,TESTBANK for Creative Activities and Curriculum
for Young Children, 12th Edition Mary Mayesky
Notes
1- All Chapters are step by step.
2- We have shown you 10 pages.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many
new editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
,Chapter 01: The Concept of Creativity
1. The most important thing to realize about creativity is that everyone possesses it.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: What is Creativity?
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Understanding
2. One definition of creativity describes it as the process of bringing something new into being.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: What is Creativity?
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Understanding
3. Convergent thinking usually results in many answers or solutions to a question or problem.
a. True
b. False
ANSWER: False
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Thought Processes and Creativity
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
Copyright Cengage Learning. Powered by Cognero. Page 1
, culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
United States - DAP 2E5 - To strengthen children’s sense of competence and
confidence as learners, motivation to persist, and willingness to take risks,
educators provide experiences that build on a child’s funds of knowledge, are
culturally and linguistically responsive, and are designed for each child to be
challenged and genuinely successful
KEYWORDS: Bloom's: Remembering
4. The creative process involves two parts: discovering and producing.
a. True
b. False
ANSWER: False
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: What is Creativity?
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Remembering
5. Research on creativity has shown that the best motivations for creativity are structure and organization.
a. True
b. False
ANSWER: False
POINTS: 1
DIFFICULTY: Easy
REFERENCES: What is Creativity?
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Understanding
6. An example of “Capital C” creativity is the invention of the light bulb.
a. True
b. False
ANSWER: True
POINTS: 1
Copyright Cengage Learning. Powered by Cognero. Page 2
,DIFFICULTY: Easy
REFERENCES: What is Creativity?
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Remembering
7. Creativity with older children involves greater emphasis on the criterion of original thinking.
a. True
b. False
ANSWER: False
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Working with Older Children
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: CREA.BECK.12.1.11 - Be aware if the strategies available to support
creativity for older children, even in settings that emphasize preparation for
standardized testing.
KEYWORDS: Bloom's: Remembering
8. Children enjoy creativity and benefit from it in many ways, including:
a. developing their potential to follow directions.
b. developing existing skills.
c. learning to seek the right answer to a problem.
d. developing their potential to think and developing new skills.
ANSWER: d
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Importance of Creativity: Benefits for Teachers and Children
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.2 - List three ways in which children and teachers benefit
from an environment in which creativity is encouraged.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning setting, as well as in a
larger societal context that includes structural inequities.
United States - DAP 4E3 - To extend the range of children’s interests and the
scope of their thoughts, educators present novel experiences and introduce
stimulating ideas, problems, experiences, or hypotheses.
KEYWORDS: Bloom's: Remembering
Copyright Cengage Learning. Powered by Cognero. Page 3
,9. Some characteristics of creative children are that they are:
a. easily discouraged and self-deprecatory.
b. compliant and conforming.
c. rigid and unoriginal.
d. stubborn, discontented, and self-satisfied.
ANSWER: d
POINTS: 1
DIFFICULTY: Difficult
REFERENCES: Characteristics of Creative Children
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.4 - Explain the ways in which you, as a professional, will
recognize, understand, and respond to characteristics of children who
demonstrate a creative disposition, including positive and negative aspects of
such characteristics.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning setting, as well as in a
larger societal context that includes structural inequities.
United States - DAP 2E5 - To strengthen children’s sense of competence and
confidence as learners, motivation to persist, and willingness to take risks,
educators provide experiences that build on a child’s funds of knowledge, are
culturally and linguistically responsive, and are designed for each child to be
challenged and genuinely successful
KEYWORDS: Bloom's: Understanding
10. A creative behavior is an act that is:
a. performed only once by an individual.
b. valued only by the doer and not by others.
c. original for the individual on a one-time basis.
d. original for the individual and valued by that person or others.
ANSWER: d
POINTS: 1
DIFFICULTY: Difficult
REFERENCES: What is Creativity?
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning setting, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Understanding
11. Teachers promote creativity when they help children:
a. appreciate themselves for being able to follow rules.
b. learn to judge and accept their own feelings.
c. recognize that there is usually one best answer to a problem.
Copyright Cengage Learning. Powered by Cognero. Page 4
, d. realize that problems usually have an easy answer.
ANSWER: b
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Helping Children Express Creativity
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.9 - Identify strategies you can implement in your classroom practice
develop confidence in expressing their creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development and the learn
in multiple contexts, including family, culture, language, community, and early learning
in a larger societal context that includes structural inequities.
United States - DAP 4D1 - Educators arrange firsthand, meaningful experiences that are
creatively stimulating, invite exploration and investigation, and engage children’s active
involvement.
