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A teacher's role in fostering creative thought includes:

showing support, acceptance, and promotion of desirable behavior

To challenge school age children's divergent thinking, Wassermnn suggests this three-step model:

ply-debrief-replay

Toddler's conflict is typically related to:

possession of toys

Children develop prosocial behavior when they:

see adults in conflict

In the Reggio Emilia Schools in Italy, teachers are:

democratic

Conflict is:

something that can enhance children's social development

Creative teachers view themselves as:

decision-makers, problem solvers, and risk takers

In conflict situations:

focus on what can be done

Children who are in this type of classroom feel most secure, self-assertive, and self-controlled

democratic

The view that children gradually build their own understandings about and knowledge of the world through active participation best describes

constructivism

Autocratic adults tend to:

discourage individuality in their students

Both concept building and problem solving are aspects of children's

creative growth

Which of the following is considered to be the most powerful influence on children's cooperative and self-responsible behaviors?

watching significant adults model prosocial behavior

Children reflect on and discuss the play experience during which of these stages?

Debrief

An appropriate strategy to deal with conflict for intermediate children includes:

opportunities for peer acceptance, opportunities to participate in rule governed games, model constructive ways of dealing with conflict and problems

The Piagetian viewpoint that children are "doers"-builders of understandings of their world and need many opportunities to communicate ideas

constructivism

The belief that the environment is the single most important variable in shaping development

behaviorism

The belief that people are capable of controlling their lives through choice and creative growth

humanism

Children learn socially appropriate behavior by observing and imitating models in their world

social learning

Students are empowered to be responsible for their own learning and actions

permissive

Uses an unbending set of rules to maintain control

autocratic

Fosters resentful, rebellious interactions; develops children who have difficulty with peer interactions

autocratic

An inconsistent environment with few or no limits placed on children

permissive

Teachers offer age appropriate materials, encourage choice, have high expectations or the students, and respect their ideas

democratic

projects a laissez-faire, uninterested attitude

permissive

Prepares the environment with choices and plenty of time for interactions

democratic

An ongoing, independent study of a topic that may involve several children

project work

Challenges children's divergent thinking in all areas

investigative play

enhances children's conceptual understandings in all areas

project work

Involves a shared goal but a difference of opinion

inquiry and problem based learning

collaboration exposes children to different points of view and increases social interaction skills

inquiry and problem based learning

Teachers can guide children's creative growth by indirect or direct strategies

true

Teachers should study and adopt the one theory of learning that best suits their teaching needs and style

false

children learn social behavior by observing others in social settings

true

Teachers should del with all children in the same way

false

autocratic teachers generally foster students who are anxious, withdrawn, and apprehensive

true

How teachers feel about themselves has little influence on children's behavior

false

Creative teachers expect children to be responsible for their own learning by providing appropriate materials and guiding inquiry

true

very young children can be responsible for making choices and decisions

true

guidance techniques are not considered to be developmentally sequenced

false

spontaneous sharing is considered prosocial behavior

true

an eclectic approach includes applying a variety of theories that fit your beliefs and help you make the best educations devision for children's creative thought and behavior

true

young children often cannot distinguish between intentional and unintentional behavior

true

good problems for young children are real, relevant, and have a single solution

false

The goal of guiding children's creative growth is well behaved children

false

teachers should be the center of control in the early childhood classroom

false

democratic teachers believe that children need firm but reasonable limits

true

to help develop self control, have children sit in a chair for five minutes when they demonstrate inappropriate behavior

false

providing choices for children confuses them

false

democratic teaching styles help children to feel a sense of security and increase self sufficiency

true

When teachers are implementing the Project Approach, and project undertaken must focus on a subject for a minimum on one week

false

keeping children engaged in learning should not be a teacher's goal

false

When teachers encourage children to use I-messages, they are supporting the theory of behaviorism

false

one fundamental classroom rule that helps children learn positive ways of dealing with each other is "You can't say you can't play"

true

teachers should discourage the practice of children bringing items from home to school that they will not or should not share

true

an eclectic approach means understanding and applying one theory that fits your beliefs

false

good problems require the child to modify, move, or transform the materials

true

children should have an active role in creating and monitoring classroom rules

true

Teachers often overestimate the influence of their own upbringing and value system on guiding the creative behaviors of others

false

adults' interactions with children exert a minor influence on the way they express creative behavior

false

in order to diminish children's power struggle disputes, keep track of turn-taking to ensure that every child really does get a turn

true

good problems help the child believe in his or her own problem solving abilities

true

Which of the following is NOT a question that will help determine if an activity is or is not art?

