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Supporting Young Children's Social-Emotional Literacy - Part 1

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1.  Which of the following describes school readiness?
  1. The ability to follow school rules
  2. The ability to play well with your peers
  3. Passing standardized tests
  4. Highly influenced by the child's social relationships and interactions
2.  Which of the following describes the Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children?
  1. Is grounded in evidenced-based practices and includes universal promotion of high quality EC environments with nurturing and responsive adults
  2. Includes prevention and teaching strategies to support all young children's social & emotional development
  3. Provides assessment and individualized interventions for some young children
  4. All of the above
3.  Which of the following describes emotional attachment?
  1. A child's sense of security, acceptance and safety when in the company of a particular adult(s)
  2. A child's need to depend on her parent
  3. A child's sense of security, acceptance and safety with a teacher/therapist
  4. The occasional response to a child's positive or negative emotional state
4.  Which of the following describes young children with secure attachment relationships?
  1. Demonstrate more sympathy for others
  2. Learn to communicate in fewer and less complex ways
  3. Can focus on learning
  4. Quickly learn that they have to rely on themselves to make it in their world
5.  Which of the following describes emotional literacy?
  1. How I feel in a particular situation
  2. The ability to read emotion words
  3. The ability to read (identify), label, understand and act upon feelings of oneself and others in a healthy and socially acceptable manner
  4. Understanding and using of the most common emotion labels; happy, sad, scared, and angry/mad
6.  Which of the following describes the Emotional Literacy Schematic?
  1. Involves a child's ability to read and understand his own feelings and then act on those feelings
  2. Includes a child's ability to read affective cues, interpret them, clarify interpersonal goals, generate solutions, make a decision for action, act on the decision, re-read affective cues, etc.
  3. Works in a clinical or therapy setting but is impractical in the home, community and educational settings
  4. None of the above
7.  Which of the following variables was listed as something that could impact a young child's emotional literacy development?
  1. Whether she has Autism Spectrum Disorder
  2. The child's temperament and developmental status
  3. Whether the child had a 'stay-at-home' primary caretaker
  4. The educational level of the child's parents
8.  Which of the following is an evidenced-based strategy that supports a child's emotional literacy?
  1. Telling a child they shouldn't feel a certain way
  2. Adults hiding expression of emotions from children
  3. Telling children to stop crying
  4. Labeling and concrete descriptions of “all” emotions felt by adults and children
9.  Why does research support the strategy of adults acknowledging positive behaviors in children?
  1. Most behavior is strengthened or weakened by what immediately follows a behavior
  2. Negative attention is better than no attention
  3. Negative adult reaction will only temporarily reduce challenging behavior
  4. All of the above
10.  What can adults who devote attention to supporting children's emotional literacy expect?
  1. To be exhausted at the end of the day
  2. Fewer challenging behaviors and more developmentally sophisticated and enjoyable peer social interactions
  3. Trouble-free days
  4. Children who do as they are directed by adults