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Curriculum & Instruction
Q:
Writing is an activity that is best introduced after children have learned to read a few sight words.
Q:
All developmentally appropriate classrooms start the day with group time.
Q:
Describing events, making predictions, and evaluating phenomena are cognitive skills that are intimately connected to the Language Domain.
Q:
It is best to start group time after all the children have arrived at the circle and are sitting quietly.
Q:
Phonemes are the individual written letters in our language.
Q:
What are the essential steps in a scientific problem solving activity?
Q:
Describe the effects of elevated stress hormones on the young child's brain.
Q:
Your textbook discusses the concept of developmental direction. Complete each of the following pairs of concepts.Simple to ?symbolicKnown to ?accurateSelf to ?goal directedWhole to ?otherConcrete to ?unknownEnactive to ?partExploratory to ?complexInaccurate to ?abstract
Q:
Discuss the pros and cons of children using computers in the early childhood classroom.Pros:Cons:
Q:
When children make pictures or construct three-dimensional images of what they see and think about, this is what kind of representation?
Q:
Name the four databases that are important in a child's developing cognition. Give a specific example from each one of what a child would have to know in order to differentiate between a spider and an insect.
Q:
What part of the activity plan describes what to do if a child is having difficulty achieving the objectives addressed by the plan?
Q:
National Council of Teachers of Mathematics (NCTM) guidelines say that:
a. Rote memorization will allow broad application of numerical operations to a number of fields.
b. Rote memorization is obsolete.
c. Rote memorization helps children work through problems by applying the rules
d. Rote memorization must have well developed methodologies for improving children's memory strategies.
e. Rote memorization is best implemented with geometric models and measuring instruments.
Q:
Name 3 reasons why teachers plan activities in advance.
Q:
What is the best strategy to use when a teacher is providing for learning of physical knowledge?
a. Set up the materials and encourage exploration.
b. Give detailed information by telling children about physical knowledge.
c. Model the skill to be learned.
d. Do a task analysis with the children.
e. Have someone demonstrate an experiment and debrief.
Q:
The children are playing in the pretend grocery store. After observing them for a few moments, the teacher enters the store. She asks an open-ended question and does some modeling to help the children focus more closely on the roles of customers and employees. What kind of activity is this?
a. Problem solving
b. Exploration
c. Demonstration
d. Guided discovery
Q:
In response to the teacher's request to tell her how many red blocks there are in a set of 40 colored blocks, Sam must use which of the following?
a. One-to-one principle
b. Stable-order principle
c. Cardinal principle
d. Abstraction principle
e. Order-irrelevance principle
Q:
To help children differentiate (show the difference between two or more things) in Step 3 of a direct instruction sequence, what would the teacher say?
1) Look up here.
2) Here is what you have to do first.
3) Show me something that is NOT a circle.
4) What will happen if we put 5 on this side and 5 on that side?
a. 1
b. 2
c. 3
d. 1 and 3
e. 4
Q:
Which of the following bridges children's informal knowledge with formal concepts?
a. Mathematical knowledge and thinking
b. Opportunities presented for real problem solving
c. Watching, listening, and copying
d. Offering particular time slots in the day for mathematics
e. Arriving at right answers through the use of number values and amounts
f. Learning the concept of one-to-one correspondence
Q:
Of the following activity types, which one gives children the most control over what happens in the activity?
a. Demonstrations
b. Guided discovery
c. Discussions
d. Direct Instruction
Q:
Matching, patterning, and seriating are examples of which type of cognitive skills?
a. Focusing skills
b. Memory skills
c. Analyzing skills
d. Organizing skills
e. Integrating skills
Q:
Ms. Demchik filled the water table and placed a set of eight-ounce plastic bottles on a nearby shelf. She put measuring cups and some plastic tubing in the water. As the children arrived, she invited them to play. She observed the children's explorations, then asked questions such as, "Which of these containers holds the most? How do you know?" She was prepared to accept any answer the children might give and to build on their answers with further questions and challenges. What activity type does the water table represent?
a. The water table was not a planned activity.
b. The water table was a problem-solving activity.
c. The water table was an exploratory activity.
d. The water table was a guided discovery activity.
Q:
The teacher asks the children to group the insect pictures in one pile and to group the spider pictures in another pile. This is an example of what cognitive operation?
a. Classification
b. One-to-one correspondence
c. Matching
d. Conservation
e. None of the above
Q:
Ms. Demchik filled the water table and placed a set of eight-ounce plastic bottles on a nearby shelf. She put measuring cups and some plastic tubing in the water. As the children arrived, she invited them to play then moved to another activity. When she came back to the water table, she observed the children and used behavior reflections and paraphrase reflections to acknowledge and support their involvement. What activity type does the water table represent?
a. The water table was not a planned activity.
b. The water table was a problem-solving activity.
c. The water table was an exploratory activity.
d. The water table was a guided discovery activity.
