Which of the following is descriptive of a Reggio Emilia school?
a. Curriculum is carefully planned in advance.
b. Children and teachers form an important dyad. c. The school day is carefully scheduled.
d. Children work cooperatively in themes and projects.
Question 2In a Reggio Emilia school, an atelierista is:
a. an art teacher. b. the director.
c. a parent volunteer.
d. an artist-in-residence.
Question 3In Reggio Emilia schools, learning is:
a. based on communication between children and peers and children and adults.
b. embedded in a carefully planned curriculum of developmentally appropriate activities. c. viewed in a neobehaviorist framework.
d. viewed within an interactive-constructivist framework.
Question 4Sensory literacy can be defined as:
a. reading and writing about sensory experiences.
b. a heightened awareness during a sensory experience.
c. reporting sensory experiences, either verbally or in writing. d. using sensory experiences as a basis for creating art.
Question 5Before taking the class on a field trip, the early childhood teacher should:
a. match the experience to the children's interests and the program's goals.
b. visit the destination.
c. notify parents and receive their permission.
d. all of the above
Question 6Field trips to which one of the following locales would probably
not support children's aesthetic development?
a. a planetarium
b. an arboretum
c. a pumpkin patch
d. a nature walk
Question 7The early childhood classroom should be:
a. utilitarian and functional.
b. devoid of visual and auditory distractions so that young children can focus on learning. c. aesthetically pleasing and sensorily rich.
d. replete with visual and auditory stimuli.
Question 8When speaking to young children, it is most appropriate for the teacher to refer to himself or herself:
a. as I or me.
b. by the name the children use, such as Miss Tanya or Mr. Smith. c. as Teacher.
d. all of the above
Question 9Early childhood teachers can best support young children's development of critical judgment in art by:
a. modeling the use of criteria.
b. teaching appropriate criteria for judging art.
c. exposing children to sensory experiences and variety in each of the arts. d. teaching the vocabulary needed to make aesthetic distinctions.