1. Early childhood encompasses three of the four Piagetian stages. Which one of the stages is not reached during early
childhood?
a.
Preoperational
b.
Concrete operational
c.
Sensorimotor
d.
Formal operations
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-01b – Knowing and understanding the multiple influences on early
development and learning.
KEYWORDS:
Bloom’s Taxonomy: Remembering
2. A child goes through a regular sequence of events such as arriving at school, participating in free play, eating a snack,
painting or hearing a story, toileting, washing, eating lunch, taking a nap, having a snack, playing outdoors, and going
home. The concept this child is learning is
a.
size.
b.
space.
c.
time.
d.
classification.
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-05a – Understand content knowledge and resources in mathematics
and science.
KEYWORDS:
Bloom’s Taxonomy: Understanding
3. Concepts can be characterized as
a.
the building blocks of knowledge.
b.
thoughts that are incomplete until adulthood.
c.
ideas that young children do not yet have.
d.
basic to math but not to science.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-01b – Knowing and understanding the multiple influences on early
development and learning.
KEYWORDS:
Bloom’s Taxonomy: Remembering
4. Which of the following is the crux of the interrelationship between mathematics and science?
a.
One must learn basic mathematics first in order to understand science.
b.
The basic concepts of mathematics are the basic process skills of science.
c.
The basic concepts of science must be learned before the math skills.
d.
About half of the math basic concepts are related to science concepts.
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-05a – Understand content knowledge and resources in mathematics
and science.
KEYWORDS:
Bloom’s Taxonomy: Remembering
5. Principles and standards for school mathematics have been set forth by the
a.
National Council of Teachers of Mathematics.
b.
National Association for the Education of Young Children.
c.
National Science Teachers Association.
d.
National Research Council.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-05a – Understand content knowledge and resources in mathematics
and science.
KEYWORDS:
Bloom’s Taxonomy: Remembering
6. The concept of developmentally appropriate practice in all areas of the early childhood curriculum has been the major
focus of the
a.
National Council of Teachers of Mathematics.
b.
National Association for the Education of Young Children.
c.
National Science Teachers Association.
d.
National Research Council.
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-05a – Understand content knowledge and resources in mathematics
and science.
KEYWORDS:
Bloom’s Taxonomy: Remembering
7. The basic rules that guide mathematics instruction are referred to as
a.
standards.
b.
principles.
c.
curriculum guides.
d.
teaching guides.
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-05a – Understand content knowledge and resources in mathematics
and science.
KEYWORDS:
Bloom’s Taxonomy: Remembering
8. Guides to expectations as to what children should know and be able to do at different ages and stages are referred to as
a.
standards.
b.
principles.
c.
curriculum guides.
d.
teaching guides.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-05a – Understand content knowledge and resources in mathematics
and science.
KEYWORDS:
Bloom’s Taxonomy: Remembering
9. Lev Vygotsky, a contemporary of Jean Piaget’s, differed from Piaget in that
a.
he did not agree that development occurs in stages.
b.
his work did not focus on mental activity.
c.
he put less emphasis on the importance of language.
d.
he put more emphasis on the importance of interaction with adults and peers as critical for concept
development.
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-01b – Knowing and understanding the multiple influences on early
development and learning.
KEYWORDS:
Bloom’s Taxonomy: Remembering
10. The area between where the child is now operating independently in mental development and where the child might
go with assistance from an adult or a more mature child is called the zone of
a.
best instruction.
b.
important development.
c.
proximal development.
d.
proximity.
ANSWER:
c
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-01b – Knowing and understanding the multiple influences on early
development and learning.
KEYWORDS:
Bloom’s Taxonomy: Remembering
11. Bredekamp and Rosegrant have adapted the learning cycle model for instruction that is the crux of teaching in
a.
science.
b.
both science and mathematics.
c.
mathematics.
d.
biology only.
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-01b – Knowing and understanding the multiple influences on early
development and learning.
KEYWORDS:
Bloom’s Taxonomy: Remembering
12. The National Science Education Standards
a.
focus on inquiry.
b.
were coordinated by the National Academy of Science’s National Research Council (NRC).
c.
were developed with the major professional organizations in science.
d.
all of these answers.
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.01.04 – Explain the reasons for development of the national assessment
standards.
NATIONAL STANDARDS:
United States – NAEYC-03c – Understand and practice responsible assessment.
KEYWORDS:
Bloom’s Taxonomy: Remembering
13. The concept of object permanence is developed by the end of the _______ period.
concrete operations
a.
sensorimotor
b.
preoperational
c.
concrete operations
d.
formal operations
ANSWER:
a
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-01b – Knowing and understanding the multiple influences on early
development and learning.
KEYWORDS:
Bloom’s Taxonomy: Remembering
14. Precursors of conservation include
a.
counting.
b.
one-to-one correspondence.
c.
comparing.
d.
all of these answers.
ANSWER:
d
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-01b – Knowing and understanding the multiple influences on early
development and learning.
KEYWORDS:
Bloom’s Taxonomy: Understanding
15. In addition to awareness, exploration, and inquiry, which of the following processes are encompassed in the learning
cycle for young children?
a.
