FREE PECT PreK-4 MCQ Questions and Answers
Which of the following features of schooling is the main emphasis of Howard Gardner's theory of multiple intelligences?
Howard Gardner's theory of multiple intelligences focuses primarily on the various ways in which children think and learn. According to Gardner's theory, intelligence is not a single, unitary concept measured by a single IQ score, but rather a set of distinct abilities or intelligences that individuals possess to varying degrees. Gardner proposed multiple intelligences, including linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences.
A prekindergarten teacher wants to create a classroom atmosphere where unscheduled play is welcomed and celebrated as significant learning. Which of the following tactics would the instructor most likely find most successful in achieving this objective?
To establish a classroom environment where spontaneous play is encouraged and play is recognized and valued as meaningful learning, the prekindergarten teacher can use the strategy of ensuring that a variety of materials are available in the classroom for students to try out and explore during playtime.
Two kids are playing together while a kindergarten instructor watches. The kids attempt to construct a bridge for their toy vehicles out of blocks and other playthings. How are the pupils' critical thinking and problem-solving abilities being developed when the first bridge they construct falls when they start rolling the toy cars?
The bridge most likely fell over due to a structural flaw or imbalance in the construction. To develop the students' reasoning and problem-solving skills, the kindergarten teacher can ask open-ended questions like, "Why do you think the bridge fell over?" and "How can you build the bridge differently?"
By asking these questions, the teacher encourages critical thinking and problem-solving abilities in the students. The first question prompts the children to reflect on the cause of the bridge's collapse and analyze what went wrong. It promotes their ability to identify and understand the specific issues that led to the failure.
The objective of preK–4 teachers is to be culturally competent educators who use knowledge of the variety among young children to provide education that is developmentally, culturally, and linguistically appropriate and fulfills the needs of all of their students. The instructors' most crucial initial action in pursuing this objective is to:
The most important first step for PreK-4 teachers to take in achieving the goal of being culturally competent educators is to examine their own cultures and beliefs and their impact on interactions with students.
Students in the second grade are learning a new scientific idea, and the instructor supports their learning by utilizing prompts, recommendations, and feedback to help them gain knowledge and abilities that they otherwise would not have been able to. , and modeling exercises. Which of the following methods is the instructor primarily employing in this scenario to encourage pupils' cognitive development?
The teacher is primarily using the strategy of scaffolding to foster students' cognitive development. Scaffolding refers to the instructional support provided by the teacher to help students acquire knowledge and skills that they cannot yet accomplish independently. It involves providing prompts, suggestions, feedback, and modeling activities to guide students through the learning process.
Between the ages of: Children who exhibit regular language development most frequently start utilizing two-word utterances.
Children who demonstrate typical language development most often begin using two-word utterances between the ages of 18 to 24 months. This stage of language development, known as telegraphic speech, occurs as children progress from single-word utterances to combining two words to express basic ideas or concepts. At this stage, children are able to express simple relationships, such as "mommy go" or "big ball," and convey their intentions more effectively. It is important to note that language development can vary among individual children, and this age range represents a general milestone for typical language development.
The greatest way for a PreK–4 teacher to foster a culturally inclusive atmosphere for all pupils is by consistently:
A PreK-4 teacher can best create a culturally inclusive classroom environment for all students by regularly encouraging students to share information about their cultures with the class. This practice helps foster a sense of belonging and appreciation for diverse backgrounds among students. By providing opportunities for students to share their cultural traditions, customs, languages, and experiences, the teacher promotes mutual respect, understanding, and celebration of diversity.