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41. A child with kinesthetic intelligence is quite skilled at mimicking language accents and sounds.
a. True
b. False
42. The ability to use many parts of the body to express emotion is related to musical intelligence.
a. True
b. False
43. Kinesthetic intelligence is related to overall coordination.
a. True
b. False
44. Interpersonalintelligenceisrelatedtothechild’sunderstandingofself.
a. True
b. False
45. A child who is sensitive to facial expressions and gestures has a strong intrapersonal intelligence.
a. True
b. False
46. Children with intrapersonal intelligence tend to be leaders.
a. True
b. False
47. Children with interpersonal intelligence tend to be leaders.
a. True
b. False
48. Children who enjoy working alone are generally strong in intrapersonal intelligence.
a. True
b. False
49. Children who easily notice patterns and objects in the environment are generally strong in naturalistic intelligence.
a. True
b. False
50. Consideration of individual differences involves an understanding of:
a. what is special about the child.
b. what abilities and skills are already developed.
c. whatthechild’smotorskillsare.
d. all of the above.
51. Developmentally appropriate early childhood classrooms are those that demonstrate:
a. uninterrupted play among children.
b. a variety of independent tasks.
c. a variety of small-group tasks.
d. a variety of independent tasks and a variety of small-group tasks.
52. InGardner’stheory,achildwhoiswordsmart(alsoknownaslinguisticintelligence):
a. uses numbers easily.
b. has a rich vocabulary.
c. understands logical patterns.
d. can visualize three-dimensional objects.
53. A child who is picture smart (also known as visual-spatial intelligence):
a. enjoys listening and hearing.
b. appreciates melodies.
c. can retrieve information through images.
d. uses the body to communicate and solve problems.
54. A child who is person smart:
a. usually appreciates one good friend.
b. enjoys people who play music.
c. is sensitive to facial expressions.
d. is able to analyze social situations.
55. An obvious feature of a differentiated classroom is that:
a. it is child-centered and children have set schedules.
b. students are assessed in multiple ways and assessment is done semiannually.
c. it is child-centered and children work in a variety of groupings.
d. the teacher uses a variety of instructional strategies and state-mandated testing.
56. Understanding multiple intelligences is:
a. essential if you are to meet state standards.
b. essential if you are to meet the individual needs of children.
c. important for becoming an Accomplished Teacher.
d. important for focusing on individual characteristics.
57. The No Child Left Behind Act involves:
a. the suggestion that states set standards for academic achievement.
b. annualassessmentstogaugeschooldistricts’progressinimprovingstudents’academicachievement.
c. emphasis on increasing the numbers of Accomplished Teachers.
d. all of the above.
58. The Interstate New Teacher Assessment and Support Consortium (INTASC) Standards:
a. containsuggestionsforimprovingstudents’academicachievement.
b. are performance based.
c. describe what courses teachers should take in order to be awarded a license.
d. were part of the No Child Left Behind Act.
59. Adapting a classroom to accommodate children with special needs is:
a. one of the goals of the INTASC standards.
b. more prevalent in middle and late elementary school levels.
c. a similar process to the basic idea of differentiating instruction.
d. possible only for teachers with special education degrees.
60. A body-smart child:
a. enjoys activities involving models.
b. learns best with activities such as games, acting, and hands-on tasks.
c. learns best with colors, numbers, and music.
d. enjoys doing crafts and working on mechanical projects.
61. The difference between a child with person-smart intelligence and a child with self-smart intelligence is in the:
a. way they work with art materials.
b. manner they prefer to work.
c. way they approach physical activities.
d. manner they put together puzzles.
62. Activities for children who are music smart involve:
a. charts and diagrams.
b. activities involving the body, hands, and fingers.
c. learning through rhythm and melody.
d. images and pictures.
63. Preparing for a creative activity involves:
a. gathering equipment as you go.
b. trying the activity before presenting it to the children.
c. using the activity recommended in the curriculum guide.
d. being as thorough as possible in your explanation.
64. Completing a creative activity is:
a. more important to the teacher than to the child.
b. important to do in the allotted time.
c. dependent on individual differences.
d. important to do in the allotted time and dependent on individual differences.
65. Theteacher’sroleasafacilitatorisoneof:
a. arranging, conducting, and evaluating.
b. encouraging, questioning, and experimenting.
c. questioning, evaluating, and planning.
d. none of the above.
66. The four major areas of growth are:
a. physical, social, emotional, and intellectual.
b. head circumference, body mass, bone density, and height.
c. height, weight, body mass, and bone density.
d. all of the above.
67. When two children exactly the same age perform at different levels, this is an example of:
a. developmental lag.
b. individual differences.
c. developmental patterns.
d. individual developmental lag.
68. What four areas of growth are involved in development?
69. List three transition times that need to be planned in working with young children.
70. List at least three teacher attitudes important to facilitating creative activities.
71. List at least three steps involved in preparation for a creative activity.
72. Why is it important to know how to determine attention span when planning creative activities for young children?
73. What factors need to be taken into account when planning activity patterns?
74. What is a key strategy for avoiding mad dashes at the beginning of free-choice times?
75. Takingintoconsiderationchildren’sneedsandinterests,developmentallevels,andavailablematerialsandresources
76. Physical, social, emotional, and intellectual development areas
77. Differences in performance among children of the same age
78. The ability to remain interested
79. Varying activities to suit developmental needs
80. A role involving encouraging, questioning, and experimenting
