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

Question 1

An eclectic viewpoint is a blend of several ideas and theories.

Answer 1

True

Question 2

Knowledge of the social world is considered a cognitive skill.

Answer 2

True

Question 3

Scaffolding is a natural learning technique known as "apprenticeship."

Answer 3

True

Question 4

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

Question 5

Developmentally appropriate software for children allows them to set the pace and be active participants.

Question 6

Logical-mathematical knowledge involves coordinating physical actions into some kind of order.

Question 7

Gardner's theory involves multiple languages.

Question 8

Research suggests that the brain is wired for randomness.

Question 9

Cognitive skills in early childhood include knowledge of the physical world and the skills of inquiry and classification.

Question 10

The teacher must consider varied learning styles when planning cognitive curriculum.

Question 11

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

Question 12

Brain-compatible environments usually include workbook sheets to check children's skills.

Question 13

Children think like adults.

Question 14

Using manipulatives can help young children learn how to add and subtract.

Question 15

Teachers can help encourage the development of the skill of inquiry by asking questions.

Question 16

Information websites are similar to software programs.

Question 17

Computers should be used instead of other concrete materials.

Question 18

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

Question 19

Meaningful knowledge is useful in the classroom, but rote knowledge is not.

Question 20

An adult's brain is more active than a child's brain.

Question 21

A skill is basic if it is transcurricular and if it has dynamic consequences.

Question 22

Which of the following is a cognitive skill of the early years?

A) seriation
B) blinking
C) flexibility
D) winking

Question 23

Which statement is accurate regarding the role of the teacher in cognitive development?

A) Teachers need to help children express their feelings.
B) The teacher's language can and should support children's thinking.
C) Teachers supply children with plenty of artistic materials.
D) Children need to exercise their bodies and hands frequently.

Question 24

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

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

Question 25

In Piagetian terms, which of the following is NOT a kind of knowledge?

A) logical-mathematical
B) social
C) emotional
D) musical
E) C and D are correct.

Question 26

Constructivist classrooms are consistent in which areas?

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

Question 27

"Scaffolding" is a Vygotskian term that refers to ____.

A) multiple levels of teaching
B) a learning technique such as apprenticeship
C) applying brain research to the curriculum
D) a playful way to learn symbols

Question 28

Which of the following brain functions are getting attention in neuroscience?

A) attention
B) making friends
C) stress regulation
D) spatial intelligence
E) attention and stress regulation

Question 29

For children younger than 4 years old, which recommendations stem from brain research?

A) curriculum with a focus
B) healthy sensory stimulation
C) spatial intelligence
D) enriched language environment
E) healthy sensory stimulation and enriched language environment

Question 30

Cognitive skills in early childhood include ____.

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

Question 31

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

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 32

The early childhood professional works toward helping children acquire skills that will lead to the development of all of the following EXCEPT _____.

A) finances
B) concepts
C) generalizations
D) relationships

Question 33

Which kind of knowledge is derived from coordinating physical actions into some kind of order?

A) logical-mathematical knowledge
B) physical knowledge
C) rote knowledge
D) meaningful knowledge

Question 34

Which of the following statements regarding brain-based research is true?

A) All learning is mind-body.
B) The brain is run strongly by facts rather than patterns.
C) The brain runs better when food intake is constant.
D) Stress has no effect on the brain.

Question 35

Which of the following is NOT a brain function?

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

Question 36

Which of the following skills do children develop first?

A) seriation
B) numbering
C) time
D) classification

Question 37

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

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

Question 38

Teachers' questions to children should be ________.

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

Question 39

Which of the following areas would include sewing cards?

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

Question 40

To integrate computers and take advantage of what they can offer children, a teacher should _____.

A) select popular websites
B) select entertaining software
C) select computers to enhance learning
D) separate the computer from the classroom

Question 41

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

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

Question 42

In applying constructivist theory to the curriculum, two characteristics that are likely to be in the classroom are choice and _____.

A) play
B) materials
C) teacher
D) All of these are correct.

Question 43

Piaget's view of cognition is twofold: learning is a process of discovery and _____.

