Deck 6: The Teacher As Model

Question 1

When the children get too noisy during lunch at Westside Elementary School, the lunchroom monitors scream, "Quiet down!" According to social-cognitive theory, their actions will lead the children to be quiet.

Answer 1

False

Question 2

Shaking an infant, even just a little bit, can cause brain damage.

Answer 2

True

Question 3

The three thought patterns characteristic of violent teens are seldom found among young children.

Answer 3

False

Question 4

Early childhood professionals can help children learn to resolve conflicts by modeling ways to seek information, recognize alternatives, and consider consequences.

Question 5

Preschool teacher Evy Woods wants to help her students learn about the consideration of consequences. To do so, she lets them experience firsthand the results of their actions. Ms. Woods' approach is called feedforward.

Question 6

According to the text, much of the bias in the early childhood setting is unconscious and occurs at the institutional level.

Question 7

The author of your textbook developed the "Apple Exercise"
to help her students learn the power of modeling in the development of emergent curriculum.

Question 8

When it comes to children's art, the most common early childhood perspective in the United States today is that adults should give children formal art lessons and teach them specific techniques rather than leave them alone to explore and use art materials however they want.

Question 9

The story of Julie, the home care provider presented in Chapter 6, is an example of the use of emergent curriculum.

Question 10

Reflective practice involves developing good observation skills.

Question 11

Societal changes in gender roles have significantly changed the landscape of early childhood education. Past problems with the lack of men working with young children have pretty much been eliminated.

Question 12

The media provides very few images of men as nurturing, gentle, or caring.

Question 13

Regarding children's modeling, which of the following statements is FALSE?

A) Children are more likely to imitate people who they perceive as being powerful than those they perceive as less powerful.
B) Children are more likely to model others whom they see as being rewarded for their behavior.
C) Consciously using modeling as a teaching method is one of the most powerful ways to influence children's behavior.
D) Children are more likely to model non-aggressive behavior than aggressive behavior.

Question 14

Who developed social-cognitive theory and conducted classic studies demonstrating the powerful effect of modeling in children's aggression?

A) Howard Gardner
B) Albert Bandura
C) Lilian Katz
D) Louise Derman-Sparks

Question 15

Trevor is a violent 16-year-old. Research suggests that Trevor is likely to do which of the following when faced with a conflict?

A) Take an act-first-ask-later approach, instead of seeking information about what's really happening.
B) Overanalyze the consequences of his actions leading to an "analysis paralysis."
C) Have a broad vision of how he should respond to the conflict situation which will cause him to be confused about his choices.
D) Will give the other person the benefit of the doubt.

Question 16

Four-year-olds Jordan and Sonal are playing with some toy horses in the sandbox. Jordan grabs a horse from Sonal, and then Sonal tries to pull it back from Jordan. Jordan ends up throwing the horse over the fence, brushing up against Sonal as she does so. Sonal begins screaming, "Jordan took my horse and hit me!" Which teacher response is aimed at helping Sonal and Jordan recognize alternatives to solving their conflict?

A) "You both want the horse. I wonder how you can solve this problem?"
B) "Jordan, it looks like you took Sonal's toy away and hit her."
C) "Jordan, you threw the horse over the fence, and now you don't have it."
D) "Jordan, when you take the horse away from Sonal, you can't play together because she gets mad at you."

Question 17

When preschool teacher Emilio Estefan is helping children learn to recognize alternatives during conflicts, he should do all but which of the following?

A) Suggest a full solution when the children seem unable to come up with any on their own.
B) Allow the children to experience a period of silence in order to give them a chance to make their own responses.
C) Rehearse problem solving skills during group time to proactively address conflict.
D) Be persistent and use a firm tone of voice during conflict resolution.

Question 18

Of the components of self-esteem, virtue is best described as

A) the ability to be successful, especially in areas that one cares about.
B) doing what is right, whether by a moral code or by one's own standard of morality.
C) a feeling that one has the ability to be oneself and get one's needs met.
D) feeling loved and cared about by those who are important in one's life.

Question 19

Dominating power is to ______ as personal power is to ______.

