PLT Questions
D. systematic and scripted. Direct instruction, commonly referred to as DI, is an instructional method that is characterized by explicit, systematic curriculum design; a prescribed script for the teacher to read and follow; ability grouping; accelerated student progress through a fast pace and efficiency; frequent assessment; and careful monitoring of embedded professional development.
Direct instruction is characterized as A. following the constructivist approach. B. incorporating random and infrequent assessment checks. C. slow-paced. D. systematic and scripted.
B. an all-class response system. This is an example of an all-class response system. This type of response helps the teacher quickly observe what students understand or know. It engages all students in the class.
A teacher instructs her class to put their thumbs up if they think the lion will eat the mouse or put their thumbs down if they think the mouse will get away. This type of response is known as A. a guessing game system. B. an all-class response system. C. an opinion system. D. a Socratic seminar.
B. portfolios and teacher-parent summary reports. NAEYC informs members and all early childhood educators about this choice but not the other three choices, which are developmentally inappropriate for this age range.
Besides teacher observational rating scales, many of the developmentally appropriate assessment tools the National Association for the Education of Young Children (NAEYC) informs its members about for use with children ages 3 to 5 include A. standardized tests administered in a group situation. B. portfolios and teacher-parent summary reports. C. running records. D. informal reading inventories.
D. Yes, it varies; but facial expressions for fear, happiness, and sadness are similar across cultures. The only choice supported by research is that nonverbal communication does vary between cultures, but facial expressions are largely similar across cultures.
Can nonverbal communication vary between cultures? A. Yes, the greatest variances are apparent between the cultures of the northern and southern hemispheres. B. No, body language is universal. C. Yes, even facial expressions for fear, happiness, and sadness are dissimilar. D. Yes, it varies; but, facial expressions for fear, happiness, and sadness are similar across cultures.
D. operant conditioning. B.F. Skinner's operant conditioning refers to changing a behavior through the use of a reinforcement that is given after the desired response. The hierarchy of need refers to Maslow's levels of personal growth. Self-esteem and punishment do not make sense here.
A mother wants to teach a child to say "thank you" when appropriate in interactions with others. When the child changes his behavior and says "thank you" appropriately, he is rewarded with a piece of candy. This reward system is an example of A. the hierarchy of need. B. self-esteem. C. punishment. D. operant conditioning.
D. the special education teacher The child was identified as having a cognitive need, so the best person to collaborate with when planning this activity would be the special education teacher, who would best be able to help the teacher plan methods to manage the flow of the student from group to group so he understands the process that is intended.
A teacher is planning a lesson that involves small groups of students working in simultaneous learning centers. She is concerned about how best to meet the cognitive needs of a student who she expects will not understand the sequencing of the learning centers. Who would be the best person to ask for help when planning the needs of the student? A. the library media specialist B. the school director C. the gifted-and-talented teacher D. the special education teacher
A. to give students 3 to 5 seconds to process a question before expecting them to answer with quality responses. Giving students 3 to 5 seconds to process a question will increase the quality and quantity of their responses dramatically. We should not assume children who do not raise their hands do not know the answer. It is good practice to call on children with their hands raised as well as those who do not raise their hands. It's important to ask a variety of types of questions to encourage low- and high-level thinking. Inquiry questions are important, but it is also important to ask simple recall questions to check students' text comprehension.
A teacher knows one of the keys to effective questioning is A. to give students 3 to 5 seconds to process a question before expecting them to answer with quality responses. B. if students do not raise their hands to answer a question, they don't know the answer. C. to ask only inquiry-type questions that extend students' thinking. D. to ask only questions that require students to use high-level thinking.
D. spiral questioning. With spiral questioning, the teacher leads students through a step-by-step process, working through basic questions to build a foundation for more interpretive questions. Inquiry questioning would be one of the higher levels of questioning that could be included in spiral questioning.
A teacher leads students through a step-by-step process in which he begins with recall, observation, description, and identification questions and then guides them into synthesis, interpretation, and application questions and discussions. This type of questioning is known as A. inquiry questioning. B. discovery questioning. C. guided questioning. D. spiral questioning.
A. a thematic unit. All of the activities across content areas revolve around the same theme: travel. Therefore, this is an example of a thematic unit. Individual lesson plans might be written for each activity, and mapping and collaboration might also be incorporated into the theme, but these are not the correct choices.
A teacher sets up a table with various types of boats, airplanes, and cars. Children complete charts categorizing things that go in the air, on water, and on land. Then, during circle time they read books about different means of travel. For math, they estimate how far each means of transportation could travel in one minute. These activities exemplify A. a thematic unit. B. a lesson plan. C. mapping. D. collaboration.
C. "Read that back to me, David. What's on our list so far?" This choice confirms for David that the grandmother values his developing conception of print. He already understands that there is a connection between marks people make on paper and what they say. The other choices do not reflect the grandmother's appreciation of his efforts.
