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Curriculum & Instruction
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 a direct instruction 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:
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:
Before going outside to plant seeds in the garden on the playground, Mr. Menendez models poking a hole in dirt with his finger, placing a seed in the hole, sprinkling dirt on top of the seed, and pouring a small amount of water over the newly-planted seed. He says things like, "What did I do first?" and "Are you ready to plant our seeds?" This is likely what kind of activity?
a. Planned demonstration
b. Spontaneous demonstration
c. Exploration
d. Direct instruction
Q:
How do children develop a sense of inferiority and what happens as a result?
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. Practice
c. Acquisition
d. Symbolic representation
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:
When children play games that require them to experience 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?
a. Known to unknown
b. Simple to complex
c. Exploratory to goal directed
d. Accurate to inaccurate
Q:
What constitutes the "emotional repertoire" that we all need in order to contend with everyday life challenges?
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:
Children with Asperger Syndrome:
a. Have a mild form of autism
b. Usually have below-average intelligence
c. Can be taught to have age-appropriate social skills
d. Have average social cognition
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 reciting 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:
Which of the following indicates that a child is emotionally healthy?
a. Is learning not to be aggressive toward other children
b. Is working on age-appropriate emotional tasks
c. Prefers to work and play by himself/herself
d. Does not respond negatively to adversity
Q:
A good name for an activity in which children become aware of beauty found in nature by exploring the properties of seashells would be:
a. "Under the Sea"
b. "Ocean Friends".
c. "Examining Seashells"
d. "Little Bits of Beauty"
Q:
An example of an extrafamilial stressor would be:
a. birth of a sibling
b. a disabling condition
c. a negative peer relationship at school
d. moving to a new home
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 watercolors 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 statements is true?
a. Empathy is the ability to understand another person's feelings by feeling the same emotion
b. Toddlers are unable to demonstrate empathy.
c. Empathy is inborn and is not learned.
d. Empathy is the characteristic of self-awareness and is learned by adults modeling it.
Q:
The short form of the lesson plan is suited for teachers who:
a. Are more experienced, and therefore need to record fewer details.
b. Are not provided paid time for lesson planning, and may be too busy to have time for the long form.
c. Work alone and do not need to communicate activity plans in detail to coworkers.
d. Have less experience writing plans and are writing simpler activities
Q:
In Erickson's developmental stages:
a. The stages end at age 12.
b. The poles at both ends of the continuum include some conflict and tension.
c. Children are born with characteristics related to one pole or another.
d. There are opposite emotional poles at each stage.
Q:
Which of the following parts of the activity plan includes ways to simplify the lesson to accommodate the needs of some or all of the children?
a. The content
b. The objectives
c. The procedures
d. The evaluation
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. Having the child compare his/her own personal qualities to those of a non-fictional character in a book they have read.
Q:
Which of the following parts of the activity plan focuses on the effectiveness of your teaching?
a. The materials
b. The objectives
c. The procedures
d. The evaluation
Q:
Theo is a child who often talks about monsters and how he is afraid they"ll "get him." What is the best response to him?
a. Tell Theo that monsters are not real and that as he gets bigger, he"ll realize that.
b. Acknowledge Theo's fear. Help him come up with a way to "ward off" any monsters he encounters.
c. Tell Theo that monsters are really harmless and read a book to him about a "good" monster.
d. Tell Theo that you thought that when you were a child, too, and that it didn"t happen.
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 title
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
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:
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.
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:
What is the first thing a teacher should do in helping a child find satisfying ways to express their emotions to others?
a. Give the child a script to use.
b. Step into the conflict on their behalf.
c. Stop the child's inappropriate expression of feeling.
d. Recognize the child's feelings about the situation.
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.
Q:
How should children's inappropriate behavior be viewed?
a. As a gap in their knowledge and skills.
b. As disrespect for others.
c. As a lack of intrapersonal competence
d. As a stage in affective development.
