Deck 5: Supporting Play for Preschool Children

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Question
Math skills can only be developed through social arbitrary knowledge.
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Question
The art of singing is learned through singing.
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The National Council for Teachers of Mathematics suggests that it is not appropriate to use workbooks or worksheets to teach math.
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Rap music with violent themes should only be used to demonstrate music styles.
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Preschool children need at least 15 minutes to engage in play during center time.
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When teachers assume the role of guardian of the gate, they protect play by facilitating careful entry into the play.
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Reading skills can be transmitted using social arbitrary knowledge.
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A choice board should not be used in preschool classrooms to choose centers.
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Preschool children need at least ____ minutes to become engaged in play.

A) 15
B) 30
C) 45
D) 60
E) 90
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Research focusing on the child's early learning and healthy development demonstrates that when children are properly supported in their play, play activities enhance learning.
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The most important step in creating the context for play for preschoolers is planning and organization.
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Language begins before birth, when parents talk.
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Teachers should be aware that there are some non-singers in the classroom and adjust the time spent on music accordingly.
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Singing in the classroom is a developmentally appropriate practice.
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The dominant play during the preschool years is practice play.
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Ringing a bell to send children to another center is appropriate in preschool.
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Studies of children in academic-content preschools and play-based preschools found no significant differences in academic abilities.
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The natural realistic approach to science is the best approach for teaching preschool children.
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60 percent of children under 5 are cared for by someone other than their parents for an average of 30 hours a week.
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Evaluating play provides teachers with opportunities to document both play and learning using authentic, ongoing assessment.
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The ____________________ curriculum is a Social Studies approach that focuses on what is close to the child.
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Knowledge of science is developed through ______________________________.
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The ____________________ provides a platform for play reenactment.
Question
When a child moves from the controlled scribbles stage to a point of repeating marks on paper, they are in the:

A) basic form stage.
B) preschematic stage.
C) extended play stage.
D) basic form and preschematic stages.
E) basic form and extended play stages.
Question
The ____________________ approach is used as a regular part of the Reggio Emilia approach.
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The teacher as ____________________ helps resolve conflicts by offering alternatives to children.
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Research suggests that children need _______ square feet of space per child to facilitate play.
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Music in the classroom is limited only by the ____________________.
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The teacher serves as ____________________ when he suggests that specific children play with other children.
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Knowledge that occurs when children construct a relationship between two objects is described by Piaget as:

A) physical knowledge.
B) logical-mathematical knowledge.
C) social arbitrary knowledge.
D) egocentrism.
E) all of the above.
Question
The only integrative play program that can support its approach with longitudinal data is:

A) High/Scope.
B) Bank Street.
C) Reggio Emilia.
D) Creative Curriculum.
E) Spring Hill.
Question
Guiding play within the play frame may involve:

A) parallel play.
B) co-play.
C) parent/teacher collaboration.
D) both A and B.
E) both A and C.
Question
Planning and organizing involves orchestrating:

A) time.
B) space.
C) materials.
D) all of the above.
E) none of the above.
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Allocating _____ hour for center play ensures quality outcomes from play.
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Most 3- and 4-year-olds are in the __________ stage of art development.
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The dominant type of play for preschool children is:

A) object play.
B) functional play.
C) exploratory play.
D) constructive play.
E) pretend play.
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Programs that integrate play into their program include:

A) High/Scope.
B) Bank Street.
C) Reggio Emilia.
D) Creative Curriculum.
E) all of the above.
Question
Katz and Chard (1989) recommend the ____________________ approach for social studies.
Question
A well-designed play environment should allow the child to:

A) choose the play center.
B) change their center to another center.
C) play for least an hour.
D) all of the above.
E) none of the above.
Question
According to Piaget, knowledge of science can be developed through play-based inquiry activities that utilize:

A) physical knowledge.
B) logical-mathematical knowledge.
C) social arbitrary knowledge.
D) egocentrism.
E) none of the above.
Question
To keep centers from becoming overwhelming to children, materials and centers should be ____________________.
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____________________ assessment is also called authentic assessment.
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The ______________________________ approach is based on enhancing the development of the child through interaction with the world.
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List three major roles that teachers assume in the play frame.
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The ____________________ provides an area that reminds the child of home.
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Children need exposure to repetitive ideas to optimize play.
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List four activities that should be encouraged when children are in the fundamental movement phase.
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List four centers that might be included in a play environment for preschoolers.
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____________________ is a program that originally started as the Perry Preschool Project.
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The ____________________ provides a quiet place for a child to look at a book, listen to a tape, or listen to a favorite story.
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The program located at Columbia Teachers College, ____________________, was initially started by Lucy Sprague Mitchell in 1916 as the Bureau of Educational Experiments.
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Children learn numbers through counting with ____________________ or ____________________, not coloring a worksheet with 1 written on it that means nothing to the child.
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____________________ assessment is based on play.
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List three things that you should consider when selecting play materials for the preschool child.
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____________________ are areas that encourage children to play with materials that reflect real-life materials typically found in a doctor's office, flower shop, store, etc.
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What are the four main areas for creating the context for play for preschoolers?
Question
The High/Scope approach uses the daily routine of ___________, ____________, and ____________ to implement a play-based curriculum.
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Music and movement centers support the development of ____________________ and ____________________ motor skills.
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The key to providing high quality artistic experiences in the art center is organizing the materials so that they are on the ____________________ level.
Question
High/Scope uses a approach that involves the children in _____________ their play.
Question
Match between columns
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Co-play
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Play frame
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Logical-mathematical knowledge
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Play tutor
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Basic form stage
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Play years
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Parallel play
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Plan, do, review
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Spokesperson for reality
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Fundamental movement phase
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Social arbitrary knowledge
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Plato
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
"Here-and-now" curriculum
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
IRA
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Physical knowledge
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
NAEYC
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Preschematic Stage
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Montessori
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Developmental-interaction
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Creative curriculum
Question
Match between columns
Program based on a maturationist approach that encourages children to use sensory materials.
Co-play
Program based on a maturationist approach that encourages children to use sensory materials.
Play frame
Program based on a maturationist approach that encourages children to use sensory materials.
Logical-mathematical knowledge
Program based on a maturationist approach that encourages children to use sensory materials.
Play tutor
Program based on a maturationist approach that encourages children to use sensory materials.
Basic form stage
Program based on a maturationist approach that encourages children to use sensory materials.
Play years
Program based on a maturationist approach that encourages children to use sensory materials.
Parallel play
Program based on a maturationist approach that encourages children to use sensory materials.
Plan, do, review
Program based on a maturationist approach that encourages children to use sensory materials.
Spokesperson for reality
Program based on a maturationist approach that encourages children to use sensory materials.
Fundamental movement phase
Program based on a maturationist approach that encourages children to use sensory materials.
Social arbitrary knowledge
Program based on a maturationist approach that encourages children to use sensory materials.
Plato
Program based on a maturationist approach that encourages children to use sensory materials.
"Here-and-now" curriculum
Program based on a maturationist approach that encourages children to use sensory materials.
IRA
Program based on a maturationist approach that encourages children to use sensory materials.
Physical knowledge
Program based on a maturationist approach that encourages children to use sensory materials.
NAEYC
Program based on a maturationist approach that encourages children to use sensory materials.
Preschematic Stage
Program based on a maturationist approach that encourages children to use sensory materials.
Montessori
Program based on a maturationist approach that encourages children to use sensory materials.
Developmental-interaction
Program based on a maturationist approach that encourages children to use sensory materials.
Creative curriculum
Question
Match between columns
Programs for professional development based on a typical nursery school model.
Co-play
Programs for professional development based on a typical nursery school model.
Play frame
Programs for professional development based on a typical nursery school model.
Logical-mathematical knowledge
Programs for professional development based on a typical nursery school model.
Play tutor
Programs for professional development based on a typical nursery school model.
Basic form stage
Programs for professional development based on a typical nursery school model.
Play years
Programs for professional development based on a typical nursery school model.
Parallel play
Programs for professional development based on a typical nursery school model.
Plan, do, review
Programs for professional development based on a typical nursery school model.
Spokesperson for reality
Programs for professional development based on a typical nursery school model.
Fundamental movement phase
Programs for professional development based on a typical nursery school model.
Social arbitrary knowledge
Programs for professional development based on a typical nursery school model.
Plato
Programs for professional development based on a typical nursery school model.
"Here-and-now" curriculum
Programs for professional development based on a typical nursery school model.
IRA
Programs for professional development based on a typical nursery school model.
Physical knowledge
Programs for professional development based on a typical nursery school model.
NAEYC
Programs for professional development based on a typical nursery school model.
Preschematic Stage
Programs for professional development based on a typical nursery school model.
Montessori
Programs for professional development based on a typical nursery school model.
Developmental-interaction
Programs for professional development based on a typical nursery school model.
Creative curriculum
Question
Match between columns
An approach used by High/Scope to structure children's play experiences.
Co-play
An approach used by High/Scope to structure children's play experiences.
Play frame
An approach used by High/Scope to structure children's play experiences.
Logical-mathematical knowledge
An approach used by High/Scope to structure children's play experiences.
Play tutor
An approach used by High/Scope to structure children's play experiences.
Basic form stage
An approach used by High/Scope to structure children's play experiences.
Play years
An approach used by High/Scope to structure children's play experiences.
Parallel play
An approach used by High/Scope to structure children's play experiences.
Plan, do, review
An approach used by High/Scope to structure children's play experiences.
Spokesperson for reality
An approach used by High/Scope to structure children's play experiences.
Fundamental movement phase
An approach used by High/Scope to structure children's play experiences.
Social arbitrary knowledge
An approach used by High/Scope to structure children's play experiences.
Plato
An approach used by High/Scope to structure children's play experiences.