A young child is helping his grandmother write a shopping list. She tells him, "Oh, we need cereal, David. Be sure to put down cereal." David scribbles small shapes and says, "Okay. What else?" The grandmother looks at what David wrote. What would be the best feedback she could provide at this stage of David's writing development to encourage him to keep trying? A. "David, good writers use letters when they write, not shapes." B. "Good job, David." C. "Read that back to me, David. What's on our list so far?" D. "Okay. Thanks. Now I'll write the rest of the list."
A. a child affects and is affected by his or her environment, and the most important setting for a child is the family (and school). The child is the center of Bronfenbrenner's ecological model of child development. The model proposes that a child interacts and is connected with his or her family, early education and care, health, and other community learning. Child development is influenced by what the child experiences in various settings. These experiences are called proximal processes and are considered by Bronfenbrenner to be essential in human development.
According to Bronfenbrenner's ecological model of child development A. a child affects and is affected by his or her environment, and the most important setting for a child is the family (and school). B. a child's behavior is independent of his or her physical surroundings and is not influenced by community learning. C. proximal processes and learning are dominated by the child's formal academic schooling. D. the components of the complete ecological model are not connected.
A. it is important not to work outside of a child's zone of proximal development. Vygotsky believed that learning occurs on a continuum. On one end of the continuum was the child's ability to solve problems on his or her own. On the other end was the child's ability to solve the problem with a maximum amount of adult help or peer collaborative assistance. He called this continuum the zone of proximal development, or ZPD. He believed children should work within this ZPD for optimum learning.
According to Vygotsky, A. it is important not to work outside of a child's zone of proximal development. B. development leads learning. C. children should spend time on what they have already mastered. D. thought and action regulate a child's language use.
A. help them believe they are competent. Attribution theory proposes that learners are motivated by the belief that they can succeed with effort. To motivate children to persist, we should encourage them to keep trying because they are capable and competent as long as they keep trying. Success involves effort; it is not ensured by luck or talent.
According to attribution theory, if we want children to persist, we should A. help them believe they are competent. B. help them believe things happen based on luck. C. tell them to give up when they fail at something. D. tell them natural talent, not effort, determines success.
A. 6-18 months Gender differences have been found to influence cognitive development. Boys are at greater risk for language disorders, reading and spelling difficulties, attention-concentration deficiencies, oral language problems, memory sequencing problems, directional confusion, and linguistic deficiencies. Boys can be anywhere from 6 to 18 months behind their female same-age peers.
According to brain-growth periodization studies, cognitively, young boys can be anywhere from _____ behind their female counterparts on average. A. 6-18 months B. 18-24 months C. 24-36 months D. 36-48 months
C. He was given the power to make a choice. The power of choice is highly motivating for children. In this scenario, there is no evidence of a reward or punishment. We aren't told Rocky becomes tired, either.
After giving the class a two-minute warning, Rocky's teacher tells everyone it is time to clean up the toys they've been playing with. Rocky resists with "I'm not done yet! I'm building a garage." The teacher replies, "It's time to clean up, Rocky. Would you like to put the blocks in the wheelbarrow, or would you like to carry them over to the shelves to stack them?" Rocky says, "I want to use a wheelbarrow!" He runs to get it. What most likely changed Rocky's resistant attitude? A. The teacher had promised Rocky a reward. B. He suddenly tired of building blocks and wanted to clean up. C. He was given the power to make a choice. D. The teacher sounded like Rocky was going to be punished if he didn't change his attitude.
C. to interrogate them about their family life. The other choices are all valid reasons for questioning children. We can use questioning as an informal assessment to determine what students know and do not know. Leading them through a series of questions can help them better understand a concept. When we use new vocabulary in our questions and model language usage, we can encourage children to use the new words in their responses, too, thereby encouraging their oral language development. Using questioning to interrogate children about their families, though, is an unethical use of the technique. While getting to know the family and its culture is helpful to teachers, the word interrogate connotes prying into the personal life of a family.
All of the following are valid educational reasons for asking children questions EXCEPT A. to gain information about what they know and do not know. B. to help them clarify their understanding of a concept. C. to interrogate them about their family life. D. to encourage their oral language development.
C. has policies and procedures that describe how accommodations will be made for children with disabilities. The ADA (Public Law 101-336) prohibits discrimination against people with disabilities. It was signed into law in 1990 by President George Bush.
An early childhood program seeking to be compliant with the Americans with Disabilities Act (ADA) must follow ADA requirements. The program should be sure it A. places a child with disabilities using placement procedures that are more stringent than those used for all children. B. offers curriculum, routines, and schedules for children with disabilities that are the same as those offered to all children. C. has policies and procedures that describe how accommodations will be made for children with disabilities. D. provides separate activities for children with disabilities if they will not be able to keep up with all children.
