Question 1

Compare and contrast the Montessori, Waldorf, and Reggio Emilia approaches to education.

Accepted Answer

The Montessori, Waldorf, and Reggio Emil

Question 2

What does the word "readiness"
mean to educators who espouse the principles of developmentally appropriate practice (DAP)?

Accepted Answer

To educators who espouse the principles

Question 3

Given all we have learned about human development, the nature versus nurture debate will probably be finally resolved within the next two or three years.

Accepted Answer

A) True 
 B)False

Question 4

Which of the following is true of student-centered instruction?

Accepted Answer

A)  use of small group organization 
B)  use of activity centers 
C)  provision for student choice 
D)  All of these answers are correct. 
A)  use of small group organization 
B)  use of activity centers 
C)  provision for student choice 
D)  All of these answers are correct.

Question 5

In the constructivist approach to teaching, a teacher's major role is to:

Accepted Answer

A)  reward children's appropriate behaviors. 
B)  evaluate children's work. 
C)  support children's curiosities. 
D)  answer children's questions. 
A)  reward children's appropriate behaviors. 
B)  evaluate children's work. 
C)  support children's curiosities. 
D)  answer children's questions.

Question 6

Identify an attribute of developmentally appropriate practice (DAP).

Accepted Answer

A)  Its concept emerged in a political context. 
B)  Its principle stressed that children lack uniqueness. 
C)  It posits that the ways in which people construct their world are uninfluenced by cultural factors. 
D)  It is a theory of education and of child development that contradicts the tradition of child pedagogy. 
A)  Its concept emerged in a political context. 
B)  Its principle stressed that children lack uniqueness. 
C)  It posits that the ways in which people construct their world are uninfluenced by cultural factors. 
D)  It is a theory of education and of child development that contradicts the tradition of child pedagogy.

Question 7

Certain psychological theories of children's development emphasize common developmental patterns independent of culture. Describe at least one example, whether from the chapter, from your reading, or from your own experience, that illustrates a cultural difference in how a child's development proceeds.

Accepted Answer

One example of a cultural difference in

Question 8

The constructivist view of readiness differs from the traditional view in that constructivists emphasize that cognitive readiness is not determined simply by biological maturation.

Accepted Answer

A) True 
 B)False

Question 9

Developmentally appropriate practice is effective:

Accepted Answer

A)  only in teaching children of preschool age. 
B)  only in teaching children at the preschool and primary levels. 
C)  in teaching young children and students in middle schools but not at the secondary level. 
D)  in teaching students of all age groups. 
A)  only in teaching children of preschool age. 
B)  only in teaching children at the preschool and primary levels. 
C)  in teaching young children and students in middle schools but not at the secondary level. 
D)  in teaching students of all age groups.

Question 10

In developmentally appropriate classrooms, screening and assessment are excellent ways to decide who should be placed in the top reading group.

Accepted Answer

A) True 
 B)False

Compare and contrast the Montessori, Waldorf, and Reggio Emilia approaches to education.

What does the word "readiness" mean to educators who espouse the principles of developmentally appropriate practice (DAP)?

Given all we have learned about human development, the nature versus nurture debate will probably be finally resolved within the next two or three years.

Which of the following is true of student-centered instruction?

In the constructivist approach to teaching, a teacher's major role is to:

Identify an attribute of developmentally appropriate practice (DAP).

The constructivist view of readiness differs from the traditional view in that constructivists emphasize that cognitive readiness is not determined simply by biological maturation.

Developmentally appropriate practice is effective:

In developmentally appropriate classrooms, screening and assessment are excellent ways to decide who should be placed in the top reading group.

Education in a Changing Society

Multicultural and Global Education: Historical and Curricular Perspectives

Culture and the Culture-Learning Process

Classrooms and Schools As Cultural Crossroads

Intercultural Development: Considering the Growth of Self and Others

Creating Classrooms That Address Race and Ethnicity

The Classroom As a Global Community: Nationality and Region

Teaching in a Linguistically Diverse Classroom: Understanding the Power of Language

Religious Pluralism in Secular Classrooms

Developing Gender Inclusive Schools and Classrooms: The Emergence of Gender and Sexual Diversity

Creating Inclusive Classrooms: The Abilitydisability Continuum and the Health Dimension

Improving Schools for All Children: The Role of Social Stratification in Teaching and Learning

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Exam 11: Creating Developmentally Appropriate Classrooms: The Importance of Age and Developmental Status

Compare and contrast the Montessori, Waldorf, and Reggio Emilia approaches to education.

What does the word "readiness" mean to educators who espouse the principles of developmentally appropriate practice (DAP)?

Given all we have learned about human development, the nature versus nurture debate will probably be finally resolved within the next two or three years.

Which of the following is true of student-centered instruction?

In the constructivist approach to teaching, a teacher's major role is to:

Identify an attribute of developmentally appropriate practice (DAP).

The constructivist view of readiness differs from the traditional view in that constructivists emphasize that cognitive readiness is not determined simply by biological maturation.

Developmentally appropriate practice is effective:

In developmentally appropriate classrooms, screening and assessment are excellent ways to decide who should be placed in the top reading group.

Education in a Changing Society

Multicultural and Global Education: Historical and Curricular Perspectives

Culture and the Culture-Learning Process

Classrooms and Schools As Cultural Crossroads

Intercultural Development: Considering the Growth of Self and Others

Creating Classrooms That Address Race and Ethnicity

The Classroom As a Global Community: Nationality and Region

Teaching in a Linguistically Diverse Classroom: Understanding the Power of Language

Religious Pluralism in Secular Classrooms

Developing Gender Inclusive Schools and Classrooms: The Emergence of Gender and Sexual Diversity

Creating Inclusive Classrooms: The Abilitydisability Continuum and the Health Dimension

Improving Schools for All Children: The Role of Social Stratification in Teaching and Learning

Filters