Deck 14: Preschools to Primary Bridging the Gap Into the Primary Grades

Question 1

Parents are placing pressure on preschool teachers for more academics in preschool programs and hiring tutors to drill their young children on letters and numbers.

Answer 1

True

Question 2

Through the use of authentic assessment methods, teachers can

A)validate standardized test results.
B)document children's real progress more accurately than with the information obtained from group standardized tests.
C)document children's real progress almost as accurately as with group standardized tests.
D)support the reliability of group-administered standardized tests.

Answer 2

B

Question 3

An important element in the area of school readiness is consideration of ethnic and cultural differences.

Answer 3

True

Question 4

By age five, a child should have no problems dealing with a group-administered, standardized, paper-and-pencil test.

Question 5

Required assessment responses for young children should be

A)motoric manipulation of concrete objects.
B)verbal responses to concrete or pictorial tasks.
C)responses to auditory stimuli, such as following a simple direction.
D)None of the above.

Question 6

Symbolic play supports children's development from purely concrete activity to connecting the concrete with the abstract.

Question 7

Which of the following is not a skill identified by Hartman (1977) needed to help children deal with the world they will encounter in adulthood?

A)Being able to focus on a task with few materials at a time
B)Maintaining a sense of curiosity and inner resources
C)Feeling confident using technology
D)Good decision making skills

Question 8

The developmentally appropriate classroom is arranged in centers containing concrete activities that focus on various instructional areas such as writing, reading, mathematics, science, art, music, dramatic play, and the like.

Question 9

Research on the use of standardized group-administered paper-and-pencil achievement tests with young children

A)indicates that the reliability and the validity of these tests is unquestionable.
B)shows that these tests are the most accurate and valid means for assessing the achievement of young children.
C)shows that these tests are excellent measures of school readiness.
D)has demonstrated that children show increased levels of stress when taking these tests.

Question 10

The effort to provide programs to sustain continuity in early childhood education that resulted in Project Follow- Through was not successful due to the weak curricula of these experimental programs.

Question 11

Which of the following is a new view of readiness to learn centers on the brain's readiness for learning?

A)The brain is ready to remember new material if it is not already busy.
B)Brain activity and thus readiness to learn can be measured by an fMRI scan.
C)There is no way to find out if the brain is ready to learn.
D)The brain is ready to remember new material if it is not already busy and brain activity, and thus readiness to learn, can be measured by an fMRI scan.

Question 12

The time when children make the transitions from preschool to kindergarten to primary coincides with the transition from preoperational to concrete operational thinking.

Question 13

The concept of developmentally appropriate instruction supports a smooth transition through all the levels of early childhood education.

Question 14

Constance Kamii believes that work sheets

A)are useful if young children are mature enough to use a pencil.
B)are harmful, even in the primary grades.
C)with good, clear artwork can supplement concrete activities.
D)are harmful for the preprimary levels but can gradually be introduced in the primary grades.

Question 15

A readiness instrument used with young children should be broad in scope.

Question 16

According to Elizabeth Graue, readiness refers to

A)what must be mastered before moving on to the next grade in school.
B)a variety of definitions depending on who is doing the defining, as much as the child's skills, maturity, and abilities.
C)a set assessment of the child's skills, maturity, and abilities.
D)indicators of having acquired end-of-grade-level skills.

Question 17

A term used to describe authentic evaluation of educational achievement that directly measures actual performance is

A)inappropriate assessment.
B)appropriate assessment.
C)readiness testing.
D)standardized testing.

Question 18

Willer and Bredekamp (1990) propose a redefinition of readiness emphasizing that

A)we need to ensure that children enter school ready to succeed and that schools are ready to help all children succeed.
B)we need to ensure that children enter school ready to learn and that schools are ready to assess children's readiness for success.
C)children develop at individual rates and readiness is mostly a function of time.
D)readiness is a special inherent condition within each child.

Question 19

It has been very easy to incorporate comprehensive developmentally appropriate programs into the elementary grades.

Question 20

A term used to describe the idea that development is a continuous process that needs to be recognized as programs are planned for children as they move from grade to grade is

A)continuity.
B)appropriate.
C)readiness.
D)standardized.

Question 21

Discuss the major factors to consider in assessment of young children.Include consideration of both appropriate and inappropriate practices.

Question 22

Describe and explain three major factors that must be considered in assessing readiness for school and school achievement.

Question 23

Define readiness and explain what the controversy is concerning the term readiness.

Question 24

Describe the four skills that Karen Hartman believes should be developed by preschool children so that they will be able to deal with the "future-shock" world.

Question 25

Explain how various factors such as culture and fear can effect school achievement.

Question 26

Discuss the effects of attendance in a developmentally appropriate versus developmentally inappropriate kindergarten on achievement level and classroom behavior.