A. a purposeful observation written about students that can help the teacher gain in-depth understanding of the learning process. It is particularly helpful to take the time to record informal observations of children as they play and participate in activities throughout the day. The implications for doing this on a regular basis are profound because these mini-reports can potentially be used in creating instructional tasks that are developmentally appropriate for the child.
An anecdotal record is: A. a purposeful observation written about students that can help the teacher gain in-depth understanding of the learning process. B. a collection of graphic languages that documents the ideas, memories, and feelings of an event. C. a skill-sequenced, criterion-referenced checklist that helps the teacher keep track of children's progress. D. a collection of artifacts produced by the child that shows progress over time.
A. building classroom communities founded on caring and fairness. Teachers can encourage the building of classroom communities that instill respect, responsibility, and compassion by modeling and expecting caring and fairness among all members of the classroom community. Rich classroom communities build a foundation for cognitive, emotional, and social growth and development.
An early childhood educator can help instill respect, responsibility, and compassion in today's young children by A. building classroom communities founded on caring and fairness. B. punishing children who are disrespectful to others in the classroom. C. modeling compliance to strict, inflexible class rules and routines. D. having a firm policy that those who are disrespectful to others will be timed-out from play time for five minutes.
B. to participate in a professional learning community networked with other preschool teachers This is the most effective choice because the mathematics workshop is not related to what she is currently teaching, the photography course does not relate directly to her teaching, and we don't know the nature of the blog. Working in a professional learning community with preschool teachers would be the most direct plan for Martha at this time.
As a new teacher at the nursery school, Martha is asked to cite a professional development plan for the first two years of her career. What would be the most effective and appropriate plan to support this novice teacher's learning and growth at this level? A. to attend workshops related to teaching elementary mathematics B. to participate in a professional learning community networked with other preschool teachers C. to take a photography course at the local community college D. to blog with teachers across the country
B. a reflective journal A reflective journal is a record or diary of professional and personal reflections a teacher keeps to inform and improve her teaching. The other choices are incorrect.
At the end of the day, Ms. Juene sits at her desk and thinks about her teaching. She writes about what went well and what she would do differently next time. Which choice best describes this practice? A. a critical friend B. a reflective journal C. a peer observation D. an incident analysis
C. a study group. This description best meets the definition of a study group. Groups of teachers form a study group to support their practices and each other. The other choices are incorrect.
Once per month, a group of teachers get together after school and talk about selected articles they have read. They share research to support their teaching practices. This type of group may be referred to as A. a workshop. B. an independent research group. C. a study group. D. an internship
A. describe how children develop awareness in their feelings and react emotionally. Bloom's Taxonomy categorizes educational objectives into three domains. The affective domain relates to emotions and feelings; the psychomotor domain includes development in behavior and skills; and the cognitive domain involves the skills traditional education tends to focus on (e.g., knowledge, comprehension, application, analysis, synthesis, and evaluation).
In Bloom's Taxonomy, skills in the affective domain A. describe how children develop awareness in their feelings and react emotionally. B. revolve around children's ability to physically manipulate tools and develop changes in their behavior. C. involve developing and gaining knowledge, comprehension, application, analysis, synthesis, and evaluation skills. D. relate to the ability to create and defend opinions.
A. an incident analysis. An incident analysis involves the description and analysis of an authentic and experienced incident for the purpose of reflecting on what happened, how it could be avoided, or what should be done to solve any remaining problem. None of the other choices fits this description.
It is policy that when parents question a teacher's practice, the director meets with the parent and the teacher to review what happened. Video is reviewed and the teacher reports past experiences that may be relevant to the event. The event is discussed until an understanding is reached. This type of experience is called A. an incident analysis. B. a peer observation. C. a peer- and self-assessment. D. a study group.
B. thought cognition was influenced by both children's experiences and maturation. Piaget, a developmental constructivist who thought development led learning, saw cognitive development as the result of maturation and experience. He proposed that children move through a series of developmental stages.
Jean Piaget A. was a developmental constructivist who thought learning led development. B. thought cognition was influenced by both children's experiences and maturation. C. was a behaviorist who thought development led learning. D. regarded language as a critical bridge between the child and his or her mental functioning.
B. cooperative learning The example of two girls reading together represents cooperative learning because they are learning by interacting with each other. They are not avoiding or competing. They are dependent on each other rather than independent of each other.
Miss Cindy finds her students learn best when they talk and work together. For example, in the library center she observes two girls sharing a book about horses. They tell each other what they know about horses as they look through the pictures and pretend-read the story. What kind of learning is this? A. competitive learning B. cooperative learning C. avoidant learning D. independent learning
D. Bring Jon to a library and let him select several books he is interested in taking home. Then read the books with him, modeling your interest in them. Research shows the availability and modeling of the use of books in the home does support a child's interest in them. Taking away his toys or buying him books in place of a birthday present might make him resistant to reading and be counterproductive.
