Q&A Hero

Q: Teachers should not interact or interfere with children during free play experiences.

Q: Memorizing mathematical facts is not the same as understanding the process.

Q: Play is most valuable when teachers plan, define, shape and carry out children's play activities.

Q: As teachers, we should be more concerned about getting the right answer than the process of arriving at an answer.

Q: At least once a week children should have a block of time for spontaneous, free play.

Q: From your text reading and your own experiences, describe three of your favorite, meaningful sensory activities for use with young children.

Q: One of the greatest benefits of free play or self-directed, self-discovery play, is that it allows children the opportunity of making choices for themselves, and of having some control over their learning and activity.

Q: What are some of the different categories of sounds?

Q: Both teacher-initiated and child-initiated play are important.

Q: List some of the concepts you would teach in a unit on texture.

Q: The best kinds of learning for young children include real experiences, active learning, and curious exploration of their environment.

Q: Do a web for a unit on trees.

Q: There is a trend to teach skills and concepts earlier and earlier in educational and child care settings.

Q: How would you teach the growth cycle of plants?

Q: How a child feels about himself/herself is reflected in his/her behavior.

Q: If you were teaching a unit on plants, what are some uses of plants that you would teach young children?

Q: The Montessori method emphasizes sensory training with young children.

Q: Do a web on birds.

Q: In America, Margaret McMillan started the first nursery school.

Q: Describe some activities you would include if you were planning a unit on fish for a preschool class.

Q: Friedrich Froebel originated the first kindergarten in Germany.

Q: What are some of the values of units on animals?

Q: Pestalozzi emphasized the importance of individual differences.

Q: Which of the following would be appropriate units on animals for an early childhood class?I. Animals and their homes.II. Dinosaurs.III. Jungle animals.IV. Animals and their babies.V. Animal reproductionVI. Tadpoles and frogs.VII. Honeybees and their habits.a. All of the above b. I, II, IV, VIIc. I, II, III, IV, VI, VII d. I, IV, VI, VII

Q: During the 17th and 18th centuries, children were not looked upon as being important and valuable.

Q: When a child feels and describes a texture, the description will be based onI. the child's visual perception of the texture.II. what else the texture feels like.III. the child's mood of the day.IV. previous experience with the texture.a. All of the above b. II, III, IVc. I, II, IV d. I, III, IV

Q: To build texture understandings, teachers shouldI. expand the child's texture vocabulary.II. provide experiences with new textures.III. connect the actual texture with a texture word.IV. read poetry and stories that use texture words and experiences.a. All of the above b. I, II, IIIc. II, III, IV d. I, II, IV

Q: Sounds can be taught byI. sharpening children's awareness of sounds.II. discussing what sounds they hear in a day.III. having the children make up sound riddles.IV. having the children complete sound similes.V. clapping rhythm patterns and having the children clap the exact rhythm pattern back.a. All of the above b. I, II, Vc. II, III, IV d. I, III, V

Q: With regard to the five senses,I. taste and smell are closely related.II. children should be taught to never taste anything unless they know it is edible.III. children should never smell cleaning aids.IV help children build vocabulary words to describe textures, smells, tastes, and sounds.V. all children respond to sounds in the same way.a. All of the above b. I, II, IIIc. II, III, IV d. I, II, IV

Q: The sense we rely on too heavily is_____________________.

Q: The ability to differentiate sounds and determine likenesses and differences in tone, volume, and rhythm is called________________.

Q: During a unit on seeds, children should be given an opportunity to taste some seeds.

Q: Children ought to be given opportunity to plant and care for seeds.

Q: All plants grow from seeds.

Q: Such plants as philodendron, dieffenbachia, and laurel should not be used in the classroom because they are too common.

Q: When doing units on animals, it is very important that children have first-hand experiences either through having the animals in the classroom or taking a field trip to visit the animals.

Q: Units on unfamiliar as well as familiar animals are appropriate for early childhood.

Q: Because of the possibility of children having allergies, and also because animals pose a threat to children's safety, live animals should not be brought into the classroom.

Q: As children are given sensory experiences, teachers should help them develop words to describe smells, tastes, textures, sounds.

Q: Children's descriptions of taste or smell will not be influenced by their experiences.

Q: Explain three concepts you can teach about the sun.

Q: What are some of the characteristics of water?

Q: Do a web for rain.

Q: Do a web for spring.

Q: Describe some things you can encourage children to do to protect our environment and our Earth.

Q: When the temperature of items changes, some items a. expand. b. contract. c. expand or contract.

Q: Suppose you are doing a unit on the seasons. Which of the following activities would be appropriate for a group of 4-year-old children?I. Make a scrapbook with a section for each season by having the children collage pictures from magazines, pictures they bring from home, andpictures they draw for each season of the year.II Make a seasons' wheel and divide it into four sections, and in each section put pictures depicting that season.III. Make a seasons' journal and have the children write their feelings about each season in their journal.IV. In small, cooperative learning groups, have each child in the group share a favorite season and tell what they like about that season.V. Collect a set of picture cards representative of the various seasons. Encourage the children to sort or categorize them by season.a. All of the above b. III, IV, Vc. I, II, IV, V d. I, II, III, V

Q: The sun is a star in our galaxy.

