Test Bank for Through the Eyes of a Child, An

43

Test Bank for Through the Eyes of a Child, An Introduction to Children's Literature, 8e Donna Norton Saundra Norton (All Chapters Answers is at the end of this file) Chapter 1 – The Child Responds to LiteratureMultiple Choice

• Which of the following is not a major value of sharing literature with children?
• Developing emotional intelligence
• Understanding and valuing our cultural heritage
• Transmission of literary heritage
• Curriculum modification
• Studies show that
• Language development is the same for all children of a specific age.
• Language development is the same for all children of equal intelligence.
• Children go through the same stages of language development although the

rate of development varies.

• Children do not go through the same stages of language development.
• Using words, stories in rhyme, and acting out sounds and movement are important aspects of
• Cognitive development.
• Language development.
• Personality development.
• Social development.

4.Walter Loban’s research suggests that discussion should be a vital part of elementary literature programs because it helps children

• Mature.
• Be more accepted by peers.
• Organize ideas and illustrate complex generalizations.
• None of the above
• How can wordless picture books stimulate oral and written language development?
• They encourage children to tell the story in their own words.
• They do not stimulate oral and written language development.
• They help children understand story forms.
• They help children learn the parts of a book.
• The processes involved in perception, memory, reasoning, reflection, and insight constitute
• Language development.
• Cognitive development.
• Social development.
• Personality development.

7.A teacher who is leading children’s discussions about a series of books on the same subject written by different authors is encouraging cognitive development through

• Organizing.
• Observing.
• Hypothesizing.
• Comparing. 1 / 4

IMTB for Through the Eyes of a Child 8e 44

• Why are concept books good for developing the cognitive skill of classifying?
• They reinforce basic concepts while providing concrete practice in ordering and

classifying.

• They allow children to connect their own lives to the text.
• They help children summarize material.
• They encourage children to hypothesize about what they will find when they turn the

page.

• Which of the following types of stories would be least appropriate for development of

organizational skills?

• Folktales with strong sequential plots and repetition of sequence and detail.
• Cumulative folktales that repeat the sequence each time a new experience is added to the

story.

• Concept books that use different levels of abstractness to introduce children to concepts.
• Nonfiction books that use time lines to teach historical events.

• According to child development authority Joann Hendrick, which is not a stage of emotional

development encompassed by early childhood?

• Trust versus mistrust
• Autonomy versus shame and doubt
• Initiative versus guilt
• Insight and perspective versus self-condemnation

• The ability to express emotions, express empathy toward others, and develop feelings of self-

worth and self-esteem describes

• Language development.
• Social development.
• Personality development.
• Cognitive development.

• Encouraging a child to read a book because of the possible therapeutic effects that may be gained

from the reading experience is called

• Stress therapy.
• Bibliotherapy.
• Literary response therapy.
• Bibliofeedback.

• Why might developing positive feelings of self-worth be especially valuable for personality

development of young children?

• Children may not realize that their actions affect others.
• Children learn to overcome fear.
• Children will be able to assume responsibility for their own successes and failures.
• Children learn to interact with other children through situations in books.

• / 4

Test Bank 45

• According to David Shaffer, “the process by which children acquire the beliefs, values, and

behaviors deemed significant and appropriate for the older members of their society” is called

• Cognition.
• Personification.
• Socialization.
• Humanization.

• Socialization is said to occur
• When children learn the ways of their groups so that they can function acceptable within

them.

• When children begin to read and write.
• When children know the difference between right and wrong.
• All of the above

• Three processes that are most influential in the socialization of children are
• Reward/punishment, observation of others, identification with models.
• Observation of others, classification of objects, organization of time.
• Hypothesizing, applying, criticizing.
• Preconventional, conventional, postconventional.

• How can books be expected to aid in the social development of children?
• Books help children deal with various emotions related to friendship.
• Books help children become aware of different views about the world.
• Books help children realize that both girls and boys can succeed I a wide range of roles.
• All of the above

• Children of this age group want to do jobs well, have a sense of justice, develop racial attitudes,

and develop strong associations with gender-typed expectations.

• Early elementary
• Middle elementary
• Upper elementary
• High school

• Children of this age begin to be influenced by their peer groups, understand other people’s points

of view, and develop flexible concepts of right and wrong.

• Kindergarten
• Early elementary
• Middle elementary
• Upper elementary

• Children of this age enjoy sitting still and listening to stories, may defy parents when they are

under pressure, have definite, inflexible ideas of right and wrong, and have difficulty getting along with younger siblings.

• Preschool
• Kindergarten
• Early elementary
• Middle elementary

• / 4

IMTB for Through the Eyes of a Child 8e 46

• During the conventional level of moral development or Kohlberg’s stage 3-4, the child is

concerned with

• Social expectations of family or groups.
• The rights of others.
• External, concrete consequences.
• All of the above

• How might the stages of moral development be used in children’s literature?
• To evaluate the moral decisions of characters in biographical literature
• As guidelines for categorizing and evaluating the moral decisions of characters in

realistic fiction

• To help students discuss decision-making processes of characters and consider ways they

might have responded in similar circumstances

• All of the above

• Children’s responses to literature are influenced by
• Developmental factors.
• The literature environment.
• Early and continual reading.
• All of the above

• When Purves and Monson analyze children’s responses to literature, the analytic response
• Points to the uses of language, structure, and point of view.
• Places the work in its historical context.
• Makes inferences about the work.
• Judges the work’s merit.

• Cynthia Rylant’s Missing May and Avi’s Nothing But the Truth: A Documentory Novel are

especially good for motivation because the books encourage responding to

• Understanding of self.
• Problem solving.
• Intellectual curiosity.
• Aesthetic response.

Essay Questions

• Compare and contrast the characteristics of books that support language development for young

children and for upper elementary students. Provide examples of specific books.

• Choose one of the eight cognitive operations and name a book that you might use to help teach

that operation to children. Explain what you might do to teach this cognitive operation with your chosen book.

• Select a book for readers in the middle grades. What factors within readers, the text, and the

context might influence readers’ responses to that specific piece of literature?

• You are asked to present to the parents at your school’s Fall Open House night. The principal asks

you to talk about the value of literature and to make some suggestions for parents to use literature at home. What will you say?


• Name three ways that literature supports children’s development.
• / 4