Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
173 Cards in this Set
- Front
- Back
|
Infants a few days old may prefer
|
faces
|
|
|
parents' and caregivers' attitudes and expectations about infants' awareness and sensory abilities may be predictive of
|
developmental growth
|
|
|
one of the best predictors of infant development is his mother's..
|
ideas concerning the baby's awareness and interactions
|
|
|
the critical time to diagnose and treat hearing impairment so that the childs speech develops normally is at
|
6 months of age
|
|
|
a mothers special speech to her baby sometimes referred to as parentese may
|
help the infant become aware and hold his attention
|
|
|
newborns and infants react to the speech sounds they hear and
|
decode and divide them into abstract categories
|
|
|
musical activities are offered to infants because
|
musical experiences may promote unknown growth development
|
|
|
the reading of pictures books to children younger than one year of age
|
may create positive or negative attitudes about book reading
|
|
|
new technology used to study infants brain function and developing language ability suggests that
|
fine distinctions between speech sounds can be recognized by babies during the first months of life
|
|
|
highly repetitive and simplified mother talk is
|
inappropriate in some cultures
|
|
|
Infants a few days old may prefer
|
faces
|
|
|
parents' and caregivers' attitudes and expectations about infants' awareness and sensory abilities may be predictive of
|
developmental growth
|
|
|
one of the best predictors of infant development is his mother's..
|
ideas concerning the baby's awareness and interactions
|
|
|
the critical time to diagnose and treat hearing impairment so that the childs speech develops normally is at
|
6 months of age
|
|
|
a mothers special speech to her baby sometimes referred to as parentese may
|
help the infant become aware and hold his attention
|
|
|
newborns and infants react to the speech sounds they hear and
|
decode and divide them into abstract categories
|
|
|
musical activities are offered to infants because
|
musical experiences may promote unknown growth development
|
|
|
the reading of pictures books to children younger than one year of age
|
may create positive or negative attitudes about book reading
|
|
|
new technology used to study infants brain function and developing language ability suggests that
|
fine distinctions between speech sounds can be recognized by babies during the first months of life
|
|
|
highly repetitive and simplified mother talk is
|
inappropriate in some cultures
|
|
|
new findings in infants' language growth suggest that it is critical to discover
|
early eye and ear acuity
|
|
|
books that infants and young toddlers seem to prefer and tat are recommended in the text include
|
colorful touch and feel books
|
|
|
an infants early abiltiy to recognize subtle differences among sounds in all world language
|
disappears with age
|
|
|
providing infants with soft safe writing tools
|
will require adult supervision
|
|
|
identify the mother who would best promote her infant's language growth
|
one who was confident in her infants abilities, watchful, and responsive
|
|
|
the number of brain synapses peak at
|
24-36 months
|
|
|
every time an infant communicates successfully by using a nonverbal baby sign it is believed that this
|
makes subseqent efforts easier
|
|
|
neurolinguistics is best defiend as
|
the study of lingquistics and brain structure and function
|
|
|
infant care staff members are trained to
|
read infant's signals
|
|
|
moderation level is maintained in an infant center when
|
when infnats are between boredome and excitement
|
|
|
motherese is often sued to
|
quiet and infant, influence an infants' sense of well-being, communicate by using exaggerated voice inflections
|
|
|
by the last half of an infant's first year he reaches the miletone of
|
shareing attention given to objects with another person
|
|
|
listening to music in infancy improves children's intelligence. this statement is
|
partially true
|
|
|
some research studies indicate that infants
|
seem to remember and give greater attention to rhymes or stories read to them before their birth
|
|
|
toddler group time are
|
short, full of active child participation, planned to promote child speech
|
|
|
considering story books with electronic featyures, educators believe that
|
reading with a responsive adult is best
|
|
|
when using a block as ababy bottle the toddler is engaging in
|
symbolic play
|
|
|
prudent advice to parents about book sharing with a toddler is to
|
relax and enjoy
|
|
|
one can expect toddlers to use crayons
|
with a scrubbing motion
|
|
|
phonology is connected to
|
the sounds of speech
|
|
|
the smallest unit of speech that distinguishes one utterance from another is called a
|
phoneme
|
|
|
a toddlers who says 'peas' for please
|
lacks the ability to say please but may hear it as please
|
|
|
toddlers learning the grammar of their native language
|
use correct forms of words and later use incorrect ones, understand general rules before exceptions, learn how sounds are organized to communicate meaning
|
|
|
syntax involves
|
rules of word order
|
|
|
when a child says 'it falled down' it is a
|
overregulation error
|
|
|
a toddler who calls a melon a ball is displaying
|
knowledge of balls
|
|
|
which of the following is a useful pivot word
|
where
|
|
|
if you were planning a toddler story time with a group of 10 toddlers what would you do
|
invite their mothers
|
|
|
the toddler who uses the word no in speech is
|
possibly testing to see if there is a choice
|
|
|
pragmatics involves
|
toddlers' use of social speech conventions
|
|
|
self talk may help children
|
sequence actions, control behavior, be flexible in their thinking
|
|
|
at 3 years of age, most children can
|
monologue and dialogue
|
|
|
use of the word aminal displays
|
substituting sounds
|
|
|
a child who pronounces words correctly 95% of the time is probably
|
a grammar school child
|
|
|
a child just beginning to use forms of the verb "to be" is probably a
|
two year old
|
|
|
a child using the word pee pee
|
may be using the only word he knows for the function
|
|
|
a preschooler with a vocabulary of about 4000 words would be considered
|
very advanced
|
|
|
while watching a clown fall down, which statement by a young preschooler would be most typical?
