Curriculum for Young Children An

Introduction 2nd Edition Arce Test

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CHAPTER

6 Designing Developmental Curriculum

for Play, Discovery, and Learning

1. Play is a child’s:
Multiple Choice Questions (11)

A. response to lesson plans.

B. activity following a scheduled parent conference.
C. spontaneous and joyful response.
D. participation with a teacher-directed board game demonstration.
ANS: C

2. Play is valuable to children because it:

A. is a child’s right.
B. allows children to experiment with behaviors.
C. encourages the development of skills.
D. all of the above
ANS: D

3. Questioning as a teaching strategy:

A. is discouraged by the profession of early childhood education.
B. requires teachers to engage children in conversations that potentially will expand their interests.
C. is the opposite of open-ended questioning.
D. suggests that teachers drill children on the curriculum provided during the previous group time.
ANS: B

4. Supporting the creativity of young children invites early childhood educators to:
A. allow children to be original and explore new ways to problem solve.
B. replicate the art experiences in the primary grades.
C. minimize art opportunities to the art and craft table.
D. all of the above
ANS: A

5. Curriculum activities appropriately planned in early childhood education will:

A. generate from the children’s questions and statements and assessments of their behaviors.
B. use techniques created by experienced curriculum supply managers.
C. meet the required federal child care bureau state licensing requirements.
D. none of the above
ANS: A
 Curriculum for Young Children: An Introduction—Chapter Six

6. A Curriculum Activity Guide (CAG):

A. documents each activity with several elements including a goal, a curriculum area, and a
developmental focus area.
B. avoids identifying the location for an activity because every program for children is different and
labeled differently.
C. provides the Standards Met section to be completed by the program administrator.
D. cannot be used by publically funded programs.
ANS: A

7. Establishing a curriculum schedule in an early childhood program may:

A. allow a natural flow of activities and routines.
B. promote security and safety for the children.
C. avoid preplanned, structured curriculum.
D. all of the above
ANS: D

8. A flexible schedule in an early childhood program:

A. organizes preschool experiences for specific times during the day.
B. discourages children from learning to wait and take turns.
C. supports child-directed activities.
D. none of the above
ANS: C

9. An integrated curriculum plan in an early care and learning program:

A. depends on the curriculum approach at your school.
B. is affected by the daily schedule.
C. offers meaningful activities in all developmental areas.
D. all of the above
ANS: D

10. The Curriculum Activity Guide offers:

A. a basic model for documenting the activities and experiences offered in an early care and learning
program.
B. a lesson plan approach used by both preschool teachers and elementary school teachers.
C. a method for identifying the experiences preschoolers are mandated by licensing to offer.
D. an illustration which documents the relevance of guidance techniques in preschools.
ANS: A

Completion Questions (10)

Terms used in completion questions:

activity participants
activity goal possible outcomes
concepts skills
creativity teaching strategies
elements vocabulary

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 Curriculum for Young Children: An Introduction—Chapter Six

1. The developed abilities in body movement, thinking, and social and emotional behaviors are referred
to as __________.
ANS: skills

2. __________ are the single ideas about an object or subject written and spoken simply for a child’s
understanding. One of the elements of a Curriculum Activity Guide.
ANS: Concepts

3. __________ is a possible outcome listed on the Curriculum Activity Guide. The words related to an
activity can be used appropriately in conversation with the children participating in the activity.
ANS: Vocabulary

4. A(n) __________ is a(n) enriching experience planned and offered for children in an early childhood
setting.
ANS: activity

5. __________ are the parts of an activity planned for young children; elements include title, goal,
materials, standards, and so on.
ANS: Elements

6. One of the elements listed on a Curriculum Activity Guide that establishes the recommended number
of children who might be able to join in the activity is identified as __________.
ANS: participants

7. __________ are the recommended actions for the teacher who is guiding an activity; may suggest
sequence or procedures for guiding the child’s participation.
ANS: Teaching strategies

8. The process of developing and expressing abilities such as originality or imagination with
encouragement; appreciation of new views, ways, and ideas is __________.
ANS: creativity

9. A(n) __________ is a statement that describes the purpose of an activity. The goal describes the
information that the teachers would like the children to experience.
ANS: activity goal

10. __________ is the description of the behavior or behaviors that a child may be expected to achieve
after participating in the specific activity; includes concepts, skills, and vocabulary as Curriculum
Activity Guide elements.
ANS: Possible outcomes

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 Curriculum for Young Children: An Introduction—Chapter Six

Short Essay Question (1)

1. Discuss and substantiate the value of documenting curriculum experiences with Curriculum Activity
Guides (CAGs).

ANS: (answer may include some/all of the following)

• Documentation of activities frees teachers to enjoy the interaction with the children during the
experiences.
• Written plans provide program accountability with documentation of the experiences provided for
children and comment regarding their participation. This substantiates program goals and
allows teachers to continue offering meaningful and flexible activities.
• Appropriate advance planning encourages and allows spontaneous teaching moments.
• Documentation with Curriculum Activity Guides (CAGs) increases efficiency and elevates
management skills.
• Teachers who use CAGs, a visual documentation of the curriculum activities, have more time
with the children, more time to inform their families about curriculum, and more time to
provide in-service guidance for volunteers.

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