Term
A teacher wishes to create an overall
atmosphere of calm and serenity in the
infant room. Which of the following
practices would be likely to make the most
significant contribution in this regard?
A. having all infants in the room follow the same schedule for feeding and nap times each day
B. routinely playing classical music or lullabies at a low volume
C. providing a pacifier for each individual infant to use at nap times
and when he or she is upset
D. keeping the lights in the room dimmed for most of the day |
|
Definition
B. routinely playing classical music or
lullabies at a low volume |
|
|
Term
A teacher wishes to create an overall
atmosphere of calm and serenity in the
infant room. Which of the following
practices would be likely to make the most
significant contribution in this regard?
A. having all infants in the room follow the same schedule for feeding and nap times each day
B. routinely playing classical music or lullabies at a low volume
C. providing a pacifier for each individual infant to use at nap times
and when he or she is upset
D. keeping the lights in the room dimmed for most of the day |
|
Definition
B. routinely playing classical music or
lullabies at a low volume |
|
|
Term
A kindergarten teacher is planning to use
large and small-group discussions as one
important instructional strategy over the
course of the school year. Which of the
following would be the teacher's best
strategy for ensuring that discussions are
positive and productive?
A. creating ground rules for discussions
that include appropriate listening
behaviors and turn-taking
procedures
B. making a point of ensuring that all
discussions arise out of questions or
statements made by the students
C. using a round-robin format in which
each student is asked to contribute
to the discussion based on seating
order in the group
D. informing students of upcoming
discussion topics at least one day
ahead of time |
|
Definition
A. creating ground rules for discussions
that include appropriate listening
behaviors and turn-taking
procedures |
|
|
Term
A kindergarten teacher is planning to use
large and small-group discussions as one
important instructional strategy over the
course of the school year. Which of the
following would be the teacher's best
strategy for ensuring that discussions are
positive and productive?
A. creating ground rules for discussions
that include appropriate listening
behaviors and turn-taking
procedures
B. making a point of ensuring that all
discussions arise out of questions or
statements made by the students
C. using a round-robin format in which
each student is asked to contribute
to the discussion based on seating
order in the group
D. informing students of upcoming
discussion topics at least one day
ahead of time |
|
Definition
A. creating ground rules for discussions
that include appropriate listening
behaviors and turn-taking
procedures |
|
|
Term
A preschool teacher is setting up an art
activity using tempera paints and a variety
of painting tools (e.g., brushes, sponges,
cotton swabs). For three- and four-year-
old children, it would be most appropriate
for this activity to be designed primarily
for which of the following purposes?
A. fostering the children's ability to
complete a project without adult
assistance
B. prompting the children to depict
important people or events in their
own lives
C. focusing the children's attention on
how best to create a pleasing final
product
D. encouraging the children to explore
the characteristics of the medium
and the materials |
|
Definition
D. encouraging the children to explore
the characteristics of the medium
and the materials |
|
|
Term
A preschool teacher is setting up an art
activity using tempera paints and a variety
of painting tools (e.g., brushes, sponges,
cotton swabs). For three- and four-year-
old children, it would be most appropriate
for this activity to be designed primarily
for which of the following purposes?
A. fostering the children's ability to
complete a project without adult
assistance
B. prompting the children to depict
important people or events in their
own lives
C. focusing the children's attention on
how best to create a pleasing final
product
D. encouraging the children to explore
the characteristics of the medium
and the materials |
|
Definition
D. encouraging the children to explore
the characteristics of the medium
and the materials |
|
|
Term
A second-grade teacher is planning to
begin a unit about insects by having a
classroom discussion. Which of the
following questions posed by the teacher
would most likely promote students' use
of higher-order thinking skills?
A. "Who can tell me the name of the
insect in this picture?"
B. "Why do we have insects in our
environment?"
C. "How many hundreds of ants do
you think live in one colony?"
D. "Which insects are most often
found around our homes?" |
|
Definition
B. "Why do we have insects in our
environment?" |
|
|
Term
A second-grade teacher is planning to
begin a unit about insects by having a
classroom discussion. Which of the
following questions posed by the teacher
would most likely promote students' use
of higher-order thinking skills?
A. "Who can tell me the name of the
insect in this picture?"
B. "Why do we have insects in our
environment?"
C. "How many hundreds of ants do
you think live in one colony?"
D. "Which insects are most often
found around our homes?" |
|
Definition
B. "Why do we have insects in our
environment?" |
|
|
Term
A teacher of two-and-a-half to three-year-
old children plans to work with small
groups of children to foster emerging
numeracy skills. For children of this age,
which of the following would most likely
be a developmentally appropriate learning
goal for the intended purpose?
