early childhood education reading answers

IELTS Academic Reading: Cambridge 5 Test 3 Reading passage 1; Early Childhood Education; with best solutions and best explanations

This Academic IELTS Reading post focuses on solutions to IELTS Cambridge 5 Reading Test 3 Reading Passage 1 which is titled ‘ Early Childhood Education’ . This is a targeted post for IELTS candidates who have big problems finding out and understanding Reading Answers in the AC module. This post can guide you the best to understand every Reading answer without much trouble. Finding out IELTS Reading answers is a steady process, and this post will assist you in this respect.

IELTS Cambridge 5 Test 3: AC Reading Module

Reading Passage 1: Questions 1-13

Title of the passage: Early Childhood Education

Questions 1-4: Identifying information

[This question asks you to find information from the passage and write the number of the paragraph (A, B, C or D … .. ) in the answer sheet. Now, if the question is given in the very first part of the question set, I’d request you not to answer them. It’s mainly because this question will not follow any sequence, and so it will surely kill your time. Rather, you should answer all the other questions first. And just like List of Headings, only read the first two lines or last two lines of the expected paragraph initially. If you find the answers, you need not read the middle part. If you don’t find answers yet, you can skim the middle part of the paragraph. Keywords will be a useful matter here.]

Question no. 1: details of the range of family types involved in an education programme

Keywords for the question: range of family types, involved in, education programme,

In section D, we find two paragraphs. At the end of the first paragraph, in lines 11-17, the author says, “ .. . . The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home .”

Here, single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home = details of the range of family types,

So, the answer is: D

Question no. 2: reasons why a child’s early years are so important

Keywords for the question: reason, why, child’s early years, so important,

Both the paragraphs in section B provide details about the importance of the early years of a child. In the first paragraph, the writer says, “ … .. by the age of three , most children have the potential to understand about 1000 words .. .. .”

Then, in the second paragraph, the writer says again, “. .. . research has shown that while every child is born with a natural curiosity, it can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life , and during the first three years children learn the basic skills they will use in all their later learning both at home and at school.”

So, the answer is: B

Question no. 3: reasons why an education programme failed

Keywords for the question: reasons, why, education programme, failed,

Section C contains two paragraphs. In the first paragraph, the writer talks about the ‘Headstart’ education programme .

Then, in the second paragraph, the writer says at the beginning, “Despite substantial funding, results have been disappointing .”

Here, results have been disappointing = the education programme failed,

So, the answer is: C

Question no. 4: a description of the positive outcomes of an education programme

Keywords for the question: description, positive outcomes, education programme,

In section E, the author of the passage says in the beginning, in lines 1-7, “At the age of three, the children who had been involved in the ‘Missouri’ programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal .”

Here, the results were phenomenal = positive outcomes,

Then, in the following lines, the writer provides a detailed description of the positive outcomes.

So, the answer is: E

Question 6-9: Classifying groups

[This type of question asks candidates to classify information from the given reading text. Candidates are given some groups from the text, and a list of options, which are listed as A, B, C etc. They must match the correct groups with the correct options.

N.B.: This question doesn’t follow any sequence. So, they should be answered after all other questions in the passage.]

Question no. 5: was administered to a variety of poor and wealthy families

Keywords for the question: administered to, variety of, poor and wealthy families,

In section E, the author says about the ‘Missouri’ programme in lines 4-5 of the first paragraph, “ .. .. a cross-section of children selected from the same range of socio-economic backgrounds and family situations .. .”

Then, in the second paragraph, the writer says in the last lines, “ .. . . That interaction was not necessarily bad in poorer families .”

Moreover, in section D, take a look at these lines in the first paragraph, “ . .. . The ‘Missouri’ programme was predicated on research showing that .. … . The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. . .. . ”

Here, a cross-section of socio-economic status = both poor and wealthy families,

This means the ‘Missouri’ programme was administered to a variety of poor and wealthy families.

