This Document Contains Chapters 9 to 16 Test Questions: Chapter 9 Activity Planning Multiple Choice For each question circle one letter that indicates the best answer. 1. Which of the following is not a guideline suggested by Thurman to select the best activities for children? a. Does the activity include clear instructions for the children? b. Is the activity safe? c. Does the activity allow children to be successful? d. Is the activity the child's work? 2. Implementing an antibias curriculum includes all of the following except a. selecting classroom materials that are free of stereotypes. b. actively pursuing diversity in the population of children enrolled. c. providing all children with opportunities for success. d. helping children to learn socially accepted behavior of the dominant culture. 3. When planning adaptations for children with special needs, teachers should know that mental retardation usually manifests itself as a. a physical impairment. b. a visual impairment. c. a cognitive and speech/language delay. d. a hearing impairment. 4. Which of the following is not a guideline for teachers working with children with visual impairments? a. Provide tours for the child and enlist peers to serve as guides. b. Avoid using visual words such as "look," "see," and "show." c. Encourage teachers and other children to identify themselves by name. d. Praise times when the child does not exhibit mannerisms such as rocking or rubbing the eyes. 5. Which of the following is not an appropriate technique to foster creative thought in young children? a. Frequently use rewards and reinforcement. b. Encourage children to take part in decision making. c. Incorporate children's interests and ideas. d. Give children plenty of time to think. True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 6. Utilizing children's developmental readiness for specific tasks is the basis for theme planning. 7. An effective multicultural program helps children to recognize and accept differences in people. 8. Guidelines for teaching language delayed children include facilitating communication with peers. 9. When working with a child with a hearing impairment, check the hearing aid weekly for fit and function. 10. Consistency is a key in teaching children with behavior disorders or emotional disturbances. Completion Write the word or words that most accurately completes or answers the following. 11. Dittoes, flash cards, and other paper-and-pencil tasks are examples of ______________________ activities. 12. When teachers value children's thinking they select activities that allow _______________________ 13. The antibias curricular approach goes beyond teaching about cultural diversity and helps children recognize and confront ideas and behaviors that are _____________. 14. An IEP is developed for children with special needs ages ________________. 15. Children with physical impairments may need to have materials or activities _____________ in order to have successful learning experiences. Essay Respond to the following using a grammatically correct narrative format. 16. Distinguish the differences between an active process of learning and a passive process of learning. 17. Explain the meaning and implications for teachers of Rachel Carson's quote used in this chapter. 18. Describe the project approach to planning activities. 19. Create a curriculum web on the topic of "Teddy Bears." 20. Discuss the pros and cons of the uses of technology in the developmentally appropriate classroom. Answer Key Multiple Choice 1. a 2. d 3. c 4. b 5. a True/False 6. False 7. True 8. True 9. False 10. True Completion 11. closed-ended 12. a wide variety of correct answers 13. biased 14. 3 and older 15. adapted Essay 16. Active vs. Passive Learning: • Active Learning: Involves engagement and participation. Children explore, experiment, and interact with their environment and peers. They ask questions, solve problems, and apply new knowledge actively. For example, a child building a model from blocks learns by manipulating and experimenting with materials. • Passive Learning: Involves receiving information with minimal interaction. Children listen to lectures or watch demonstrations without actively participating. For instance, a child watching a video about animals without engaging in any related activities is experiencing passive learning. 17. Rachel Carson’s Quote Implications: Rachel Carson's quote often emphasizes the importance of observing and understanding the natural world. For teachers, this means creating opportunities for children to explore and discover nature firsthand, fostering curiosity and appreciation for the environment. It implies that educators should encourage observation, inquiry, and connection with nature rather than just delivering information. 18. Project Approach to Planning Activities: The project approach involves: 1. Selecting a Topic: Choose a theme or subject that interests children and is relevant to their experiences. 2. Planning: Develop a series of activities and explorations related to the topic, involving children in planning and decision-making. 3. Exploration: Allow children to investigate the topic through hands-on activities, research, and real-world experiences. 4. Presentation: Have children present their findings or creations, reflecting on their learning and process. 19. Curriculum Web on "Teddy Bears": • Central Theme: Teddy Bears • Literacy: Read books about teddy bears, write stories, and create teddy bear characters. • Math: Measure and compare sizes of teddy bears, count teddy bears, sort by color or size. • Art: Make teddy bear crafts, paint teddy bear faces, create teddy bear masks. • Science: Learn about the materials teddy bears are made from, discuss how teddy bears are made. • Social Studies: Explore the history of teddy bears, discuss how different cultures use teddy bears. • Dramatic Play: Set up a teddy bear hospital, have teddy bear tea parties. 20. Technology in Developmentally Appropriate Classrooms: • Pros: • Engagement: Interactive tools can capture children’s interest and enhance learning. • Personalized Learning: Technology can provide adaptive learning experiences tailored to individual needs. • Skill Development: Helps develop digital literacy and problem-solving skills. • Cons: • Screen Time: Excessive use can reduce physical activity and face-to-face social interactions. • Over-reliance: May lead to less emphasis on hands-on, creative play. • Equity Issues: Access to technology may vary, creating disparities among children. Test Questions: Chapter 10 Curriculum for Developing Personal Awareness Multiple Choice For each question circle one letter that indicates the best answer. 