Mistrust
B. Shame
C. Total dependence
D. Inferiority

86. 43. In which Piagetian stage of development is the toddler?
A. Preoperational
B. Concrete operational
C. Sensorimotor
D. Formal operational

87. 43. In which Piagetian stage of development is the toddler?
A. Preoperational
B. Concrete operational
C. Sensorimotor
D. Formal operational

88. 44. What is meant by sensorimotor stage of toddlerhood?
A. Children rely on senses and behavioral schemes to acquire
knowledge
B. Children imitate an action that was observed in the past
C. Children are able to have one thing represent another
D. Children know that objects that are out of view continue to exist

89. 44. What is meant by sensorimotor stage of toddlerhood?
A. Children rely on senses and behavioral schemes to acquire
knowledge
B. Children imitate an action that was observed in the past
C. Children are able to have one thing represent another
D. Children know that objects that are out of view continue to exist

90. 45. By the end of the sensorimotor period, the toddler understands
object permanence. What does object permanence mean? The
understanding that objects:
A. Continue to exist even when they cannot be seen.
B. Don’t exist when they are no longer seen.
C. Never change.
D. Change in shape and in color.

91. 45. By the end of the sensorimotor period, the toddler understands
object permanence. What does object permanence mean? The
understanding that objects:
A. Continue to exist even when they cannot be seen.
B. Don’t exist when they are no longer seen.
C. Never change.
D. Change in shape and in color.

92. 46. The toddler’s speech is usually telegraphic. What does this mean?
A. Two to three-word utterances with articles and prepositions missing
B. Short and long utterances
C. Incomprehensible language
D. Mispronounced words

93. 46. The toddler’s speech is usually telegraphic. What does this mean?
A. Two to three-word utterances with articles and prepositions
missing
B. Short and long utterances
C. Incomprehensible language
D. Mispronounced words

94. 47. With Chomsky’s Language Acquisition Device (LAD), what is true of
toddlers?
A. Learn language slowly
B. Learn language fast
C. Can’t pronounce words well
D. Can pronounce words well

95. 47. With Chomsky’s Language Acquisition Device (LAD), what is true of
toddlers?
A. Learn language slowly
B. Learn language fast
C. Can’t pronounce words well
D. Can pronounce words well

96. 48. Which correctly explains infantile amnesia?
A. Ability to recall events that happened when the person was very
young
B. Ability to imagine events that happened in toddlerhood
C. Inability to recall events that happened when the person was very
young
D. Inability to understand events that happened when the person was
very young

97. 48. Which correctly explains infantile amnesia?
A. Ability to recall events that happened when the person was very
young
B. Ability to imagine events that happened in toddlerhood
C. Inability to recall events that happened when the person was very
young
D. Inability to understand events that happened when the person was
very young

98. 49. A toddler is capable of creative thought. Which proves this?
I. Can use the same toy in more than one way
II. Pretends empty milk can is a drum
III. Construct objects out of manipulative toys
A. I, II
B. I, II and III
C. II and III
D. I and II

99. 49. A toddler is capable of creative thought. Which proves this?
I. Can use the same toy in more than one way
II. Pretends empty milk can is a drum
III. Construct objects out of manipulative toys
A. I, II
B. I, II and III
C. II and III
D. I and II

100. 50. To test a toddler’s logical reasoning, what must you find out?
A. Make new things out of old toys
B. Pronounce words correctly
C. Reason out why something happens
D. Distinguish father from other men

101. 50. To test a toddler’s logical reasoning, what must you find out?
A. Make new things out of old toys
B. Pronounce words correctly
C. Reason out why something happens
D. Distinguish father from other men

102. 51. Abby is four and a half years old. In comparison with preschoolers
who are three, Abby is likely to be able to acquire the skill of
__________.
A. Copying a simple pattern of different basic shapes
B. Purposely copying a square
C. Purposely copying a triangle
D. Turning a page of a story book

103. 51. Abby is four and a half years old. In comparison with preschoolers
who are three, Abby is likely to be able to acquire the skill of
__________.
A. Copying a simple pattern of different basic shapes
B. Purposely copying a square
C. Purposely copying a triangle
D. Turning a page of a story book