"Here-and-now" curriculum
An approach used by High/Scope to structure children's play experiences.
IRA
An approach used by High/Scope to structure children's play experiences.
Physical knowledge
An approach used by High/Scope to structure children's play experiences.
NAEYC
An approach used by High/Scope to structure children's play experiences.
Preschematic Stage
An approach used by High/Scope to structure children's play experiences.
Montessori
An approach used by High/Scope to structure children's play experiences.
Developmental-interaction
An approach used by High/Scope to structure children's play experiences.
Creative curriculum
Question
Match between columns
International Reading Association.
Co-play
International Reading Association.
Play frame
International Reading Association.
Logical-mathematical knowledge
International Reading Association.
Play tutor
International Reading Association.
Basic form stage
International Reading Association.
Play years
International Reading Association.
Parallel play
International Reading Association.
Plan, do, review
International Reading Association.
Spokesperson for reality
International Reading Association.
Fundamental movement phase
International Reading Association.
Social arbitrary knowledge
International Reading Association.
Plato
International Reading Association.
"Here-and-now" curriculum
International Reading Association.
IRA
International Reading Association.
Physical knowledge
International Reading Association.
NAEYC
International Reading Association.
Preschematic Stage
International Reading Association.
Montessori
International Reading Association.
Developmental-interaction
International Reading Association.
Creative curriculum
Question
Match between columns
National Association for the Education of Young Children.
IRA
National Association for the Education of Young Children.
Co-play
National Association for the Education of Young Children.
Play frame
National Association for the Education of Young Children.
Logical-mathematical knowledge
National Association for the Education of Young Children.
Play tutor
National Association for the Education of Young Children.
Basic form stage
National Association for the Education of Young Children.
Play years
National Association for the Education of Young Children.
Parallel play
National Association for the Education of Young Children.
Plan, do, review
National Association for the Education of Young Children.
Spokesperson for reality
National Association for the Education of Young Children.
Fundamental movement phase
National Association for the Education of Young Children.
Social arbitrary knowledge
National Association for the Education of Young Children.
Plato
National Association for the Education of Young Children.
"Here-and-now" curriculum
National Association for the Education of Young Children.
Physical knowledge
National Association for the Education of Young Children.
NAEYC
National Association for the Education of Young Children.
Preschematic Stage
National Association for the Education of Young Children.
Montessori
National Association for the Education of Young Children.
Developmental-interaction
National Association for the Education of Young Children.
Creative curriculum
Question
Match between columns
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Co-play
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Play frame
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Logical-mathematical knowledge
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Play tutor
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Basic form stage
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Play years
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Parallel play
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Plan, do, review
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Spokesperson for reality
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Fundamental movement phase
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Social arbitrary knowledge
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Plato
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
"Here-and-now" curriculum
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
IRA
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Physical knowledge
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
NAEYC
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Preschematic Stage
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Montessori
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Developmental-interaction
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Creative curriculum
Question
Match between columns
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Co-play
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Play frame
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Logical-mathematical knowledge
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Play tutor
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Basic form stage
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Play years
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Parallel play
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Plan, do, review
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Spokesperson for reality
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Fundamental movement phase
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Social arbitrary knowledge
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Plato
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
"Here-and-now" curriculum
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
IRA
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Physical knowledge
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
NAEYC
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Preschematic Stage
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Montessori
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Developmental-interaction
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Creative curriculum
Question
Match between columns
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Co-play
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Play frame
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Logical-mathematical knowledge
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Play tutor
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Basic form stage
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Play years
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Parallel play
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Plan, do, review
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Spokesperson for reality
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Fundamental movement phase
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Social arbitrary knowledge
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Plato
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
"Here-and-now" curriculum
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
IRA
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Physical knowledge
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
NAEYC
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Preschematic Stage
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Montessori
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Developmental-interaction
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Creative curriculum
Question
Match between columns
According to Piaget, knowledge transmitted through social interactions.
Co-play
According to Piaget, knowledge transmitted through social interactions.
Play frame
According to Piaget, knowledge transmitted through social interactions.
Logical-mathematical knowledge
According to Piaget, knowledge transmitted through social interactions.
Play tutor
According to Piaget, knowledge transmitted through social interactions.
Basic form stage
According to Piaget, knowledge transmitted through social interactions.
Play years
According to Piaget, knowledge transmitted through social interactions.
Parallel play
According to Piaget, knowledge transmitted through social interactions.
Plan, do, review
According to Piaget, knowledge transmitted through social interactions.
Spokesperson for reality
According to Piaget, knowledge transmitted through social interactions.
Fundamental movement phase
According to Piaget, knowledge transmitted through social interactions.
Social arbitrary knowledge
According to Piaget, knowledge transmitted through social interactions.
Plato
According to Piaget, knowledge transmitted through social interactions.
"Here-and-now" curriculum
According to Piaget, knowledge transmitted through social interactions.
IRA
According to Piaget, knowledge transmitted through social interactions.
Physical knowledge
According to Piaget, knowledge transmitted through social interactions.
NAEYC
According to Piaget, knowledge transmitted through social interactions.
Preschematic Stage
According to Piaget, knowledge transmitted through social interactions.
Montessori
According to Piaget, knowledge transmitted through social interactions.
Developmental-interaction
According to Piaget, knowledge transmitted through social interactions.
Creative curriculum
Question
Match between columns
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Co-play
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Play frame
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Logical-mathematical knowledge
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Play tutor
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Basic form stage
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Play years
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Parallel play
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Plan, do, review
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Spokesperson for reality
