Playing and Learning in Early Childhood Education, Second Edition, Beverlie Dietze, Diane Kashin Tes

Type:

Test Bank

Resource:

Playing and Learning in Early Childhood Education

Edition:

2nd Edition

Author(s):

Beverlie Dietze Diane Kashin

TEST BANK Abena Boachie Memorial University

Haley Toll Memorial University

Playing and Learning in Early Childhood Education Second Edition Beverlie Dietze Okanagan College

Diane Kashin Ryerson University

ISBN: 978-0-13-485738-1 Copyright © 2019 Pearson Canada Inc., Toronto, Ontario. All rights reserved. This work is protected by Canadian copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning.

Dissemination or sale of any part of this work (including on the Internet) will destroy the integrity of the work and is not permitted. The copyright holder grants permission to instructors who have adopted Playing and Learning in Early Childhood Education, Second Edition, by Beverlie Dietze and Diane Kashin, to post this material online only if the use of the website is restricted by access codes to students in the instructor’s class that is using the textbook and provided the reproduced material bears this copyright notice.

Contents Chapter 1: Exploring the Foundations of Play……………………………....1 Chapter 2: The Process of Play……………………………………………….8 Chapter 3: Observing, Documenting, and Interpreting Children’s Play…15 Chapter 4: Outdoor and Nature Play: Unscripted and Unstructured….....22 Chapter 5: Planning Play Spaces…………………………………………….29 Chapter 6: Loose Parts and Children’s Play………………………………..36 Chapter 7: Art and Play……………………………………………………...43 Chapter 8: Blocks and Child’s Play……………………………………..…..50 Chapter 9: Dramatic Play………………………………………………..…..58 Chapter 10: Language, Emergent Literacy, and Play……………………..66 Chapter 11: Math and Science and Play…………………………………....74 Chapter 12: Music, Movement, and Play…………………………………...82 Chapter 13: Bringing Technology into Child’s Play……………………….90 Chapter 14: Taking Play to the Next Level…………………………………96

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Chapter 1 Test Item File

Chapter 1 Exploring the Foundations of Play Note to instructors: Students should choose the most appropriate answer based on the theoretical presentations and application discussions that have occurred in their learning environment.

Multiple Choice 1. Some early learning practitioners believe that understanding play helps to: a. Guide and anchor programming b. Assess children’s behaviours c. Determine the program schedule d. Choose appropriate software packages for the children’s computer Answer: a Difficulty: Moderate Page: 2 Skill: Applied 2. The origin of the word play is thought to be derived from: a. A theatrical production by William Shakespeare b. A group of monkeys seen frolicking in the jungle c. The word pleien which means to dance, leap for joy, and rejoice d. An ancient Roman game Answer: c Difficulty: Easy Page: 4 Skill: Factual 3. In order for an activity to be considered play, the experience must include: a. An abundance of commercial materials b. Opportunities for children to combine areas of knowledge with new information to create their own c. Experiences with older children and adults d. Opportunities to repeat the play for several days.

Answer: b Difficulty: Difficult Page: 6 Skill: Conceptual 4. The amount of time and attention invested in child’s play is influenced by a child’s: a. Desire to do school work b. Exposure to brand name toys c. Culture and environment d. Siblings Answer: c Difficulty: Easy Page: 8 Skill: Factual 5. When children from different cultures come to early learning places, practitioners: a. Separate children by ethnicity to keep them isolated from others b. Require all children to abide by the cultural standards of the majority of children in the early learning centre c. Remove materials that may remind children of their homeland until they adjust to the new environment

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Dietze/Kashin, Playing and Learning in Early Childhood Education, Second Edition

d. Examine the cultural attributes that children bring to the environment and determine how to best support each child.

Answer: d Difficulty: Moderate Page: 18 Skill: Applied 6. Early learning practitioners use information gained from observing and listening to children during play to: a. Determine how to assess children’s behaviour b. Increase the program staffing complement during busy times c. Recruit other children and families d. Gain insight into a child’s cultural, family, and community celebrations and traditions Answer: d Difficulty: Moderate Page: 20 Skill: Applied 7. Children between the ages of 4 to 5 years of age exhibit which characteristic in their evolution as a child consumer? a. Can reach for items on a shelf b. Have acquired the verbal skills to express “wants” c. Begin to express desire for brand names d. Make independent purchases Answer: d Difficulty: Moderate Page: 23 Skill: Applied 8. Statistically children in low-income families suffer: a. A higher rate of accidents during play b. A greater risk of living in poverty than other children in Canada c. Are more resilient than other children living in Canada d. Have a higher level of curiosity, creativity, and independence Answer: a Difficulty: Easy Page: 24 Skill: Factual 9. The Canadian Pediatric Society indicates their concern about the marketing of toys is the: a. Quality of the ads b. Exaggeration of the products c. Availability of the products d. Popularity of the ads Answer: b Difficulty: Easy Page: 22 Skill: Factual 10. The Canadian Institute of Child Health (2008) indicates that principles of brain development include the: a. Brain operates on a “use it or lose it” principle b. Need for at least two hours of outdoor play per day c. Importance of regular physical activity d. Need for children to have problem solving experiences daily Answer: a Difficulty: Easy Page: 26 Skill: Factual 11. What is the name given to the development of the neural circuits, which align with a child’s brain?

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Chapter 1 Test Item File

a. Synopsis b. Sympatico c. Synapses d. Synergy Answer: c Difficulty: Moderate

Page: 26

Skill: Factual

12. Early learning practitioners recognize the need to introduce new materials to children when the children: a. Bring new toys that are on the market to the setting b. Request to have their favourite toys available c. Exhibit signs that their interests in materials is beginning to wane d. When children are engaged in circle time Answer: c Difficulty: Moderate Page: 26 Skill: Applied 13. Brain development theories occur in a child through: a. “Use it or lose it” principle b. The child’s environment c. Relationships with others d. All the above Answer: d Difficulty: Easy Page: 26 Skill: Factual 14. When children stop playing with materials, use the materials in a repetitive way, or play only in particular experience centres, early learning practitioners can take a cue that there is a need to: a. Question the children about why they are doing what they are doing b. Allow the children to continue playing so that the flow of their play and or their natural reactions to the learning environment is not disturbed c. Redirect children to specified experience centres such as the craft table d. Examine the children’s interests and add new play options that are reflective of the children’s expressed interests Answer: d Difficulty: Moderate Page: 28 Skill: Applied 15. Classical theories are those that were prevalent: a. In the nineteenth century through to World War I b. In Shakespearean England c. In France prior to the revolution d. In the twentieth century after World War I Answer: a Difficulty: Easy Page: 28 Skill: Factual 16. Early learning practitioners applying John Dewey’s theories to practice would: a. Give children the freedom to take an active role in their play b. Determine what the children’s play experiences will be c. Provide children with ample toys that are current and popular d. Use flash cards, worksheets and pre-cut shapes daily with the children Answer: a Difficulty: Moderate Page: 29 Skill: Applied

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Dietze/Kashin, Playing and Learning in Early Childhood Education, Second Edition

17. Which theorist is thought to promote child’s play to have more of a focus on adult-child interactions and less on child-initiated exploration? a. Steiner b. Montessori c. Maslow d. Gardner Answer: b Difficulty: Difficult Page: 29 Skill: Conceptual 18. Which of the following intelligences appear in Gardner’s theory of multiple intelligences: a. Digital b. Bodily-kinesthetic c. Memorizing d. Facebook Answer: b Difficulty: Easy Page: 31 Skill: Factual 19. The theory of documenting children’s learning, reviewing it, and using it to provide direction for the next phase of play and learning experiences describes the work of which theorist? a. Montessori b. Froebel c. Malaguzzi d. Erikson Answer: c Difficulty: Difficult Page: 30 Skill: Conceptual 20. Some of the common themes amongst classical, modern, and contemporary perspectives on play include the: a. Important role of technology in children’s play b. Importance of understanding that all children have the same needs in their play c. Perspective that play is a natural way for children to learn d. Position that all children need exposure to more guided experiences Answer: c Difficulty: Difficult Page: 30 Skill: Conceptual 21. When examining theoretical frameworks, early learning practitioners should: a. Pick their favourite theorist b. Adopt an inclusive approach c. Focus only on contemporary theorists d. Accept theories without question Answer: b Difficulty: Moderate Page: 31 Skill: Applied 22. Early cognitive neuroscience research shows that intervention changes the brain and changes behaviour. According to researchers this is known as: a. Development b. Process c. Plastic

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Chapter 1 Test Item File

d. Forming Answer: c Difficulty: Moderate

Page: 26

Skill: Factual

23. The CAYC has numerous positive statements on play for young children and school-age children, excluding the believe that: a. Play is nonjudgmental b. Play is posing questions and hypothesizing c. Play is multisensory, self-directed, and self-selected d. Play is endless but limited in possibilities Answer: d Difficulty: Moderate Page: 32 Skill: Applied 24. School-age children are developing social values and attitudes. They require their play experiences to have: a. An opportunity to know the right answers to questions being asked by their play partners b. A set environment that does not change c. Time limits placed on their play experience so that they can maintain control d. Opportunities to negotiate rules and solve problems while participating in cooperative experiences Answer: d Difficulty: Moderate Page: 32 Skill: Applied

True/False 1. Observing children’s play is one of the most important roles and responsibilities of early learning practitioners. a. True b. False Answer: a Difficulty: Easy Page: 2 Skill: Factual 2. Using flash cards with children is not considered play. a. True b. False Answer: a Difficulty: Difficult Page: 7 Skill: Conceptual 3. Gotay indicates that between the period of 2003 and 2011, obesity rates in Canada decreased from 25.3 to 22.3 percent. a. True b. False Answer: b Difficulty: Easy Page: 11 Skill: Factual 4. Outdoor play is where children gain an overall control of their bodies. a. True b. False Answer: a Difficulty: Easy Page: 15 Skill: Factual

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Dietze/Kashin, Playing and Learning in Early Childhood Education, Second Edition

5. All Canadian parental perspectives view child’s play the same. a. True b. False Answer: b Difficulty: Difficult Page: 15 Skill: Conceptual 6. Cultural norms are behavioural patterns or beliefs that are common among specific groups of people. a. True b. False Answer: a Difficulty: Easy Page: 20 Skill: Factual 7. By observing and listening to children during dramatic play, early learning practitioners gain insight into diversity and children’s cultures. a. True b. False Answer: a Difficulty: Moderate Page: 20 Skill: Applied 8. There are differing opinions about children’s exposure to technology during play. a. True b. False Answer: a Difficulty: Easy Page: 17 Skill: Factual 9. Child’s play is unlikely to be effected by socio-economic hardships such as poverty. a. True b. False Answer: b Difficulty: Difficult Page: 23 Skill: Conceptual 10. Children living in poverty and children living in affluent environments have an equal rate of accidents during their play. a. True b. False Answer: b Difficulty: Easy Page: 24 Skill: Factual 11. Brain development is unlikely to be influenced by play. a. True b. False Answer: b Difficulty: Easy Page: 26 Skill: Factual 12. For a child to acquire optimal brain development, life experiences that include good nutrition, travel, plenty of store bought toys and a stimulating environment are essential. a. True b. False Answer: b Difficulty: Moderate Page: 26 Skill: Applied

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Chapter 1 Test Item File

13. The CAYC believes that expensive toys are less important than natural materials and authentic items. a. True b. False Answer: a Difficulty: Easy Page: 32 Skill: Factual Essay Questions 1. Describe the importance of early learning practitioners developing observation skills.

2. What is the importance of the United Nations Convention on the Rights of the Child to early learning practitioners and children in their care?

3. Describe the differences between child’s work and child’s play. Why do some argue that children’s play is their work?

4. How might early learning practitioners support a child who is economically disadvantaged in acquiring opportunities for play?

5. Imagine you are working with a group of 3 year old children who are fascinated with brand name toys. They consistently express many “I want … I need” statements. How do you respond to this in the materials, toys, and resources that you provide the children in their learning environment?

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Dietze/Kashin, Playing and Learning in Early Childhood Education, Second Edition

Chapter 2 The Process of Play Multiple Choice 1. According to Sobel and Larimore (2016), one of the main influencers that is impacting the quality of children’s play is: a. The lack of financial resources for play materials b. Pressure from parents and early learning programs to focus on subject-based curriculum c. Children’s lack of interest in play d. Insurance rates Answer: b Difficulty: Easy Page: 38 Skill: Factual 2. Play is vital for primarily which group of children: a. Children in all cultures b. Children in the western cultures c. Children from poverty stricken families d. Children from Asia and the Middle East Answer: a Difficulty: Easy Page: 39 Skill: Factual 3. Urie Bronfenbrenner developed an influential theory of human development known as the ___________ theory. a. Environmental b. Engagement c. Ecological d. External Answer: c Difficulty: Easy Page: 40 Skill: Factual 4. What is the overarching premise of Bronfenbrenner’s theory? a. Community traditions are the most influential elements in children’s lives b. Early learning practitioners should help children be aware of environmental issues c. Children are influenced by their parents, but not by their community d. There is a relationship of environmental factors and social contexts through defined environmental systems Answer: d Difficulty: Difficult Page: 40 Skill: Conceptual 5. Bronfenbrenner’s microsystem theory of development related to play refers to the influence of: a. A child’s family b. Provincial playground regulations c. Cultural and ideology d. The environment Answer: a Difficulty: Easy Page: 40 Skill: Factual

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Chapter 2 Test Item File

6. From a constructivist perspective, children learn when they: a. Receive information from an educator that can processed and remembered b. Model the behaviour of others who are performing at an advanced level c. Receive extrinsic rewards for producing appropriate products d. Have an opportunity for active interaction in order to construct meaning Answer: d Difficulty: Difficult Page: 43 Skill: Conceptual 7. Bruner suggests that there are three internal motivators that influence play and learning. They are: a. Having access to toys, materials, and a facilitator b. Engaging in curiosity, exhibiting skills and knowledge, and having a common goal with others c. Having space, time, and toys d. Engaging in structured play, having play mates, and materials Answer: b Difficulty: Difficult Page: 44 Skill: Conceptual 8. Self regulation as defined by Shanker refers to: a. Engaging in exploratory play b. Being internally motivated to adapt to and understand emotional and what is socially acceptable c. Participating in structured play d. Having defined classroom routines Answer: b Difficulty: Difficult Page: 46 Skill: Conceptual 9. Early learning practitioners can help children become intrinsically motivated by: a. Praising children’s work when it is well done b. Encouraging children to create a finished product c. Providing stimulating environments with play choices d. Comparing one child’s work to another child’s work Answer: c Difficulty: Moderate Page: 47 Skill: Applied 10. It is thought that behaviour such as bullying stems from: a. A deficit in self-regulation, intrinsic motivation, and self-esteem b. Watching too much television and action movies c. A deficit in a child’s neural functioning d. The influence of older siblings Answer: a Difficulty: Difficult Page: 47 Skill: Conceptual 11. Seven common characteristics of play have been identified. They include: a. Play is active, self-initiated and focused b. Play is best executed indoors c. Play is restricted to specific times during the day d. Play is predictable in time and materials Answer: a Difficulty: Moderate Page: 54 Skill: Applied

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Dietze/Kashin, Playing and Learning in Early Childhood Education, Second Edition

12. As infants become more mobile through creeping, crawling, and toddling, their interest in play expands. This occurs during which phase of the play process? a. Phase 1 b. Phase 2 c. Phase 3 d. Phase 4 Answer: b Difficulty: Moderate Page: 57 Skill: Applied 13. The third level of play described by Piaget is called: a. Pretend b. Games with rules c. Constructive d. Functional Answer: b Difficulty: Easy Page: 60

Skill: Factual

14. Which of the following is an example of functional play: a. Two 5-year-old children role playing customers in a store b. Preschoolers repeating a pattern in a block structure c. A toddler who pretends to eat a plastic apple d. A 4-year-old who talks to an imaginary friend Answer: b Difficulty: Moderate Page: 61 Skill: Applied 15. According to Seagoe, children from ages 7 to 9 participate in what type of play? a. Exploratory b. Associative c. Onlooker d. Cooperative/Competitive Answer: d Difficulty: Easy Page: 64 Skill: Factual 16. Two children are in the art centre creating birds from paper towel rolls, feathers, scraps of materials and using scissors. According to Parten’s types of play, which are they engaged in? a. Parallel b. Dramatic c. Constructive d. Exploratory Answer: a Difficulty: Moderate Page: 64 Skill: Applied 17. According to the modern psychoanalytical theory of learning through play, children act out feelings and work through areas of challenge using: a. Role switching and repetition b. Loose parts c. Critical thinking d. Onlooker behaviour Answer: a Difficulty: Easy Page: 66 Skill: Factual

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Chapter 2 Test Item File

18. According to the psychoanalytical theory, a child will repeat a negative experience many times in order to: a. Bring meaning to the experience b. Transfer the negative experience to another c. Take on the role of the executor of the negative experience d. Assimilate and accommodate the experience Answer: a Difficulty: Difficult Page: 66 Skill: Conceptual 19. According to Bruner’s theoretical construct, play is important because it promotes: a. Problem solving b. Knowledge retention c. Behavioural compliance d. Artistic development Answer: a Difficulty: Difficult Page: 66 Skill: Conceptual 20. Which of the following theorist is considered a social and cultural theorist? a. Piaget b. Erikson c. Montessori d. Vygotsky Answer: d Difficulty: Difficult Page: 67 Skill: Conceptual 21. Children’s play processes are influenced by: a. Culture and life experiences b. The weather and school c. The food they eat and its nutrients d. How nice their shoes and clothes look Answer: a Difficulty: Moderate Page: 68

Skill: Applied

22. The role of the early learning teacher in preparing appropriate environments of play includes: a. Providing abundance of materials and equipment in the play area b. Providing adequate materials and equipment in the play area c. Providing interventions on what materials a child can explore d. Providing different play opportunities for different children Answer: b Difficulty: Moderate Page: 68 Skill: Applied 23. Play tutoring is when an adult participates with a child or group of children and: a. Plays alongside the children b. Takes over the play and asks the children to play with specific material in specific ways c. Encourages one of the children to tutor other children d. Takes over the play for a short period of time Answer: d Difficulty: Moderate Page: 64 Skill: Applied 24. By co-playing with a child, which of the following is most beneficial outcome?