So, the answer is: B (the ‘Missouri’ programme)

Question no. 6: continued with follow-up assistance in elementary schools

Keywords for the question: continued with, follow-up assistance, elementary schools,

We can learn from the passage that both the ‘Headstart’ and ‘Missouri’ programmes aimed at children’s early education before the age of three. So, logically, neither the ‘Headstart’ nor the ‘Missouri’ programme continued with further assistance in elementary schools.

So, the answer is: D (neither the ‘Missouri’ nor the ‘Headstart’ programme)

Question no. 7: did not succeed in its aim

Keywords for the question: did not succeed, its aim,

Section C contains two paragraphs. In the first paragraph, the writer talks about the ‘Headstart’ programme .

Here, results have been disappointing = the education programme failed or did not succeed in its aim,

So, the answer is: A (the ‘Headstart’ programme)

Question no. 8: supplied many forms of support and training to parents

Keywords for the question: supplied, many forms of, support and training, parents,

The writer gives details about the ‘Missouri’ programme in section D, “ . . . a pilot programme was launched in Missouri in the US that focused on parents as the child’s first teachers… .. The programme involved trained parent-educators visiting the parent’s home and working with the parent, or parents, and the child . Information on child development, and guidance on things to look for and expect as the child grows were provided , plus guidance in fostering the child’s intellectual, language, social and motor-skill development .”

Here, Information on child development, and guidance on things to look for and expect as the child grows were provided , plus guidance in fostering the child’s intellectual, language, social and motor-skill development = the many forms of support and training supplied to parents,

Question no. 9: received insufficient funding

Keywords for the question: received, insufficient funding,

In section C, we find about the sufficient funding for the ‘Headstart’ programme, “Despite substantial funding, results have been disappointing. . ..” So, the ‘Headstart’ programme received substantial or sufficient funding.

Then, in section D, in the second paragraph, the writer provides a detailed description of guidance and support provided to parents and children by the ‘Missouri’ programme. This means the programme received more than sufficient funding.

Question no. 10: was designed to improve pre-schoolers’ educational development

Keywords for the question: was designed, improve, pre-schoolers’ educational development,

In section D, the author of the passage says that the ‘Missouri’ programme “ .. . . included 380 families who were about to have their first child . .. .”. Moreover, this programme lasted

in 4 years. In these 4 years, the programme provided training and support to the parents and medical check-ups for the children. So, this is understood that this programme was designed to improve the pre-schooler’s ( first child ) educational development.

Moreover, in section C, the writer says that ‘Headstart’ programme “ . .. . took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school.”

Therefore, we can realize that both the programmes were designed to improve pre-scholers’ educational development.

So, the answer is: C (both the ‘Missouri’ and the ‘Headstart’ programme)

Questions 11-13: TRUE, FALSE, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

The statement in the question agrees with the information in the passage – TRUE The statement in the question contradicts with the information in the passage – FALSE If there is no information on this – NOT GIVEN

For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question no. 11: Most ‘Missouri’ programme three-year-olds scored highly in areas such as listening, speaking, reasoning and interacting with others.

Keywords for the question: most ‘Missouri’ programme, three-year-old, scored, highly, areas, such as, listening, speaking, reasoning, interacting with others,

The first paragraph in section E provides us with the answer to this question. The writer presents the phenomenal results of the ‘Missouri’ programme here, “ . . . The results were phenomenal . By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development , in fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension , verbal ability and language ability.”

Here, auditory comprehension = listening, verbal ability = speaking, problem solving = reasoning, social development = interacting with others,

So, the answer is: TRUE

Question no. 12: ‘Missouri’ programme children of young, uneducated, single parents scored less highly on the tests.

Keywords for the question: ‘Missouri’ programme children, young, uneducated, single parents, scored, less highly, tests,

In the second paragraph of section E, the writer says, “ . . .. Most important of all, the traditional measures of ‘risk’, such as parents’ age and education, or whether they were a single parent , bore little or no relationship to the measures of achievement and language development . Children in the programme performed equally well regardless of socio-economic disadvantages . . ..”

Here, performed equally well regardless of socio-economic disadvantages = scored equal, not less highly,

So, the answer is: FALSE

Question no. 13: The richer families in the ‘Missouri’ programme had higher stress levels.