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Fundamental movement phase
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Social arbitrary knowledge
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Plato
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
"Here-and-now" curriculum
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
IRA
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Physical knowledge
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
NAEYC
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Preschematic Stage
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Montessori
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Developmental-interaction
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Creative curriculum
Question
Match between columns
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Co-play
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Play frame
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Logical-mathematical knowledge
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Play tutor
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Basic form stage
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Play years
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Parallel play
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Plan, do, review
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Spokesperson for reality
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Fundamental movement phase
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Social arbitrary knowledge
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Plato
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
"Here-and-now" curriculum
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
IRA
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Physical knowledge
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
NAEYC
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Preschematic Stage
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Montessori
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Developmental-interaction
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Creative curriculum
Question
Match between columns
An episode of play that has a definite beginning point and a definite ending point.
Co-play
An episode of play that has a definite beginning point and a definite ending point.
Play frame
An episode of play that has a definite beginning point and a definite ending point.
Logical-mathematical knowledge
An episode of play that has a definite beginning point and a definite ending point.
Play tutor
An episode of play that has a definite beginning point and a definite ending point.
Basic form stage
An episode of play that has a definite beginning point and a definite ending point.
Play years
An episode of play that has a definite beginning point and a definite ending point.
Parallel play
An episode of play that has a definite beginning point and a definite ending point.
Plan, do, review
An episode of play that has a definite beginning point and a definite ending point.
Spokesperson for reality
An episode of play that has a definite beginning point and a definite ending point.
Fundamental movement phase
An episode of play that has a definite beginning point and a definite ending point.
Social arbitrary knowledge
An episode of play that has a definite beginning point and a definite ending point.
Plato
An episode of play that has a definite beginning point and a definite ending point.
"Here-and-now" curriculum
An episode of play that has a definite beginning point and a definite ending point.
IRA
An episode of play that has a definite beginning point and a definite ending point.
Physical knowledge
An episode of play that has a definite beginning point and a definite ending point.
NAEYC
An episode of play that has a definite beginning point and a definite ending point.
Preschematic Stage
An episode of play that has a definite beginning point and a definite ending point.
Montessori
An episode of play that has a definite beginning point and a definite ending point.
Developmental-interaction
An episode of play that has a definite beginning point and a definite ending point.
Creative curriculum
Question
Match between columns
According to Piaget, knowledge of observable traits of an object.
Co-play
According to Piaget, knowledge of observable traits of an object.
Play frame
According to Piaget, knowledge of observable traits of an object.
Logical-mathematical knowledge
According to Piaget, knowledge of observable traits of an object.
Play tutor
According to Piaget, knowledge of observable traits of an object.
Basic form stage
According to Piaget, knowledge of observable traits of an object.
Play years
According to Piaget, knowledge of observable traits of an object.
Parallel play
According to Piaget, knowledge of observable traits of an object.
Plan, do, review
According to Piaget, knowledge of observable traits of an object.
Spokesperson for reality
According to Piaget, knowledge of observable traits of an object.
Fundamental movement phase
According to Piaget, knowledge of observable traits of an object.
Social arbitrary knowledge
According to Piaget, knowledge of observable traits of an object.
Plato
According to Piaget, knowledge of observable traits of an object.
"Here-and-now" curriculum
According to Piaget, knowledge of observable traits of an object.
IRA
According to Piaget, knowledge of observable traits of an object.
Physical knowledge
According to Piaget, knowledge of observable traits of an object.
NAEYC
According to Piaget, knowledge of observable traits of an object.
Preschematic Stage
According to Piaget, knowledge of observable traits of an object.
Montessori
According to Piaget, knowledge of observable traits of an object.
Developmental-interaction
According to Piaget, knowledge of observable traits of an object.
Creative curriculum
Question
Teachers who do not intervene in issues of safety send a message that the behavior is acceptable .
Question
Play tutor is used most in therapeutic settings or with children who have delays or disabilities.
Question
One exception to music in the classroom is music with a violent theme.
Question
Match between columns
Play that occurs when two children play alongside each other but do not interact with each other.
Co-play
Play that occurs when two children play alongside each other but do not interact with each other.
Play frame
Play that occurs when two children play alongside each other but do not interact with each other.
Logical-mathematical knowledge
Play that occurs when two children play alongside each other but do not interact with each other.
Play tutor
Play that occurs when two children play alongside each other but do not interact with each other.
Basic form stage
Play that occurs when two children play alongside each other but do not interact with each other.
Play years
Play that occurs when two children play alongside each other but do not interact with each other.
Parallel play
Play that occurs when two children play alongside each other but do not interact with each other.
Plan, do, review
Play that occurs when two children play alongside each other but do not interact with each other.
Spokesperson for reality
Play that occurs when two children play alongside each other but do not interact with each other.
Fundamental movement phase
Play that occurs when two children play alongside each other but do not interact with each other.
Social arbitrary knowledge
Play that occurs when two children play alongside each other but do not interact with each other.
Plato
Play that occurs when two children play alongside each other but do not interact with each other.
"Here-and-now" curriculum
Play that occurs when two children play alongside each other but do not interact with each other.
IRA
Play that occurs when two children play alongside each other but do not interact with each other.
Physical knowledge
Play that occurs when two children play alongside each other but do not interact with each other.
NAEYC
Play that occurs when two children play alongside each other but do not interact with each other.
Preschematic Stage
Play that occurs when two children play alongside each other but do not interact with each other.
Montessori
Play that occurs when two children play alongside each other but do not interact with each other.
Developmental-interaction
Play that occurs when two children play alongside each other but do not interact with each other.
Creative curriculum
Question
When preschool children use words like yes , they are developing their understanding of how the word and the world works.
Question
Female teachers who engage in parallel play in the block area will notice more boys moving into the block area.
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Deck 5: Supporting Play for Preschool Children
1
Math skills can only be developed through social arbitrary knowledge.
False
2
The art of singing is learned through singing.
True
3
The National Council for Teachers of Mathematics suggests that it is not appropriate to use workbooks or worksheets to teach math.
True
4
Rap music with violent themes should only be used to demonstrate music styles.
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5
Preschool children need at least 15 minutes to engage in play during center time.
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6
When teachers assume the role of guardian of the gate, they protect play by facilitating careful entry into the play.
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7
Reading skills can be transmitted using social arbitrary knowledge.
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8
A choice board should not be used in preschool classrooms to choose centers.
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9
Preschool children need at least ____ minutes to become engaged in play.

