Question 1

Choose the term that best describes a type of intelligence in Gardner's theory.

Accepted Answer

A)  I.Q. 
B)  logical-scientific 
C)  spatial 
D)  affective 
A)  I.Q. 
B)  logical-scientific 
C)  spatial 
D)  affective

Question 2

What kinds of knowledge did Piaget describe in cognition?

Accepted Answer

Logical-mathematical knowledge

Question 3

Match the appropriate example with its cognitive skill.
-Time

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 4

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

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 5

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

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 6

Constructivist classrooms are consistent in which areas?

Accepted Answer

A)  outdoor space 
B)  choice 
C)  long blocks of uninterrupted time 
D)  prearranged curriculum 
E)  choice and long blocks of uninterrupted time 
A)  outdoor space 
B)  choice 
C)  long blocks of uninterrupted time 
D)  prearranged curriculum 
E)  choice and long blocks of uninterrupted time

Question 7

Which of the following areas would include sewing cards?

Accepted Answer

A)  manipulatives 
B)  discovery/science 
C)  blocks 
D)  dramatic play 
A)  manipulatives 
B)  discovery/science 
C)  blocks 
D)  dramatic play

Question 8

Children think like adults.

Accepted Answer

A) True 
 B)False

Question 9

When planning the curriculum for cognitive development with infants and toddlers, themes should _____.

Accepted Answer

A)  be of family and belonging 
B)  be strictly defined 
C)  be dictated by adults' needs 
D)  not be used 
A)  be of family and belonging 
B)  be strictly defined 
C)  be dictated by adults' needs 
D)  not be used

Question 10

Match the appropriate example with its cognitive skill.
-Classification

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 11

Information websites are similar to software programs.

Accepted Answer

A) True 
 B)False

Question 12

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

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 13

Name five of the ten criteria for evaluating computer programs.

Accepted Answer

• Be age appropriate
• Allow children to

Question 14

Match the teacher's consideration with their appropriate explanation.
-The teacher must consider and include children with learning disabilities.

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 15

When considering children's intellectual development, teachers should keep ______ in mind.

Accepted Answer

A)  exploitation 
B)  exploration 
C)  excitation 
D)  elimination 
A)  exploitation 
B)  exploration 
C)  excitation 
D)  elimination

Question 16

Match the appropriate application with its brain research conclusion.
-Stress and threat affect the brain.

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 17

Match the teacher's consideration with their appropriate explanation.
-The language of the teacher should support cognitive development.

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 18

In considering cognitive development, teachers keep in mind that ____.

Accepted Answer

A)  education is exploration 
B)  children need to learn to read 
C)  resources are scarce 
D)  children do not think like adults 
E)  education is exploration and children do not think like adults 
A)  education is exploration 
B)  children need to learn to read 
C)  resources are scarce 
D)  children do not think like adults 
E)  education is exploration and children do not think like adults

Question 19

Research suggests that the brain is wired for randomness.

Accepted Answer

A) True 
 B)False

Choose the term that best describes a type of intelligence in Gardner's theory.

What kinds of knowledge did Piaget describe in cognition?

Match the appropriate example with its cognitive skill. -Time

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

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

Constructivist classrooms are consistent in which areas?

Which of the following areas would include sewing cards?

Children think like adults.

When planning the curriculum for cognitive development with infants and toddlers, themes should _____.

Match the appropriate example with its cognitive skill. -Classification

Information websites are similar to software programs.

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

Name five of the ten criteria for evaluating computer programs.

Match the teacher's consideration with their appropriate explanation. -The teacher must consider and include children with learning disabilities.

When considering children's intellectual development, teachers should keep ______ in mind.

Match the appropriate application with its brain research conclusion. -Stress and threat affect the brain.

Match the teacher's consideration with their appropriate explanation. -The language of the teacher should support cognitive development.

In considering cognitive development, teachers keep in mind that ____.

Research suggests that the brain is wired for randomness.

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

Choose the term that best describes a type of intelligence in Gardner's theory.

What kinds of knowledge did Piaget describe in cognition?

Match the appropriate example with its cognitive skill. -Time

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

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

Constructivist classrooms are consistent in which areas?

Which of the following areas would include sewing cards?

Children think like adults.

When planning the curriculum for cognitive development with infants and toddlers, themes should _____.

Match the appropriate example with its cognitive skill. -Classification

Information websites are similar to software programs.

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

Name five of the ten criteria for evaluating computer programs.

Match the teacher's consideration with their appropriate explanation. -The teacher must consider and include children with learning disabilities.

When considering children's intellectual development, teachers should keep ______ in mind.

Match the appropriate application with its brain research conclusion. -Stress and threat affect the brain.

Match the teacher's consideration with their appropriate explanation. -The language of the teacher should support cognitive development.

In considering cognitive development, teachers keep in mind that ____.

Research suggests that the brain is wired for randomness.

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