Keywords for the question: richer families, ‘Missouri’ programme, had, higher stress levels,

The explanation regarding the ‘Missouri’ programme was given in section D and E. However, there was no mention of stress levels in the richer families here.

So, the answer is: NOT GIVEN

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IELTS Cambridge 5 Test 3 : ACADEMIC READING ANSWERS

Reading Passage 1 : Early Childhood Education

Questions 1-4: Identifying information

Question no. 1: details of the range of family types involved in an education programme

Keywords for the question: range of family types, involved in, education programme,

Here, single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home = details of the range of family types,

So, the answer is: D

Question no. 2: reasons why a child’s early years are so important

Keywords for the question: reason, why, child’s early years, so important,

So, the answer is: B

Question no. 3: reasons why an education programme failed

Keywords for the question: reasons, why, education programme, failed,

Section C contains two paragraphs. In the first paragraph, the writer talks about the ‘Headstart’ education programme .

Then, in the second paragraph, the writer says at the beginning, “Despite substantial funding, results have been disappointing .”

Here, results have been disappointing = the education programme failed,

So, the answer is: C

Question no. 4: a description of the positive outcomes of an education programme

Keywords for the question: description, positive outcomes, education programme,

Here, the results were phenomenal = positive outcomes,

Then, in the following lines, the writer provides a detailed description of the positive outcomes.

So, the answer is: E

Question 6-9: Classifying groups

N.B.: This question doesn’t follow any sequence. So, they should be answered after all other questions in the passage.]

Question no. 5: was administered to a variety of poor and wealthy families

Keywords for the question: administered to, variety of, poor and wealthy families,

Then, in the second paragraph, the writer says in the last lines, “ .. . . That interaction was not necessarily bad in poorer families .”

Here, a cross-section of socio-economic status = both poor and wealthy families,

This means the ‘Missouri’ programme was administered to a variety of poor and wealthy families.

So, the answer is: B (the ‘Missouri’ programme)

Question no. 6: continued with follow-up assistance in elementary schools

Keywords for the question: continued with, follow-up assistance, elementary schools,

So, the answer is: D (neither the ‘Missouri’ nor the ‘Headstart’ programme)

Question no. 7: did not succeed in its aim

Keywords for the question: did not succeed, its aim,

Section C contains two paragraphs. In the first paragraph, the writer talks about the ‘Headstart’ programme .

Here, results have been disappointing = the education programme failed or did not succeed in its aim,

So, the answer is: A (the ‘Headstart’ programme)

Question no. 8: supplied many forms of support and training to parents

Keywords for the question: supplied, many forms of, support and training, parents,

Question no. 9: received insufficient funding

Keywords for the question: received, insufficient funding,

Question no. 10: was designed to improve pre-schoolers’ educational development

Keywords for the question: was designed, improve, pre-schoolers’ educational development,

In section D, the author of the passage says that the ‘Missouri’ programme “ .. . . included 380 families who were about to have their first child . .. .”. Moreover, this programme lasted

Therefore, we can realize that both the programmes were designed to improve pre-scholers’ educational development.

So, the answer is: C (both the ‘Missouri’ and the ‘Headstart’ programme)

Questions 11-13: TRUE, FALSE, NOT GIVEN

[In this type of question, candidates are asked to find out whether:

For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question no. 11: Most ‘Missouri’ programme three-year-olds scored highly in areas such as listening, speaking, reasoning and interacting with others.

Keywords for the question: most ‘Missouri’ programme, three-year-old, scored, highly, areas, such as, listening, speaking, reasoning, interacting with others,

Here, auditory comprehension = listening, verbal ability = speaking, problem solving = reasoning, social development = interacting with others,

So, the answer is: TRUE

Question no. 12: ‘Missouri’ programme children of young, uneducated, single parents scored less highly on the tests.

Keywords for the question: ‘Missouri’ programme children, young, uneducated, single parents, scored, less highly, tests,

Here, performed equally well regardless of socio-economic disadvantages = scored equal, not less highly,

So, the answer is: FALSE

Question no. 13: The richer families in the ‘Missouri’ programme had higher stress levels.

