Which of the following is not an example of positive nurturance of children?
A. using spanking to correct misbehavior
B. showing and telling a child in many different ways that he or she is loved, no matter what
C. giving children whatever they want, whenever they want it.
D. all of the above are correct
E. the first and third choices only
E
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The National Board for Professional Teaching Standards developed five core propositions which identify:
a. what students should know and be able to do. b. new strategies for supporting students from diverse cultural backgrounds. c. what accomplished teachers should know and be able to do. d. guidelines for developing education legislature such as No Child Left Behind.
A child has built a large block structure in his Head Start center. He now places two blocks upright and tries to make a bridge across them using a third block. He selects a block of the wrong length to make the bridge, however, and his structure topples. He tries again and again with this block, always getting the same result. A teacher moves over to him and says, "What if you tried a different
block? Which block would be the right length?" The child thinks about this question, selects a longer block, and successfully completes the bridge. This is a good example of a teacher intervening: a. through the use of cognitive dissonance. b. to facilitate accommodation when concepts are beyond the child's level of mastery. c. too quickly, thus depriving a child of an opportunity for internal construction. d. within the zone of proximal development.
The Mozart effect states that listening to the Mozart piano sonata improves the ability to visualize a spatial pattern (ie Pattern) and how the parts fit together. The results are mixed
a) True b) False
With regard to gender development, which of the following statements best incorporates the behaviorist point of view?
a. Gender-role identification arises primarily from psychological crises faced during a particular stage in childhood. b. People acquire cognitive organizational systems that guide their interpretations of what are and are not appropriate gender roles. c. Boys and girls are treated differently from the moment they are born. d. People observe and learn from role models as they follow what they see being rewarded.