104. 52. Playing games that teach right and left directions is best for
__________.
I. Five-year-olds
II. Three-year-olds
III. Two-year-olds
A. I
B. II
C. III
D. I, II, III

105. 52. Playing games that teach right and left directions is best for
__________.
I. Five-year-olds
II. Three-year-olds
III. Two-year-olds
A. I
B. II
C. III
D. I, II, III

106. 53. All can be expected to be performed by a three-year-old except
__________.
A. Pouring from pitcher without spillage
B. Feeding self using a spoon
C. Taking a bath independently
D. Putting on socks

107. 53. All can be expected to be performed by a three-year-old except
__________.
A. Pouring from pitcher without spillage
B. Feeding self using a spoon
C. Taking a bath independently
D. Putting on socks

108. 54. Having activities that involve balancing is good for __________.
A. Three-year-olds
B. Four-year-olds
C. Five-year-olds
D. Three to five-year-olds

109. 54. Having activities that involve balancing is good for __________.
A. Three-year-olds
B. Four-year-olds
C. Five-year-olds
D. Three to five-year-olds

110. 55. The amount of sleep preschoolers get affects all except
__________.
A. Level of brain activity
B. Obesity
C. Level of regained energy
D. Release of growth hormones

111. 55. The amount of sleep preschoolers get affects all except
__________.
A. Level of brain activity
B. Obesity
C. Level of regained energy
D. Release of growth hormones

112. 56. Preschoolers lean towards animism. As such, they will be interested
in stories where __________.
A. Lead characters are superheroes
B. The plot involves pet animals
C. Inanimate objects like the sun or the bus talk
D. Scenes involve a lot of movement

113. 56. Preschoolers lean towards animism. As such, they will be
interested in stories where __________.
A. Lead characters are superheroes
B. The plot involves pet animals
C. Inanimate objects like the sun or the bus talk
D. Scenes involve a lot of movement

114. 57. The most appropriate activity for three-year-olds to develop
counting skills is __________.
A. A well-designed worksheet on counting up to 25
B. Counting objects of interest around the environment
C. Working with counting flashcards
D. Identifying numerals repeatedly until mastered

115. 57. The most appropriate activity for three-year-olds to develop
counting skills is __________.
A. A well-designed worksheet on counting up to 25
B. Counting objects of interest around the environment
C. Working with counting flashcards
D. Identifying numerals repeatedly until mastered

116. 58. Teachers and caregivers can best help develop the emotional skills
of preschoolers by all except __________.
A. Using dolls, puppets or pictures to demonstrate how to express
feelings
B. Calmly telling children to control their feelings
C. Doing mirror talk or paraphrase reflection
D. Modeling words that children can use to express strong feelings

117. 58. Teachers and caregivers can best help develop the emotional skills
of preschoolers by all except __________.
A. Using dolls, puppets or pictures to demonstrate how to express
feelings
B. Calmly telling children to control their feelings
C. Doing mirror talk or paraphrase reflection
D. Modeling words that children can use to express strong feelings

118. 59. Teachers and caregivers can best help develop the emotional skills
of preschoolers by all except __________.
A. Greeting each child by name
B. Developing routines at home and school that encourage working
together
C. Play games that involves social interaction
D. Emphasizing strict adherence to routine

119. 59. Teachers and caregivers can best help develop the emotional skills
of preschoolers by all except __________.
A. Greeting each child by name
B. Developing routines at home and school that encourage working
together
C. Play games that involves social interaction
D. Emphasizing strict adherence to routine

120. 60. An authoritative teacher is one who does all except __________.
A. Expects behavior appropriate to the age level
B. Demonstrates high responsiveness and high demandingness
C. Ensures having strong psychological control over the preschooler
D. Models to the child how to take responsibility for one’s actions

121. 60. An authoritative teacher is one who does all except __________.
A. Expects behavior appropriate to the age level
B. Demonstrates high responsiveness and high demandingness
C. Ensures having strong psychological control over the preschooler
D. Models to the child how to take responsibility for one’s actions

122. 61. In which Piagetian stage is the primary school child?
A. Concrete operational
B. Post-operational
C. Preoperational
D. Between concrete and post-operational stage