Jon never takes the initiative to pick up a book during class. What would be the best recommendation the teacher could give to Jon's parents to support his interest in books? A. There really isn't anything the parents can do. If Jon doesn't like books, he just doesn't like them. B. Take all of Jon's toys away from him and give him books to read instead. C. Buy Jon books for his birthday and for the holidays the family celebrates. D. Bring Jon to a library and let him select several books he is interested in taking home. Then read the books with him, modeling your interest in them.
A. model and explain the procedure with one or two of the objects while the children watch. Modeling and talking through the procedure, using the terms sink and float, would be the best way to ensure that children understand the concepts. Young children this age cannot yet read written instructions and may have difficulty following numerous directions without first seeing and learning the process through modeling. Allowing them to explore is a valid inquiry approach, but in this scenario, they would not necessarily learn the concepts and meet the teacher's objective.
Miss Johnson is preparing her four-year-olds to participate in a sink-or-float learning center. She has a bucket of water and a variety of objects on the table. The children are supposed to carefully place one object at a time into the bucket and determine whether it sinks or floats. The, they mark an X in the proper column on the chart provided to indicate if the object sank or floated. Probably the best way to introduce her students to this activity to ensure they learn the difference between the concepts of sink and float is to A. model and explain the procedure with one or two of the objects while the children watch. B. give the children a list of written instructions on how to proceed. C. post a chart of the directions near the learning center. D. allow the children to proceed with the activity without any instructions and let them explore on their own.
D. teacher and child are collaborating in meaningful discussions and explorations. Constructivist-based classrooms provide a multitude of opportunities for meaningful discussions and explorations involving both teacher-child and child-child collaborative and cooperative learning. Activities related to the curriculum are designed to be useful and engaging to the children.
Most frequently, in an early childhood program that applies constructivist-based transactions in the classroom, A. children are treated as a cohort group rather than individuals. B. the entire class would be found listening to instructions on how to complete a task. C. paper-and-pencil tasks are used as the main source of assessment of skills. D. teacher and child are collaborating in meaningful discussions and explorations.
A. service learning. Service learning is a teaching method that integrates instruction and reflection with meaningful community service. The objective of this type of hands-on learning is to transform all involved—the community members, educators, and students. It offers participants opportunities to address the needs, concerns, and ambitions of their community.
Ms. D'Orazio's class is visiting the local assisted-living home for senior citizens. Each student is bringing his or her favorite book to share with the seniors. They will pair up with the seniors and tell them the story in the book. They will then share snacks they made, and talk with the seniors about the book. Also, they will leave bookmarks they made for their new friends. This is an example of A. service learning. B. inductive reasoning. C. curriculum webbing. D. unit planning.
A. self-assessment. This practice is an example of getting students to assess themselves by reflecting on what they have learned each day.
Ms. Finch asks students what they have learned each day. This practice is an example of A. self-assessment. B. divergent thinking. C. problem solving. D. risk taking.
B. Before reading the story, she should spend time showing them pictures of the ocean and beach, and talking about any experiences they've had at the local lake. This is the correct answer. If the students have never experienced the seashore, the teacher should build their prior knowledge by showing them pictures and having them talk about playing on any beach. Just reading the story will not prepare them for the vocabulary they will hear in the story. Quizzing them would not be age appropriate for early childhood. Playing in the sandbox would be beneficial if beach toys, shells, and other ocean artifacts are included, and students could learn the vocabulary to identify these items; but that is not mentioned in this choice.
Ms. Tintle is about to read a book about the ocean to her students, but she knows many of them have never been to the seashore. How can she best help her students comprehend the story? A. She should read the story fluently and with expression so the students will understand it. B. Before reading the story, she should spend time showing them pictures of the ocean and beach, and talking about any experiences they've had at the local lake. C. She should give them a quiz about the ocean to see what they know. D. She should let them play in the sandbox.
B. to build time into the schedule to consistently and regularly plan and evaluate the co-teaching experience. One of the most important components of co-teaching is to schedule time to plan and evaluate the co-teaching experience. Co-teaching without planning what will be taught, who will do what, and what needs to be done to prepare for the experience can be highly ineffective. Evaluating the experience will encourage teachers to reflect on what is working and what should be adjusted. Through planning, the activities will be planned in detail. Most teachers do not find they need to practice or write out lesson plans for co-teaching. Finally, teaching with someone who has a different philosophy of teaching from your own can be enlightening. You might just learn something yourself!
One of the most important components of effective co-teaching is A. to teach with a teacher who has a different philosophy of teaching than you do. B. to build time into the schedule to consistently and regularly plan and evaluate the co-teaching experience. C. to practice before co-teaching with the children. D. to write out detailed lesson plans so both teachers know which activities and strategies will be taught.