|
he fell down
|
|
|
the wind blows the door shut and the children insist another teacher or mother closed the door. this is an example of
|
children who are making an inference
|
|
|
most preschoolers can produce
|
all the vowel sounds
|
|
|
a lot of young preschoolers' comments describe
|
what they have done and what they are doing
|
|
|
Putting events an experiences into classification is
|
innate, a natural process, built into human beings
|
|
|
a preschoolers knowledge is
|
related to her curiosity, related to her search for variety, constantly changing
|
|
|
children construct
|
construct hypotheses
|
|
|
a new idea experienced by a child
|
adds to what she knows, changes what she knows, changes what she feels sometimes
|
|
|
words are
|
convenient communication shortcuts
|
|
|
a preschool teacher continually struggles to ignore
|
nothing
|
|
|
one sometimes overlooked aspect of the young child's speech developemtn is
|
her emotional tension around adults
|
|
|
the class hamster is weak, and wobbly and is being discussed by the class. the teacher might
|
ask children to examine the cage and its contents
|
|
|
the child who says "does an elephant have a big name because he is big and an ant a little one because it is little?" is
|
a child with metalinguistic ability
|
|
|
the child who is confusing heavy and light might profit from activities that
|
promote lifting a variety of heavy and light objects
|
|
|
brains become "wired"
|
from birth on
|
|
|
a child who is born deaf
|
is equipped with brain cells ready to process sound, fails to receive the sound messages she needs to develop speech, receives messages that will allow her to eventually communicate
|
|
|
children's brains are
|
twice as active as adults' until age 9 or 10
|
|
|
neural connections grow and develop
|
at irregular rates, in an orderly way, with spurts and plateus
|
|
|
one reason young children are so individual is that
|
their biological and experiential influences
|
|
|
a child's ability to solve problems and use symbols has been associated with
|
her literacy behaviors
|
|
|
small group discssions with prescoolers enables them to
|
compare their ideas with peer ideas
|
|
|
erikson's work identified
|
social-emotional development
|
|
|
visual literacy
|
is a learned skill, involves interpreting and using spoken language and written and graphice language, encompasses understanding that visual images can affect emotions
|
|
|
Preschoolers ask lots of questions because
|
they want to know something
|
|
|
a learning disability in language arts refers to significant difficulties in
|
listening, speaking, reading or writing
|
|
|
instruction in english in the u.s. public school system always begins
|
at some point during elementary school
|
|
|
early childhood educators rarely correct a young child's language errors because they
|
are more concerned with meaning and intent
|
|
|
in today's world more than ____ percent of people speak more than one language
|
50%
|
|
|
hearing loss occurs in
|
3 out of every 1000 births
|
|
|
identification of hearing loss and subsequent help can significantly improve language and cognitive development if it takes place before
|
six months of age
|
|
|
speech that is spoken rapidly and seems incomplete or jerky, slurred, spoken in bursts, and difficult to understand mya be defined as
|
cluttered speech
|
|
|
considering the long term use of early childhood stuttering, children in the majority of cases
|
will improve, for it is temporary
|
|
|
otitis media may affect an infants ability to
|
babble
|
|
|
many children who are enrolled in special speech and language treatment programs in lower elementary school
|
have a history of middle ear infections
|
|
|
children at risk for reading difficulties include
|
poor children, preschoolers with expressive language delay, preschoolers with receptive language delay
|
|
|
Federal legislation mandates that school district educators working with students with special needs must
|
develop an individualized education plan
|
|
|
one characteristic found in a four year old who is talented or gifted in language arts might be
|
attentive listening and ability to remember, enjoy composing poems
|
|
|
black english is
|
systematic, rule-governed, often sterotyped
|
|
|
a bilingual child speaks
|
two languages with some degree of proficiency
|
|
|
just as teachers do with a very young child, they speak to the second language learner doing what?