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Dietze/Kashin, Playing and Learning in Early Childhood Education, Second Edition

a. That the adult has an opportunity to role model particular skills and behaviours b. That the adult gets to try out new toys c. That the adult gets to decide the theme of the week d. That the adult focuses and learns about their own creativity and interests.

Answer: a Difficulty: Moderate Page: 70 Skill: Applied

True/False 1. Children are being increasingly programmed and structured, thus reducing opportunities for play. a. True b. False Answer: a Difficulty: Difficult Page: 37 Skill: Conceptual 2. Children who have consistent play mates enhance their social, moral, and emotional development a. True b. False Answer: a Difficulty: Difficult Page: 40 Skill: Conceptual 3. A child can be trained to be interested and curious. a. True b. False Answer: b Difficulty: Difficult Page: 44

Skill: Conceptual

4. Self-regulation is the ability to manage one’s energy state, emotions, behaviours, and attention in ways that are socially acceptable. a. True b. False Answer: a Difficulty: Moderate Page: 46 Skill: Applied 5. All human behaviour, including that of young children, is motivated by attempts to satisfy their human needs. a. True b. False Answer: a Difficulty: Easy Page: 48 Skill: Factual 6. Fantasy play is when children use mental images of things and situations that are not actually present to stimulate their play. a. True b. False Answer: a Difficulty: Difficult Page: 48 Skill: Conceptual 7. Active engagement in play is children’s work during their early years.

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Chapter 2 Test Item File

a. True b. False Answer: a

Difficulty: Easy

Page: 49

Skill: Factual

8. An infant’s first exposure to play occurs when he or she receives his first toy. a. True b. False Answer: b Difficulty: Easy Page: 56 Skill: Factual 9. Children have not yet developed sophisticated role play during intentional imaginative play. a. True b. False Answer: b Difficulty: Difficult Page: 59 Skill: Conceptual 10. School-age children are not interested in a more structured play that is governed by rules. a. True b. False Answer: b Difficulty: Moderate Page: 63 Skill: Applied 11. Games with rules may include outdoor play games such as street hockey or skipping games, or indoor games including board, card, and computer games. a. True b. False Answer: a Difficulty: Moderate Page: 63 Skill: Applied 12. Narrative modes of thinking refer to children learning by doing, then expressing their learning through storytelling. a. True b. False Answer: a Difficulty: Difficult Page: 66 Skill: Conceptual 13. In order for learning through play to occur, the child must engage in an adaptation process. This requires the child to incorporate new information into existing structures known as assimilation. a. True b. False Answer: a Difficulty: Difficult Page: 66 Skill: Conceptual 14. Zone of proximal development is a theory developed by Goncu. a. True b. False Answer: b Difficulty: Easy Page: 67 Skill: Factual

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Dietze/Kashin, Playing and Learning in Early Childhood Education, Second Edition

15. Critical theorists examine how play is influenced by gender, class, and race inequalities within society a. True b. False Answer: a Difficulty: Easy Page: 67 Skill: Factual

Essay Questions 1. Describe Bronfenbrenner’s ecological systems theory and explain how it impacts the practice of an early learning practitioner.

2. Explain why children’s play experiences should focus on the process of play rather than the production of a product?

3. Why would play be considered symbolic and transformational? Give a detailed example.

4. Describe what an early learning practitioner can do to expand opportunities for children to be curious and challenged.

5. Discuss the relationship of play, learning, and intrinsic motivation.

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Chapter 3 Test Item File

Chapter 3 Observing, Documenting, and Interpreting Children’s Play 1. Planning play-based environments for young children requires early learning practitioners to examine: a. The types of materials that the early learning centre has b. Family needs c. Child, child development, culture, and programming d. The philosophy of the centre Answer: c Difficulty: Moderate Page: 77 Skill: Applied 2. In an early learning and child care environment, a child’s thoughts are stimulated by: a. Staff and families b. Materials, other children, facilitators, and cultural artifacts c. Field trips d. Play materials available on a daily basis Answer: b Difficulty: Moderate Page: 80 Skill: Applied 3. The early learning environment and children’s experiences are directly linked to: a. School requirements b. Spacial awareness c. Community services d. An early learning practitioner’s knowledge and understanding of child development Answer: d Difficulty: Difficult Page: 80 Skill: Conceptual 4. A Thinking curriculum refers to the: a. Experiences and knowledge that children bring to the environment and use in new discoveries b. Planning process that early learning practitioners engage in c. Process children use in their play d. Peer-to-peer relationships in play and learning Answer: a Difficulty: Moderate Page: 80 Skill: Applied 5. G. Stanley Hall incorporated observations into the child study movement to: a. Illustrate to parent’s the child’s growth over several months b. Bring scientific methodology into early childhood education settings c. Collect data about each child so the true needs of each child could be gained d. Justify the financial requirements for programming costs Answer: c Difficulty: Easy Page: 84 Skill: Factual 6. Reflective practice refers to a: a. Scientific process used to examine the past b. Process used by the early learning teachers and families children to examine discoveries or experiences of play episodes c. Questioning techniques used to draw information from children

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Dietze/Kashin, Playing and Learning in Early Childhood Education, Second Edition

d. Recordings of activities Answer: b Difficulty: Difficult

Page: 90

Skill: Conceptual

7. Early learning teachers require skills in the following excluding: a. Narrating young children’s work b. Documentation process c. Communication d. Drawing children’s experiences as they observe their experiences Answer: d Difficulty: Moderate Page: 92 Skill: Applied 8. Observing encompasses: a. Watching children and recording what they do at a particular time of day b. Sharing findings with parents and children c. Documenting findings for the child’s file d. Observing, documenting, and analyzing the observations with children, parents, and colleagues Answer: d Difficulty: Easy Page: 91 Skill: Factual 9. Pedagogical documentation is a: a. Program plan designed for children b. Process whereby early learning teachers seek meaning about children’s play experiences, both indoors and outdoors c. Way a practitioner triggers the child’s curiosity d. Resource provided to develop a theme or topic for children to explore Answer: b Difficulty: Difficult Page: 86 Skill: Conceptual 10. There are many ways in collecting documentation, this includes: a. Program plan b. Resources that will be used for the topic c. What is to be reflected on, discussion points, and action to be taken d. Artifacts, such as children’s illustrations and printed communication Answer: d Difficulty: Difficult Page: 87 Skill: Conceptual 11. Pedagogical documentation by contrast refers to: a. Defined times during the program b. A child conforming to a set of standards c. When the child enters the program and every three months thereafter d. Trying to see and understand what is going on in a pedagogical work Answer: d Difficulty: Difficult Page: 92 Skill: Conceptual 12. Child observation is mainly about assessing whether a child is conforming to a set of standards, whereas pedagogical documentation is mainly focused on: a. Meeting predetermined developmental milestones b. Classifying and categorizing children in relation to a general schema of development c. Child observation and documentation

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Chapter 3 Test Item File

d. Trying to understand what is going on in the child’s work without any predetermined expectations Answer: d Difficulty: Moderate Page: 91 Skill: Applied 13. The purpose of listening to the children when observing is to: a. Set the stage to determine what to observe b. Record useful information and specific quotes from children and their play c. Be able to provide parents with samples of the children’s level of expression d. Determine what phase of development they are exhibiting Answer: b Difficulty: Difficult Page: 96 Skill: Conceptual 14. When early learning teachers find themselves in a compromising position during an observation they should: a. Stop the observation and get another practitioner to complete it b. Continue to observe but tell the parents that the observation may be biased c. Not share their observation findings with others d. Develop a strategy to manage biases so each child has an equal opportunity to play and learn Answer: d Difficulty: Difficult Page: 95 Skill: Conceptual 15. One of the reasons that early learning practitioners review observations and documentation is to: a. Gain insight into how children approach problems and problem solving b. Ensure that the information is accurate and acceptable to share with parents c. Determine the types of activities that should be arranged for children so that they achieve specific developmental milestones d. Determine what themes should be introduced to children Answer: a Difficulty: Moderate Page: 96 Skill: Applied 16. Co-construction refers to: a. How two children express meaning and interest in play with each other b. Social interactions that occur among children and adults in exploring and sharing information about a topic c. Building a structure together with peers d. An observation method through collaboration Answer: b Difficulty: Difficult Page: 97 Skill: Conceptual 17. Early learning practitioners examine observations to determine the level of metacognition of the child. This means determining the: a. Cognitive milestones that the child has reached b. Language milestones that the child has reached c. Methods that the child uses to express knowledge about their thoughts and their thinking process d. Ways of children knowing their skills and abilities Answer: c Difficulty: Difficult Page: 98 Skill: Conceptual

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Dietze/Kashin, Playing and Learning in Early Childhood Education, Second Edition

18. Dietze and Kashin indicate observations should occur during outdoor play experiences because: a. Parents want to know that their children are getting adequate outdoor play time b. Outdoor play is less structured than indoor play c. Early learning practitioners have more time outdoors than during the indoor program component d. Children exhibit different strengths or new challenges from those observed indoors Answer: d Difficulty: Moderate Page: 101 Skill: Applied 19. Learning journals are used to record: a. What the early learning practitioners have gained from the program theme implemented b. Any information about their learning, feelings or reflections by the early learning teachers, families, and children c. Specific traits or behaviours that are observable d. In-depth targeted information about an event Answer: b Difficulty: Easy Page: 99 Skill: Factual 20. The purpose of a portfolio is to record an array of experiences and achievements, made up of a collection of: a. Observations, creative samples, pictures, and other artifacts b. The types of interactions between adults and children c. Specific traits or behaviours of the child d. In-depth information about an event Answer: a Difficulty: Easy Page: 99 Skill: Factual 21. How do brief notes inform the practice of early learning teachers? a. They provide in-depth observations during a particular play episode b. They inform a particular moment in time c. They ask specific questions about what children would like to do d. They open conversations among children during their play Answer: c Difficulty: Easy Page: 99 Skill: Factual

True/False 1. There is an increased interest in adopting a contemporary perspective on pedagogical documentation processes. a. True b. False Answer: a Difficulty: Difficult Page: 77 Skill: Conceptual 2. One of the first theorists to use pedagogical documentation was Jean Piaget. a. True b. False

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Chapter 3 Test Item File

Answer: a

Difficulty: Easy

Page: 86

Skill: Factual

3. One of the challenges with observations that have occurred over time is that observations began to focus on groups of children’s behaviours based on developmental norms. a. True b. False Answer: b Difficulty: Difficult Page: 91 Skill: Conceptual 4. The purpose of engaging in collaborative reflective practice is to help early learning practitioners maintain their position, ideas, thoughts, and perspectives about a situation. a. True b. False Answer: b Difficulty: Moderate Page: 90 Skill: Applied 5. Observation is to assess children’s development against predetermined milestones. a. True b. False Answer: a Difficulty: Easy Page: 91 Skill: Factual 6. Pence and Pacini-Ketchabaw indicate that pedagogical documentation tools are fixed guidelines used to provide a correct view of the child. a. True b. False Answer: b Difficulty: Difficult Page: 92 Skill: Conceptual 7. There is a need to work with children to document their learning and have them revisit their learning and their experiences. a. True b. False Answer: a Difficulty: Moderate Page: 92 Skill: Applied 8. When having more than one early learning teacher observe a child at the same time, you may acquire varying perspectives on the same situation. a. True b. False Answer: a Difficulty: Moderate Page: 95 Skill: Applied 9. Early learning practitioners should become familiar with observation tools and establish one preferred method to use for their observations. a. True b. False Answer: b Difficulty: Moderate Page: 95 Skill: Applied

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10. Active involvement with the children during an observation and documentation discredits the observational data. a. True b. False Answer: b Difficulty: Moderate Page: 95 Skill: Applied 11. The most reliable observations are conducted indoors while the children are engaged in high level cognitive activities. a. True b. False Answer: b Difficulty: Moderate Page: 95 Skill: Applied 12. Pedagogical documentation focus is on project topics only. a. True b. False Answer: b Difficulty: Difficult Page: 91 Skill: Conceptual 13. Reflective practice brings to light a child’s individual strengths, learning styles, and ways of knowing. a. True b. False Answer: a Difficulty: Moderate Page: 90 Skill: Applied 14. Many early learning and child care programs use observation documentation for programming as a form of child assessment. a. True b. False Answer: a Difficulty: Easy Page: 93 Skill: Factual 15. Pedagogical documentation is a new methodology and process for understanding children. a. True b. False Answer: b Difficulty: Difficult Page: 92 Skill: Conceptual

Essay Questions 1. Describe how early learning practitioners would prepare an environment that allows children to access a thinking curriculum framework.

2. Discuss the advantages and disadvantages of conducting observations on children.

Why has the process of observations become a discussion point in the early learning literature today?

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3. Discuss how an early learning practitioner’s philosophical beliefs, values, and biases may impact observations and pedagogical documentation processes and analysis.

4. Discuss the roles of children, families, and other practitioners in observations and pedagogical documentation.

5. Outline the advantages and disadvantages of at least five documentation tools that may be used for observations or pedagogical documentation processes.

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Chapter 4 Outdoor and Nature Play: Unscripted and Unstructured 1. It is estimated that _____ of 3- to 4-year-olds across Canada obtain at least 180 minutes of physical activity daily: a. 69 percent b. 85 percent c. 23 percent d. 70 percent Answer: d Difficulty: Easy Page: 111 Skill: Factual 2. On average, young children under 5 years of age spend approximately how many hours per week playing outdoors: a. Between one and ten b. Between eleven and fifteen c. Between fifteen and twenty d. More than twenty hours Answer: a Difficulty: Easy Page: 111 Skill: Factual 3. Froebel indicated that outdoor play is the place where children find: a. New mathematical concepts b. Their voices c. Depth and breadth to learning that is not emulated in other settings d. The blueprint for childhood happiness Answer: c Difficulty: Difficult Page: 149 Skill: Conceptual 4. The nursery school movement emphasized the relationship of outdoor play to: a. Building relationships with adults b. Child development c. Enhanced dramatic play d. A foundation in science and math principles Answer: b Difficulty: Difficult Page: 114 Skill: Conceptual 5. In the early 1990s, the Canadian Standards Association responded to: a. Information on how outdoor play supports child development b. The need for children to have two hours of play per day c. The importance of sunscreen d. The numbers of childhood injuries Answer: d Difficulty: Easy Page: 149 Skill: Factual 6. Novelty era play structures refer to: a. Wooden play b. Dramatic play c. Traditional play d. Fantasy character Answer: d Difficulty: Easy

Page: 115

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Chapter 4 Test Item File

7. The Canadian Standards Association safety standards are: a. Policies adopted by some early learning centres b. Nationally recognized standards for children’s play spaces and equipment c. Ideas for public playgrounds d. Guidelines for early learning teachers to provide safe play spaces Answer: d Difficulty: Easy Page: 146 Skill: Factual 8. Outdoor play is important because it: a. Provides early learning practitioners with some free time b. Builds a child’s exploration, risk taking, language, and creativity skills c. Allows children to run around without a defined objective d. Gives children a break from the academic expectations Answer: b Difficulty: Moderate Page: 150 Skill: Applied 9. Children who do not have sufficient outdoor play experiences generally have: a. Better computer and communication skills b. Poorer ability in motor tasks and ability to access and manage risk c. Better skills at dealing with cultural issues d. Less opportunity for accidents Answer: b Difficulty: Moderate Page: 122 Skill: Applied 10. Motor illiteracy refers to: a. Inactive children b. Children who are obese and who do not have good motor control c. Children who do not have the motor skills needed to support body movements for active play d. Children who do reach all of their physical developmental milestones Answer: c Difficulty: Easy Page: 121 Skill: Factual 11. Children who have vitamin D deficiency may suffer from: a. Too much milk and orange juice b. The inability to climb on play structures c. Diseases such as rickets, and fractures d. Too much exposure to the sun Answer: c Difficulty: Easy Page: 123 Skill: Factual 12. Safe risk refers to: a. A process for ensuring children do not take risks in their playspace b. A process for reducing the amount of challenge in children’s play c. A cognitively based process that children engage in during their outdoor play d. An opportunity for children to carry out an action involving risk in their playspace that reduces the potential for harm Answer: d Difficulty: Difficult Page: 127 Skill: Conceptual 13. When risk taking is limited in child’s play, the child will:

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a. Increase their social and cognitive skills Not develop the healthy kinesthetic skills that build physical confidence, judgment, and esteem b. Gravitate to build new ways to add excitement to the play c. Not be affected in their development Answer: b Difficulty: Difficult Page: 128 Skill: Conceptual 14. Quality outdoor play spaces are measured on the: a. Physical attractiveness b. Ability for children to play on their own c. Type of climbing apparatus available d. Openness and diversity of the space Answer: d Difficulty: Moderate Page: 130

Skill: Applied

15. The active play zone outdoors refers to the: a. Natural attributes such as trees and gardens in the playspace b. Space assigned for creative arts experiences with peers c. Space dramatic play and construction activities occur d. Space with different ground surfaces for wheeled toys and rough and tumble play Answer: d Difficulty: Moderate Page: 131 Skill: Applied 16. The infant and toddler outdoor play space provides: a. A large area to accommodate their body movements b. A variety of materials intended to stimulate their senses c. Hard surfaces for ride-on toys d. Swings and climbers Answer: b Difficulty: Moderate Page: 132 Skill: Applied 17. School-age outdoor play space provides: a. Surfaces for their bicycles b. Opportunities for challenging physical activities, such as open space for competitive games c. Places to rest d. A natural garden Answer: b Difficulty: Moderate Page: 134 Skill: Applied 18. Loose parts refers to: a. The standard materials found in early learning outdoor play spaces b. Materials that can be moved, redesigned, and reconfigured in a variety of ways c. The condition of the play ground structure d. How children use their imagination when engaged in creative play Answer: b Difficulty: Difficult Page: 137 Skill: Conceptual 19. Construction play requires materials that are: a. Stable and always available

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Chapter 4 Test Item File

b. Child friendly and free of risk c. Changed regularly and offer a sense of intrigue and flexibility d. Used by the children and allow them to successful with them Answer: c Difficulty: Moderate Page: 138 Skill: Applied 20. Practitioners who enjoy outdoor play generally: a. Offer the children the equipment in the play space as their primary outdoor play activity b. Pose more in-depth questions and extend play opportunities to the children c. Ensure that children with disabilities have their own play space d. Focus mostly on the children who enjoy outdoor play Answer: b Difficulty: Moderate Page: 141 Skill: Applied 21. When children have short periods for outdoor play, they: a. Enjoy it more than when it is for longer periods of time b. Engage in group dramatizations or construction play c. Engage in planning and participating in cooperative types of play d. Limit their negotiation, problem solving, risk taking and group play options Answer: d Difficulty: Moderate Page: 142 Skill: Applied 22. Teacher-supported involvement refers to the: a. Structured strategies the practitioner uses to support children with disabilities b. Philosophy of supporting children and families c. Short and long-term experiences or projects that the children and practitioner engage in d. Freedom that the practitioner extends to the children for exploration Answer: c Difficulty: Moderate Page: 143 Skill: Applied 23. Child-initiated exploration refers to the: a. Experiences that the child and practitioner initiate b. Partners that children choose for their play c. Different experience centres that children use outdoors d. Concentration level that the child exhibits during exploration of activities Answer: a Difficulty: Difficult Page: 143 Skill: Conceptual 24. Early learning teacher-child-guided discovery refers to the: a. Experiences that the teacher and child initiate b. Discoveries that children make in group play c. Types of trial and error processes children use for discovery d. Role modeling that the practitioner exhibits toward exploration and discovery Answer: a Difficulty: Moderate Page: 144 Skill: Applied

True/False 1. The outdoor play environment supports children in learning self-regulation skills.