Keywords for the question: richer families, ‘Missouri’ programme, had, higher stress levels,

The explanation regarding the ‘Missouri’ programme was given in section D and E. However, there was no mention of stress levels in the richer families here. So, the answer is: NOT GIVEN

Reading Passage 2 : Disappearing Delta

Questions 14-17: List of headings

[In this question type, IELTS candidates are provided with a list of headings, usually identified with lower-case Roman numerals (i, ii, iii, etc,). A heading will refer to the main idea of the paragraph or section of the text. Candidates must find out the equivalent heading to the correct paragraphs or sections, which are marked with alphabets A, B, C and so forth. Candidates need to write the appropriate Roman numerals in the boxes on their answer sheets. There will always be two or three more headings than there are paragraphs or sections. So, some of the headings will not be used. It is also likely that some paragraphs or sections may not be included in the task. Generally, the first paragraph is an example paragraph that will be done for the candidates for their understanding of the task.

TIPS: Skimming is the best reading technique. You need not understand every word here. Just try to gather the gist of the sentences. That’s all. Read quickly and don’t stop until you finish each sentence.]

Question no. 14: Paragraph B

The first part of paragraph B guides us to the answer to this question. The writer says here, “Up to now, people have blamed this loss of delta land on the two large dams at Aswan in the south of Egypt, which hold back virtually all of the sediment that used to flow down the river. Before the dams were built, the Nile flowed freely , . .. . .”

Here, the highlighted points suggest that the two large dams built in Aswan have interrupted the natural flow of sediment in the river Nile .

So, the answer is: iv (Interrupting a natural process)

Question no. 15: Paragraph D

Paragraph D explains the effects of irrigation in the river Nile on sedimentation as the writer says here, “Once north of Cairo, most of the Nile water is diverted into more than 10,000 kilometres of irrigation canals . . .. . The water in the irrigation canals is still or very slow-moving and thus cannot carry sediment’, Stanley explains. The sediment sinks to the bottom of the canals and then is added to fields by farmers or pumped with the water into the four large freshwater lagoons that are located near the outer edges of the delta. .. ..”

So, the answer is: i (Effects of irrigation on sedimentation)

Question no. 16: Paragraph E

Paragraph E explains how pollutants found in the river water are becoming a threat to food production. The writer says here, “ .. . . by the time the sediment has come to rest in the fields and lagoons, it is laden with municipal, industrial and agricultural waste from the Cairo region, which is home to more than 40 million people. ‘ Pollutants are building up faster and faster ,’ says Stanley.”

Again, take a look at these lines from the same paragraph, “ . .. . Since that time the concentration of mercury has increased significantly. Lead from engines that use leaded fuels and from other industrial sources has also increased dramatically. These poisons can easily enter the food chain, affecting the productivity of fishing and farming . .. .”

Here, productivity of fishing and farming = food production,

So, the answer is: v (The threat of food production)

Question no. 17: Paragraph F

The last few lines of paragraph F indicate the answer. The writer says here, “ .. . .. He says, however, that in the long term an alternative process such as desalination may have to be used to increase the amount of water available. ‘In my view, Egypt must devise a way to have more water running through the river and the delta ,’ says Stanley. Easier said than done in a desert region with a rapidly growing population.”

Here, Easier said than done = the solutions may take quite a long time and efforts,

So, the answer is: viii (Looking at the long-term impact)

Questions 19-24: YES, NO, NOT GIVEN:

The statement in the question matches with the claim of the writer in the text- YES The statement in the question contradicts with the claim of the writer in the text- NO The statement in the question has no clear connection with the account in the text- NOT GIVEN

TIPS: For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question no. 18: Coastal erosion occurred along Egypt’s Mediterranean coast before the building of the Aswan dams.