Q:
Which is not one of the 5 essential functions of inquiry?
a. Helps students "know how we know" in science.
b. Develops dispositions to use the skills, abilities, and habits of mind associated with science.
c. Develops an understanding of the nature of science.
d. Creates new facts about how to model observation.
e. Assists in the development of understanding of science concepts.
Q:
The children are using their own version of writing to reconstruct or describe events. What is the best description for this process?
a. Enactive representation
b. Iconic representation
c. Acquisition
d. Symbolic representation
Q:
Which of the following is true about debriefing with children after a science activity?
a. It helps them realize that science is a collection of well-known facts.
b. It encourages children to think creatively, divergently, and convergently in their problem solving.
c. It teaches children that science is bound by already documented laws, theories, and principles.
d. It guards against relying on their using intuitive feelings to solve problems.
e. All of the above
Q:
When children play games that require them to practice the concepts of inside, under, and next to, before having to apply those concepts on paper, the teacher is demonstrating awareness of what aspect of developmental direction?
b. Known to unknown
c. Enactive to iconic
d. Exploratory to goal directed
e. Accurate to inaccurate
Q:
Ordering is the operation of which of the following?
a. Identifying common relations between objects.
b. Pairing on exact or identical attributes.
c. Seriating objects by attributes.
d. Categorizing on the basis of a primary attribute.
e. All of the above
Q:
Your text described the concept of developmental direction. Which of the following is an example of whole to part?
a. Arnold learns the concepts of tall and short by building towers of blocks and then applies this knowledge to identifying tall and short objects pictured side by side in photographs.
b. Hannah practices fine motor skills by cutting out paper shapes and then recites the names of the shapes.
c. Carl learns the meaning of a word by memorizing a song and then using the same word in another song later.
d. Sarah sees and hears the teacher read the same story many times and then begins to pick out certain words in the text herself.
Q:
The best definition of science is:
a. A process of finding out and a system for organizing and reporting discoveries.
b. The study of biology, zoology, and psychology.
c. The study of the life spans of living organisms.
d. All of the above
e. a and c
Q:
Your text described the concept of developmental direction. Which of the following is an example of concrete to abstract?
a. Arnold learns the concepts of tall and short by building towers of blocks and then applies this knowledge to identifying tall and short objects pictured side by side in photographs.
b. Hannah practices fine motor skills by cutting out paper shapes and then recites the names of the shapes.
c. Carl learns the meaning of a word by memorizing a song and then using the same word in another song later.
d. Sarah sees and hears the teacher read the same story many times and then begins to pick out certain words in the text herself.
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 is the process of myelinization of the corpus callosum.
e. It requires that children be in enriched environments.
Q:
Which of the following questions would be best for an activity evaluation?
a. "How did the activity go?"
b. "Did the children like the materials?"
c. "Which objectives did children achieve?"
d. "Where did the activity take place?"
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. b and c
e. All of the above
Q:
Which of the following strategies is a simplification of a fine-motor plan in which children will trace leaf shapes with markers?
a. Children use their fingertips to trace the leaves.
b. The children read a book about leaves.
c. The children use water colors to paint within the lines of leaf shapes.
d. Children go outside and gather leaves and other things that grow on trees.
Q:
Which of the following cognitive theorists was considered the "father of the cognitive movement"?
a. Albert Bandura
b. Robert Syler
c. Jean Piaget
d. Lev Vygotsky
Q:
Which of the following strategies is an EXTENSION of a fine-motor plan in which children will trace leaf shapes with markers?
a. Children cut around the leaf shapes with scissors.
b. Children name the leaves by type.
c. Children read a story about leaves.
d. Children go outside and gather leaves and other things that grow on trees.
Q:
Which approach is most likely to enhance children's ability to classify objects?a. Tell the children to find all of the red ones.b. Provide the materials that could be classified for the children to use on their own during free play.c. Explain in detail what attributes are and how they vary and quiz children about their comprehension of this instruction.d. Ask children to sort materials and then tell you why things were put together.e. None of the above.
Q:
Which of the following parts of the activity plan focuses on HOW you plan to teach?
a. The materials
b. The content
c. The objectives
d. The procedures
e. The evaluation
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.
e. Elevated cortisol can result in diminished brain growth.
Q:
Which of the following parts of the activity plan focuses on WHAT you plan to teach?
a. The materials
b. The content
c. The objectives
d. The procedures
e. The evaluation
Q:
Children learn more in the first 3 years of life than they do the rest of their lives.
Q:
Which of the following parts of the activity plan should reflect the concept of developmental direction?
a. The materials
b. The content
c. The objectives
d. The procedures
e. The evaluation
Q:
The human brain contains about 10 million neurons at birth that then connect with other neurons during cognitive development.
