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1 | |
Your textbook author takes a constructivist approach to early childhood education in which knowledge is broken down into discrete units and then taught to children in formal lessons. |
| | A) | True |
| | B) | False |
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2 | |
In early childhood education, it is best to separate the learning of math and science from the learning of art and music. |
| | A) | True |
| | B) | False |
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3 | |
From the constructivist perspective, the adult's job is to take advantage of children's natural motivation by providing ample opportunities for exploration, experimentation, invention, and discovery. |
| | A) | True |
| | B) | False |
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4 | |
Children must move beyond their stage of "magical thinking" before they are able to deal with abstract math concepts such as conservation. |
| | A) | True |
| | B) | False |
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5 | |
Since school-age children have readiness to learn symbols, their math instruction can eliminate the use of concrete experiences that are necessary for younger children. |
| | A) | True |
| | B) | False |
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6 | |
When a child asks a question, the best thing an adult can do is to provide an answer so that the child increases her/his knowledge. |
| | A) | True |
| | B) | False |
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7 | |
The two basic science concepts are movement and change. |
| | A) | True |
| | B) | False |
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8 | |
Nature study involves not only the teaching of concepts, but also the teaching of values. |
| | A) | True |
| | B) | False |
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9 | |
Transitions projects are not appropriate ways to study nature because nature moves too slowly. |
| | A) | True |
| | B) | False |
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10 | |
Basic equipment for math and science learning includes blocks, sand, water, clay, and loose parts. |
| | A) | True |
| | B) | False |
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