Keywords for the question: coastal erosion, occurred, Egypt’s Mediterranean coast, before, building, Aswan dams,

The answer can is found in the last few lines of paragraph A, “ . .. In the past, land scoured away from the coastline by the currents of the Mediterranean Sea used to be replaced by sediment brought down to the delta by the River Nile, but this is no longer happening.”

Here, land scoured away from the coastline = coastal erosion occurred,

So, the answer is: YES

Question no. 19: Some people predicted that the Aswan dams would cause land loss before they were built.

Keywords for the question: some people, predicted, Aswan dams, would cause, land loss, before, built,

The first lines of paragraph B may confuse you here, as the writer says here, “Up to now, people have blamed this loss of delta land on the two large dams at Aswan in the south of Egypt, .. ..”

We should understand here, the lines suggest that people now blame the Aswan dams for the land loss. However, the question asks us whether people predicted it before the construction of Aswan dams. We don’t find any such information here.

So, the answer is: NOT GIVEN

Question no. 20: The Aswan dams were built to increase the fertility of the Nile delta.

Keywords for the question: Aswan dams, built, to increase, fertility, Nile delta,

The reasons for building Aswan dams are provided in lines 15-19 of paragraph B, “ . .. . . the Aswan dams were constructed in the 20th century to provide electricity and irrigation, and to protect the huge population centre of Cairo and its surrounding areas from annual flooding and drought, . .. .”

These lines suggest that the Aswan dams were not built to improve the fertility of the Nile delta .

So, the answer is: NO

Question no. 21: Stanley found that the levels of sediment in the river water in Cairo were relatively high.

Keywords for the question: Stanley, found, levels of sediments, river water, Cairo, relatively high,

Take a close look at the last few lines of paragraph C where Stanley compares the level of sediment in the Nile delta in Cairo and the Mediterranean, “ . .. ‘There is still a lot of sediment coming into the delta , but virtually no sediment comes out into the Mediterranean to replenish the coastline. So this sediment must be trapped on the delta itself.”

Here, the delta = the Nile delta in Cairo, a lot of sediment = relatively high level of sediment,

Question no. 22: Sediment in the irrigation canals on the Nile delta causes flooding.

Keywords for the question: sediment, irrigation canals, Nile delta, causes, flooding,

Paragraph D talks about the impact of irrigation on sedimentation in the delta and paragraph E deals with the threats of pollutants in food production. No cause of flooding is found here.

So, the answer is: NOT GIVEN

Question no. 23: Water is pumped from the irrigation canals into the lagoons.

Keywords for the question: water, pumped, irrigation canals, into, lagoons,

The answer can be found in paragraph D, in lines 7-11, “ . .. . The sediment sinks to the bottom of the canals and then is added to fields by farmers or pumped with the water into the four large freshwater lagoons that are located near the outer edges of the delta. .. .. .”

The lines suggest that water is pumped from the irrigation canals into the four lagoons.

Questions 24-26: Completing summary with a list of words

[In this type of question, candidates are asked to complete a summary with a list of words taken from the passage. Candidates must write the correct letter (not the words) as the answers. Keywords and synonyms are important to find answers correctly. Generally, this type of question maintains a sequence. Find the keywords in the passage and you are most likely to find the answers.]

Question no. 24: In addition to the problem of coastal erosion, there has been a marked increase in the level of _________ contained in the silt deposited in the Nile delta.

Keywords for the question: in addition to, problem, coastal erosion, marked increase, level of, silt, deposited, Nile delta,

The point of coastal erosion is discussed in paragraph A and B. Then, paragraph C and D mainly discusses the point of sedimentation process. After that, in paragraph E, the writer talks in details about the problem created by waste and pollutants, “ . . . But by the time the sediment has come to rest in the fields and lagoons it is laden with municipal, industrial and agricultural waste from the Cairo region, which is home to more than 40 million people. ‘ Pollutants are building up faster and faster ,’ says Stanley.

Here, building up faster and faster = marked increase,

So, the answer is: F (pollutants)

Questions no. 25 & 26: To deal with this, Stanley suggests the use of 25. _________ in the short term, and increasing the amount of water available through 26. ________ in the longer term.