1. The development of gender identity is a. completed by age three. b. the process of understanding and identifying with either primarily masculine or primarily feminine traits. c. supported primarily by peer interactions. d. a topic that should be taught in the home environment, rather than the school environment. 2. Which of the following is not true of androgyny? a. It requires eliminating rigid definitions of male and female roles. b. Characteristics of masculinity and femininity are not mutually exclusive. c. Children who exhibit androgynous behavior exhibit more frequent analytical thinking and greater creativity. d. Androgynous adults are more likely to choose teaching as a profession. 3. Which of the following was not one of the findings in a cross-national study of children's knowledge of sexuality? a. Most preschool children believed babies always existed or that they were created by a manufacturing process. b. Older children's answers were more sex-stereotyped. c. Mothers were seen as having a more active role in human reproduction. d. Swedish children were the slowest to develop an accurate understanding of human reproduction. 4. Allowing children the time to discover the characteristics of their bodies, other objects, and written and spoken language is an example of which kind of play? a. imitative b. exploratory c. testing d. model-building 5. Which of the following is not a subdomain in the area of personal awareness? a. self-control b. self-help skills c. independence d. personal health True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 6. Research has shown that children's books, toys, and television programs are predominantly sex-stereotyped and give higher status to social and occupational roles for females. 7. In general, girls are more dependent than boys, but among children with child care experience boys are more dependent than girls. 8. In a cross-national study children in North America were the first to develop an accurate understanding of human reproduction. 9. Children in the "manufacturers" stage of understanding of human reproduction combine ideas about technology and physiology in their thinking about where babies come from. 10. Engaging in sex play with same-age peers is a natural part of children's curiosity and learning about sexuality. Completion Write the word or words that most accurately completes or answers the following. 11. According to Brazelton as infants develop "a pattern of self-controlling behavior" they are moving toward the development of _____________. 12. Most children by age _________ are certain of their own gender and another person's gender. 13. List five things children by the age of 4 should know about human sexuality and reproduction. _______________ 14. Young children learn gender identity by imitating _________________ ________________ models. 15. Developing independence includes the ability to take _____________ and ________________. Essay Respond to the following using a grammatically correct narrative format. 16. Describe the process of children's learning about human sexuality and reproduction beginning at birth and throughout the preschool years. 17. During a group storytime a child repeats an obscene word several times. Describe what you think the child's purpose might be in doing this and how you as a teacher in this situation might respond. 18. Discuss the philosophy underlying a developmentally appropriate safety curriculum. What goals and types of activities would you include? 19. Describe health policies that ensure the physical well-being of children. 20. Develop an appropriate activity for preschoolers in the area of personal safety. Include adaptations for young children with special needs. Answer Key Multiple Choice 1. b 2. d 3. c 4. b 5. a True/False 6. False 7. False 8. False 9. False 10. True Completion 11. independence 12. three 13. names for the body's sexual parts, socially accepted words for elimination, the basic fact that babies develop in their mother's body, an understanding of observable differences between boys and girls, the fact that both mothers and fathers create a baby 14. same-sex role models 15. initiative and responsibility Essay 16. Learning About Human Sexuality and Reproduction: Children start learning about human sexuality and reproduction from birth through: • Infancy: They become aware of body parts and their functions through interactions with caregivers, though explicit sexuality education is minimal. • Toddler Years: Curiosity about body differences and functions increases. They may ask questions about body parts or birth. • Preschool Years: Children begin to understand more about their bodies and relationships. Education should be age-appropriate, focusing on body safety, respect, and the basics of reproduction using simple, factual language. 17. Response to Repeating Obscene Words: A child repeating an obscene word might be seeking attention, testing boundaries, or mimicking something heard elsewhere. As a teacher: 1. Remain Calm: Address the behavior calmly and without judgment. 2. Redirect: Gently explain that the word is not appropriate and offer alternative language. 3. Investigate: If necessary, find out where the child learned the word and address any underlying issues or exposure. 18. Philosophy of a Developmentally Appropriate Safety Curriculum: The philosophy emphasizes age-appropriate, engaging, and relevant safety education: • Goals: Teach children about personal safety, recognizing and responding to unsafe situations, and understanding boundaries. • Activities: Include role-playing scenarios, storytelling, and games that illustrate safety concepts. Use visuals and hands-on activities to reinforce lessons. 19. Health Policies for Physical Well-being: 1. Immunization Requirements: Ensure all children are up-to-date with vaccinations. 2. Hygiene Practices: Implement regular handwashing and cleanliness protocols. 3. Nutrition Guidelines: Provide balanced meals and snacks and accommodate dietary restrictions. 4. Emergency Procedures: Establish and regularly practice safety drills and first aid procedures. 20. Activity for Preschoolers on Personal Safety: Activity: "Safe Touch and Boundaries" • Objective: Teach children about personal space and safe touches. • Materials: Dolls or stuffed animals, visual aids showing safe vs. unsafe touches. • Instructions: 1. Read a Story: Use a story about personal boundaries and safe touches. 2. Role-Play: Use dolls to demonstrate safe and unsafe touches and discuss feelings. 3. Interactive Discussion: Engage children in a discussion about their own boundaries and safe touches. • Adaptations: For children with special needs, use tailored visual aids, provide additional one-on-one support, and ensure all activities are sensory-friendly and accessible. Test Questions: Chapter 11 Curriculum for Developing Emotional Well-Being Multiple Choice For each question circle one letter that indicates the best answer. 