A. Children will make the correct
number of marks on a page when a
number between one and ten is
spoken aloud.
B. Children will accurately use one-to-
one correspondence to count up to
fifteen.
C. Children will match three dolls
of graduated sizes to their
corresponding pieces of doll
furniture.
D. Children will arrange a penny, a
nickel, a dime, and a quarter in
order from least to greatest value. |
|
Definition
C. Children will match three dolls
of graduated sizes to their
corresponding pieces of doll
furniture |
|
|
Term
A teacher of two-and-a-half to three-year-
old children plans to work with small
groups of children to foster emerging
numeracy skills. For children of this age,
which of the following would most likely
be a developmentally appropriate learning
goal for the intended purpose?
A. Children will make the correct
number of marks on a page when a
number between one and ten is
spoken aloud.
B. Children will accurately use one-to-
one correspondence to count up to
fifteen.
C. Children will match three dolls
of graduated sizes to their
corresponding pieces of doll
furniture.
D. Children will arrange a penny, a
nickel, a dime, and a quarter in
order from least to greatest value. |
|
Definition
C. Children will match three dolls
of graduated sizes to their
corresponding pieces of doll
furniture |
|
|
Term
A teacher wishes to modify an infant room
to better support the gross-motor needs of
children who are making the transition
from the crawling stage to the prewalking
stage. The teacher could best accomplish
this goal by:
A. arranging tables, chairs, and play
equipment around the room so that
children can easily reach one object
while holding on to another.
B. creating a small obstacle course
using blocks, pillows, and toys
through which the children can
maneuver.
C. creating a matted area with soft,
sturdy materials that children can
use to pull themselves erect and
support themselves.
D. placing favorite items on shelves at
just the right height to allow most
children to reach them from a
standing position. |
|
Definition
C. creating a matted area with soft,
sturdy materials that children can
use to pull themselves erect and
support themselves |
|
|
Term
A teacher wishes to modify an infant room
to better support the gross-motor needs of
children who are making the transition
from the crawling stage to the prewalking
stage. The teacher could best accomplish
this goal by:
A. arranging tables, chairs, and play
equipment around the room so that
children can easily reach one object
while holding on to another.
B. creating a small obstacle course
using blocks, pillows, and toys
through which the children can
maneuver.
C. creating a matted area with soft,
sturdy materials that children can
use to pull themselves erect and
support themselves.
D. placing favorite items on shelves at
just the right height to allow most
children to reach them from a
standing position. |
|
Definition
C. creating a matted area with soft,
sturdy materials that children can
use to pull themselves erect and
support themselves |
|
|
Term
A third-grade teacher is responsible for
planning a weekly forty-minute computer
lab for her class. Which of the following
would be the most appropriate principle
on which to base the computer lab
lessons?
A. Computer lab activities should focus
on teaching discrete computer skills
in the context of games in which
individuals try to beat their own
personal best scores.
B. Computer lab activities should
support classroom instruction
through assignments differentiated
according to individuals' computer
proficiency.
C. Computer lab activities should be
devoted to individuals' use of the
programs most relevant to their own
interests, whether graphics, word
processing, or games.
D. Computer lab activities should
consist primarily of individualized
drill-and-practice tasks based on
students' needs in specific academic
areas. |
|
Definition
B. Computer lab activities should
support classroom instruction
through assignments differentiated
according to individuals' computer
proficiency |
|
|
Term
A third-grade teacher is responsible for
planning a weekly forty-minute computer
lab for her class. Which of the following
would be the most appropriate principle
on which to base the computer lab
lessons?
A. Computer lab activities should focus
on teaching discrete computer skills
in the context of games in which
individuals try to beat their own
personal best scores.
B. Computer lab activities should
support classroom instruction
through assignments differentiated
according to individuals' computer
proficiency.
C. Computer lab activities should be
devoted to individuals' use of the
programs most relevant to their own
interests, whether graphics, word
processing, or games.
D. Computer lab activities should
consist primarily of individualized
drill-and-practice tasks based on
students' needs in specific academic
areas. |
|
Definition
B. Computer lab activities should
support classroom instruction
through assignments differentiated
according to individuals' computer
proficiency |
|
|
Term
An early childhood teacher uses the sand
table to involve students in various types
of learning activities. In the past week,
the teacher has supplied many props
(e.g., sifters, sieves, small toys) and
has been providing dry and wet sand
on alternate days. As the children play
with the sand, the teacher watches and
occasionally comments on what different
children are doing or encourages individ-
ual involvement. Which of the following
best describes the appr
oach the teacher is
using to promote learning?