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a. True b. False Answer: a

Difficulty: Moderate Page: 111

Skill: Applied

2. Outdoor play contributes to children making relationship connections between peers and adults. a. True b. False Answer: a Difficulty: Moderate Page: 118 Skill: Applied 3. Children who actively participate in outdoor play score lower on tests of imagination and creativity. a. True b. False Answer: b Difficulty: Easy Page: 119 Skill: Factual 4. Risk taking is often thought of as having a negative connotation. a. True b. False Answer: a Difficulty: Difficult Page: 125 Skill: Conceptual 5. Children who are confident and physical risk takers in the outdoor environment are more likely to take risks during indoor activities. a. True b. False Answer: a Difficulty: Difficult Page: 125 Skill: Conceptual 6. The closer the proximity of defined centres and materials, the more likely children will integrate a combination of materials, ideas, and play options. a. True b. False Answer: a Difficulty: Moderate Page: 134 Skill: Applied 7. Sociodramatic play is most successful outdoors when the materials are constant and the play space remains consistent in one location. a. True b. False Answer: b Difficulty: Moderate Page: 140 Skill: Applied 8. Children should be given limited freedom to take risks and experience new challenges. a. True b. False Answer: b Difficulty: Moderate Page: 129 Skill: Applied 9. Safe risk equates to nonchallenging play equipment and experiences.

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Chapter 4 Test Item File

a. True b. False Answer: b

Difficulty: Moderate Page: 128

Skill: Applied

10. Children prefer isolated experience centres over integrated outdoor play centres. a. True b. False Answer: b Difficulty: Moderate Page: 134 Skill: Applied 11. The placement of play components always helps with the flow of play. a. True b. False Answer: b Difficulty: Moderate Page: 136 Skill: Applied 12. The attitude of the early learning teacher directly relates to the quality of the play experiences and the duration of the outdoor play experience. a. True b. False Answer: a Difficulty: Moderate Page: 142 Skill: Applied 13. Children should be taken outdoors generally in the spring, summer and fall, and occasionally in the winter. a. True b. False Answer: b Difficulty: Moderate Page: 143 Skill: Applied 14. The outdoor play environment level of monitoring and observation emulates the practices used indoors. a. True b. False Answer: b Difficulty: Moderate Page: 145 Skill: Applied 15. Observing how children use their outdoor lay space provides the practitioner with insight into individual, cultural and social needs of children. a. True b. False Answer: a Difficulty: Moderate Page: 145 Skill: Applied

Essay Questions 1. There is great concern about children taking risks in their outdoor play. Discuss what the issues are surrounding risk and hazard. What types of information should early learning teachers share with parents to educate them about the role that risk taking plays in their child’s development?

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2. Many studies are now being conducted to determine the benefits of children being exposed to natural light during outdoor play. What is the initial evidence showing?

Do you agree or disagree with the information?

3. According to Kemple et al. (2016), the attitude of the early learning teacher directly relates to the quality of the play experiences and duration of outdoor play. What does this mean? How do the attitudes of early learning teachers impact outdoor play?

4. It is suggested that early learning teachers conduct observations outdoors to acquire information about a child’s learning style, capabilities, and interests. Which is the better environment for examining these areas – during indoor play or outdoor play?

Why? 5. All children are entitled to access outdoor play. What are the key considerations that an early learning teacher must make when there are children with disabilities in the early learning environment?

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Chapter 5 Test Item File

Chapter 5 Planning Play Spaces Multiple Choice 1. Microsymbolic play refers to children: a. Incorporating microscopes into their play b. Using child sized materials c. Using child sized materials that are replicas of objects d. Combining objects and language into their play Answer: c Difficulty: Difficult Page: 156 Skill: Conceptual 2. Macrosymbolic play refers to children: a. Assuming pretend adult roles into their play b. Combining objects and language into their play c. Using adult objects for their play d. Constructing objects for their play Answer: a Difficulty: Difficult Page: 156 Skill: Conceptual 3. Fluid materials refers to: a. Water play b. Materials that children must add water to c. Materials that change in shape or allow children to create items that alter shape or form d. Materials that children must pour from one container to another Answer: c Difficulty: Difficult Page: 157 Skill: Conceptual 4. Structured materials refers to: a. Materials that have predetermined characteristics that influence how the child uses them b. Materials that must be used in a particular way c. Patterns presented for art work completion d. Materials that may not be moved from their location Answer: a Difficulty: Moderate Page: 157 Skill: Applied 5. Quality early learning play spaces are viewed as those that: a. Offer the children a defined structure and area for their play b. Offer a planned arrangement of ideas, people, time, and resources c. Offer parents a lounge area for observation d. Have a defined play schedule Answer: b Difficulty: Moderate Page: 159 Skill: Applied 6. Greenman (2005) identifies that when early learning practitioners reduce play options and freedom to play, they are: a. Removing the meandering and exploration along the way b. Increasing opportunities for children to engage in cognitive activities

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c. Maintaining a program schedule d. Meeting the needs of children who do not like to play Answer: a Difficulty: Moderate Page: 161 Skill: Applied 7. Dietze (2006) identifies that play space is: a. Most beneficial when it has fixed or stationary equipment b. Examined every two months and adjusted if necessary c. Arranged based on the early learning practitioners interests in play d. Fluid and emerging based on juxtaposing different shapes within the same space Answer: d Difficulty: Moderate Page: 179 Skill: Applied 8. Children benefit in play spaces that: a. Offer them opportunities to connect with a natural environment and are aesthetically appropriate b. Are structured and predictable c. Are arts and community based d. Assign them specific experience centres to explore each day Answer: a Difficulty: Moderate Page: 181 Skill: Applied 9. The term feeling tone refers to: a. How the early learning practitioner speaks to the children b. The use of colour in the early learning environment c. The friends that children establish in the environment d. How positive, comfortable, and engaging the atmosphere is among teachers, peers, and families Answer: d Difficulty: Moderate Page: 154 Skill: Applied 10. Early learning teachers incorporate ways to communicate value, respect, and understanding into the environment by: a. Having a circle time each day so the children develop skills in taking turns b. Sending notes home to parents on a daily basis c. Developing a sense of an inclusive, welcoming play space d. Letting the children decide on the rules and use of play space Answer: c Difficulty: Moderate Page: 165 Skill: Applied 11. As early learning teachers prepare play space, one of their first roles and responsibilities in the process is to: a. Ensure that there is a structured program plan b. Ask the parents what the children play with at home c. Listen to the children during their play and observe their play processes d. Remove children from the play space when they become too active Answer: c Difficulty: Moderate Page: 165 Skill: Applied 12. Early learning teachers listen to the children to gain information about their thinking and learning styles. Teachers use this information to:

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Chapter 5 Test Item File

a. Discuss the phase of cognitive development the child is functioning at b. Determine the materials that need to be introduced c. Determine the types of structured activities that would support the child in developing skills needed to meet specific milestones d. Formulate questions that will provoke children’s thinking and lead them to create new ideas and learning Answer: d Difficulty: Moderate Page: 165 Skill: Applied 13. The most effective play space for children is created when: a. Early learning teachers prepare the required experience centres b. The experience centres remain the same c. Early learning teachers take the cues from the children d. Early learning teachers develop the aesthetics so that they create a sense of calmness Answer: c Difficulty: Moderate Page: 176 Skill: Applied 14. Environmental aesthetics refers to: a. The children’s play space b. How children engage in expressing their artistic attributes c. The outdoor natural play space d. How individuals experience their world through their senses and perceptions Answer: d Difficulty: Moderate Page: 168 Skill: Applied 15. Malaguzzi emphasizes the importance of early learning practitioners paying attention to the play-space aesthetics because of its: a. Impact on a child’s cognitive development b. Influence on parent’s choices of early learning settings for children c. Power to organize and promote choices and activity that may spark all kinds of learning d. Role in providing children with safe places to play Answer: c Difficulty: Difficult Page: 168 Skill: Conceptual 16. When an aesthetic environment is pleasing, there is an increased level of : a. Kinesthetic activity b. Musical activity c. Sensory and perceptual activity d. Collaborative activity Answer: c Difficulty: Moderate Page: 169 Skill: Conceptual 17. When children are exposed to cluttered environments: a. They gain a sense of being able to mess about without worrying b. Their brains uses excessive energy to block out the stimuli c. Decreases over activity in children d. Increases their exploration in order to find what they are looking for Answer: b Difficulty: Moderate Page: 169 Skill: Applied

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18. Aesthetic appreciation in early learning environments requires: a. An understanding of how to stage children’s environments b. Knowing how colours impact children and their play c. Children to understand what they can touch and what they can look at d. A balance of minimalism, natural products, and a sense of coziness Answer: d Difficulty: Moderate Page: 170 Skill: Applied 19. Noise pollution in an early learning environment has the potential to: a. Have the early learning practitioners require the children to spend more time outdoors b. Have early learning practitioners split children into different groups c. Cause children to have delayed language skills, increased anxiety, and impaired resilience d. Adjust itself over time Answer: c Difficulty: Moderate Page: 172 Skill: Applied 20. Experience-based, hands-on learning evolves in play spaces where: a. The early learning teachers has planned experiences for the children b. Children may choose what they wish to engage in and with c. The materials are set up for the children to use d. Children are required to complete particular activities before moving to other experience centres Answer: b Difficulty: Moderate Page: 174 Skill: Applied 21. Ordered time refers to: a. An established framework that early learning practitioners and children follow to support children to anticipate the sequence and predictability of their daily routine b. The specified time that children are given to play and explore each experience centre c. The early learning practitioner’s working schedule d. The requirements for indoor and outdoor play as identified by government standards Answer: a Difficulty: Difficult Page: 174 Skill: Conceptual 22. Kritchevsky and colleagues indicated that the most effective play spaces for children incorporate: a. Indoor and outdoor play into the environment b. A minimum of 2.5 play spaces in each play zone per child c. Dramatic play, art, and music side-by-side d. Play space with defined outcomes Answer: b Difficulty: Moderate Page: 176 Skill: Applied 23. Flex zones refer to: a. The different indoor play experience centres b. The different places assigned for staff to supervise

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Chapter 5 Test Item File

c. Places where children may use the same space in different ways d. How the children use the defined materials in the play space in different ways Answer: c Difficulty: Moderate Page: 179 Skill: Applied 24. When children are feeling overwhelmed in their play space they may exhibit signs of: a. More interaction among other children and adults b. Increased tolerance for adapting to the environment c. Increased agitation leading to negative behaviour d. More creativity Answer: c Difficulty: Moderate Page: 181 Skill: Applied

True/False Questions 1. Noise pollution in an early learning environment is predominately caused by children playing actively. a. True b. False Answer: b Difficulty: Easy Page: 172 Skill: Factual 2. Environments that exhibit appropriate feeling tones for children exhibit happy, active children. a. True b. False Answer: a Difficulty: Moderate Page: 164 Skill: Applied 3. Stress occurs in environments when there is an imbalance between the demands on individuals or groups and human resources. a. True b. False Answer: a Difficulty: Moderate Page: 171 Skill: Applied 4. Feeling tones are usually filtered as pleasant or unpleasant. a. True b. False Answer: b Difficulty: Moderate Page: 164 Skill: Applied 5. Early learning environments always impact children positively. a. True b. False Answer: b Difficulty: Difficult Page: 164 Skill: Conceptual 6. Early learning environments establish an order that reflects the most efficient use of staffing. a. True b. False Answer: b Difficulty: Moderate Page: 174 Skill: Applied

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7. Not all children have the same needs or desires in their daily routine. a. True b. False Answer: a Difficulty: Moderate Page: 175 Skill: Applied 8. The younger the child, the less frequent their change in play. a. True b. False Answer: b Difficulty: Moderate Page: 177 Skill: Applied 9. Spatial partitioning refers to how the space is divided between play space and sleeping space. a. True b. False Answer: b Difficulty: Easy Page: 179 Skill: Factual 10. Active play space refers to where children connect, network, observe, and engage in group play. a. True b. False Answer: a Difficulty: Easy Page: 178 Skill: Factual 11. The environmental design may impact child’s play but not the opportunities for adultchild connections. a. True b. False Answer: b Difficulty: Moderate Page: 177 Skill: Applied 12. The environmental conditions can impede a child’s energy level and ability to problem solve. a. True b. False Answer: a Difficulty: Moderate Page: 181 Skill: Applied 13. Research suggests that natural light helps children concentrate. a. True b. False Answer: a Difficulty: Easy Page: 171 Skill: Factual 14. Psychological discomfort increases the child’s social interaction and networking. a. True b. False Answer: b Difficulty: Difficult Page: 181 Skill: Conceptual

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Chapter 5 Test Item File

15. Greenman indicates that early learning spaces require order that is based on the children’s routines from their home settings. a. True b. False Answer: b Difficulty: Moderate Page: 181 Skill: Applied

Essay Questions 1. Describe the role of early learning practitioners in planning play space that is supportive of children’s interests, developmental phases, and aesthetics.

2. Discuss the characteristics of responsive play space environments. Why are there challenges in early learning settings in planning responsive play spaces?

3. Describe the design features of a responsive play space. How does each of the features support children in their play, learning, and development?

4. What is the thinking behind establishing experience centres in wet, dry, quiet, and noisy groupings?

5. Imagine you are working with a group of 3-year-old children. You notice that when the environment appears to become cluttered, there is an increase in noise levels, reduction in children engagement in play for long periods of time, and an increase in negative behaviours. How do you respond to this situation from the planning of the children’s play-space perspective?

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Chapter 6 Loose Parts and Children’s Play Multiple Choice 1. Open-ended materials that may be used alone or with other materials, without specific directions, offer children many learning options including: a. Provision of a defined purpose and structure b. Assistance and guidance of creating new things c. Exploring with difficult materials that stresses them out d. Creativity and creative thinking by combining materials that have differing principles and purpose Answer: d Difficulty: Moderate Page: 186 Skill: Applied 2. Which theorist emphasized that children require open-ended materials for true creativity, risk-taking, and problem solving to occur? a. Nicholson b. Piaget c. Froebel d. Montessori Answer: b Difficulty: Moderate Page: 187 Skill: Applied 3. According to Nicholson, to be classified as a loose part, the material must be: a. Open at both ends to be able to see through b. Heavy enough so that it does not fall c. Movable so that it can be redesigned, put together, and taken apart d. Easy to stretch and break Answer: c Difficulty: Moderate Page: 188 Skill: Applied 4. Loose parts are generally classified into how many parts? a. 3 b. 2 c. 4 d. 6 Answer: b Difficulty: Moderate Page: 190 Skill: Applied 5. To be considered a loose part, the material must provide children the opportunities to: a. Grow skills and enjoy life b. Adapt, control, change, and manipulate c. Create, manipulate, emerge, and play d. Play, connect, admire, and question Answer: a Difficulty: Easy Page: 190 Skill: Conceptual

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Chapter 6 Test Item File

6. Cardboard boxes, rain gutters, and plumber pipes are examples of natural loose parts: a. True b. False Answer: b Difficulty: Easy Page: 192 Skill: Factual 7. Early learning teachers and programs that embrace the theory of loose parts do so by: a. Planning the play space to accommodate loose parts b. Making subsequent growth and development c. Providing experience and higher level thinking d. Interacting and connecting with previous and new experiences Answer: a Difficulty: Difficult Page: 193 Skill: Conceptual 8. Thinking lens refers to: a. Thinking through materials of play as an early learning teacher b. Thinking through participation with children c. Thinking through collaboration; that is, between teachers d. A reflective process that is used by early learning teachers and students Answer: d Difficulty: Moderate Page: 193 Skill: Factual 9. What happens when children are given time and unique materials in their play? a. They will discover the language of the materials b. They will enjoy playing with the materials c. They will be inspired by the materials d. They will ask questions about the materials Answer: a Difficulty: Moderate Page: 194 Skill: Applied 10. The cognitive development domain enables children to think_______ about what they want the stage to look like. a. critically b. creatively c. intelligently d. professionally Answer: a Difficulty: Easy Page: 196 Skill: Factual 11. According to Beloglovsky and Daly, observations of children’s play environments confirm that they often gravitate to: a. Open-ended play materials such as loose parts

