Q&A Hero

Curriculum & Instruction

Q: Match each term with the correct definition below.a. developmental levelb. individual differencesc. attention spand. activity patterne. planning for creative activitiesf. facilitatorVarying activities to suit developmental needs
Q: Match each term with the correct definition below.a. developmental levelb. individual differencesc. attention spand. activity patterne. planning for creative activitiesf. facilitatorThe ability to remain interested
Q: Match each term with the correct definition below.a. developmental levelb. individual differencesc. attention spand. activity patterne. planning for creative activitiesf. facilitatorDifferences in performance among children of the same age
Q: Match each term with the correct definition below.a. developmental levelb. individual differencesc. attention spand. activity patterne. planning for creative activitiesf. facilitatorPhysical, social, emotional, and intellectual development areas
Q: Match each term with the correct definition below.a. developmental levelb. individual differences c. attention spand. activity patterne. planning for creative activities f. facilitatorTaking into consideration children's needs and interests, developmental levels, and available materials and resources
Q: What is a key strategy for avoiding mad dashes at the beginning of free-choice times?
Q: What factors need to be taken into account when planning activity patterns?
Q: Why is it important to know how to determine attention span when planning creative activities for young children?
Q: List at least three steps involved in preparation for a creative activity.
Q: List at least three teacher attitudes important to facilitating creative activities.
Q: List three transition times that need to be planned in working with young children.
Q: What four areas of growth are involved in development?
Q: When two children exactly the same age perform at different levels, this is an example of:a. developmental lag.b. individual differences.c. developmental patterns.d. individual developmental lag.
Q: The four major areas of growth are:a. physical, social, emotional, and intellectual.b. head circumference, body mass, bone density, and height. c. height, weight, body mass, and bone density.d. all of the above.
Q: The teacher's role as a facilitator is one of:a. arranging, conducting, and evaluating.b. encouraging, questioning, and experimenting. c. questioning, evaluating, and planning.d. none of the above.
Q: Completing a creative activity is:a. more important to the teacher than to the child. b. important to do in the allotted time.c. dependent on individual differences.d. important to do in the allotted time and dependent on individual differences.
Q: Preparing for a creative activity involves:a. gathering equipment as you go.b. trying the activity before presenting it to the children.c. using the activity recommended in the curriculum guide. d. being as thorough as possible in your explanation.
Q: Activities for children who are music smart involve:a. charts and diagrams.b. activities involving the body, hands, and fingers. c. learning through rhythm and melody.d. images and pictures.
Q: The difference between a child with person-smart intelligence and a child with self-smart intelligence is in the:a. way they work with art materials. b. manner they prefer to work.c. way they approach physical activities. d. manner they put together puzzles.
Q: A body-smart child:a. enjoys activities involving models.b. learns best with activities such as games, acting, and hands-on tasks. c. learns best with colors, numbers, and music.d. enjoys doing crafts and working on mechanical projects.
Q: Adapting a classroom to accommodate children with special needs is:a. one of the goals of the INTASC standards.b. more prevalent in middle and late elementary school levels.c. a similar process to the basic idea of differentiating instruction. d. possible only for teachers with special education degrees.
Q: The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards:a. contain suggestions for improving students' academic achievement.b. are performance based.c. describe what courses teachers should take in order to be awarded a license. d. were part of the No Child Left Behind Act.
Q: The No Child Left Behind Act involves:a. the suggestion that states set standards for academic achievement.b. annual assessments to gauge school districts' progress in improving students' academic achievement.c. emphasis on increasing the numbers of Accomplished Teachers. d. all of the above.
Q: Understanding multiple intelligences is:a. essential if you are to meet state standards.b. essential if you are to meet the individual needs of children. c. important for becoming an Accomplished Teacher.d. important for focusing on individual characteristics.
Q: An obvious feature of a differentiated classroom is that:a. it is child-centered and children have set schedules.b. students are assessed in multiple ways and assessment is done semiannually. c. it is child-centered and children work in a variety of groupings.d. the teacher uses a variety of instructional strategies and state-mandated testing.
Q: A child who is person smart:a. usually appreciates one good friend. b. enjoys people who play music.c. is sensitive to facial expressions.d. is able to analyze social situations.
Q: A child who is picture smart (also known as visual-spatial intelligence):a. enjoys listening and hearing. b. appreciates melodies.c. can retrieve information through images.d. uses the body to communicate and solve problems.
Q: In Gardner's theory, a child who is word smart (also known as linguistic intelligence):a. uses numbers easily. b. has a rich vocabulary.c. understands logical patterns.d. can visualize three-dimensional objects.
Q: Developmentally appropriate early childhood classrooms are those that demonstrate:a. uninterrupted play among children. b. a variety of independent tasks.c. a variety of small-group tasks.d. a variety of independent tasks and a variety of small-group tasks.
Q: Consideration of individual differences involves an understanding of:a. what is special about the child.b. what abilities and skills are already developed. c. what the child's motor skills are.d. all of the above.