A) 15
B) 30
C) 45
D) 60
E) 90
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10
Research focusing on the child's early learning and healthy development demonstrates that when children are properly supported in their play, play activities enhance learning.
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11
The most important step in creating the context for play for preschoolers is planning and organization.
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12
Language begins before birth, when parents talk.
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13
Teachers should be aware that there are some non-singers in the classroom and adjust the time spent on music accordingly.
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14
Singing in the classroom is a developmentally appropriate practice.
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15
The dominant play during the preschool years is practice play.
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16
Ringing a bell to send children to another center is appropriate in preschool.
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17
Studies of children in academic-content preschools and play-based preschools found no significant differences in academic abilities.
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18
The natural realistic approach to science is the best approach for teaching preschool children.
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19
60 percent of children under 5 are cared for by someone other than their parents for an average of 30 hours a week.
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20
Evaluating play provides teachers with opportunities to document both play and learning using authentic, ongoing assessment.
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21
The ____________________ curriculum is a Social Studies approach that focuses on what is close to the child.
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22
Knowledge of science is developed through ______________________________.
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23
The ____________________ provides a platform for play reenactment.
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24
When a child moves from the controlled scribbles stage to a point of repeating marks on paper, they are in the:

A) basic form stage.
B) preschematic stage.
C) extended play stage.
D) basic form and preschematic stages.
E) basic form and extended play stages.
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25
The ____________________ approach is used as a regular part of the Reggio Emilia approach.
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26
The teacher as ____________________ helps resolve conflicts by offering alternatives to children.
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27
Research suggests that children need _______ square feet of space per child to facilitate play.
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28
Music in the classroom is limited only by the ____________________.
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29
The teacher serves as ____________________ when he suggests that specific children play with other children.
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30
Knowledge that occurs when children construct a relationship between two objects is described by Piaget as:

A) physical knowledge.
B) logical-mathematical knowledge.
C) social arbitrary knowledge.
D) egocentrism.
E) all of the above.
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31
The only integrative play program that can support its approach with longitudinal data is:

A) High/Scope.
B) Bank Street.
C) Reggio Emilia.
D) Creative Curriculum.
E) Spring Hill.
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32
Guiding play within the play frame may involve:

A) parallel play.
B) co-play.
C) parent/teacher collaboration.
D) both A and B.
E) both A and C.
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33
Planning and organizing involves orchestrating:

A) time.
B) space.
C) materials.
D) all of the above.
E) none of the above.
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34
Allocating _____ hour for center play ensures quality outcomes from play.
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35
Most 3- and 4-year-olds are in the __________ stage of art development.
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36
The dominant type of play for preschool children is:

A) object play.
B) functional play.
C) exploratory play.
D) constructive play.
E) pretend play.
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37
Programs that integrate play into their program include:

A) High/Scope.
B) Bank Street.
C) Reggio Emilia.
D) Creative Curriculum.
E) all of the above.
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38
Katz and Chard (1989) recommend the ____________________ approach for social studies.
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39
A well-designed play environment should allow the child to:

A) choose the play center.
B) change their center to another center.
C) play for least an hour.
D) all of the above.
E) none of the above.
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40
According to Piaget, knowledge of science can be developed through play-based inquiry activities that utilize:

A) physical knowledge.
B) logical-mathematical knowledge.
C) social arbitrary knowledge.
D) egocentrism.
E) none of the above.
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41
To keep centers from becoming overwhelming to children, materials and centers should be ____________________.
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42
____________________ assessment is also called authentic assessment.
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43
The ______________________________ approach is based on enhancing the development of the child through interaction with the world.
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44
List three major roles that teachers assume in the play frame.
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45
The ____________________ provides an area that reminds the child of home.
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46
Children need exposure to repetitive ideas to optimize play.
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47
List four activities that should be encouraged when children are in the fundamental movement phase.
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48
List four centers that might be included in a play environment for preschoolers.
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49
____________________ is a program that originally started as the Perry Preschool Project.
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50
The ____________________ provides a quiet place for a child to look at a book, listen to a tape, or listen to a favorite story.
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51
The program located at Columbia Teachers College, ____________________, was initially started by Lucy Sprague Mitchell in 1916 as the Bureau of Educational Experiments.
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52
Children learn numbers through counting with ____________________ or ____________________, not coloring a worksheet with 1 written on it that means nothing to the child.
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53
____________________ assessment is based on play.
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54
List three things that you should consider when selecting play materials for the preschool child.
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55
____________________ are areas that encourage children to play with materials that reflect real-life materials typically found in a doctor's office, flower shop, store, etc.
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56
What are the four main areas for creating the context for play for preschoolers?
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57
The High/Scope approach uses the daily routine of ___________, ____________, and ____________ to implement a play-based curriculum.
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58
Music and movement centers support the development of ____________________ and ____________________ motor skills.
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59
The key to providing high quality artistic experiences in the art center is organizing the materials so that they are on the ____________________ level.
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60
High/Scope uses a approach that involves the children in _____________ their play.
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61
Match between columns
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Co-play
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Play frame
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Logical-mathematical knowledge
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Play tutor
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Basic form stage
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Play years
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Parallel play
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Plan, do, review
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Spokesperson for reality
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Fundamental movement phase
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Social arbitrary knowledge
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Plato
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
"Here-and-now" curriculum
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
IRA
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Physical knowledge
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
NAEYC
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Preschematic Stage
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Montessori
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Developmental-interaction
Approach based on enhancing the development of the child through interactions with the world. Units and literacy are critical components.
Creative curriculum
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62
Match between columns
Program based on a maturationist approach that encourages children to use sensory materials.
Co-play
Program based on a maturationist approach that encourages children to use sensory materials.
Play frame
Program based on a maturationist approach that encourages children to use sensory materials.
Logical-mathematical knowledge
Program based on a maturationist approach that encourages children to use sensory materials.
Play tutor
Program based on a maturationist approach that encourages children to use sensory materials.
Basic form stage
Program based on a maturationist approach that encourages children to use sensory materials.
Play years
Program based on a maturationist approach that encourages children to use sensory materials.
Parallel play
Program based on a maturationist approach that encourages children to use sensory materials.
Plan, do, review
Program based on a maturationist approach that encourages children to use sensory materials.
Spokesperson for reality
Program based on a maturationist approach that encourages children to use sensory materials.
Fundamental movement phase
Program based on a maturationist approach that encourages children to use sensory materials.
Social arbitrary knowledge
Program based on a maturationist approach that encourages children to use sensory materials.
Plato
Program based on a maturationist approach that encourages children to use sensory materials.
"Here-and-now" curriculum
Program based on a maturationist approach that encourages children to use sensory materials.
IRA
Program based on a maturationist approach that encourages children to use sensory materials.
Physical knowledge
Program based on a maturationist approach that encourages children to use sensory materials.
NAEYC
Program based on a maturationist approach that encourages children to use sensory materials.
Preschematic Stage
Program based on a maturationist approach that encourages children to use sensory materials.
Montessori
Program based on a maturationist approach that encourages children to use sensory materials.
Developmental-interaction
Program based on a maturationist approach that encourages children to use sensory materials.
Creative curriculum
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63
Match between columns
Programs for professional development based on a typical nursery school model.
Co-play
Programs for professional development based on a typical nursery school model.
Play frame
Programs for professional development based on a typical nursery school model.
Logical-mathematical knowledge
Programs for professional development based on a typical nursery school model.
Play tutor
Programs for professional development based on a typical nursery school model.
Basic form stage
Programs for professional development based on a typical nursery school model.
Play years
Programs for professional development based on a typical nursery school model.
Parallel play
Programs for professional development based on a typical nursery school model.
Plan, do, review
Programs for professional development based on a typical nursery school model.
Spokesperson for reality
Programs for professional development based on a typical nursery school model.
Fundamental movement phase
Programs for professional development based on a typical nursery school model.
Social arbitrary knowledge
Programs for professional development based on a typical nursery school model.
Plato
Programs for professional development based on a typical nursery school model.
"Here-and-now" curriculum
Programs for professional development based on a typical nursery school model.
IRA
Programs for professional development based on a typical nursery school model.
Physical knowledge
Programs for professional development based on a typical nursery school model.
NAEYC
Programs for professional development based on a typical nursery school model.
Preschematic Stage
Programs for professional development based on a typical nursery school model.
Montessori
Programs for professional development based on a typical nursery school model.
Developmental-interaction
Programs for professional development based on a typical nursery school model.
Creative curriculum
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64
Match between columns
An approach used by High/Scope to structure children's play experiences.
Co-play
An approach used by High/Scope to structure children's play experiences.
Play frame
An approach used by High/Scope to structure children's play experiences.
Logical-mathematical knowledge
An approach used by High/Scope to structure children's play experiences.
Play tutor
An approach used by High/Scope to structure children's play experiences.
Basic form stage
An approach used by High/Scope to structure children's play experiences.
Play years
An approach used by High/Scope to structure children's play experiences.
Parallel play
An approach used by High/Scope to structure children's play experiences.
Plan, do, review
An approach used by High/Scope to structure children's play experiences.
Spokesperson for reality
An approach used by High/Scope to structure children's play experiences.
Fundamental movement phase
An approach used by High/Scope to structure children's play experiences.
Social arbitrary knowledge
An approach used by High/Scope to structure children's play experiences.
Plato
An approach used by High/Scope to structure children's play experiences.
"Here-and-now" curriculum
An approach used by High/Scope to structure children's play experiences.
IRA
An approach used by High/Scope to structure children's play experiences.
Physical knowledge
An approach used by High/Scope to structure children's play experiences.
NAEYC
An approach used by High/Scope to structure children's play experiences.
Preschematic Stage
An approach used by High/Scope to structure children's play experiences.
Montessori
An approach used by High/Scope to structure children's play experiences.
Developmental-interaction
An approach used by High/Scope to structure children's play experiences.
Creative curriculum
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65
Match between columns
International Reading Association.
Co-play
International Reading Association.
Play frame
International Reading Association.
Logical-mathematical knowledge
International Reading Association.
Play tutor
International Reading Association.
Basic form stage
International Reading Association.
Play years
International Reading Association.
Parallel play
International Reading Association.
Plan, do, review
International Reading Association.
Spokesperson for reality
International Reading Association.
Fundamental movement phase
International Reading Association.
Social arbitrary knowledge
International Reading Association.
Plato
International Reading Association.
"Here-and-now" curriculum
International Reading Association.
IRA
International Reading Association.
Physical knowledge
International Reading Association.
NAEYC
International Reading Association.
Preschematic Stage
International Reading Association.
Montessori
International Reading Association.
Developmental-interaction
International Reading Association.
Creative curriculum
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66
Match between columns
National Association for the Education of Young Children.
IRA
National Association for the Education of Young Children.
Co-play
National Association for the Education of Young Children.
Play frame
National Association for the Education of Young Children.
Logical-mathematical knowledge
National Association for the Education of Young Children.
Play tutor
National Association for the Education of Young Children.
Basic form stage
National Association for the Education of Young Children.
Play years
National Association for the Education of Young Children.
Parallel play
National Association for the Education of Young Children.
Plan, do, review
National Association for the Education of Young Children.
Spokesperson for reality
National Association for the Education of Young Children.
Fundamental movement phase
National Association for the Education of Young Children.
Social arbitrary knowledge
National Association for the Education of Young Children.
Plato
National Association for the Education of Young Children.
"Here-and-now" curriculum
National Association for the Education of Young Children.
Physical knowledge
National Association for the Education of Young Children.
NAEYC
National Association for the Education of Young Children.
Preschematic Stage
National Association for the Education of Young Children.
Montessori
National Association for the Education of Young Children.
Developmental-interaction
National Association for the Education of Young Children.
Creative curriculum
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67
Match between columns
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Co-play
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Play frame
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Logical-mathematical knowledge
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Play tutor
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Basic form stage
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Play years
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Parallel play
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Plan, do, review
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Spokesperson for reality
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Fundamental movement phase
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Social arbitrary knowledge
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Plato
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
"Here-and-now" curriculum
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
IRA
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Physical knowledge
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
NAEYC
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Preschematic Stage
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Montessori
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Developmental-interaction
