Designed by Pratt over a hundred years ago, ____________________ are still found in many kindergarten classrooms.

The answer of Designed by Pratt over a hundred years...

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The Answer of Formative assessment and Sociodramatic play and Dramatic is...

Match between columns Premises: Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature Listening, improvising, composing, learning musical literature

The Answer of Formative assessment and Sociodramatic play and Dramatic is...

Match between columns Premises: Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten. Games that encourage math in kindergarten.

The Answer of Formative assessment and Sociodramatic play and Dramatic is...

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Deck 6: Supporting Play in Kindergarten Classrooms

Question

Kindergarten is translated as "garden for children."

Use Space or

to flip the card.

Question

Froebel wrote the children's song "Happy Birthday to You."

Question

Games should never be used in kindergarten.

Question

The project approach is composed of four phases.

Question

A prop box is designed to stimulate sociodramatic play.

Question

Froebel believed that sensory play with sand and water benefited children.

Question

Cognitive constructivism is based on the work of Jean Piaget.

Question

Maslow's theory of basic needs informs the philosophy of many kindergarten programs.

Question

Piaget believed that autonomy is the aim of education.

Question

The Reggio Emilia program is informed by research by John Dewey and Vygotsky.

Question

To encourage play, the block center should be located in the center of the room.

Question

Transitions are signals used to move groups of children.

Question

Special sociodramatic interest centers should be located in the house area.

Question

Constructivism informs the project approach.

Question

New teachers should not use a play-based curriculum.

Question

Play is at the center of the kindergarten program.

Question

Kindergarten children should not play outdoors.

Question

Most kindergarten programs were originally designed to educate "the whole child."

Question

Kindergarten children should not take a nap or rest during the day.

Question

To encourage dramatic play, the house area should have materials that reflect the different cultures represented in the class.

Question

The first kindergarten in public school was started by ____________________ in the St. Louis, Missouri, school system.

Question

The activity used to move children from one activity to another is referred to as:

A) enactive.
B) iconic.
C) symbolism.
D) transition.
E) none of the above.

Question

When facilitating play, the most important factor is:

A) adult interaction.
B) environmental design.
C) indoor equipment.
D) outdoor equipment.
E) intervention.

Question

______________________________ and ______________________________ can be used for assessment purposes in a kindergarten classroom.

Question

Constructivism can be interpreted through three different lenses: _________________________, _________________________, and _________________________.

Question

The first kindergarten in America was started by:

A) Froebel.
B) Schurz.
C) Piaget.
D) Lewis.
E) Johnson.

Question

Maslow's Theory of Basic Needs includes:

A) physiological safety.
B) safety from harm.
C) financial security.
D) both A and B.
E) A, B and C.

Question

The program generally referred to as ________ was developed in Italy after World War II.

A) High/Scope
B) Bank Street
C) Reggio Emilia
D) Montessori
E) Head Start

Question

The type of assessment that determines how much the child has learned over a period of time is referred to as:

A) formative.
B) summative.
C) standardized.
D) both A and B.
E) none of the above.

Question

The type of assessment used to reveal the need for additional evaluation is:

A) a portfolio.
B) a screening instrument.
C) a documentation panel.
D) both A and B.
E) both A and C.

Question

The term used to describe conversations and interactions that occur during sociodramatic play is:

A) functional.
B) equilibration.
C) play script.
D) play frame.
E) play talk.

Question

__________ is NOT an interpretation of constructivism.

A) Cognitive constructivism
B) Social constructivism
C) Symbolic constructivism
D) Transitional constructivism
E) None of the above

Question

Before taking children outside during cold weather, adults should be sure that children have ____________________ and ____________________.

Question

The key to effective assessment is___________________________________.

Question

The ______________________________ provides a time for the teacher to talk to the children about the day, discuss plans for the day, and say farewell.

Question

Instruments used in formative assessment may include:

A) checklists.
B) rating scales.
C) anecdotal records.
D) all of the above.
E) none of the above.

Question

____________________ occurs when a child uses symbolism to pretend.

Question

Before taking children outside, adults should be sure that children in warm climates have _________________________.

Question

_________________________ is credited with starting the first kindergarten in America in Watertown, Wisconsin.

Question

List five misunderstandings that have contributed to emphasis on academics in kindergarten.

Question

Match between columns

Role-playing, character-building, miming, and story-building.

Formative assessment

Role-playing, character-building, miming, and story-building.

Sociodramatic play

Role-playing, character-building, miming, and story-building.

Dramatic play

Role-playing, character-building, miming, and story-building.

Play script

Role-playing, character-building, miming, and story-building.

Portfolios

Role-playing, character-building, miming, and story-building.

Autonomy

Role-playing, character-building, miming, and story-building.

Kindergarten teachers

Role-playing, character-building, miming, and story-building.

Documentation Panels

Role-playing, character-building, miming, and story-building.

An integrated approach

Role-playing, character-building, miming, and story-building.

Summative assessment

Role-playing, character-building, miming, and story-building.

Bronfenbrenner

Role-playing, character-building, miming, and story-building.

Social Studies

Role-playing, character-building, miming, and story-building.

Screening instruments

Role-playing, character-building, miming, and story-building.

Vivian Paley

Role-playing, character-building, miming, and story-building.

Cherry-O, Candy Land and UNO

Role-playing, character-building, miming, and story-building.

Lucy Wheelock

Role-playing, character-building, miming, and story-building.

Drama

Role-playing, character-building, miming, and story-building.

Jerome Bruner

Role-playing, character-building, miming, and story-building.

Music

Role-playing, character-building, miming, and story-building.

Maslow

Question

Match between columns

Listening, improvising, composing, learning musical literature

Formative assessment

Listening, improvising, composing, learning musical literature

Sociodramatic play

Listening, improvising, composing, learning musical literature

Dramatic play

Listening, improvising, composing, learning musical literature

Play script

Listening, improvising, composing, learning musical literature

Portfolios

Listening, improvising, composing, learning musical literature

Autonomy

Listening, improvising, composing, learning musical literature

Kindergarten teachers

Listening, improvising, composing, learning musical literature

Documentation Panels

Listening, improvising, composing, learning musical literature

An integrated approach

Listening, improvising, composing, learning musical literature

Summative assessment

Listening, improvising, composing, learning musical literature

Bronfenbrenner

Listening, improvising, composing, learning musical literature

Social Studies

Listening, improvising, composing, learning musical literature

Screening instruments

Listening, improvising, composing, learning musical literature

Vivian Paley

Listening, improvising, composing, learning musical literature

Cherry-O, Candy Land and UNO

Listening, improvising, composing, learning musical literature

Lucy Wheelock

Listening, improvising, composing, learning musical literature

Drama

Listening, improvising, composing, learning musical literature

Jerome Bruner

Listening, improvising, composing, learning musical literature

Music

Listening, improvising, composing, learning musical literature

Maslow

Question

In kindergarten, flexibility is the key - not time lines.