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:
PDDs are:
a. Preschool Developmental Disabiities
b. Progressively Damaging Disorders
c. Pre-determined Disabling Conditions
d. Pervasive Developmental Disorders
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:
Which of the following is NOT useful for evaluating children's affective development?
a. Criterion referenced checklists
b. Anecdotal records
c. A standardized achievement test
d. Structured and informal observations
Q:
Direct instruction activities are often used to teach children facts or routines.
Q:
Where does high self-esteem come from?
a. Having others acknowledge how smart you are.
b. Realizing that others like your ideas and will follow your lead.
c. Getting an A on a test.
d. Doing what others believe is important for your success.
Q:
Demonstrations tend to be more adult directed than child directed.
Q:
Which of the following is an example of an appropriate encouraging statement for a child who says, "I"m no good!"?
a. "Youare good. You can do a lot of things."
b. "Let's look at what you"ve accomplished so far."
c. "I don"t want to hear you putting yourself down. Let's see how we can fix things."
d. b and c
Q:
An extension for a fine motor activity in which children are using scissors, would be to give the children new sets of larger scissors that are easier to grasp.
Q:
Which of the following includes the knowledge bases that children are using when they express their inner emotional thoughts and feelings?
a. Social-emotional knowledge, shared knowledge, and inherent knowledge
b. Representational knowledge and social-conventional knowledge
c. Physical knowledge, logical-mathematical knowledge, representational knowledge, and social-conventional knowledge
d. Cognitive knowledge, literacy knowledge, scientific knowledge, and general knowledge
Q:
In a fine motor activity in which children trace leaves with a marker, an effective teaching strategy would be to ask, "Which leaf is the oak leaf?"
Q:
Which of the following are known ascore emotions?
a. Loving, smart, stupid, and sad
b. Happy, mad, sad, and afraid
c. Free, powerful, responsible, and good
d. Independent, caring, and empathic
Q:
The content portion of a lesson plan includes both terms to introduce and facts included in the activity.
Q:
Which statement below best defines self-esteem?
a. A person's perception of how competent he or she is physically.
b. A person's perception of how competent he or she is intellectually.
c. A person's perception of how competent he or she is emotionally.
d. All of the above.
e. b and c
Q:
The procedures section of the lesson plan describes what teachers expect children to know.
Q:
When are children who live with overly critical or controlling adults particularly vulnerable?
a. During the first year of life when they are developing a sense of trust.
b. During years 2 and 3 when they are exercising increased autonomy.
c. During elementary school when involved in real task completion.
d. When they have easy temperaments.
e. Just as they enter kindergarten.
Q:
As teachers become more experienced, their written plans become more elaborate.
Q:
What would be typical of a preschooler in describing his or her uniqueness?
a. "I can run faster than my friend Martin."
b. "I"m a girl, and I live in a pretty house."
c. "I help clean up during clean-up time."
d. "I think boys are mean."
Q:
Objectives and procedures should be aligned with one another (a procedure for each objective).
Q:
A strategy for establishing a low-stress and emotionally supportive environment for children is to develop a predictable schedule.
Q:
Sequencing objectives addresses the developmental nature of how children learn.
Q:
Frequently telling children how special they are is likely to result in positive self- esteem.
Q:
Each activity plan should address one long-term goal at a time.
Q:
It is believed that 80 percent of ADHD results from negative parenting and poverty.
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:
Hugs, touches, and short personal conversations with young children should take place only when other people are around.
Q:
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:
Helping children build resilience requires occasionally sending a message to them that they are not okay, especially if their behavior is consistently difficult.
Q:
Jack has finished reading his first chapter book. Give an example of ineffective praise.
Give an example of effective praise.
Q:
Children younger than 10 years of age generally do not associate the source of their emotions with what happens in their minds.
Q:
Rodney and Sarah are playing with some tabletop blocks. Identify four areas of development and what the children might be learning as they play in relation to their development.
Q:
An individual's global self-concept appears to be well developed by the time he or she is 8 or 9 years of age.
Q:
Based on your readings, name two classroom practices that support the developmental principle, variation of rates.
Q:
Children in the primary grades automatically are more difficult because of their increasing wish for independence.
