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WorksheetsEnglish Learning for Early Childhood
Total questions: 40
Worksheet time: 37mins
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
11. According to Ramire (2016), people who speak, read and write in two or more languages have higher ….. than people who only speak one language, because the brain equipped to adapt to the environment and new experiences.
A. Lobus frontal
B. Cerebrum
C. Brainstem
D. Neural plasticity
E. Corpus callosum
12. According to Piaget (1932) at the age of 2 to 7 years, children are still thinking symbolic, where children learn language through ....
A. Playing sand and water and forming playdough
B. Pretend play, drawing pictures and talking
C. Counting things, and trial and error object
D. Playing blocks and writing words
E. Playing puzzles, folding paper and mixing colors
13. Because early childhood children are still in the stage of concrete thinking, so if the teachers introduce a vocabulary, they should use ...
A. Real thing
B. Fake thing
C. Interesting pictures
D. Object symbol
E. Letter symbol
14. According to Vygotsky (1978), children learn everything including language through...
A. Other people's conversations
B. Reading pictures
C. Telling the experience
D. Social interaction
E. Saying greetings
15. When children have difficulty in pronouncing an English vocabulary, the teacher helps the child to spell gradually. In Vygotsky's theory, what the teacher does is called...
A. One of promixal development
B. Trial and error
C. Scaffolding
D. Golden age
E. Development stage
16. In multiple intelligence learning, if the type of learner is prominent in the intrapersonal aspect, then the most effective English language learning activities can be given in a...
A. Letting children learn in their own room, creating their own language creativity and displaying it in their own locker bag
B. Displaying his work in front of the class, telling his work and saving his own work
C. Discussing ideas together, working on projects together, and presenting in front of the class
D. Singing in front of the class, role playing and telling the stories
E. Creating their own space, sharing their work, and providing models for children to provide feedback.
17. In Bloom's taxonomy, if the children are able to answer the teacher's questions correctly, it means that the children are already at the cognitive stage….
A. Remembering
B. Understanding
C. Applying
D. Analysing
E. Evaluating
18. Cummins (1994) develops learning English in two levels, namely...
A. Social academic English pronunciation and reading comprehension
B. Multiple intelligence in English learning and cognitive development proficiency
C. Reading, writing and reading comprehension and social-cognitive learning
D. Basic interpersonal communication skills and cognitive academic language proficiency
E. Zone of proximal development and scaffolding in English learning
19. According to Chomsky (1970), if children can understand the meaning and structure of their mother tongue well, then ...
A. Children will have difficulty using a foreign language
B. Children need help using a foreign language
C. Children will quickly master a foreign language
D. Children will quickly master a foreign language
E. Children are able to learn mother tongue gradually
20. At the age of 3-5 years, children are already at the intermediate fluency stage of language acquisition development, namely ...
