Deck 13: Arranging the Learning Environment

Question 1

The learning environment provided by early childhood programs determines the development of children.

Answer 1

True

Question 2

The arrangement of an inclusive environment should separate the children by ability.

Answer 2

False

Question 3

All therapeutic equipment should be shared by others for health and safety reasons.

Answer 3

False

Question 4

Specialized equipment tends to brand children, and the use of special equipment should be decreased whenever feasible.

Question 5

Environments should be free from obstacles and clutter for children with hearing and vision disabilities.

Question 6

Preventive discipline communicates to children how to behave in a given environment.

Question 7

The environment should always promote dependence.

Question 8

When children cannot open a drawer that is stuck or use a toy that is broken, they develop induced incompetence.

Question 9

Teacher-structured activities should be the major portion of any day for children with disabilities.

Question 10

Discovery types of learning activities are inappropriate for children with sensory disabilities.

Question 11

It is considered a best practice to provide one type of environment for children with disabilities and a different kind of environment for children who are typically developing.

Question 12

All children can benefit from large blocks of time of unstructured play.

Question 13

While visibility in the classroom is important, children also need private places where they can enjoy solitude while observing the actions of others.

Question 14

Consideration must be given when scheduling transitions so all children can transition at the same pace.

Question 15

The main goal of transitions is to teach a child how to wait for other children to finish their work.

Question 16

A consistent routine, with warnings prior to transitions and expectations as to what the children should be doing, is helpful for some children but not a necessary part of a well-planned learning environment.

Question 17

Independence is possible only in a safe and secure learning environment.

Question 18

When scheduling, periods of high activity should alternate with:

A) outdoor play.
B) a cooling-down period and then quiet activities.
C) structured activities.
D) music and movement.

Question 19

When making a schedule, one should base it on:

A) the type of program and number of children.
B) the number and ages of children.
C) the types of disabilities the children have.
D) the type of program, number of teachers, and type of children.

Question 20

Effective transitions require:

A) a surplus of teachers to children.
B) little to no planning.
C) knowledge of who is supervising which areas and activities.
D) an announcement to mark the transition time.

Question 21

Preventive discipline relies on:

A) planning by the adult to prevent misbehavior.
B) positive reinforcement procedures.
C) children learning ways to behave safely.
D) preparing duplicate materials for children.

Question 22

A teaching schedule should specify:

A) when teachers take vacation.
B) the location of each teacher for each area/activity of the day.
C) parent observation times.
D) menu options for snacks or lunch.

Question 23

What is true about an inclusive classroom for preschoolers?

A) A bathroom may include a handrail or footstools.
B) A special area may be designated for the needs of children with disabilities.
C) A playground may not be necessary.
D) A sleeping area is not necessary.

Question 24

During free play, it is the teacher's responsibility:

A) to sit back, watch, and plan for the next activity.
B) to plan lessons for the day and week if possible while they play.
C) to observe the children and interact and facilitate play opportunities.
D) complete the developmental checklists.

Question 25

Teachers who routinely help children restore the play area after use:

A) are promoting learned helplessness.
B) provide valuable lessons in common courtesy as well as regard for safety.
C) make children feel incompetent in their abilities.
D) are interfering in the child's development.

Question 26

To meet the range of developmental levels within a group of young children:

A) the learning environment must be well structured as well as flexible.
B) the environment must be flexible and open.
C) areas must be clearly defined for developmental ages.
D) rules must be followed by all, regardless of disability.

Question 27

Wolfensberger recommends bringing as few pieces of specialized equipment into the classroom as possible because of which of the following?

A) It brands the children as too different.
B) It is never actually needed.
C) It is seldom used.
D) Teachers are not comfortable with using it.

Question 28

Which of the following is true of preventive discipline?

A) It makes a teacher's job easier.
B) It communicates to children how to behave.
C) It provides an easy system to explain to parents.
D) It is easy to implement.

Question 29

Visual cues, appropriately sized equipment, and easily reached coat hooks are all examples of ways to increase a child's:

A) incompetence.
B) patience.
C) independence.
D) ability to request assistance.

Question 30

According to the text, teachers should be flexible in allowing children to move toys and materials from one play area to another because it provides an opportunity for children to do which of the following?

A) Learn how to put things away in the correct location or center
B) Expand on their play and creativity
C) Have more room to play
D) Generalize play skills across areas

Question 31

One of the most effective and often overlooked strategies of preventive discipline is:

A) promoting independence.
B) offering choice.
C) structured flexibility.
D) novelty.

Question 32

Which of the following is an example of a schedule that may be problematic for some children?

A) Children come in from recess and quietly look at books prior to being called to circle.
B) Children finish their snacks, then after clearing their spot, they transition to the playground where a teacher is waiting.
C) Children come in from recess and find their carpet square for story time.
D) At the end of the day, first graders draw a picture to accompany their morning writing.