Will their parents like it?

If most children in class are drawing nonrepresentationally, the teacher should:

invite the child to tell him or her about the art

Ownership, as it refers to children's art means that:

the child makes decisions and choices about his or her own art work

Which of the following is NOT something that children learn through the arts?

to follow directions carefully

Which of the following is NOT an example of real art?

making a paper bag puppet using patterns from a book for the puppet's face

If a child is an ELL, you should encourage her to use self expression through

drawings, sculpture, painting, collage

Which of the following is NOT a practice that will promote safe art instruction?

use of inexpensive, imported products

Which of the following is an effective response to children's art?

intervene when children seem stalled or frustrated

Which of the following is an appropriate way to develop children's vocabulary about art?

introducing the vocabulary in context

Some of the things that children should do in an art program include:

all of these: A. examining intensively both natural and man-made objects from many sources
B. experimenting in-depth with art materials and processes to determine effectiveness in creating new forms
C. working with tools appropriate to the child's abilities and developing skills needed for satisfying aesthetic expression
D. organizing, evaluating, and reorganizing works-in-progress to gain an understanding of line, form, color, and texture in space

When discussing art with young children, use art that:

intrigues the children

It is important for teachers to make are activities accessible to young children with special needs. An adaptation for a child with learning disabilities or attentional difficulties includes all of the following except:

have the child work with a partner and allow the partner to complete the work

Some indicators of poor quality in an art program are:

children are unwilling to accept new challenges in art

Which of the following is NOT recommended practice in the teaching of art?

requiring conformity

Which of the following is NOT a guideline for displaying children's art?

placing the work at an adults' eye level

Teaching through the arts is

using creative and artistic approaches to teach all subjects

An example of a child's work of art as defined in the text is

forming an animal out of clay

young gifted children's art work may include all of the following except:

unrealistic portrayals

Are among young children usually is classified as

nonrepresentational

Which of the following influences young children's artistic development?

family discipline, mental capacity, motor development, access to art materials

representational art:

shows planning and inclusion of details

Which of the following is an example of art for young children?

using finger paints to create pictures of their choice

Art is related to the child's thinking process

cognitive

An artist needs to be keenly aware of sensory input

perceptual

If a child realizes that a drawing can express feelings in a concrete way, this illustrates the child's understanding of the ___ nature of art

graphic

A child's art changes as the child matures

developmental

A child's art reflects the events and beliefs that she experiences daily

affected by context and culture

in terms of human figure drawings, toddlers usually scribble, threes usually name their scribbles, and preschoolers begin to produce "tadpole" people

developmental

refers to whether or not children have had access to art materials and experiences

prior experiences

the strengths, abilities, and adaptations that must be considered in order to provide authentic art activities for all children

visual skills, mental capacity, and motor coordination

refers to children's opportunities to see various types of art in their environments and learn about art

cultural opportunities

the effect of adults' acceptance or rejection of children's artistic efforts and pursuits

family discipline

present the strategy of wiping each side of the brush on the rim of the paint container to avoid drips and grasping the brush with fingers above the metal rim

second step

show children how to avoid smearing by letting one color dry before putting wat paint over or very close to it, how to use different size brushes for different purposes, and how to rinse brushes in cool water and store them with bristles up

third step

present the basic concepts of using protective clothing, putting the brush back in the same color, and cleaning up after painting

first step

teach children different brush strokes or how to sketch before painting

fourth step

children seek to build competence by undertaking a wide variety of art activities, including completing multi-step group projects

second and third graders

art activities are an essential part of the curriculum

all ages

children begin to learn how to communicate through symbols, as control of drawing increases

preschoolers and kindergarteners

children communicate directly through body movements. Visual artworks are more of a happening than a means of communicating

infants and toddlers

children become more competent as symbol makers, using new and more involved techniques

first graders

art works need to be produced in a solitary fashion; otherwise children will copy the work of their peers

