Deck 9: Encouraging the Development of Cognitive Skills and Literacy

Question 1

When young children learn to discriminate in shape, size, distance, and color, they are getting ready for

A) Object permanence
B) Symbolic representation
C) Short-term memory storage
D) Phonemic awareness

Answer 1

D

Question 2

The most obvious characteristic of children with intellectual delay is their slower rate of development.

Answer 2

True

Question 3

The term "developmental delay" can be misleading because it implies that children will eventually "catch up" to their peers who do not have disabilities.

Answer 3

True

Question 4

Object permanence is mastered in children without disabilities by the sensorimotor substage 3 at 5 to 8 months.

Question 5

When Frederick was 5 months old, he looked at his favorite ball, but when it rolled out of his view, he did not search for it. Now at 9 months old moves around to search for it, reflecting the presence of:

A) Object permanence
B) Schema
C) Symbolic ability
D) Assimilation

Question 6

A good game for object permanence is peek-a-boo.

Question 7

Preschool programs should emphasize the direct instruction of reading with reading readiness activities.

Question 8

A cognitive skill appropriate for a preschool child is symbolic representation.

Question 9

The three basic cognitive processes are

A) Attention, perception, memory
B) Phonemic awareness, phonological awareness, symbolic ability
C) Construction of reality, intentionality, problem solving
D) Focus, assimilation, accommodation

Question 10

_________, or ordering according to relative differences, is thought to be an early step towards understanding number concepts.

A) Assimilation
B) Cognition
C) Object permanence
D) Seriation

Question 11

The 18- to 24-month-old toddler shows that he or she has the ability to think by showing

A) Intuitive ability and intentionality
B) Deferred imitation and pretend play
C) Concrete operations and formal operations
D) Acting out future scenarios

Question 12

Children without disabilities begin to act out "what would happen if..." scenarios at about age

A) 1 or 1½ years
B) 2 or 3 years
C) 4 or 5 years
D) 6 or 7 years

Question 13

Children with significant intellectual disabilities

A) Have short-term memory deficits and language problems
B) Have difficulty focusing and sitting still
C) Have difficulty solving problems and using symbolic play
D) Have significant motor problems and are talkative

Question 14

Symbolic play usually comes before functional play.

Question 15

In the preoperational stage, children can

A) Perform logical thinking and reasoning
B) Engage in symbolic, pretend play
C) Use processes for hypothesis testing
D) Decenter

Question 16

Children are able to master rote memory almost from birth.

Question 17

Children's responses to questions during story telling time may be related to the types of story-telling practices usual at home.

Question 18

The child who uses simple manipulation in play by banging and throwing objects is showing

A) Intentionality
B) Intuitive ability
C) Imitation
D) Functional play

Question 19

Piaget identified the sensorimotor period of development as

A) Between birth and age 5
B) Between ages 2 and 6
C) Between birth and age 2
D) After age 3

Question 20

Most teachers tend to teach predominately through talking.

Question 21

You are a teacher of young children. A parent comes to you and complains that all the children are doing is "playing." Write a dialogue of how you would respond to this parent. Be precise. Leave nothing to the imagination.

Question 22

Explain why teaching the concepts of "same" and "different" are essential to the development of mathematical skills.

Question 23

Discuss how the beginning of intentionality starts with the sensorimotor substage 4 at about 8 to 12 months.

Question 24

How is problem solving different from academic learning? Give an example of each.

Question 25

You are reading a book together while sitting in a comfortable, adult size chair with a child on your lap. The five-year-old child has a speech and language impairment and can use two-word sentences. Write a dialogue based on your favorite children's book showing how you would use dialogic reading while incorporating the strategies of the two acronyms P.E.E.R. and C.R.O.W.D.

Question 26

Give three examples of ways you would create the desire or need to perform intentional acts in young children with disabilities. Be specific as to materials you would use and things you would do.

Question 27

For student with a significant intellectual disability, give 2 examples of how you would adapt an art activity such as cutting, pasting, and gluing together a paper jack-o'-lantern.

Question 28

Explain the "alphabetic principle" and state why it is so important that children understand this principle.

Question 29

"School language" may be difficult for a child from a nonmainstream culture. Give three examples of some problems that a child from a different culture may encounter in an American middle-class environment. Identify the culture of the child or various children and tell why the problem occurs.

Question 30

You want to develop deferred imitation in a child. Outline a lesson including a concrete sequence of en-route steps of what you would do to reach the terminal objective.

Question 31

Explain how you could teach matching, sorting, and seriation using a set of blocks.

Question 32

Give three examples of a teacher's "staging" or contriving problems to be solved in the preschool classroom. What would you set up for the problem and how would you present the problem to your class?

Question 33

Outline at least four activities that will build phonological and phonemic awareness.

Question 34

Discuss 2 activities that you could do to embed the goal of, "will count up to three objects," during snack time.

Question 35

Explain what Piaget meant with his explanation that cognitive development is a product of the interaction between the environment and biological capacities.

Question 36

Identify 3 characteristics of children with significant intellectual disabilities.

Question 37

List two ways that you could help a child with an intellectual disability develop print awareness during cleanup time.

Question 38

For the above lesson, state how you would adapt it for a child with a hearing impairment, one with a visual impairment, and one who has a motor impairment (cerebral palsy).

Question 39

Describe the three-stage model of literacy development offered by the Center for Early Literacy Learning.

Question 40

Discuss how the approach to development of literacy in which reading, writing, speaking, and listening are viewed as interactive and interdependent.