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b. The stimulation to be creative, experimental, and to gain a sense of accomplishment c. Intentionality, which supports and encourages diversity in children’s play d. Complement children’s interests in particular areas Answer: b Difficulty: Difficult Page: 196 Skill: Factual 12. Jean Piaget suggested that the way to process and build knowledge occurs through: a. Creativity, inspiration, and accountability b. Schemas, assimilation, and accommodation c. Understanding, patience, and observation d. Listening, looking, and playing Answer: b Difficulty: Easy Page: 197 Skill: Factual 13. As an early learning teacher, what are you likely to consider when choosing loose parts for children’s play? a. Flexibility, adaptability, children’s competence, availability, and sustainability b. Dependability, compatibility, comfortability, acceptability, and reflectivity c. Inspirational, accuracy, motivational, finances, and affordability d. Manipulative, variety, colourful, accountability, and openness Answer: a Difficulty: Moderate Page: 199 Skill: Applied 14. Which of the following do you envision in the outdoor environment? a. Pallets b. Ribbons c. Fabrics d. Rain gutters Answer: d Difficulty: Easy Page: 200 Skill: Applied 15. In early learning programs, loose parts found in the indoor environment support children in their learning of: a. Physical play, musical play, and intellectual play explorations b. Math, science, language, and dramatic play explorations c. Gross play, active play, reading, and creative play explorations d. Puzzle play, social play, and constructive play explorations Answer: b Difficulty: Difficult Page: 200 Skill: Conceptual 16. There are variety of loose parts suitable for incredible value to children’s play and learning environments. Studies suggest that children prefer using terms such as: a. Tree cookies b. Stationary outdoor play c. Books

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Chapter 6 Test Item File

d. Pencils Answer: a

Difficulty: Easy

Page: 201

Skill: Applied

17. Providing a space with raw materials and opportunities for children to engage in exploring and creating projects that are complex and meaningful to them is referred to as: a. Tinkering b. Loose parts c. Maker movement d. Take initiative Answer: c Difficulty: Moderate Page: 202 Skill: Conceptual 18. Tinkering is referred to as: a. Providing a space with raw materials for children to engage with b. An active engagement with and manipulation of materials or experiences c. The process of making and creating loose parts as well as spaces d. Correlating with learning features within the environment Answer: b Difficulty: Easy Page: 202 Skill: Factual 19. Hawkins encouraged educators to ________ so that children’s learning may be supported to the fullest. a. write about b. talk about c. play about d. mess about Answer: d Difficulty: Easy Page: 203 Skill: Factual 20. What is the name given to the learning feature of children who apply their knowledge in new situations in the tinkering process? a. Actualizing discoveries b. Resourcefulness c. Belonging and well-being d. Creativity and expression Answer: a Difficulty: Moderate Page: 204 Skill: Factual 21. In the process of tinkering, the learning feature “social partnerships” refers to which people in the context of the environment: a. Parents who are influential in the society b. Teachers who assist in children’s play c. Institutions who set the guidelines for child play

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d. Adults who offer role modelling and opportunities for discussion, debate, and expansion of flexible thinking Answer: d Difficulty: difficult Page: 204 Skill: Applied 22. A teacher’s ________ influences the type of loose parts children play and interact with. a. behaviour b. disposition c. demeanor d. presence Answer: b Difficulty: Moderate Page: 209 Skill: Applied 23. What are used to examine the environment to determine how the space and placement or availability of the loose parts influence children’s play? a. Findings from the observations of children b. Recordings from children’s conversations c. Collaboration between early learning teachers and children d. Influences of authority and managerial disposition Answer: a Difficulty: Difficult Page: 210 Skill: Applied 24. One of the role of early learning teachers includes: a. Maintaining a balance of familiarity so that children can scaffold their play and explore b. Providing limited time for play so that children do not hurt themselves c. Giving less account on children’s play behaviours d. Providing materials that are not necessarily linked to children’s play Answer: a Difficulty: Moderate Page: 209 Skill: Conceptual 25. What are the three terms that support the theory of children’s play? a. Ontomology, entomology, and world play b. Theory of places, conceptualization, and infinity spaces c. Epistemology, small world play, and affinity spaces d. Experimentation, exploration, and loose parts Answer: c Difficulty: Moderate Page: 213 Skill: Factual

True/False 1. The more open-ended the materials in the indoor and outdoor spaces are, the more opportunity there will be for children to become motivated in exploring new ideas. a. True b. False Answer: a Difficulty: Moderate Page: 186 Skill: Applied Copyright © 2019 Pearson Canada Inc.

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Chapter 6 Test Item File

2. Piaget’s (1952) developmental theory stressed that children learn experimentation with and exploration of materials on an individual basis and with peers and adults. a. True b. False Answer: a Difficulty: Moderate Page: 187 Skill: Applied 3. Children who are exposed to varying types of loose parts outdoors are not able to make connections about the relationships between changes in their play actions. a. True b. False Answer: b Difficulty: Easy Page: 195 Skill: Conceptual 4. Nicholson suggested that loose parts does not support noncreative children. a. True b. False Answer: b

Difficulty: Moderate Page: 188

Skill: Applied

5. Loose parts do not have an undefined purpose; rather their purpose is defined. a. True b. False Answer: b Difficulty: Moderate Page: 190 Skill: Applied 6. Mincemoyer does not support the approach of early learning teachers using inquirybased and emergent curriculum programming processes. a. True b. False Answer: b Difficulty: Difficult Page: 196 Skill: Conceptual 7. Children’s environments are intended to be places where skills such as divergent thinking, language, abstract thought, physical literacy, and problem solving are developed. a. True b. False Answer: a Difficulty: Easy Page: 196 Skill: Factual 8. There are no differences between loose parts and fixed equipment. a. True b. False Answer: b Difficulty: Easy Page: 201 Skill: Conceptual

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9. All children are interested in using loose parts in their play. a. True b. False Answer: b Difficulty: Easy Page: 209 Skill: Applied 10. Children are able to move their thinking and discoveries to higher levels of learning when teachers are able to scaffold the types of loose parts available to them as they conduct their observations. a. True b. False Answer: a Difficulty: Moderate Page: 210 Skill: Conceptual

Essay Questions 1. How does loose parts support children in their play, and why are early learning students and teachers adopting this concept in early learning programming?

2. Think about the indoor and outdoor play environments that you have experienced with children. What types of loose parts do you recall using and why?

3. How will children use loose parts in their play? Should children find the loose parts in their environment, or is it best for early learning teachers to place them in the environment?

4. Discuss how loose parts bring meaning to and new options for children in their play.

5. Strategizing the enhancement of loose parts in early learning environments requires certain steps to enhance children’s experiences and opportunities. As an early learning teacher, outline and discuss six strategies you would want to achieve that would trigger children’s idea about play.

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Chapter 7 Test Item File

Chapter 7 Art and Play Multiple Choice 1. The reason that art experiences are being reduced in early learning programs is because: a. They no longer serve a purpose in the child’s development b. There isn’t the financial resources to purchase the materials c. Society wants more emphasis on focused academic preparation d. Children would prefer to engage in other experience centres Answer: c Difficulty: Difficult Page: 218 Skill: Conceptual 2. According to Lowenfeld and Brittain, art is primarily: a. A structured hands-on and tangible experience b. Meaningful communication with self c. An academic activity d. An expansion of the child’s community Answer: b Difficulty: Difficult Page: 221 Skill: Conceptual 3. John Dewey identified that art is a way for children to: a. Figure out who they are and bring meaning to their world b. Increase their academic performance c. Acquire specific art skills through dictated art learning opportunities d. Exhibit their talents to their parents and teachers Answer: a Difficulty: Difficult Page: 222 Skill: Conceptual 4. The purpose of Froebel’s “Occupation” gifts were to support the child in exploring: a. Colours b. Solids, surfaces, lines, and points c. Language development d. Physical development Answer: b Difficulty: Easy Page: 222 Skill: Factual 5. Steiner identified that children require creative play experiences that: a. Meet the needs of the topic or theme of the week b. Can be implemented as a group activity c. Have the children use their imaginations through the use of open-ended materials d. Are based on the seasons Answer: c Difficulty: Difficult Page: 223 Skill: Conceptual 6. Which theorist identified that children co-construct knowledge in relation to other children and adults? a. Frederick Froebel b. John Dewey

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c. Loris Malaguzzi d. Rudolf Steiner Answer: c Difficulty: Easy

Page: 223

Skill: Factual

7. Reggio Emilia preprimary schools emphasize the importance of art by ensuring that: a. A teacher sets out specific art material for the children to use daily b. A model for the children to follow is available c. There is an atelier adjacent to each classroom and an atelierista to support the children d. The art projects are taken home daily Answer: c Difficulty: Moderate Page: 224 Skill: Applied 8. Reggio-inspired programs highlight the importance of a “third teacher.” This means that the: a. Staff ratio is calculated and then an additional teacher above the requirements is added to each classroom b. Open-ended art experiences teach children new skills c. Environment is seen as a “third teacher” d. Child him/herself is their best teacher Answer: c Difficulty: Moderate Page: 224 Skill: Applied 9. Children gain a sense of success from open-ended experiences and materials because: a. They influence how they express their own thoughts and ideas of how things look to them in their world b. They provide the structure children need to produce a defined product c. There is only one way to do something or produce a specific product d. The early learning practitioners guide them in the production of the preferred creation Answer: a Difficulty: Moderate Page: 225 Skill: Applied 10. When children work in specific sequences and have specific rules about space and location of elements in their drawing, this is known as using a: a. Cause and effect process b. Problem-solving process c. Trial and error process d. Modeling process Answer: b Difficulty: Difficult Page: 227 Skill: Conceptual 11. Principles of design include: a. Rhythm, movement, balance, and proportion b. Colour and shape c. Spatial concepts d. Space and form Answer: a Difficulty: Moderate Page: 228

Skill: Applied

12. Art contributes to children developing pro-social skills by:

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Chapter 7 Test Item File

a. Expanding their creativity b. Knowing the concepts of mixing paint to make different colours c. Knowing about other cultures d. Sharing materials, taking turns, and interacting with other children Answer: d Difficulty: Moderate Page: 229 Skill: Applied 13. Kostelnik and colleagues (2016) indicate that a child’s self-concept has three dimensions. They are: a. Ideas, perspectives, and skills b. Appreciation, thoughts, and ideas c. Beliefs, communication, and perspectives d. Competence, worth, and control Answer: d Difficulty: Difficult Page: 229 Skill: Conceptual 14. The stronger the child’s sense of self-identify, the better the child develops skills in: a. Painting b. Cooperating in solving disputes over objects and solving simple problems c. Making collages d. Being able to use materials in unique ways Answer: b Difficulty: Moderate Page: 230 Skill: Applied 15. Early learning practitioners support children in developing self-regulation in the creative area by: a. Offering the children a model from which to work from b. Having the same materials available daily for the children c. Determining the art experience for the day d. Encouraging children to share materials and to conserve materials, using only what they require to support their creative project.

Answer: d Difficulty: Difficult Page: 231 Skill: Conceptual 16. There are times when children “get stuck” at a particular juncture with their creations and creativity. The early learning practitioner’s role is to: a. Encourage the child to play in another experience centre for a few days b. Provide a predetermined model for the child to follow c. Offer assistance and guidance in the form of questioning or researching an idea with the child d. Suggest the project be put away so the child does not feel distressed Answer: c Difficulty: Moderate Page: 232 Skill: Applied 17. The sequence of the four stages of a child’s scribbling are: a. Disorder, longitudinal scribble, circular, and naming b. Naming, longitudinal scribble, disorder, and circular c. Disorder, circular, naming, and longitudinal d. Longitudinal, naming, circular, and disorder Answer: a Difficulty: Easy Page: 233 Skill: Factual

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18. During the preschematic stage of drawing children begin to draw: a. Flowers with petals and stems b. Cars with wheels with circles and lines c. Abstract pieces d. The human body with circles and lines Answer: d Difficulty: Moderate Page: 233 Skill: Applied 19. During the schematic stage of drawing, children’s drawings are referred to as: a. Symbolic drawings b. X-ray drawings c. Abstract drawings d. Humanistic drawings Answer: b Difficulty: Moderate Page: 234 Skill: Applied 20. During the gang stage phase of children’s art, their drawings: a. Are abstract b. Have an exaggeration between figures such as the human being taller than a house c. Are expressed with more detail including have three-dimensional effects d. Show little understanding of space concepts Answer: c Difficulty: Moderate Page: 234 Skill: Applied 21. During the scribbling stage of clay development, children’s creations exhibit: a. Coils, snakes, and mud pies b. Creations in standing positions c. People sculptures which include necks, hair, and fingers d. Facial features, patterns, and sexual characteristics Answer: a Difficulty: Moderate Page: 234 Skill: Applied 22. During the preschematic stage of clay development, the children’s creations exhibit: a. Creations that have a head, eyes, mouth and limbs that are attached b. Coils, snakes, and mud pies c. Creations in standing positions d. Facial features, patterns, and sexual characteristics Answer: a Difficulty: Moderate Page: 234 Skill: Applied 23. During the schematic stage of clay development, the children’s creations exhibit: a. Coils, snakes, and mud pies b. Creations in standing positions c. People sculptures which include necks, hair, and fingers d. Facial features, patterns, and sexual characteristics Answer: b Difficulty: Moderate Page: 234 Skill: Applied 24. During the dawning realism phase of clay development, the children’s creations exhibit: a. Coils, snakes, and mud pies

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Chapter 7 Test Item File

b. Creations in standing positions c. People sculptures which include necks, hair, and fingers d. Facial features, patterns, and sexual characteristics Answer: d Difficulty: Moderate Page: 235 Skill: Applied 25. According to Jenkins, dictated art leads children to: a. Developing the creative skills to be able to produce specific objects such as a puppet b. Understanding the importance of the process of exploring and creating c. Losing their creativity and free-flow or independent thinking d. Nurturing creativity Answer: c Difficulty: Difficult Page: 236 Skill: Conceptual True/False 1. Since the late twentieth century and during the first decade of the twenty-first century, art experiences have been replaced with activities that have an academic focus. a. True b. False Answer: a Difficulty: Easy Page: 218 Skill: Factual 2. Art is a new component that has been incorporated into early learning and child care programs. a. True b. False Answer: b Difficulty: Easy Page: 218 Skill: Factual 3. Children benefit most when the same art materials are always available to them. a. True b. False Answer: b Difficulty: Moderate Page: 219 Skill: Applied 4. Art play has a pivotal role in a child’s development. a. True b. False Answer: a Difficulty: Easy Page: 221

Skill: Factual

5. The most important material that contributes to a child’s fine motor skills through art is play-dough. a. True b. False Answer: b Difficulty: Moderate Page: 227 Skill: Applied 6. Froebel advocated for children to have a specific time during the day for their creative activities. a. True

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b. False Answer: b

Difficulty: Easy

Page: 222

Skill: Factual

7. Froebel identified creative experiences as the foundation for learning. a. True b. False Answer: a Difficulty: Difficult Page: 222 Skill: Conceptual 8. In most Reggio inspired learning environments, the art work exhibited is primarily from famous artists. a. True b. False Answer: b Difficulty: Moderate Page: 224 Skill: Applied 9. Steiner viewed the image of the child as a threefold-human being – body, soul, and spirit. a. True b. False Answer: a Difficulty: Difficult Page: 223 Skill: Conceptual 10. Open-ended materials and experiences facilitate opportunities for the children to express their own thoughts and ideas of how things look to them. a. True b. False Answer: a Difficulty: Moderate Page: 225 Skill: Applied 11. Art experiences primarily focus on a child’s cognitive skills. a. True b. False Answer: b Difficulty: Moderate Page: 225-229 Skill: Applied 12. Art experiences support children by introducing them to social and cultural constructs. a. True b. False Answer: a Difficulty: Difficult Page: 229 Skill: Conceptual 13. It is unusual for children to have recurring themes in their art and their play. a. True b. False Answer: b Difficulty: Moderate Page: 231 Skill: Applied 14. One of the key roles for early learning practitioners is to develop an art program that has a variety of pre-cut pieces, patterns and models for the children to use. a. True b. False

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Chapter 7 Test Item File

Answer: b

Difficulty: Moderate Page: 236

Skill: Applied

15. Food products are part of the creative program because they offer children an authentic art experience. a. True b. False Answer: b Difficulty: Moderate Page: 238 Skill: Applied Essay Questions 1. Describe why Dewey, Froebel, Waldorf, and Reggio advocate for art experiences in early learning programs.

2. Outline why it is important for early learning practitioners to know and to recognize the stages of children’s drawing and use of clay.

