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Practice Quiz
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1
As suggested in "Invest in Early Childhood Education," pre–kindergarten education in America should be:
A)a private, market–driven enterprise.
B)a right of all American children.
C)fully funded at the community level.
D)mandatory for all children.
2
As shown in "Invest in Early Childhood Education," current choices of early childhood education in America are:
A)plentiful and varied at all socio–economic levels.
B)scarce but uniformly excellent at all socio–economic levels.
C)generally of poor quality.
D)neither varied enough nor of uniform excellence for low– and middle–income families.
3
As explained in "Invest in Early Childhood Education," one of the federal government's first ventures into early childhood education began during the Great Depression.
A)True
B)False
4
As reported in "A Foundation for Success," one way to narrow and perhaps remedy the achievement gap among elementary school students is to:
A)federally fund more remedial programs in elementary schools.
B)institute more school breakfast programs, particularly in low– and lower middle–income school districts.
C)invest in high–quality pre–kindergarten programs for all children.
D)invest in more elementary–school arts programs.
5
As noted in "A Foundation for Success," the main in–school determinant of successful pre–K programs is the:
A)amount of money spent per pupil on the program.
B)quality of the teaching staff.
C)ratio of girls to boys in the classroom.
D)number of hours per day spent on academic subjects.
6
According to "A Foundation for Success," quality pre–K programs entail more than just daycare.
A)True
B)False
7
As discussed in "Joy in School," the learning that gives pleasure:
A)is always motivated from within.
B)focuses on nurturing human beings.
C)presents no difficulties to the student.
D)does not involve assessment.
8
As pointed out in "Joy in School," problems in schools that render them joyless include:
A)too much student work displayed.
B)too much time spent outdoors.
C)not enough student choice.
D)not enough assessment.
9
As noted in "Joy in School," the author says that there is no joy for students unless they are having fun.
A)True
B)False
10
As reported in "Early Education, Later Success," Arthur Reynolds of the University of Minnesota contends that the effects of PK–3 units include:
A)overall cost savings for administration.
B)higher number of early placements in special education.
C)lower likelihood of student retention.
D)higher student achievement.
11
As noted in "Early Education, Later Success," attributes considered essential to learning that are developed in PK–3 units include all of the following except:
A)competition.
B)social traits.
C)self–regulation.
D)motivating traits.
12
As stated in "Early Education, Later Success," Ross Thompson of the University of Nebraska contends that lessons and play have a greater effect on learning than social interactions.
A)True
B)False
13
As pointed out in "The Changing Culture of Childhood," the interrelated elements helping to form a new culture of childhood in the United States include all of the following except: the:
A)growing specter of poverty.
B)standardization of education.
C)dissolution of traditional spontaneous play.
D)increasing urban violence.
14
The author of "The Changing Culture of Childhood," quotes a study that claims that traditional spontaneous play:
A)creates liability issues.
B)meets basic emotional needs.
C)has no place in the modern, fast-paced world.
D)must be sacrificed to academic achievement.
15
As shown in "The Changing Culture of Childhood," high-stakes testing has a long history of approval in education scholarship.
A)True
B)False
16
As stated in "No Child Left Behind," the NCLB legislation requires that proficiency standards in reading, math, and science be reached by 2014 by:
A)75 percent of students.
B)60 percent of students.
C)100 percent of students.
D)85 percent of students.
17
As concluded in "No Child Left Behind," despite its achievements, NCLB does not obligate Americans to acknowledge the inadequacies in the U.S. school systems.
A)True
B)False
18
As cited in "Preschool Comes of Age," David Elkind, professor of child development at Tufts University, believes that phonics, math, and book reading:
A)should be introduced as early as infancy.
B)are inappropriate for young children.
C)are inadequately taught in most public schools.
D)should be the cornerstones of preschool education.
19
As noted in "Preschool Comes of Age," the three costliest states for private preschool include all of the following, except:
A)New Jersey.