Question

Match between columns

Games that encourage math in kindergarten.

Formative assessment

Games that encourage math in kindergarten.

Sociodramatic play

Games that encourage math in kindergarten.

Dramatic play

Games that encourage math in kindergarten.

Play script

Games that encourage math in kindergarten.

Portfolios

Games that encourage math in kindergarten.

Autonomy

Games that encourage math in kindergarten.

Kindergarten teachers

Games that encourage math in kindergarten.

Documentation Panels

Games that encourage math in kindergarten.

An integrated approach

Games that encourage math in kindergarten.

Summative assessment

Games that encourage math in kindergarten.

Bronfenbrenner

Games that encourage math in kindergarten.

Social Studies

Games that encourage math in kindergarten.

Screening instruments

Games that encourage math in kindergarten.

Vivian Paley

Games that encourage math in kindergarten.

Cherry-O, Candy Land and UNO

Games that encourage math in kindergarten.

Lucy Wheelock

Games that encourage math in kindergarten.

Drama

Games that encourage math in kindergarten.

Jerome Bruner

Games that encourage math in kindergarten.

Music

Games that encourage math in kindergarten.

Maslow

Question

An aesthetics -based play program encourages the use of the arts during and after play.

Question

Some kindergartens use entry tests to determine if a child will be allowed to attend kindergarten.

Question

Montessori was the first to recognize the benefits of sensory material for young children.

Question

The morning meeting in kindergarten should last for an hour or two .

Question

List the phases generally used in the Project Approach.

Question

It is the philosophy of the principal that determines how the program operates on a day-to-day basis.

Question

Match between columns

Content area that includes economics, history, geography, and multiculturalism.

Formative assessment

Content area that includes economics, history, geography, and multiculturalism.

Sociodramatic play

Content area that includes economics, history, geography, and multiculturalism.

Dramatic play

Content area that includes economics, history, geography, and multiculturalism.

Play script

Content area that includes economics, history, geography, and multiculturalism.

Portfolios

Content area that includes economics, history, geography, and multiculturalism.

Autonomy

Content area that includes economics, history, geography, and multiculturalism.

Kindergarten teachers

Content area that includes economics, history, geography, and multiculturalism.

Documentation Panels

Content area that includes economics, history, geography, and multiculturalism.

An integrated approach

Content area that includes economics, history, geography, and multiculturalism.

Summative assessment

Content area that includes economics, history, geography, and multiculturalism.

Bronfenbrenner

Content area that includes economics, history, geography, and multiculturalism.

Social Studies

Content area that includes economics, history, geography, and multiculturalism.

Screening instruments

Content area that includes economics, history, geography, and multiculturalism.

Vivian Paley

Content area that includes economics, history, geography, and multiculturalism.

Cherry-O, Candy Land and UNO

Content area that includes economics, history, geography, and multiculturalism.

Lucy Wheelock

Content area that includes economics, history, geography, and multiculturalism.

Drama

Content area that includes economics, history, geography, and multiculturalism.

Jerome Bruner

Content area that includes economics, history, geography, and multiculturalism.

Music

Content area that includes economics, history, geography, and multiculturalism.

Maslow

Question

Patty Smith Hill was committed to kindergarten programs that emphasized academic skills.

Question

The sociodramatic centers such as Doctor's Office should be changed every semester .

Question

Play-based curriculum emphasizes a socialistic classroom.

Question

Name three well-known scholars who use a constructivist perspective and who have influenced the study of play.

Question

Teachers who follow the kindergarten tradition place academics at the center of the curriculum.

Question

Match between columns

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Formative assessment

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Sociodramatic play

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Dramatic play

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Play script

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Portfolios

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Autonomy

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Kindergarten teachers

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Documentation Panels

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

An integrated approach

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Summative assessment

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Bronfenbrenner

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Social Studies

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Screening instruments

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Vivian Paley

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Cherry-O, Candy Land and UNO

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Lucy Wheelock

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Drama

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Jerome Bruner

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Music

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Maslow

Question

Kindergarten programs reflect the current trends and needs of society .

Question

Today, full- and half-day kindergarten programs are part of public school systems.

Question

Match between columns

Individual who developed the idea that the ecological context affects play.

Formative assessment

Individual who developed the idea that the ecological context affects play.

Sociodramatic play

Individual who developed the idea that the ecological context affects play.

Dramatic play

Individual who developed the idea that the ecological context affects play.

Play script

Individual who developed the idea that the ecological context affects play.

Portfolios

Individual who developed the idea that the ecological context affects play.

Autonomy

Individual who developed the idea that the ecological context affects play.

Kindergarten teachers

Individual who developed the idea that the ecological context affects play.

Documentation Panels

Individual who developed the idea that the ecological context affects play.

An integrated approach

Individual who developed the idea that the ecological context affects play.

Summative assessment

Individual who developed the idea that the ecological context affects play.

Bronfenbrenner

Individual who developed the idea that the ecological context affects play.

Social Studies

Individual who developed the idea that the ecological context affects play.

Screening instruments

Individual who developed the idea that the ecological context affects play.

Vivian Paley

Individual who developed the idea that the ecological context affects play.

Cherry-O, Candy Land and UNO

Individual who developed the idea that the ecological context affects play.

Lucy Wheelock

Individual who developed the idea that the ecological context affects play.

Drama

Individual who developed the idea that the ecological context affects play.

Jerome Bruner

Individual who developed the idea that the ecological context affects play.

Music

Individual who developed the idea that the ecological context affects play.

Maslow

Question

Match between columns

Individual who developed the view that play fosters cognitive adaptation.

Formative assessment

Individual who developed the view that play fosters cognitive adaptation.

Sociodramatic play

Individual who developed the view that play fosters cognitive adaptation.

Dramatic play

Individual who developed the view that play fosters cognitive adaptation.

Play script

Individual who developed the view that play fosters cognitive adaptation.

Portfolios

Individual who developed the view that play fosters cognitive adaptation.

Autonomy

Individual who developed the view that play fosters cognitive adaptation.

Kindergarten teachers

Individual who developed the view that play fosters cognitive adaptation.

Documentation Panels

Individual who developed the view that play fosters cognitive adaptation.

An integrated approach

Individual who developed the view that play fosters cognitive adaptation.

Summative assessment

Individual who developed the view that play fosters cognitive adaptation.

Bronfenbrenner

Individual who developed the view that play fosters cognitive adaptation.

Social Studies

Individual who developed the view that play fosters cognitive adaptation.

Screening instruments

Individual who developed the view that play fosters cognitive adaptation.

Vivian Paley

Individual who developed the view that play fosters cognitive adaptation.

Cherry-O, Candy Land and UNO

Individual who developed the view that play fosters cognitive adaptation.

Lucy Wheelock

Individual who developed the view that play fosters cognitive adaptation.

Drama

Individual who developed the view that play fosters cognitive adaptation.