Keywords for the question: deal with, Stanley suggests, use of, short term, increasing, amount of water, available through, longer term,

In paragraph F, we find the short-term and long-term solutions to the problem. In lines 9-11, the writer states, “ . .. . In the immediate future , Stanley believes that one solution would be to make artificial floods to flush out the delta waterways, in the same way that natural floods did before the construction of the dams. .. ..”

Here, In the immediate future = short-term solution,

Then, right after that, the writer says again, “ . .. He says, however, that in the long term an alternative process such as desalination may have to be used to increase the amount of water available. .. ..”

Here, in the long term = long-term solution,

So, the answers are:

A (artificial floods)
B (desalination)

Reading Passage 3 : The Return of Artificial Intelligence

Questions 27-31: Identifying information:

Question no. 27: how AI might have a military impact

Keywords for the question: AI, military impact,

The answer lies in the middle of paragraph E, in lines 3-4, “ . .. HNC claim that their system, based on a cluster of 30 processors, could be used to spot camouflaged vehicles on a battlefield . . ..”

Here, spot camouflaged vehicles on a battlefield = might have a military impact,

Question no. 28: the fact that AI brings together a range of separate research areas

Keywords for the question: AI, brings together, a range of, separate, research areas,

Lines 3-5 in paragraph B gives us the answer to this question, “ . .. . The expression provided an attractive but informative name for a research programme that encompassed such previously disparate fields as operations research , cybernetics , logic and computer science . …”

encompassed = linked/included,

operations research, cybernetics, logic and computer science = a range of separate research areas,

Question no. 29: the reason why AI has become a common topic of conversation again

Keywords for the question: reason, why, AI, become, common topic of conversation, again,

In paragraph a, take a look at the first few lines, “After years in the wilderness, the term ‘artificial intelligence’ (AI) seems poised to make a comeback . AI was big in the 1980s but vanished in the 1990s. It re-entered public consciousness with the release of AI, a movie about a robot boy. This has ignited public debate about AI, . .. .”

Here, make a comeback = has become . .. . . again, re-entered public consciousness = has become a common topic of conversation again,

So, the answer is: A

Question no. 30: how AI could help deal with difficulties related to the amount of information available electronically

Keywords for the question: how, AI, could help, deal with, difficulties, amount of information, available, electronically,

Paragraph F talks about new companies who may deal with humongous amount of information using AI in the coming future, “Another factor that may boost the prospects for AI in the near future is that investors are now looking for firms using clever technology, rather than just a clever business model, to differentiate themselves. In particular, the problem of information overload , exacerbated by the growth of e-mail and the explosion in the number of web pages, means there are plenty of opportunities for new technologies to help filter and categorise information – classic AI problems. . .. .”

Here, the problem of information overload = difficulties related to the amount of information available electronically,

So, the answer is: F

Question no. 31: where the expression AI was first used

Keywords for the question: where, expression AI, first used,

Take a close look at the first lines of paragraph B, “The field was launched, and the term ‘artificial intelligence’ coined at a conference in 1956 by a group of researchers that included Marvin Minsky, John McCarthy, Herbert Simon and Alan Newell, all of whom went on to become leading figures in the field.. . .”

Here, the term ‘artificial intelligence’ coined = expression AI was first used,

Questions 32-37: TRUE, FALSE, NOT GIVEN

Question no. 32: The researchers who launched the field of AI had worked together on other projects in the past.

Keywords for the question: researchers, launched, field of AI, worked together, other projects, in the past,

In paragraph B, the first lines talk about the researchers who launched the field of AI, “The field was launched, and the term ‘artificial intelligence’ coined at a conference in 1956 by a group of researchers that included Marvin Minsky, John McCarthy, Herbert Simon and Alan Newell, all of whom went on to become leading figures in the field. . .. .”

However, whether they worked together in any other projects in the past was not mentioned .

Question no. 33: In 1985, AI was at its lowest point.

Keywords for the question: 1985, AI, lowest point,

In paragraph C, the first line says, “ . .. . Most researchers agree that AI peaked around 1985 . ..”