KEYWORDS: Bloom's: Remembering
12. One of the characteristics of a creative child is:
a. willingness to take risks.
b. needing companionship for enrichment.
c. enjoying participation in general.
d. accurately completing tasks.
ANSWER: a
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Characteristics of Creative Children
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.4 - Explain the ways in which you, as a professional, will
recognize, understand, and respond to characteristics of children who
demonstrate a creative disposition, including positive and negative aspects of
such characteristics.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
United States - DAP 2E5 - To strengthen children’s sense of competence and
confidence as learners, motivation to persist, and willingness to take risks,
educators provide experiences that build on a child’s funds of knowledge, are
culturally and linguistically responsive, and are designed for each child to be
challenged and genuinely successful
KEYWORDS: Bloom's: Understanding
13. Teachers benefit from encouraging creativity in ways, such as:
a. being able to use a more standardized curriculum.
b. being able to learn how to recognize children for their unique skills.
c. being able to plan fewer lessons.
d. being able to manage learning problems more effectively.
Copyright Cengage Learning. Powered by Cognero. Page 5
,ANSWER: b
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Importance of Creativity; Benefits for Teachers and Children
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.2 - List three ways in which children and teachers benefit
from an environment in which creativity is encouraged.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
United States - DAP 2E5 - To strengthen children’s sense of competence and
confidence as learners, motivation to persist, and willingness to take risks,
educators provide experiences that build on a child’s funds of knowledge, are
culturally and linguistically responsive, and are designed for each child to be
challenged and genuinely successful
KEYWORDS: Bloom's: Remembering
14. Mrs. White was very disappointed when James began to use his Popsicle sticks for a car ramp instead
of using them to make the holiday picture frame she had planned. On the basis of information provided on
creativity in your text, Mrs. White:
a. should not plan activities using dangerous objects such as Popsicle sticks.
b. has more concern for process than for product.
c. need not be concerned as long as James is happy and busy.
d. has more concern for product than for process and convergent thinking.
ANSWER: d
POINTS: 1
DIFFICULTY: Difficult
REFERENCES: Thought Processes and Creativity
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Applying
15. Children are being creative when they are:
a. redefining situations, being adventurous, and solving problems.
b. solving problems, being adventurous, and giving the correct answer.
c. solving problems, redefining situations, and demonstrating flexibility.
d. demonstrating flexibility, being rational, and solving problems.
ANSWER: c
POINTS: 1
DIFFICULTY: Difficult
Copyright Cengage Learning. Powered by Cognero. Page 6
,REFERENCES: What is Creativity?
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Understanding
16. Frequent evaluation of a child’s creativity:
a. smothers originality.
b. keeps a child on task.
c. helps improve performance.
d. smothers creativity, keeps a child on task, and helps improve performance.
ANSWER: a
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Importance of Creativity: Benefits for Teachers and Children
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.2 - List three ways in which children and teachers benefit
from an environment in which creativity is encouraged.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
United States - DAP 4E3 - To extend the range of children’s interests and the
scope of their thoughts, educators present novel experiences and introduce
stimulating ideas, problems, experiences, or hypotheses.
KEYWORDS: Bloom's: Understanding
17. Learning the “way things are done” is an example of:
a. convergent thinking and an important part of creativity.
b. divergent thinking and an important part of creativity.
c. a part of creativity involving discovery.
d. a part of creativity involving process and discovery.
ANSWER: a
POINTS: 1
DIFFICULTY: Difficult
REFERENCES: Thought Processes and Creativity
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
Copyright Cengage Learning. Powered by Cognero. Page 7
, culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Applying
18. Creativity with older children involves:
a. the creation of ideas and products.
b. the creation of products and solutions.
c. the creation of original products and solutions.
d. the creation of original ideas and products.
ANSWER: c
POINTS: 1
DIFFICULTY: Difficult
REFERENCES: Creativity and Older Children
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Remembering
19. An example of creativity is:
a. making a puppet out of a new kind of paper.
b. using paper for the first time to make bumps on a collage.
c. using red color to draw a tree.
d. using finger paint in artwork.
ANSWER: b
POINTS: 1
DIFFICULTY: Difficult
REFERENCES: What is Creativity?
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Applying
20. Natural creative tendencies can be encouraged by helping children:
a. feel joy in finding the easy answer to a problem.
b. appreciate their socially acceptable characteristics.
c. learn to judge others’ artworks.
d. feel joy in their creative productions and develop perseverance.
Copyright Cengage Learning. Powered by Cognero. Page 8
for Young Children, 12th Edition Mary Mayesky
Notes
1- All Chapters are step by step.
