English Learning for Early Childhood

1. B. O. Smith (1969) has suggested that a well-educated teacher should be prepared in four areas of teacher competence to be effective in bringing about intended learning outcomes as follows …

• A. Understanding the goals of teaching and learning, setting class before learning begins, preparing students in the class and providing media of learning for children to play

• B. Command of theoretical knowledge about learning and human behavior, display of attitudes that foster learning and genuine human relationships, command of knowledge in the subject matter to be taught and repertoire of teaching skills that facilitate student learning.

• C. Understanding child development and competences of children, determining appropriate strategies of teaching and learning, having a good knowledge and having good communicating in English.

• D. Command of theoretical knowledge about learning and human behavior, having a good knowledge, having good communicating in English and display of attitudes that foster learning and genuine human relationships.

• E. Understanding child development and competences of children, determining appropriate strategies of teaching and learning, command of knowledge in the subject matter to be taught, and repertoire of teaching skills that facilitate student learning.

2. What is the criteria for useful instructional objective (TenBrink, 1974)?

• A. Teacher-oriented, descriptive of appropriate strategies and goals, objective and comprehensive and observable.

• B. Student-oriented, based on child development and competence, measure all activities and accountable.

• C. Teacher-oriented, establish the goals of learning, systematic and constructive and responsible.

• D. Student-oriented, descriptive of appropriate learning outcomes, clear and understandable and observable.

• E. Student-oriented, descriptive of appropriate media and method, systematic and clear and include all student competences

3. What should include in the instructional planning according to Dershirmer (1993) that you can describe in the map?

• A. Pedagogic content knowledge, instruction design, process of learning, monitoring and evaluation programs.

• B. The goals of learning, strategies of teaching and learning, evaluation of programs and assessment of children.

• C. Curriculum, learning programs, theories of learning, content of knowledge, and pedagogic of teacher competences.

• D. Goals, strategies, evaluation, media, method, learning style of children, time, and competences.

• E. Method, content, evaluation, skills, objective, student, classroom management, time and style.

4. Why children should be actively involved in learning, related to John Dewey theory (1909)?

• A. Because children have high curiosity about the world around them, when they do experiment.

• B. Because children need to develop knowledge from their own thinking, when they connect with environment.

• C. Because children absorb and build knowledge more quickly, when children learn by doing.

• D. Because children want to explore objects around them with trial and error.

• E. Because children have individual differences of growth and development

5. In the book Seven Habits of Highly Effective People, Stephen Covey offers practical suggestions for personal improvement that it will improve your use of classroom questions as follows:

• A. Asking fewer questions, differentiating questions, questioning for depth, questioning for breadth, using wait time, selecting students and giving useful feedback.

• B. Asking fewer questions, differentiating questions, questioning for depth, questioning for breadth, using wait time, selecting students and giving useful feedback.

• C. Planning the content knowledge, providing the type of question, using clear spelling and intonation, using body language and repeating a question until children understand.

• D. Asking fewer questions, providing the type of questions, giving time to children to answer the questions, using body language and a repeating question until children understand.

• E. Providing an object and showing to children, asking fewer questions, using wait time, asking children individually, questioning for depth and explaining the knowledge.

6. What is the meaning of proactively planning student-centered instruction according to Tomlinson (1999)?

• A. Involving children in the whole activities, assessing children development, dividing children in the group, classical or individual activities and using social rules in the classroom.

• B. Measuring learning goals or competences of children, providing appropriate media, using active learning approach, agreeing social rules before children play, and assessing language development of children.

• C. Setting class before children learn, agreeing social rules before children play, processing and producing with the goal of maximizing the capacity of each learner and assessing language development of children.

• D. Rooting in assessment and blending whole-class, individual, and small-group instruction to provide multiple approaches to content, involving children in the whole activities and assessing children development

• E. Rooting in assessment and blending whole-class, individual, and small-group instruction to provide multiple approaches to content, processing and producing with the goal of maximizing the capacity of each learner.

7. Why the teacher should consider culturally responsive teaching based on Irrizary (2007)?

• A. Because children come from differences cultures, ethnicities, ras, language and religion, so that respect and appreciate individual difference.

• B. Because children have been educated by family, which they have cultural, educational background of parents and community differences.

• C. Because the teacher should build cultural knowledge, prior experiences, frames of reference and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them.

• D. Because the teacher should introduce specific culture of children that children can explore their culture and solve their problem in the community.

• E. Because the teacher is a good model for children that they can act as well as children’s culture so that learning become effective and efficient with integrated or multiple approach in the classroom.

8. Another important feature of teaching skills is that they clearly draw upon the teachers’ knowledge about effective teaching (Campbell et al., 2004; Muijs and Reynolds, 2005). What knowledge do teachers need to master about teaching based on Shulman (1987)?

(1) knowledge about content

(2) knowledge about broad principles and strategies of classroom management and organisation

(3) knowledge about curriculum materials and programmes

(4) knowledge about family background of children

(5) knowledge about the teaching of particular content topics

(6) knowledge about pupils

(7) knowledge about assessment of child development

(8) knowledge about educational contexts, ranging from the classroom group to aspects of the community

(9) knowledge about educational aims and values.

(10) Knowledge about how to use technology

• A. (1), (2), (3) dan (4) benar

• B. (4), (5), (6) dan (7) benar

• C. (7), (8), (9) dan (10) benar

• D. (1), (3), (5) dan (7) benar

• E. (1), (2), (3) dan (5) benar

9. The stages of development of teaching skills according to Perrott (1982) are…

• A. Cognitive, language, socio-emotional and physic/motoric competences

• B. Awareness, social relationship with children and family and fulfillment children’s need

• C. Cognitive and involves developing an awareness, practice and feedback.

• D. Motivating children, learning about teaching and assessing children development

• E. Setting class before learning, conditioning the children and give assignments to children

10. Why do teachers need to reprimand children who behave negatively mainly?

• A. Because negative behavior harms other children

• B. Because the child does not want to do the assigned task

• C. Because the child provokes friends in class

• D. Because the child's behavior interferes with learning

• E. Because children don't pay attention to lessons