Q:
Which of the following elements should you consider FIRST when developing an activity plan?
a. The materials available
b. The physical space in which the activity will take place
c. What theme the children are studying
d. The needs, strengths and interests of the children
Q:
Growth and increasing competence in other domains will not necessarily influence the qualitative development of intellectual capabilities.
Q:
What is a "teachable moment"?
a. A spontaneous learning opportunity for the child.
b. A short time interval between two scheduled activities.
c. A planned activity in which the teacher highlights what the children learned that day in a fun and meaningful way.
d. A brief teaching time when children and teachers plan what they will do next.
Q:
One-to-one correspondence ability means that we can count objects accurately, using one and only one number name for each number counted.
Q:
The teacher has developed a counting activity in which children are counting shells. Which of the following statements of content best fit this activity?
a. Shells come in many colors.
b. Shells are sometimes large and sometimes small.
c. Shells were once the home of tiny animals that live in the ocean.
d. When counting, each object is counted only once.
e. All the above
Q:
According to research, the use of calculators does not interfere with children's ability to develop a conceptual understanding of mathematical operations.
Q:
There is skepticism about whether children develop cognitive skills at the time and in the way that Piaget envisioned.
Q:
Which of the following is an example of an appropriate activity plan objective as described in your text?
a. The adult will select appropriate materials for the children to use.
b. Children will think about seeds and leaves.
c. The child will feel good about his or her participation in the activity.
d. The child will put the story characters in sequence on the flannel board.
Q:
A characteristic of good activity plan objectives are that they:
a. Are fun for children to do.
b. Describe child behavior/actions.
c. Relate to the theme of the day.
d. Describe how children will participate in an activity.
Q:
Despite errors that children make, conceptualization in the early years is fairly systematic and non-intuitive.
Q:
A child who hears and sees a loud motorcycle go by, then makes engine sounds while pretending to hold the handle bars are involved in enactive representation.
Q:
In the preschool and early primary years, young males generally move into brain growth acceleration stages later than do females.
Q:
The principle of moving from self to other means that children learn best when what they are studying has personal meaning for them.
Q:
A relationship that exists when one element is equal to another -- when one set has the same number as another set -- is called conservation.
Q:
The principle of developmental direction supports the simplification and extension portions of your activity plan.
Q:
Well-worded explanations are the best way to help children understand math and science concepts.
Q:
Guided discovery activities are highly adult directed.
Q:
What are some of the issues surrounding inclusion of affective education in the curriculum?
Q:
Demonstrations tend to be more adult directed than child directed.
Q:
What are some characteristics that are more likely to be observed in a child who is emotionally healthy and functioning in a healthy way?
Q:
Preschoolers are more likely to want to explore and experiment with new or unfamiliar materials than are children in first and second grade?
Q:
How do children develop a sense of inferiority and what happens as a result?
Q:
As teachers become more experienced, their written plans become more elaborate.
Q:
By kindergarten, what are the likely differences in children who have a strong sense of being valued and those who do not have that sense?
Q:
Objectives and procedures should be aligned with one another.
Q:
What constitutes the "emotional repertoire" that we all need in order to contend with everyday life challenges?
Q:
Sequencing objectives addresses the developmental nature of how children learn.
Q:
Which of the following is least effective for helping children develop greater self-understanding?
a. Asking a child to tell you about a painting they have made.
b. Using behavior and paraphrase reflection.
c. Having them create an "All About Me" booklet.
d. Holding a parent child conference where the child explains an activity completed in the classroom.
e. Having the child compare his/her own personal qualities to those of a non-fictional character in a book they have read.
Q:
Each activity plan should address one goal at a time.
Q:
Theo is a child who often talks about monsters and how he is afraid they"ll "get him." What is your response to him?
a. Tell Theo that monsters are not real and that as he gets bigger, he"ll realize that.
b. Tell Theo that you would be there to protect him.
c. Tell Theo that monsters are really harmless and read a book to him about a "good" monster.
d. All of the above
e. None of the above.
Q:
Who develops the standards that describe what children might be reasonably expected to know and do at different ages or in different grades? Provide at least three sources.
Q:
Which of the following is true about allowing children to make decisions?
a. The decision should be acted on, but only if they choose the best or wisest choice.
b. Children's growing autonomy is enhanced when they are allowed to make decisions.
c. Children may become overloaded if they are provided with too many choices.
d. b and c
e. All of the above.
Q:
34. Jack and Jill, two four-year-olds, are building a road with blocks. Give an example of an open-ended question. Give an example of a behavior reflection.
Q:
Which of the following is least effective in teaching children to become competent and responsible workers?
a. Have children engage in free-choice activities.
b. Give children chances to carry out classroom jobs.
c. Teach children that adults should make decisions so children can learn to do so later on.
d. Encourage children to clean up after themselves.
e. Involve children in planning some classroom activities.
Q:
Jack has finished reading his first chapter book. Give an example of ineffective praise.
Give an example of effective praise.