A. engaging the children in problem-
solving activities
B. offering direct instruction to achieve
specific goals
C. involving the children in guided-
discovery experiences
D. providing opportunities for
exploratory play |
|
Definition
D. providing opportunities for
exploratory play |
|
|
Term
An early childhood teacher uses the sand
table to involve students in various types
of learning activities. In the past week,
the teacher has supplied many props
(e.g., sifters, sieves, small toys) and
has been providing dry and wet sand
on alternate days. As the children play
with the sand, the teacher watches and
occasionally comments on what different
children are doing or encourages individ-
ual involvement. Which of the following
best describes the appr
oach the teacher is
using to promote learning?
A. engaging the children in problem-
solving activities
B. offering direct instruction to achieve
specific goals
C. involving the children in guided-
discovery experiences
D. providing opportunities for
exploratory play |
|
Definition
D. providing opportunities for
exploratory play |
|
|
Term
An early childhood teacher wishes to
set up a center that will foster active
exploration by four-year-old children.
Which of the following centers would
be most appropriate for this purpose?
A. a construction center with a metal
erector set accompanied by simple
diagrams for making specific
structures
B. a manipulatives table with various
sets of multicolored nesting cubes
for children to order according to
size
C. a writing center with basic sight
words written on index cards and
lined paper, pens, and pencils for
copying the words
D. a water table with various objects
that sink and float and simple
picture charts the children can
use to record their findings |
|
Definition
D. a water table with various objects
that sink and float and simple
picture charts the children can
use to record their finding |
|
|
Term
An early childhood teacher wishes to
set up a center that will foster active
exploration by four-year-old children.
Which of the following centers would
be most appropriate for this purpose?
A. a construction center with a metal
erector set accompanied by simple
diagrams for making specific
structures
B. a manipulatives table with various
sets of multicolored nesting cubes
for children to order according to
size
C. a writing center with basic sight
words written on index cards and
lined paper, pens, and pencils for
copying the words
D. a water table with various objects
that sink and float and simple
picture charts the children can
use to record their findings |
|
Definition
D. a water table with various objects
that sink and float and simple
picture charts the children can
use to record their finding |
|
|
Term
An infant and toddler teacher makes a
habit of recording the children's language
use. For each child, the teacher compiles
a language notebook in which vocaliza-
tions, self-talk, and conversations are
recorded over time. Which of the follow-
ing would be the teacher's best use of
these notebooks?
A. determining the most appropriate
level of language to use when
addressing the class as a whole
B. providing parents/guardians with a
general idea of their children's level
of language development in compar-
ison with classmates'
C. identifying strategies and activities
for building on each child's current
level of language development
D. evaluating each child's general rate
of progress in language develop-
ment between the beginning and
end of the school year |
|
Definition
C. identifying strategies and activities
for building on each child's current
level of language development |
|
|
Term
An infant and toddler teacher makes a
habit of recording the children's language
use. For each child, the teacher compiles
a language notebook in which vocaliza-
tions, self-talk, and conversations are
recorded over time. Which of the follow-
ing would be the teacher's best use of
these notebooks?
A. determining the most appropriate
level of language to use when
addressing the class as a whole
B. providing parents/guardians with a
general idea of their children's level
of language development in compar-
ison with classmates'
C. identifying strategies and activities
for building on each child's current
level of language development
D. evaluating each child's general rate
of progress in language develop-
ment between the beginning and
end of the school year |
|
Definition
C. identifying strategies and activities
for building on each child's current
level of language development |
|
|
Term
At the beginning of the school year, a
third-grade teacher is scheduling the
class's annual spring field trip. Which of
the following questions would be most
important for the teacher to ask when
deciding where to go for the field trip?
A. Which of the possible field trips
would offer students the greatest
range of hands-on activities?
B. What field trip destination would
best support important curriculum
content or themes?
C. Which of the possible field trips
would require the least amount of
preparation and student monitoring?
D. What field trip destination would
provide most or all of the students
with an entirely new experience? |
|
Definition
B. What field trip destination would
best support important curriculum
content or themes? |
|
|
Term
At the beginning of the school year, a
third-grade teacher is scheduling the
class's annual spring field trip. Which of
the following questions would be most
important for the teacher to ask when
deciding where to go for the field trip?
