Question 1

Cognitive skills in early childhood include ____.

Accepted Answer

A)  inquiry 
B)  perception 
C)  classification 
D)  spatial relationships 
E)  all but perception 
A)  inquiry 
B)  perception 
C)  classification 
D)  spatial relationships 
E)  all but perception

Question 2

Match the example with its type of website.
-Information

Accepted Answer

A)  Ask an Astronaut 
B)  Kid Pub 
C)  Similar to software programs, but run more slowly 
D)  National Zoo from Smithsonian 
A)  Ask an Astronaut 
B)  Kid Pub 
C)  Similar to software programs, but run more slowly 
D)  National Zoo from Smithsonian

Question 3

Match the teacher's consideration with their appropriate explanation.
-The teacher must match the child's cognitive capacity with the instruction.

Accepted Answer

A)  Develop a range of techniques to address each type and treatment. 
B)  Their thought processes are as varied as adults'. 
C)  Child-centered, self-initiated learning is a great motivator. 
D)  The process is more than its products. 
E)  Help children use words, terms, and concepts correctly.
F) Children think and perceive in their own ways. 
A)  Develop a range of techniques to address each type and treatment. 
B)  Their thought processes are as varied as adults'. 
C)  Child-centered, self-initiated learning is a great motivator. 
D)  The process is more than its products. 
E)  Help children use words, terms, and concepts correctly.
F) Children think and perceive in their own ways.

Question 4

Match the appropriate application with its brain research conclusion.
-The brain is strongly run by patterns.

Accepted Answer

A)  Make a positive, personal connection with each child, and avoid using threats. 
B)  Snacks are good! 
C)  Keep track of and teach children about their bodily functions and how long they are expected to sit still or be quiet. 
D)  Develop meaningful themes for activity planning. 
A)  Make a positive, personal connection with each child, and avoid using threats. 
B)  Snacks are good! 
C)  Keep track of and teach children about their bodily functions and how long they are expected to sit still or be quiet. 
D)  Develop meaningful themes for activity planning.

Question 5

"Back to basics" refers to the movement in education of teaching basic motor skills.

Accepted Answer

A) True 
 B)False

Question 6

Constructivist classrooms are likely to share several characteristics. Match the category with its example.
-Materials and activities

Accepted Answer

A)  Their role is to facilitate and impart information. 
B)  This teaches how to evaluate choices and decisions. 
C)  This arises from the issues in the students' lives. 
D)  Through these experiences, children develop their own thinking. 
E)  Each day will allow long blocks of this for child-initiated activities.
F) Concepts are developed through interactions and experimentation with real objects, materials, and people 
A)  Their role is to facilitate and impart information. 
B)  This teaches how to evaluate choices and decisions. 
C)  This arises from the issues in the students' lives. 
D)  Through these experiences, children develop their own thinking. 
E)  Each day will allow long blocks of this for child-initiated activities.
F) Concepts are developed through interactions and experimentation with real objects, materials, and people

Question 7

Which of the following is NOT a brain function?

Accepted Answer

A)  memory 
B)  processing 
C)  conclusion 
D)  retention 
A)  memory 
B)  processing 
C)  conclusion 
D)  retention

Question 8

Match the appropriate example with its cognitive skill.
-Numbers

Accepted Answer

A)  Composed of three elements: as present, as a continuum, and as a sequence of events 
B)  Grades of intensity by size, color, weight, and number 
C)  Stands for something else 
D)  Learning about others 
E)  Sorting objects by criteria
F) Exploration and examination, increasing attention
G) Learning about quantity, amount, and degree
H) Visually tracking, length, and distance
I) Using and manipulating objects and materials 
A)  Composed of three elements: as present, as a continuum, and as a sequence of events 
B)  Grades of intensity by size, color, weight, and number 
C)  Stands for something else 
D)  Learning about others 
E)  Sorting objects by criteria
F) Exploration and examination, increasing attention
G) Learning about quantity, amount, and degree
H) Visually tracking, length, and distance
I) Using and manipulating objects and materials

Question 9

Cognition is _____.