Jerome Bruner

Individual who developed the view that play fosters cognitive adaptation.

Music

Individual who developed the view that play fosters cognitive adaptation.

Maslow

Question

Match between columns

Storytelling was the focus of her classroom.

Formative assessment

Storytelling was the focus of her classroom.

Sociodramatic play

Storytelling was the focus of her classroom.

Dramatic play

Storytelling was the focus of her classroom.

Play script

Storytelling was the focus of her classroom.

Portfolios

Storytelling was the focus of her classroom.

Autonomy

Storytelling was the focus of her classroom.

Kindergarten teachers

Storytelling was the focus of her classroom.

Documentation Panels

Storytelling was the focus of her classroom.

An integrated approach

Storytelling was the focus of her classroom.

Summative assessment

Storytelling was the focus of her classroom.

Bronfenbrenner

Storytelling was the focus of her classroom.

Social Studies

Storytelling was the focus of her classroom.

Screening instruments

Storytelling was the focus of her classroom.

Vivian Paley

Storytelling was the focus of her classroom.

Cherry-O, Candy Land and UNO

Storytelling was the focus of her classroom.

Lucy Wheelock

Storytelling was the focus of her classroom.

Drama

Storytelling was the focus of her classroom.

Jerome Bruner

Storytelling was the focus of her classroom.

Music

Storytelling was the focus of her classroom.

Maslow

Question

Match between columns

An approach in which art concepts and practices are combined in relation to broad teaching learning goals. Making such conceptual and process connections involves unifying the disciplines while at the same time recognizing that each of the field of knowledge is different and distinct, with its own special content.

Formative assessment

Sociodramatic play

Dramatic play

Play script

Portfolios

Autonomy

Kindergarten teachers

Documentation Panels

An integrated approach

Summative assessment

Bronfenbrenner

Social Studies

Screening instruments

Vivian Paley

Cherry-O, Candy Land and UNO

Lucy Wheelock

Drama

Jerome Bruner

Music

Maslow

Question

Match between columns

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Formative assessment

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Sociodramatic play

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Dramatic play

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Play script

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Portfolios

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Autonomy

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Kindergarten teachers

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Documentation Panels

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

An integrated approach

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Summative assessment

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Bronfenbrenner

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Social Studies

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Screening instruments

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Vivian Paley

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Cherry-O, Candy Land and UNO

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Lucy Wheelock

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Drama

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Jerome Bruner

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Music

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Maslow

Question

Match between columns

"The one thing that makes life worth living is to serve a cause, and the greatest cause that can be served is childhood education. From the first day of my kindergarten experience I dedicated my life to such service."

Formative assessment

Sociodramatic play

Dramatic play

Play script

Portfolios

Autonomy

Kindergarten teachers

Documentation Panels

An integrated approach

Summative assessment

Bronfenbrenner

Social Studies

Screening instruments

Vivian Paley

Cherry-O, Candy Land and UNO

Lucy Wheelock

Drama

Jerome Bruner

Music

Maslow

Question

Match between columns

Assessment that is used to provide information about how much a child has learned over a period of time.

Formative assessment

Assessment that is used to provide information about how much a child has learned over a period of time.

Sociodramatic play

Assessment that is used to provide information about how much a child has learned over a period of time.

Dramatic play

Assessment that is used to provide information about how much a child has learned over a period of time.

Play script

Assessment that is used to provide information about how much a child has learned over a period of time.

Portfolios

Assessment that is used to provide information about how much a child has learned over a period of time.

Autonomy

Assessment that is used to provide information about how much a child has learned over a period of time.

Kindergarten teachers

Assessment that is used to provide information about how much a child has learned over a period of time.

Documentation Panels

Assessment that is used to provide information about how much a child has learned over a period of time.

An integrated approach

Assessment that is used to provide information about how much a child has learned over a period of time.

Summative assessment

Assessment that is used to provide information about how much a child has learned over a period of time.

Bronfenbrenner

Assessment that is used to provide information about how much a child has learned over a period of time.

Social Studies

Assessment that is used to provide information about how much a child has learned over a period of time.

Screening instruments

Assessment that is used to provide information about how much a child has learned over a period of time.

Vivian Paley

Assessment that is used to provide information about how much a child has learned over a period of time.

Cherry-O, Candy Land and UNO

Assessment that is used to provide information about how much a child has learned over a period of time.

Lucy Wheelock

Assessment that is used to provide information about how much a child has learned over a period of time.

Drama

Assessment that is used to provide information about how much a child has learned over a period of time.

Jerome Bruner

Assessment that is used to provide information about how much a child has learned over a period of time.

Music

Assessment that is used to provide information about how much a child has learned over a period of time.

Maslow

Question

Match between columns

Instrument designed to reveal the need for additional evaluation.

Formative assessment

Instrument designed to reveal the need for additional evaluation.

Sociodramatic play

Instrument designed to reveal the need for additional evaluation.

Dramatic play

Instrument designed to reveal the need for additional evaluation.

Play script

Instrument designed to reveal the need for additional evaluation.

Portfolios

Instrument designed to reveal the need for additional evaluation.

Autonomy

Instrument designed to reveal the need for additional evaluation.

Kindergarten teachers

Instrument designed to reveal the need for additional evaluation.

Documentation Panels

Instrument designed to reveal the need for additional evaluation.

An integrated approach

Instrument designed to reveal the need for additional evaluation.

Summative assessment

Instrument designed to reveal the need for additional evaluation.

Bronfenbrenner

Instrument designed to reveal the need for additional evaluation.

Social Studies

Instrument designed to reveal the need for additional evaluation.

Screening instruments

Instrument designed to reveal the need for additional evaluation.

Vivian Paley

Instrument designed to reveal the need for additional evaluation.

Cherry-O, Candy Land and UNO

Instrument designed to reveal the need for additional evaluation.

Lucy Wheelock

Instrument designed to reveal the need for additional evaluation.

Drama

Instrument designed to reveal the need for additional evaluation.

Jerome Bruner

Instrument designed to reveal the need for additional evaluation.

Music

Instrument designed to reveal the need for additional evaluation.

Maslow

Question

Match between columns

Occurs when a group of children assign scripts and develop play together.

Formative assessment

Occurs when a group of children assign scripts and develop play together.

Sociodramatic play

Occurs when a group of children assign scripts and develop play together.

Dramatic play

Occurs when a group of children assign scripts and develop play together.

Play script

Occurs when a group of children assign scripts and develop play together.

Portfolios

Occurs when a group of children assign scripts and develop play together.

Autonomy

Occurs when a group of children assign scripts and develop play together.

Kindergarten teachers

Occurs when a group of children assign scripts and develop play together.

Documentation Panels

Occurs when a group of children assign scripts and develop play together.

An integrated approach

Occurs when a group of children assign scripts and develop play together.

Summative assessment

Occurs when a group of children assign scripts and develop play together.

Bronfenbrenner

Occurs when a group of children assign scripts and develop play together.