1. The developmental crisis between basic trust and mistrust requires which of the following in order to resolve the crisis? a. Children learn to rely on others to provide basic needs. b. Children gain control over their own impulses and bodily functions. c. Children become aware of their emerging self. d. Children test newly developed capabilities. 2. Infants are usually able to distinguish their mother from other people by a. 6 weeks. b. 9 weeks. c. 3 months. d. 6 months. 3. Children learn better with adults a. when there is a higher degree of structure in the environment. b. with whom they have a warm, positive relationship. c. who have a higher academic orientation in classroom situations. d. who have higher educational levels. 4. Using play to lessen emotional pain, master development conflicts, and strengthen self-esteem are examples of play as a. a therapeutic tool. b. a learning tool. c. a model-building tool. d. a language-building tool. 5. Which of the following is not a subdomain in the area of emotional well-being? a. awareness, acceptance, and expression of emotions. b. coping skills. c. building values. d. achieving self-esteem. True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 6. Erik Erikson described the first developmental crisis as one involving autonomy versus shame and doubt. 7. During the development of detachment, avoid setting firm limits in order to let children test their emerging independence. 8. Research has found girls exhibit more nurturant behavior than boys in most situations. 9. An attachment object, such as a blanket or teddy bear, interferes with children's coping effectively with separation from parents. 10. Teachers must view a child's special need or condition as being secondary to the child. Completion Write the word or words that most accurately completes or answers the following. 11. According to Brazelton _____________ is the primary developmental issue in the infant's first year of life. 12. According to Brazelton the primary developmental task during the second year of life is ________________. 13. According to Greenspan, infants begin to become involved in two-way communication with adults in the stage of ________________. 14. According to Greenspan, children in the _____________ stage begin to be capable of separating themselves from others and separating reality from make-believe. 15. Research has found that engaging in _____________ reduces children's anxiety, increases their knowledge and understanding of medical procedures, and, in some cases, reduces children's perception of pain and length of hospitalization. Essay Respond to the following using a grammatically correct narrative format. 16. Describe Greenspan's six emotional milestones that occur during the first four years of life. 17. Describe characteristics and child outcomes in developmentally inappropriate versus developmentally appropriate classrooms. 18. Describe the type of classroom climate you would develop in order to help establish trusting teacher-child relationships. 19. Describe the role and uses of play to help children develop coping strategies for stress reduction. 20. Develop an appropriate activity for toddlers in the area of personality integration. Include adaptations for young children with special needs. Answer Key Multiple Choice 1. a 2. c 3. b 4. a 5. d True/False 6. False 7. False 8. True 9. False 10. True Completion 11. attachment (to others) 12. detachment 13. developing intentional communication 14. emotional thinking 15. medical play Essay 16. Greenspan's Six Emotional Milestones: • Self-Regulation and Interest in the World (0-3 months): Infants begin to manage their emotions and show interest in their surroundings, such as responding to visual and auditory stimuli. • Engaging and Interacting (3-6 months): Infants start to engage with caregivers and their environment more actively, using social smiles and cooing to communicate. • Intentional Communication (6-9 months): Infants use gestures and sounds to express needs and intentions, showing the beginning of purposeful communication. • Complex Communication and Problem-Solving (9-12 months): Infants start to combine gestures and sounds to solve problems and interact more meaningfully with others. • Emotional Understanding and Empathy (12-18 months): Toddlers begin to understand and respond to the emotions of others, showing empathy and developing social awareness. • Emotional Self-Control and Expression (18-24 months): Toddlers learn to manage and express their emotions in more complex ways, demonstrating greater emotional self-control and expression. 17. Developmentally Inappropriate vs. Appropriate Classrooms: • Inappropriate Classrooms: • Characteristics: Rigid schedules, lack of flexibility, and unrealistic expectations for children's developmental levels. • Outcomes: Increased stress, disengagement, and behavioral issues. • Appropriate Classrooms: • Characteristics: Flexible routines, individualized learning experiences, and activities that match developmental stages. • Outcomes: Improved engagement, better emotional and social development, and a positive learning environment. 18. Classroom Climate for Trusting Teacher-Child Relationships: • Warmth and Respect: Create a nurturing environment where children feel valued and understood. • Consistency and Reliability: Establish predictable routines and follow through on promises to build trust. • Open Communication: Encourage children to express their feelings and thoughts, and listen actively to their concerns. 19. Role of Play in Coping with Stress: • Expressive Play: Allows children to act out stressful experiences and emotions, helping them process and understand their feelings. • Role-Playing: Provides a safe space to practice coping strategies and problem-solving in a controlled environment. • Relaxation Techniques: Incorporates activities like pretend play with calming elements to reduce anxiety and promote relaxation. 20. Activity for Toddlers on Personality Integration: Activity: "Feelings Faces" • Objective: Help toddlers recognize and express different emotions. • Materials: Emotion cards or face masks depicting various emotions (happy, sad, angry, etc.). • Instructions: • Introduce Emotions: Show the cards or masks and name each emotion. • Role Play: Encourage toddlers to use the cards/masks to act out different feelings. • Discuss Feelings: Talk about times they have felt each emotion and how they can express their feelings in a healthy way. • Adaptations: Use large, easy-to-handle cards or masks, and provide extra support for toddlers with sensory or motor challenges to ensure they can participate fully. Test Questions: Chapter 12 Curriculum for Developing Socialization Multiple Choice For each question circle one letter that indicates the best answer. 