123. 61. In which Piagetian stage is the primary school child?
A. Concrete operational
B. Post-operational
C. Preoperational
D. Between concrete and post-operational stage

124. 62. If the primary school child is in the concrete operational stage,
which is he or she capable of doing?
A. Able to conserve
B. Skilled at abstract thinking
C. Able to perform in post-operational stage
D. Can reason in hypothetical-deductive manner

125. 62. If the primary school child is in the concrete operational stage,
which is he or she capable of doing?
A. Able to conserve
B. Skilled at abstract thinking
C. Able to perform in post-operational stage
D. Can reason in hypothetical-deductive manner

126. 63. Which statement about middle childhood is correct?
A. Children at middle childhood stage can easily distinguish logical
from non-logical statements.
B. Children at middle childhood stage have greater long-term memory
than do preschoolers.
C. Physical growth stops.
D. Physical growth gets stunted.

127. 63. Which statement about middle childhood is correct?
A. Children at middle childhood stage can easily distinguish logical
from non-logical statements.
B. Children at middle childhood stage have greater long-term
memory than do preschoolers.
C. Physical growth stops.
D. Physical growth gets stunted.

128. 64. In which developmental stage do the following apply? Learning
physical skills for playing games; developing school-related skills such as
reading, writing counting; developing conscience and values; and
attaining independence.
A. Middle childhood
B. Early childhood
C. Early adulthood
D. Adolescence

129. 64. In which developmental stage do the following apply? Learning
physical skills for playing games; developing school-related skills such
as reading, writing counting; developing conscience and values; and
attaining independence.
A. Middle childhood
B. Early childhood
C. Early adulthood
D. Adolescence

130. 65. Primary school children fantasize less often because __________.
A. They are more attuned to happenings around them
B. They are less imaginative
C. They are not creative
D. They have become more cynical

131. 65. Primary school children fantasize less often because __________.
A. They are more attuned to happenings around them
B. They are less imaginative
C. They are not creative
D. They have become more cynical

132. 66. Primary schoolers overcome some of the egocentrism of
preoperational thinkers. How is this manifested?
They are better at:
A. Understanding the views of others.
B. Classifying objects.
C. Ordering objects.
D. Expressing their thoughts.

133. 66. Primary schoolers overcome some of the egocentrism of
preoperational thinkers. How is this manifested?
They are better at:
A. Understanding the views of others.
B. Classifying objects.
C. Ordering objects.
D. Expressing their thoughts.

134. 67. Primary schoolers are better at arranging objects according to
increasing or decreasing length. Which ability is described?
A. Classification
B. Egocentrism
C. Seriation
D. Abstraction

135. 67. Primary schoolers are better at arranging objects according to
increasing or decreasing length. Which ability is described?
A. Classification
B. Egocentrism
C. Seriation
D. Abstraction

136. 68. The primary schoolers’ ability to separate a pile of cardboard circles
into one group of whites and another group of black is a proof of
_________ as a logical operation.
A. Seriation
B. Classification
C. Abstraction
D. Generalization

137. 68. The primary schoolers’ ability to separate a pile of cardboard
circles into one group of whites and another group of black is a proof
of _________ as a logical operation.
A. Seriation
B. Classification
C. Abstraction
D. Generalization

138. 69. Primary schoolers have improved ability to infer a relationship
between two objects based on knowledge of their relationship with a
third object. Which ability is explained?
A. Seriation
B. Classification
C. Abstraction
D. Transitivity

139. 69. Primary schoolers have improved ability to infer a relationship
between two objects based on knowledge of their relationship with a
third object. Which ability is explained?
A. Seriation
B. Classification
C. Abstraction
D. Transitivity

140. 70. A primary school or comes up with this conclusion: “You should
gather your crop before it gets dark” if he is asked to interpret “Make
hay while the sun shines.” This means that the primary schooler
interprets sayings __________.
A. Figuratively
B. Literally
C. Realistically
D. Creatively

141. 70. A primary schooler comes up with this conclusion: “You should
gather your crop before it gets dark” if he is asked to interpret “Make
hay while the sun shines.” This means that the primary schooler
interprets sayings __________.
A. Figuratively
B. Literally
C. Realistically
D. Creatively

142. 71. Which statement holds true to intermediate schoolers?
A. On the average, girls are generally as much as two years ahead of
boys in terms of physical maturity.
B. Boys physically mature earlier than girls in the intermediate grades.
C. There is no physical growth because this is before the growth spurt.
D. They are past growth spurt.