Q: Children who easily notice patterns and objects in the environment are generally strong in naturalistic intelligence. a. Trueb. False
Q: Children who enjoy working alone are generally strong in intrapersonal intelligence. a. Trueb. False
Q: Children with interpersonal intelligence tend to be leaders. a. Trueb. False
Q: Children with intrapersonal intelligence tend to be leaders. a. Trueb. False
Q: A child who is sensitive to facial expressions and gestures has a strong intrapersonal intelligence. a. Trueb. False
Q: Interpersonal intelligence is related to the child's understanding of self. a. True b. False
Q: Kinesthetic intelligence is related to overall coordination. a. Trueb. False
Q: The ability to use many parts of the body to express emotion is related to musical intelligence. a. Trueb. False
Q: A child with kinesthetic intelligence is quite skilled at mimicking language accents and sounds. a. Trueb. False
Q: Children sensitive to environmental sounds are strong in musical intelligence. a. Trueb. False
Q: Young children who are strong in visual/spatial intelligence have the ability to understand geometry. a. Trueb. False
Q: Picture smart children are able to visualize three-dimensional objects. a. Trueb. False
Q: Children who tend to be systematic and analytical are generally strong in mathematical intelligence. a. Trueb. False
Q: Children who are curious about how things work are generally strong in logical/mathematical intelligence. a. Trueb. False
Q: Children who enter school with highly-developed verbal skills are generally strong in linguistic intelligence. a. Trueb. False
Q: Children with linguistic intelligence generally tend to think out loud. a. Trueb. False
Q: The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards are model standards for accomplished teachers. a. True b. False
Q: Children with loss of hearing are much quieter than are children who hear normally. a. Trueb. False
Q: Coloring books encourage children to think. a. Trueb. False
Q: Bloom's taxonomy is divided into four levels.a. Trueb. False
Q: "Key indicators" are performancebased listings of what courses teachers should take in order to be awarded a license. a. True b. False
Q: The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards are model standards for licensing new child care directors. a. True b. False
Q: The content standards required by the Common Core have little bearing on preschool teachers. a. Trueb. False
Q: The No Child Left Behind Act requires state departments of education to develop challenging academic content standards and academic assessments. a. True b. False
Q: The No Child Left Behind Act was authorized by the president to improve American schools. a. Trueb. False
Q: With regard to kid culture, teachers need to: a. discourage stereotyped images in art. b. encourage children to represent their view of the world. c. let children take ownership of their artistic and creative learning. d. encourage children to represent their view of the world and let them take ownership of their artistic and creative learning.
Q: Kidculture is a term which refers to:a. fashion and industrial design.b. historic trends in children's games and activities.c. a broad range of current media.d. fashion and industrial design and a broad range of current media.
Q: Something can be stimulating to a child because it is: a. colorful. b. cartoon-like. c. exciting and different. d. colorful, exciting and different
Q: Aesthetic potential is found in:a. art materials.b. natural materials with texture.c. any materials that make a personal statement. d. all of the above.
Q: The role of parents in children's aesthetic experiences is:a. to understand how to improve their child's artwork.b. to learn to know more about their child's artwork.c. to learn to know more about their child. d. none of the above.
Q: The element of contrast can be pointed out in:a. contrasting colors. b. word associations.c. complementary colors. d. analogous colors.
Q: The element of rhythm can be found in:a. repeated shapes, words, and steps. b. repeated shapes, words, and songs.c. repeated shapes, colors, and textures. d. none of the above.
Q: In their aesthetic experiences, older children:a. create more complex works of art. b. express specific ideas in their work.c. are intentional in their approach to using materials.d. create more complex works of art, express specific ideas in their work, and are intentional in their approach to using materials.
Q: When talking with a child about his or her artwork, it is important to have the child:a. reflect about the process. b. correct any design errors. c. give the work a name.d. comment on the artistic elements.
Q: Materials with good aesthetic potential allow children to:a. explore with their senses.b. choose materials that can be manipulated. c. make attractive projects.d. explore with their senses and choose materials that can be manipulated.
Q: The three types of sensing and feeling are:a. sensing, emotions, and fantasy. b. fantasy, touching, and sensing.c. sensing and feeling, touching and tasting, and fantasy. d. none of the above.
Q: Children look in many ways. Some of these are:a. touching, poking, and picking. b. reading, listening, and writing. c. tasting, touching, and patting.d. touching, patting, poking, picking, and tasting.
Q: The best way to learn about current trends in kid culture is to do a search of early childhood journal articles. a. Trueb. False
Q: Kid culture refers to an unappealing, materialistic view of children's art. a. True b. False
Q: It is important for the selfconcept of children to display each child's artwork. a. True b. False
Q: Young children have no difficulty making choices of aesthetic materials. a. Trueb. False
Q: With older children, the process of exploring materials is only the secondary focus of aesthetic experiences. a. Trueb. False
Q: It is important to remember to give young children as many materials and choices as possible. a. Trueb. False
Q: The various uses of materials collected by the teacher and children are limited by their environment. a. Trueb. False
Q: Older children enjoy aesthetic materials in the same way young children do. a. Trueb. False
Q: Good aesthetic materials can be explored with the senses and have more than one use. a. Trueb. False
Q: For a child, the type of sensing and feeling that is most important is fantasy. a. Trueb. False
Q: One of the guidelines for preparing a stimulating activity is that children can interact with it and experience it with at least one sense. a. True b. False
Q: There are two basic types of sensing and feeling the five senses and personal feelings. a. True b. False
Q: A classroom museum is a collection of items and artifacts on a specific theme. a. Trueb. False
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