A. each child's confidentiality and privacy. Confidentiality and privacy refer to the entrustment of anonymity. Schools take confidentiality and privacy issues very seriously.
Regularly, the Rocking Horse Nursery School takes in student teachers from a local community college to work with students. When this occurs, the administrators are adamant that no pictures be taken of the children and that the names of the children are not used outside of the classrooms. These policies ensure the protection of A. each child's confidentiality and privacy. B. the school's confidentiality and privacy. C. the parents' right to due process. D. the teacher's right to due process.
A. stretches the child's understanding to include new information. Invented by Wood and Middleton (not by Vygotsky, as is commonly assumed), the term scaffolding consists of involving children in joint problem solving with an adult or another, more knowledgeable peer. As the two collaborate toward the common goal, the child gains new understandings and is guided by the adult who points out the bridge between the child's prior knowledge and the new information.
Scaffolding A. stretches the child's understanding to include new information. B. depends on the child's ability to solve problems independently. C. depends on the help of an adult teacher. D. depends on the child's developmental level.
A. mentor. The purpose of a mentor is to guide a colleague toward performance success. Typically, new teachers are assigned a mentor to model and counsel them through new experiences. The other choices are incorrect because they do not intentionally foster one's career.
Someone who fosters someone else's educational career is referred to as a A. mentor. B. critical friend. C. comrade. D. companion teacher.
A. is based on the philosophy that in the preschool years, children form who they are as individuals. The natural development and inquisitive nature of children lead the Reggio Emilia philosophy. The school, which focuses on preschool and primary education, originated in Italy; however, it has spread throughout the world. The approach is based on the principles that children should help control their learning as they learn through experiences; children must be encouraged to explore their environment and relationships with others; and children should be given endless ways to express themselves.
The Reggio Emilia approach A. is based on the philosophy that in the preschool years, children form who they are as individuals. B. is an educational philosophy focused on K-12 education. C. is based in the child's home, not a separate school location. D. originated in Spain.
C. if a student's cultural identity is not included, the student may become oppositional. Students whose culture and cultural knowledge are not recognized tend to become oppositional. Schools often act in ways that put children who are not involved in the dominant culture to a disadvantage. School support and recognition of students' culture and language is a prime factor in school success for these students. The other choices are not supported by evidence.
The danger of excluding a student's culture from the classroom is that A. the student will be labeled and stereotyped by peers. B. the school will not support the student's primary language. C. if a student's cultural identity is not included, the student may become oppositional. D. students whose cultures are excluded will occupy the same social status as their parents.
C. effective communication. Effective communication must be present to even begin discussion of the other choices.
The most important component to ensure successful collaboration is A. for everyone to pull their own weight. B. to agree on a purpose for the collaboration. C. effective communication. D. having a strong leader.
B. selection, administration, and utilization. The three components are selection (choosing the appropriate tools for your purpose), administration (giving the test and collecting the data), and utilization (analyzing and using the data to inform instruction). The other choices are incorrect.
The three components of an early childhood assessment system are A. identification, evaluation, and instruction. B. selection, administration, and utilization. C. choosing, testing, and analyzing. D. determining, administering, and analyzing.
D. Tina Marie should be assigned to a male teacher who can more easily help Tina Marie with her wheelchair. Tina Marie has the right to be able to easily maneuver around in her wheelchair and have the same advantages her peers have, like a table to eat or work at. Accommodations do not include being assigned to a male teacher for the purpose of helping with the wheelchair.
Tina Marie is in a wheelchair. She is ensured certain accommodations based on her physical disabilities. Which of the following is NOT an allowable accommodation for a student with a physical disability? A. Tina Marie should be assigned to a classroom she can easily access in her wheelchair. B. Tina Marie's classroom space should allow her to move around comfortably while in her wheelchair. C. Tina Marie should have access to a wheelchair-accessible table. D. Tina Marie should be assigned to a male teacher who can more easily help Tina Marie with her wheelchair.
D. create authentic opportunities and needs to cause the child to communicate. It is best to teach rudimentary communication behaviors by systematically manipulating and designing the environment to provide opportunities for the child to communicate his or her needs. For example, the teacher could display high-preference items the child typically desires. Ignoring, rewarding, and punishing the child are not positively effective methods for teaching communication behaviors.
When teaching communicative behaviors to preschoolers with communication delays, it is most effective to A. ignore the child until he or she speaks appropriately. B. reward the child for correct responses. C. punish the child for inappropriate responses. D. create authentic opportunities and needs to cause the child to communicate.
A. to strengthen instruction in prekindergarten classrooms in all settings and help educators align pre-K standards and instruction with K-12 standards. Educators use learning standards to guide their instruction. Having learning standards helps educators know what children should be learning at various levels. Although they do help teachers identify where students should be at various ages and grades and may indicate when a child is above, at, or below grade level, the standards are not an assessment in themselves. Therefore, this choice is the best choice.
