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Question
What strategies are likely to be most effective in teaching a young child to throw a ball?a. Playing a video of a professional baseball pitcher followed by discussion.
b. Allowing some exploration, then demonstrating followed by oral cues and practice.
c. Giving directions to children in large group followed by practice by pairs.
d. Providing small soft balls and waiting for the skill to emerge on its own.
Answer
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Related questions
Q:
Which of the following reasons is LEAST likely to be one that children in the early childhood years use in determining that an action is bad?
a. The action harms a person (e.g., hitting).
b. The action disrupts the social order (e.g. not putting toys away).
c. The action violates people's rights (e.g., name calling).
d. The action damages property (e.g., breaking something).
Q:
Which of the following is LEAST characteristic of internalization?
a. It occurs at different times for different issues.
b. It happens spontaneously.
c. It involves behaviors and attitudes that become basic parts of each child's personality.
d. It involves some measure of self-condemnation.
Q:
If a youngster were having difficulty with figure ground perception, what would be an unlikely behavior?
a. The child accidentally bumps into other children during vigorous play.
b. The child would be able to discern quickly one game from a tightly filled cupboard of similar games.
c. The child would not be able to trace the bird in a "hidden picture" inside another drawing.
d. The child would not be able to identify the theme a violin is playing within a chamber orchestra.
Q:
Children who are subjected to an authoritarian program atmosphere often become hostile or withdrawn.
Q:
Kathleen, age seven, holds the small ball in both hands in front of her before swinging forward, then backward with one hand and balancing on well-separated feet. As her arm swings forward and across her body, she rotates and leans into the throw. She moves the foot from the back to a forward position as she follows through the body movement and maintains her balance. What word best describes this movement?
a. Bilateral
b. Ipsilateral
c. Unilateral
d. Contralateral
Q:
Reasons help children consider the impact of their behavior on others.
Q:
"Walk in the classroomthat's the rule" is an appropriate explanation for desired behavior.
Q:
List three or more general guidelines about the storage and display of materials.
Q:
American children are very fit as a result of play before and after school.
Q:
Routine health practices that are taught during early childhood tend to remain as practices.
Q:
If a group of young children are of all the same race, how would this influence the selection of materials?
a. Only materials that are consistent with that race should be provided.
b. Books and materials that honorably represent all races should be provided.
c. The focus should be on materials and books from the countries and cultures from which the children descended.
d. The background of the children is not relevant and should not influence the selection of materials.
Q:
Language can be used for a variety of purposes. Name at least 4 of those purposes.
Q:
Which of the following statements is NOT a criterion for the establishment of an effective center?
a. The center contributes to the long"range goals of the program.
b. The activity is a cute and appealing one to do.
c. The activity is the best use of the children's time.
d. The materials and methods used are well matched to the children's interests and developmental levels.
Q:
The most effective teachers:
a. Take their cues from the children they are teaching
b. Take their cues from the grade level skills children ought to have
c. Take their cues from the tests that children must take at each grade level
d. Take their cues from the parents of the children they are teaching
Q:
When assessing the overall layout of a classroom, what two factors should be so clear that children's movement behavior will be directly influenced?
a. Boundaries and pathways
b. Location of large group area and the teacher's area
c. Size of the furnishings and the numbers and locations of books
d. The amount of child accessible storage and the presence of children's art materials
Q:
What is the relationship between sounds and letters in the written language known as?
a. Phonological awareness
b. Graphemes
c. Phonics
d. Phonemic awareness
Q:
Ms. Apfelguard decided to do learning centers in the kindergarten. The leaf collection was gathered in September, placed on the science table where it remained for three weeks with no one looking at it or discussing it. What principle did Ms. Apfelguard NOT understand?a. Children understand how to use learning centers properly.b. The arrays of learning centers presented to children in a day and over time are diversified, representing a cross section of domains.c. Centers are organized and implemented based upon the teacher's knowledge of development and interest.d. Teachers use learning centers as a period to interact spontaneously with children and take advantage of opportunities to enhance, extend, and process information.
Q:
The best strategy in reducing the level of sound in the classroom where children are engaging appropriately in center learning is to do what?
a. Set rules so children must remain quiet.
b. Add carpet, cushions, corkboard or other soft materials.
c. Limit movement of the children to a few at a time.
d. Use more whole group instruction.
Q:
Which of the following would constitute an example of alliteration?
a. The beautiful moon rose over the sleepy town.
b. Humpty Dumpty sat on a wall.
c. Susy sells seashells down by the seashore.
d. Teensy, Weensy Spider went up the waterspout.
Q:
Older children are accustomed to functioning in groups and have little need for private spaces.
Q:
Phonemes are the individual written letters in our language.
Q:
What strategy of structuring the setting ahead of time is NOT a part of preparation for group time?
a. Placement so that every child can see and hear.
b. Ensure enough space between children for all planned activities.
c. Organizing materials so that they are immediately at hand and in the order needed.
d. Keeping the group size to 10 children or fewer.
Q:
Which of the following strategies is NOT essential for keeping the group time focused?
a. Choose one or two learning goals
b. Select activities that relate to one another in some way
c. Keep all activities a common length and intensity
d. Vary the curricular focus from day to day
Q:
Cardinality is:
a. The ability to recognize the number of a small group of objects without counting
b. Changing the order of operands in addition or multiplication without changing the outcome
c. Comparative terminology for subtraction and division
d. The last counting word named when counting a group of objects
Q:
Which of the following is an example of Socratic questioning?
a. "Which one of these answers is correct?"
b. "What is the name of that animal?"
c. "How do you know that?"
d. "Which of these dates comes first on a timeline?"
Q:
Group times are mostly teacher talking times; their main focus is on children listening and taking turns talking one at a time.
Q:
Pruning is a process in brain growth periodization. Which of the following is true?
a. It is where the brain develops new and powerful synapses.
b. It takes place most aggressively around the age of 10.
c. It is a process whereby brain function can be examined in a non-intrusive manner.
d. It requires that children be in enriched environments.
Q:
What is metacognition?
a. The process of brain growth periodization.
b. Societal rules, conventions, and viewpoints transmitted during the early elementary years.
c. Proficient strategies for monitoring your own thought processes.
d. Genius-level cognitive abilities.
Q:
Which of the following is NOT true?
a. Oral language is increased when a child has a chatty mother.
b. The peak learning years for human beings appears to be between 4 and 10 years of age.
c. Pruning destroys synapses, resulting in a less efficient brain.
d. Poor nutrition and maternal drug use may result in problematic fetal brain development.
Q:
Many of the problems associated with group-time instruction with young children are the result of inadequate planning.