B)Massachusetts.
C)New York.
D)Minnesota.
20
As related in "Preschool Comes of Age," the longer students were in Chicago's CPC programs, the lower their level of school success.
A)True
B)False
21
As reported in "Class Matters In and Out of School," lowering class size has been found to correlate to all of the following except:
A)lower criminal conviction rates for black males.
B)reduced maximum sentence rates for black males.
C)lower fatherhood rate for black teenage males.
D)decreased graduation rates for black males.
22
In discussing the costs of lower class size, the author of "Class Matters In and Out of School" notes that:
A)lower class sizes save money over lifetimes.
B)no cost effectiveness studies have been done.
C)health outcomes are not part of the calculations of savings.
D)it is impossible to calculate cost effectiveness.
23
As pointed out in "Class Matters In and Out of School," research by Alan Krueger and Diane Whitmore found that the effect of small classes on college entrance exams includes a reduction in the gap between numbers of black and white students taking the tests.
A)True
B)False
24
As mentioned in "Early Childhood School Success: Recognizing Families as Integral Partners," family involvement in children's education is:
A)helpful, but not necessary.
B)more of a hindrance to teachers trying to fulfill their roles as the primary shapers of a child's intellectual life.
C)essential.
D)less important now than in previous generations.
25
As given in "Early Childhood School Success: Recognizing Families as Integral Partners," some parents may feel they are not equal partners with their children's teachers due to:
A)economic reasons.
B)lack of some parents' formal education.
C)the fact that teachers earn far less than most parents of schoolchildren.
D)cultural reasons.
26
As related in "Early Childhood School Success: Recognizing Families as Integral Partners," the importance of a student's socio–economic status is vastly overrated in education.
A)True
B)False
27
As expressed in "Meeting of the Minds," for many parents, conferences with teachers feel less like team–building and more like:
A)psychoanalysis.
B)speed–dating.
C)hostility sessions.
D)endless talks about nothing.
28
As discussed in "Meeting of the Minds," many schools are rethinking conferences to make them more open to:
A)collaborative discussion.
B)parental complaints.
C)teachers' grievances.
D)administrative supervision.
29
As reported in "Meeting of the Minds," surveys of K-8 parent involvement indicate that more than 30 percent of parents attended parent–teacher conferences in 2003.
A)True
B)False
30
As reported in "Making Long–Term Separation Easier for Children and Families," in dealing with families where a separation is occurring, teachers should:
A)avoid discussing the situation.
B)look solely to the remaining parent for decisions.
C)be aware of children's family circumstances.
D)lower expectations for children's behavior.
31
As noted in "Making Long–Term Separation Easier for Children and Families," families will function less effectively during a separation if they:
A)use active coping styles.
B)are optimistic.
C)rely heavily on others.
D)give meaning to the separation.
32
As stated in "Making Long–Term Separation Easier for Children and Families," the risk of child or spouse abuse is heightened after the return of a family member.
A)True
B)False
33
A disturbing syndrome identified by the American Psychological Association as discussed in "Fast Times," is:
A)an increased use of mind–altering drugs by middle–school children.
B)the sexualization of girls as young as seven years and their desires to look and act alluring.
C)the medicalization of formerly "normal" behaviors among young girls and the prescribing of psycho–active drugs to combat these behaviors.
D)a decrease in the desire among young girls to study "non– feminine" subjects such as mathematics and science.
34
As noted in "Fast Times," "Miss Bimbo" is:
A)the name of a teacher in a television show for children.
B)a scantily–clad doll marketed to young girls.
C)the title of a popular children's book.
D)a game website featuring a nearly naked doll in which players win points to purchase plastic surgery or skimpy clothing for their character.
35
As stated in "Fast Times," even animated female characters are more sexualized today, wearing less and more provocative clothing than their animated male counterparts.