A. Which of the possible field trips
would offer students the greatest
range of hands-on activities?
B. What field trip destination would
best support important curriculum
content or themes?
C. Which of the possible field trips
would require the least amount of
preparation and student monitoring?
D. What field trip destination would
provide most or all of the students
with an entirely new experience? |
|
Definition
B. What field trip destination would
best support important curriculum
content or themes? |
|
|
Term
At the beginning of the school year, the
level of exposure to printed materials
varies greatly among the children in
Ms. Begay's kindergarten class. In this
situation, which of the following would be
Ms. Begay's best strategy for promoting
all of the children's literacy development?
A. sending families a series of letters
that offer tips on fostering early
literacy, beginning with concepts
about print and moving on to more
advanced concepts and skills
B. integrating literacy experiences
across the curriculum and differenti-
ating instruction based on individual
children's needs
C. using the first few months of school
to provide intensive literacy instruc-
tion to those most in need while the
more advanced readers engage in
independent reading
D. pairing children with differing levels
of literacy experience and asking the
more experienced children to act as
tutors for those with less experience |
|
Definition
B. integrating literacy experiences
across the curriculum and differenti-
ating instruction based on individual
children's needs |
|
|
Term
At the beginning of the school year, the
level of exposure to printed materials
varies greatly among the children in
Ms. Begay's kindergarten class. In this
situation, which of the following would be
Ms. Begay's best strategy for promoting
all of the children's literacy development?
A. sending families a series of letters
that offer tips on fostering early
literacy, beginning with concepts
about print and moving on to more
advanced concepts and skills
B. integrating literacy experiences
across the curriculum and differenti-
ating instruction based on individual
children's needs
C. using the first few months of school
to provide intensive literacy instruc-
tion to those most in need while the
more advanced readers engage in
independent reading
D. pairing children with differing levels
of literacy experience and asking the
more experienced children to act as
tutors for those with less experience |
|
Definition
B. integrating literacy experiences
across the curriculum and differenti-
ating instruction based on individual
children's needs |
|
|
Term
At the end of a week punctuated by
arguments and aggressive incidents, a
preschool teacher decides that she needs to
help the children develop a greater sense
of community. Earlier in the year, the
teacher involved the children in creating
classroom rules, which included being
polite and helpful, respecting each other's
property, and not hurting others. Which
of the following additional strategies
would be most effective in creating the
type of climate the teacher envisions?
A. calling a meeting to remind the class
of the rules, discussing the number
of conflicts the teacher has seen,
and warning that any incidents will
result in serious consequences from
now on
B. asking the school counselor to visit
the classroom to make a presenta-
tion about the importance of sharing
materials and getting along with one
another
C. immediately intervening at the first
sign of an incident, making every-
one involved take a time-out, and
requiring students to apologize to
each other afterward
D. regularly holding discussions about
how to create a safe and happy
classroom and taking advantage
of opportunities to affirm acts of
kindness by individual students |
|
Definition
D. regularly holding discussions about
how to create a safe and happy
classroom and taking advantage
of opportunities to affirm acts of
kindness by individual students |
|
|
Term
At the end of a week punctuated by
arguments and aggressive incidents, a
preschool teacher decides that she needs to
help the children develop a greater sense
of community. Earlier in the year, the
teacher involved the children in creating
classroom rules, which included being
polite and helpful, respecting each other's
property, and not hurting others. Which
of the following additional strategies
would be most effective in creating the
type of climate the teacher envisions?
A. calling a meeting to remind the class
of the rules, discussing the number
of conflicts the teacher has seen,
and warning that any incidents will
result in serious consequences from
now on
B. asking the school counselor to visit
the classroom to make a presenta-
tion about the importance of sharing
materials and getting along with one
another
C. immediately intervening at the first
sign of an incident, making every-
one involved take a time-out, and
requiring students to apologize to
each other afterward
D. regularly holding discussions about
how to create a safe and happy
classroom and taking advantage
of opportunities to affirm acts of
kindness by individual students |
|
Definition
D. regularly holding discussions about
how to create a safe and happy
classroom and taking advantage
of opportunities to affirm acts of
kindness by individual students |
|
|
Term
Before the beginning of the school year,
a new first-grade teacher is reflecting on
how best to manage transitions. Which of
the following ideas about transition would
best guide the teacher's planning?
A. Transition tasks should be treated
as somewhat tedious but necessary
chores to be performed as quickly as
possible.
B. Transition times should be thought
of as unstructured opportunities for
children to demonstrate independent
initiative and self-direction.