A) feedforward/feed backward
B) feed backward/feedforward
C) aggressiveness/assertiveness
D) assertiveness/aggressiveness

Question 20

Ten-year-old Faison feels that his parents love and care about him. Which element of Faison's self-esteem do his feelings reflect?

A) significance
B) competence
C) virtue
D) power

Question 21

An activist approach to valuing diversity and promoting equity in which the goal is to help children accept, respect, and celebrate diversity is called

A) the modeling effect.
B) assisted performance.
C) feedforward.
D) antibias focus.

Question 22

In a preschool classroom, a teacher willingly wiped runny noses when necessary. However, when the runny nose belonged to an immigrant child, she said, "Go get a tissue and wipe your nose." When her differential treatment was pointed out to her, she was surprised. This is an example of which of the following:

A) Implicit or Hidden Bias
B) Kindness
C) Power
D) Modeling

Question 23

A preschool student in teacher Julie Tanner's class discovers that a screw has come loose in one of the classroom chairs. He brings Julie the chair and a screwdriver. Julie says, "Oh, I can't fix that. I'll take it home for Mr. David (her husband) to fix." It looks like Ms. Tanner has failed to model

A) virtue.
B) equity.
C) significance.
D) consequences.

Question 24

What is the first step in developing an emergent curriculum?

A) making a lesson plan
B) identifying the children's zone of proximal development
C) finding out what children are interested in as individuals and as a group
D) preparing a plan for assessment

Question 25

When six-year-old Clay is in his zone of proximal development for reading, ______ can provide him with assisted performance.

A) older children, but not younger children,
B) his teacher
C) older children or his teacher
D) other children or his teacher

Question 26

A group of children in a family day care are doing origami. An older child helps a younger child with some of the more advanced folds. This is an example of

A) linguistic intelligence.
B) feedforward.
C) assisted performance.
D) zone of proximal development.

Question 27

In the Reggio Emilia program of northern Italy, teachers are more likely to be "hands-on" when teaching art. Their "hands-on"
Approach results from all but which of the following?

A) Italians tend to be more of a "hands-on" kind of people, and this flows over into their approach to teaching.
B) Art is so important in the Italian culture that teachers feel an obligation to help students develop their art skills to their highest potential.
C) The Reggio Emilia approach is heavily influenced by Vygotsky's approach to development.
D) Italians are more collectivistic than individualistic in their social orientation.

Question 28

Early childhood teacher, Ben, receives a call from Kalyn's mother that Kalyn's father has suffered a fall and has broken his leg. The next day, Ben creates a playroom area equipped with developmentally appropriate books about the skeletal system and medically-related toys. Ben's spontaneous planning is an example of

A) the emergent curriculum
B) scaffolding
C) antibias focus
D) assisted performance

Question 29

Which statement accurately describes practices at the Pikler Institute?

A) Children eat and nap outdoors all year round.
B) Children eat outdoors in the summer and nap outdoors year round.
C) Children eat and nap outdoors in the summer and remain indoors for the rest of the year.
D) Children are not allowed to eat outdoors and they never nap outdoors.

Question 30

Of the following descriptions of the elements of self-esteem, which best describes significance?

A) understanding and doing what is right
B) feeling that one has the ability to live one's own life and get one's needs met
C) feeling loved and cared about
D) ability to be successful

Question 31

The element of competence in self-esteem is a matter of how

A) skilled a person is.
B) talented a person is.
C) a person approaches challenges.
D) loved a person feels.

Question 32

Which of the following statements is true about becoming a master learner?

A) You need to learn each child, inside and out
B) It can help you plan better emergent curriculums
C) It requires reflective practice and observation
D) You set a good example for the children by modeling learning
E) All of the above

Question 33

Describe the three thought patterns that violent teens demonstrate during conflict situations. Explain how early childhood professionals can help young children in each of these areas.

Question 34

Describe the four dimensions of self-esteem. Explain how adults can model each of these elements.

Question 35

Compare and contrast the two opposing views on teaching children art. Be sure to include a reference to the theoretical views behind each perspective.