A)True
B)False
36
According to "Whose Problem Is Poverty?", features of life for low–income children in general include all of the following except:
A)more family stress and more arbitrary discipline.
B)less exposure to large vocabularies.
C)more crime and drugs in neighborhoods.
D)less likelihood of being in a single–parent family.
37
As noted in "Whose Problem Is Poverty?", in discussing the role of teachers, the author suggests that:
A)teachers recognize that some students cannot learn.
B)talented teachers are leaving the profession rather than be blamed for factors beyond their control.
C)poor instructional methods have nothing to do with the achievement gap.
D)teachers are too ready to blame socioeconomic factors for poor classroom performance.
38
As stated in "Whose Problem Is Poverty?", there is an epidemic of asthma in low–income communities.
A)True
B)False
39
As explained in "How to Support Bilingualism in Early Childhood," an obstacle schools face in accepting languages other than English in the classroom is:
A)that many teachers believe children should learn English as early as possible to the exclusion of the child's native language.
B)that teachers are only fluent in English themselves.
C)prevailing social attitudes assign higher status to English speakers in this country.
D)that research shows lesser cognitive ability among bilingual students.
40
One reason, as cited in "How to Support Bilingualism in Early Childhood," that parents have an interest in bilingual education for their children is that:
A)learning another language helps to build English–language skills.
B)learning another language helps to build math skills.
C)they believe bilingualism provides cognitive, social, and academic advantages.
D)they believe that English is no longer the universal language it once was.
41
As discussed in "How to Support Bilingualism in Early Childhood," many parents and teachers believe the best time for children to learn a second language is while they are young.
A)True
B)False
42
As suggested in "Learning in an Inclusive Community," in inclusive classrooms, teachers avoid:
A)confronting bullying.
B)conversations about disabilities.
C)showing their emotions.
D)marginalizing students experiencing difficulty.
43
According to "Learning in an Inclusive Community," the only way to gain fluency in diversity is through:
A)learning new languages.
B)genuine relationships with different people.
C)developing empathy.
D)listening to others.
44
As stated in "Learning in an Inclusive Community," students remember everything about how they felt in a classroom.
A)True
B)False
45
As enumerated in "Young Children with Autism Spectrum Disorder," the number of recognized types of autism is:
A)five.
B)two.
C)three.
D)uncountable, since autism is considered as residing on an infinite spectrum.
46
As noted in "Young Children with Autism Spectrum Disorder," the strengths and weaknesses of children with autism:
A)are the same for all children with autism.
B)differ according to gender.
C)are different for each child with autism.
D)differ according to the family's socio–economic status.
47
According to "Young Children with Autism Spectrum Disorder," girls are five times more likely to exhibit symptoms of autism than their male counterparts.
A)True
B)False
48
As expressed in "Including Children with Disabilities in Early Childhood Education Programs," the foundation of early childhood education that serves as a guideline for curriculum development is:
A)DAP (developmentally appropriate practice).
B)KAP (kindergartners are people).
C)TAP (teachers assisting performance).
D)SAP (sufficiently appraised parents).
49
As related in "Including Children with Disabilities in Early Childhood Education Programs," the Individuals With Disabilities Act requires that each disabled student's IEP must include a statement of measurable annual:
A)failures.
B)test scores.
C)complaints.
D)goals.
50
As noted in "Including Children with Disabilities in Early Childhood Education Programs," not all children exhibit a finite set of accomplishments.
A)True
B)False
51
As defined in "Play and Social Interaction in Middle Childhood," play is:
A)not necessary for a child's social development.
B)usually done under the direction of an adult.
C)only useful to young children in their social development.
D)an activity that is voluntary and self–organized by children.
52
As explained in "Play and Social Interaction in Middle Childhood," pretense play is especially useful because:
A)children use their imaginations to foresee and practice aspects of daily living, making them less onerous in adulthood.
B)it is good for children to become pretentious adults.
C)this type of play helps to develop hand/eye coordination.
