1. Using macaroni in child’s art project
A. Is a creative use. B. Should be done only with supervision. C. Should be discouraged because. D. Isn’t a good idea; young children might try to eat it.
2. The use of rhythm instruments in a music program
A. Is most effective with fourth and fifth graders. B. Help children learn to listen for a pattern of sounds in music. C. Can help children develop hand preference. D. Help children learn to count.
3. In term of creative music activities, the key to variety in lesson planning is
A. A good early music planning book. B. Allowing enough time for music activities. C. Cross-curricular planning. D. Setting aside large blocks of time for activities.
4. The leading cause of the death among children under 14 is
A. Illness. B. Injury. C. Accidents. D. Drug overdose
5. Before a child is three years old, he or she often
A. Is unable to do rote counting. B. Has little interest in counting. C. Can count rationally. D. Can count to ten in proper order.
6. When using music for creative movement activities, the teacher should
A. prepare children by telling them what they should listen for. B. Emphasize that children shouldn’t copy one another’s movement. C. Begin with music that’s fluid and complex with a well-disguised beat.
D. Tell the children they may do whatever the “tell” them to do.
7. two of the five content standard included in the National Council of Teachers of Mathematics National Standards for GradesPre-K-12are
A. Measurement and data analysis B. Functions and operations C. Pattern and measurement D. Problem-solving and geometry
8. A child counting from one to ten without knowing what the numbers mean is said to be using _____ counting
A. Rote B. Rational C. One-to-one D. Cardinal
9. Safely concerns for children aged _____ are based on such things as their fascination with fire, their high level of activity, and their impatience with restraint.
A. Two to three years. B. Four to six years C. Seven to ten years. D. Twelve years and older.
10. One of the most basic music experiences that children in the middle and upper elementary grades need is
A. A lot of opportunities to sing songs. B. Broad experience with a variety of forms and styles of music. C. Opportunities to play simple instruments. D. A lot of experience with hand-clapping during songs.
11. An example of an effective creative moment activity for transition time would be
A. Having the children pretend they’re a rocket ship and soar around the room. B. Pretending you’re a mother duck (quack and waddle). Ask the children to pretend they’re the duckling and have them follow you to the next room or activity. C. Jumping jacks. D. Asking the children to pretend they’re a ball.
12. Some early childhood educators neglect to plan for the development of preschool children’s motor skill because
A. Preschoolers’ skill are too crude for planning development.
B. Very few activities match these children’s skill levels. C. They assume these children’s skill will develop on their own. D. Knowledge acquisition must precede skill development.
13. An early childhood educator wishing to emphasize the contribution of rhythm instruments to a piece of music should probably choose which one the following instrument?
A. Drum. B. Flute. C. Piano. D. Kazoo.
14. Some students’ attitudes toward mathematics undergo a significant change at a certain point in their development: interest declines, and they no longer consider themselves good at math. When does this usually occur?
A. When they enter kindergarten. B. Between kindergarten and third grades. C. Between second and fourth grades. D. Between fourth and eighth grades.
15. The most common cause of traffic accidents involving young children is
A. careless driving. B. drunken driving. C. Children darting out in front of cars. D. Vehicle malfunction
16. True counting is not possible until a child understands
A. Rote counting. B. One-to-one correspondence. C. Repetition. D. Object sequencing
17. Which of the following is the best approach to teach young children about shape and forms?
A. Limit instruction to the basic shapes. B. exclude the common geometric shapes. C. Teach familiar shapes along with unfamiliar shapes. D. Review familiar shapes when introducing unfamiliar shapes
18. Which of the following is not an appropriate reason to choose a picture book to teach math concepts to young children?