Here, peaked around 1985 = was at its highest point,

Question no. 34: Research into agent technology was more costly than research into neural networks.

Keywords for the question: research, agent technology, more costly, research, neural networks,

We find the mention of agent technology and neural networks in the last lines of paragraph C, “ . .. By the late 1980s, the term AI was being avoided by many researchers, who opted instead to align themselves with specific sub-disciplines such as neural networks , agent technology , case-based reasoning, and so on.”

However, no comparison has been made here between neural networks and agent technology.

Question no. 35: Applications of AI have already had a degree of success.

Keywords for the question: applications of AI, already had, a degree of success,

In paragraph D, the first indicates the answer, “Ironically, in some ways AI was a victim of its own success . .. ..”

The sentence suggests that AI has been successful in some cases and its own success led to some problems.

Here, in some ways = a degree of,

Question no. 36: The problems waiting to be solved by AI have not changed since 1967.

Keywords for the question: the problems, waiting to be solved, AI, not changed, since 1967,

For this question, we have to look at both paragraphs C and D.

First, in paragraph C, the author of the passage says in lines 3-5, “ .. .. Marvin Minsky said in 1967 that within a generation the problem of creating ‘artificial intelligence’ would be substantially solved. . .. .”

Then, in line no. 6, the author says, “ . .. It proved to be a false dawn. .. .” This means AI could not solve the problem and as a result, “ . .. . By the late 1980, the term AI was being avoided by many researchers, who opted instead to align themselves with specific sub-disciplines such as neural networks, agent technology, case-based reasoning, and so on.”

After that, in paragraph D, the author says in lines 6-8, “ . .. Meanwhile, the technologies that made it onto the market, such as speech recognition, language translation and decision-support software, were no longer regarded as AI . Yet all three once fell well within the umbrella of AI research.”

So, the problems (that AI was meant to solve) were no longer considered as AI problems.

Therefore, the problems waiting to be solved by AI have changed since 1967.

Question no. 37: The film 2001: A Space Odyssey reflected contemporary ideas about the potential of AI computers.

Keywords for the question: film 2001: A Space Odyssey, reflected, contemporary ideas, potential of AI computers,

To find the answer to this question, let’s go to paragraph G, where the author mentions the name of the movie, “The 1969 film, 2001: A space Odyssey , featured an intelligent computer called HAL 9000. As well as understanding and speaking English, HAL could play chess and even learned to lipread. HAL thus encapsulated the optimism of the 1960s that intelligent computers would be widespread by 2001. . .. ”

Here, encapsulated the optimism of the 1960s = reflected contemporary ideas,

Questions 38-40: Multiple choice questions

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is found as the last question so you should not worry much about it. Finding all the answers to previous questions gives you a good idea about the title.]

Question no. 38: According to researchers, in the late 1980s there was a feeling that –

Keywords for the question: according to researchers, late 1980s, a feeling,

The answer can be found in paragraph C in lines 7-11. The author says here, “. . .. ‘ There was undue optimism in the early 1980s .’ says David Leake, a researcher at Indiana University. ‘Then when people realised there were hard problems , there was retrenchment . By the late 1980s , the term AI was being avoided by many researchers, who opted instead to align themselves with specific sub-disciplines such as neural networks, agent technology, case-based reasoning, and so on.’”

Here, undue = overstressed/ too much (so the expectation was too much), people realised there were hard problems , there was retrenchment = original expectations of AI may not have been justified, (and so, the funding for AI research became poor),

So, the answer is: B (original expectations of AI may not have been justified)

Question no. 39: In Dr Leake’s opinion, the reputation of AI suffered as a result of –

Keywords for the question: Dr. Leake’s opinion, reputation, suffered, as a result of,

Again, take a look at lines 8-11 in paragraph C, where we find the opinion of Dr. Leake, “‘Then when people realised there were hard problems , there was retrenchment . By the late 1980s , the term AI was being avoided by many researchers, who opted instead to align themselves with specific sub-disciplines such as neural networks, agent technology, case-based reasoning, and so on.’”