3. Discuss seven early learning practitioner characteristics that benefit children in the arts.

4. Discuss why children’s art is more than a production of a product.

5. Explain what is meant by art being a process.

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Chapter 8 Blocks and Child’s Play Multiple Choice 1. Block play contributes primarily to a child learning: a. Patterning, objects, forms, systems, and designs b. Physical development c. Social development d. Creative play Answer: a Difficulty: Difficult Page: 352 Skill: Conceptual 2. According to Ness and Farenga (2006), block play is defined as: a. A preoperational action using blocks b. Visual-spatial construction play objects c. When a child manipulates proportional wooden (or related product material) blocks, using actions and/or language to represent realistic or imaginary experiences d. Assorted square props linked to children’s development that are necessary for play environments Answer: b Difficulty: Difficult Page: 253 Skill: Factual 3. Block building outdoors provides children with opportunities to: a. Create smaller, intimate structures that they can’t create in the indoor environment b. Create longer and wider structures with a variety of accessories such as rocks and logs incorporated into the structure c. Create a structure that the teacher wants the children to build d. Realize that block play is better suited to the indoor environment Answer: b Difficulty: Moderate Page: 253 Skill: Applied 4. The theoretical paradigm that accounts for paper-and-pencil tasks being inappropriate for preschoolers and children in kindergarten is the: a. Autonomy vs. shame and guilt stage in Erikson’s stages of psychosocial development b. Sensimotor stage of cognitive development c. Preoperational or concrete-operational stage of cognitive development d. Literacy-rich play stage in sensory-motor development Answer: c Difficulty: Moderate Page: 253 Skill: Conceptual 5. The first philosopher to introduce a systematic use of blocks as part of children’s early learning experiences was: a. Carolyn Pratt b. Maria Montessori c. John Dewey d. Frederich Froebel

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Chapter 8 Test Item File

Answer: d

Difficulty: Easy

Page: 254

Skill: Factual

6. The Richter building blocks continue to be prevalent today. They are best known as: a. Stacking blocks b. Lincoln logs c. Alphabet blocks d. Lego blocks Answer: c Difficulty: Easy Page: 255 Skill: Factual 7. In the early 1900s, this educator created unit blocks: a. Carolyn Pratt b. Maria Montessori c. John Dewey d. Frederich Froebel Answer: a Difficulty: Easy Page: 256

Skill: Factual

8. When playing with blocks, early learning teachers can expect preschoolers (ages 24– 48 months) to typically: a. Draw out or discuss a plan with peers for the complex structures b. Use plans from other sources, such as the internet, and builds sophisticated plans over several play episodes c. Put blocks in containers and dump them, carry blocks to a variety of areas, and begin to stack them. d. Begin to form patterns and simple structures, like rows, bridges, and enclosures Answer: d Difficulty: Difficult Page: 259 Skill: Conceptual 9. Recommended blocks for toddlers (12–24 months) are: a. Cedar blocks b. Washable fabric or wood blocks c. Unit blocks d. Tree blocks and stumps Answer: d Difficulty: Easy Page: 259 Skill: Applied 10. Table blocks are primarily used: a. Indoors with small groups of children b. Outdoors with large groups of children c. Outdoors with other accessories d. Indoors with large groups of children Answer: a Difficulty: Moderate Page: 260

Skill: Applied

11. Table blocks primarily consist of: a. Picture, alphabet, parquetry, and bristol blocks b. Picture, alphabet, and hollow blocks c. Foam, picture, unit, and hollow blocks d. Parquetry, bristol, hollow, foam blocks

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Answer: a

Difficulty: Easy

Page: 261

Skill: Factual

12. Hollow blocks differ from unit blocks, due in part because they are usually: b. Made out of cardboard c. Smaller than unit blocks d. Built in mathematical proportions e. Larger than unit blocks Answer: d Difficulty: Moderate Page: 262 Skill: Applied 13. Exposing children to blocks supports Vygotsky’s concept of children engaging in activities that: a. Define their interest in play b. Offers them new challenges c. Stretches their zone of proximal development d. Increases their language skills Answer: c Difficulty: Difficult Page: 264 Skill: Conceptual 14. Children will often use blocks for pretend play because blocks offer them: a. A defined shape and product for their play b. An open-ended, less structured material c. Confidence to engage in pretend play d. The structure that they need for pretend play Answer: b Difficulty: Moderate Page: 265 Skill: Applied 15. Blocks support a child’s cognitive development by expanding their: a. Social skills b. Sense of math, science, and language c. Attention span d. Ability to follow instructions from the early learning teacher Answer: b Difficulty: Moderate Page: 267 Skill: Applied 16. During block play, an early learning teacher can consider the use of digital cameras, photographs, and video clips of construction as: a. Helpful tools to increase children’s imagination and creativity b. Distracting and contributing to too much environmental stimulation c. Resources that contribute to language and literacy d. Obstructions to traditional block play Answer: c Difficulty: Moderate Page: 269 Skill: Applied 17. Early learning teachers and student teachers support children’s creativity with blocks by: a. Providing them with sketches or pictures of what they can build b. Having a designated time each day for block play c. Structuring how to execute block play d. Visualizing with the children new and creative ideas Answer: d Difficulty: Moderate Page: 271 Skill: Applied

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Chapter 8 Test Item File

18. Children may have periods when they build and rebuild a structure over and over again. When early learning teachers observe this they: a. Remove some of the materials from the block centre b. Encourage children to play in other experience centres c. Record this in the child’s file to share with parents at a parent meeting d. Offer new materials and become partners in play Answer: d Difficulty: Moderate Page: 271 Skill: Applied 19. Early learning teachers recognize that block play for children with disabilities: a. Is a risk because they may get hurt b. Requires strategies to be put in place so that they connect to the materials, peers, and play options c. Requires specific instructions how to use the blocks d. Requires them to have access to the tabletop blocks only Answer: b Difficulty: Moderate Page: 271 Skill: Applied 20. Early learning teachers get to know each child and to think about their strengths and opportunities with blocks because this helps determine: a. What to teach the children about blocks b. What block structure models to present to the child c. How to develop effective block related lesson plans d. The types of strategies that will encourage children to advance the complexities of their block play Answer: d Difficulty: Moderate Page: 273 Skill: Applied 21. The early learning environment may impact the quality of block building. Children’s depth of play is expanded when: a. The early learning teacher provides a model for the children to follow b. Children are encouraged to engage in block building as a solitary activity c. Limited material is made available for block play d. Structures remain standing for long periods of time Answer: d Difficulty: Moderate Page: 277 Skill: Applied 22. The environmental design for block play must: a. Allow for play not to encroach on other experience centres b. Ensure that block play is confined to the designated block area c. Be flexible enough to accommodate solitary and group play d. Ensure that changes are easily made every day to trigger new play options with the children Answer: c Difficulty: Moderate Page: 275 Skill: Applied 23. The best observational and pedagogical documentation strategy for early learning teachers to use in acquiring information on block play is through: a. Anecdotal records b. Conversational notes

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c. Checklists/rubrics d. A combination of methods Answer: d Difficulty: Moderate Page: 277

Skill: Applied

24. Early learning teachers play an important role in working with children who may not use the block area as much as other children. They do this by: a. Inviting children to be their partner in building a structure b. Indicating to the child that he must go the block area on a particular day c. Going to the block area, playing with the blocks, and hoping that the child will join the teacher d. Completing observations to see the child’s skill at block building Answer: a Difficulty: Moderate Page: 280 Skill: Applied 25. When children engage in unsafe building practices or become destructive with the blocks, one of the most effective strategies for the early learning teacher to use to change the behaviour is to: a. Remove the children from the area b. Close the block centre c. Become involved in the play with the children for the purpose of refocusing the play d. Use stern body language to send a message of disapproval to the children Answer: c Difficulty: Moderate Page: 280 Skill: Applied 26. The block centre is most utilized when it is located in an area that is: a. Able to accommodate no more than three children b. In a corner of both the indoor and outdoor play area c. Located indoors next to the water play area d. On a wood floor surface Answer: b Difficulty: Moderate Page: 276 Skill: Applied 27. When displaying blocks, the early learning teacher ensures that: a. The large, heavy blocks are located neatly on the upper shelves b. Low, open shelves are used so children have access to the blocks c. There are sturdy boxes with blocks in them around the outer wall of the block space d. All blocks that the centre has are displayed so that children have choices Answer: b Difficulty: Moderate Page: 277 Skill: Applied 28. The early learning teacher has many roles in supporting children and block play.

They include: a. Determining the types of structures that children will build on a daily basis b. Organizing space and role modeling effective play construction in the block area c. Ensuring that each child uses the blocks at least once a week d. Removing children from the block area when they become noisy Answer: b Difficulty: Moderate Page: 272 Skill: Applied

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Chapter 8 Test Item File

29. When the noise level in the block area starts to escalate, the early learning teacher: a. Starts a circle time as a way to redirect the children b. Becomes part of the play using a soft voice with the children c. Encourages some children to engage in other play spaces d. Examines the area to determine if there is too much or too little accessories Answer: b Difficulty: Moderate Page: 278 Skill: Applied

True/False 1. Early learning teachers expose young children to blocks because they set the foundation for later academic studies. a. True b. False Answer: a Difficulty: Easy Page: 252 Skill: Factual 2. According to the National Association for the Education of Young children (NAEYC), many early learning teachers may not fully be familiar with the educational or developmental value of blocks to a child’s development. a. True b. False Answer: a Difficulty: Easy Page: 253 Skill: Factual 3. Cardboard and hollow and cedar blocks are recommended for children ages 24 to 48 months. a. True b. False Answer: a Difficulty: Moderate Page: 259 Skill: Applied 4. Block building should be considered an indoor activity. a. True b. False Answer: b Difficulty: Moderate Page: 253 Skill: Applied 5. Frederich Froebel developed the brown stairs and pink tower for children to engage in block play. a. True b. False Answer: b Difficulty: Easy Page: 254 Skill: Factual 6. Studies suggest that children don’t progress through sequential stages of block development. a. True b. False Answer: b Difficulty: Easy Page: 257 Skill: Factual

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7. Through playing with blocks, young children develop skills that are beneficial for future engineers, designers, architects, and artists. a. True b. False Answer: a Difficulty: Moderate Page: 265 Skill: Factual 8. Blocks are usually categorized into four categories. a. True b. False Answer: b Difficulty: Moderate Page: 260

Skill: Applied

9. Unit blocks are usually made out of a heavy cardboard. a. True b. False Answer: b Difficulty: Easy Page: 261 Skill: Factual 10. Early learning teachers place accessories that are used with blocks to encourage children to move from simple to more complex play. a. True b. False Answer: a Difficulty: Moderate Page: 263 Skill: Applied 11. Early learning teachers support children’s language development with block play by encouraging children to make signs for their structures. a. True b. False Answer: a Difficulty: Moderate Page: 268 Skill: Applied 12. Boys manipulate blocks differently from girls. a. True b. False Answer: b Difficulty: Easy Page: 272

Skill: Factual

13. When the block centre is placed near the dramatic centre there are many disadvantages, including children using materials from both areas for their play. a. True b. False Answer: b Difficulty: Moderate Page: 265 Skill: Applied 14. When early learning teachers dialogue with children about their block play, they should ensure that they ask the children what they building. a. True b. False Answer: b Difficulty: Moderate Page: 280 Skill: Applied

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Chapter 8 Test Item File

15. Early learning teachers start discussions with children about their block structure as a way to support children in projecting “what-if ideas.” a. True b. False Answer: a Difficulty: Moderate Page: 281 Skill: Applied 16. When children become tense or cry in the block area, the early learning teacher moves the child to another area of the play space. a. True b. False Answer: b Difficulty: Moderate Page: 278 Skill: Applied 17. Using blocks outdoors invites children to experiment with building materials such as crates and rocks. a. True b. False Answer: a Difficulty: Moderate Page: 253 Skill: Applied 18. A combination of open, see through containers are useful for storing block accessories. a. True b. False Answer: a Difficulty: Moderate Page: 277 Skill: Applied

Essay Questions 1. Hirsch outlined the stages of block building. Name each stage and discuss how children use the blocks at each of the stages.

2. Block play contributes to the development of children in a variety of ways. Describe how block play supports child development, creativity, and problem-solving skills.

3. Describe how the philosophy of an early learning teacher may impact how block play is executed in an early learning environment.

4. Discuss how early learning teachers may ensure that block play is part of a child’s outdoor play experience.

5. Discuss the benefits of children being about to combine block play with other experience centres.

6. Discuss how block play can support language development and what early learning teachers can do to support these developments using space and materials.

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Chapter 9 Dramatic Play Multiple Choice 1. Which theorist maintained that through play, children integrate acceptable social and cultural norms into their own personalities? a. Piaget b. Vygotsky c. Gardner d. Erikson Answer: d Difficulty: Difficult Page: 287 Skill: Conceptual 2. According to Vygotsky’s social cultural theory, it is through dramatic play that children are able to control their: a. Impulses b. Fine motor muscles c. Voices d. Peers Answer: a Difficulty: Difficult Page: 288 Skill: Conceptual 3. According to Howard Gardner, which three kinds of intelligences can children use during dramatic play? a. Naturalistic, musical, logical mathematical b. Musical, spatial, naturalistic c. Bodily-kinesthetic, interpersonal, intrapersonal d. Linguistic, existential, spatial Answer: c Difficulty: Moderate Page: 288 Skill: Applied 4. According to Gardner’s theory, intrapersonal intelligence is considered the ability to: a. Detect one’s own moods, needs, desires, and to look both inwards and outwards b. Distinguish the intentions and moods of others c. Use the body to express thoughts and feelings d. Work with abstractions and numbers Answer: a Difficulty: Easy Page: 288 Skill: Factual 5. Theory of Mind (ToM) describes the ability to attribute mental states to oneself and to others and is dependent on the following three factors: a. Kinesthetic function, gross motor function, and creative function b. Adult involvement, imagination, and social function c. Executive function, language function, and adult involvement d. Creative function, kinaesthetic function, and language function Answer: c Difficulty: Difficult Page: 289 Skill: Conceptual 6. Dramatic play supports the cognitive development in children by helping them to:

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a. Use their small muscles to manipulate objects b. Use their language skills to express themselves c. Socialize with others d. Create a mental picture or schema of events and problem solve Answer: d Difficulty: Difficult Page: 295 Skill: Conceptual 7. During the early stages of dramatic play children will take on roles that are: a. Meaningful and familiar b. Complex and unusual c. Fantasy driven d. Media influenced Answer: a Difficulty: Easy Page: 295 Skill: Factual 8. Dramatic play becomes social play when it involves: a. Others b. Acting on objects c. Personal enactment of a story d. Pretending to be someone else Answer: a Difficulty: Easy Page: 291

Skill: Factual

9. Master players is a term to refer to children who are skilled in: a. The memorization of scripts b. Representing experiences symbolically in self-initiated improvisational dramatic play c. Performance before an audience d. Taking on familiar everyday roles like mommies, daddies, doctors, and storekeepers Answer: b Difficulty: Easy Page: 292 Skill: Factual 10. To play symbolically according to the stages of dramatic play means the child is able to: a. Use written symbols in their play b. Enact symbolic themes c. Represent symbolism from movies and television d. Represent objects symbolically Answer: d Difficulty: Difficult Page: 292 Skill: Conceptual 11. Smilansky identified _____criteria of dramatic play: a. five b. four c. six d. seven Answer: c Difficulty: Easy Page: 292

Skill: Factual

12. Smilansky’s fourth criterion entitled persistence involves the child: a. Playing with others

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b. Make-believing with objects c. Imitating with objects d. Playing alone Answer: d Difficulty: Moderate Page: 292

Skill: Applied

13. When a young toddler is playing with a spoon and pretending to eat without interacting with other people or objects, they are being: a. Toy-oriented in their play b. Not oriented to anything c. People-oriented in their play d. Engaging in an automatic action Answer: a Difficulty: Moderate Page: 292 Skill: Conceptual 14. A preschool child who is starting to become more mature in their pretend play should be able to: a. Memorize a script b. Direct an enactment c. Perform for an audience d. Take on multiple roles Answer: d Difficulty: Moderate Page: 294 Skill: Applied 15. Children who adopt actions, feelings, thoughts, and behaviours of people in particular situations are involved in: a. Enactment b. A play c. A script d. A production Answer: a Difficulty: Easy Page: 294 Skill: Factual 16. With story or interpretive drama: a. No rehearsal is necessary b. Rehearsal is necessary c. Memorization of a script is required d. Children spontaneously enact roles Answer: b Difficulty: Easy Page: 294

Skill: Factual

17. When a child becomes advanced in the use of props in dramatic play, they can: a. Use pretend food to stand in for real food b. Use real plates and cutlery in their dramatic play c. Direct the prop only to themselves d. Use any object as a prop Answer: d Difficulty: Moderate Page: 293 Skill: Applied 18. An attitudinal barrier in dramatic play could take place when early learning teachers: a. Contain the play so that the children are not disturbed b. Do not value dramatic play

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c. Expand the area in the room devoted to dramatic play d. Express enthusiasm for dramatic play Answer: b Difficulty: Moderate Page: 299 Skill: Applied 19. Variations in sociodramatic play are affected by: a. Caregivers’ and early learning teachers’ philosophies and attitudes b. Child care quality c. Socioeconomic factors, such as access to space and equipment d. All of the above Answer: d Difficulty: Easy Page: 299 Skill: Applied 20. According to Parten (1932), if a child is standing watching other children involved in a dramatic play scenario enacting an airplane theme where they are pretending to fly to Mexico, he would be considered: a. A future passenger b. Immature player c. An onlooker d. A potential director Answer: c Difficulty: Moderate Page: 302 Skill: Applied 21. If a child is acting out a favourite nursery rhyme but not speaking, she is performing: a. Auto-symbolic action b. Pantomime c. Story drama d. Story play Answer: b Difficulty: Moderate Page: 305 Skill: Applied 22. A child with limited language skills who is watching a puppet play will: a. Not gain anything from the experience b. Infer meaning in the performance c. Require redirection to another experience d. Need an adult involvement to translate the meaning of the play Answer: b Difficulty: Moderate Page: 306 Skill: Applied 23. To help children learn the art of puppetry, Isenberg and Jalongo (2015) suggest early learning teachers can: a. Create a specialized stage for the children to perform puppet shows b. Limit the amount of time playing with puppets to avoid overwhelming children c. Create finger and sock puppets for tactile and kinesthetic engagement d. Introduce a mirror so that children can see the puppet’s movements and gestures Answer: d Difficulty: Easy Page: 306 Skill: Applied 24. In facilitating dramatic play, early learning teachers add provocations to: a. Include more children in the play

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b. Spark interest and provoke further exploratory opportunities c. Role model better ways of engaging in dramatic play d. Advance the play of school-age children Answer: b Difficulty: Moderate Page: 302 Skill: Applied 25. Frost, Wortham, and Reifel (2001) suggest that children need a certain amount of time in the daily schedule for uninterrupted free play so that they can become more mature players. How much time do they recommend? a. Twenty minutes b. Thirty minutes c. Forty-five minutes d. At least sixty minutes Answer: d Difficulty: Easy Page: 310 Skill: Factual 26. When children describe to their early learning teacher a complex scenario that they had been enacting involving aliens and rocket ships, they are demonstrating: a. Decontextualized language and fantasy storytelling b. Their knowledge of the movie Star Wars c. They are more interested in describing than enacting d. The need for redirection to more traditional themes Answer: a Difficulty: Moderate Page: 312 Skill: Applied 27. The term creative confidence influences early learning play environments and describes children: a. Being talented in arts and theatre b. Bringing exciting and novel new ideas to the play space c. Having the emotional skills and courage to take creative risks by trying new ideas, failing, and refining perspectives d. Playing and directing their peers in dramatic enactments Answer: c Difficulty: Difficult Page: 314 Skill: Factual

True/False 1. Taking on a role of another helps children to see the perspective of others. a. True b. False Answer: a Difficulty: Easy Page: 287 Skill: Factual 2. Bodily-kinesthetic intelligence involves the ability to use the body to move large blocks and pick up small beads. a. True b. False Answer: b Difficulty: Difficult Page: 288 Skill: Conceptual

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3. School-age children use realistic props in their dramatic play and often take on the roles of characters in books. a. True b. False Answer: a Difficulty: Moderate Page: 292 Skill: Applied 4. During the Roles in Action stage of dramatic play, scenarios can last from an hour or be extended to many. a. True b. False Answer: b Difficulty: Moderate Page: 293 Skill: Conceptual 5. There are many connections between cognitive competence such as joint planning, negotiation, problem solving, and goal seeking with dramatic play. a. True b. False Answer: a Difficulty: Difficult Page: 296 Skill: Conceptual 6. Theorists do not consider dramatic play as an effective strategy to reduce anxiety and understand traumatic experiences for children. a. True b. False Answer: b Difficulty: Difficult Page: 297 Skill: Conceptual 7. Executive function is the ability to think straight and to order your thoughts in a coherent way to avoid distractions and to maintain a focus on the task at hand. a. True b. False Answer: a Difficulty: Moderate Page: 297 Skill: Applied 8. Parents more than early learning teachers can negatively impact a child’s socially competent play. a. True b. False Answer: b Difficulty: Moderate Page: 298 Skill: Applied 9. The nature of a child’s play changes when adults intervene in dramatic play by taking on a role and participating. a. True b. False Answer: a Difficulty: Moderate Page: 299 Skill: Applied 10. According to Parten (1932), adults help children play cooperatively during dramatic play by making sure there are familiar props in multiple sets available. a. True b. False

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Answer: b

Difficulty: Moderate Page: 302

Skill: Applied

11. Story drama is suitable for both preschool and school-age children. a. True b. False Answer: a Difficulty: Moderate Page: 306 Skill: Applied 12. Puppets speak a universal language. a. True b. False Answer: a Difficulty: Difficult

Page: 306

Skill: Conceptual

13. No matter what the space requirements are, every early learning environment should have a “house” centre as well as another area for prop boxes. a. True b. False Answer: b Difficulty: Moderate Page: 310 Skill: Applied 14. Christie and Wardle (1992) conducted a study of children’s play behaviour that concluded there was no correlation between the length of time children have to play and the maturity of the play. a. True b. False Answer: b Difficulty: Easy Page: 310 Skill: Factual 15. When writing materials are added to the dramatic play centre, the experiences are more meaningful than if children are given lessons to practice their letters at a table. a. True b. False Answer: a Difficulty: Moderate Page: 311 Skill: Applied 16. Dramatic play is on the decline because an increasing number of adults and institutions do not understand its importance. a. True b. False Answer: a Difficulty: Easy Page: 298 Skill: Factual 17. All children will move from more advanced stages of dramatic play, regardless of adult support. a. True b. False Answer: b Difficulty: Difficult Page: 294 Skill: Factual

Essay Questions

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1. Create a complex dramatic play scenario between three children that would illustrate how children can be both the regular and the object of the regulation in the enactment.