Generalization
b.
Utilization
c.
Recognition
d.
All of these answers
ANSWER:
b
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-01b – Knowing and understanding the multiple influences on early
development and learning.
KEYWORDS:
Bloom’s Taxonomy: Remembering
16. The concept of developmentally appropriate practice in all areas of the early childhood curriculum has been the major
focus of the National Association for the Education of Young Children.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-01b – Knowing and understanding the multiple influences on early
development and learning.
KEYWORDS:
Bloom’s Taxonomy: Remembering
17. Concepts can be characterized as thoughts that are incomplete until adulthood.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.01.02 – Describe three types of learning experiences, and give an example of
each.
NATIONAL STANDARDS:
United States – NAEYC-01b – Knowing and understanding the multiple influences on early
development and learning.
KEYWORDS:
Bloom’s Taxonomy: Understanding
18. Guides to what children should know and be able to do at different ages and stages are referred to as curriculum
guides.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-01b – Knowing and understanding the multiple influences on early
development and learning.
KEYWORDS:
Bloom’s Taxonomy: Remembering
19. The Next Generation Science Standards focus on inquiry.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-05a – Understand content knowledge and resources in mathematics
and science.
KEYWORDS:
Bloom’s Taxonomy: Remembering
20. The term inquiry refers to a child’s natural curiosity.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Remembering
21. Piaget’s sensorimotor period is a time when children begin to learn about the world.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Remembering
22. The preoperational period extends from ages 2 to 5.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Remembering
23. An important characteristic of preoperational children is centration.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Remembering
24. During the formal operations period, children learn to solve problems in a logical and systematic manner.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Remembering
25. Preoperational children are able to reverse the process of change mentally.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
26. Preoperational children work on classification and seriation.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
27. A critical inability of preoperational children is the inability to conserve.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
28. Concrete operations children are becoming conservers.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
29. In the cycle of learning, each time a new situation is encountered, infants and toddlers begin with awareness and move
through the first three levels of the cycle.
a.
True
b.
False
ANSWER:
False
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
30. The current thrust in mathematics and science instruction is a movement toward the constructivist approach.
a.
True
b.
False
ANSWER:
True
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-01b – Knowing and understanding the multiple influences on early
development and learning.
KEYWORDS:
Bloom’s Taxonomy: Remembering
ANSWER:
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
KEYWORDS:
Bloom’s Taxonomy: Understanding
ANSWER:
developing in early childhood.
KEYWORDS:
Bloom’s Taxonomy: Understanding
ANSWER:
KEYWORDS:
Bloom’s Taxonomy: Understanding
ANSWER:
KEYWORDS:
Bloom’s Taxonomy: Understanding
ANSWER:
KEYWORDS:
Bloom’s Taxonomy: Understanding
ANSWER:
ANSWER:
sensorimotor, preoperational, concrete operational
sensorimotor, concrete operational, preoperational
preoperational, concrete operational, sensorimotor
preoperational, sensorimotor, concrete operational
concrete operational, sensorimotor, preoperational
concrete operational, preoperational, sensorimotor
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-01b – Knowing and understanding the multiple influences on early
development and learning.
KEYWORDS:
Bloom’s Taxonomy: Remembering
42. Basic rules that guide mathematics instruction are referred to as ____________________.
ANSWER:
principles
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
43. ____________________ are guides to expectations as to what children should know and be able to do at different
ages and stages.
ANSWER:
Standards
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC.05c – Design, implement, and evaluate developmentally meaningful
and challenging curriculum for each child.
KEYWORDS:
Bloom’s Taxonomy: Understanding
44. Precursors of conservation include ______________________________, ___________________________________,
and ______________________________.
ANSWER:
counting, one-to–one correspondence, comparing
counting, comparing, one-to-one correspondence
one-to-one correspondence, comparing, counting
one-to-one correspondence, counting, comparing
comparing, counting, one-to-one correspondence
comparing, one-to-one correspondence, counting
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
45. The Next Generation Science Standards focus on ____________________.
ANSWER:
inquiry
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-05a – Understand content knowledge and resources in mathematics
and science.
KEYWORDS:
Bloom’s Taxonomy: Remembering
46. Pouring water from one container to another is an example of ____________________.
ANSWER:
measuring
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
47. Setting the table with one napkin for each place is an example of ________________________________________.
ANSWER:
one-to-one correspondence
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
48. Lining up sticks from shortest to tallest is an example of ____________________.
ANSWER:
seriation
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
49. ______________________________ is the ability to realize that objects exist, even when they are out of sight.
ANSWER:
Object permanence
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding
50. ____________________ is the ability to hold the original picture in mind and reverse physical change mentally.
ANSWER:
Conservation
LEARNING OBJECTIVES:
MS.CHAR.08.01.01 – Define concept development, and identify the concepts children are
developing in early childhood.
NATIONAL STANDARDS:
United States – NAEYC-04c – Use developmentally appropriate teaching/learning
approaches.
KEYWORDS:
Bloom’s Taxonomy: Understanding