True or False EDU 215 Final

When planning a creative classroom environment, it is necessary to design and manage safe traffic patterns.

True

When teachers struggle to do more than what is minimally required and do not receive intrinsic or extrinsic rewards, their motivation to teach creatively is diminished.

True

Children's creativity must be assessed by specially trained teachers in art or music.

False

Creative expression is purely for enrichment and should be reserved for those children who have already completed their work.

False

Creative teachers establish a classroom climate that discourages alternative solutions.

False

Creativity and art are independent of culture and values.

False

Creativity is limited to the arts.

False

Drama cannot easily be integrated throughout subject areas.

False

During outdoor play, the ratio of adults to children is relatively unimportant.

False

Formative assessment occurs after the learning has taken place.

False

Generally speaking, most playgrounds in school and centers are well designed to encourage physical activity and exercise.

False

Good observations accurately record only nonverbal observable behavior of the child.

False

Good observations include high-inference, value-laden terminology.

False

Good observations use indirect observational data.

False

In order not to hurt other children's feelings, teachers should not "single out" children who are talented.

False

Instruction is not necessary for younger children to be successful with pantomime.

False

It is not necessary to provide young children with private space because they only need group interaction.

False

Literacy materials and tools should be kept apart from other centers.

False

Many of the questions and tasks that young children encounter in school have more than one correct answer.

False

Mastery of techniques drives creativity.

False

Multicultural education is appropriate for urban environments but inappropriate in rural settings where groups of students are not ethnically diverse.

False

Outdoor play should be reserved for a free-release of tension and excess energy.

False

Planning for instruction is more important than planning physical space.

False

Praise should be general and non-specific.

False

Pruning is the brain process that builds neurons.

False

Published scales should be viewed as the ultimate indicator when assessing a child's play.

False

Social environments play a minor role in providing opportunity for excellence to flourish.

False

Space, whether planned or unplanned, affects children's behavior and attitude in the classroom.

False

Story drama should not be used with poor readers.

False

Story play is based on the idea that children can learn to read and write more easily if they use an author's published book for children.

False

Teachers should focus on children with learning difficulties because gifted children will perform fine on their own.

False

Teachers' approaches to assessment of children's creativity and artistic expression frequently match theory, research, and expert opinion.

False

Teachers' reflections upon their experiences are unessential to using cases or scripts as tools for learning.

False

The connection between early experiences and later experiences in life are strong.

False

The first and foremost social group that exerts an influence on children's creative growth and artistic expression is the school.

False

The majority of today's preschools have well-designed, developmentally appropriate, safe playgrounds.

False

The most effective method to measure creative expression is with a paper-and-pencil test.

False

The teacher's role in dramatic play is not important.

False

Transitions and routines throughout the school day are unnecessary for older elementary children.

False

Using prop boxes and theme corners hinders the spontaneity of dramatic play.

False

When taking the role of "interactor," teachers should not intervene to help children's growth.

False

Diversity in planning is essential to the development of centers.

True

Early dramatic play experiences help children to appreciate drama as they mature.

True

Every portfolio should include a table of contents so that teachers, administrators, parents, and children can make use of it.

True

Experiencing drama early helps children appreciate drama as an art form.

True

Gifted individuals need systems of social support.

True

Good observations describe the context—the time, setting, circumstances, and behaviors of other children or adults related to the episode.

True

Ideally, teacher observations should help teachers to plan and evaluate a developmentally appropriate program.

True

Most of the advice children receive is from other children.

True

Motivation in teachers is diminished when they have no intrinsic or extrinsic rewards.

True

Opportunities for children's creative expression should permeate the entire curriculum.

True

Opportunities for drama belong everywhere in the early childhood curriculum.

True

Pantomime is valuable for children who are shy, have speech or hearing problems, or are non-English speaking.

True

Play scales provide numerical information on cognitive and social dimensions of play.

True

Portfolios reveal and document children's learning in many different modes, on real world tasks, over an extended period of time.

True

Reflective practice is necessary for novice teachers and experienced teachers.

True

Room arrangement is a powerful tool in fostering a quality classroom environment.

True

Safety, storage, and equipment should be the primary considerations when planning a high quality outdoor play environment.

True

School curriculum should encourage autonomy.

True

Story drama, informal drama, and dramatic play help develop children's self- confidence.

True

The aesthetic appeal of the classroom is important to the teaching climate.

True

The human brain is exceptionally effective at perceiving and processing patterns.

True

The most appropriate drama activities for early childhood are unrehearsed, informal, and process-oriented.

True

Time affects the complexity of children's creative processes and play.

True

Transitions refer to the move from one experience or activity into the next.

True

When inviting materials are readily available, teachers are more likely to put them to use in their classrooms.

True

Children learn best in structured, institutional-type climates where the teacher maintains control through verbal commands.

False

Children should not be asked for input when a teacher is creating a new learning center.

False

Children should not make decisions regarding their portfolio; such decisions should be left up to the teacher.

False

Children with special needs should be encouraged to engage in separate activities.

False

"Whole child" practices of education are not in-line with neuroscience research.

False

A child who performs a task earlier before most of her peers should be considered "advanced" even if she produces a stereotype.

False

A good observer relies on high inference methods to understand a child's behavior.

False

Adventure or "junk" playgrounds are very popular in the United States.

False

All states in the United States have plans for systematic gifted education.

False

All structure, challenge, and assessment hinders a child's creativity.

False

Assessment should not focus on progress and effort because products are the only legitimate aspects of assessment.

False

At its best, creativity is a form of elitism, a way of making a few select individuals more refined, cultured, or better than the rest.

False

Bodily/kinesthetic intelligence uses the "minds eye" to see relationships.

False

Centers are not appropriate for all ages or for children with special needs.

False

Creativity is eroded, rather than strengthened, as children mature and gain additional experience in schools.

True

A creative environment emphasizes learning rather than teaching.

True

A creative product consists of recombining elements of what already exists in unique ways.

True

A rubric is a particular type of rating scale that specifies the level of performance and links it to a grade.

True

According to researchers, approximately one-half of the child's critical brain development occurs before kindergarten.

True

An intermediate student's creativity journal may be used to assess his/her creative growth.

True

Assessment is an ongoing process rather than a single paper and pencil test.

True

Assessment of processes as well as content skills are important.

True

Assessment should be directly linked to the objectives of the instruction.

True

Carefully planned and supervised environments encourage self-expression and natural curiosity.

True

Children can and should help plan and create theme corners.

True

Children need an un-disturbed space to do their creative work.

True

Children should not be punished when ideas fail.

True

Children's portfolios should not include every item ever produced by the child during the course of the year. Rather, they should be focused and organized by learning goals.

True

Creative drama is a learning tool for all children.

True

Creative processes and products are multidimensional and complex.

True

Creative thinking and artwork require real-life contexts to be valid.

True

Creative thinking and children's art are poorly understood by teachers.

True

Creative thinking for teachers is more than dreaming up interesting lesson plans.

True

Creative thought and artwork are not adequately assessed by standardized tests.

True