Q: Children from 3 to 8 years of age are too young to learn the value of protecting and preserving their environment.

Q: Weather and temperature affect the children's behavior.

Q: Suppose you are planning a unit on weight. What are some concepts that would be appropriate to teach your kindergarten class?

Q: Describe some activities you might do on a grocery store field trip with a focus on weight.

Q: What can you teach children in early childhood about light?

Q: If you were going to make two teacher-made materials with a focus on color, describe what you would do.

Q: Describe some of the symbolic aspects of color that young children may understand.

Q: Describe which primary colors are combined to make each of the secondary colors.

Q: What are some of the properties of color?

Q: What are some benefits children receive from experiencing science?

Q: Describe at least two process skills and how they would be used or applied in early childhood science.

Q: List at least five of the process skills.

Q: Suggest one science activity that could be set up as a cooperative learning activity. Describe your procedures and how you would organize it with a cooperative approach.

Q: How can teachers help children develop science and critical thinking skills? How can they ignite a child's sense of curiosity with science?

Q: What are some examples of phrases or open-ended sentences teachers can use to get children to think deeper?

Q: Which of the following are appropriate color concepts for preschool children?I. Any two colors directly opposite each other in the color wheel produce black or dark gray when mixed together and are called complementary colors.II. Most all objects have a color.III. All colors have a name.IV. By using a prism to form the spectrum, we learn that white light is a mixture of many colored lights.V. If we mix a particular color such as red with either black or white we get a shade of red.a. All of the above b. II, III, IV, Vc. II, III, V d. I, II, III, IV

Q: Teachers' questions and comments influence children's scientific inquiry by:I. helping children evaluate their experiences.II. helping them extend their experiences.III. giving children an involved, elaborate answer or comment.IV. creating a mystical and interesting response.V. encouraging them to solve problems.a. All of the above b. II, III, IVc. I, II, III d. I, II, V

Q: Good science teaching in early childhood requiresI. time to explore and discover.II. teachers who have studied and have knowledge of the concepts they are teaching.III. a great deal of money for equipment.IV. teachers who have at least a science teaching minor in terms of their credentials.V. teachers who are curious and enthusiastic.a. All of the above b. I, IV, Vc. I, II, V d. II, III, V

Q: Early childhood science should beI. child-centered.II. activity-oriented.III. hands-on.IV. fun.V. concrete.a. All of the above b. I, II, IIIc. II, III, V d. I, III, V

Q: When selecting science activities for young children, teachers must take into account the following factors:I. The needs of the childrenII. Whether they are scientifically mindedIII. Previous science activities they have hadIV. The interests of the childrenV. The gender of the childrena. All of the above b. II, IV, Vc. I, II, IV d. I, III, IV

Q: Children's initial experiences with color should be in __________________ by color.

Q: The point of balance between two objects is termed the__________________.

Q: How many different ways can you think of to use puppets in the early childhood classroom?

Q: Which of the following concepts related to size are appropriate for early childhood?I. Some of the children in the class are big, and some are little.II. The farther away one goes from an object, the smaller it looks.III. Certain experiences we have may make us feel larger or smaller, even though our physical size does not change.IV. People change size.a. All of the aboveb. I, III, IVc. II, III, IVd. I, II, III

Q: As children become ecology minded and learn to preserve and protect our Earth, it helps to remember the three r's, which are _______________________.

Q: Children should be encouraged to buy products that rot or decompose when discarded. These products are called ______________________.

Q: Children have unique preferences and reactions to temperature, weather, and seasons.

Q: Share specific ways to enhance and develop oral language in the early childhood grades.

Q: Give some of the guidelines for a teacher to help foster the child's development of language.

Q: Which of the following are stages or reactions of children to stress?I. Event causes alarm.II. Child tries to make some meaning out of the event.III. Child searches for coping strategies.IV. Child implements one or more identified strategies.a. I, III, IV b. I, II, III, IV c. I, II, IVd. I, II, III e. II, III, IV

Q: Mrs. Granger had several five year olds who did not seem to know what to do in the housekeeping area and just fingered the materials. Last year, when she taught three and four year olds in a neighboring community, they all could participate in housekeeping play with no difficulty. What would be the best explanation of these differences in performance? a. Differences in maturity. b. Ethnic differences. c. Family Life experience. d. Differences in learning and practice.

Q: Documentation boards: a. Contain 3-dimensional artifacts produced by children. b. Should contain a description of the goals and objectives of the project depicted. c. Are an excellent technological source of information for parents. d. a and b e. a and c