C. Transition tasks should be designed
primarily to keep the children
occupied during potentially chaotic
interludes.
D. Transition times should be
considered essential parts of the
curriculum that provide oppor-
tunities for learning. |
|
Definition
D. Transition times should be
considered essential parts of the
curriculum that provide oppor-
tunities for learning |
|
|
Term
Before the beginning of the school year,
a new first-grade teacher is reflecting on
how best to manage transitions. Which of
the following ideas about transition would
best guide the teacher's planning?
A. Transition tasks should be treated
as somewhat tedious but necessary
chores to be performed as quickly as
possible.
B. Transition times should be thought
of as unstructured opportunities for
children to demonstrate independent
initiative and self-direction.
C. Transition tasks should be designed
primarily to keep the children
occupied during potentially chaotic
interludes.
D. Transition times should be
considered essential parts of the
curriculum that provide oppor-
tunities for learning. |
|
Definition
D. Transition times should be
considered essential parts of the
curriculum that provide oppor-
tunities for learning |
|
|
Term
During the early weeks of school, six-
year-old Jamie had a tendency to act
aggressively toward other children on
various occasions. Now, in the second
month of school, the first-grade teacher
has the impression that such incidents are
increasing. In this situation, the teacher's
most appropriate
first
step would be to:
A. inform Jamie's family of her
concerns and advise them to apply
consequences consistently at home.
B. ask colleagues whether they share
her perception of Jamie's behavior
patterns.
C. conduct a frequency count for a
week or two to create a baseline of
Jamie's behavior in the area at issue.
D. develop a behavior contract to
implement with Jamie to reduce the
incidence of such behaviors. |
|
Definition
C. conduct a frequency count for a
week or two to create a baseline of
Jamie's behavior in the area at issue |
|
|
Term
During the early weeks of school, six-
year-old Jamie had a tendency to act
aggressively toward other children on
various occasions. Now, in the second
month of school, the first-grade teacher
has the impression that such incidents are
increasing. In this situation, the teacher's
most appropriate
first
step would be to:
A. inform Jamie's family of her
concerns and advise them to apply
consequences consistently at home.
B. ask colleagues whether they share
her perception of Jamie's behavior
patterns.
C. conduct a frequency count for a
week or two to create a baseline of
Jamie's behavior in the area at issue.
D. develop a behavior contract to
implement with Jamie to reduce the
incidence of such behaviors. |
|
Definition
C. conduct a frequency count for a
week or two to create a baseline of
Jamie's behavior in the area at issue |
|
|
Term
Each child in a second-grade class has a
portfolio of samples of his or her best
work, including artwork, writing samples,
videotapes or photographs of projects,
graphs, etc. The teacher confers regularly
with the children to help them choose
pieces for their portfolios. The primary
purpose of such a portfolio should be to:
A. promote awareness of children's
progress.
B. compare children's levels of
achievement.
C. identify areas in which individuals
demonstrate unusual talent.
D. document the effectiveness of the
second-grade program. |
|
Definition
A. promote awareness of children's
progress. |
|
|
Term
Each child in a second-grade class has a
portfolio of samples of his or her best
work, including artwork, writing samples,
videotapes or photographs of projects,
graphs, etc. The teacher confers regularly
with the children to help them choose
pieces for their portfolios. The primary
purpose of such a portfolio should be to:
A. promote awareness of children's
progress.
B. compare children's levels of
achievement.
C. identify areas in which individuals
demonstrate unusual talent.
D. document the effectiveness of the
second-grade program. |
|
Definition
A. promote awareness of children's
progress. |
|
|
Term
How can an early childhood educator best
ensure that the assessment practices he or
she uses are appropriate for all students in
a widely diverse student population?
A. by taking children's strengths,
needs, and other characteristics into
account when selecting assessment
methods
B. by involving at least two teachers in
both the administration and interpre-
tation of every assessment
C. by arranging for the majority of
assessments to be conducted one-
on-one in private settings
D. by soliciting parents'/guardians'
involvement in any and all assess-
ments of their children |
|
Definition
A. by taking children's strengths,
needs, and other characteristics into
account when selecting assessment
methods |
|
|
Term
How can an early childhood educator best
ensure that the assessment practices he or
she uses are appropriate for all students in
a widely diverse student population?