143. 71. Which statement holds true to intermediate schoolers?
A. On the average, girls are generally as much as two years ahead of
boys in terms of physical maturity.
B. Boys physically mature earlier than girls in the intermediate grades.
C. There is no physical growth because this is before the growth spurt.
D. They are past growth spurt.

144. 72. What are signs of the early onset of puberty among intermediate
girls?
I. Budding breast for girls.
II. Onset of menstrual period.
III. Change of voice.
A. I
B. II and III
C. I and II
D. III

145. 72. What are signs of the early onset of puberty among intermediate
girls?
I. Budding breast for girls.
II. Onset of menstrual period.
III. Change of voice.
A. I
B. II and III
C. I and II
D. III

146. 73. Which term refers to girls’ first menstrual period?
A. Menarche
B. Oogenesis
C. Puberty
D. Spermatogenesis

147. 73. Which term refers to girls’ first menstrual period?
A. Menarche
B. Oogenesis
C. Puberty
D. Spermatogenesis

148. 74. Which is one of the most widely recognized socio-emotional or
cognitive characteristics of the intermediate schooler?
A. The acquisition of self-competence
B. The skill of highly abstract reasoning
C. Conservation
D. Decreased ability in perspective taking

149. 74. Which is one of the most widely recognized socio-emotional or
cognitive characteristics of the intermediate schooler?
A. The acquisition of self-competence
B. The skill of highly abstract reasoning
C. Conservation
D. Decreased ability in perspective taking

150. 75. Which should homes and schools do to help the intermediate
schooler to prevent the development of inferiority?
A. Provide opportunities to experience success on challenging tasks
B. Not be overly controlling
C. Help them develop identity
D. Inspire them to contribute to the welfare of others

151. 75. Which should homes and schools do to help the intermediate
schooler to prevent the development of inferiority?
A. Provide opportunities to experience success on challenging tasks
B. Not be overly controlling
C. Help them develop identity
D. Inspire them to contribute to the welfare of others

152. 76. Which teachers’ practice can help promote intermediate pupils’
positive self-concept?
I. Meets with students periodically during each grading period to
help them monitor their learning progress
II. Make students get to know one another
III. Make students compete against one another
A. I only C. III only
B. II only D. I and II

153. 76. Which teachers’ practice can help promote intermediate pupils’
positive self-concept?
I. Meets with students periodically during each grading period to
help them monitor their learning progress
II. Make students get to know one another
III. Make students compete against one another
A. I only C. III only
B. II only D. I and II

154. 77. What does grade six teacher encourage when she encourages
students to think about the motives and feelings of their group mates
in the group projects?
A. Egocentrism
B. Understanding
C. Perspective-taking
D. Conservation

155. 77. What does grade six teacher encourage when she encourages
students to think about the motives and feelings of their group mates
in the group projects?
A. Egocentrism
B. Understanding
C. Perspective-taking
D. Conservation

156. 78. Are intermediate schoolers more able to conceal their emotions
compared to toddlers?
A. Yes
B. Somewhat
C. No
D. Depends on family upbringing

157. 78. Are intermediate schoolers more able to conceal their emotions
compared to toddlers?
A. Yes
B. Somewhat
C. No
D. Depends on family upbringing

158. 79. What is an intermediate schooler capable of doing with
perspective-taking?
A. Blaming others
B. Judging others’ intentions, purposes and actions
C. Self-reflection
D. Abstraction

159. 79. What is an intermediate schooler capable of doing with
perspective-taking?
A. Blaming others
B. Judging others’ intentions, purposes and actions
C. Self-reflection
D. Abstraction

160. 80. Seen in older elementary schools is conventional ethics. This means
that intermediate schoolers __________.
A. Conform to the rules and conventions of society
B. Violate societal norms
C. Behave for fear of punishment
D. Do good for the sake of a reward