Relate to “Tools of the Mind” and the theories of Lev Vygotsky.

2. Explain how you would use pedagogical documentation to support children’s dramatic play.

3. By using teacher theatre you would be trying to help children solve classroom disputes. Give an example of what you would do and relate it to theory.

4. Compare and contrast both sides of the debate concerning either superhero play or gunplay.

5. Describe the six critical elements of dramatic play (PRoPELS) developed by Bodrova and Leong (2012). Explain how each stage can help children deepen their sociodramatic play.

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Chapter 10 Language, Emergent Literacy, and Play Multiple Choice 1. The initiator of the behaviourist theory was: a. B. F. Skinner b. Noam Chomksy c. Lev Vygotsky d. Howard Gardner Answer: a Difficulty: Easy Page: 322

Skill: Factual

2. The theory of operant conditioning is based on the premise that: a. Reinforced behaviours will tend to continue, while those that are punished or not reinforced gradually end b. All children have an innate ability to acquire language c. Language acquisition takes place in a social context d. Children will learn language when operating initially on the intrapersonal plane Answer: a Difficulty: Difficult Page: 322 Skill: Conceptual 3. Children paying attention to new and exciting environmental stimuli to naturally acquire knowledge refers to: a. Curiosity-driven knowledge acquisition b. Novelty preference c. Early leaning cognitive processing d. Discovery-based development Answer: b Difficulty: Easy Page: 321 Skill: Conceptual 4. Generally, there are two approaches to reading that reflect different philosophies and stress different skills known as: a. Diction and Dictation b. Phonics and Whole Language c. Expressive and Receptive Language d. Oral and Written Language Answer: b Difficulty: Easy Page: 324 Skill: Factual 5. Expressive language is also referred to as: a. Productive language b. Receptive language c. Emergent language d. Oral language Answer: a Difficulty: Easy Page: 325

Skill: Factual

6. Inner speech is described as: a. Our most intimate thoughts that are left unsaid

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b. Children’s ability to talk to themselves while playing c. The expression of literate behaviours d. The silent speech that becomes part of our thought processes Answer: d Difficulty: Easy Page: 325 Skill: Factual 7. When children speak in longer sentences they begin to demonstrate that they know grammatical rules such as plurals, possession, and tense in nouns and verbs. These are considered the rules of: a. Morphology b. Vocabulary c. Pragmatics d. Whole Language Answer: a Difficulty: Moderate Page: 329 Skill: Applied 8. According to Feeney, Moravcik, and Nolte (2013)’s adapted Stages of Language Development, a child who is in the Holophrases stage will be: a. Using two words to express ideas that relate b. Engaging in pseudo-language and babble to mimic the language that they hear c. Making and responding to sounds d. Using words that stand in for a variety of meaningful sentences Answer: d Difficulty: Moderate Page: 330 Skill: Applied 9. According to the Stages of Language development (Feeney, Moravcik, and Nolte, 2013), the Telegraphic sentences stage occurs: a. By 24 months b. Between 18 and 24 months c. After 24 months d. From age 3 to 4 Answer: c Difficulty: Difficult Page: 330 Skill: Factual 10. According to Weitzman and Greenberg (2002), the four conversational styles for young children are: a. Sociable, reluctant, own agenda, passive b. Friendly, obtuse, selfish, involved c. Greeters, requesters, problem solvers, thinkers d. Sociable, unsociable, passive, impassive Answer: a Difficulty: Easy Page: 331 Skill: Factual 11. “What colour is it?” is an example of: a. A testing question b. An open ended question c. A conceptual question d. A social question Answer: a Difficulty: Moderate Page: 331

Skill: Applied

12. The Hanen OWL Strategy refers to:

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a. Observation, witnessing, learning b. Opportunities for whole language c. Observing, waiting, and listening d. Opportunities with language Answer: c Difficulty: Easy Page: 331

Skill: Factual

13. During the Stages of Literacy development, “graphemes” refer to: a. Letters that represent a sound during the pre-reading stage b. Babbling during the pre-reading stage c. The letter-sound correspondence rule during the decoding stage d. Understanding words by their graphic representations during the construction/reconstruction stage Answer: a Difficulty: Difficult Page: 334 Skill: Conceptual 14. An early learning teacher can infer that when a toddler holds out an empty cup and says “dah” that the reason for this communication is to: a. Protest about something b. Share ideas c. Ask a question d. Make a request Answer: d Difficulty: Moderate Page: 332 Skill: Applied 15. McVicker (2007) identified three modes of reader response for preschoolers. They are: a. Observing, waiting, and listening b. Interest, understanding, and symbolism c. Imitation, imagination, and interaction d. Representation, construction, and written response Answer: c Difficulty: Moderate Page: 335 Skill: Applied 16. According to McVicker (2007), when a school-age child responds to a book being read by an early learning teacher by laughing, chanting, and moving closer to the book, he would be demonstrating: a. Listening behaviour b. Interactive behaviour c. Responsive behaviour d. Active behaviour Answer: a Difficulty: Moderate Page: 335 Skill: Applied 17. An early learning teacher expectations for children to attempt reading and writing would best be supported if they are provided with: a. Language worksheets b. Reading and writing tools in the dramatic play centre c. Alphabetic flashcards d. A phonics program Answer: b Difficulty: Moderate Page: 336 Skill: Applied

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18. Stradler and Ward (2005) identified that children go through five levels in the development of narratives. They are: a. Labeling, listing, connecting, sequencing, narrating b. Listening, connecting, sharing, responding, writing c. Imitating, imagining, interacting, interest, involvement d. Symbolism, fantasy, motivating, exploring, discovery Answer: a Difficulty: Easy Page: 337 Skill: Factual 19. Which is a critical content area for early literacy? a. Writing Awareness b. Reading Awareness c. Phonological Awareness d. Critical Literacy Awareness Answer: c Difficulty: Easy Page: 338

Skill: Factual

20. Children first explore writing by: a. Printing their name b. Drawing and scribbling c. Colouring in pictures d. Building with blocks Answer: b Difficulty: Moderate Page: 332

Skill: Applied

21. According to Weitzman and Greenberg’s (2002) teacher roles, which of the following is a role that will limit children’s conversations? a. The responsive partner role b. The director role c. The script keeper role d. The performer role Answer: b Difficulty: Moderate Page: 341 Skill: Applied 22. Decontextualized language is language described as: a. Found in other contexts b. Connected to daily activities c. In the here-and-now d. Removed from the here-and-now Answer: d Difficulty: Difficult Page: 342

Skill: Conceptual

23. One of the most successful strategies to promote emergent literacy skills amongst preschool children is: a. Show-and-tell activities b. Reading books to children c. Practising penmanship d. Worksheets Answer: b Difficulty: Moderate Page: 342 Skill: Applied

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24. Closed questions are characterized by which of the following: a. Have more than one right answer b. Ask for reasoning c. Tend to have right or wrong answers d. Have more than one correct answer Answer: c Difficulty: Moderate Page: 342 Skill: Applied 25. Creating a community culture that supports language of literacy refers to the: a. Different languages spoken at home by the children b. Different ethnic backgrounds of the children c. Predominate culture in the program d. Literacy-rich environment Answer: d Difficulty: Moderate Page: 343 Skill: Applied 26. An appropriate book to read to preschool children would have which of the following characteristics? a. Not too long, bright illustrations, and free from stereotypes b. Content that is beyond their developmental level c. Has characters that depict stereotypical roles d. There are mostly words and not pictures Answer: a Difficulty: Moderate Page: 344 Skill: Applied 27. A reading centre is most effectively placed: a. In a nonvisible and separate area from the rest of the room for unobtrusive reading b. In a section of the room that is highly visible and accessible for integration with other activities c. In an area that is accessible, but partitioned from the rest of the room for quiet exploration d. Beside the math and science centre because they are quiet activities Answer: c Difficulty: Easy Page: 348 Skill: Applied

True/False 1. According to Dietze (2006), scaffolding is a fundamental principle of nature where one concept is built upon a previous learning structure. a. True b. False Answer: a Difficulty: Difficult Page: 323 Skill: Conceptual 2. Early learning teachers approach language and literacy development experiences by considering children’s interests, capabilities, test scores, and milestones. a. True b. False Answer: b Difficulty: Moderate Page: 323 Skill: Applied

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3. Receptive language development is the ability to listen and understand the spoken, signed, or written word. a. True b. False Answer: a Difficulty: Moderate Page: 325 Skill: Applied 4. Literate behaviours are precursors to more specific literacy skills. a. True b. False Answer: a Difficulty: Easy Page: 326 Skill: Factual 5. Morphology refers to a set of grammatical rules that include word order and the use of inflections. a. True b. False Answer: b Difficulty: Easy Page: 329 Skill: Factual 6. By age six, children will become adept at pragmatic uses of language. This means that they can choose words, modify sentences, or change voice inflections to fit the listener. a. True b. False Answer: a Difficulty: Moderate Page: 330 Skill: Applied 7. For early learning teachers, sometimes just pausing (waiting) before speaking will cause the child to lose interest in conversation. a. True b. False Answer: b Difficulty: Moderate Page: 331 Skill: Applied 8. Metacommunication is when children communicate about how an interaction will take place. a. True b. False Answer: a Difficulty: Difficult Page: 332 Skill: Conceptual 9. According to Marie Clay, the more exposure younger children have to books and print, the more likely they will need intervention strategies to improve reading. a. True b. False Answer: b Difficulty: Difficult Page: 333 Skill: Conceptual 10. Skebo and colleagues (2013) suggest that there are six stages of literacy development over our lifespan. a. True

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b. False Answer: b

Difficulty: Difficult

Page: 334

Skill: Conceptual

11. The alphabetic principle describes when children understand that letters represent sounds that inform words. a. True b. False Answer: a Difficulty: Easy Page: 334 Skill: Conceptual 12. When children are exposed to fantasy in books, they are engaging in contextualized language experiences. a. True b. False Answer: b Difficulty: Difficult Page: 337 Skill: Conceptual 13. Print motivation is the frequency of requests for shared reading and engagement in print-related activities, such as pretend writing. a. True b. False Answer: a Difficulty: Moderate Page: 338 Skill: Applied 14. The research suggests that gender is not a variable in children’s language development. a. True b. False Answer: b Difficulty: Difficult Page: 339 Skill: Conceptual 15. Early learning teachers should always avoid posing close-ended questions in an early learning environment. a. True b. False Answer: b Difficulty: Moderate Page: 342 Skill: Applied 16. “Circle time” is the most effective time to read to children. a. True b. False Answer: b Difficulty: Easy Page: 346 Skill: Applied

Essay Questions 1. Draw the connections between play and how children learn language and literacy skills.

2. Why do you think it is important for early learning teachers and children to celebrate children’s cultural backgrounds and various languages?

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3. How might an early learning teacher support children who are learning English as a second language.

4. Describe a long-term unit to support preschool children’s language and literacy development that fits with a holistic approach rather than one focused on phonics or whole language.

5. Describe ways in which family literacy can be supported in an early learning environment.

6. Describe how a dramatic play centre and an art centre can improve literacy in a literacy-rich environment. What strategies and tools could early learning teachers use to increase literacy development in these centres?

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Chapter 11 Math and Science and Play Multiple Choice 1. According to the authors, integrating STEM (science, technology, engineering, math) into early learning requires: a. An arts-based environment focused on creative discoveries and play b. A discovery-based environment embedded in the context of play c. An outdoor environment focused on gross motor skills with play structures d. Time for children to exercise and blow off steam through play and sports Answer: c Difficulty: Difficult Page: 356 Skill: Applied 2. According to the theories of Piaget, children acquire knowledge through: a. Reading information in books b. Receiving information from teachers c. Structured, formalized lesson plans d. Interactions with the environment Answer: d Difficulty: Difficult Page: 357 Skill: Conceptual 3. Piaget distinguished between how many types of knowledge? a. Three b. Four c. Five d. Six Answer: a Difficulty: Easy Page: 357 Skill: Factual 4. Logical-mathematical knowledge is defined as: a. Knowledge about the characteristics of objects in the environment, such as size, weight, and texture b. Learning rules for behaviour in social situations c. Knowledge that includes the relationships each individual constructs or invents to make sense of the world d. Learning that includes memorizing information vital to a child’s inventory of knowledge Answer: c Difficulty: Difficult Page: 357 Skill: Conceptual 5. Lev Vygotsky and Jean Piaget differed in their concept of the acquisition of knowledge in what way? a. Piaget believed that others have an influence on a child’s acquisition of knowledge and Vygotsky believed that it is the child’s exploration of the environment that leads to knowledge acquisition b. Vygotsky believed that others have an influence on a child’s acquisition of knowledge and Piaget believed that it is the child’s exploration of the environment that leads to knowledge acquisition

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c. Vygotsky believed that early learning teachers help children acquire knowledge through the set up of the learning environment and Piaget felt that it was through scaffolding d. Piaget believed that children’s knowledge is acquired through a system of operant conditioning and Vygotsky believed that children acquire knowledge through modeling more capable peers or adults Answer: b Difficulty: Difficult Page: 357 Skill: Conceptual 6. Benjamin Bloom identified how many levels of high order thinking? a. Three b. Four c. Fix d. Six Answer: d Difficulty: Easy Page: 358 Skill: Factual 7. What term is usually applied to describe what children are discovering when engaging in meaningful science activities? a. Big ideas b. Mountainous moments c. Huge ideas d. Enormous eureka moments Answer: a Difficulty: Easy Page: 361 Skill: Factual 8. David Hawkins indicates that it was important for early learning teachers and teachers to: a. Demonstrate scientific experiments to children even at a very early age b. Experiment with scientific materials themselves before presenting them to children c. Demonstrate the proper use of scientific materials to children in order to ensure safe and health standards d. Wait until children enter the school system before introducing the science as a subject Answer: b Difficulty: Difficult Page: 362 Skill: Conceptual 9. Children will be motivated and empowered to learn about math and science when they have: a. A sense of agency b. All of the physical tools necessary in their environment c. Success and validation when tested d. Peers who are more proficient in math and science Answer: a Difficulty: Easy Page: 367 Skill: Conceptual 10. When children investigate their world they can engage in the same scientific processes that scientists use. During the “predicting and hypothesizing” process, children would: a. Question, speculate, and predict

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b. See different viewpoints and perspectives c. Communicate findings d. Make conclusions Answer: a Difficulty: Moderate Page: 371

Skill: Applied

11. According to the scientific method process for young children, children representing data by charting, graphing, or sorting out their findings to interpret the findings refers to the stage called: a. Communicating discoveries b. Predicting and hypothesizing c. Summarizing and analyzing to form a conclusion d. Experimenting and testing Answer: c Difficulty: Moderate Page: 371 Skill: Applied 12. Children’s thinking as related to math and science goes through four distinct stages involving representation. They are: a. Representation, symbolic, semi-abstract, and abstract b. Concrete, semi-conceptual, conceptual, and phenomenal c. Concrete, semi-concrete, semi-abstract, and abstract d. Semi-concrete, concrete, abstract, and semi-abstract Answer: c Difficulty: Difficult Page: 386 Skill: Conceptual 13. Researchers agree that developmentally appropriate experiences in math and science should have the following principle in place: a. The child is an active rather than a passive learner b. The child learns by solitary play and experiences c. The adult directs the learning that the child receives d. The child should learn by their own initiative rather than with adults as partners Answer: a Difficulty: Difficult Page: 369 Skill: Conceptual 14. According to Bruner, if a child was at the symbolic stage of knowledge representation, an early learning teacher can teach with: a. Actions on objects b. Lessons about numbers c. Numerals, letters, words d. Stories with symbolism Answer: c Difficulty: Difficult Page: 369 Skill: Conceptual 15. The most appropriate way to include science in the early learning environment is: a. Demonstrate experiments for the children to see b. Provide materials that are rich in scientific possibilities c. Invite a scientist into the classroom d. Have scientific journals available for the children to read Answer: b Difficulty: Moderate Page: 364 Skill: Applied