A. by taking children's strengths,
needs, and other characteristics into
account when selecting assessment
methods
B. by involving at least two teachers in
both the administration and interpre-
tation of every assessment
C. by arranging for the majority of
assessments to be conducted one-
on-one in private settings
D. by soliciting parents'/guardians'
involvement in any and all assess-
ments of their children |
|
Definition
A. by taking children's strengths,
needs, and other characteristics into
account when selecting assessment
methods |
|
|
Term
In his response to the students,
Mr. Hanson has primarily taken on
which of the following instructional
roles?
A. directly imparting information
B. challenging preconceived notions
C. modeling desired behaviors
D. facilitating student inquiry |
|
Definition
| D. facilitating student inquiry |
|
|
Term
In his response to the students,
Mr. Hanson has primarily taken on
which of the following instructional
roles?
A. directly imparting information
B. challenging preconceived notions
C. modeling desired behaviors
D. facilitating student inquiry |
|
Definition
| D. facilitating student inquiry |
|
|
Term
In the early childhood years, which of the
following would likely be the most appro-
priate reason for using norm-referenced
testing?
A. to decide whether a child should be
held back for a year
B. to make grouping decisions in the
content areas
C. to contribute to a diagnosis
regarding special needs
D. to identify a child's strongest
learning modality |
|
Definition
C. to contribute to a diagnosis
regarding special needs |
|
|
Term
In the early childhood years, which of the
following would likely be the most appro-
priate reason for using norm-referenced
testing?
A. to decide whether a child should be
held back for a year
B. to make grouping decisions in the
content areas
C. to contribute to a diagnosis
regarding special needs
D. to identify a child's strongest
learning modality |
|
Definition
C. to contribute to a diagnosis
regarding special needs |
|
|
Term
In the upcoming school year, a preschool
teacher plans to make sociodramatic play
an important feature of the program. This
decision would be especially appropriate
for children of this
age because such play:
A. encourages cooperation and
communication.
B. promotes individuals' awareness of
their own strengths and needs.
C. fosters self-help/adaptive skills.
D. provides practice in working toward
a common goal |
|
Definition
A. encourages cooperation and
communication |
|
|
Term
In the upcoming school year, a preschool
teacher plans to make sociodramatic play
an important feature of the program. This
decision would be especially appropriate
for children of this
age because such play:
A. encourages cooperation and
communication.
B. promotes individuals' awareness of
their own strengths and needs.
C. fosters self-help/adaptive skills.
D. provides practice in working toward
a common goal |
|
Definition
A. encourages cooperation and
communication |
|
|
Term
Mr. Cho occasionally uses participation charts to record where his preschool students are at given times
during the school day. The small portion of a char
t below shows the locations of five children on a
Monday morning between 9:00 and 10:00
[image]
Using such a chart over the course of a week or two would best help Mr. Cho identify which of the following?
- A. centers that may need rearranging or rethinking to attract more interest
- B. individuals who may not be taking responsibility for clean-up in the various centers
- C. centers that may need to be more widely separated from each other
- D. individuals who may not understand how to work with the materials in a given cente
|
|
Definition
| A. centers that may need rearranging or rethinking to attract more interest |
|
|
Term
Mr. Cho occasionally uses participation charts to record where his preschool students are at given times
during the school day. The small portion of a char
t below shows the locations of five children on a
Monday morning between 9:00 and 10:00
[image]
Using such a chart over the course of a week or two would best help Mr. Cho identify which of the following?
- A. centers that may need rearranging or rethinking to attract more interest
- B. individuals who may not be taking responsibility for clean-up in the various centers
- C. centers that may need to be more widely separated from each other
- D. individuals who may not understand how to work with the materials in a given cente
|
|
Definition
| A. centers that may need rearranging or rethinking to attract more interest |
|
|
Term
Mr. Hanson would like to incorporate
interdisciplinary learning into the students'
study of butterflies. Which of the
following activities would best promote
this objective?
A. assigning students to prepare oral
presentations on butterflies based on
the information they gathered during
their individual research projects
B. reading aloud poems, stories, and
creation myths involving butterflies
and having students write their own
creative works about butterflies
C. gathering a collection of photo-
graphs and scientifically accurate
drawings of butterflies and posting
them around the classroom
D. creating a display of advertisements,
labels, and products related to
butterflies and asking students to
contribute objects to the display |
|
Definition
B. reading aloud poems, stories, and
creation myths involving butterflies
and having students write their own
creative works about butterflies |
|
|
Term
Mr. Hanson would like to incorporate
interdisciplinary learning into the students'
study of butterflies. Which of the
following activities would best promote
this objective?