1. Piaget believed that the characteristic of child-child interactions that promotes children's perspective-taking and more mature thinking is a. its reciprocal, democratic nature. b. its playfulness. c. its vertical hierarchy. d. its specific play themes. 2. Authoritarian parents a. have children who are impulsive, aggressive and lack self-control. b. are more likely to use induction as a discipline strategy. c. use love withdrawal or threats to withdraw affection. d. have children with higher self-esteem. 3. Caregiving behaviors found to have a significant positive influence on children's development include a. attentiveness and high expectations. b. restrictive physical contact and verbal exploration. c. responsive care and restricted verbal stimulation. d. attentiveness and verbal material stimulation. 4. Which of the following is not a suggestion for supportive environments that foster more positive social interaction? a. avoiding the use of physical punishment or verbal aggression b. opportunities to act out aggressive or violent play themes c. lower teacher-child ratios d. toys that do not suggest aggressive themes 5. Which of the following is not a subdomain in the area of socialization? a. social interaction b. conservation of resources c. respect for others d. building values True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 6. Research on children's perception of friendship found that preschool children conceive of friends as momentary physical playmates. 7. By the time children are older toddlers they no longer have a need for solitary play. 8. Cooperative play is most often seen beginning in the toddler stage of development. 9. A study of Swedish children found that their grandparents' support influenced their social skills with peers. 10. Teachers should avoid assigning specific roles or suggesting specific dialogue in children's play. Completion Write the word or words that most accurately completes or answers the following. 11. Freud believed _____________ had the most important role in children's socialization. 12. Children show an increase in prosocial behaviors when teachers give them opportunities to practice and discuss _____________, _____________, and _____________. 13. Innocenti et al. found that peer interaction occurred more frequently when children engaged in _____________. 14. Research in early childhood education has found that children from more _____________ families are less likely to display aggressive behavior. 15. Preschool children who engage in _____________ play the majority of time may need special support from teachers in order to help them play with their peers. Essay Respond to the following using a grammatically correct narrative format. 16. Describe Parten's system of categorizing children's social participation and give examples of play in each category. 17. Describe the progression of research examining children's thinking and reasoning about friendship from ages 3 to 12 as it reflects their changing cognitive development. 18. Describe results and limitations of the research examining children and aggression in early childhood education. 19. Distinguish the way a teacher might see empathy expressed by a younger toddler versus a preschooler. 20. Develop an appropriate activity for preschoolers in the area of conservation of resources. Include adaptations for young children with special needs. Answer Key Multiple Choice 1. a 2. c 3. d 4. b 5. d True/False 6. True 7. False 8. False 9. True 10. False Completion 11. the family 12. helping, sharing, and cooperating 13. free play 14. nurturing 15. onlooker or unoccupied Essay 16. Parten’s Categories of Social Participation: 1. Solitary Play: Children play alone and are not influenced by others, e.g., a child playing with blocks independently. 2. Onlooker Play: Children observe others without joining in, e.g., a child watching peers build a sandcastle. 3. Parallel Play: Children play alongside each other but do not interact, e.g., two children each building with their own set of blocks. 4. Associative Play: Children interact and share toys, but activities are not coordinated, e.g., children sharing crayons while drawing but not working on a shared project. 5. Cooperative Play: Children work together on a common goal, e.g., building a large structure together or playing a group game with rules. 17. Progression of Thinking About Friendship: • Ages 3-5: Friendships are based on shared activities and proximity. Children see friends as playmates rather than having deeper emotional bonds. • Ages 6-8: Children start understanding friendships in terms of mutual feelings and shared interests. They recognize the importance of trust and cooperation. • Ages 9-12: Friendships become more complex, involving loyalty, support, and personal secrets. Children understand that friendships can be emotionally significant and have a more nuanced view of social dynamics. 18. Research on Aggression in Early Childhood: • Results: Studies show that aggression in early childhood can be linked to various factors, including temperament, family dynamics, and peer interactions. Early intervention can help reduce aggressive behaviors. • Limitations: Research often lacks long-term follow-up, and findings may not account for cultural or individual differences. Aggression’s root causes can be complex and multifaceted, making it difficult to draw generalized conclusions. 19. Empathy Expression in Toddlers vs. Preschoolers: • Younger Toddlers (12-24 months): Empathy may be expressed through actions like offering a toy to a distressed peer, though it is often more instinctive and less conscious. • Preschoolers (3-5 years): Empathy is more developed, with children beginning to articulate understanding of others’ feelings and offering comfort or support in more thoughtful ways, such as verbal expressions of concern or active efforts to help. 20. Activity for Conservation of Resources: Activity: "Water Wise Exploration" • Objective: Teach children about conserving water through interactive play. • Materials: Measuring cups, water containers, sponges, and small plants. • Instructions: 1. Experiment: Use measuring cups to explore how much water plants need. Demonstrate pouring and saving water. 2. Discussion: Talk about why it’s important to use water wisely. 3. Game: Play a game where children "rescue" plants by giving them just the right amount of water. • Adaptations: For children with special needs, use large, easy-to-handle tools, provide visual supports, and offer one-on-one assistance as needed. Ensure sensory-friendly materials are used for comfort. Test Questions: Chapter 13 Curriculum for Developing Communication Multiple Choice For each question circle one letter that indicates the best answer. 