Social Studies

Occurs when a group of children assign scripts and develop play together.

Screening instruments

Occurs when a group of children assign scripts and develop play together.

Vivian Paley

Occurs when a group of children assign scripts and develop play together.

Cherry-O, Candy Land and UNO

Occurs when a group of children assign scripts and develop play together.

Lucy Wheelock

Occurs when a group of children assign scripts and develop play together.

Drama

Occurs when a group of children assign scripts and develop play together.

Jerome Bruner

Occurs when a group of children assign scripts and develop play together.

Music

Occurs when a group of children assign scripts and develop play together.

Maslow

Question

Match between columns

A way of sampling the child's best work over a period of time.

Formative assessment

A way of sampling the child's best work over a period of time.

Sociodramatic play

A way of sampling the child's best work over a period of time.

Dramatic play

A way of sampling the child's best work over a period of time.

Play script

A way of sampling the child's best work over a period of time.

Portfolios

A way of sampling the child's best work over a period of time.

Autonomy

A way of sampling the child's best work over a period of time.

Kindergarten teachers

A way of sampling the child's best work over a period of time.

Documentation Panels

A way of sampling the child's best work over a period of time.

An integrated approach

A way of sampling the child's best work over a period of time.

Summative assessment

A way of sampling the child's best work over a period of time.

Bronfenbrenner

A way of sampling the child's best work over a period of time.

Social Studies

A way of sampling the child's best work over a period of time.

Screening instruments

A way of sampling the child's best work over a period of time.

Vivian Paley

A way of sampling the child's best work over a period of time.

Cherry-O, Candy Land and UNO

A way of sampling the child's best work over a period of time.

Lucy Wheelock

A way of sampling the child's best work over a period of time.

Drama

A way of sampling the child's best work over a period of time.

Jerome Bruner

A way of sampling the child's best work over a period of time.

Music

A way of sampling the child's best work over a period of time.

Maslow

Question

Match between columns

A term used to describe the conversations and interactions that occur during sociodramatic play.

Formative assessment

A term used to describe the conversations and interactions that occur during sociodramatic play.

Sociodramatic play

A term used to describe the conversations and interactions that occur during sociodramatic play.

Dramatic play

A term used to describe the conversations and interactions that occur during sociodramatic play.

Play script

A term used to describe the conversations and interactions that occur during sociodramatic play.

Portfolios

A term used to describe the conversations and interactions that occur during sociodramatic play.

Autonomy

A term used to describe the conversations and interactions that occur during sociodramatic play.

Kindergarten teachers

A term used to describe the conversations and interactions that occur during sociodramatic play.

Documentation Panels

A term used to describe the conversations and interactions that occur during sociodramatic play.

An integrated approach

A term used to describe the conversations and interactions that occur during sociodramatic play.

Summative assessment

A term used to describe the conversations and interactions that occur during sociodramatic play.

Bronfenbrenner

A term used to describe the conversations and interactions that occur during sociodramatic play.

Social Studies

A term used to describe the conversations and interactions that occur during sociodramatic play.

Screening instruments

A term used to describe the conversations and interactions that occur during sociodramatic play.

Vivian Paley

A term used to describe the conversations and interactions that occur during sociodramatic play.

Cherry-O, Candy Land and UNO

A term used to describe the conversations and interactions that occur during sociodramatic play.

Lucy Wheelock

A term used to describe the conversations and interactions that occur during sociodramatic play.

Drama

A term used to describe the conversations and interactions that occur during sociodramatic play.

Jerome Bruner

A term used to describe the conversations and interactions that occur during sociodramatic play.

Music

A term used to describe the conversations and interactions that occur during sociodramatic play.

Maslow

Question

Match between columns

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Formative assessment

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Sociodramatic play

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Dramatic play

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Play script

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Portfolios

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Autonomy

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Kindergarten teachers

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Documentation Panels

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

An integrated approach

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Summative assessment

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Bronfenbrenner

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Social Studies

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Screening instruments

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Vivian Paley

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Cherry-O, Candy Land and UNO

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Lucy Wheelock

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Drama

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Jerome Bruner

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Music

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Maslow

Question

Match between columns

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Formative assessment

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Sociodramatic play

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Dramatic play

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Play script

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Portfolios

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Autonomy

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Kindergarten teachers

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Documentation Panels

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

An integrated approach

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Summative assessment

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Bronfenbrenner

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Social Studies

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Screening instruments

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Vivian Paley

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Cherry-O, Candy Land and UNO

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Lucy Wheelock

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Drama

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Jerome Bruner

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Music

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Maslow

Question

Match between columns

When children use symbolism to pretend.

Formative assessment

When children use symbolism to pretend.

Sociodramatic play

When children use symbolism to pretend.

Dramatic play

When children use symbolism to pretend.

Play script

When children use symbolism to pretend.

Portfolios

When children use symbolism to pretend.

Autonomy

When children use symbolism to pretend.

Kindergarten teachers

When children use symbolism to pretend.

Documentation Panels

When children use symbolism to pretend.

An integrated approach

When children use symbolism to pretend.

Summative assessment

When children use symbolism to pretend.

Bronfenbrenner

When children use symbolism to pretend.

Social Studies

When children use symbolism to pretend.

Screening instruments

When children use symbolism to pretend.

Vivian Paley

When children use symbolism to pretend.

Cherry-O, Candy Land and UNO

When children use symbolism to pretend.

Lucy Wheelock

When children use symbolism to pretend.

Drama

When children use symbolism to pretend.

Jerome Bruner

When children use symbolism to pretend.

Music

When children use symbolism to pretend.

Maslow

Question

Match between columns

Term used by Piaget to describe behavior that is independent and self-reliant.

Formative assessment

Term used by Piaget to describe behavior that is independent and self-reliant.

Sociodramatic play

Term used by Piaget to describe behavior that is independent and self-reliant.

Dramatic play

Term used by Piaget to describe behavior that is independent and self-reliant.

Play script

Term used by Piaget to describe behavior that is independent and self-reliant.

Portfolios

Term used by Piaget to describe behavior that is independent and self-reliant.

Autonomy

Term used by Piaget to describe behavior that is independent and self-reliant.

Kindergarten teachers

Term used by Piaget to describe behavior that is independent and self-reliant.

Documentation Panels

Term used by Piaget to describe behavior that is independent and self-reliant.

An integrated approach

Term used by Piaget to describe behavior that is independent and self-reliant.

Summative assessment

Term used by Piaget to describe behavior that is independent and self-reliant.

Bronfenbrenner

Term used by Piaget to describe behavior that is independent and self-reliant.

Social Studies

Term used by Piaget to describe behavior that is independent and self-reliant.

Screening instruments

Term used by Piaget to describe behavior that is independent and self-reliant.

Vivian Paley

Term used by Piaget to describe behavior that is independent and self-reliant.

Cherry-O, Candy Land and UNO

Term used by Piaget to describe behavior that is independent and self-reliant.

