Deck 5: Planning Play Spaces

Question 1

Microsymbolic play refers to children:

A) Incorporating microscopes into their play
B) Using child sized materials
C) Using child sized materials that are replicas of objects
D) Combining objects and language into their play

Answer 1

Using child sized materials that are replicas of objects

Question 2

Macrosymbolic play refers to children:

A) Assuming pretend adult roles into their play
B) Combining objects and language into their play
C) Using adult objects for their play
D) Constructing objects for their play

Answer 2

Assuming pretend adult roles into their play

Question 3

Fluid materials refers to:

A) Water play
B) Materials that children must add water to
C) Materials that change in shape or allow children to create items that alter shape or form
D) Materials that children must pour from one container to another

Answer 3

Materials that change in shape or allow children to create items that alter shape or form

Question 4

Structured materials refers to:

A) Materials that have predetermined characteristics that influence how the child uses them
B) Materials that must be used in a particular way
C) Patterns presented for art work completion
D) Materials that may not be moved from their location

Question 5

Quality early learning play spaces are viewed as those that:

A) Offer the children a defined structure and area for their play
B) Offer a planned arrangement of ideas, people, time, and resources
C) Offer parents a lounge area for observation
D) Have a defined play schedule

Question 6

Greenman (2005) identifies that when early learning practitioners reduce play options and freedom to play, they are:

A) Removing the meandering and exploration along the way
B) Increasing opportunities for children to engage in cognitive activities
C) Maintaining a program schedule
D) Meeting the needs of children who do not like to play

Question 7

Dietze (2006) identifies that play space is:

A) Most beneficial when it has fixed or stationary equipment
B) Examined every two months and adjusted if necessary
C) Arranged based on the early learning practitioners interests in play
D) Fluid and emerging based on juxtaposing different shapes within the same space

Question 8

Children benefit in play spaces that:

A) Offer them opportunities to connect with a natural environment and are aesthetically appropriate
B) Are structured and predictable
C) Are arts and community based
D) Assign them specific experience centres to explore each day

Question 9

The term feeling tone refers to:

A) How the early learning practitioner speaks to the children
B) The use of colour in the early learning environment
C) The friends that children establish in the environment
D) How positive, comfortable, and engaging the atmosphere is among teachers, peers, and families

Question 10

Early learning teachers incorporate ways to communicate value, respect, and understanding into the environment by:

A) Having a circle time each day so the children develop skills in taking turns
B) Sending notes home to parents on a daily basis
C) Developing a sense of an inclusive, welcoming play space
D) Letting the children decide on the rules and use of play space

Question 11

As early learning teachers prepare play space, one of their first roles and responsibilities in the process is to:

A) Ensure that there is a structured program plan
B) Ask the parents what the children play with at home
C) Listen to the children during their play and observe their play processes
D) Remove children from the play space when they become too active

Question 12

Early learning teachers listen to the children to gain information about their thinking and learning styles. Teachers use this information to:

A) Discuss the phase of cognitive development the child is functioning at
B) Determine the materials that need to be introduced
C) Determine the types of structured activities that would support the child in developing skills needed to meet specific milestones
D) Formulate questions that will provoke children's thinking and lead them to create new ideas and learning

Question 13

The most effective play space for children is created when:

A) Early learning teachers prepare the required experience centres
B) The experience centres remain the same
C) Early learning teachers take the cues from the children
D) Early learning teachers develop the aesthetics so that they create a sense of calmness

Question 14

Environmental aesthetics refers to:

A) The children's play space
B) How children engage in expressing their artistic attributes
C) The outdoor natural play space
D) How individuals experience their world through their senses and perceptions

Question 15

Malaguzzi emphasizes the importance of early learning practitioners paying attention to the play-space aesthetics because of its:

A) Impact on a child's cognitive development
B) Influence on parent's choices of early learning settings for children
C) Power to organize and promote choices and activity that may spark all kinds of learning
D) Role in providing children with safe places to play

Question 16

When an aesthetic environment is pleasing, there is an increased level of :