1. By age six most children have a comprehension vocabulary of about a. 5,000 words. b. 8,000 words. c. 16,000 words. d. 23,000 words. 2. The last substage of the speech stage occurs a. after age 4. b. after age 6. c. after age 8 d. after age 10. 3. Children's early vocabulary consists of all of the following except a. words that represent familiar people or objects. b. action words. c. reward and punishment words. d. simple articles. 4. Research on children's egocentrism and referential communication has shown that a. children use more complex communication with peers than with adults. b. children request more information from peers than from adults. c. children with mental retardation can adapt their communication to be more easily understood by peers. d. children can adapt their communication to the comprehension abilities of younger children. 5. Which of the following is not a subdomain in the area of communication? a. receptive language b. expressive language c. reciprocal communication d. auditory memory/discrimination True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 6. Early gesturing in young children is related to later vocabulary development. 7. The prespeech stage begins at birth and lasts until children utter their first words at about 8 months. 8. When infants babble they first produce consonant sounds, then later vowel sounds. 9. In a study of four- and five-year-olds, children produced more detailed language in the block center than in the dramatic play center. 10. In early childhood programs with low staff-child ratios children have more mature language comprehension and communication skills. Completion Write the word or words that most accurately completes or answers the following. 11. The behaviors in which infants engage in the prespeech stage are _____________, _____________, _____________. 12. Children of all linguistic groups, as well as children with hearing impairments, produce similar babbling sounds, suggesting the importance of _____________ in the early prespeech stage. 13. The child who learned the phrase "pitch black" and then began to describe things as "pitch clean," "pitch empty," and "pitch big" is an example of a child using _____________ and manipulating language playfully. 14. List three different classroom materials that will help young children become involved as story tellers. _____________, _____________, _____________. 15. Sociodramatic play involves at least how many children? Essay Respond to the following using a grammatically correct narrative format. 16. Identify and describe the five substages of the speech stage of language development. 17. Discuss the ways in which conversational time should be incorporated into the classroom to facilitate children's language development. 18. A teacher approaches a child who is painting at the easel and says, "Is that a tree?" and receives a limited response from the child. Write three different conversation starters the teacher might say to the child to elicit more of a discussion. 19. Describe a sociodramatic play episode that shows children communicating their ideas, clarifying instructions, and negotiating roles. 20. Develop an appropriate activity for infants in the area of receptive language. Include adaptations for young children with special needs. Answer Key Multiple Choice 1. d 2. a 3. d 4. d 5. c True/False 6. True 7. False 8. False 9. False 10. True Completion 11. crying, gesturing, and babbling 12. maturation 13. symbols 14. books, tape recorders, puppets, flannel board stories, masks, costumes 15. two Essay 16. Five Substages of the Speech Stage of Language Development: • Pre-linguistic Stage (0-12 months): Infants use cooing, babbling, and vocalizations to communicate, such as "ba-ba" or "da-da," though they do not yet form words. • Single Word Stage (12-18 months): Children begin using single words to convey whole sentences or ideas, such as "milk" for "I want milk." • Two-Word Stage (18-24 months): Children start combining two words to form simple sentences, e.g., "big truck" or "want cookie." • Early Multi-word Stage (24-30 months): Children begin to use three to four words together, forming more complex sentences like "I want the red ball." • Later Multi-word Stage (30+ months): Sentences become more complex with the use of grammatical structures, such as "The cat is sitting on the mat." 17. Incorporating Conversational Time in the Classroom: • Structured Activities: Include regular times for group discussions or storytelling, allowing children to practice speaking and listening. • Open-Ended Questions: Pose questions that require more than yes/no answers to encourage children to elaborate and think critically. • Peer Interactions: Facilitate partner or small group work where children must communicate their ideas and negotiate meaning. 18. Conversation Starters for Painting: • "Can you tell me more about what you're painting? What part are you working on now?" • "I see you’re using different colors. What do the colors represent in your picture?" • "How did you decide what to paint? Is there a story or idea behind your artwork?" 19. Sociodramatic Play Episode: Children set up a “grocery store” in the classroom. One child takes on the role of the cashier, another as the shopper, and a third as the stock clerk. The cashier asks the shopper what items they want, and the shopper lists items while the stock clerk finds and hands over the products. The children negotiate roles, clarify instructions (e.g., "Where do I put the money?"), and discuss how to manage the store, demonstrating communication, role-playing, and problem-solving skills. 20. Activity for Receptive Language: Activity: "Object and Action Game" • Objective: Enhance infants' understanding of simple words and actions. • Materials: Toys or objects (e.g., ball, block), picture cards with corresponding words. • Instructions: • Show and Tell: Show an object and say its name clearly. • Action Matching: Perform simple actions (e.g., rolling the ball) and say the action's name. • Interactive Play: Encourage the infant to pick up the object or perform the action in response to verbal cues. • Adaptations: Use large, easy-to-grasp objects, provide tactile or visual supports, and offer additional physical guidance to assist children with special needs in engaging with the activity. Test Questions: Chapter 14 Curriculum for Developing Cognition Multiple Choice For each question circle one letter that indicates the best answer. 1. In the tertiary circular reactions substage, children a. repeat earlier actions with intention and experimentation. b. repeat pleasurable actions. c. show purposeful combining of actions. d. show event anticipation. 