CHAPTER 4
Chapter 4 True/False Questions
Circle T if the statement is true; circle F if the statement is false.
T F 1. It is best to start group time after all the children have arrived at the circle and are sitting
quietly.
T F 2. All developmentally appropriate classrooms start the day with group time.
T F 3. Generally, when children disrupt group time, they should be asked to leave the circle
until they are ready to behave.
T F 4. In a brainstorming group time, the children identify what they know, what they want to
know, and how they would like to find out.
T F 5. Activities within the body of the group time should vary from one day to the next.
T F 6. Showing the children fruit in a fruit basket prior to playing the game “Upset the Fruit
Basket” could be used as a group time transition.
T F 7. Children with special needs should not be included in whole group instruction as their
needs vary greatly from the rest of the class.
T F 8. The closing of each group time is actually a transition to the next event in the daily
schedule.
T F 9. Group times are mostly teacher talking times, when the main focus is on children
listening and taking turns talking one at a time.
T F 10. It is a poor tactic to sing the same song several times over at the beginning of group
time.
Chapter 4 Multiple Choice Questions
Circle the best answer.
11. Groups times involve which of the following components?
a. Opening, transitions, body, closing
b. Introduction, focal point, ending
c. Finger play, song, story, and dismissal
d. The components vary from one age group to another
e. Opening, body, dismissal
12. Which strategy is NOT likely to be successful in presenting a large group experience?
a. Hand out rhythm sticks as the first step in a group music experience.
b. Use changes in voice tone and rhythm to create suspense or drama.
c. Continually scan the group to determine the level of interest.
d. Use dramatic hand gestures and animated facial expressions.
13. Which of the following are pitfalls that teachers experience in presenting large group
experiences?
1. Teachers pull a book randomly off the shelf to read just as the children arrive at group
time
2. Teachers including too many routine activities into group time.
3. Teachers select inappropriate materials for whole group instruction.
4. Teachers varying the types of group time conducted from day to day.
a. All the above
b. 1 and 2
c. 1, 2 and 3
d. 3 and 4
14. Which of the following activities would make the best opening at group time?
a. Start a conversation with the children about what they had for breakfast.
b. Sing the “Eensy–weensy spider” two or three times, varying the volume and
speed.
c. Tell a story using a flannel board.
d. Explain to the children that a field trip is coming up that afternoon.
15. What activity would happen in a group time that incorporates the Author’s Chair?
a. Mrs. Jones selects an author of the week and reads the children a story by that
author while sitting in her rocking chair at group time.
b. A child selects a favorite author from books in the book basket, then goes up
and shows the others the book selected.
c. Five-year-old Melissa reads a story she wrote herself to the others in her class.
d. Five-year-old Melissa shares a favorite picture book from home and then the
teacher and the children talk about the author and the illustrator.
16. The teacher is planning a group time around the concept of leaves. The best approach would
be to do which of the following things?
a. Have real leaves for the children to look at and handle.
b. Use a large picture book that shows leaves on trees.
c. Sing a song about leaves.
d. Remind children about the leaves that they have seen outside.
17. At group time Mrs. Rausch is talking to 20 3-year-olds about how to care for a pet. Which of
the following strategies would best enhance the activity?
a. Pass around a dog brush, waiting for each child to touch it and ask a question or make an
observation about it.
b. Read a story about a child who takes care of his pet dog.
c. Have several dog brushes for the children to look at in smaller groups around the circle.
d. None of the above
18. 4-year-old Samantha is having a hard time paying attention to the story at group time.
According to your book, which of the following strategies should the adult leading the group
time use to help Samantha?
a. Talk to Samantha’s mom about her problems at group time.
b. Have Samantha sit away from the group for a while.
c. Stop the story, asking everyone to wait for Samantha to settle down.
d. None of the above
19. Mrs. Hansen, the Head Start teacher, has an aide in her classroom. During group time what
would be the best use for the aide?
1. Prepare the materials for the next activity.
2. Assist with group time by sitting in the circle with the children.
3. Assist with group time by sitting away from the group, but keeping an eye on
the children who often have the most difficulty participating.
4. Lead the group time, while Mrs. Hansen sits in the circle participating with the
children.
a. 1
b. 2
c. 1 or 3
d. 2 and 4
20. The teacher notices that over the past several days, children have been leaving toys out on
the playground. He decides to address the problem during group time. Which of the
following group times would offer the best vehicle for addressing the problem?
a. Planning times
b. Class meetings
c. Brainstorming Groups
d. Plan-do-review
21. Which of the following locations would make the best place to have a whole group time?
a. In the carpeted block area, with open shelves facing out toward the carpet.
b. In the carpeted block area, with the shelves closed.
c. In the carpeted block area, with individual chairs for each child to sit on in three rows.
d. None of the above
Chapter 4 Short Answer Questions
Give a short, concise answer to each statement.
22. Name and briefly describe 3 variations on standard group times as listed in your textbook.
23. Name 2 things to consider in selecting a physical location for group time.
24. Describe 3 pitfalls to avoid in planning effective group times
Chapter 4 Essay Questions
Give complete responses to each statement.
25. Describe at least 6 things you would do to prepare for a circle time with a group of 4-year–
old children. Explain the importance of each of the strategies you identify.
26. Raymond often has difficulty sitting through an entire group time. He is easily distracted and
finds it challenging to move from one routine to another. Explain how you would help
Raymond have a positive group time experience.
27. Imagine that you are the head teacher for a group of 3 and 4-year-old children. The children
in your class have become interested in mailing things and getting things in the mail. How
could a group time serve as a way to explore this topic further? Outline the things you would
have to consider and in what ways a group time would be appropriate or less appropriate for
this purpose.
Chapter 4:
Short Answer: Give a short, concise answer to each statement.
Essay: Give complete responses to each statement.