Lucy Wheelock

Term used by Piaget to describe behavior that is independent and self-reliant.

Drama

Term used by Piaget to describe behavior that is independent and self-reliant.

Jerome Bruner

Term used by Piaget to describe behavior that is independent and self-reliant.

Music

Term used by Piaget to describe behavior that is independent and self-reliant.

Maslow

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Deck 6: Supporting Play in Kindergarten Classrooms

Kindergarten is translated as "garden for children."

True

Froebel wrote the children's song "Happy Birthday to You."

False

Games should never be used in kindergarten.

False

The project approach is composed of four phases.

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A prop box is designed to stimulate sociodramatic play.

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Froebel believed that sensory play with sand and water benefited children.

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Cognitive constructivism is based on the work of Jean Piaget.

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Maslow's theory of basic needs informs the philosophy of many kindergarten programs.

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Piaget believed that autonomy is the aim of education.

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The Reggio Emilia program is informed by research by John Dewey and Vygotsky.

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To encourage play, the block center should be located in the center of the room.

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Transitions are signals used to move groups of children.

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Special sociodramatic interest centers should be located in the house area.

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Constructivism informs the project approach.

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New teachers should not use a play-based curriculum.

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Play is at the center of the kindergarten program.

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Kindergarten children should not play outdoors.

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Most kindergarten programs were originally designed to educate "the whole child."

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Kindergarten children should not take a nap or rest during the day.

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To encourage dramatic play, the house area should have materials that reflect the different cultures represented in the class.

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The first kindergarten in public school was started by ____________________ in the St. Louis, Missouri, school system.

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The activity used to move children from one activity to another is referred to as:

A) enactive.
B) iconic.
C) symbolism.
D) transition.
E) none of the above.

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When facilitating play, the most important factor is:

A) adult interaction.
B) environmental design.
C) indoor equipment.
D) outdoor equipment.
E) intervention.

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______________________________ and ______________________________ can be used for assessment purposes in a kindergarten classroom.

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Constructivism can be interpreted through three different lenses: _________________________, _________________________, and _________________________.

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The first kindergarten in America was started by:

A) Froebel.
B) Schurz.
C) Piaget.
D) Lewis.
E) Johnson.

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Maslow's Theory of Basic Needs includes:

A) physiological safety.
B) safety from harm.
C) financial security.
D) both A and B.
E) A, B and C.

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The program generally referred to as ________ was developed in Italy after World War II.

A) High/Scope
B) Bank Street
C) Reggio Emilia
D) Montessori
E) Head Start

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The type of assessment that determines how much the child has learned over a period of time is referred to as:

A) formative.
B) summative.
C) standardized.
D) both A and B.
E) none of the above.

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The type of assessment used to reveal the need for additional evaluation is:

A) a portfolio.
B) a screening instrument.
C) a documentation panel.
D) both A and B.
E) both A and C.

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The term used to describe conversations and interactions that occur during sociodramatic play is:

A) functional.
B) equilibration.
C) play script.
D) play frame.
E) play talk.

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__________ is NOT an interpretation of constructivism.

A) Cognitive constructivism
B) Social constructivism
C) Symbolic constructivism
D) Transitional constructivism
E) None of the above

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Before taking children outside during cold weather, adults should be sure that children have ____________________ and ____________________.

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The key to effective assessment is___________________________________.

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The ______________________________ provides a time for the teacher to talk to the children about the day, discuss plans for the day, and say farewell.

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Instruments used in formative assessment may include:

A) checklists.
B) rating scales.
C) anecdotal records.
D) all of the above.
E) none of the above.

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____________________ occurs when a child uses symbolism to pretend.

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Before taking children outside, adults should be sure that children in warm climates have _________________________.

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_________________________ is credited with starting the first kindergarten in America in Watertown, Wisconsin.

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List five misunderstandings that have contributed to emphasis on academics in kindergarten.

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Match between columns

Role-playing, character-building, miming, and story-building.

Formative assessment

Role-playing, character-building, miming, and story-building.

Sociodramatic play

Role-playing, character-building, miming, and story-building.

Dramatic play

Role-playing, character-building, miming, and story-building.

Play script

Role-playing, character-building, miming, and story-building.

Portfolios

Role-playing, character-building, miming, and story-building.

Autonomy

Role-playing, character-building, miming, and story-building.

Kindergarten teachers

Role-playing, character-building, miming, and story-building.

Documentation Panels

Role-playing, character-building, miming, and story-building.

An integrated approach

Role-playing, character-building, miming, and story-building.

Summative assessment

Role-playing, character-building, miming, and story-building.

Bronfenbrenner

Role-playing, character-building, miming, and story-building.

Social Studies

Role-playing, character-building, miming, and story-building.

Screening instruments

Role-playing, character-building, miming, and story-building.

Vivian Paley

Role-playing, character-building, miming, and story-building.

Cherry-O, Candy Land and UNO

Role-playing, character-building, miming, and story-building.

Lucy Wheelock

Role-playing, character-building, miming, and story-building.

Drama

Role-playing, character-building, miming, and story-building.

Jerome Bruner

Role-playing, character-building, miming, and story-building.

Music

Role-playing, character-building, miming, and story-building.

Maslow

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Match between columns

Listening, improvising, composing, learning musical literature

Formative assessment

Listening, improvising, composing, learning musical literature

Sociodramatic play

Listening, improvising, composing, learning musical literature

Dramatic play

Listening, improvising, composing, learning musical literature

Play script

Listening, improvising, composing, learning musical literature

Portfolios

Listening, improvising, composing, learning musical literature

Autonomy

Listening, improvising, composing, learning musical literature

Kindergarten teachers

Listening, improvising, composing, learning musical literature

Documentation Panels

Listening, improvising, composing, learning musical literature

An integrated approach

Listening, improvising, composing, learning musical literature

Summative assessment

Listening, improvising, composing, learning musical literature

Bronfenbrenner

Listening, improvising, composing, learning musical literature

Social Studies

Listening, improvising, composing, learning musical literature

Screening instruments

Listening, improvising, composing, learning musical literature

Vivian Paley

Listening, improvising, composing, learning musical literature

Cherry-O, Candy Land and UNO

Listening, improvising, composing, learning musical literature

Lucy Wheelock

Listening, improvising, composing, learning musical literature

Drama

Listening, improvising, composing, learning musical literature

Jerome Bruner

Listening, improvising, composing, learning musical literature

Music

Listening, improvising, composing, learning musical literature

Maslow

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In kindergarten, flexibility is the key - not time lines.

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Match between columns

Games that encourage math in kindergarten.

Formative assessment

Games that encourage math in kindergarten.

Sociodramatic play

Games that encourage math in kindergarten.

Dramatic play

Games that encourage math in kindergarten.

Play script

Games that encourage math in kindergarten.

Portfolios

Games that encourage math in kindergarten.

Autonomy

Games that encourage math in kindergarten.