|
stressing key words
|
|
|
the preschool proram type that best suits the needs of other than english speaking children
|
is a politicized issue
|
|
|
a topic web used for developing a theme is
|
a visual outline concerning a specific topic, a pictorial method of identifying possibilities, a helpful road map for some teachers
|
|
|
the theme approach to instruction
|
usually involves a classform transformation
|
|
|
it is ___ that an activity plan is necessary for every planned language arts activity that a teacher undertakes
|
false
|
|
|
mother goose stories are
|
undisputed cultural classics
|
|
|
literacy materials in preschool classrooms should
|
be available in quantities reflecting one for each enrolled child and celebrate cultural diversity
|
|
|
in some teacher-planned language arts activities, teachers will
|
have to practice literary material beforehand
|
|
|
a planned reinforcement application or follow up activity
|
usually strengthens what was learned previously, can be a variation of the original activity, can attempt another way for children to discover the same learning
|
|
|
literacy skills are
|
interrelated
|
|
|
whether a program's identified goals for language arts instruction are reached depends on
|
staff commitment,staff enthusiasm, staff ingenuity and resourcefulness
|
|
|
early childhood programs affected by the No Child Left Behind Act
|
are accountable for providing data that shows children's progress
|
|
|
According to the National Early Literacy Panel, a strong predictor of a young child's later literacy and success in learning to read include a child's
|
ability to write her name, phonological awareness, alphabet knowledge
|
|
|
the periodic assessment of preschool children's abilities is
|
controversial
|
|
|
When some early childhood centers plan their language arts program goals and the activities that will help children attain these goals, they will consult
|
parents for input, state standards, well recognized standards and goal statements
|
|
|
a child's literacy portfolio does not usually include
|
standardized test scores
|
|
|
scaffolding, a teacher technique is a teacher skill that requires a thoughtful teacher decision about
|
the kind of comments that will suit a particular child
|
|
|
in conversing with preschoolers the teacher's behaviors should promote the
|
child's expression of his own conclusions, child's ownership of ideas, collaboration among children
|
|
|
to handle a child's interruption of adults or other children during group discussions, the text suggests
|
accepting the child's comment and discussing it, reminding the child about raising his hand, some teachers accept this behavior as natural for preschoolers
|
|
|
teachers who are playful interactors and fun loving companions
|
exhibit an enthusiasm for life and the company of children
|
|
|
if a teacher is using a whole language approach or integrated approach and a child says "they are squeezing jimbo the hamster and it hurts him" the teacher would most likely respond with what
|
let's print a sign to put next to the cage
|
|
|
if a teacher is trying to promote language arts use a child asks "can i paint now?" the teacher might respond how?
|
come along. we'll see if your name is on the waiting list
|
|
|
a teacher trying to connect a green ice cream activity to children's past experiences might say
|
what colors of ice cream have you had, has anyone tasted the pink ice cream?
|
|
|
when a child says 'he gimme dat' the teacher should
|
accept and respond
|
|
|
when a teacher notices that the children do not understand a new workd he has used he can
|
define the word using terms the children understand
|
|
|
there are not enough charis ata table for hcildren who wish to sit down. a teacher wishing to introduce a number word might say
|
"there are only fours chairs and five children, i will send someone to tell you when there is room for you" or "there are only four chairs, mitchell, please add your name to the waiitng list" or "please wait crista our four chairs are full right now. mike is just leaving"
|
|
|
a personal resource file is suggested in the text because
|
it is hard to remember all of the interesting activity idea one encounters
|
|
|
as far as language growth during preschool years is connected, young children learn language
|
probably as much from peers as from adults
|
|
|
if teachers react to child statements with "yes" "good" "do tell" and similar responses, they reward the child's efforts and
|
additional child conversation may follow, but adding new information relevant to the childs topic might be better, but longer conversations usually result when more pertinent teacher utterances occur
|
|
|
asking a lot of questions that call for correctly recalled answers is
|
not recommended in the text
|
|
|
when it comes to listening to children, teachers should listen
|
intimately and closely
|
|
|
early educators avoid what?
|
putting children on the spot for a reply, changing the conversation's topic when answering questions
|
|
|
what typifies good listening skill?