A. Inclusion of the numbers 1 through 10. B. Enjoyment. C. Natural math connections. D. Characterizations
19. Strong allegiance to one’s group and consciousness of the importance of rule are most characteristic of which group?
A. Toddlers and preschoolers. B. Kindergartners. C. First and second graders. D. Fifth graders
20. Which one of the following methods is preferred for teaching song from recording to young children?
A. The phrase-wise method. B. The whole-song method. C. The combination method. D. The strong-melody method.
I assume you've read your text carefully because you want a job working with young children.
What is your question about this assignment?
I recommend you check your textbook or whatever it is you are supposed to be using. Please understand that we cannot answer that many questions for you.
Answers:
1. C. Should be discouraged because young children might try to eat it. (Explanation: Macaroni can be a choking hazard for young children, so it should be discouraged as an art material, especially without supervision.)
2. B. Help children learn to listen for a pattern of sounds in music. (Explanation: Rhythm instruments can help children develop their listening skills by allowing them to identify patterns of sounds in music.)
3. C. Cross-curricular planning. (Explanation: The key to variety in lesson planning for creative music activities is to incorporate cross-curricular elements, such as integrating music with other subjects like language arts or science.)
4. B. Injury. (Explanation: The leading cause of death among children under 14 is injury, which includes accidents and other causes.)
5. D. Can count to ten in proper order. (Explanation: Before the age of three, children often learn to count to ten in the correct order, even if they may not fully understand the concept of counting.)
6. A. Prepare children by telling them what they should listen for. (Explanation: When using music for creative movement activities, it is important for the teacher to prepare the children by informing them of what they should listen for in the music.)
7. A. Measurement and data analysis, D. Problem-solving and geometry. (Explanation: Two of the five content standards included in the National Council of Teachers of Mathematics National Standards for Grades Pre-K-12 are measurement and data analysis, and problem-solving and geometry.)
8. A. Rote counting. (Explanation: When a child counts from one to ten without understanding the meaning of the numbers, it is called rote counting.)
9. B. Four to six years. (Explanation: Safety concerns for children aged four to six years are based on factors such as their fascination with fire, high activity level, and impatience with restraint.)
10. B. Broad experience with a variety of forms and styles of music. (Explanation: One of the most basic music experiences that children in the middle and upper elementary grades need is a broad experience with different forms and styles of music.)
11. B. Pretending you’re a mother duck (quack and waddle). Ask the children to pretend they’re the duckling and have them follow you to the next room or activity. (Explanation: A creative movement activity for transition time could involve pretending to be a mother duck and having the children follow along as ducklings to the next room or activity.)
12. C. They assume these children’s skills will develop on their own. (Explanation: Some early childhood educators neglect to plan for the development of preschool children's motor skills because they assume that these skills will develop naturally without intentional planning.)
13. A. Drum. (Explanation: If an early childhood educator wants to emphasize the contribution of rhythm instruments to a piece of music, they would most likely choose a drum instrument.)
14. C. Between second and fourth grades. (Explanation: Students' attitudes toward mathematics often change between second and fourth grades, where their interest declines and they may no longer consider themselves good at math.)
15. C. Children darting out in front of cars. (Explanation: The most common cause of traffic accidents involving young children is often due to the children darting out in front of cars.)
16. B. One-to-one correspondence. (Explanation: True counting is not possible until a child understands one-to-one correspondence, where each object is assigned a unique number.)
17. C. Teach familiar shapes along with unfamiliar shapes. (Explanation: The best approach to teaching young children about shapes and forms is to teach them familiar shapes along with unfamiliar shapes to help them generalize their understanding.)
18. D. Characterizations. (Explanation: Choosing a picture book to teach math concepts to young children is not appropriate if the main purpose is to focus on characterizations rather than math connections, enjoyment, or inclusion of numbers.)
19. D. Fifth graders. (Explanation: Strong allegiance to one's group and consciousness of the importance of rules are most characteristic of fifth graders.)
20. B. The whole-song method. (Explanation: The preferred method for teaching songs from a recording to young children is the whole-song method, where the entire song is learned and practiced as a whole.)