What is the theoretical basis of having prekindergarten standards of learning? A. to strengthen instruction in prekindergarten classrooms in all settings and help educators align pre-K standards and instruction with K-12 standards B. to make it easier for prekindergartners who move from state to state to keep up with the curriculum C. to identify which children are above, at, and below grade level D. to teach prekindergartners how to take achievement tests
A. Young children can be identified for intervention services at an early age. Assessment systems that identify students with developmental delays at an early age can inform a teacher's instruction and support children who are at risk with the aid of intervention services. Children with delays should be mainstreamed in the least restrictive environment rather than removed from the regular classroom. The purpose is not to label students but to support them with needed interventions. Effective systems help teachers focus on the needs of all children.
What is the value of early childhood assessment systems that screen for children at risk for developmental delays? A. Young children can be identified for intervention services at an early age. B. Children with delays can be removed from the regular classroom for special services. C. Teachers can label these students with an identified disability. D. Instruction can focus on the children who are not at risk.
B. what concerns the parents have about the child's health, development, and behavior While all of the topics are important, the best way to spend parent-teacher conference time would be to discuss the concerns the parents have about the child's health, development, and behavior.
What would be the most important information to acquire at a parent-teacher conference? A. what kinds of books the child enjoys B. what concerns the parents have about the child's health, development, and behavior C. the child's hobbies and interests D. how well the child gets along with other children his own age
B. is facilitated. Self-esteem plays an important role in learning language. When students feel they, their family, and their culture are valued, self-esteem is enhanced. Self-esteem is particularly at risk for English language learners based on the power of language in our society. This choice is correct because research tells us language learning benefits from high self-esteem. There is no evidence to support the other choices.
When a school empowers students with positive images of self, family, and culture, language learning A. is not affected. B. is facilitated. C. is ensured. D. is hindered.
C. Schedule a meeting with you so you can talk about the situation. While some say biting is a normal part of childhood development, you want to take the parent's concern very seriously. Inviting the parent to talk with you and the school psychologist or a health official is the best first step. The parent is looking for your help with solutions.
When dropping Jill off at school, her mother tells the teacher that Jill has been biting her little sister. If you were Jill's teacher, what might you suggest her mother do? A. Tell her not to worry about it. B. Tell her to scold Jill and give her a time-out when it happens. C. Schedule a meeting with you so you can talk about the situation. D. Tell her to note what else is happening around the time Jill bites to determine what is causing her actions.
A. positions vary based on the size and posture of the child. When feeding an infant, positions do vary based on the age, physical size, movement patterns, and postural tone of the infant. Unless an infant is being bottle- or breast-fed, he or she should be positioned as upright as possible. Avoid causing the child's body to extend by applying hand pressure to the back of his or her head while feeding. Finally, use nipples with regular-sized holes to avoid causing the infant to choke by sucking too much liquid.
When feeding an infant, A. positions vary based on the size and posture of the child. B. the infant should not be positioned upright. C. apply hand pressure on the back of the child's head to cause the infant's body to extend. D. use bottle nipples with large-sized holes.
A. Dewey John Dewey is credited with the learning-by-doing theory. It proposes that curriculum should be relevant to students' lives as they act in the world. In schools in the United States during Dewey's time, children typically sat quietly and were expected to learn. Dewey proposed that children should be involved in activities to learn and understand.
When we say children learn best by doing, which theorist's model are we talking about? A. Dewey B. Bandura C. Bruner D. Kohlberg
B. Level II: Child expresses choice in one or two words. This is the correct level because the child says one word to indicate her choice.
Which level of performance from the High/Scope Preschool Child Observation Record would the following observation indicate? 12/18 During centers time, Annurrahda said, "Blocks." A. Level I: Child indicates a choice by pointing or another gesture. B. Level II: Child expresses choice in one or two words. C. Level III: Child expresses choice in a short sentence consisting of a few words. D. Level IV: Child plans his or her choice.
D. a continuum of support and learning opportunities designed to get educators ready to work with and advocate for young children and their families. This is the correct answer. NAEYC promotes a variety of resources for early childhood professional development. Their website (www.naeyc.org) offers links to resources and information on their annual convention, publications, and training sessions. Membership benefits include reduced rates on conference registrations, access to the association's network of affiliate groups, and subscription to their peer-reviewed professional journals.
Which of the following answers best completes this sentence? The National Association for the Education of Young Children (NAEYC) views early childhood professional development as A. an annual convention event. B. unnecessary once teachers have completed their teacher training. C. a forum for education administrators to come together and form partnerships with university professionals. D. a continuum of support and learning opportunities designed to get educators ready to work with and advocate for young children and their families.
B. The teacher assesses which letters of the alphabet the child does not know, then seeks to teach them. The deficit model of teaching assumes children do not learn or do not understand something because they are lacking in some way. The deficit model contrasts the idea that a teacher's role is to facilitate understanding and learning by drawing out learners' tacit knowledge.