|
watching a speaker's face
|
|
|
teacher eye contact can
|
encourage listening
|
|
|
philippe needs to stop pushing. one technique a teacher can use is to
|
say his name and state what is expected
|
|
|
one way for a teacher to gauge whether a small group of children is listening to what is going is to
|
pan the group with her eyes for signs
|
|
|
if a teacher thinks she is losing children's ability to listen during an activity, she could try
|
putting some variety in her voice
|
|
|
activities mentioned in the text to promote phonemic awareness include
|
reading nursery rhymes, making alphabet books, discussing alliteration
|
|
|
a teacher verbalization recommended for use during small group time is
|
"raise your hand if you have something to tell" "each of us will have a turn" "if you dont want a turn to talk, say "pass""
|
|
|
among the recommended ways to provide a good setting for lsitening at group times is to
|
choose an area away from distracting sounds, use screens, dividers, or bookcases between activity areas
|
|
|
celeste, a four year old, monopolizes group times and rambles on and on until the other children get restless. the text suggests.
|
using an egg timer
|
|
|
a part of word such as -ame or -ay is called
|
a rime
|
|
|
when it comes to children's phonemic awareness skill
|
the majority of children develop it without direct instruction
|
|
|
in listening centers, one usually finds
|
headsets, that they are partioned off from other room areas, commercially developed products
|
|
|
television use in preschool classrooms is
|
not recommended
|
|
|
when it comes to the listening abilities of boys and girls
|
they have close to the same skill level
|
|
|
the use of preschool listening games is
|
a method of instruction
|
|
|
some experts believe that phonological development progresses in stages, these are
|
awareness of words, then word parts, then knowing syllables have sounds
|
|
|
phonemic awareness
|
aids reading comprehension, helps children decode words, is instruction that involves teaching sounds
|
|
|
the ability to blend phonemes
|
helps children decode words
|
|
|
after book reading times, discussions may
|
promote vocabulary understanding, promote analysis of the story, promote analysis of word usage
|
|
|
prestigious american children's picture book awards most often are connected to which of the following associations?
|
ALA
|
|
|
early childhood teachers find reading a picture book to a large preschool group means
|
more behavior control statements will be necessary, children may be less engaged with the activity, it will probably be harder to hold the group attention
|
|
|
asking a number of questions such as "what was the cats name" in a book reading time discussion
|
is discouraged in the text
|
|
|
big oversized books are popular with preschoolers becayse they
|
have large colorful illustrations, are easy to see, have large sized print
|
|
|
a child who makes a big clay dog after hearing the picture book clifford th ebig red dog
|
may be symbolizing the experience
|
|
|
a picture book dealing with how plants change sunlight into food is
|
nonfiction
|
|
|
early american literature for young children was
|
often full of moral and spirtitual themes
|
|
|
picture books dealing with the reality of young children's lives were published in quantity in
|
1970-2000
|
|
|
books with talking animals
|
may confuse children if they cannot identify with the animals message
|
|
|
the text recommends that teachers
|
screen all books selected for school purchase,select books for children's special interests
|
|
|
in arranging a setting for reading a book to a gorup of children, one should
|
plan for illustrations to be at children's eye level, avoid highly trafficked areas, think about lighting
|
|
|
dramatizing a picture book
|
may be aided by props and costumes, enhances children's ability to remember story details
|
|
|
a collection of picture books that may help children with life problems, pain and strong emotions is called
|
bibilotherapy collection
|
|
|
to build child involvement and participation during a book reading time, the teacher should invite children to
|
speak a character's dialogue
|
|
|
to increase use of the classroom book center, the teacher should
|
plan for times when he will be there
|
|
|
picture books once read to children can be turned into
|
dramatization opportunities, theme instruction topics, flannel board sets
|
|
|
if teachers are successful in making books attractive and rewarding to preschool children the children will
|
visit the classroom library
|
|
|
when a teacher says 'charlette you have a poodle as a pet" at story time he is probably trying to
|
relate the story to children's lives
|
|
|
children in preschool can learn about
|
story beginnings and endings, about title pages in books
|
|
|
suggestions for techniques useful for storytelling include
|
being at the child's level, using a prop, maintaining eye contact
|
|
|
one's opening phrase in storytelling should
|
transport listeners from conversational speech to the other world of story
|
|
|
a fairy tale
|
can be a folktale, can be about real life problems, sometimes includes giants, nonhumans, and magical events
|
|
|
beginning child storytellers
|
often tell a series of unrelated events
|
|
|
taking child dictation successfully involes being both
|
a scribe and facilitator
|
|
|
the act of pantomiming
|
can introduce and enhance storytelling
|
|
|
because holding attention in storytelling may be more difficult than reading a picture book, teachers
|
include lots of child participation in the telling, become animated and dramatic at times
|