D)it involves technology–enhanced play materials.
53
As recounted in "Play and Social Interaction in Middle Childhood," middle–childhood play involves a great deal of humor.
A)True
B)False
54
As reported in "Twelve Characteristics of Effective Early Childhood Teachers," a characteristic identified in the author's study but not typically seen in other literature is:
A)love of learning.
B)authenticity.
C)patience.
D)risk taking.
55
As noted in "Twelve Characteristics of Effective Early Childhood Teachers," a major characteristic identified by both teachers and principals in the Indiana study was:
A)show enthusiasm with students.
B)connect to students and parents.
C)thorough planning and organizing.
D)adaptability to change.
56
As stated in "Twelve Characteristics of Effective Early Childhood Teachers," asked why they entered education, most respondents in the author's study commented on their desire to make a difference in the lives of children.
A)True
B)False
57
In "Health=Performance," on the subject of physical activity, the author reports that:
A)there is no way for schools to increase student physical activity.
B)student levels of physical activity have no known correlation to academic performance.
C)there is a positive relationship between physical–fitness levels and standardized math scores.
D)students who are physically active every day report getting average grades.
58
As noted in "Health=Performance," after implementing the coordinated school–health approach, McComb, Mississippi, saw all of the following results except:
A)decreased drop–out rate.
B)increased graduation rates.
C)rise in district ranking.
D)increased standardized–test scores in every subject in every grade.
59
As pointed out in "Health=Performance," school personnel are the primary physical role models of students.
A)True
B)False
60
According to "Which Hand?," theorists speculate that handedness has to do with:
A)environmental conditioning.
B)intelligence.
C)birth order.
D)brain specialization.
61
As noted in "Which Hand?," by nine months, most babies begin to show a preference for reaching with:
A)both hands.
B)their right hand.
C)both their hands and feet.
D)their left hand.
62
As explained in "Which Hand?," the preschool child's central nervous system has finished developing and maturing.
A)True
B)False
63
As mentioned in "Keeping Children Active: What You Can Do to Fight Childhood Obesity," children today get 25 percent of daily vegetable servings from:
A)asparagus.
B)ketchup.
C)potato chips and French fries.
D)corn chips.
64
As maintained in "Keeping Children Active: What You Can Do to Fight Childhood Obesity," schools are perhaps unwittingly contributing to the obesity crisis by:
A)foregoing recess and physical education classes for more academic instruction.
B)serving fattening foods at lunchtime.
C)decreasing funding for classes like Home Economics that teach healthy eating.
D)encouraging unstructured rather than structured play time.
65
As presented in "Keeping Children Active: What You Can Do to Fight Childhood Obesity," a full one–third of children in America can be classified as obese.
A)True
B)False
66
As outlined in "The Truth about ADHD," girls with ADHD often are not diagnosed accurately because:
A)they are quite hyperactive and impulsive.
B)they are more likely to have a type of the disorder that makes them inattentive rather than hyperactive.
C)their symptoms are often mistaken for more "female" disorders such as Major Depression.
D)it is thought that girls do not suffer from ADHD.
67
As postulated in "The Truth about ADHD," many children do not take medication for ADHD, which is generally in the class of:
A)muscle relaxants.
B)antibiotics.
C)stimulants.
D)narcotics.
68
As noted in "The Truth about ADHD," medication is not the only treatment for ADHD.
A)True
B)False
69
According to "When Girls and Boys Play," among the differences identified by research between girls' and boys' physical play is the finding that:
A)differences in levels of activity are consistent in all venues.
B)boys tend to choose more active play than girls.
C)in structured settings, girls prefer more active play than boys.
D)girls tend to require more space for play than boys.
70
As reported in "When Girls and Boys Play," research on differences in social interaction between boys and girls at play has found that girls are more likely to:
A)play games with structured rules.
B)play competitive games.
C)determine leadership roles based on skill.
D)exclude others from their play.