Kindergarten teachers

Games that encourage math in kindergarten.

Documentation Panels

Games that encourage math in kindergarten.

An integrated approach

Games that encourage math in kindergarten.

Summative assessment

Games that encourage math in kindergarten.

Bronfenbrenner

Games that encourage math in kindergarten.

Social Studies

Games that encourage math in kindergarten.

Screening instruments

Games that encourage math in kindergarten.

Vivian Paley

Games that encourage math in kindergarten.

Cherry-O, Candy Land and UNO

Games that encourage math in kindergarten.

Lucy Wheelock

Games that encourage math in kindergarten.

Drama

Games that encourage math in kindergarten.

Jerome Bruner

Games that encourage math in kindergarten.

Music

Games that encourage math in kindergarten.

Maslow

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An aesthetics -based play program encourages the use of the arts during and after play.

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Some kindergartens use entry tests to determine if a child will be allowed to attend kindergarten.

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Montessori was the first to recognize the benefits of sensory material for young children.

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The morning meeting in kindergarten should last for an hour or two .

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List the phases generally used in the Project Approach.

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It is the philosophy of the principal that determines how the program operates on a day-to-day basis.

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Match between columns

Content area that includes economics, history, geography, and multiculturalism.

Formative assessment

Content area that includes economics, history, geography, and multiculturalism.

Sociodramatic play

Content area that includes economics, history, geography, and multiculturalism.

Dramatic play

Content area that includes economics, history, geography, and multiculturalism.

Play script

Content area that includes economics, history, geography, and multiculturalism.

Portfolios

Content area that includes economics, history, geography, and multiculturalism.

Autonomy

Content area that includes economics, history, geography, and multiculturalism.

Kindergarten teachers

Content area that includes economics, history, geography, and multiculturalism.

Documentation Panels

Content area that includes economics, history, geography, and multiculturalism.

An integrated approach

Content area that includes economics, history, geography, and multiculturalism.

Summative assessment

Content area that includes economics, history, geography, and multiculturalism.

Bronfenbrenner

Content area that includes economics, history, geography, and multiculturalism.

Social Studies

Content area that includes economics, history, geography, and multiculturalism.

Screening instruments

Content area that includes economics, history, geography, and multiculturalism.

Vivian Paley

Content area that includes economics, history, geography, and multiculturalism.

Cherry-O, Candy Land and UNO

Content area that includes economics, history, geography, and multiculturalism.

Lucy Wheelock

Content area that includes economics, history, geography, and multiculturalism.

Drama

Content area that includes economics, history, geography, and multiculturalism.

Jerome Bruner

Content area that includes economics, history, geography, and multiculturalism.

Music

Content area that includes economics, history, geography, and multiculturalism.

Maslow

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Patty Smith Hill was committed to kindergarten programs that emphasized academic skills.

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The sociodramatic centers such as Doctor's Office should be changed every semester .

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Play-based curriculum emphasizes a socialistic classroom.

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Name three well-known scholars who use a constructivist perspective and who have influenced the study of play.

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Teachers who follow the kindergarten tradition place academics at the center of the curriculum.

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Match between columns

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Formative assessment

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Sociodramatic play

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Dramatic play

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Play script

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Portfolios

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Autonomy

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Kindergarten teachers

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Documentation Panels

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

An integrated approach

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Summative assessment

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Bronfenbrenner

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Social Studies

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Screening instruments

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Vivian Paley

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Cherry-O, Candy Land and UNO

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Lucy Wheelock

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Drama

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Jerome Bruner

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Music

Individual who developed the idea that basic survival needs of food, shelter, and clothing must be met before other needs can be met.

Maslow

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Kindergarten programs reflect the current trends and needs of society .

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Today, full- and half-day kindergarten programs are part of public school systems.

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Match between columns

Individual who developed the idea that the ecological context affects play.

Formative assessment

Individual who developed the idea that the ecological context affects play.

Sociodramatic play

Individual who developed the idea that the ecological context affects play.

Dramatic play

Individual who developed the idea that the ecological context affects play.

Play script

Individual who developed the idea that the ecological context affects play.

Portfolios

Individual who developed the idea that the ecological context affects play.

Autonomy

Individual who developed the idea that the ecological context affects play.

Kindergarten teachers

Individual who developed the idea that the ecological context affects play.

Documentation Panels

Individual who developed the idea that the ecological context affects play.

An integrated approach

Individual who developed the idea that the ecological context affects play.

Summative assessment

Individual who developed the idea that the ecological context affects play.

Bronfenbrenner

Individual who developed the idea that the ecological context affects play.

Social Studies

Individual who developed the idea that the ecological context affects play.

Screening instruments

Individual who developed the idea that the ecological context affects play.

Vivian Paley

Individual who developed the idea that the ecological context affects play.

Cherry-O, Candy Land and UNO

Individual who developed the idea that the ecological context affects play.

Lucy Wheelock

Individual who developed the idea that the ecological context affects play.

Drama

Individual who developed the idea that the ecological context affects play.

Jerome Bruner

Individual who developed the idea that the ecological context affects play.

Music

Individual who developed the idea that the ecological context affects play.

Maslow

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Match between columns

Individual who developed the view that play fosters cognitive adaptation.

Formative assessment

Individual who developed the view that play fosters cognitive adaptation.

Sociodramatic play

Individual who developed the view that play fosters cognitive adaptation.

Dramatic play

Individual who developed the view that play fosters cognitive adaptation.

Play script

Individual who developed the view that play fosters cognitive adaptation.

Portfolios

Individual who developed the view that play fosters cognitive adaptation.

Autonomy

Individual who developed the view that play fosters cognitive adaptation.

Kindergarten teachers

Individual who developed the view that play fosters cognitive adaptation.

Documentation Panels

Individual who developed the view that play fosters cognitive adaptation.

An integrated approach

Individual who developed the view that play fosters cognitive adaptation.

Summative assessment

Individual who developed the view that play fosters cognitive adaptation.

Bronfenbrenner

Individual who developed the view that play fosters cognitive adaptation.

Social Studies

Individual who developed the view that play fosters cognitive adaptation.

Screening instruments

Individual who developed the view that play fosters cognitive adaptation.

Vivian Paley

Individual who developed the view that play fosters cognitive adaptation.

Cherry-O, Candy Land and UNO

Individual who developed the view that play fosters cognitive adaptation.

Lucy Wheelock

Individual who developed the view that play fosters cognitive adaptation.

Drama

Individual who developed the view that play fosters cognitive adaptation.

Jerome Bruner

Individual who developed the view that play fosters cognitive adaptation.

Music

Individual who developed the view that play fosters cognitive adaptation.

Maslow

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Match between columns

Storytelling was the focus of her classroom.

Formative assessment

Storytelling was the focus of her classroom.

Sociodramatic play

Storytelling was the focus of her classroom.

Dramatic play

Storytelling was the focus of her classroom.

Play script

Storytelling was the focus of her classroom.