Which of the following depicts an example of a deficit model of teaching young children? A. The teacher opens a discussion using Socratic questioning. B. The teacher assesses which letters of the alphabet the child does not know, then seeks to teach them. C. The teacher provides a variety of writing tools and papers in the writing center. D. The teacher helps the child articulate what she knows about animals through drawing.
D. starting a new topic While restating, interpreting, and inquiring about something a student says all signify to the student that the teacher is actively listening, starting a new topic might indicate that the teacher was not even paying attention to what the child was talking about.
Which of the following is NOT an example of active listening? A. restating key points of what the child said B. interpreting information the child gives you C. asking follow-up questions D. starting a new topic
A. NAEYC NAEYC stands for the National Association for the Education of Young Children, which is the world's largest organization that works with young children. It has nearly 80,000 members.
Which of the following is an acronym for a prominent early childhood professional organization? A. NAEYC B. AERA C. NRA D. NAACP
A. When a teacher reprimands a child, she stands closer to him than usual and looks right into his eyes. Proxemics refers to what we call one's "personal space." It indicates the teacher stands closer to the student than usual. She is invading his personal space to get his attention.
Which of the following is an example of proxemics? A. When a teacher reprimands a child, she stands closer to him than usual and looks right into his eyes. B. A teacher walks her class out to the playground. C. When a child is interested in a subject, he blinks more frequently than usual. D. The teacher lightly touches the child's arm to show affection.
C. observing children during authentic, not contrived, activities. The National Association for the Education of Young Children's (NAEYC) guidelines for developmentally appropriate assessment include the principles that children should be assessed for what they can do independently as well as what they can do with help from other children or adults. The guidelines also state that assessment relies on observations of development and performance during authentic activities, and that multiple sources of relevant information should be relied upon.
Which of the following is the best example of a developmentally appropriate practice for assessing and evaluating preschoolers? A. assessing the children in relationship to groups, not as individuals. B. assessing the children as individuals, not in relationship to groups. C. observing children during authentic, not contrived, activities. D. basing decisions that have an impact on children on a single developmental assessment or screening device.
A. equal access Protection from bullying and harassment would be included under equal access to education. Equal access also covers disability, gender, and age issues. The other choices are incorrect because they do not refer to bullying.
Young children have the right not to be bullied or harassed through which legislation? A. equal access B. privacy and confidentiality C. intellectual freedom D. due process
D. The teacher knows from observing the children that they seem to like animals. She displays a wide array of photographs and books on various animals in the classroom library, and pulls up the National Geographic Kids website on the class computer, inviting children to learn about animals in which they are interested. Intrinsic motivation suggests students are motivated through their own accord, as opposed to being extrinsically motivated by some outside fuel or motivating factor. Examples of intrinsic motivation would be studying something just because you are interested in it, not because you want any recognition or reward for learning; doing something just because you feel it is the right thing to do; and creatively composing a poem to express your inner feelings.
Which of the following is the best example of an event that would intrinsically motivate most young children to participate? A. A rewards program wherein students receive a gold star for each book they listen to a family member read to them, or which they read themselves. When they collect ten stars, they hand them in to their teacher for a prize from the treasure chest. B. The teacher sets the classroom up in learning centers. Students move from one center to the next in a rotating pattern every 20 minutes, experiencing all four different activities. C. The teacher smiles at the children before dismissing them to board the buses. She tells them they were all very well-behaved that day; so, in return, they will all get a big hug from her as they go out the door. D. The teacher knows from observing the children that they seem to like animals. She displays a wide array of photographs and books on various animals in the classroom library, and pulls up the National Geographic Kids website on the class computer, inviting children to learn about animals in which they are interested.
B. so they can provide learning experiences that support and promote various levels of children's development. Teachers must know and understand child development across various disciplines, not just in the cognitive realm. Being a teacher involves responding to a child emotionally, physically, cognitively, and socially. To most effectively support a child's overall development, teachers must be aware of the differences in children's development and how they influence their learning. Children develop at different rates. Being able to recognize where a child is developmentally will help the teacher know how to scaffold the child's learning across disciplines.
Which of the following is the most important reason for teachers to know and understand how children develop physically, emotionally, socially, and cognitively? A. so they can knowledgeably report the child's current levels of development to the child's family and the teacher the child will have the following school year B. so they can provide learning experiences that support and promote various levels of children's development C. so they can identify children with special needs who do not belong in the regular classroom D. It is only important to know and understand children's cognitive development in an academic school setting because teachers aim to improve cognitive development.
A. "We just read about firefighters. Let's talk about the firefighters and the fire station in our town. How is our fire station like the one in the book?" This choice extends the conversation so students are asked to apply what they know about their own fire station to what they learned in the book about fire stations. By answering this question, students would show what they understand about fire stations and firefighters. The other questions do not probe the content understandings of the firefighters theme. They go in different directions, related to dogs' names, future dreams, and opinions about the story.