Accepted Answer

A)  learning 
B)  memory 
C)  one step beyond perception 
D)  activities 
A)  learning 
B)  memory 
C)  one step beyond perception 
D)  activities

Question 10

Match the cognitive skill with the technique a teacher can use to teach it.
-Use accurate sequences with children.

Accepted Answer

A)  Inquiry 
B)  Social knowledge 
C)  Classification 
D)  Spatial relationships 
E)  Time concept 
A)  Inquiry 
B)  Social knowledge 
C)  Classification 
D)  Spatial relationships 
E)  Time concept

Question 11

Match each of Gardner's "frames of mind" with its definition.
-Intrapersonal

Accepted Answer

A)  Social understanding 
B)  Capacity to perceive the visual world 
C)  Understanding self 
D)  Ability to recognize and classify plants and animals 
E)  Language ability
F) Ability to control body motions and handle objects
G) The earliest talent to emerge
H) Ability to manipulate, order, and access quantity 
A)  Social understanding 
B)  Capacity to perceive the visual world 
C)  Understanding self 
D)  Ability to recognize and classify plants and animals 
E)  Language ability
F) Ability to control body motions and handle objects
G) The earliest talent to emerge
H) Ability to manipulate, order, and access quantity

Question 12

Match the cognitive skill with the technique a teacher can use to teach it.
-Ask children how they arrived at their answers.

Accepted Answer

A)  Inquiry 
B)  Social knowledge 
C)  Classification 
D)  Spatial relationships 
E)  Time concept 
A)  Inquiry 
B)  Social knowledge 
C)  Classification 
D)  Spatial relationships 
E)  Time concept

Question 13

Match the example with its cognitive skill.
-Finding relationships between two or more things

Accepted Answer

A)  Do all grapes have seeds? 
B)  Are grapes fruit or meat? 
C)  What is a grape? 
A)  Do all grapes have seeds? 
B)  Are grapes fruit or meat? 
C)  What is a grape?

Question 14

Match the cognitive skill with the area of the classroom where learned.
-Discovery/science

Accepted Answer

A)  Finding rhythm, distinguishing sounds 
B)  Understanding changes in matter 
C)  Mixing materials to make new ones 
D)  Observing texture and color 
E)  Following instructions
F) Listening and recalling
G) Counting and classifying 
A)  Finding rhythm, distinguishing sounds 
B)  Understanding changes in matter 
C)  Mixing materials to make new ones 
D)  Observing texture and color 
E)  Following instructions
F) Listening and recalling
G) Counting and classifying

Question 15

Match the cognitive skill with the area of the classroom where learned.
-Cooking

Accepted Answer

A)  Finding rhythm, distinguishing sounds 
B)  Understanding changes in matter 
C)  Mixing materials to make new ones 
D)  Observing texture and color 
E)  Following instructions
F) Listening and recalling
G) Counting and classifying 
A)  Finding rhythm, distinguishing sounds 
B)  Understanding changes in matter 
C)  Mixing materials to make new ones 
D)  Observing texture and color 
E)  Following instructions
F) Listening and recalling
G) Counting and classifying

Question 16

List three phrases to help children think and learn.

Accepted Answer

What would happen if ...?; What's happen

Question 17

In planning for cognitive development, teachers can remember that children think mostly like adults.

Accepted Answer

A) True 
 B)False

Question 18

Match the teacher's consideration with their appropriate explanation.
-Children do not think like adults.

Accepted Answer

A)  Develop a range of techniques to address each type and treatment. 
B)  Their thought processes are as varied as adults'. 
C)  Child-centered, self-initiated learning is a great motivator. 
D)  The process is more than its products. 
E)  Help children use words, terms, and concepts correctly.
F) Children think and perceive in their own ways. 
A)  Develop a range of techniques to address each type and treatment. 
B)  Their thought processes are as varied as adults'. 
C)  Child-centered, self-initiated learning is a great motivator. 
D)  The process is more than its products. 
E)  Help children use words, terms, and concepts correctly.
F) Children think and perceive in their own ways.