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16. If an early learning teacher and group of children were exploring the properties of materials such as rocks and shells, the focus would be on: a. Life science b. Physical science c. Social science d. Earth science Answer: d Difficulty: Easy Page: 373 Skill: Factual 17. When children are exploring technology as a scientific process, a play-based learning experience could involve: a. Investigating how a simple machine functions b. Watching highly technical movies c. Reading about technology in books d. Listening to techno music Answer: a Difficulty: Moderate Page: 373 Skill: Applied 18. According to Miller and Almon (2009) which classic play materials are largely disappearing from children’s play spaces? a. Unit blocks b. Complex puzzles c. Dramatic play props d. Sand and water Answer: d Difficulty: Easy Page: 374 Skill: Factual 19. Ordinality refers to: a. Discriminating an array of objects b. Count the quantity of the number presented c. Sense the approximate magnitude d. Seriate objects from smaller to larger Answer: c Difficulty: Difficult Page: 375

Skill: Conceptual

20. One-to-one correspondence refers to a: a. Counting procedure b. Conversation between two children c. Conversation between a child and an early learning teacher d. Concrete way to learn math concepts Answer: a Difficulty: Difficult Page: 376 Skill: Conceptual 21. Rote counting requires the child to: a. First explore rationale counting b. Demonstrate one-to-one correspondence c. Memorize and recite d. Count sets that contain a quantity of items Answer: c Difficulty: Difficult Page: 376

Skill: Conceptual

22. Which is considered an attribute for classification?

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a. Texture b. Rational counting c. Rote counting d. Fixed numbers Answer: a Difficulty: Moderate Page: 379

Skill: Applied

23. As the next level from one-to-one correspondence, the capacity to identify a small number of items presented briefly without counting these items one by one is called: a. Cardinality b. Subitizing c. Seriation d. Abstraction Answer: b Difficulty: Moderate Page: 380 Skill: Factual 24. School-age children will be tested for their math and science aptitude in the formal school system, therefore: a. Early learning teachers should test children of this age group who are in their programs b. Math and science experiences can be left to the formal school system c. Math and science experiences should only be abstract d. Early learning teachers can think of alternative strategies and possibilities Answer: d Difficulty: Difficult Page: 383 Skill: Conceptual 25. Math and science as content areas are: a. Separate and isolated from other domains b. Intended for later school curriculum c. Connected to many other developmental areas d. Never introduced to infants and toddlers Answer: c Difficulty: Moderate Page: 383 Skill: Applied 26. When creating a nature mandala, children are experimenting with: a. Texture b. Symmetry c. Density d. Predicting and hypothesizing Answer: b Difficulty: Easy Page: 384 Skill: Applied

True/False 1. For math and science experiences, it is the content that really counts, not the process of the learning. a. True b. False Answer: b Difficulty: Difficult Page: 357 Skill: Conceptual

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2. Physical knowledge includes learning about objects in the environment and their characteristics such as colour, weight, size, and texture. a. True b. False Answer: a Difficulty: Difficult Page: 357 Skill: Conceptual 3. Benjamin Bloom’s taxonomy of higher order thinking is not an appropriate tool for early learning teachers to use when questioning children. a. True b. False Answer: b Difficulty: Moderate Page: 358 Skill: Applied 4. Concepts help children organize their world, serving as a mental filing cabinet. a. True b. False Answer: a Difficulty: Difficult Page: 364 Skill: Conceptual 5. A teachable moment points to a time in a learner’s development when he or she can teach others what he or she knows. a. True b. False Answer: b Difficulty: Moderate Page: 355 Skill: Applied 6. In order to educate children it is important that they be provided with the right answers. a. True b. False Answer: b Difficulty: Moderate Page: 369 Skill: Applied 7. Children relate to the world based on their need and interest in exploration and wonderment. a. True b. False Answer: a Difficulty: Moderate Page: 356 Skill: Applied 8. Sand and water play lays the foundation for logical mathematical thinking, scientific reasoning, and cognitive problem solving. a. True b. False Answer: a Difficulty: Difficult Page: 374 Skill: Conceptual 9. The final step of the scientific method process is to help children communicate their discoveries through different ways, such as verbal discussions or drawing pictures. a. True b. False Answer: b Difficulty: Difficult Page: 372 Skill: Applied

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10. Knowledge about quantity emerged until later in life when a child can tell the difference between quantities. a. True b. False Answer: b Difficulty: Difficult Page: 375 Skill: Conceptual 11. Stable order refers to the linear way in which children order their blocks for stacking. a. True b. False Answer: b Difficulty: Difficult Page: 376 Skill: Conceptual 12. For children to count rationally they need to demonstrate one-to-one correspondence. a. True b. False Answer: a Difficulty: Difficult Page: 376 Skill: Conceptual 13. The easiest positional words for children to learn are left and right. a. True b. False Answer: b Difficulty: Easy Page: 381 Skill: Factual 14. A provocation is an ignored play invitation and can provoke children to become disengaged from math and science in play. a. True b. False Answer: b Difficulty: Moderate Page: 381 Skill: Conceptual 15. Just as labelling the environment with words to support language and literacy, early learning teachers can support math development by writing down numbers. a. True b. False Answer: a Difficulty: Moderate Page: 381 Skill: Applied 16. School-age children will be tested for their math skills in the formal school system so they do not need experience with real materials. a. True b. False Answer: b Difficulty: Moderate Page: 355 Skill: Applied 17. Morphology refers to the scientific inquiry of systems and pattern development. a. True b. False Answer: b Difficulty: Easy Page: 385 Skill: Applied

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Essay Questions 1. Explain why rote learning as identified in Bloom’s taxonomy would not be considered appropriate to encourage higher order thinking.

2. Describe a teachable moment in math and science and explain why this time was appropriate for the adult to intervene.

3. A parent who has had older children in another early learning setting tells you that she expects you to provide her child with worksheets in order for him to learn mathematical skills. What will you say to her about this request? What evidence will you use to support your position?

4. When an adult experiences materials and explores the possibilities inherent for the development of math and science concepts it should enhance the children’s experiences. Explain why. If the adults are exploring with flashlights and sunlight what concepts could be explored? What are the “big ideas”?

5. Describe the stages of representation for children involving the following: concrete, semi-concrete, semi-abstract, and abstract as they relate to a graphing experience.

6. Describe the steps of the scientific method and give an example of how an early learning teacher could integrate play and engagement within each scientific step using the environment, invitations, and play materials.

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Chapter 12 Music, Movement, and Play Multiple Choice 1. According to the National Association for Music Education (2017), children learn music skills and appreciation best in spaces that offer: a. Opportunities to perform for adults and their peers b. Plenty of circle time c. Stories and shared reflections on life events and family experiences, and pictorial imagination d. Diverse and innovative emerging technologies Answer: c Difficulty: Easy Page: 392 Skill: Applied 2. Spencer (1896) identified music and movement as a key element of which type of play: a. Physical play b. Artistic-aesthetic play c. Games d. Mimicry Answer: b Difficulty: Easy Page: 393 Skill: Factual 3. Which philosopher felt that it was the role of adults to sing to children in order for them to develop their musical abilities? a. Jean Jacques Rousseau b. John Locke c. Rene Descartes d. Thomas Hobbs Answer: a Difficulty: Easy Page: 394 Skill: Factual 4. Carl Orff (1895-1982) developed a school that combined music with: a. Gymnastics and dance b. Math and science c. Language and literacy d. Theatre and performance Answer: a Difficulty: Easy Page: 394 Skill: Factual 5. According to Morin (2001), functional music play involves: a. Singing, clapping, and dancing games b. Moving to recorded music c. Creating a group sound recording d. Exploring environmental and musical sounds Answer: d Difficulty: Moderate Page: 394 Skill: Applied 6. A toddler will be able to respond to music by: a. Heel to toe movements to the music

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b. Combining five or six movements together c. Singing complex songs d. Moving fast or slow according to the music Answer: d Difficulty: Moderate Page: 396 Skill: Applied 7. Preschoolers will be able to: a. Switch from one movement to another with speed and success b. Improvise movements with ease c. Produce a dance video d. Match movements to the music’s characteristics Answer: a Difficulty: Moderate Page: 397 Skill: Applied 8. Kindergarten-age children should be able to produce a vocal range of: a. One to two notes b. Three to four notes c. Five to six notes d. Two to three notes Answer: c Difficulty: Moderate Page: 397 Skill: Applied 9. Music and movement experiences should be transparent: a. Only in the planned portion of the program b. During spontaneous play c. Only in the morning circle experience d. In both the planned portion of the program and during spontaneous play.

Answer: d Difficulty: Difficult Page: 395 Skill: Conceptual 10. Creative movement refers to a process whereby children: a. Structure foot patterns and body movements b. Communicate an idea, feeling, image, or belief through movement c. Engage in formal, structured movement d. Express movement focused on the development of skills such as balance Answer: b Difficulty: Moderate Page: 397 Skill: Applied 11. The brain produces a chemical called ___________ that contributes to a child’s energy level a. hydrogen b. bisphenol A c. endorphins d. potassium Answer: c Difficulty: Easy Page: 398 Skill: Factual 12. According to Habibi (2016) and Welch (2015), music accelerates brain development in children in the following processing areas: a. Auditory recognition, memory, reading skills, mimicry b. Language development, sound, reading skills, speech perception c. Hypothalamus, amygdala, prefrontal cortex, parietal lobe

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d. Recall, empathy, social skills, language skills Answer: b Difficulty: Difficult Page: 398 Skill: Factual 13. Music is considered inclusive because it: a. Offers varying levels of engagement b. Allows all children to be equally included c. Facilitates children participating at the same level d. Always involves dancing and movement Answer: a Difficulty: Moderate Page: 398 Skill: Applied 14. Cross-lateral movement involves: a. Movement from one side of the brain to the other b. Dance steps that the child can follow c. Moving the body diagonally d. Helping a child clap according to a beat Answer: a Difficulty: Moderate Page: 400 Skill: Applied 15. If children do not develop competence in movement it will affect their: a. Relationships b. Body image c. Musical ability d. Ability to sit still Answer: b Difficulty: Difficult Page: 401 Skill: Conceptual 16. Which role may be a likely outcome of having musical instruments in the dramatic play centre? a. Doctor b. Mother c. Firefighter d. Rock Star Answer: d Difficulty: Moderate Page: 402 Skill: Applied 17. Research suggests that one’s singing voice usually develops within the first: a. Ten years of life b. Three years of life c. Seven years of life d. Twelve months of life Answer: c Difficulty: Easy Page: 403 Skill: Factual 18. According to Bruner (1968), from a cognitive psychological perspective, children’s abilities in the musical and kinesthetic domain tend to progress through three stages known as: a. Functional, operational, and cooperative b. Enactive, iconic, and symbolic c. Solitary, parallel, and associative d. Concrete, abstract, and representational

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Answer: b

Difficulty: Difficult

Page: 403

19. Music and movement experiences should be both: a. Planned and spontaneous b. Directed and focused c. Written and spoken d. Staged and performed Answer: a Difficulty: Moderate Page: 395

Skill: Conceptual

Skill: Applied

20. Early learning teachers can use simple, familiar songs to help: a. Transition to structured musical lessons b. Transition from one experience to the next c. Children perform more appropriately at holiday concerts d. Children remain quiet during their play experiences Answer: b Difficulty: Moderate Page: 406 Skill: Applied 21. Pitch refers to the: a. Distance between the highest and lowest notes the voice can match b. Way in which each sound connects along a curve c. Highest or lowness of the musical sound d. Composition in verse which is sung Answer: c Difficulty: Easy Page: 407 Skill: Factual 22. Greenberg (1979) identified Stage IV of children’s vocalization as: a. Experimentation and sound imitation b. Approximation of singings c. Singing accuracy in limited range d. Singing accuracy with expanded range Answer: c Difficulty: Easy Page: 407 Skill: Factual 23. When an infant is around 3 to 9 months and is capable of babbling pitches and responding to their caregiver singing, Lindeman (2015) recommends teachers engage in the following experiences: a. Singing to the baby while rocking them b. Offering singing games for the children c. Singing songs of varying pitches and offering musical experiences in small groups d. Singing while moving the infant’s hands and feet, repeating the infant’s sounds, and introducing nursery rhymes Answer: d Difficulty: Moderate Page: 407 Skill: Applied 24. One of the most challenging roles for early learning teachers is to observe the child’s play to ensure that the music and movement experiences are: a. Offered once a week b. Experienced by all children daily

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c. Focused and evolve as musical play without deteriorating into chasing games d. Designed to offer rough-and-tumble play Answer: c Difficulty: Moderate Page: 409 Skill: Applied 25. Strategies for introducing music into early learning play environments do not include: a. Introducing a rain stick in the science area b. Inviting families to share their cultural music c. Inviting children to complete worksheets involving music d. Filling jars with water and inviting them to explore the sounds that they make Answer: c Difficulty: Easy Page: 409 Skill: Applied 26. Early learning teachers learn important information about how music can be incorporated in the child’s play through: a. Directive teaching b. Observation and documentation c. Individual music lessons d. Structured but varied music lessons Answer: b Difficulty: Moderate Page: 412 Skill: Applied 27. Children learn about musical instruments when they: a. Have an adult demonstrates the proper use of the instrument b. Watch others play with musical instruments c. View video clips of orchestras d. Have opportunities for experimentation Answer: d Difficulty: Difficult Page: 411 Skill: Conceptual 28. In order to effectively offer music and movement experiences to children, early learning teachers require: a. Classical training b. Confidence c. Dance experience d. Access to only store-bought instruments Answer: b Difficulty: Moderate Page: 409 Skill: Factual 29. According to Lindeman (2016), when young children are exposed to music, early learning teachers are providing them with the opportunity to: a. Become gifted in musical expression b. Understand the differences between soft and more vigorous music c. Develop mentally the tonal aspects of rhythm and melody d. Models of aesthetic appreciation Answer: c Difficulty: Moderate Page: 404 Skill: Applied 30. Sensory integration describes the process of:

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a. A movement-based program that helps children increase their somatic awareness b. A child’s brain organizing and interpreting sensory information and experiences c. Inviting children to engage in sensory and tactile activities through play d. The direct experience of environmental stimuli Answer: b Difficulty: Moderate Page: 413 Skill: Factual

True/False 1. The National Association for Music Education believes that drill-type activities and worksheets are essential to learn musical excellence. a. True b. False Answer: b Difficulty: Easy Page: 392 Skill: Factual 2. Maria Montessori developed an apparatus so that children could develop musical concepts. a. True b. False Answer: a Difficulty: Easy Page: 394 Skill: Factual 3. Orff’s model for children’s music and movement experiences is teacher directed. a. True b. False Answer: b Difficulty: Easy Page: 394 Skill: Factual 4. Infants will respond to music that is quiet and soothing more so than lively music. a. True b. False Answer: b Difficulty: Moderate Page: 396 Skill: Applied 5. School-age children are able to use complex moves when they dance. a. True b. False Answer: a Difficulty: Moderate Page: 397 Skill: Applied 6. Creative movement, movement, and dance are terms that have the same meaning. a. True b. False Answer: b Difficulty: Easy Page: 397 Skill: Factual 7. Music is a way in which culture is transferred from one generation to the next. a. True b. False

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Answer: a

Difficulty: Easy

Page: 398

Skill: Factual

8. Music appreciation begins at birth. a. True b. False Answer: b Difficulty: Moderate Page: 398

Skill: Applied

9. Children with developmental delays do not benefit from a combination physical therapy and creative dance movement. a. True b. False Answer: b Difficulty: Moderate Page: 398 Skill: Applied 10. When children are not involved in experiences and activities that allow them to develop the timing/beat during the early years, it has a lifelong effect. a. True b. False Answer: a Difficulty: Moderate Page: 400 Skill: Applied 11. Psychomotor development is less effective when it incorporates listening, moving, playing, and singing. a. True b. False Answer: b Difficulty: Moderate Page: 400 Skill: Applied 12. Music play is not as important to children’s social development as other forms of play. a. True b. False Answer: b Difficulty: Moderate Page: 399 Skill: Applied 13. During the iconic stage of development, kindergarten-age children will use abstract symbols to represent ideas. a. True b. False Answer: b Difficulty: Difficult Page: 403 Skill: Conceptual 14. Music requires children to utilize both their memory and classification skills. a. True b. False Answer: a Difficulty: Difficult Page: 404 Skill: Conceptual 15. Providing musical experiences in the outdoor play environment will enhance children’s connection to nature and aesthetics. a. True b. False

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Answer: a

Difficulty: Moderate Page: 406

Skill: Applied

16. By providing children with appealing places to experience music, early learning teachers are modelling the importance of aesthetic appreciation. a. True b. False Answer: a Difficulty: Difficult Page: 406 Skill: Conceptual 17. Early learning teachers should choose musical experiences and activities based on their own interests and preferences. a. True b. False Answer: b Difficulty: Easy Page: 410 Skill: Applied 18. Children can be encouraged to use a movement vocabulary by offering exposure to the terms during daily discussions. a. True b. False Answer: a Difficulty: Moderate Page: 412 Skill: Applied

Essay Questions 1. Relate how music and movement connects to Howard Gardner’s eight types of intelligences.

2. Explain the relation of music to play.

3. Discuss how music and movement contributes to the overall development of young children.

4. Explain how you think early learning teachers can implement music and movement in their programming if they are not themselves comfortable with it.

5. How are music, culture and dramatic play interconnected?

6. Explain what the the National Association for Music Education (2017) means in the statement, “All children have musical potential.” Discuss how early learning teachers can facilitate and develop this potential 7. Discuss how early learning teachers can integrate cultural awareness into music play.

8. Describe strategies early learning teachers can do to introduce music into early learning environments and ensure that it is culturally aware.

