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| 1 | |
Newborns' movements |
| | A) | are precise and calculated. |
| | B) | are gross random movements except for the reflexive ones, which are involuntary. |
| | C) | show that they are born attached. |
| | D) | don't occur unless the newborn is touched. |
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| 2 | |
Which of the following is not a reflex in young infants? |
| | A) | Moro or startle reflex, when they fling their arms out, fingers spread, and then draw arms and legs back toward the body |
| | B) | Righting reflex, when newborns try to keep their head up and eyes open when they are held upright |
| | C) | Stepping reflex , when newborns "walk" if held upright with their feet touching a solid surface |
| | D) | Hopping reflex, when newborns hop on one foot when held upright |
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| 3 | |
The first muscles to develop are those that control |
| | A) | the fingers and toes. |
| | B) | the back of the legs. |
| | C) | the head movements. |
| | D) | None of the above |
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| 4 | |
If infants are never propped up in a sitting position, |
| | A) | they won't learn to hold their heads up. |
| | B) | they won't learn to sit up. |
| | C) | they will develop the muscles which allow them to get into a sitting position by themselves. |
| | D) | their motor development will be delayed. |
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| 5 | |
Which of the following is beneficial in fostering gross motor development? |
| | A) | encouraging infants to practice what they can do |
| | B) | using baby swings |
| | C) | putting infants into positions they can't get into by themselves |
| | D) | teaching gross motor skills like running |
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| 6 | |
Fine motor development |
| | A) | includes control of the eyes, mouth, hands, fingers, feet, and toes. |
| | B) | involves the development of the manipulative skills. |
| | C) | occurs in a sequence. |
| | D) | All the above |
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| 7 | |
Some activities that support the development of fine-motor skills include all of the following except: |
| | A) | Encouraging children in self-help tasks such as feeding themselves or pouring their own milk |
| | B) | Going down slides and up stairs |
| | C) | Puzzles, bead stringing, and other such activities |
| | D) | Crayons |
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| 8 | |
When a child experiences a motor delay it may come from a number of conditions, such as |
| | A) | visual impairments which reduce exploration of the environment. |
| | B) | cerebral palsy. |
| | C) | birth trauma. |
| | D) | All of the above |
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| 9 | |
Which of the following is not true of early intervention for children with motor delays? |
| | A) | It is the key to helping a child with special needs reach his or her full potential in developmental ability. |
| | B) | helps infants and toddlers to experience and explore the world in ways that use the abilities they have and are most appropriate for them. |
| | C) | only works with children where there is a definite cause determined for the motor delays. |
| | D) | means intervening earlier than kindergarten, when the child may be recommended to be placed in a class for children with special needs. |
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| 10 | |
Which of the following is helpful for children with motor delays? |
| | A) | Providing for basic play experiences that emphasize the use of the senses |
| | B) | Providing young children with typically-developing role models as playmates |
| | C) | Providing nurturance and support for effort |
| | D) | All of the above |
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| 11 | |
As a young child's overall body grows, different parts of the body: |
| | A) | grow at the same rate. |
| | B) | grow at different rates. |
| | C) | grow at the same rate on all boys. |
| | D) | grow at the same rate on all girls. |
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| 12 | |
According to Emmi Pikler's research, if no one interferes by praising or otherwise motivating typically-developing children, how do their movement skills develop? |
| | A) | Their movement skills will not develop. |
| | B) | Their movement skills will develop but only minimally. |
| | C) | They will still learn to roll, crawl, stand, and walk. |
| | D) | No one really knows. |
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