A preschool class is learning the song You Are My Sunshine. The teacher holds up stick puppet images ...

A preschool class is learning the song You Are My Sunshine. The teacher holds up stick puppet images of a sun, a smiling face, a gray sky, and a heart to remind them of the song's lyrics. This activity would represent which of the following stages?
 
  A) enactive
  B) iconic
  C) symbolic
  D) psychomotor

Ques. 2

Fourth graders are learning a group folk dance in preparation for a musical performance for families but the physical education teacher reports to the regular classroom teacher that one boy has refused to participate. When the teacher talks privately with the boy, he says My dad said that dancing is for girls. This is an example of:
 
  A) The influence of significant people in the child's life affecting his range of interest
  B) A child who is making an excuse or telling a lie to avoid doing something he doesn't like
  C) An activity that is not developmentally appropriate for fourth grader students
  D) An activity that should take place during recess and is not worthy of valuable instructional time

Ques. 3

A nonmusician teacher wants to teach some simple songs to toddlers. Some recommended ways to accomplish this are:
 
  A) Set up a listening center and let children use it whenever they wish
  B) Play popular songs that children probably hear on the radio as children arrive and exit from the center
  C) Identify simple songs that are recommended for toddlers and play them in the background prior to teaching them. Choose songs that combine actions with words so that children can participate.
  D) Locate computer software and assign children to work at the computer one at a time with a variety of early childhood songs

Ques. 4

During a direct instruction phonics lesson, a third-grade teacher notices that several students seem disengaged after sitting at their desks for a long period of time. What is one useful way to incorporate movement into the lesson and make it more interactive?
 
  A) Take an activity break every five minutes and tell the children to stretch, bend, or touch their toes.
  B) Have students demonstrate their understanding using their bodies (e.g., using thumbs up/down, sitting down if they disagree with an answer, clapping if they hear a particular sound, writing an answer on a white board).
  C) Remind the children to be better listeners and have recess followed by a restroom break.
  D) Give the students an opportunity to walk around the room whenever they feel like it.

Ques. 5

One of the learning goals in an English/Spanish bilingual preschool is for children to learn the days of the week. How might this be accomplished in a way that is suitable for very young children?
 
  A) Go over a calendar in both English and Spanish every morning and ask children to repeat the days of the week in unison.
  B) Tell students what the current day of the week and ask what day comes before and after that day, requiring them to answer both in English and in Spanish.
  C) Call on individual students to recite the names of the seven days of the week in both languages and give those who can do this a sticker.
  D) Incorporate songs about the days of the week that help children to remember the names of the seven days in both languages.

Ques. 6

During the cold winter months, teachers look for alternatives to outdoor recess. What is one effective way to incorporate large muscle activities during indoor recess?
 
  A) Show a video of outside activities for later use.
  B) Allow children to play tag in the classroom.
  C) Locate and use an alternative site in the school, such as a gymnasium or auxiliary gym.
  D) Supply pencil-and-paper activities such as connect the dots or tracing.

Ques. 7

While teaching first-graders a lesson on life cycles, a child asks to teach the others a song about the life stages of butterflies that she learned at camp over the summer. How can the teacher best handle this request?
 
  A) Suggest that the student teach the song to others during recess.
  B) Ask the child to share the song with you individually and, if the song is scientifically accurate, allow the student to teach it to classmates.
  C) Tell the student songs are for music class only and that singing is not part of the science curriculum.
  D) Ignore the request to keep other children from wanting to bring songs into lessons.