A) knowledge resulting from active thought
B) hands-on experiences
C) movement
D) scaffolding

Question 44

In a constructivist classroom, the teacher has at least two roles: to facilitate and impart information and social knowledge and _____.

A) build block towers
B) provide an intellectually stimulating and emotionally safe environment
C) encourage interactions
D) work with small groups

Question 45

Three themes that encourage the development of cognitive skills are physical world, current events, and _____.

A) "all about me"
B) families
C) holidays
D) special interests of the children

Question 46

Three implications for Vygotsky's theory are mixed-age groupings, play, and _____.

A) teacher as observer
B) teacher as instructor
C) teacher as a peer
D) None of these are correct.

Question 47

The skills of inquiry include the development of attention span and _____.

A) gross motor skills
B) perceptual motor skills
C) memory
D) scaffolding

Question 48

Classification is the ability to group like objects in sets by a specific _____.

A) idea
B) characteristic
C) action
D) None of these are correct.

Question 49

Cognition is _____.

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

Question 50

Match the example with its cognitive skill.

-Labeling or naming an idea

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

Question 51

Match the example with its cognitive skill.

-Finding relationships between two or more things

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

Question 52

Match the example with its cognitive skill.

-Groupings into classes and making generalizations

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

Question 53

Match the kind of intelligence with its corresponding activity for learning to count.

-Clap hands to catch the rhythm and beat of the numbers.

A) Spatial
B) Interpersonal
C) Body-kinesthetic
D) Musical

Question 54

Match the kind of intelligence with its corresponding activity for learning to count.

-Draw some items, counting as you draw each one.

A) Spatial
B) Interpersonal
C) Body-kinesthetic
D) Musical

Question 55

Match the kind of intelligence with its corresponding activity for learning to count.

-Find a friend and take turns, counting up and down again.

A) Spatial
B) Interpersonal
C) Body-kinesthetic
D) Musical

Question 56

Match the kind of intelligence with its corresponding activity for learning to count.

-Snap your fingers or jump as you count.

A) Spatial
B) Interpersonal
C) Body-kinesthetic
D) Musical

Question 57

Match the cognitive skill with the technique a teacher can use to teach it.

-Ask questions that will help children focus on objects and see differences and details.

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

Question 58

Match the cognitive skill with the technique a teacher can use to teach it.

-Use accurate sequences with children.

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

Question 59

Match the cognitive skill with the technique a teacher can use to teach it.

-Ask children how they arrived at their answers.

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

Question 60

Match the cognitive skill with the technique a teacher can use to teach it.

-Ask for the precise location of an object that a child wants.

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

Question 61

Match the cognitive skill with the technique a teacher can use to teach it.

-Try not to respond to unstated needs.

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

Question 62

Constructivist classrooms are likely to share several characteristics. Match the category with its example.

-Choice

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 63

Constructivist classrooms are likely to share several characteristics. Match the category with its example.

-Play

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 64

Constructivist classrooms are likely to share several characteristics. Match the category with its example.

-Materials and activities

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 65

Constructivist classrooms are likely to share several characteristics. Match the category with its example.

-Time

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 66

Constructivist classrooms are likely to share several characteristics. Match the category with its example.

-Teacher

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 67

Constructivist classrooms are likely to share several characteristics. Match the category with its example.

-Curriculum content

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 68

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

-Linguistic

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 69

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

-Musical

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 70

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

-Logical

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 71

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

-Spatial

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 72

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

-Body-kinesthetic

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 73

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

-Intrapersonal

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 74

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

-Interpersonal

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 75

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

-Naturalistic

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 76

Match the appropriate application with its brain research conclusion.

-The brain is strongly run by patterns.

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 77

Match the appropriate application with its brain research conclusion.

-Stress and threat affect the brain.

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 78

Match the appropriate application with its brain research conclusion.

-The brain runs better with regular food intake.

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 79

Match the appropriate application with its brain research conclusion.

-All learning is mind-body.

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 80

Match the appropriate example with its cognitive skill.

-Inquiry

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