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Home / Questions / Four-year-olds’ improved muscle coordination is evident a.in buttoning, drawing, and cutt

Four-year-olds’ improved muscle coordination is evident a.in buttoning, drawing, and cutt

Four-year-olds’ improved muscle coordination is evident

a.in buttoning, drawing, and cutting with scissors.

b.primarily in large-muscle tasks.

c.in a readiness to ride a two-wheeled bicycle.

d.In all of these answers.

22.              The language of four-year-olds is characterized by

a.a strict adherence to grammatical rules.

b.difficulty in pronouncing a number of sounds, which makes it difficult to understand them.

c.a decrease in usage because their energy is focused on physical skill development.

d.language play, swearing, bragging, and silly rhymes.

23.              Developmentally, four-year-olds are more adept at sharing because

a.they begin to understand the reciprocal benefits of sharing and cooperating.

b.the teacher has taught them to share.

c.they know they will get in trouble if they do not share.

d.they learn about sharing from television.

24.              Five-year-olds are characterized by

a.insecurity and doubt.c.shyness and withdrawal.

b.reliability and responsibility.d.poor judgment.

25.              Although all of the following activities may involve five-year-olds, which is most characteristic of this age group?

a.Several children work with the blocks, stacking them to make towers, knocking them down, and restacking them.

b.Children are at the easels, exploring the colors by swishing the paints across the paper.

c.Two children play with dolls, one undressing several dolls, the other putting a blanket around a “baby” and rocking it.

d.Several children work together to discuss how to construct a bus out of a large cardboard box.

26.              Five-year-olds generally

a.cut, glue, paint, or manipulate play dough for the sheer sensory enjoyment of such activities.

b.enjoy “making something” with paints, scissors, or play dough.

c.are not very accurate in cutting, drawing, or sculpting and thus do not attempt to make specific objects.

d.do not yet have the cognitive skills to plan ahead and therefore do not engage in activities with a specific end result in mind.

27.              The social play of five-year-olds can best be described as characterized by

a.sharing and cooperation; elaborate and imaginative play situations that are generally short in duration.

b.occasional sharing and cooperation; elaborate and imaginative play that can take up long periods of time.

c.frequent sharing and cooperation; simple housekeeping play situations that are of short duration.

d.sharing and cooperation; elaborate and imaginative play that can take up long periods of time.

28.              A good teaching approach to use with five-year-olds, which takes into account their new abilities and interests, is

a.formal, in-seat classroom work, such as in reading and writing, to prepare them for elementary school.

b.through group projects in which the children can discuss, plan, and carry out an idea that was stimulated by an experience such as a field trip.

c.to have only one adult in the class, as this age group is very self-directed and responsible.

d.to cease planning curriculum so that the children can explore what they wish.

29.              Six- to eight-year-olds’ thinking is more ____ than that of preschoolers.

a.rigidc.logical and systematic

b.fact-basedd.all of the above

30.              The close friendships of many six- to eight-year-olds are usually formed with

a.older children.c.children of the opposite sex.

b.younger children.d.children of the same sex.

Dec 11 2019 View more View Less

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