Play is valuable for children because play:

All of the above

Let's children make things easier or more difficult to suit themselves

Allows children to control what is happening

Leaves children free to express their own ideas

Enjoyment of the process, not the product, expression of personal uniqueness, and the creation of new roles are all potential ___________benefits from pretend play.

Social

Cognitive

Creative

Emotional

When planning the indoor environment, think about the aesthetic, multi-cultural, and special-needs requirement, along with the.

Teacher to student ratio

Room arrangement

Ratio of boys to girls

Classroom proximity to the outside area

When planning a large time block, incorporate ___________, because children have different activity levels requirements

A variety of quieter and more vigorous activities

Elements from all core sunny

Fine motor and gross skills

Music and dance

The disadvantage of____________are that they provide extremely narrow assessments of skill, the form of the test and methods of administration are often developmentally inappropriate, and the testing situation are unrealistic

Checklist

Anecdotal records

Standardized test

Interviews

Body and space perception can be participated by

Rolling large balls to a partner

Clapping hands in a pattern

Standing on tiptoe

Playing Simon says

Charlie is new to Wee Learn Preschool and is having difficulty adjusting when his mom leaves. The worst thing Charlie's teacher can suggest is to

Have mom leave quietly while Charlie is distracted with a toy

Encourage mom to stay as long as possible until Charlie is comfortable with being left

Have mom tell Charlie when she is leaving

Have mom call later to check on chairle

The reason it is important for teachers to make certain children remain aware of the real reason they are feeling a particular emotion is because doing that:

Allow children to use a false reason

Prevent the displacement of anger

Increase the child's self-esteem

Allows the child to get his feelings out.

Children who are at the picture-symbolic level are:

Learning to use symbolic in place of drawing pictures about them

Able to draw pictures of their symbolic ideas

Learning to substitute a picture of a concrete object

A and C are both correct

Using language to gain understanding is

A lower mentally ability

A midi-level mental ability

Higher order thinking

Perception