2- We have shown you 10 pages.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many
new editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
,Chapter 01: The Concept of Creativity
1. The most important thing to realize about creativity is that everyone possesses it.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: What is Creativity?
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Understanding
2. One definition of creativity describes it as the process of bringing something new into being.
a. True
b. False
ANSWER: True
POINTS: 1
DIFFICULTY: Easy
REFERENCES: What is Creativity?
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Understanding
3. Convergent thinking usually results in many answers or solutions to a question or problem.
a. True
b. False
ANSWER: False
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Thought Processes and Creativity
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
Copyright Cengage Learning. Powered by Cognero. Page 1
, culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
United States - DAP 2E5 - To strengthen children’s sense of competence and
confidence as learners, motivation to persist, and willingness to take risks,
educators provide experiences that build on a child’s funds of knowledge, are
culturally and linguistically responsive, and are designed for each child to be
challenged and genuinely successful
KEYWORDS: Bloom's: Remembering
4. The creative process involves two parts: discovering and producing.
a. True
b. False
ANSWER: False
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: What is Creativity?
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Remembering
5. Research on creativity has shown that the best motivations for creativity are structure and organization.
a. True
b. False
ANSWER: False
POINTS: 1
DIFFICULTY: Easy
REFERENCES: What is Creativity?
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Understanding
6. An example of “Capital C” creativity is the invention of the light bulb.
a. True
b. False
ANSWER: True
POINTS: 1
Copyright Cengage Learning. Powered by Cognero. Page 2
,DIFFICULTY: Easy
REFERENCES: What is Creativity?
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Remembering
7. Creativity with older children involves greater emphasis on the criterion of original thinking.
a. True
b. False
ANSWER: False
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Working with Older Children
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: CREA.BECK.12.1.11 - Be aware if the strategies available to support
creativity for older children, even in settings that emphasize preparation for
standardized testing.
KEYWORDS: Bloom's: Remembering
8. Children enjoy creativity and benefit from it in many ways, including:
a. developing their potential to follow directions.
b. developing existing skills.
c. learning to seek the right answer to a problem.
d. developing their potential to think and developing new skills.
ANSWER: d
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Importance of Creativity: Benefits for Teachers and Children
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.2 - List three ways in which children and teachers benefit
from an environment in which creativity is encouraged.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning setting, as well as in a
larger societal context that includes structural inequities.
United States - DAP 4E3 - To extend the range of children’s interests and the
scope of their thoughts, educators present novel experiences and introduce
stimulating ideas, problems, experiences, or hypotheses.
KEYWORDS: Bloom's: Remembering
Copyright Cengage Learning. Powered by Cognero. Page 3
,9. Some characteristics of creative children are that they are:
a. easily discouraged and self-deprecatory.
b. compliant and conforming.
c. rigid and unoriginal.
d. stubborn, discontented, and self-satisfied.
ANSWER: d
POINTS: 1
DIFFICULTY: Difficult
REFERENCES: Characteristics of Creative Children
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.4 - Explain the ways in which you, as a professional, will
recognize, understand, and respond to characteristics of children who
demonstrate a creative disposition, including positive and negative aspects of
such characteristics.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning setting, as well as in a
larger societal context that includes structural inequities.
United States - DAP 2E5 - To strengthen children’s sense of competence and
confidence as learners, motivation to persist, and willingness to take risks,
educators provide experiences that build on a child’s funds of knowledge, are
culturally and linguistically responsive, and are designed for each child to be
challenged and genuinely successful
KEYWORDS: Bloom's: Understanding
10. A creative behavior is an act that is:
a. performed only once by an individual.
b. valued only by the doer and not by others.
c. original for the individual on a one-time basis.
d. original for the individual and valued by that person or others.
ANSWER: d
POINTS: 1
DIFFICULTY: Difficult
REFERENCES: What is Creativity?
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning setting, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Understanding
11. Teachers promote creativity when they help children:
a. appreciate themselves for being able to follow rules.
b. learn to judge and accept their own feelings.
c. recognize that there is usually one best answer to a problem.
Copyright Cengage Learning. Powered by Cognero. Page 4
, d. realize that problems usually have an easy answer.
ANSWER: b
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Helping Children Express Creativity
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.9 - Identify strategies you can implement in your classroom practice
develop confidence in expressing their creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development and the learn
in multiple contexts, including family, culture, language, community, and early learning
in a larger societal context that includes structural inequities.
United States - DAP 4D1 - Educators arrange firsthand, meaningful experiences that are
creatively stimulating, invite exploration and investigation, and engage children’s active
involvement.