A) Kinesthetic activity
B) Musical activity
C) Sensory and perceptual activity
D) Collaborative activity

Question 17

When children are exposed to cluttered environments:

A) They gain a sense of being able to mess about without worrying
B) Their brains uses excessive energy to block out the stimuli
C) Decreases over activity in children
D) Increases their exploration in order to find what they are looking for

Question 18

Aesthetic appreciation in early learning environments requires:

A) An understanding of how to stage children's environments
B) Knowing how colours impact children and their play
C) Children to understand what they can touch and what they can look at
D) A balance of minimalism, natural products, and a sense of coziness

Question 19

Noise pollution in an early learning environment has the potential to:

A) Have the early learning practitioners require the children to spend more time outdoors
B) Have early learning practitioners split children into different groups
C) Cause children to have delayed language skills, increased anxiety, and impaired resilience
D) Adjust itself over time

Question 20

Experience-based, hands-on learning evolves in play spaces where:

A) The early learning teachers has planned experiences for the children
B) Children may choose what they wish to engage in and with
C) The materials are set up for the children to use
D) Children are required to complete particular activities before moving to other experience centres

Question 21

Ordered time refers to:

A) An established framework that early learning practitioners and children follow to support children to anticipate the sequence and predictability of their daily routine
B) The specified time that children are given to play and explore each experience centre
C) The early learning practitioner's working schedule
D) The requirements for indoor and outdoor play as identified by government standards

Question 22

Kritchevsky and colleagues indicated that the most effective play spaces for children incorporate:

A) Indoor and outdoor play into the environment
B) A minimum of 2.5 play spaces in each play zone per child
C) Dramatic play, art, and music side-by-side
D) Play space with defined outcomes

Question 23

Flex zones refer to:

A) The different indoor play experience centres
B) The different places assigned for staff to supervise
C) Places where children may use the same space in different ways
D) How the children use the defined materials in the play space in different ways

Question 24

When children are feeling overwhelmed in their play space they may exhibit signs of:

A) More interaction among other children and adults
B) Increased tolerance for adapting to the environment
C) Increased agitation leading to negative behaviour
D) More creativity

Question 25

Noise pollution in an early learning environment is predominately caused by children playing actively.

Question 26

Environments that exhibit appropriate feeling tones for children exhibit happy, active children.

Question 27

Stress occurs in environments when there is an imbalance between the demands on individuals or groups and human resources.

Question 28

Feeling tones are usually filtered as pleasant or unpleasant.

Question 29

Early learning environments always impact children positively.

Question 30

Early learning environments establish an order that reflects the most efficient use of staffing.

Question 31

Not all children have the same needs or desires in their daily routine.

Question 32

The younger the child, the less frequent their change in play.

Question 33

Spatial partitioning refers to how the space is divided between play space and sleeping space.

Question 34

Active play space refers to where children connect, network, observe, and engage in group play.

Question 35

The environmental design may impact child's play but not the opportunities for adult-child connections.

Question 36

The environmental conditions can impede a child's energy level and ability to problem solve.

Question 37

Research suggests that natural light helps children concentrate.

Question 38

Psychological discomfort increases the child's social interaction and networking.

Question 39

Greenman indicates that early learning spaces require order that is based on the children's routines from their home settings.

Question 40

Describe the role of early learning practitioners in planning play space that is supportive of children's interests, developmental phases, and aesthetics.

Question 41

Discuss the characteristics of responsive play space environments. Why are there challenges in early learning settings in planning responsive play spaces?

Question 42

Describe the design features of a responsive play space. How does each of the features support children in their play, learning, and development?

Question 43

What is the thinking behind establishing experience centres in wet, dry, quiet, and noisy groupings?

Question 44

Imagine you are working with a group of 3-year-old children. You notice that when the environment appears to become cluttered, there is an increase in noise levels, reduction in children engagement in play for long periods of time, and an increase in negative behaviours. How do you respond to this situation from the planning of the children's play-space perspective?