71
As noted in "When Girls and Boys Play," when boys play with other boys they tend to place themselves further away from adult supervision than girls do.
A)True
B)False
72
As noted in "Enhancing Development and Learning through Teacher–Child Relationships," behaviors such as crying, cooing, and smiling by infants serve the purpose of:
A)expressing their needs and drawing adult attention.
B)practicing their emerging language skills.
C)engaging in imaginative play.
D)furthering their social and emotional development.
73
The quality of a teacher–child relationship, as addressed in "Enhancing Development and Learning through Teacher–Child Relationships," can be gauged:
A)when a child begins to walk.
B)around the time a child begins social smiling.
C)shortly after a child begins to crawl.
D)around three months of age.
74
As cited in "Enhancing Development and Learning through Teacher–Child Relationships," children who develop close relationships with teachers often have better relationships with other children.
A)True
B)False
75
As presented in Developmentally Appropriate Practice in the Age of Testing, a study found that most of the time in over 200 New York City and Los Angeles kindergartens was spent:
A)practicing artistic skills.
B)as free play time or recess.
C)practicing literacy and math skills.
D)practicing handwriting drills.
76
As related in Developmentally Appropriate Practice in the Age of Testing, a study of 1,500 children from 10 countries found that children's language skills were significantly improved if:
A)teachers allowed students to choose their activities rather than be given didactic lessons.
B)the main focus of literacy classes focused on grammar and spelling.
C)children were allowed to bring their own books to school.
D)their teachers held at least a Masters' degree in early childhood education.
77
As mentioned in Developmentally Appropriate Practice in the Age of Testing, young children acquire most of their learning through play.
A)True
B)False
78
According to "What Research Says About...Grade Retention," a review of statistics on student retention shows that:
A)approximately one half of students are held back at least once.
B)girls and boys are equally likely to be retained.
C)black students are more likely to be retained.
D)most students who fall behind academically are retained.
79
As noted in "What Research Says About...Grade Retention," research conducted by Holmes and Matthews in 1984 concluded that, compared to students retained, promoted students had:
A)more positive attitudes toward school.
B)no difference in personal adjustment.
C)lower academic achievement.
D)lower graduation rates.
80
As pointed out in "What Research Says About...Grade Retention," overall, the preponderance of evidence suggests that students who repeat a grade are no better off for having done so.
A)True
B)False
81
The "basics" referred to in "Back to Basics" are those developmentally important behaviors related to:
A)reading.
B)play.
C)motor skills.
D)character.
82
As defined in "Back to Basics," the difference between Piaget's theory of play as assimilation and Vygotsky's theory is that Vygotsky views play as:
A)merely stimulation.
B)exploration.
C)important for integrating the child's sense of self.
D)facilitating cognitive development.
83
As reported in "Back to Basics," observations of children at play support Piaget's theory but not Vygotsky's.
A)True
B)False
84
As noted in "Scripted Curriculum," two of the most widely used scripted reading curriculum programs are Open Court and SFA, which stands for:
A)Study, Formulate, Achieve.
B)Success for All.
C)Single Focused Aim.
D)Students from America.
85
As reported in "Scripted Curriculum," in 2001, the scripted reading program Open Court was used in California in 1 out of every:
A)2 schools.
B)100 schools.
C)24 schools.
D)8 schools.
86
As mentioned in "Scripted Curriculum," both Open Court and SFA are available for students ranging from pre–K to 12th grade.
A)True
B)False
87
According to "Using Brain–Based Teaching Strategies to Create Supportive Early Childhood Environments That Address Learning Standards," standards are intended to:
A)limit creativity in teachers.
B)guide teachers.
C)enforce accountability.
D)challenge learners.
88
In discussing the environment of the classroom, the authors of "Using Brain–Based Teaching Strategies to Create Supportive Early Childhood Environments That Address Learning Standards" suggest that:
A)living creatures should not be kept in cages in the room.
