Final Exam — Instructions

Overview

This is the scored final exam for Child Development. It is cumulative: its questions reach all nine course objectives, from the domains, periods, and theories of Weeks 1 and 2 to the contexts of development and the course synthesis in Week 15. It is given in Week 16, the finals week, which has no new module and no new material.

The final has 40 questions, and every question counts the same. Thirty-six ask you to pick the one best option from a short list. Three ask you to judge whether a statement is true or false, and one asks you to mark every option that applies. Eighteen questions are on the easier side, 18 are of medium difficulty, and 4 are harder.

Every question practices a skill you have already used in the weekly quizzes, lecture tutorials, and Child Observation Workshops. Many questions open with a short illustrative scene, invented for the question and describing no real child, family, or program. They ask which concept, stage, or distinction fits it. Others ask what a theory, a study, or an issuing body says, in the course's own words. Any record, scene, or small set of numbers a question uses is written out in words inside the question, so nothing depends on reading a chart or a picture.

Coverage and scope

The course plan gives the final its heaviest weight in the second half of the course, Objectives 6 to 9, taught in Weeks 9 to 15, while still drawing on Objectives 1 to 5. The questions were drawn from the course's question bank, and this form leans that way strongly. Thirty-nine of the 40 questions come from the material of Weeks 9 to 15, and one comes from Week 5. Every one of the nine objectives appears at least once.

Thirty-three questions check Objectives 6 to 9. The other 7 check Objectives 1 to 5: three check Objective 2, and Objectives 1, 3, 4, and 5 get one question each. One of those seven is the Week 5 question. The other six check an early objective inside a later week's material, the way Weeks 9 to 15 called the early ideas back. Here is what this form actually contains, first by week and then by objective.

No question is drawn directly from the material of Weeks 1 to 4 or Weeks 6 to 8.

Each question checks exactly one objective, so the objective column adds to 40, the same as the week column.

Read the two tables together. Weeks 9 and 15 carry the most questions, 7 each, so early childhood's thinking and the contexts of development deserve the most review time. Weeks 12 and 14 come next with 6 each, then Week 11 with 5, and Weeks 10 and 13 with 4 each. By objective, middle childhood (Objective 7) is the heaviest, with 10 questions. Early childhood (Objective 6) follows with 9, adolescence (Objective 8) with 8, and the contexts and synthesis (Objective 9) with 6.

Here is the ground each week taught. These are the topics the questions come from, not the questions themselves:

• Week 5: brain growth through synapses, pruning, myelination, and plasticity; the six newborn reflexes; gross and fine motor skills and the WHO windows of achievement; safe sleep and infant feeding as the issuing bodies state them; and the call-back of the newborn's first check from Week 4.
• Week 9: motor growth from about 2 to 6; Piaget's second stage, with symbolic thought, egocentrism and the mountain-model task, centration, animism, and failing conservation; Vygotsky's three ideas, with scaffolding credited to the researchers who named it; theory of mind and the false-belief task; early literacy; and Piaget and Vygotsky set side by side.
• Week 10: Erikson's third stage; self-concept and emotion regulation; prosocial behavior and the two kinds of aggression; the parenting styles on two dimensions, with their correlational limits and cultural variation; the AAP's discipline and media statements; and gender identity, stability, and constancy.
• Week 11: Piaget's third stage, with conservation and reversibility, classification, class inclusion, and seriation; attention, working memory, and executive function; metacognition; IQ as a standardized score; Gardner's theory with its criticism; and the learning-styles evidence.
• Week 12: Erikson's fourth stage; self-esteem and social comparison; friendship and peer acceptance; bullying as stopbullying.gov defines it; Kohlberg's levels beside Gilligan's critique; and family structures and transitions, described without ranking.
• Week 13: puberty and its timing; the teenage brain model and its limits; the AAP's school start position; Piaget's fourth stage and the pendulum problem; and Elkind's two forms of egocentrism in the teen years.
• Week 14: Erikson's fifth stage; Marcia's four identity statuses and their two dimensions; ethnic and cultural identity; parents, peers, and risk-taking; and digital media and well-being as an area of active research.
• Week 15: the family in its many forms; culture as a context; poverty and its pathways; childcare quality and Head Start; adversity in childhood and resilience; and the running case read from birth to 15.

The early objectives still count. Six questions check Objective 1, 2, 4, or 5 inside a later week's material, the way those weeks called them back. Week 9 sets two theories side by side (Objective 1) and calls back gross and fine motor skills (Objective 4). Week 10 calls back Erikson's toddler stage (Objective 5). Weeks 12, 14, and 15 lean on Week 3's research and observation habits (Objective 2). Week 8's play categories are not scored on their own, though Week 9 calls the play time sample back.

These notes map the skills the final checks. The questions themselves are drawn from the course's question bank and are not listed here.

Instructions

• Attempts: one. The final is a single scored attempt.
• Time limit: there is no time limit. Take the time you need, as long as you submit before the exam closes.
• Window: the final opens in Week 16 and closes at the due time your instructor sets, and it locks when it closes. Start early enough to finish comfortably inside that window.
• Navigation: the questions appear one at a time, and once you move on you cannot go back to an earlier question. Settle each one before you move to the next.
• Order: the options under each question are shuffled for each student.
• Materials: every record, scene, and number a question uses is written out in the question. If a question needs a sum or a count, it uses the course's own numbers, and scratch paper is enough. The syllabus closes the final to AI and to help from anyone else. It sets no rule on paper notes, so your instructor will tell you whether any are allowed.
• After you submit: your score is recorded. The keyed answers are not shown, because the questions come from a bank shared with the course's other assessments.

Academic integrity

The final is an individual, scored assessment, and it is closed to AI. Do not use a chatbot or any other AI tool, do not get help from another person, and do not share or post the questions during or after your attempt. These rules come from the course syllabus, which names using AI on the final as one of the three violations that matter most in this course. The final confirms that you personally can define the course's distinctions, name each model's categories in order, read an observation record, and match a parent's reply to its style or a teen's statement to its identity status.

Every child, family, and setting on the final is illustrative. No question asks you to judge, label, or diagnose a real child.

The honest way to prepare is open to you. The study guide, the practice final, and the exam-prep tutorial rehearse the same skills with fresh variants, and nothing on them appears on the final word for word.

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