Question 33

The intentional incorporation of specific learning objectives into play and routine classroom activities is called:

A) incidental learning.
B) embedded learning opportunities.
C) scheduled learning activities.
D) learning goals schedule.

Question 34

When materials and activities are offered at different levels and with different choices of products, it is referred to as:

A) individualized transitioning.
B) curriculum planning.
C) differentiation.
D) individualized education plan.

Question 35

Which of the following is the most important outcome of a well-planned environment?

A) The classrooms look good when giving tours to prospective families.
B) It provides guidance to the children and adults about appropriate behavior.
C) It is easier for the teacher to find things.
D) It is required for licensing.

Question 36

Which of the following are the broad types of learning experiences provided by most preschools?

A) academic, teacher-structured, small group
B) discovery, self-help, teacher-structured
C) self-help, academic, teacher-structured
D) teacher-structured, large group, parent-led

Question 37

An open-ended block of time in which children realize the learnings inherent in the play material is called:

A) teacher-structured.
B) discovery learning.
C) independent skills.
D) collective learning.

Question 38

What determines the number and type of procedures a teacher uses in the classroom?

A) The number of children
B) The age of the children
C) The number of adults
D) The length of the program's day

Question 39

Aspects of a quality infant/toddler program include appropriate group size and ratios, an adequate physical environment, continuity of care, and:

A) flexible scheduling.
B) visual schedules.
C) a focus on pre-academic learning.
D) novel caregivers.

Question 40

Why is it important for teachers to strike a balance between providing an adequate number of materials versus too many materials?

A) Too many materials can reduce a child's opportunity to learn to share.
B) Teaching sharing is one of the most critical skills for a teacher to emphasize.
C) There is often not adequate storage space for toys.
D) Having more materials means it is easy to replace broken or lost pieces.

Question 41

Free play, child-initiated activities, and free choice are other names for:

A) self-help skills.
B) independence learning.
C) preventative discipline.
D) discovery learning.

Question 42

How should a teacher set up the unit block area in an inclusive classroom?

A) Combined with the manipulative play area
B) On a carpeted area
C) Large open space, free of furniture or equipment
D) Partially enclosed

Question 43

When planning the learning environment, the first consideration should always be:

A) interactive activities.
B) curriculum.
C) accessibility.
D) safety.

Question 44

How does Wolfensberger (1996) present the case for normalization in the classroom?

A) Minimize the amount of special equipment in the classroom
B) Maximize the amount of special equipment in the classroom
C) Discuss special equipment in the classroom
D) Discuss the concept of disabilities within the classroom

Question 45

In what way do guidance procedures reduce prejudice and promote positive outcomes?

A) Helping children learn to behave appropriately reduces the differences that often set them apart and produces unfavorable attitudes toward them
B) Arranging the learning environment in a conducive way
C) Facilitated by adult anticipation
D) Through caring and effective teaching

Question 46

What is the significance of ensuring that everything in the classroom and play yard is in good working order in relation to the child's needs?

A) Time efficiency
B) Reduces teachers' frustration
C) Avoids induced incompetence
D) Aesthetically pleasing

Question 47

How does the National Program for Playground Safety (NPPS) determine what constitutes a safe playground for children?

A) According to the principle that "the best playgrounds are never finished"
B) Safe swings, slides, and climbers
C) Adequate supervision and suitable fall surfacing
D) Adequate supervision, age-appropriate design, suitable fall surfacing, and equipment and surface maintenance

Question 48

How would a teacher determine the sequence of activities when creating a schedule, taking into account scheduling principles?

A) Focus on planning the daily and weekly sequence first
B) Be cognizant of the individual differences among children and their changing skill levels over time, and create the schedule accordingly
C) Focus on assessing the yearlong activity schedule
D) Alternate high physical activity with quiet activities

Question 49

What are the comparative ratio rates of overall caregiver to infant or child in the crawling up to eighteen months category and the eighteen months to three years category?

A) 1:2; 1:3
B) 1:3; 1:4
C) 1:2; 1:4
D) 1:3; 1:12

Question 50

What is the underlying principle of smooth transitions?

A) Each child moves individually, at their own pace, from one activity to the next
B) Children with disabilities should not disrupt others
C) All children transition together to remain inclusive
D) Time should be used to teach children proper manners

Question 51

List the principles of scheduling.

Question 52

List and explain three broad-based types of learning experiences in an inclusive classroom.

Question 53

Explain five basic principles of environmental planning for the inclusive classroom.

Question 54

Define preventive discipline.

Question 55

Explain the phrase "continuity of care" for infants and toddlers.

Question 56

What are three examples of arranging the environment to prevent misbehavior or mistakes made by children?

Question 57

Provide three ways that logical and organized arrangements in the classroom contribute to the child's independence.

Question 58

Provide four ways that a visual schedule of daily activities can help a child.

Question 59

Preventive discipline is important in an inclusive classroom. What are three things it accomplishes?