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1 | |
All but which of the following roles are recommended for early childhood teachers? |
| | A) | protector |
| | B) | entertainer |
| | C) | facilitator |
| | D) | responder |
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2 | |
When the teacher sets up a rich environment and often takes a facilitator role, it is likely that |
| | A) | all children will learn exactly what the teacher had in mind. |
| | B) | children will rebel and misbehave. |
| | C) | learning will be interactive and child centered. |
| | D) | none of the above. |
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3 | |
In developmentally appropriate practice, children are engaged with |
| | A) | objects, ideas, and people. |
| | B) | objects and people. |
| | C) | objects and ideas. |
| | D) | ideas and people. |
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4 | |
In referring to children's development, who said "Construction is superior to instruction"? |
| | A) | Sigmund Freud |
| | B) | Jean Piaget |
| | C) | Jayanthi Mistry |
| | D) | Lev Vygotsky |
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5 | |
Of the following statements describing the benefits of play, which refers to "meaning making"? |
| | A) | As children play, their use of creative opportunities helps their concept development. |
| | B) | As children play, they build knowledge by finding significance in their experience. |
| | C) | As children play, they learn to manage themselves. |
| | D) | As children play, they have opportunities to practice newly found knowledge. |
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6 | |
By what age are most children able to follow rules to play board and card games? |
| | A) | 3 |
| | B) | 5 |
| | C) | 8 |
| | D) | 12 |
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7 | |
Many child development theorists have recognized a developmental shift wherein children begin to comprehend abstractions. At what age range does this shift occur? |
| | A) | 7 to 9 |
| | B) | 1 to 3 |
| | C) | 3 to 5 |
| | D) | 5 to 7 |
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8 | |
All but which of the following distinguish play from work? |
| | A) | attention to the ends rather than the means |
| | B) | intrinsic motivation and active engagement |
| | C) | freedom from external rules |
| | D) | nonliteral behavior |
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9 | |
All but which of the following are examples of symbolic play? |
| | A) | constructive play, such as building with blocks |
| | B) | games with rules |
| | C) | sensorimotor play |
| | D) | dramatic play such as playing pretend |
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10 | |
A group of 7-year-olds work side-by-side making masks and costumes for a dramatic production they will present to their families. The children share materials and occasionally converse with each other. One child says to another, "I really like your mask!" In what type of play is this group engaged? |
| | A) | parallel |
| | B) | solitary |
| | C) | cooperative |
| | D) | associative |
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11 | |
Of the following teachers, which is taking on the role of stage manager? |
| | A) | Arthur is keeping running records of the activities of students preparing for a play. |
| | B) | Bertrand is setting up an environment for his class to do a variety of creative art projects. |
| | C) | Charles holds a child's hand, guiding her through physical movements, as she struggles to print her first name. |
| | D) | Dino tells his students, "You can do it!" when they are attempting to hit a baseball for the first time. |
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12 | |
Which child is intrinsically motivated? |
| | A) | Abbie makes a clay sculpture because she enjoys the feeling of working with clay and producing something. |
| | B) | Becky makes a painting because she enjoys the praise her art teacher will give her. |
| | C) | Charise reads five books in order to win prizes in her school's reading program. |
| | D) | All of the children are demonstrating intrinsic motivation. |
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13 | |
In a study reported in the text, preschool children were given some felt-tip pens to draw with for about a week. They were then divided into two groups. In the first group, children were rewarded for playing with the pens. In the second group, they were not. The groups were then brought together again and given the opportunity to play with the pens. What did the researchers find? |
| | A) | Children from both groups were first uninterested in the pens, but they became more interested by the end of the research. |
| | B) | Children from both groups were very interested in the pens at first, but they soon became bored with them. |
| | C) | Children from the first group lost interest in the pens, while children from the second group maintained a high interest. |
| | D) | Children from the second group lost interest in the pens, while children from the first group maintained a high interest. |
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14 | |
Regarding the use of praise, recognition, and encouragement, all but which of the following are recommended? |
| | A) | Avoid using praise when a child is already intrinsically motivated. |
| | B) | Only recognize children who have earned praise by accomplishing something. |
| | C) | Praise attempts at risk-taking, even if they are unsuccessful. |
| | D) | Be generous with attention for every child every day and not just for obvious accomplishments. |
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15 | |
Six-year-old Caleb has just finished a painting and shows it to his teacher. The work is quite beautiful and advanced for Caleb's age. What is the best response to Caleb's work? |
| | A) | "Caleb, that's the most beautiful painting I've seen in a long time!" |
| | B) | "Caleb, I really like your painting." |
| | C) | "Caleb, you're certainly a talented artist!" |
| | D) | "Caleb, I see how much effort you've put into that picture. I bet you enjoyed making it!" |
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