2. Transductive reasoning a. is based on developing a specific conclusion from a specific observation. b. is the use of unclear and changing rules of classification. c. is based on developing a specific conclusion from several observations. d. does not appear until age six or seven. 3. In the Piagetian cognitive tasks in which three colored beads on a string are inserted into a cardboard tube, the beads are in the order from top to bottom of red, yellow, and blue. The tube, held vertically, is turned 33 half rotations. What color would be on top? a. red b. yellow c. blue d. orange 4. An example of a child who understands the concept of conservation a. remembers to turn the lights out when leaving the room. b. avoids inaccurate conclusions when using transductive reasoning. c. uses logical classification schemes. d. understands that a change in appearance does not mean a change in size or volume. 5. Which of the following is not a subdomain in the area of cognition? a. problem solving/reasoning skills b. concept formation c. auditory discrimination/memory d. association/classification True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 6. To accommodate, children consider and use what they already know and introduce new information into an existing scheme. 7. The cognitive functions of paying attention, memory coding, memory permanence, motor actions, and motivation are emphasized by the information-processing theory of cognitive development. 8. More recent research suggests that children are not as limited by their egocentrism as Piaget originally described. 9. Children are similar to adults in their short-term memory but differ from adults in their long-term memory. 10. Cultural influences do not seem to affect children's cognitive and learning styles. Completion Write the word or words that most accurately completes or answers the following. 11. Obtaining _____________ is knowing that an object has an identity and permanence. 12. Vygotsky emphasized the role of _____________ in which cognitive development is the primary means for intellectual adaptation and development. 13. A long attention span, an objective attitude, and stimulus-centered thinking is characteristic of a _____________ approach to learning. 14. A short attention span, contextual and colorful language, nonverbal communication, and global thinking is characteristic of a _____________ approach to learning. 15. _____________ is the way through which children learn about the world. Essay Respond to the following using a grammatically correct narrative format. 16. List the four major stages of cognitive development according to Piaget and describe the milestone that occurs at each stage. 17. Describe how children learn new concepts and how teachers can support their acquiring, testing, and applying new ideas. 18. Describe teachers' behaviors that enhance the development of children's problem-solving skills. 19. Describe an example of an open-ended activity and discuss the teacher's role in facilitating an open-ended activity process. 20. Develop an appropriate activity for toddlers in the area of concept formation. Include adaptations for young children with special needs. Answer Key Multiple Choice 1. b 2. a 3. c 4. d 5. c True/False 6. False 7. False 8. True 9. True 10. False Completion 11. object concept 12. language 13. analytical 14. relational 15. play Essay 16. Piaget's Four Major Stages of Cognitive Development: • Sensorimotor Stage (0-2 years): Milestone: Object Permanence. Infants learn that objects continue to exist even when they cannot be seen or heard, such as realizing that a hidden toy is still there. • Preoperational Stage (2-7 years): Milestone: Symbolic Thinking. Children start using symbols, such as words and images, to represent objects and experiences, enabling them to engage in pretend play and use language more effectively. • Concrete Operational Stage (7-11 years): Milestone: Conservation. Children understand that quantity remains the same despite changes in shape or appearance, such as recognizing that the amount of liquid is the same when poured into different-sized containers. • Formal Operational Stage (12 years and up): Milestone: Abstract Thinking. Adolescents develop the ability to think logically about abstract concepts and hypothetical situations, allowing for more advanced problem-solving and reasoning. 17. Learning New Concepts and Teacher Support: • Discovery and Exploration: Children learn new concepts through hands-on exploration and experimentation. Teachers can provide materials and opportunities for open-ended exploration. • Guided Discovery: Teachers ask probing questions and provide prompts to help children think critically and test their ideas. • Application and Reinforcement: Encourage children to apply new concepts in various contexts. Teachers can support this by setting up activities that reinforce and expand on these concepts. 18. Teachers' Behaviors Enhancing Problem-Solving Skills: • Modeling Thinking: Demonstrate problem-solving processes and strategies through think-alouds. • Encouraging Exploration: Provide opportunities for children to explore different solutions and approaches to problems. • Asking Open-Ended Questions: Pose questions that require thoughtful consideration and multiple possible answers to stimulate critical thinking. 19. Example of Open-Ended Activity: Activity: "Building with Blocks" • Description: Children use a variety of blocks to create structures, allowing for unlimited possibilities. • Teacher's Role: Facilitate by offering encouragement and suggestions, such as asking, “What can you build with these blocks?” Avoid giving specific instructions, instead, provide support and ask questions to prompt thinking about stability, design, and creativity. 20. Activity for Toddlers in Concept Formation: Activity: "Shape Sorting" • Objective: Help toddlers recognize and categorize different shapes. • Materials: Shape-sorting toys or cut-out shapes (circles, squares, triangles) with corresponding slots. • Instructions: • Show Shapes: Introduce different shapes and their names. • Sort Shapes: Encourage toddlers to match shapes with the correct slots or containers. • Discuss Shapes: Talk about the shapes as they sort them, reinforcing their understanding. • Adaptations: Use large, easy-to-grasp shapes, incorporate tactile or visual aids, and offer additional one-on-one support to ensure all children can engage with and understand the activity. Test Questions: Chapter 15 Curriculum for Developing Perceptual Motor Skills Multiple Choice For each question circle one letter that indicates the best answer. 