Stage of writing development that occurs from 4 to 7 years of age and involves the use of symbols to represent ideas, thoughts, experiences, or feelings.
Creative curriculum
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68
Match between columns
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Co-play
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Play frame
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Logical-mathematical knowledge
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Play tutor
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Basic form stage
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Play years
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Parallel play
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Plan, do, review
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Spokesperson for reality
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Fundamental movement phase
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Social arbitrary knowledge
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Plato
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
"Here-and-now" curriculum
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
IRA
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Physical knowledge
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
NAEYC
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Preschematic Stage
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Montessori
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Developmental-interaction
"Music gives soul to the universe, wings to the mind, flight to the imagination and light to everything."
Creative curriculum
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69
Match between columns
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Co-play
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Play frame
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Logical-mathematical knowledge
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Play tutor
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Basic form stage
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Play years
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Parallel play
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Plan, do, review
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Spokesperson for reality
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Fundamental movement phase
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Social arbitrary knowledge
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Plato
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
"Here-and-now" curriculum
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
IRA
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Physical knowledge
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
NAEYC
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Preschematic Stage
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Montessori
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Developmental-interaction
Can add depth by extending and expanding play. Paradoxically, it can also stop play.
Creative curriculum
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70
Match between columns
According to Piaget, knowledge transmitted through social interactions.
Co-play
According to Piaget, knowledge transmitted through social interactions.
Play frame
According to Piaget, knowledge transmitted through social interactions.
Logical-mathematical knowledge
According to Piaget, knowledge transmitted through social interactions.
Play tutor
According to Piaget, knowledge transmitted through social interactions.
Basic form stage
According to Piaget, knowledge transmitted through social interactions.
Play years
According to Piaget, knowledge transmitted through social interactions.
Parallel play
According to Piaget, knowledge transmitted through social interactions.
Plan, do, review
According to Piaget, knowledge transmitted through social interactions.
Spokesperson for reality
According to Piaget, knowledge transmitted through social interactions.
Fundamental movement phase
According to Piaget, knowledge transmitted through social interactions.
Social arbitrary knowledge
According to Piaget, knowledge transmitted through social interactions.
Plato
According to Piaget, knowledge transmitted through social interactions.
"Here-and-now" curriculum
According to Piaget, knowledge transmitted through social interactions.
IRA
According to Piaget, knowledge transmitted through social interactions.
Physical knowledge
According to Piaget, knowledge transmitted through social interactions.
NAEYC
According to Piaget, knowledge transmitted through social interactions.
Preschematic Stage
According to Piaget, knowledge transmitted through social interactions.
Montessori
According to Piaget, knowledge transmitted through social interactions.
Developmental-interaction
According to Piaget, knowledge transmitted through social interactions.
Creative curriculum
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71
Match between columns
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Co-play
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Play frame
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Logical-mathematical knowledge
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Play tutor
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Basic form stage
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Play years
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Parallel play
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Plan, do, review
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Spokesperson for reality
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Fundamental movement phase
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Social arbitrary knowledge
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Plato
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
"Here-and-now" curriculum
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
IRA
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Physical knowledge
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
NAEYC
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Preschematic Stage
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Montessori
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Developmental-interaction
During the 2-6 age span when play informs their view of the world and pretend play reaches its peak.
Creative curriculum
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72
Match between columns
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Co-play
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Play frame
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Logical-mathematical knowledge
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Play tutor
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Basic form stage
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Play years
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Parallel play
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Plan, do, review
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Spokesperson for reality
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Fundamental movement phase
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Social arbitrary knowledge
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Plato
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
"Here-and-now" curriculum
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
IRA
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Physical knowledge
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
NAEYC
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Preschematic Stage
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Montessori
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Developmental-interaction
Serves as a play leader, model, and scaffold for the child as the child develops their play skills.
Creative curriculum
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73
Match between columns
An episode of play that has a definite beginning point and a definite ending point.
Co-play
An episode of play that has a definite beginning point and a definite ending point.
Play frame
An episode of play that has a definite beginning point and a definite ending point.
Logical-mathematical knowledge
An episode of play that has a definite beginning point and a definite ending point.
Play tutor
An episode of play that has a definite beginning point and a definite ending point.
Basic form stage
An episode of play that has a definite beginning point and a definite ending point.
Play years
An episode of play that has a definite beginning point and a definite ending point.
Parallel play
An episode of play that has a definite beginning point and a definite ending point.
Plan, do, review
An episode of play that has a definite beginning point and a definite ending point.
Spokesperson for reality
An episode of play that has a definite beginning point and a definite ending point.
Fundamental movement phase
An episode of play that has a definite beginning point and a definite ending point.
Social arbitrary knowledge
An episode of play that has a definite beginning point and a definite ending point.
Plato
An episode of play that has a definite beginning point and a definite ending point.
"Here-and-now" curriculum
An episode of play that has a definite beginning point and a definite ending point.
IRA
An episode of play that has a definite beginning point and a definite ending point.
Physical knowledge
An episode of play that has a definite beginning point and a definite ending point.
NAEYC
An episode of play that has a definite beginning point and a definite ending point.
Preschematic Stage
An episode of play that has a definite beginning point and a definite ending point.
Montessori
An episode of play that has a definite beginning point and a definite ending point.
Developmental-interaction
An episode of play that has a definite beginning point and a definite ending point.
Creative curriculum
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74
Match between columns
According to Piaget, knowledge of observable traits of an object.
Co-play
According to Piaget, knowledge of observable traits of an object.
Play frame
According to Piaget, knowledge of observable traits of an object.
Logical-mathematical knowledge
According to Piaget, knowledge of observable traits of an object.
Play tutor
According to Piaget, knowledge of observable traits of an object.
Basic form stage
According to Piaget, knowledge of observable traits of an object.
Play years
According to Piaget, knowledge of observable traits of an object.
Parallel play
According to Piaget, knowledge of observable traits of an object.
Plan, do, review
According to Piaget, knowledge of observable traits of an object.
Spokesperson for reality
According to Piaget, knowledge of observable traits of an object.
Fundamental movement phase
According to Piaget, knowledge of observable traits of an object.
Social arbitrary knowledge
According to Piaget, knowledge of observable traits of an object.
Plato
According to Piaget, knowledge of observable traits of an object.
"Here-and-now" curriculum
According to Piaget, knowledge of observable traits of an object.
IRA
According to Piaget, knowledge of observable traits of an object.
Physical knowledge
According to Piaget, knowledge of observable traits of an object.
NAEYC
According to Piaget, knowledge of observable traits of an object.
Preschematic Stage
According to Piaget, knowledge of observable traits of an object.
Montessori
According to Piaget, knowledge of observable traits of an object.
Developmental-interaction
According to Piaget, knowledge of observable traits of an object.
Creative curriculum
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75
Teachers who do not intervene in issues of safety send a message that the behavior is acceptable .
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76
Play tutor is used most in therapeutic settings or with children who have delays or disabilities.
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77
One exception to music in the classroom is music with a violent theme.
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78
Match between columns
Play that occurs when two children play alongside each other but do not interact with each other.
Co-play
Play that occurs when two children play alongside each other but do not interact with each other.
Play frame
Play that occurs when two children play alongside each other but do not interact with each other.
Logical-mathematical knowledge
Play that occurs when two children play alongside each other but do not interact with each other.
Play tutor
Play that occurs when two children play alongside each other but do not interact with each other.
Basic form stage
Play that occurs when two children play alongside each other but do not interact with each other.
Play years
Play that occurs when two children play alongside each other but do not interact with each other.
Parallel play
Play that occurs when two children play alongside each other but do not interact with each other.
Plan, do, review
Play that occurs when two children play alongside each other but do not interact with each other.
Spokesperson for reality
Play that occurs when two children play alongside each other but do not interact with each other.
Fundamental movement phase
Play that occurs when two children play alongside each other but do not interact with each other.
Social arbitrary knowledge
Play that occurs when two children play alongside each other but do not interact with each other.
Plato
Play that occurs when two children play alongside each other but do not interact with each other.
"Here-and-now" curriculum
Play that occurs when two children play alongside each other but do not interact with each other.
IRA
Play that occurs when two children play alongside each other but do not interact with each other.
Physical knowledge
Play that occurs when two children play alongside each other but do not interact with each other.
NAEYC
Play that occurs when two children play alongside each other but do not interact with each other.
Preschematic Stage
Play that occurs when two children play alongside each other but do not interact with each other.
Montessori
Play that occurs when two children play alongside each other but do not interact with each other.
Developmental-interaction
Play that occurs when two children play alongside each other but do not interact with each other.
Creative curriculum
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79
When preschool children use words like yes , they are developing their understanding of how the word and the world works.
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80
Female teachers who engage in parallel play in the block area will notice more boys moving into the block area.
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Unlock Deck
Unlock for access to all 86 flashcards in this deck.