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Test Bank For
Creative Activities and Curriculum for Young Children, 12th Edition Mary Mayesky, Rebecca Howard
Chapter 1-17
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
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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.
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
DIFFICULTY: Easy
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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.
KEYWO RDS: 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
9. Some characteristics of creative children are that they are:
a. easily discouraged and self-deprecatory.
b. compliant and conforming.
c. rigid and unoriginal.
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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 creativ e 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 willin gness 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.
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 Powered by TCPDF (www.tcpdf.org)
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