1. The Moro reflex a. involves flinging the arms out and then pulling them in toward the body. b. involves spreading out the toes. c. is in response to being tickled. d. involves appearing to take steps when being held above a flat surface. 2. Cephalocaudal development a. is development that proceeds from the center of the body outward. b. is development that occurs from the head to the feet. c. explains infants' ability to grasp, hold, and manipulate objects. d. replaces the Babinski reflex. 3. Infants show a color preference by looking longer at a. blues and greens. b. yellows and greens. c. reds and blues. d. orange and white. 4. Piaget believed that children from the ages of 2 to 7 engage primarily in a. practice play. b. symbolic play. c. games with rules. d. preoperational play. 5. Which of the following is not a subdomain in the area of perceptual motor skills? a. eye-hand/eye-foot coordination. b. locomotor skills. c. body management and control. d. perceptual discrimination. True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 6. Intentional physical activity is replaced after a few months with reflex behaviors. 7. Children begin to use pencils and crayons as they develop and refine locomotor skills. 8. According to Gesell children can produce a triangle before they can copy a diamond. 9. Physical readiness and maturation is necessary before children can express in written form their understanding of the cognitive concept of shape. 10. Infants are born with nearly perfect vision. Completion Write the word or words that most accurately completes or answers the following. 11. The development of _____________ involves the child's perception of his/her body and its fit and function in various spaces. 12. Infants prefer to look at the _____________ over other solid or patterned figures. 13. There is disagreement about whether infants perceive _____________ at birth and research to answer this question would be unethical. 14. Infants can recognize their mother's voice and distinguish it from another female voice ________ days after birth. 15. Repetitive practice of motor actions, such as required for baseball or soccer, should be avoided until bone growth is slowed or completed at about _____________ years in girls and _____________ years in boys. Essay Respond to the following using a grammatically correct narrative format. 16. Describe the four stages of development of skills in handling objects. 17. Describe the development of the fine motor skills of drawing and writing. 18. Describe the differences between practice play and symbolic play and give an example of each. 19. Discuss the pros and cons of children's becoming involved in competitive sports at an early age. 20. Develop an appropriate activity for infants in the area of eye-hand/eye-foot coordination. Include adaptations for young children with special needs. Answer Key Multiple Choice 1. a 2. b 3. c 4. b 5. d True/False 6. False 7. False 8. False 9. True 10. False Completion 11. body awareness 12. human face 13. pain 14. two 15. 11 to 13 in girls; 13 to 15 in boys Essay 16. Four Stages of Object Handling Development: • Reflexive Stage (0-1 month): Infants use reflexive grasping and reaching, such as the grasp reflex, where they instinctively close their hand around an object placed in their palm. • Primary Circular Reactions (1-4 months): Infants begin to intentionally reach for objects, developing better control over hand movements, like reaching for a dangling toy. • Secondary Circular Reactions (4-8 months): Infants explore objects more purposefully, such as shaking a rattle to make noise or banging objects together. • Coordination of Reactions (8-12 months): Infants combine actions, like using one hand to hold an object while using the other hand to explore or manipulate it, showing more deliberate and coordinated handling. 17. Development of Fine Motor Skills in Drawing and Writing: • Early Scribbling (15-24 months): Children begin making random marks on paper, which helps develop hand-eye coordination and grasping skills. • Controlled Scribbling (2-3 years): Scribbles become more controlled, and children start making lines and shapes, showing increased dexterity and precision. • Pre-Writing Skills (3-4 years): Children start to draw simple shapes like circles and squares and may begin to imitate letters, developing skills needed for writing. • Early Writing (4-6 years): Children can write their name, form basic letters, and copy simple words, showing improved fine motor control and understanding of letter formation. 18. Practice Play vs. Symbolic Play: • Practice Play: Involves repetition of actions to refine skills. For example, a child repeatedly stacking and unstacking blocks to master balance and coordination. • Symbolic Play: Involves using objects to represent something else. For example, a child using a stick as a pretend sword in an imaginative game of pirates. 19. Competitive Sports for Young Children: • Pros: • Skill Development: Enhances physical skills, coordination, and teamwork. • Socialization: Provides opportunities for children to interact and make friends. • Discipline: Teaches rules, fairness, and perseverance. • Cons: • Pressure: Can lead to undue stress or pressure on young children to perform. • Exclusion: Competitive nature might make some children feel excluded or less capable. • Focus: Can overshadow the importance of fun and enjoyment in physical activity. 20. Activity for Infants on Eye-Hand/Eye-Foot Coordination: Activity: "Foot and Hand Play" • Objective: Enhance coordination between eyes, hands, and feet. • Materials: Soft, colorful balls or sensory toys. • Instructions: • Reach and Grab: Place a soft ball within reach of the infant’s feet and hands. Encourage the infant to use their hands and feet to interact with the ball. • Interactive Play: Gently roll or move the ball and encourage the infant to follow it with their eyes and use their hands or feet to grasp it. • Adaptations: For infants with special needs, use larger, easier-to-handle balls, provide additional support for grasping or reaching, and ensure the environment is safe and accessible. Test Questions: Chapter 16 Children in Contemporary Society Multiple Choice For each question circle one letter that indicates the best answer. 1. Researchers studying children’s resiliency after experiencing stressors have determined that resiliency a. is an innate characteristic, possibility related to genetics or temperament. b. protects children from the pain and developmental consequences of stress. c. develops over time from supportive interactions with other people and the environment. d. all of the above. 2. Children who witness or experience violence may experience developmental consequences that includes a. physiological problems such as sleeping and eating disturbances. b. inability to concentrate and focus in school. c. lower levels of moral reasoning. d. feelings of helplessness and hopelessness. e. all of the above. 