A. assigning students to prepare oral
presentations on butterflies based on
the information they gathered during
their individual research projects
B. reading aloud poems, stories, and
creation myths involving butterflies
and having students write their own
creative works about butterflies
C. gathering a collection of photo-
graphs and scientifically accurate
drawings of butterflies and posting
them around the classroom
D. creating a display of advertisements,
labels, and products related to
butterflies and asking students to
contribute objects to the display |
|
Definition
B. reading aloud poems, stories, and
creation myths involving butterflies
and having students write their own
creative works about butterflies |
|
|
Term
The children in a class of three year
olds typically arrive between 7:45 and
8:15 in the morning. After greeting each
child by name, the teacher could best
facilitate each child's transition into the
classroom by:
A. reading a story to the class as
children continue to arrive.
B. allowing children to self-select from
a variety of activities, such as
puzzles or play dough.
C. having children deposit their things
at their cubbies and then sit down on
the circle rug.
D. helping children form small groups
and participate in role-playing in the
drama center. |
|
Definition
B. allowing children to self-select from
a variety of activities, such as
puzzles or play dough. |
|
|
Term
The children in a class of three year
olds typically arrive between 7:45 and
8:15 in the morning. After greeting each
child by name, the teacher could best
facilitate each child's transition into the
classroom by:
A. reading a story to the class as
children continue to arrive.
B. allowing children to self-select from
a variety of activities, such as
puzzles or play dough.
C. having children deposit their things
at their cubbies and then sit down on
the circle rug.
D. helping children form small groups
and participate in role-playing in the
drama center. |
|
Definition
B. allowing children to self-select from
a variety of activities, such as
puzzles or play dough. |
|
|
Term
The primary value of Mr. Hanson's
response to the students in this situation
is that it:
A. motivates students by helping them
appreciate the practical value of
what they are learning in school.
B. promotes learning by helping
students connect new information
to their existing knowledge base.
C. empowers students by validating
their interests and encouraging them
to pursue learning independently.
D. fosters learning by presenting
information in a wide range of
media and formats. |
|
Definition
C. empowers students by validating
their interests and encouraging them
to pursue learning independently |
|
|
Term
The primary value of Mr. Hanson's
response to the students in this situation
is that it:
A. motivates students by helping them
appreciate the practical value of
what they are learning in school.
B. promotes learning by helping
students connect new information
to their existing knowledge base.
C. empowers students by validating
their interests and encouraging them
to pursue learning independently.
D. fosters learning by presenting
information in a wide range of
media and formats. |
|
Definition
C. empowers students by validating
their interests and encouraging them
to pursue learning independently |
|
|
Term
The two year olds in Mr. Yazzi's class
have been learning about their bodies, and
Mr. Yazzi has invited Dr. Elsie Footracer,
a dentist, to visit the classroom to talk to
the children about their teeth. Mr. Yazzi
can best ensure the success of the visit
by taking which of the following steps
beforehand?
A. asking Dr. Footracer to visit the
class briefly to observe the children
on a typical day
B. talking with Dr. Footracer about
the targeted learning goals and
the children's prior knowledge
of the topic
C. meeting with Dr. Footracer to
review the two adults' respective
roles during the presentation
D. providing Dr. Footracer an overview
of the language development and
common behaviors of children in
this age group |
|
Definition
B. talking with Dr. Footracer about
the targeted learning goals and
the children's prior knowledge
of the topic |
|
|
Term
The two year olds in Mr. Yazzi's class
have been learning about their bodies, and
Mr. Yazzi has invited Dr. Elsie Footracer,
a dentist, to visit the classroom to talk to
the children about their teeth. Mr. Yazzi
can best ensure the success of the visit
by taking which of the following steps
beforehand?
A. asking Dr. Footracer to visit the
class briefly to observe the children
on a typical day
B. talking with Dr. Footracer about
the targeted learning goals and
the children's prior knowledge
of the topic
C. meeting with Dr. Footracer to
review the two adults' respective
roles during the presentation
D. providing Dr. Footracer an overview
of the language development and
common behaviors of children in
this age group |
|
Definition
B. talking with Dr. Footracer about
the targeted learning goals and
the children's prior knowledge
of the topic |
|
|
Term
Two nine-month-old infants are sitting
on a rug with a teacher. The teacher has
gathered a small collection of pots, lids,
and large spoons for the children to play
with from a bin in the housekeeping area.
Given the children's age, which of the
following would be the teacher's most
appropriate interaction with the children
as they play with these materials?
