Resources for Educating young Children Part 2

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I was wondering if someone could please help?
My questions are:

5. Which one of the following statements about adapting a curriculum to children with learning differences it true?

a) when teaching mathematics, always try to relate the concept to its use in everyday life

b)don’t teach students to print, but rather have them practice cursive writing from the start

c)children with spelling difficulties should be discouraged from working on computers

d) when teaching science avoid cause and effect reasoning as it discourages student interest in the subject

I m confused between A and B not sure which one to pick this is what my text says for writing

Most young children love to write until someone tells them they aren’t really writing or that they can’t spell. They become discouraged and may stop writing. Seeing oneself as an author during early childhood years provides some insulation for the future.
Writing involves legibility (someone has to be able to read what is written), fluency (writing flows smoothly without breaks with in words), and speed. Some problems in this area relate to lack of stamina (poor muscle strength) and lack of fine motor skills.
There is a disagreement about whether children should begin with script(printing) or cursive (writing). Those who favour script look at the relationship between reading and writing and feel that it strengthens the connection. Others feel that if the children are likely to have problems writing, one should not waste time teaching them to print when it is easier to write in cursive. This decision belongs to the educator. Our choice is to teach cursive and teach a method of writing cursive where all lower case letters begin on the line. If they have learnt script first they can print the capital letter and follow with this method of cursive.

This is what it says for math:

Help children develop a sensimotor experimental awareness of math. Doing math, not just looking or hearing it is the key.
Use concrete objects to teach number sense and numeration employ as many variations as you can think of. Use food (raisins, cereals, crackers) for teaching these concepts.
Provide a running commentary whenever possible to make connections between mathematics and its use in the real world.
Play number concept games such as counting objects naming numbers matching numbers to groups of objects and games that require sorting numbers, colors, or pictures.
Create situations where children must use math reasoning to solve problems. “What if you run out of large block you need to make another wall the same length as the first? Discuss relative length
Play size comparison
Help children identify construct and predict patterns and relationship of colors (shoe, shoe, sock, sock)
Emphasise vocabulary

6. When attempting to instil self esteem in a child with an orthopedic impairment its best to

a) simply pretend that the impairment doesn’t exist

b)tell the child that in a few years there will probably be a cure for the condition
c)help the child devise responses to discrimination

d) exclude any activity that the child cannot do independently

Im stuck between A and C

This is what my text says

Children need to learn to deal with rejection and discrimination as it happens. Ignoring it or pretending it isn’t there doesn’t work. Be sure the children have the words to respond to the comments as “What’s wrong with you? And appropriate response might be “there isn’t anything wrong with me. My legs are strong enough to hold my body so I wear these braces. Whats wrong with you?”

This statement kind makes this kid a bully or rude in a way? And ignoring their impairment I don’t know how it will make their self esteem better. As for c and d I have eliminated them out

11) Which one of the following concerns would not be a possible drawback by educators opposed to acceleration programs

a) a rigid curriculum can constrain the ability of a child with a high aptitude for learning

b) the program might not be developmentally appropriate for the Childs level of experience

c)The child might find it hard to make friends and participate in extracurricular activities

d)Although the child might excel in certain aspects of study the acceleration program might till leave gaps in his or her general knowledge

This one I have no idea to me they are all drawbacks this is what my text says

Because of the range and types of acceleration options it is difficult to be for or against it. Advocated for acceleration argue that it provides increased efficiency and effectiveness of instruction. They see it as providing bright students with appropriate educational opportunities and continuing challenges that will maintain their enthusiasm and excitement for learning.
Those opposed to acceleration are concerned about possible gaps in general knowledge. They are also concerned that the child who shows academic excellence at young ages may not maintain these advantages, that the acceleration demands may be too great for the young children’s experiences and sophistication. That is the programming is not developmentally appropriate. Others focus on the reduced time for age appropriate activities such as play. There is some concern about later social maladjustments as students reflect of acceleration on emotional adjustments with concern about parents, friendships and lack of outlets for expression as well as reduced frequency for extra curricular activities.

  • Resources for Educating young Children Part 2 -

    5. The trouble with b is that the children will have a more difficult time learning to read printed script (like this) if they haven't learned to print. A. is definitely the best answer.

    6. Your text clearly makes the point for c.

    11. is confusing. I vote for a.

  • Resources for Educating young Children Part 2 -

    Thanks ms.sue I will go with 11 a) too Its confusing to me too

  • Resources for Educating young Children Part 2 -

    You're welcome, Beth.

  • Resources for Educating young Children Part 2 -

    which of the following measures is not recommended when teaching children with limited vision?
    (a)keep doors either fully open or completely shut
    (b)limit the numbers of visual cues you use with the students in favor of auditory cues
    (c)outline the edges of a paper with black marker to clearly indicate its boundaries
    (d)eliminate materials with high colour contrast since the contrast is very fatiguing

    my answer is c but really unsure

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