Which of the following questions is the best example of a question that effectively probes for content-area understanding? A. "We just read about firefighters. Let's talk about the firefighters and the fire station in our town. How is our fire station like the one in the book?" B. "We just read about a little girl who wants to be a firefighter when she grows up. What did you like about this story?" C. "We just read about firefighters. What do you want to be when you grow up?" D. "We just read about a fire dog named Sparky. If you had a dog, what would you name it?"
C. Maslow's pyramid implies children's more basic needs must be met before the more advanced needs can be achieved. For example, children's needs for enough food, sleep, and security must be met before they can be expected to become confident learners. Maslow was a humanist who believed humans strive for the highest level of consciousness and wisdom they can reach. To achieve their highest levels, however, first their basic needs must be met. Maslow believed educators must respond to the potential all students have to reach self-actualization, the highest level of Maslow's hierarchy of needs.
Which of the following statements about Abraham Maslow's hierarchy of needs pertains most accurately to educating young children? A. Maslow's work cannot be logically linked to education in any way. B. Maslow's pyramid implies teachers can more or less train children using behaviorist stimuli and reinforcements. For example, if we want a child to learn, we have to give him or her rewards. C. Maslow's pyramid implies children's more basic needs must be met before the more advanced needs can be achieved. For example, children's needs for enough food, sleep, and security must be met before they can be expected to become confident learners. D. Maslow's pyramid implies parents are responsible for meeting children's basic needs before they are sent to school, so that teachers can do their job of teaching the children. For example, if a child is not given breakfast at home, there is nothing the teacher can do to help the child learn.
D. Assessment tools may potentially be misused when a tool intended to measure for one purpose is used inappropriately for another purpose. An example of this choice would be to use results from a screening tool to determine the cause of a child's developmental delay.
Which of the following statements about assessment tools is correct? A. Diagnostic tools can be used to exclude a child from preschool or kindergarten. B. Assessment tools are interchangeable: One tool may address multiple purposes. C. Screening tools and diagnostic tools are used for the same purpose. D. Assessment tools may potentially be misused when a tool intended to measure for one purpose is used inappropriately for another purpose.
D. When a teacher models self-esteem, he or she can influence students to become confident and develop high self-esteem. Teachers who model confidence in accepting challenges and solving problems can influence students' development of self-esteem. Self-esteem refers to how one values or feels about him- or herself, not others. We typically identify children as having high or low self-esteem. Interactions with others can influence one's self-concept, or how we think about ourselves.
Which of the following statements about self-concept and self-esteem is most accurate? A. Self-concept is how we value others. B. Self-esteem generally refers to how we feel about others. C. Children are born with a certain self-concept that is not influenced by others. D. When a teacher models self-esteem, he or she can influence students to become confident and develop high self-esteem.
C. Observing the student in the classroom library and checking off evidence of concepts he knows on a checklist Directly observing the child in the library with a book and checking off evidence of print concepts is the most effective way. Parents may be able to give you some information but may not have the educational background to understand the components of concept of print. Paper-and-pencil quizzes are not developmentally appropriate for preschoolers, and anecdotal notes, while helpful, would not be feasible to do during a read-aloud.
Which of the following would be the most effective way to assess a preschooler's understanding of concepts of print? A. asking the child's parents what the child knows about concepts of print B. giving the student a short paper-and-pencil quiz about concepts of print C. observing the student in the classroom library and checking off evidence of concepts he knows on a checklist D. taking an anecdotal note about the child during a read-aloud
D. Which animal in our real world looks as tall as the storybook character Clifford the Big Red Dog? The student is asked to transfer what he knows about animals' heights in the real world to what he remembers about the storybook character Clifford. Therefore, he is being asked to transfer knowledge from one context to another.
Which question would encourage students to transfer their knowledge from one context to another? A. Which animal is taller, the giraffe or the zebra? B. How tall are you? C. If you grew taller and taller every day, how tall do you think you would become? D. Which animal in our real world looks as tall as the storybook character Clifford the Big Red Dog?
D. Cindy, who has been trained to integrate technology into her early childhood curriculum Computers and other forms of technology should be placed in classrooms where teachers have been trained in integrating them successfully into the curriculum. Simply dumping computers into a classroom and expecting children to use them on their own can be highly inappropriate and a waste of funds. The effects of technology on learning should be closely monitored.
Which teacher is most likely to use technology effectively in her classroom? A. Ann, who has a personal computer of her at home and uses it for word processing. B. Jill, who text messages her friends on her cell phone all the time C. Kelly, who has been teaching for twenty years and feels comfortable using technology with her students D. Cindy, who has been trained to integrate technology into her early childhood curriculum