161. 80. Seen in older elementary schools is conventional ethics. This
means that intermediate schoolers __________.
A. Conform to the rules and conventions of society
B. Violate societal norms
C. Behave for fear of punishment
D. Do good for the sake of a reward

162. 81. Which is a characteristic of adolescence?
A. Stunted growth
B. Growth spurt
C. Slow physical growth
D. End of physical growth

163. 81. Which is a characteristic of adolescence?
A. Stunted growth
B. Growth spurt
C. Slow physical growth
D. End of physical growth

164. 82. Which statement is true of adolescence?
A. Growth spurt starts earlier in boys.
B. Growth spurt starts earlier in girls.
C. Growth spurt takes place in boys and girls at the same time.
D. There is no growth spurt in adolescence.

165. 82. Which statement is true of adolescence?
A. Growth spurt starts earlier in boys.
B. Growth spurt starts earlier in girls.
C. Growth spurt takes place in boys and girls at the same time.
D. There is no growth spurt in adolescence.

166. 83. Testosterone is to boys as __________ is to girls.
A. Ptyalin
B. Progesterone
C. Hormones
D. Estrogen

167. 83. Testosterone is to boys as __________ is to girls.
A. Ptyalin
B. Progesterone
C. Hormones
D. Estrogen

168. 84. Menarche is to girls as __________ is to boys.
A. Heterosexuality
B. Spermarche
C. Masturbation
D. Puberty

169. 84. Menarche is to girls as __________ is to boys.
A. Heterosexuality
B. Spermarche
C. Masturbation
D. Puberty

170. 85. Which is true of adolescents?
A. Stop growing
B. Don’t desire an ideal body
C. Lack sleep
D. Occupied with play

171. 85. Which is true of adolescents?
A. Stop growing
B. Don’t desire an ideal body
C. Lack sleep
D. Occupied with play

172. 86. Adolescents are in the formal operational stage, according to
Piaget. What are they capable of doing?
I. Abstract thinking
II. Systematic thinking
III. Hypothetical thinking
A. I, II
B. II and III
C. I only
D. I, II and III

173. 86. Adolescents are in the formal operational stage, according to
Piaget. What are they capable of doing?
I. Abstract thinking
II. Systematic thinking
III. Hypothetical thinking
A. I, II
B. II and III
C. I only
D. I, II and III

174. 87. If adolescents are capable of abstract thinking, how will they
interpret “ make hay while the sun shines”?
A. Gather your crop before it gets dark.
B. Seize an opportunity when it exists.
C. Gather your hay while it is not yet raining.
D. Weave materials out of hay at daytime.

175. 87. If adolescents are capable of abstract thinking, how will they
interpret “ make hay while the sun shines”?
A. Gather your crop before it gets dark.
B. Seize an opportunity when it exists.
C. Gather your hay while it is not yet raining.
D. Weave materials out of hay at daytime.

176. 88. Which question do adolescents ask to show hypothetical thinking?
A. What resulted from World War II?
B. What if your heart were near your anus?
C. What is wrong with the student’s reasoning process?
D. Why did the main character in the movie die?

177. 88. Which question do adolescents ask to show hypothetical thinking?
A. What resulted from World War II?
B. What if your heart were near your anus?
C. What is wrong with the student’s reasoning process?
D. Why did the main character in the movie die?

178. 89. In which life-span stage is the adolescent based on Erikson’s theory
of psychosocial development?
A. Intimacy vs isolation
B. Identity vs confusion
C. Generativity vs stagnation
D. Industry vs inferiority

179. 89. In which life-span stage is the adolescent based on Erikson’s
theory of psychosocial development?
A. Intimacy vs isolation
B. Identity vs confusion
C. Generativity vs stagnation
D. Industry vs inferiority

180. 90. Which is the most essential need of adolescents?
I. Firm and caring teachers who empathize with them
II. Teachers who provide the security of clear limits for acceptable
behavior
III. Teachers’ sensitivity to reach out to them
A. I and II
B. I and III
C. II and III
D. I, II and III

181. 90. Which is the most essential need of adolescents?
I. Firm and caring teachers who empathize with them
II. Teachers who provide the security of clear limits for acceptable
behavior
III. Teachers’ sensitivity to reach out to them
A. I and II
B. I and III
C. II and III
D. I, II and III