A. Makes few and pronunciation errors and display obvious comprehension of language
B. Comprehends, speak, and writes on a level similar to a native speaker
C. Has a fairly good comprehension and can say basic sentences
D. Verbalizes one or two familiar phrases and has still has limited comprehension
E. Is able to display slight comprehension through nodding "yes" or "no"
21. Learning objectives can be taken from the curriculum of ECE 2013, namely....
A. Basic competence
B. Main competence
C. Core competence
D. Basic and core competencies
E. General competence
22. Learning materials should be taken based on:
(1) the closest object to the child
(2) child's interest
(3) children's needs and development
(4) the farthest object to the child
(5) teacher planning
A. (1), (2), and (3) true
B. (1), (3), and (5) true
C. (2), (3), and (4) true
D. (2), (4), and (5) true
E. (3), (4), and (5) true
23. Learning methods/strategies that can activate children learning are:
(1) lecture
(2) question and answer
(3) command
(4) discussion
(5) praising
(6) role playing
(7) project
(8) case study
(9) admonishing
(10) take away privileges
A. (1), (2), (3), (4), (5), and (6) true
B. (1), (3), (5), (7), (9), and (10) true
C. (2), (4), (5), (6), (7), and (8) true
D. (2), (3), (5), (6), (7), and (8) true
E. (3), (4), (5), (7), (8), and (9) true
24. Learning media to develop children's sensory motor and English language which are suitable as follows:
(1) sand and water
(2) blocks and miniature toys
(3) tree branches and leaves
(4) sugar and salt
(5) word cards and storybooks
(6) grain
(7) flour and powder
(8) video games
A. (1), (3), (5), (7), and (8) true
B. (1), (4), (5), (6), and (7) true
C. (2), (4), (5), (6), and (8) true
D. (2), (3), (4), (5), and (6) true
E. (3), (4), (5), (6), and (7) true
26. Opening activities should include the following activities:
(1) greetings and prayers
(2) calming
(3) child conditioning
(4) group work
(5) apperception
(6) feedback
(7) general explanation of themes
A. (1), (2), (3), and (4) true
B. (1), (3), (5), and (7) true
C. (2), (3), (4), and (5) true
D. (2), (4), (6), and (7) true
E. (3), (4), (5), and (6) true
26. The core activity is an activity which prioritizes children's work …
A. individually
B. in groups
C. classically
D. individually and in groups
E. classically, in groups and individually
27. The main objective of the closing activities is to...
A. free play and calming
B. feedback and pray before going home
C. simple game and teacher explanation
D. explanation of tasks for the next day
E. feedback and calming
28. Child development assessment should refer to...
A. learning objectives
B. learning materials
C. learning method
D. learning media
E. learning activities
29. Learning evaluation was carried out to evaluate:
(1) lesson planning
(2) learning implementation
(3) learning objectives
(4) learning evaluation
(5) opening activities
(6) learning materials
(7) core activities
(8) closing activities
(9) learning method
(10) learning media
A. (1), (2), (3), (4), (5), and (6) true
B. (1), (2), (4), (5), (7), and (8) true
C. (1), (3), (5), (7), (9), and (10) true
D. (2), (4), (6), (8), (9), and (10) true
E. (3), (4), (5), (6), (7), and (8) true
30. Learning English for early childhood is…
A. A set of English practice activities for children so that children can socialize in the international world in the future
B. A set of play activities carried out between the teacher and children who use English appropriately
C. A set of teaching and learning activities based on the 2013 PAUD curriculum combined with the English language program at school
D. A set of children's learning activities that use English as the language of instruction to improve children's English skills
E. A set of learning activities that have been programmed using English from the beginning to the end of the learning activities
31. Utilizing the phenomenon of working together in learning which emphasizes the formation of relationships between one student and another, the formation of democratic attitudes and behavior and the growth of productivity in student learning activities. This is the model of ...
A. Active learning
B. Montessori method
C. Cooperative learning
D. Contextual learning
E. Bank street
32. It knows as the developmental-interaction approach, recognizes that all individuals learn best when they are actively engaged with materials, ideas, and people, and that authentic growth requires diverse and nurturing opportunities for ongoing social, emotional, and cognitive development. This view comes from ...
A. Bank Street
B. Montessori method
C. Cooperative learning
D. Active learning
E. Waldorf
33. It is based on self-directed activity, hands-on learning and collaborative play. Children make creative choices in their learning, while the classroom and the highly trained teacher offer age-appropriate activities to guide the process. This approach comes from ...
A. Rudolf Steiner
B. Montessori
C. Piaget
D. Vygotsky
E. Erikson
34. The young children learn best through immersion in un-self-conscious imitation of practical activities. The early childhood curriculum focuses on experiential education and imaginative play. The overall goal of the curriculum is to "imbue the child with a sense that the world is good". This approach comes from ...
A. Kilpatrick
B. Dewey
C. Piaget
D. Steiner
E. Pestalozzi
35. It is defined as a way to introduce content using a variety of active- learning techniques designed to help students connect what they already know to what they are expected to learn, and to construct new knowledge from the analysis and synthesis of this learning process. This approach is used by ...
A. Bank Street
B. Multiple intelligence
C. Integrated learning
D. Active learning
E. Contextual learning
36. It is an instruction that involves actively engaging students with the course material through discussions, problem solving, case studies, role plays and other methods. This approach is ...
A. Integrate learning
B. Contextual learning
C. Active learning
D. Whole language
E. Independent learning
37. It is the process of making connections among concepts and experiences so that information and skills can be applied to novel and complex issues or challenges. This approach is ...
A. Integrated learning
B. Active learning
C. Contextual learning
D. Bank Street
E. Montessori
38. The Among system prioritizes two main principles: nature and the basis of freedom. The Among system is able to guide towards achieving a person who is physically and mentally free. The orientation of education in this system is towards students, which in new terminology is called student centered. This approach comes from ...
A. Taman siswa
B. Montessori
C. Froebel
D. Piaget
E. Vygotsky
39. This theory suggests human intelligence can be differentiated into the following modalities: visual-spatial, verbal-linguistic, musical-rhythmic, logical-mathematical, interpersonal, intrapersonal, naturalistic and bodily-kinesthetic. This concept comes from ...
A. Gardner
B. Montessori
C. Erikson
D. Froebel
E. Pestalozzi
40. Freedom with guidance; unity, connectedness and community; engaging with nature; learning through self-activity and reflection; the central importance of play; creativity and the power of symbols; knowledgeable and nurturing educators are the principle from ...
A. Montessori
B. Froebel
C. Pestalozzi
D. Piaget
E. Dewey