A. prompting them to use the spoons to
pretend to stir and taste imaginary
food in the pots
B. monitoring their manipulations
of the pots, lids, and spoons and
talking to them about the effects
of their actions
C. demonstrating how to find matching
lids for the pots and guiding them to
cover each pot with a lid
D. encouraging them to take turns
using the various pots, lids, and
spoons they have collected |
|
Definition
B. monitoring their manipulations
of the pots, lids, and spoons and
talking to them about the effects
of their actions |
|
|
Term
Two nine-month-old infants are sitting
on a rug with a teacher. The teacher has
gathered a small collection of pots, lids,
and large spoons for the children to play
with from a bin in the housekeeping area.
Given the children's age, which of the
following would be the teacher's most
appropriate interaction with the children
as they play with these materials?
A. prompting them to use the spoons to
pretend to stir and taste imaginary
food in the pots
B. monitoring their manipulations
of the pots, lids, and spoons and
talking to them about the effects
of their actions
C. demonstrating how to find matching
lids for the pots and guiding them to
cover each pot with a lid
D. encouraging them to take turns
using the various pots, lids, and
spoons they have collected |
|
Definition
B. monitoring their manipulations
of the pots, lids, and spoons and
talking to them about the effects
of their actions |
|
|
Term
Use the information below to answer the three questions that follow. 21-23
One morning, a swarm of butterflies gathers for a few hours on a tree in a school playground and then
flies away. Mr. Hanson's second graders find the ph
enomenon very exciting, and they spend the day
talking about the swarm, playing "butterflies" at r
ecess, looking for butterflies in the school yard, and so
forth. The next morning, Mr. Hanson holds a discussion about butterflies, during which the children
make many acute observations and ask many questions
. Mr. Hanson responds by prompting the children
to think about how they could find answers to their
questions. He then helps
each child choose a specific
topic to learn about, and he arranges a visit to th
e school library so students can begin researching their
topics |
|
Definition
|
|
Term
Use the information below to answer the three questions that follow. 21-23
One morning, a swarm of butterflies gathers for a few hours on a tree in a school playground and then
flies away. Mr. Hanson's second graders find the ph
enomenon very exciting, and they spend the day
talking about the swarm, playing "butterflies" at r
ecess, looking for butterflies in the school yard, and so
forth. The next morning, Mr. Hanson holds a discussion about butterflies, during which the children
make many acute observations and ask many questions
. Mr. Hanson responds by prompting the children
to think about how they could find answers to their
questions. He then helps
each child choose a specific
topic to learn about, and he arranges a visit to th
e school library so students can begin researching their
topics |
|
Definition
|
|
Term
Which of the following learning center
activities would be most appropriate for
promoting a kindergarten student's
understanding of the concept of
classification?
A. arranging plastic rings on a cone in
order from largest to smallest
B. examining the veins in a leaf with a
magnifying lens
C. sorting manipulatives into piles
based on size and color
D. using scissors to cut construction
paper into strips of varying lengths |
|
Definition
C. sorting manipulatives into piles
based on size and color |
|
|
Term
Which of the following learning center
activities would be most appropriate for
promoting a kindergarten student's
understanding of the concept of
classification?
A. arranging plastic rings on a cone in
order from largest to smallest
B. examining the veins in a leaf with a
magnifying lens
C. sorting manipulatives into piles
based on size and color
D. using scissors to cut construction
paper into strips of varying lengths |
|
Definition
C. sorting manipulatives into piles
based on size and color |
|
|
Term
Which of the following represents the
most authentic approach to establishing a
culturally diverse curriculum?
A. incorporating celebrations of
holidays from countries around the
world during the course of the
school year
B. encouraging students to share
information about their individual
backgrounds and cultures during
weekly show-and-tells
C. routinely integrating information
about and features of a wide range
of cultures into all domains of
learning
D. choosing two or three countries
based on the students' backgrounds
and cultures to serve as recurrent
subjects of study over the year |
|
Definition
C. routinely integrating information
about and features of a wide range
of cultures into all domains of
learning |
|
|
Term
Which of the following represents the
most authentic approach to establishing a
culturally diverse curriculum?
A. incorporating celebrations of
holidays from countries around the
world during the course of the
school year
B. encouraging students to share
information about their individual
backgrounds and cultures during
weekly show-and-tells
C. routinely integrating information
about and features of a wide range
of cultures into all domains of
learning
D. choosing two or three countries
based on the students' backgrounds
and cultures to serve as recurrent
subjects of study over the year |
|
Definition
C. routinely integrating information
about and features of a wide range
of cultures into all domains of
learning |
|
|
