Question 1

You are a teacher of young children. A parent comes to you and complains that all the children are doing is "playing." Write a dialogue of how you would respond to this parent. Be precise. Leave nothing to the imagination.

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Question 2

Explain why teaching the concepts of "same" and "different" are essential to the development of mathematical skills.

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Question 3

Discuss how the beginning of intentionality starts with the sensorimotor substage 4 at about 8 to 12 months.

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Question 4

How is problem solving different from academic learning? Give an example of each.

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Question 5

You are reading a book together while sitting in a comfortable, adult size chair with a child on your lap. The five-year-old child has a speech and language impairment and can use two-word sentences. Write a dialogue based on your favorite children's book showing how you would use dialogic reading while incorporating the strategies of the two acronyms P.E.E.R. and C.R.O.W.D.

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Question 6

Give three examples of ways you would create the desire or need to perform intentional acts in young children with disabilities. Be specific as to materials you would use and things you would do.

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Question 7

For student with a significant intellectual disability, give 2 examples of how you would adapt an art activity such as cutting, pasting, and gluing together a paper jack-o'-lantern.

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Question 8

Explain the "alphabetic principle" and state why it is so important that children understand this principle.

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Question 9

"School language" may be difficult for a child from a nonmainstream culture. Give three examples of some problems that a child from a different culture may encounter in an American middle-class environment. Identify the culture of the child or various children and tell why the problem occurs.

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Question 10

You want to develop deferred imitation in a child. Outline a lesson including a concrete sequence of en-route steps of what you would do to reach the terminal objective.

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Question 11

Explain how you could teach matching, sorting, and seriation using a set of blocks.

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Question 12

Give three examples of a teacher's "staging" or contriving problems to be solved in the preschool classroom. What would you set up for the problem and how would you present the problem to your class?

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Question 13

Outline at least four activities that will build phonological and phonemic awareness.

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Question 14

Discuss 2 activities that you could do to embed the goal of, "will count up to three objects," during snack time.

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Question 15

Explain what Piaget meant with his explanation that cognitive development is a product of the interaction between the environment and biological capacities.

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Question 16

Identify 3 characteristics of children with significant intellectual disabilities.

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Question 17

List two ways that you could help a child with an intellectual disability develop print awareness during cleanup time.

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Question 18

For the above lesson, state how you would adapt it for a child with a hearing impairment, one with a visual impairment, and one who has a motor impairment (cerebral palsy).

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Question 19

Describe the three-stage model of literacy development offered by the Center for Early Literacy Learning.

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Question 20

Discuss how the approach to development of literacy in which reading, writing, speaking, and listening are viewed as interactive and interdependent.

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Quiz 9: Encouraging the Development of Cognitive Skills and Literacy