101- Chapter 8 Quiz

Teacher directed activities that promote learning and school readiness.

Opportunities for playing with large wooden hollow blocks.

Weekly opportunities for outdoor play.

Child size furniture and accessible orderly shelves.

Does it support relationships? Is it appropriate? Does it build school readiness?

Is it appropriate? Will it appeal to families? Is it comfortable?

Is it appropriate? Does it engage children in all developmental domains? Does it support relationships?

Is it attractive? Is it appropriate? Is it engaging?

Provide children with a break from the real learning that takes place in the classroom.

Give teachers brief relief from supervising children.

Allow high-energy children an opportunity to release pent-up energy so they will not misbehave during instructional time.

Provide children with opportunities to engage in physical activities that build stamina, practice skills, and engage in rich learning activities

Take advantage of the many commercial materials designed especially for early childhood programs because they are bright and decorative and usually help children learn important concepts.

Choose cute, cartoon-like images to decorate to walls as children relate well to these familiar characters.

Use lots of bold, bright primary colors (red, blue, yellow) throughout the room to stimulate the children.

Select soft, light, neutral colors for walls, natural wood finishes for furnishings, and attractively display children's artwork and items of beauty throughout the room.

have a chair for every child.

have music playing in the background.

be spacious enough so that children have room to wiggle.

be used only for the purpose of reading stories.

Offer items directly related to the culture and daily life of the children in the group.

Only include items that reflect typical home life like a stove and sink.

Be sure that all clothing is pull-on so children won't be frustrated by zippers, snaps, and buttons.

Avoid materials that are theme or unit related.

only appropriate for use in the outdoors.

manipulative materials.

sensory materials.

inappropriate in early childhood program.

They are the same as hollow blocks. 

Because children often resist cleaning up blocks, the number available should be limited to 25 or less.

They support the development of motor coordination and strength, imagination, cooperative play and understanding of mathematical concepts.

They should be stored in closed shelving and made available only when close adult supervision is available.

envelopes and notecards.

plastic letters and letter stamps.

string and hole punches.

worksheets and coloring books.

social studies, math, and science areas.

math, science, and library areas.

library, writing, and science areas.

only science.

transition, manipulative-creative, active play, natural elements, and social-dramatic play.

covered porch, climber, sandbox, wheeled vehicles, easel painting.

climbers, sensory, movement, quiet, wheeled toys.

entryways with security gates, superstructures, art, fine motor, and water play.

The teachers' values and goals

The mood of the teachers

The building

Children's needs and developmental stages

Informing parents of how important it is so they can provide for it at home where it is more appropriate.

Telling children not to bother others who wish to be alone.

Creating private spaces in your class by using big boxes, a cover over a table, and secluded corners for one or two children.

Ensuring children have their quiet private time at rest time.

Allowable in early childhood programs for the first hour each morning and the last hour each day to ease the children into and out of the school day and to give the staff time to set-up and clean-up.

Not recommended for children under 2 years of age.

Acceptable for young children if the programs are considered to be educational in content.

An important part of the curriculum in developmentally appropriate early childhood programs.

Provide more consistent disciplining of the disruptive children.

Call conferences to discuss the behaviors with the families of the most disruptive children.

Enlist the help of the program director.

Look closely at the design of your learning environment.