Practice Test Geeks(SSW) School Social Worker Practice Test
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Child Development Flashcards

7 cards from real SSW practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.

Read the first 7 Child Development flashcards as text

  1. Which developmental milestone is typically achieved first in a child's gross motor development?

    Answer: Sitting without support

    Sitting without support typically emerges around 6 months, preceding independent walking (around 12 months) and running (around 18-24 months) in the cephalocaudal developmental sequence.

  2. A student's individualized education program (IEP) team notes that the child has difficulty with pragmatic language. This refers to problems with:

    Answer: Using language appropriately in social contexts

    Pragmatic language involves the social use of language, including turn-taking, staying on topic, and adjusting communication style to different contexts.

  3. According to Bowlby's attachment theory, the 'internal working model' refers to:

    Answer: Mental representations of self and others derived from early attachment experiences

    Internal working models are mental blueprints about the self and relationships, built from early caregiving experiences, that guide future relational expectations and behaviors.

  4. When assessing a kindergartner's school readiness, a school social worker should consider which domains beyond academic skills?

    Answer: Social-emotional regulation, physical health, and self-care skills

    Comprehensive school readiness includes social-emotional, physical, and self-care domains alongside cognitive and language development.

  5. The 'Still Face Paradigm' experiments demonstrated that infants as young as 2-3 months respond to disruptions in social interaction with:

    Answer: Protest, withdrawal, and self-comforting behaviors

    The Still Face Paradigm showed that when a caregiver suddenly becomes unresponsive, infants display social bids, then protest, then withdrawal, demonstrating early sensitivity to relational contingency.

  6. Which of the following best describes the concept of 'scaffolding' in educational and developmental contexts?

    Answer: Providing temporary support that is gradually withdrawn as the child gains competence

    Scaffolding, derived from Vygotsky's ZPD concept, involves providing structured support that is progressively reduced as the child develops independence.

  7. A school social worker is consulting with a teacher about a student who consistently disrupts class when given independent work tasks. From a developmental perspective, this behavior is best understood as potentially reflecting:

    Answer: Unmet need for engagement, possible learning difficulty, or executive function challenges

    Disruptive behavior during independent tasks often signals task avoidance related to learning difficulties, executive function deficits, or inadequate engagement rather than deliberate defiance.