Portfolios

Storytelling was the focus of her classroom.

Autonomy

Storytelling was the focus of her classroom.

Kindergarten teachers

Storytelling was the focus of her classroom.

Documentation Panels

Storytelling was the focus of her classroom.

An integrated approach

Storytelling was the focus of her classroom.

Summative assessment

Storytelling was the focus of her classroom.

Bronfenbrenner

Storytelling was the focus of her classroom.

Social Studies

Storytelling was the focus of her classroom.

Screening instruments

Storytelling was the focus of her classroom.

Vivian Paley

Storytelling was the focus of her classroom.

Cherry-O, Candy Land and UNO

Storytelling was the focus of her classroom.

Lucy Wheelock

Storytelling was the focus of her classroom.

Drama

Storytelling was the focus of her classroom.

Jerome Bruner

Storytelling was the focus of her classroom.

Music

Storytelling was the focus of her classroom.

Maslow

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Match between columns

Formative assessment

Sociodramatic play

Dramatic play

Play script

Portfolios

Autonomy

Kindergarten teachers

Documentation Panels

An integrated approach

Summative assessment

Bronfenbrenner

Social Studies

Screening instruments

Vivian Paley

Cherry-O, Candy Land and UNO

Lucy Wheelock

Drama

Jerome Bruner

Music

Maslow

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Match between columns

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Formative assessment

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Sociodramatic play

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Dramatic play

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Play script

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Portfolios

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Autonomy

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Kindergarten teachers

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Documentation Panels

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

An integrated approach

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Summative assessment

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Bronfenbrenner

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Social Studies

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Screening instruments

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Vivian Paley

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Cherry-O, Candy Land and UNO

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Lucy Wheelock

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Drama

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Jerome Bruner

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Music

Consider societal expectations, governmental regulations, school administrative requirements, personal philosophy, and children's abilities when developing the classroom curriculum.

Maslow

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Match between columns

Formative assessment

Sociodramatic play

Dramatic play

Play script

Portfolios

Autonomy

Kindergarten teachers

Documentation Panels

An integrated approach

Summative assessment

Bronfenbrenner

Social Studies

Screening instruments

Vivian Paley

Cherry-O, Candy Land and UNO

Lucy Wheelock

Drama

Jerome Bruner

Music

Maslow

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Match between columns

Assessment that is used to provide information about how much a child has learned over a period of time.

Formative assessment

Assessment that is used to provide information about how much a child has learned over a period of time.

Sociodramatic play

Assessment that is used to provide information about how much a child has learned over a period of time.

Dramatic play

Assessment that is used to provide information about how much a child has learned over a period of time.

Play script

Assessment that is used to provide information about how much a child has learned over a period of time.

Portfolios

Assessment that is used to provide information about how much a child has learned over a period of time.

Autonomy

Assessment that is used to provide information about how much a child has learned over a period of time.

Kindergarten teachers

Assessment that is used to provide information about how much a child has learned over a period of time.

Documentation Panels

Assessment that is used to provide information about how much a child has learned over a period of time.

An integrated approach

Assessment that is used to provide information about how much a child has learned over a period of time.

Summative assessment

Assessment that is used to provide information about how much a child has learned over a period of time.

Bronfenbrenner

Assessment that is used to provide information about how much a child has learned over a period of time.

Social Studies

Assessment that is used to provide information about how much a child has learned over a period of time.

Screening instruments

Assessment that is used to provide information about how much a child has learned over a period of time.

Vivian Paley

Assessment that is used to provide information about how much a child has learned over a period of time.

Cherry-O, Candy Land and UNO

Assessment that is used to provide information about how much a child has learned over a period of time.

Lucy Wheelock

Assessment that is used to provide information about how much a child has learned over a period of time.

Drama

Assessment that is used to provide information about how much a child has learned over a period of time.

Jerome Bruner

Assessment that is used to provide information about how much a child has learned over a period of time.

Music

Assessment that is used to provide information about how much a child has learned over a period of time.

Maslow

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Match between columns

Instrument designed to reveal the need for additional evaluation.

Formative assessment

Instrument designed to reveal the need for additional evaluation.

Sociodramatic play

Instrument designed to reveal the need for additional evaluation.

Dramatic play

Instrument designed to reveal the need for additional evaluation.

Play script

Instrument designed to reveal the need for additional evaluation.

Portfolios

Instrument designed to reveal the need for additional evaluation.

Autonomy

Instrument designed to reveal the need for additional evaluation.

Kindergarten teachers

Instrument designed to reveal the need for additional evaluation.

Documentation Panels

Instrument designed to reveal the need for additional evaluation.

An integrated approach

Instrument designed to reveal the need for additional evaluation.

Summative assessment

Instrument designed to reveal the need for additional evaluation.

Bronfenbrenner

Instrument designed to reveal the need for additional evaluation.

Social Studies

Instrument designed to reveal the need for additional evaluation.

Screening instruments

Instrument designed to reveal the need for additional evaluation.

Vivian Paley

Instrument designed to reveal the need for additional evaluation.

Cherry-O, Candy Land and UNO

Instrument designed to reveal the need for additional evaluation.

Lucy Wheelock

Instrument designed to reveal the need for additional evaluation.

Drama

Instrument designed to reveal the need for additional evaluation.

Jerome Bruner

Instrument designed to reveal the need for additional evaluation.

Music

Instrument designed to reveal the need for additional evaluation.

Maslow

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Match between columns

Occurs when a group of children assign scripts and develop play together.

Formative assessment

Occurs when a group of children assign scripts and develop play together.

Sociodramatic play

Occurs when a group of children assign scripts and develop play together.

Dramatic play

Occurs when a group of children assign scripts and develop play together.

Play script

Occurs when a group of children assign scripts and develop play together.

Portfolios

Occurs when a group of children assign scripts and develop play together.

Autonomy

Occurs when a group of children assign scripts and develop play together.

Kindergarten teachers

Occurs when a group of children assign scripts and develop play together.

Documentation Panels

Occurs when a group of children assign scripts and develop play together.

An integrated approach

Occurs when a group of children assign scripts and develop play together.

Summative assessment

Occurs when a group of children assign scripts and develop play together.

Bronfenbrenner

Occurs when a group of children assign scripts and develop play together.

Social Studies

Occurs when a group of children assign scripts and develop play together.

Screening instruments

Occurs when a group of children assign scripts and develop play together.

Vivian Paley

Occurs when a group of children assign scripts and develop play together.

Cherry-O, Candy Land and UNO

Occurs when a group of children assign scripts and develop play together.

Lucy Wheelock

Occurs when a group of children assign scripts and develop play together.

Drama

Occurs when a group of children assign scripts and develop play together.

Jerome Bruner

Occurs when a group of children assign scripts and develop play together.

Music

Occurs when a group of children assign scripts and develop play together.

Maslow

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Match between columns

A way of sampling the child's best work over a period of time.