B)positive affirmations can backfire into heightened concern.
C)the day should start with a safety ritual.
D)irrational fears should be dismissed..
89
As pointed out in "Using Brain–Based Teaching Strategies to Create Supportive Early Childhood Environments That Address Learning Standards," threats and punishment are the best remedy for inappropriate behavior.
A)True
B)False
90
According to "Successful Transition to Kindergarten: The Role of Teachers & Parents." children's transitions to kindergarten are most strongly influenced by the continuity between preschool and kindergarten, the preschool program they attend, and:
A)their level of emotional readiness.
B)whether they are academically prepared.
C)their home environment.
D)the kindergarten's curriculum.
91
As noted in "Successful Transition to Kindergarten: The Role of Teachers & Parents," research shows that the practice of "redshirting" results in children gaining:
A)an academic advantage but does not solve the social–development issues.
B)in social maturity but not in academic ability.
C)both academically and in terms of social development.
D)neither an academic advantage nor extra social development.
92
As mentioned in "Successful Transition to Kindergarten: The Role of Teachers & Parents," two terms used to describe the increased expectations in today's kindergarten are "curriculum escalation" and "academic trickledown."
A)True
B)False
93
As given in "The Looping Classroom," the benefits for children of looping include all of the following except:
A)give children the choice of skipping a grade.
B)support English–as–a–second–language students and their families.
C)allow a child to grow at his or her own pace.
D)encourages the bonds between children to grow strong.
94
For teachers, as claimed in "The Looping Classroom," looping:
A)is an excellent environment in which to enforce discipline.
B)is easier and pays better than traditional teaching.
C)has become an avenue to education administration.
D)provides time for teachers to get to know each child and family in a personal way.
95
As maintained in "The Looping Classroom," even teacher proponents of looping believe that looping prevents many children from succeeding.
A)True
B)False
96
As defined in "Beyond the Lorax?: The Greening of the American Curriculum," videophilia is the:
A)love of videos.
B)love of television.
C)new human preference for sedentary activities involving electronics.
D)urge to affiliate with other forms of life.
97
As mentioned in "Beyond the Lorax?: The Greening of the American Curriculum," one consequence of having a majority of the population living in urban areas is that:
A)more people are disconnected from the natural world.
B)property taxes in urban areas rise.
C)more natural spaces will be taken over by housing developments as cities grow.
D)the tax base in urban areas shrinks.
98
As noted in "Beyond the Lorax?: The Greening of the American Curriculum," biophilia is the urge to affiliate with other forms of life.
A)True
B)False
99
As explained in "Play: Ten Power Boosts for Children's Early Learning," for children with neurological or developmental disabilities, the teaching of social skills in play is:
A)often impossible.
B)crucially important.
C)of limited importance.
D)no more or less important than it is for any other child.
100
As reported in "Play: Ten Power Boosts for Children's Early Learning," after the terrorist attacks of September 11, 2001, many preschoolers:
A)demonstrated a greater desire to sing familiar songs.
B)developed stronger attachments to such security symbols as teddy bears and blankets.
C)built block towers and crashed toy airplanes into them.
D)talked about how upset their parents were.
101
As noted in "Play: Ten Power Boosts for Children's Early Learning," babies are frustrated by filling and dumping games and will become agitated when expected to play with wind–up toys.
A)True
B)False
102
As recommended in "Ready or Not, Here We Come," parents of incoming children should be contacted about registration and school entry:
A)as soon as the parents submit a form of introduction.
B)at least three months before school starts.
C)only if they have no other children already in the school system.
D)at least three weeks before school starts.
103
As noted in "Ready or Not, Here We Come," the Ready School Assessment was designed and developed by the:
A)authors.
B)President's Council on Early Education.
C)W. K. Kellogg Foundation.
D)High/Scope Educational Research Foundation.