KEYWORDS: Bloom's: Remembering
12. One of the characteristics of a creative child is:
a. willingness to take risks.
b. needing companionship for enrichment.
c. enjoying participation in general.
d. accurately completing tasks.
ANSWER: a
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Characteristics of Creative Children
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.4 - Explain the ways in which you, as a professional, will
recognize, understand, and respond to characteristics of children who
demonstrate a creative disposition, including positive and negative aspects of
such characteristics.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
United States - DAP 2E5 - To strengthen children’s sense of competence and
confidence as learners, motivation to persist, and willingness to take risks,
educators provide experiences that build on a child’s funds of knowledge, are
culturally and linguistically responsive, and are designed for each child to be
challenged and genuinely successful
KEYWORDS: Bloom's: Understanding
13. Teachers benefit from encouraging creativity in ways, such as:
a. being able to use a more standardized curriculum.
b. being able to learn how to recognize children for their unique skills.
c. being able to plan fewer lessons.
d. being able to manage learning problems more effectively.
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,ANSWER: b
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Importance of Creativity; Benefits for Teachers and Children
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.2 - List three ways in which children and teachers benefit
from an environment in which creativity is encouraged.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
United States - DAP 2E5 - To strengthen children’s sense of competence and
confidence as learners, motivation to persist, and willingness to take risks,
educators provide experiences that build on a child’s funds of knowledge, are
culturally and linguistically responsive, and are designed for each child to be
challenged and genuinely successful
KEYWORDS: Bloom's: Remembering
14. Mrs. White was very disappointed when James began to use his Popsicle sticks for a car ramp instead
of using them to make the holiday picture frame she had planned. On the basis of information provided on
creativity in your text, Mrs. White:
a. should not plan activities using dangerous objects such as Popsicle sticks.
b. has more concern for process than for product.
c. need not be concerned as long as James is happy and busy.
d. has more concern for product than for process and convergent thinking.
ANSWER: d
POINTS: 1
DIFFICULTY: Difficult
REFERENCES: Thought Processes and Creativity
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Applying
15. Children are being creative when they are:
a. redefining situations, being adventurous, and solving problems.
b. solving problems, being adventurous, and giving the correct answer.
c. solving problems, redefining situations, and demonstrating flexibility.
d. demonstrating flexibility, being rational, and solving problems.
ANSWER: c
POINTS: 1
DIFFICULTY: Difficult
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,REFERENCES: What is Creativity?
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Understanding
16. Frequent evaluation of a child’s creativity:
a. smothers originality.
b. keeps a child on task.
c. helps improve performance.
d. smothers creativity, keeps a child on task, and helps improve performance.
ANSWER: a
POINTS: 1
DIFFICULTY: Moderate
REFERENCES: Importance of Creativity: Benefits for Teachers and Children
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.2 - List three ways in which children and teachers benefit
from an environment in which creativity is encouraged.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
United States - DAP 4E3 - To extend the range of children’s interests and the
scope of their thoughts, educators present novel experiences and introduce
stimulating ideas, problems, experiences, or hypotheses.
KEYWORDS: Bloom's: Understanding
17. Learning the “way things are done” is an example of:
a. convergent thinking and an important part of creativity.
b. divergent thinking and an important part of creativity.
c. a part of creativity involving discovery.
d. a part of creativity involving process and discovery.
ANSWER: a
POINTS: 1
DIFFICULTY: Difficult
REFERENCES: Thought Processes and Creativity
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
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, culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Applying
18. Creativity with older children involves:
a. the creation of ideas and products.
b. the creation of products and solutions.
c. the creation of original products and solutions.
d. the creation of original ideas and products.
ANSWER: c
POINTS: 1
DIFFICULTY: Difficult
REFERENCES: Creativity and Older Children
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Remembering
19. An example of creativity is:
a. making a puppet out of a new kind of paper.
b. using paper for the first time to make bumps on a collage.
c. using red color to draw a tree.
d. using finger paint in artwork.
ANSWER: b
POINTS: 1
DIFFICULTY: Difficult
REFERENCES: What is Creativity?
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES:CREA.BECK.12.1.1 - Define creativity, and compare and contrast the kinds
of creativity.
NATIONAL STANDARDS: United States - NAEYC.01c - Understand the ways that child development
and the learning process occur in multiple contexts, including family,
culture, language, community, and early learning settings, as well as in a
larger societal context that includes structural inequities.
KEYWORDS: Bloom's: Applying
20. Natural creative tendencies can be encouraged by helping children:
a. feel joy in finding the easy answer to a problem.
b. appreciate their socially acceptable characteristics.
c. learn to judge others’ artworks.
d. feel joy in their creative productions and develop perseverance.
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