3. Children in developmentally inappropriate classrooms a. show higher levels of academic skills but not creativity. b. show higher levels of both academic and creative skills. c. develop closer relationships with other children than with adults. d. exhibit higher levels of anxiety. 4. When children are hearing about natural or national disasters on television, a. it’s best to prohibit television viewing for a period of time. b. adults should not express fear to children. c. teachers and parents should anticipate children’s questions based on age and experiences. d. children’s young age and lack of experience provides a buffering and protective factor. 5. Children’s books about stressful events can help children cope because a. children can hear about other children experiencing and coping with stress. b. their egocentric nature prevents them from anticipating stressful events happening to them. c. children can understand more complex books and stories when experiencing the stressful events themselves. d. all of the above. True/False Write T (true) or F (false) to indicate the correct answer to each of the following. 6. Speece and Brent described children’s understanding of death using three sub- concepts. When children grasp universality, they understand that death is final and no longer believe that the body continues to live but just underground or in heaven. 7. It helps some children to include them in conversations about divorce by asking, for example, “Your dad and I are thinking about getting divorced; what do you think?” 8.Children’s short-term responses to stress vary based on temperament and personality. 9. Children’s television programs designed for them, i.e., “kidvid,” must be free from violence per legislation proposed by the Federal Communications Commission (FCC) and approved by Congress in 2002. 10. Art can function as a language when children do not want to talk about their fears and concerns. Completion Write the word or words that most accurately completes or answers the following. 11. Children who understand the irreversibility of death believe that ________________. 12. Using phrases such as “We’ll be at the doctor’s office for as long as it takes to watch one SpongeBob SquarePants video” helps preoperational children who don’t have accurate concepts of __________________. 13. Children who lack ________________ are more likely to be victims of sexual abuse where the victimizer offers attention, affection, or friendship. 14. Most children do want/do not want (select one) information about life changes and transitions in their lives: _____________ 15. When talking to children about HIV and AIDS, Skeen and Hodson suggest offering both ______________________. Essay Respond to the following using a grammatically correct narrative format. 16. Select on theory of child development described in Chapter 1 and use its concepts and explanation of children’s development to describe children’s cognitive understanding and emotional reactions to a stressful life event (such as divorce, death, or illness). 17. Write an answer to a five year old child’s question, “What is death?” that reflects her level of cognitive development. Include an explanation with your answer that shows your understanding of children’s cognitive development. 18. Write about the developmental consequences of children living with violence. 19. Describe the value and use of children’s books or children’s art expression to communicate with and help children cope with stress. 20. List and describe the 5 C's of effective teaching. Answer Key Multiple Choice 1. c 2. e 3. d 4. c 5. a True/False 6. False 7. False 8. True 9. False 10. False Completion 11. the dead cannot come back to life 12. time or temporal relationships 13. close, warm, responsive relationships with parents and other adults 14. do want information 15. information and reassurance Essay 16. Theory of Child Development: Piaget’s Cognitive Development Theory According to Piaget’s theory, children's understanding of events like divorce or illness varies by their cognitive stage: • Preoperational Stage (2-7 years): Children in this stage may struggle with abstract concepts. They might view stressful events through a literal lens, leading to confusion or magical thinking. For example, a child might believe that their parents' divorce is their fault or that they can fix it by behaving better. • Concrete Operational Stage (7-11 years): Children start to grasp more complex ideas and understand cause and effect. They may comprehend the permanence of separation or illness but might still have difficulty with abstract emotions or the long-term impacts. 17. Answering “What is Death?” for a Five-Year-Old “Death means that someone’s body stops working and they don’t come back. It’s like when a toy stops working and can’t be used anymore. It’s okay to feel sad, and it’s normal to miss them. We can remember them and talk about the happy times we had together.” Explanation: This response aligns with the cognitive abilities of a five-year-old who is in the preoperational stage, where they understand concrete and tangible concepts better than abstract ones. The analogy to a broken toy helps make the concept more relatable and understandable. 18. Developmental Consequences of Living with Violence Children exposed to violence often face: • Emotional Issues: Increased anxiety, fear, and depression. • Behavioral Problems: Aggression, withdrawal, or difficulty in school. • Cognitive Impact: Challenges with concentration, learning difficulties, and impaired problem-solving skills. These consequences stem from chronic stress affecting brain development and emotional regulation. 19. Value of Children’s Books and Art in Coping with Stress • Books: They provide a safe way to explore and understand difficult emotions. Stories can normalize experiences and offer comfort. • Art: Allows children to express feelings non-verbally, making it easier to process and discuss stress. Art can serve as a medium for dialogue and emotional expression. 20. The 5 C's of Effective Teaching • Clarity: Clearly communicate instructions and expectations. • Consistency: Apply rules and routines consistently to provide stability. • Caring: Show genuine interest and concern for each child’s well-being. • Creativity: Use imaginative approaches to engage and motivate children. • Communication: Maintain open and effective communication with children, parents, and colleagues. Test Bank for Early Childhood Curriculum: A Creative Play Model Carol E. Catron, Jan Allen 9780131711112, 9780023202650
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