104
As explained in "Ready or Not, Here We Come," one of the ways ready schools maintain order is by restricting family participation in the classroom to scheduled events.
A)True
B)False
105
As reported in "'Stop Picking on Me!': What You Need to Know About Bullying," studies on bullying indicate that:
A)there is no correlation between bullying and school violence.
B)girls usually bully emotionally more than physically.
C)boys are less likely to be bullies than girls.
D)boys do not bully girls.
106
As noted in "'Stop Picking on Me!': What You Need to Know About Bullying," legal issues regarding bullying include the fact that:
A)all states have enacted legislation regarding bullying.
B)repeated teasing is not considered bullying.
C)sexual harassment is not related to bullying.
D)sexual harassment is prohibited by federal law.
107
As stated in "'Stop Picking on Me!': What You Need to Know About Bullying," most bullying takes place outside of school.
A)True
B)False
108
As recounted in "Developmentally Appropriate Child Guidance," the purpose of discipline in the classroom should be:
A)to punish a child for bad behavior.
B)to mold children into good citizens.
C)as harsh as possible to prevent future bad behavior.
D)to help children learn to be cooperative and accept responsibility for their actions.
109
As related in "Developmentally Appropriate Child Guidance," using praise as a motivator is not as effective in a child's social development as:
A)recognition and encouragement.
B)corporal punishment.
C)imposing penalties for bad behavior, such as a "time–out" period.
D)shunning by his peers.
110
As noted in "Developmentally Appropriate Child Guidance," when a child is disciplined it is important to make clear that the child's behavior is bad, not the child him/herself.
A)True
B)False
111
As noted in "Fostering Positive Transitions for School Success," the Indiana Department of Education works with 12 communities across the state to support children's transitions to kindergarten through the:
A)Ready Schools Initiative.
B)Midwest Preschool Advocacy.
C)Head Start Program.
D)Indiana Teachers Association.
112
According to "Fostering Positive Transitions for School Success," at family–welcoming events in Indiana, many elementary school principals read Audrey Penn's:
A)No Tears for Tessie.
B)Raccoon Goes to School.
C)The Kissing Hand.
D)My Teacher, Mrs. Bindles.
113
As brought out in "Fostering Positive Transitions for School Success," more than 20 percent of U.S. schools have transition practices in place to support children entering kindergarten and welcome their families.
A)True
B)False
114
As observed in "Multinational Study Supports Child–Initiated Learning," activities for the whole group tailored to individual interests and abilities include:
A)show and tell.
B)classroom rule setting.
C)snack and cleanup.
D)free play.
115
In discussing the International Association for the Evaluation of Education Achievement Preprimary Project, the author of "Multinational Study Supports Child–Initiated Learning" points out that:
A)it involved countries from every region in the world.
B)it is the first cross–national study of preschool education.
C)no follow–up assessment was done in most countries.
D)the organization doing the study is a government cooperative association.
116
As reported in "Multinational Study Supports Child–Initiated Learning," a study in England concluded that free play provides an opportunity for adults to extend children's thinking.
A)True
B)False
117
According to "The Power of Documentation in the Early Childhood Classroom," effective documentation should:
A)include objective assessment of performance.
B)not involve subjective perceptions.
C)take a broad view of areas of study.
D)tell the story and purpose of an event.
118
As identified in "The Power of Documentation in the Early Childhood Classroom," among the accepted reasons for documentation are all of the following except:
A)comparing different students' progress.
B)showing accountability.
C)extending learning.
D)making learning visible.
119
As stated in "The Power of Documentation in the Early Childhood Classroom," the format for documentation should reflect the intended audience.
A)True
B)False
120
According to "Preschool Curricula: Finding One That Fits," one of the main features of the direct instruction model of teaching is:
A)encouraging children to explore and develop on their own.
B)having a highly structured, teacher–centered approach.
C)including parents as "co–teachers" in the classroom.
D)setting very loose standards.
