The 4-year-olds at your center have just been to visit a bakery, and the next day you set up an exhibit that shows how flour is made. You have included wheat kernels, a mortar and pestle for grinding them into flour, and little bowls of white and brown flour for the children to taste and feel. Your learning goals are to teach the children that flour comes from wheat, that flour is made by
grinding up wheat, and that there are basically two kinds of flour—white and brown—and that brown flour is more nutritious. You are mainly emphasizing:
a. learning to figure things out.
b. perceptual-sensual learning.
c. learning facts.
d. multicultural learning about brown and white flour.
e. learning related to the physical self because of the emphasis on good nutrition.
c
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a. move toward c. stay the same distance from b. move away from d. move randomly toward or away from
The primary reason that educators in many countries have developed content-area standards to guide instruction is that:
a. the order in which children progress academically tends to follow universal principles. b. laws like the No Child Left Behind Act (NCLB) of 2001 require that states and/or countries establish standards for reading, mathematics, and science. c. children make good progress when teachers provide a consistent structure to the curriculum. d. standards encourage teachers to spend more time on basics of literacy, math, and science and less time on more tangential topics.
If authentic leaders “understand their own values, place followers’ needs above their own, and work with followers to align their interests in order to create a greater common good,” how is this leadership?
What will be an ideal response?
What are several benefits of reading aloud to children?
What will be an ideal response?