From the monment a child is  bom,they intctract with the world,looking at colours,feeding texrures;constructing mental and physical images of what they see and experience.Within all early years…

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Big Ideas for Littles Kids:TEAching Philosophy Through Children’s Liferature

Wartnberg Thomas E.2014 I Rowman&Littlefield Publishers

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Big Ideas for Little Kids includes everything a teacher,or a college student needs to teach philosophy to elementary school children from picture books.Written in a clear and accessible style…

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46.Suppose you are doing research on children’s relationship skills,you may want to read     .

A.Circle Time for Young Children

B. Children with School Problems:A Phsysician’s  Manual

C.Education and Disaddvantaged Children and Young People

D.Build It,Make It,Do It,Play It!Guides for Children and Teens

47.Which book would you recommend to someone interesten in children’s mental imanges?

A.Connecting Animals and Children in Early Childhood.

B.Songs in Their Heads:Music and Its Meaning in children’sLives.

C.Big Ideas for Little Kids: Teaching Philosophy Through children’s Literature.

D.Young Children as Artists:Art and Design in the Early Years and Key Stage 1.

48.How many books published in 2015 are found in this search?

A. 9.              B.90.            C.118.        D.290.

49. Children with School Problems:A Phsysician’s  Manua lis most likely intended  for     .

A. educators          B. librarians                C. doctors               D.artists

C

A scientist working at her lab bench and a six-old baby playing with his food might seem to have little in common.After all,the scientist is engaged in serious research to uncover the very nature of the physical world,and the baby is,well, just playing…right?Perhaps,but some developmental psychologists()have argued that this“play”is  more like a scientific investigation than one might think.

Take a closer look at the baby playing at the table.Each time the bowl of rice is pushed over the table edge,it

falls in the ground---and, in the process, it belongs out important evidence about how physical objects interact ; bowls of rice do not flood in mid-sit, but require support to remain stable. It is likely that babies are not born knowing the basic fact of the universe; nor are they ever clearly taught it. Instead, babies may form an understanding of object support through repeated experiments and then build on this knowledge to learn even more about how objects interact. Though their ranges and tools differ, the baby’s investigation and the scientist’s experiment appear to share the same aim(to learn about the natural world ), overall approach (gathering direct evidence from the world), and logic (are my observations what I expected?).

Some psychologists suggest that young children learn about more than just the physical world in this way---that they investigate human psychology and the rules of language  using similar means. For example, it may only be through repeated experiments, evidence gathering, and finally overturning a theory, that a baby will come to accept the idea that other people can have different views and desires from what he or she has, for example, unlike the child , Mommy actually doesn’t like Dove chocolate.

     Viewing childhood development as a scientific investigation throws on how children learn ,but it also offers an inspiring look at science and scientists. Why do young children and scientists seem to be so much alike? Psychologists have suggested that science as an effort ---the desire to explore, explain, and understand our world---is simply something that comes from our babyhood. Perhaps evolution provided human babies with curiosity and a natural drive to explain their worlds, and adult scientists simply make use of the same drive that served them as children. The same cognitive systems that make young children feel good about feel good about figuring something out may have been adopted by adult scientists. As some psychologists put it, ”It is not that children are little scientists but that scientists are big children.”

50. According to some developmental psychologists,          

A. a baby’s play is nothing more than a game.

B. scientific research into babies; games is possible

C. the nature of babies’ play has been thoroughly investigated

D. a baby’s play is somehow similar to a scientist’s experiment

51.We learn from Paragraph 2 that                  

A. scientists and babies seem to observe the world differently

B. scientists and babies often interact with each other

C. babies are born with the knowledge of object support

D. babies seem to collect evidence just as scientists do

52. Children may learn the rules of language by         

A. exploring the physical world      B. investigating human psychology

C. repeating their own experiments   D. observing their parents’ behaviors

53. What is themain idea of the last paragraph?

A. The world may be more clearly explained through children’s play.

B. Studying babies’ play may lead to a better understanding of science.

C. Children may have greater ability to figure out things than scientists.

D. One’s drive for scientific research may become stronger as he grows.

54. What is the author’s tone when he discusses the connection between scientists’ research and babies’ play?

 A. Convincing.    B. Confused.      C. Confidence.   D. Cautious.

D

Two things changed my life:  my mother and a white plastic bike basket. I have thought long and hard about it and it’s true. I would be a different person if my mom hadn’t turned a silly bicycle accessory into a life lesson I carry with me today.

My mother and father were united in their way of raising children, but it mostly fell to my mother to actually carry it out. Looking back, I honestly don’t know how she did it. Managing the family budget must have been a very hard task., but she made it look effortless. If we complained about not having what another kid did, we’d hear something like, “I don’t care what so –and –so got for his birthday, you are not getting a TV in your room a car for your birthday a lsvish sweet 16 party.” We had to earn our allowance by doing chores around the house. I can stil l remember how long it took to polish the legs of our coffee table.My brothers can no doubt remember hours spent cleaning the house .Like the two little girls growing up at the White House,we made our own beds (no one left the house unitil that was done)and picked up after ourselves.We had to keep track of our belongings ,and if something was lost ,it was not replaced.

   It was summer and ,one day ,my mother drove me to the bike shop to get a tire fixed---and there it was in the window, White, shiny, plastic and decorated with flowers ,the basket winked at me and I knew ----I knew---I had to have it.

   “It’s beautiful,” my mother said when I pointed it out to her,”What a neat basket.”

I tried to hold off at first ,I played it cool for a short while.But then Iguess I couldn’t atand it any longer:“Mon, please can I please ,please get it? I ‘ll do extra chores for as long as you say, I’ll do anything ,but I need that basket,I love that basket.Please ,Mom .Please?”

 I was desperate.

“You know,” she said ,gently rubbing my back while we both stared at what I believes was the coolest thing ever,”If you save up you could buy this yourself.”

“By the time I make enough it’ll bu gone!”

“Maybe Roger here could hold it for you,” she smiled at Roger ,the bike guy.

“He can’t hold it for that long ,Mom .Someone else will buy it .Please,Mom,Please?”

“There might be another way,”she said.