121
As discussed in "Preschool Curricula: Finding One That Fits," the teacher's role in the Montessori method is to:
A)carefully plan and determine which activities and subjects will be taught on a given day.
B)follow the children's lead and not impose ideas or beliefs on them.
C)facilitate learning by preparing an environment conducive to learning and observe the children and their development.
D)create a family–like environment since most of a child's early learning begins at home.
122
As noted in "Preschool Curricula: Finding One That Fits," the Reggio Emilia curricular approach is generally centered on the child with play as an essential component for learning and development.
A)True
B)False
123
In discussing the benefits of integrated learning, the author of "Got Standards? Don't Give Up on Engaged Learning!" notes that it:
A)does not engage children's curiosity.
B)saves time over other approaches.
C)requires more intense classroom management.
D)results in meaningful learning experiences.
124
As reported in "Got Standards? Don't Give Up on Engaged Learning!", approaches from the right side of the teaching continuum include:
A)teacher–determined content.
B)directed inquiry.
C)narrow units.
D)instruction in single skills and concepts.
125
As noted in "Got Standards? Don't Give Up on Engaged Learning!", teaching approaches from the left end of the curriculum are not valid at the preschool level.
A)True
B)False
126
As noted in "The Plan: Building on Children's Interests," the opportunities and experiences provided for children must be:
A)visual and tactile.
B)interesting and new.
C)meaningful and authentic.
D)age–appropriate and within the curriculum.
127
The incident described at the beginning of "The Plan: Building on Children's Interests" concerns a young girl named Angela who finds an object on the playground; the object is a:
A)set of keys.
B)photograph.
C)mitten.
D)metal nut.
128
As noted in "The Plan: Building on Children's Interests," teachers who understand the "big picture" of standards and goals can fit a topic or emerging idea or plan into the curriculum.
A)True
B)False
129
According to "Constructive Play: A Value–Added Strategy for Meeting Early Learning Standards," early learning standards:
A)have not yet been passed by a majority of states.
B)generally do not involve areas beyond language development.
C)are often not favored by advocates of play–based approaches to learning.
D)are not connected to outcomes assessment.
130
As reported in "Constructive Play: A Value–Added Strategy for Meeting Early Learning Standards," Bedrova and Leong contend that critical components of the type of mature play that promotes learning and development include:
A)real life situations.
B)rules.
C)negotiations.
D)spoken communications.
131
As stated in "Constructive Play: A Value–Added Strategy for Meeting Early Learning Standards," inquiry–based learning is seeking answers to our own questions.
A)True
B)False
132
As asserted in "Using Picture Books to Support Young Children's Literacy," during the early childhood years, picture books should be a part of every:
A)visit to the library.
B)day.
C)week.
D)special occasion.
133
As explained in "Using Picture Books to Support Young Children's Literacy," phonological and phonemic awareness can be supported when teachers choose books to read aloud that focus on:
A)colors.
B)familiar characters.
C)photographic illustrations.
D)sounds.
134
As claimed in "Using Picture Books to Support Young Children's Literacy," the brain cannot seek patterns out of the complexity of stimulation from text and illustrations at the same time.
A)True
B)False
135
According to "Calendar Time for Young Children: Good Intentions Gone Awry," teachers who use calendar–related events should be aware that:
A)calendars should be used to mark extended periods of time.
B)focus on the calendar is an appropriate way to introduce young children to time concepts.
C)it is difficult to individualize instruction during a large group activity such as calendar time.
D)the calendar routine is the most useful format for teaching sequencing.
136
As noted in "Calendar Time for Young Children: Good Intentions Gone Awry," temporal concepts that preschool children are capable of grasping include:
A)yesterday.
B)next week.
C)in several hours.
D)later.
137
As pointed out in "Calendar Time for Young Children: Good Intentions Gone Awry," the ability to judge relative time from a past event or until a future event is usually in place by age five or six.
A)True
B)False





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