Question 19

Teachers' questions to children should be ________.

Accepted Answer

A)  open-ended 
B)  closed-ended 
C)  complex 
D)  condescending 
A)  open-ended 
B)  closed-ended 
C)  complex 
D)  condescending

Question 20

Cognition is related to all areas of the child's growth.

Accepted Answer

A) True 
 B)False

Cognitive skills in early childhood include ____.

Match the example with its type of website. -Information

Match the teacher's consideration with their appropriate explanation. -The teacher must match the child's cognitive capacity with the instruction.

Match the appropriate application with its brain research conclusion. -The brain is strongly run by patterns.

"Back to basics" refers to the movement in education of teaching basic motor skills.

Constructivist classrooms are likely to share several characteristics. Match the category with its example. -Materials and activities

Which of the following is NOT a brain function?

Match the appropriate example with its cognitive skill. -Numbers

Cognition is _____.

Match the cognitive skill with the technique a teacher can use to teach it. -Use accurate sequences with children.

Match each of Gardner's "frames of mind" with its definition. -Intrapersonal

Match the cognitive skill with the technique a teacher can use to teach it. -Ask children how they arrived at their answers.

Match the example with its cognitive skill. -Finding relationships between two or more things

Match the cognitive skill with the area of the classroom where learned. -Discovery/science

Match the cognitive skill with the area of the classroom where learned. -Cooking

List three phrases to help children think and learn.

In planning for cognitive development, teachers can remember that children think mostly like adults.

Match the teacher's consideration with their appropriate explanation. -Children do not think like adults.

Teachers' questions to children should be ________.

Cognition is related to all areas of the child's growth.

History of Early Childhood Education

Types of Programs

Defining the Young Child

Developmental and Learning Theories

Teaching: A Professional Commitment

Observation and Assessment of Children

Guiding Childrens Behavior

Families and Teachers: Partners in Education

Creating Environments

Curriculum: Creating a Context for Learning and Play

Planning for the Body: Physicalmotor Development

Curriculum Planning for the Mind: Language and Literacy Development

Planning for Heart and Soul: Psychosocial Development

Issues and Trends in Early Childhood Education: Four Themes

Filters

Exam 12: Curriculum Planning for the Mind: Cognitive Development in Action

Cognitive skills in early childhood include ____.

Match the example with its type of website. -Information

Match the teacher's consideration with their appropriate explanation. -The teacher must match the child's cognitive capacity with the instruction.

Match the appropriate application with its brain research conclusion. -The brain is strongly run by patterns.

"Back to basics" refers to the movement in education of teaching basic motor skills.

Constructivist classrooms are likely to share several characteristics. Match the category with its example. -Materials and activities

Which of the following is NOT a brain function?

Match the appropriate example with its cognitive skill. -Numbers

Cognition is _____.

Match the cognitive skill with the technique a teacher can use to teach it. -Use accurate sequences with children.

Match each of Gardner's "frames of mind" with its definition. -Intrapersonal

Match the cognitive skill with the technique a teacher can use to teach it. -Ask children how they arrived at their answers.

Match the example with its cognitive skill. -Finding relationships between two or more things

Match the cognitive skill with the area of the classroom where learned. -Discovery/science

Match the cognitive skill with the area of the classroom where learned. -Cooking

List three phrases to help children think and learn.

In planning for cognitive development, teachers can remember that children think mostly like adults.

Match the teacher's consideration with their appropriate explanation. -Children do not think like adults.

Teachers' questions to children should be ________.

Cognition is related to all areas of the child's growth.

History of Early Childhood Education

Types of Programs

Defining the Young Child

Developmental and Learning Theories

Teaching: A Professional Commitment

Observation and Assessment of Children

Guiding Childrens Behavior

Families and Teachers: Partners in Education

Creating Environments

Curriculum: Creating a Context for Learning and Play

Planning for the Body: Physicalmotor Development

Curriculum Planning for the Mind: Language and Literacy Development

Planning for Heart and Soul: Psychosocial Development

Issues and Trends in Early Childhood Education: Four Themes

Filters