Formative assessment

A way of sampling the child's best work over a period of time.

Sociodramatic play

A way of sampling the child's best work over a period of time.

Dramatic play

A way of sampling the child's best work over a period of time.

Play script

A way of sampling the child's best work over a period of time.

Portfolios

A way of sampling the child's best work over a period of time.

Autonomy

A way of sampling the child's best work over a period of time.

Kindergarten teachers

A way of sampling the child's best work over a period of time.

Documentation Panels

A way of sampling the child's best work over a period of time.

An integrated approach

A way of sampling the child's best work over a period of time.

Summative assessment

A way of sampling the child's best work over a period of time.

Bronfenbrenner

A way of sampling the child's best work over a period of time.

Social Studies

A way of sampling the child's best work over a period of time.

Screening instruments

A way of sampling the child's best work over a period of time.

Vivian Paley

A way of sampling the child's best work over a period of time.

Cherry-O, Candy Land and UNO

A way of sampling the child's best work over a period of time.

Lucy Wheelock

A way of sampling the child's best work over a period of time.

Drama

A way of sampling the child's best work over a period of time.

Jerome Bruner

A way of sampling the child's best work over a period of time.

Music

A way of sampling the child's best work over a period of time.

Maslow

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Match between columns

A term used to describe the conversations and interactions that occur during sociodramatic play.

Formative assessment

A term used to describe the conversations and interactions that occur during sociodramatic play.

Sociodramatic play

A term used to describe the conversations and interactions that occur during sociodramatic play.

Dramatic play

A term used to describe the conversations and interactions that occur during sociodramatic play.

Play script

A term used to describe the conversations and interactions that occur during sociodramatic play.

Portfolios

A term used to describe the conversations and interactions that occur during sociodramatic play.

Autonomy

A term used to describe the conversations and interactions that occur during sociodramatic play.

Kindergarten teachers

A term used to describe the conversations and interactions that occur during sociodramatic play.

Documentation Panels

A term used to describe the conversations and interactions that occur during sociodramatic play.

An integrated approach

A term used to describe the conversations and interactions that occur during sociodramatic play.

Summative assessment

A term used to describe the conversations and interactions that occur during sociodramatic play.

Bronfenbrenner

A term used to describe the conversations and interactions that occur during sociodramatic play.

Social Studies

A term used to describe the conversations and interactions that occur during sociodramatic play.

Screening instruments

A term used to describe the conversations and interactions that occur during sociodramatic play.

Vivian Paley

A term used to describe the conversations and interactions that occur during sociodramatic play.

Cherry-O, Candy Land and UNO

A term used to describe the conversations and interactions that occur during sociodramatic play.

Lucy Wheelock

A term used to describe the conversations and interactions that occur during sociodramatic play.

Drama

A term used to describe the conversations and interactions that occur during sociodramatic play.

Jerome Bruner

A term used to describe the conversations and interactions that occur during sociodramatic play.

Music

A term used to describe the conversations and interactions that occur during sociodramatic play.

Maslow

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Match between columns

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Formative assessment

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Sociodramatic play

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Dramatic play

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Play script

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Portfolios

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Autonomy

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Kindergarten teachers

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Documentation Panels

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

An integrated approach

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Summative assessment

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Bronfenbrenner

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Social Studies

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Screening instruments

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Vivian Paley

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Cherry-O, Candy Land and UNO

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Lucy Wheelock

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Drama

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Jerome Bruner

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Music

Assessment that occurs throughout a defined time period and includes instruments that provide feedback that can be used to guide the curriculum.

Maslow

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Match between columns

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Formative assessment

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Sociodramatic play

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Dramatic play

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Play script

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Portfolios

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Autonomy

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Kindergarten teachers

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Documentation Panels

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

An integrated approach

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Summative assessment

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Bronfenbrenner

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Social Studies

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Screening instruments

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Vivian Paley

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Cherry-O, Candy Land and UNO

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Lucy Wheelock

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Drama

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Jerome Bruner

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Music

Panels used to document or present children's learning through pictures and narratives. Concept originated in the schools of Reggio Emilia, Italy.

Maslow

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Match between columns

When children use symbolism to pretend.

Formative assessment

When children use symbolism to pretend.

Sociodramatic play

When children use symbolism to pretend.

Dramatic play

When children use symbolism to pretend.

Play script

When children use symbolism to pretend.

Portfolios

When children use symbolism to pretend.

Autonomy

When children use symbolism to pretend.

Kindergarten teachers

When children use symbolism to pretend.

Documentation Panels

When children use symbolism to pretend.

An integrated approach

When children use symbolism to pretend.

Summative assessment

When children use symbolism to pretend.

Bronfenbrenner

When children use symbolism to pretend.

Social Studies

When children use symbolism to pretend.

Screening instruments

When children use symbolism to pretend.

Vivian Paley

When children use symbolism to pretend.

Cherry-O, Candy Land and UNO

When children use symbolism to pretend.

Lucy Wheelock

When children use symbolism to pretend.

Drama

When children use symbolism to pretend.

Jerome Bruner

When children use symbolism to pretend.

Music

When children use symbolism to pretend.

Maslow

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Match between columns

Term used by Piaget to describe behavior that is independent and self-reliant.

Formative assessment

Term used by Piaget to describe behavior that is independent and self-reliant.

Sociodramatic play

Term used by Piaget to describe behavior that is independent and self-reliant.

Dramatic play

Term used by Piaget to describe behavior that is independent and self-reliant.

Play script

Term used by Piaget to describe behavior that is independent and self-reliant.

Portfolios

Term used by Piaget to describe behavior that is independent and self-reliant.

Autonomy

Term used by Piaget to describe behavior that is independent and self-reliant.

Kindergarten teachers

Term used by Piaget to describe behavior that is independent and self-reliant.

Documentation Panels

Term used by Piaget to describe behavior that is independent and self-reliant.

An integrated approach

Term used by Piaget to describe behavior that is independent and self-reliant.

Summative assessment

Term used by Piaget to describe behavior that is independent and self-reliant.

Bronfenbrenner

Term used by Piaget to describe behavior that is independent and self-reliant.

Social Studies

Term used by Piaget to describe behavior that is independent and self-reliant.

Screening instruments

Term used by Piaget to describe behavior that is independent and self-reliant.

Vivian Paley

Term used by Piaget to describe behavior that is independent and self-reliant.

Cherry-O, Candy Land and UNO

Term used by Piaget to describe behavior that is independent and self-reliant.

Lucy Wheelock

Term used by Piaget to describe behavior that is independent and self-reliant.

Drama

Term used by Piaget to describe behavior that is independent and self-reliant.

Jerome Bruner

Term used by Piaget to describe behavior that is independent and self-reliant.

Music

Term used by Piaget to describe behavior that is independent and self-reliant.

Maslow

Unlock Deck

Unlock for access to all 75 flashcards in this deck.

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Unlock Deck

Unlock for access to all 75 flashcards in this deck.