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Chapter 13 Bringing Technology into Child’s Play: A New Perspective Multiple Choice 1. One of the challenges for future early learning teachers is to: a. Learn and keep up to date on all of the latest technology trends b. Learn how to effectively weave technology into early learning environments in playful ways c. Ensure that the early learning environments are technology-free d. Provide technology-rich environments for learning and mastery Answer: b Difficulty: Easy Page: 418 Skill: Applied 2. Early learning programs are now influenced by and integrate the following essential skills for the twenty-first century: a. Social skills, creative skills, cognitive skills, computational skills b. Communication skills, collaboration skills, STEM skills, inquiry skills c. Thinking skills, fine motor skills, collaboration skills, adaptability skills d. Thinking skills, communication skills, inquiry skills, collaboration skills Answer: d Difficulty: Difficult Page: 419 Skill: Conceptual 3. Many early learning teachers oppose the use of computers in early learning environments because: a. They themselves do not know how to use them b. They believe children should be playing c. They believe there is a correlation of computers to obesity and aggressive behaviour d. Parents prefer that their children not be exposed to them Answer: c Difficulty: Easy Page: 424 Skill: Conceptual 4. Salonius-Pasternak and Gelfond (2005) indicate that the advancement of technology in play: a. Is the first qualitatively different play since before the turn of the twentieth century b. Is violating quality play experiences c. Reduces opportunities for children to interact with peers d. Does not address diversity and expansion to children’s play Answer: a Difficulty: Difficult Page: 422 Skill: Conceptual 5. Technology is defined as: a. The use of computers, tablets, robotics, and electronic toys b. Any electronic device that assists a child’s ability to play, explore, and discover new learning c. Computers and related electronic devices d. Being technically savvy Answer: b Difficulty: Easy Page: 313 Skill: Factual

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6. The following are outputs from devices that can be integrated into early learning programs: a. Games, e-books, websites, digital stories b. Playing, creating, dramatizing, social interactions c. Computers, whiteboards, tablets, cellphones d. Communicating, inquiring, reading, learning Answer: a Difficulty: Difficult Page: 421 Skill: Applied 7. According to Piaget’s theory, when exposed to new information, children try to reduce the tension of disequilibrium by: a. Self-regulating b. Developing new schemes and adapting the old ones c. Naturally engaging in scientific experiments d. Asking adults “why” questions Answer: b Difficulty: Moderate Page: 424 Skill: Conceptual 8. Bredekamp and Copple (1997) indicate that if children learn to use the computer in developmentally appropriate ways: a. Their social skills will be advanced b. They will gain similar learning to that of traditional objects c. Their fine motor skills will be enhanced d. They will want to use the computer more than other areas of the early learning centre Answer: b Difficulty: Moderate Page: 429 Skill: Applied 9. Haugland and Wright (1997) indicate that children pass through the following stages of using a computer: a. Solitary, parallel, cooperative, and group learning b. Individual, partners, and group learning c. Peer learning and zone of proximal development d. Discovery, involvement, self-confidence, and creativity learning Answer: d Difficulty: Easy Page: 431 Skill: Factual 10. Vygotsky’s constructivist perspective identifies that children’s knowledge is created when: a. Children explore their environments freely b. Children’s knowledge is created socially by interaction with others c. Computers are placed in the centre of the learning environment d. Children are given specific tasks to complete Answer: b Difficulty: Difficult Page: 437 Skill: Conceptual 11. Freeman and Somerindyke indicate that there are three categories of children’s social play that occurs on the computer. These are: a. Solitary, parallel, and group navigators b. Consolidated, mouse, and program navigators

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c. Active, vicarious, and spectator navigators d. Consolidated, parallel, and mouse navigators Answer: b Difficulty: Easy Page: 439

Skill: Factual

12. Software that requires children to use a variety of thinking and problem-solving skills increases the: a. Frustration levels of the children b. Need for teacher guidance c. Likelihood that children will work with a peer d. Likelihood that the software is inappropriate for the children Answer: c Difficulty: Difficult Page: 440 Skill: Conceptual 13. Children using a computer and related technology, regardless of age or disability status, exhibit more positive social interactions when: a. The computer is placed in a computer lab b. The environment is effectively facilitated with early learning teachers c. Large groups of children play at the centre d. Directed instruction on software is given by the early learning teachers Answer: b Difficulty: Moderate Page: 443 Skill: Applied 14. Visual literary refers to: a. The ability to visually represent information b. Reading by way of computer symbols c. The preliterate stage of language d. Mastery of visual arts Answer: a Difficulty: Easy Page: 430

Skill: Factual

15. Children with autism may benefit from using computers in the early learning centre because: a. They learn new skills when working with large groups of children b. Many children who are autistic are visual learners; they think in pictures c. They can get the directed instruction needed from the facilitator d. They prefer computers to other play options Answer: b Difficulty: Moderate Page: 441 Skill: Applied 16. Plowman and Stephen suggest that there are three broad categories of adult involvement in computer play. They are: a. Authoritative, laissez-faire, authoritarian participation b. Structured, limited involvement, ongoing involvement c. Reactive, guided, and a hybrid approach d. Active, semi-active, and nonactive involvement Answer: c Difficulty: Moderate Page: 444 Skill: Applied 17. Early learning teachers should choose software or applications that are scaffolded to support each child’s needs including the: a. Software or applications that parents request

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b. Software or applications that early learning teachers know how to use c. Child’s play interests d. Child’s phase of development, interests, and culture Answer: d Difficulty: Moderate Page: 445 Skill: Applied 18. When reading e-books on tablets with young children, Paciga and Quest (2017) recommend that early learning teachers: a. Gather the most up-to-date e-books to present to the child b. Ensure that children also read e-books at home for consistency c. Sit in close proximity and place the tablet on a stable surface d. Ensure that they are enthusiastic and confident when using the tablet device Answer: c Difficulty: Moderate Page: 433 Skill: Applied

True/False 1. The twenty-first century is often referred to as the information age, which has a large focus on science, technology, engineering, arts, and mathematics. a. True b. False Answer: a Difficulty: Easy Page: 418 Skill: Factual 2. Technology brings inequalities into early learning environments. a. True b. False Answer: a Difficulty: Difficult Page: 417 Skill: Conceptual 3. According to Hrannar (2014), learning environments without Wi-Fi (wireless internet) could be considered obsolete in present and future education. a. True b. False Answer: a Difficulty: Moderate Page: 419 Skill: Factual 4. All young children are “digital natives.” a. True b. False Answer: b Difficulty: Moderate Page: 425

Skill: Conceptual

5. All up-to-date early learning teachers believe that technology is essential in early learning centres. a. True b. False Answer: b Difficulty: Difficult Page: 424 Skill: Conceptual 6. Early learning teachers examine technology with the same merits as other forms of play:

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a. True b. False Answer: a

Difficulty: Moderate Page: 428

Skill: Applied

7. Many early learning teachers oppose the use of computers in early learning environments because of its correlation to the lack of physical activity. a. True b. False Answer: a Difficulty: Moderate Page: 424 Skill: Applied 8. Some experts question whether children need to be exposed to electronic play during the early years. a. True b. False Answer: a Difficulty: Difficult Page: 422 Skill: Conceptual 9. Most quality early learning programs do not include computers and technology in their program or their environment. a. True b. False Answer: b Difficulty: Moderate Page: 423 Skill: Applied 10. Technology with young children reduces their learning opportunities. a. True b. False Answer: b Difficulty: Moderate Page: 423 Skill: Applied 11. An early learning teacher’s philosophy about play and learning influences how computers and technology are used in the early learning environment. a. True b. False Answer: a Difficulty: Moderate Page: 428 Skill: Applied 12. When there is technology in the early learning environment, it reduces the opportunities for exploratory learning to evolve. a. True b. False Answer: b Difficulty: Moderate Page: 428 Skill: Applied 13. Constructivists who support computers in the early learning environment indicate that the more abstract play experiences a child has, the more opportunity for learning. a. True b. False Answer: b Difficulty: Difficult Page: 429 Skill: Conceptual

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14. Computer rooms being separate from the learning environment is the most effective way to ensure children engage in computer play. a. True b. False Answer: b Difficulty: Moderate Page: 419 Skill: Applied 15. The research indicates that technology limits social interaction and hinders social skills development. a. True b. False Answer: b Difficulty: Moderate Page: 425 Skill: Applied 16. Shared problem space is a way to organize the technology resources available to children that support their curiosity and exploration. a. True b. False Answer: a Difficulty: Difficult Page: 439 Skill: Conceptual

Essay Questions 1. Based on the information in the chapter, discuss the benefits of using developmentally appropriate technology with young children.

2. Describe how technology supports child development.

3. Explain how technology may lead to inequality in an early learning centre.

4. Describe the 5 literacies for the twenty-first century and discuss how early learning teachers can facilitate the development of these literacies interweaving play with technology.

5. Discuss why training and development with technology is essential for early learning teachers.

6. Describe how technology supports inclusivity and how early learning teachers can facilitate skill development for children with language or other impairments, using technology devices.

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Chapter 14 Taking Play to the Next Level Multiple Choice 1. Interchangeable names in the early childhood sector include: a. Child-care providers, early years teachers, early childhood educators, childcare teachers b. The legislation c. The regulations d. The curriculum Answer: a Difficulty: Difficult Page: 454 Skill: Factual 2. The use of the terms early learning teacher and early learning programs is developed to be: a. Clear b. Inclusive c. Decisive d. Innovative Answer: b Difficulty: Easy Page: 454 Skill: Conceptual 3. Educators from Reggio Emilia see curriculum as being: a. Completely based on projects and interests b. Co-constructed and process-related c. The domain of the educators d. Prescribed and structured Answer: b Difficulty: Difficult Page: 455 Skill: Conceptual 4. Co-construction is possible in emergent programming when children’s learning is: a. Focused on cognitive development b. Made visible c. Assessed using standardized testing d. Focused on social development Answer: b Difficulty: Difficult Page: 457 Skill: Conceptual 5. A postmodern perspective of early learning has evolved from: a. A premodern perspective b. A modern romantic perspective c. An eastern perspective d. A feminist perspective Answer: b Difficulty: Easy Page: 477 Skill: Factual 6. The following early learning programs reflect a postmodern perspective: a. Montessori and Reggio Emilia b. Montessori, Te Whariki, Reggio Emilia, High Scope c. Only Reggio Emilia Copyright © 2019 Pearson Canada Inc.

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d. Te Wariki, International Postmodern Association, WHO, Reggio Emilia Answer: b Difficulty: Moderate Page: 458 Skill: Factual 7. Taylor (2017) believes that early learning teachers can begin to understand what culturally appropriate programs means from an Indigenous perspective by first understanding: a. The context of the Truth and Reconciliation Commission of Canada (TRC, 2015) b. How other countries have integrated cross-cultural practices in their programs c. Intercultural communication strategies d. An aboriginal view of childrearing Answer: d Difficulty: Difficult Page: 460 Skill: Applied 8. The image of the child in the Reggio Emilia approach is one where children are seen as: a. Capable, competent, and rich in potential b. Powerless and passive c. Receptacles to receive knowledge d. Sweet, innocent, and need of care and nurturing.

Answer: a Difficulty: Difficult Page: 465 Skill: Conceptual 9. Teachers in the Reggio Emilia settings see themselves as: a. The purveyors of knowledge b. Researchers c. Sculptures d. The holders of truth Answer: b Difficulty: Moderate Page: 457 Skill: Applied 10. The four ways to become a competent intercultural communicator, according to Jandt (2016) and Chen (1990) are: a. Depth of knowledge, resiliency, sensitivity, and humility b. Cross-cultural sensitivity, compassion, international awareness, and advocacy skills c. Empathy, caring, compassion, and awareness d. Personal strength, communication skills, psychological adjustment, and cultural awareness Answer: d Difficulty: Moderate Page: 460 Skill: Applied 11. Empowerment is related to the following key early learning teacher professional practices. a. Love and care b. Self-efficacy and resilience c. Play and child-centred learning d. Intercultural awareness and continued professional development Answer: b Difficulty: Moderate Page: 461 Skill: Applied

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12. Wardle (2007) suggests that early learning teachers rethink the following common practice: a. Sand and water play b. Open-ended art experiences c. Calendar time d. Outdoor play Answer: c Difficulty: Moderate Page: 467 Skill: Applied 13. An early learning teacher who has the professional disposition to think critically has the: a. Skill and the habit of using the skills b. Desire to use the skill but not the knowledge c. Habit of being critical of oneself d. Skill of sharing professional resources with others Answer: a Difficulty: Moderate Page: 468 Skill: Applied 14. Collaboration as a professional disposition involves the ability a teacher has to work with others. The behaviour indicators include: a. Use reflective tools to self-analyze b. Read updated professional journals c. Attend professional conferences d. Support group decision making Answer: d Difficulty: Moderate Page: 468 Skill: Applied 15. Reflective practice as defined by ______ involves thoughtful considering of one’s own experiences and applying knowledge to practice. a. Montessori b. hooks c. Katz d. Schön Answer: d Difficulty: Difficult Page: 468 Skill: Conceptual 16. In the Reggio Emilia view, a child has a right to: a. Having his or her needs met b. Having his or her interests met c. Be a collaborator and communicator d. Be a participator and observer Answer: c Difficulty: Difficult Page: 453

Skill: Conceptual

17. The CRC stands for: a. Convention for Reggio Children b. Convention on the Rights of the Child c. Community Resource Centre d. Child Referral Centre Answer: b Difficulty: Easy Page: 470

Skill: Factual

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18. Oliver and Klugman (2004) suggest that advocacy begins with: a. A cause b. Concern for oneself c. Anger for injustice d. One’s own beliefs, values, and knowledge Answer: a Difficulty: Moderate Page: 471 Skill: Applied 19. Action research is an approach to professional development in which early learning teachers: a. Write letters to government in order to actively advocate b. Systematically reflect on their work and make changes in practice c. Indicate behaviours consistent with a professional disposition d. Research information about children’s action figures Answer: b Difficulty: Moderate Page: 471 Skill: Applied 20. WHO identified how many facts about early childhood development as a determinant of health? a. Fifteen b. Eleven c. Ten d. Eight Answer: c Difficulty: Easy Page: 473 Skill: Factual 21. Early learning teachers can demonstrate sustainability in their programs by: a. Having a weekly theme on the environment b. Teaching lessons on recycling c. Making it a part of daily practice d. Providing children with worksheets about the environment Answer: c Difficulty: Moderate Page: 473 Skill: Applied 22. MacDonald (2015) identified the importance of children, families, and early learning teachers creating: a. Healthy lifestyle choices b. Societies that value sustainable thinking and practice c. Fun and playful spaces d. A better world Answer: b Difficulty: Moderate Page: 473 Skill: Conceptual 23. Ferlazzo (2012) distinguishes between family involvement and family ______. a. literacy b. participation c. mathematics d. engagement Answer: d Difficulty: Difficult Page: 475 Skill: Conceptual

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Dietze/Kashin, Playing and Learning in Early Childhood Education, Second Edition

True False 1. Learning about global examples in early learning such as the programs in Reggio Emilia are irrelevant to Canadian contexts. a. True b. False Answer: b Difficulty: Difficult Page: 458 Skill: Conceptual 2. Early childhood education and care is not a critical policy issue for Canada’s Indigenous people. a. True b. False Answer: b Difficulty: Easy Page: 459 Skill: Factual 3. According to the First Nations Information and Governance Centre (2017), most families state that parents and communities are the main course of children’s cultural education. a. True b. False Answer: a Difficulty: Moderate Page: 459 Skill: Factual 4. Critical pedagogy provides a conceptual tool in which to accept the social, political, and power structures of a classroom. a. True b. False Answer: b Difficulty: Difficult Page: 463 Skill: Conceptual 5. Reconceptualization involves critically examining the assumptions and knowledge base that has traditionally guided the field of early learning. a. True b. False Answer: a Difficulty: Difficult Page: 463 Skill: Conceptual 6. Critical thinkers are intellectually and academically superior. a. True b. False Answer: b Difficulty: Easy Page: 464 Skill: Factual 7. Voice refers to speaking from one’s core self, but can also relate to listening. a. True b. False Answer: a Difficulty: Moderate Page: 462 Skill: Applied 8. Early learning teachers who attend to pressing needs, such as housekeeping and program planning while children are playing, demonstrate that they value play. a. True Copyright © 2019 Pearson Canada Inc.

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Chapter 14 Test Item File

b. False Answer: b Difficulty: Moderate Page: 464

Skill: Applied

9. If young children participate in an activity frequently that they do not really understand, such as the calendar ritual, they may lose confidence in their intellectual abilities. a. True b. False Answer: a Difficulty: Moderate Page: 472 Skill: Applied 10. Reflection is a professional disposition. a. True b. False Answer: a Difficulty: Moderate Page: 457

Skill: Applied

11. In the Reggio Emilia view, children have rights rather than simply needs. a. True b. False Answer: a Difficulty: Difficult Page: 470 Skill: Conceptual 12. Advocacy is usually defined as the act of advocating for a cause. a. True b. False Answer: a Difficulty: Easy Page: 479 Skill: Factual 13. WHO stands for the World Happiness Organization? a. True b. False Answer: b Difficulty: Easy Page: 472 Skill: Factual 14. The sustainability movement seeks to meet the needs of the present generation while compromising the ability of future generations to meet their own needs. a. True b. False Answer: b Difficulty: Easy Page: 473 Skill: Factual 15. With family engagement, early learning teachers enter into the difficult world of working with parents. a. True b. False Answer: b Difficulty: Moderate Page: 474 Skill: Applied 16. All children all over the world have a right to play! a. True b. False Answer: a Difficulty: Easy Page: 475 Skill: Factual

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Dietze/Kashin, Playing and Learning in Early Childhood Education, Second Edition

Essay Questions 1. Compare and contrast the terms curriculum and programming? Distinguish between emergent curriculum and emergent programming.

2. Discuss the concept of voice and relate to those involved in children’s play such as parents, early learning teachers, and children.

3. Describe the Reggio Emilia image of the child and the early learning teacher.

How are these understandings tangibly integrated into early play and learning programs?

4. How do professional dispositions and indicators impact the practice of early learning teachers and early learning student teachers?

5. How can early learning educators gain insight into understanding how to implement culturally appropriate and Indigenous learning and play into their programming and practice? What first steps should be taken?

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