Pect Mod 3

The relationship between the acquisition of symbolic thought and children’s play tends to be most evident when children are engaged in which of the following types of play?

• Sociodramatic play

• Parallel play

• Sensory play

• Associative play

Which of the following routine practices by an early childhood teacher would likely be most effective in helping young children develop lifelong habits of physical fitness?

• Engaging children in activities that promote their mastery of motor and perceptual skills and enjoyment of physical activity

• Involving children in competitive games and instilling the principles of good sportsmanship

• Encouraging children to participate in activities related to their families favorite sports and athletic teams

• Prompting children to develop skills related to specific sports that they can pursue more seriously when they grow older

A group of pre kindergarten teachers at a school advocate for young children’s health by encouraging families to provide their children with a variety of nutritious foods. Which of the following daily eating schedules or practices would be appropriate for teachers to suggest to families?

• Allowing children to serve themselves at family meals & requiring they eat everything they have put in their plates

• Establishing three regular mealtimes & providing children two or three healthy snack choices throughout the day

• Placing an array of foods in accessible containers from which children may help themselves whenever they feel hungry

A prekindergarten teacher watches a four-year-old as she pours sand back and forth among a one-quart, a one-pint, and a one-cup container. The teacher could best use this manipulative play as an opportunity to foster the child's mathematical understanding by:

• offering to show the child that the pint container holds two times as much as the cup container and demonstrating this concept.

• • helping the child memorize the names used for the amounts represented by each of the containers.

• • asking questions and making comments about the relative sizes of the containers as the teacher engages in the activity with the child.

• encouraging the child to guess, check, and then record on a whiteboard the number of smaller containers it takes to fill the large one.

A four-year-old child with weak visual-motor skills gets frustrated when playing with wooden blocks because the blocks keep falling down. Which of the following would likely be the teacher's best response under these circumstances?

• 1. encouraging the child to choose alternative play centers, such as the art area, with materials that do not involve stacking or building

• 1. arranging for the child to work with a partner who places each block after the two children have agreed where it should go

• • closing various play centers periodically, including the block center, to encourage all the children to try new activities

• • providing the child with blocks that have hook-and-loop fasteners that will hold the blocks together when the child stacks them

A prekindergarten teacher wants to promote the fine-motor skills development of a four-year-old child. Which of the following strategies would likely be most appropriate for the teacher to use for this purpose?

• having the child tear construction paper to make a collage

• giving the child crayons to use to color inside an outline

• • teaching the child to tie his or her shoelaces

• asking the child to trace a letter using a pencil

A prekindergarten teacher would like to promote students' physical development while addressing the diverse levels of physical capabilities in the class. Which of the following activities would be most effective for achieving this goal?

• Reading a book about a variety of animals and then having the children

  limitate each animal in their own way as they move around the playground

• pairing up children to participate in sack races and two-person

  playground activities during recess

• organizing a game of follow-the-leader throughout the playground, including climbing, sliding, hanging from bars, and walking on a balance beam

• coordinating noncompetitive races with the children, having them alternately run, skip, and jump to the finish line

A prekindergarten teacher is concerned about the incidence of obesity among her students and wants to work with families to provide information. Which of the following would be the best way for teachers and families to work together to help with the children's physical and social-emotional development?

• counting calories consumed by the children during the day and having families count calories at home

• serving healthy snacks and saving sweet treats only as rewards for good behavior

• requiring children to participate in team sports activities so they can make new

  friends

• modeling and encouraging higher activity levels and healthy eating habits

A prekindergarten teacher is teaching Arianna, a four-year-old with autism spectrum disorder (ASD), how to button and unbutton her coat. Which of the following activities could the teacher use to support teaching of this skill to Arianna?

• asking a peer buddy to show Arianna how to button and unbutton her coat before recess each day

• allowing Arianna to practice buttoning a coat on a variety of dolls during center time

• using one of Arianna's coats on a hanger for her to practice buttoning and

  unbuttoning

• reading a story to Arianna about a favorite character learning to button his or her clothes

Which of the following would be the most effective way for a prekindergarten teacher to build students" understanding of good nutritional practices?

• setting up a kitchen activity center furnished with toy food items and child-size appliances and utensils

• having children assist in the preparation of nutritious snacks as a part of the daily classroom routine

• • displaying posters that use appealing illustrations to convey important messages about healthy eating

• • visiting the school cafeteria to watch a dietician plan and oversee the preparation of lunch