Q:
The teachers at Elliott school are consulting their district's performance standards. What are these standards telling them?
a. What the preschool age children should be learning each day.
b. The difference between the second grade and third grade math goals.
c. What the National Council for the Social Studies says children need to know within the social studies curriculum.
d. Which mathematics outcomes are being adopted nationwide.
Q:
Young children who enter school with high self-esteem are unlikely to lose it when overly challenged with academic tasks or racial bias.
Q:
Roy is examining the plastic tubing that is available in the water table. He tries many different ways to move the water through it " squeezing it, blowing into it, and holding it in different ways. William is demonstrating what phase of the Cycle of Learning?
a. Exploration
b. Practice
c. Acquisition
d. Generalization
Q:
Newborns have no awareness of self as apart from their immediate caregiver.
Q:
Wanda pulls a lotto game off the shelf. She says to another child, " This is a lot like my memory game at home. Let's try it. " Wanda is entering what phase of the Cycle of Learning?
a. Exploration
b. Practice
c. Acquisition
d. Generalization
Q:
Describe three ways teachers can modify art activities to include children with special needs.
Q:
Which of the following scenarios provides an example of scaffolding?
a. A teacher reading a story book to a group of children.
b. Two three-year-olds playing side by side in the water table.
c. A kindergartner rolling out balls of modeling dough.
d. A first-grade child encouraging a three-year-old to name farm animals in a picture book.
Q:
For each of the scenarios below: a) tell if it is an effective or ineffective strategy or response and b) tell why.
a. The teacher looks at Andrew's clay and says "What is it?"
b. The teacher shows the class what their puppets will look like when they're done.
c. The teacher puts a frowning face sticker on Rhonda's painting of a blue dog.
d. The teacher says students may make their own drawing in their own way because everyone has different ideas.
e. Mrs. Aranson tells Jason to sing very quietly or just mouth the words during the performance.
Q:
Which of the following is a "do it signal"?
a. Let's all look at the pictures now.
b. Here is what you have to do first.
c. Show me something that is not a circle.
d. What will happen if we put 5 on this side and 5 on that side?
Q:
Match the following aesthetic terms with their meanings:a. Early scribbling1)How materials are usedb. Music, dance, drama, visual art2)Relative speed of musicc. Basic art materials3)Steady pulse of musicd. Rhythm instruments4)Tools for rhythm & beate. Creative movement/dance props5)Valuing creative worksf. Techniques6)Form or outside edgeg. Early pre-schematic7)Kinds of artsh. Tempo8)Likes and dislikesi. Shape9)Disordered, kinestheticj. Beat10)Materials used oftenk. Appreciation of the arts 11)Symbols changel. Preferences12)Streamers or scarves
Q:
The teacher says, "Corey, I"m so glad to see you. Here's a place for you next to Austin." This is an example of which teaching strategy?
a. Scaffolding
b. Guided Practice
c. Invitation
d. Behavior reflection
Q:
Which activity is considered an art? Of those that are considered an art, in which of the four broad categories of arts (Visual, Performing, Useable, Literary) does each belong?DrawingOrdering food at a restaurantSinging a songDancing a jigSanding a block of woodTelling a story with puppetsMaking up a poemWeaving a basketUsing table mannersClay sculptureTalking on the telephoneGadget printingTaking photographsCollageDoing the dishesTaking a walk
Q:
Which of the following statements is an appropriate challenge?
a. I bet you can"t find 10 words that start with "R" on the next page.
b. Would you like to try?
c. Why do sheep have such thick coats?
d. Let's figure out how many different ways there are to put these blocks together.
Q:
List 5 props to use in creative movement and dance.
Q:
The teacher asks the children, "What do you think will happen if we add this block to the top of the tower?" What should the teacher do next?
a. Ask a follow-up question immediately.
b. Wait several seconds before saying anything else.
c. Put the block on top so children can see what will happen as they answer.
d. Offer his own idea -- "I think it might fall down. Is that what you think?"
Q:
Which of the following is NOT a benefit children gain from aesthetic experiences?
a. Assists children in acquiring skills related to perceptual abilities.
b. Provides an outlet to express feelings.
c. Allows teachers to identify artistic talent early.
d. Provides children opportunities to experience success.