false

art offers a way of communicating and accepting other cultures by giving children insight into the history, values, and aesthetic sensibilities of themselves and other

true

children should not have access to art materials because they can be unsafe and messy

false

if the teacher asks questions such as: "Look at the lines on your paper. On the ceiling. Can you find other lines? Thin lines? Thick lines?" that teacher is building children's conception of an artistic element

true

If the teacher gives clear instructions such as "Everyone, look up here. Your rabbit should look exactly like mine when you are finished," that teacher's behavior reflects sound teaching practices

false

If the teacher shows pictures of several sculptures, then asks, "Which one of these sculptures was made a long time ago? Why do you think so?" that teacher is encouraging children to think more deeply about works of art.

true

Teachers should model for children the importance of conserving materials and using only what is necessary

true

if a teacher teaches children to share supplies, to respect the work of otehr, and to help clean up, that teacher is thwarting children's creativity

false

When teachers are guiding an art activity for young children, it is not important to teach young children about the use and care of art supplies and equipment

false

children with physical disabilities cannot be expected to benefit from or participate in art activities

false

art can become a refuge for children with academic difficulties when competition is downplays and they are allowed to pursue their interest at their own pace

true

All art materials have been thoroughly tested by the manufacturers so that health and safety concerns are effectively eliminated and no further considerations need to be taken.

false

art provides children with an appropriate outlet to express strong emotions and feelings

true

when the arts combined appropriately with other subject areas, the integrated curriculum has personal relevance for students

true

growth in art is indicated by sequential stages of development that cannot be forced

true

Within the REggio Emilia approach to early childhood, children are viewed as passive seekers of knowledge

false

children should be taught the steps to cleaning up after using art supplies

true

Children are creative when they

express themselves in inventive, symbolic ways

According to Sternberg's trarchic theory of intelligence, creative thought is defined by

creating, designing, imagining, and supposing

Which classical theorist asserts that teachers need to cultivate creativity in all children, not just those that possess great talent?

Alfred Adler

Contemporary experts view creativity as a ____ constructed trait

socially

Sternberg's theory of intelligence includes all of the following except

role models for creativity

A mistake commonly made by teachers of young children is

being overly influenced by socially desirable behavior, confusing measures of intelligence with measures of creativity, being overly influenced by the child's rate of development

Which of the following types of activities stimulate creative thought?

inventing a robot puppet from recycled materials

___ is a creative trait that refers to the ability to generate many ideas or possible solutions to a problem

fluency

Characteristics related to creative genius are:

the ability to become absorbed in an activity, sensitivity to internal and external stimuli, and lack of inhibition

According to the text, in oder for children to feel free to express themselves creatively, they need to acquire a sense of

psychological freedom

Which of the following creative thinking traits are often treated as misbehavior or disrespect when exhibited by students from low socio-economic backgrounds?

aggressive and loud use of voice

One of the four key points about the way creativity develops is that

there exist important relationships between creativity and culture, especially in the early years

All of the following are observable characteristics of children's creative though processes except:

ask few questions

The SCAMPER strategy was originally developed by Osborn and elaborated by Barnes. The acronym SCAMPER stands for ___

substitute, combine, adapt, modify, magnify, minify, put to other uses, eliminate, reverse, rearrange

Creative behavior that results in many new meaningful forms

flexible

Creative behavior that has low probability of occurrence

appropriate and relevant

Creative behavior that meets the goals of the person who produced it

fluent

Creative behavior that explores and uses nontraditional approaches to problem solving

original

The components of creative behavior

all of these

The ability to form rich and varied mental images or concepts of people, places, things, and situations which are not present

imagination

The ability to create mental images or concepts which have little similarity to the real world

fantasy

Explores the impossible or make-believe; the "what-if" situation

fantasy

An intuitive sense of what might be or what something might become

psychological freedom and psychological safety

Experts believe this peaks during early childhood

imagination and fantasy

Carl Rogers' conditions for creative growth

imagination and fantasy

The external environment that adults provide for children's creative growth

psychological safety

The internal environment, such as the child's self-esteem or confidence

psychological freedom

The mind continues to work on the problem. A person's critical, judgmental side is put on hold

incubation

Sudden insight which is recognized as a complete and harmonious way of approaching a task

illumination

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