Here, people realised there were hard problems , = people’s perception about AI changed, retrenchment / AI was being avoided= the reputation of AI suffered,

So, the answer is: A (changing perceptions)

Question no. 40: The prospects for AI may benefit from–

Keywords for the question: prospects for AI, may, benefit from,

The answer can be found in paragraph F, in lines 1-3, “Another factor that may boost prospects for AI in the near future is that investors are looking for firms using clever technology, rather than just a clever business model, to differentiate themselves . … .”

Here, may boost prospects for AI = The prospects for AI may benefit from,

investors are looking for firms using clever technology, rather than just a clever business model, to differentiate themselves = new investment priorities,

So, the answer is: D (new investment priorities)

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Cambridge IELTS 5 Academic Reading Test 3 Answer Key

Cambridge 5 reading test 3 answers, reading passage 1- early childhood education.

Early Childhood Education Reading Answers

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Early Childhood Education – IELTS Reading Answers

Updated On Oct 10, 2023

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Early childhood education.

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The Academic passage ‘Early Childhood Education’ is a reading passage that appeared in an IELTS Test.

It contains some of the IELTS reading question types. If you are interested in familiarising yourself with all the question types, don’t hesitate to take an IELTS reading practice test .


1	D	Paragraph D mentions that the ‘ (education programme) was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included ‘ who were ‘ and who ‘ . They included ‘ (range of family types). Hence, the answer is D.
2	B	Paragraph B relates that a ‘13 year study of early childhood development at Harvard University’ has shown that, by the ‘ , most children have the ‘ . Furthermore, research has shown that while every child is born with a ‘ , it can be ‘ . Researchers claim that the ‘ , and ‘ they will use in all their later learning both at home and at school. Hence, the answer is B.
3	C	In the first portion of paragraph C, it is stated that in an attempt to overcome that ‘ was launched in the United Slates in 1965. A lot of money was poured into it. In the second portion of the same paragraph, it is added that despite substantial funding, ‘ (programme failed). It is thought that there are ‘ for this (failure). ‘ . Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. ‘ . At the end of each day, ” children returned to the same disadvantaged home environment. Hence, the answer is C.

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4	E	Paragraph E informs that at the age of three, the children who had been involved in the (educational programmes) were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The ‘ (positive outcome). By the age of three, the ‘ , had ‘ , and were ‘ , in fact, the average child on the programme was performing at the level of the ‘ . Moreover, ‘ . . Hence, the answer is E.
5	B	Paragraph D points out that ‘ was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study ‘ who were about to have their first child and who ‘ (variety of poor and wealthy families), age and family configurations. Hence, the answer is B (the ‘Missouri’ programme).
6	D	In paragraph C, it is given that a ‘ in the United Slates in 1965. It took ‘ (not elementary school) and was supposed to help the children of poorer families succeed in school. Paragraph D states that ‘ in the US that focused on parents as the child’s first teachers. The ‘Missouri’ programme was predicated on research showing that working with the family, rather than bypassing the parents. Periodic check-ups of the child’s educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals. Further, in paragraph E, it is mentioned that ‘ (pre-schoolers) who had been involved in the ‘Missouri’ programme were evaluated. In the ‘Headstart’ programme, there is no specific mention of follow-up assistance. In the ‘Missouri’ programme, although there is a mention of lots of follow-up assistance, all of them are meant for preschoolers and their parents, not for elementary grades. Hence, the answer is D (neither the ‘Headstart’ and the ‘Missouri’ programmes).
7	A	Paragraph C notifies that in an attempt to overcome that educational under-achievement, a ‘ was launched in the United Slates in 1965. Despite substantial funding, ‘ (failed; did not succeed in its aim). Hence, the answer is A (the ‘Headstart’ programme).
8	B	Paragraph D tells about the ‘ was predicated on research showing that working with the family, rather than bypassing the parents. The ‘ and ‘ , and the child. ‘ , plus . ‘ to share experience and discuss topics of interest. ‘ . Hence, the answer is B (the ‘Missouri’ programme).
9	D	Paragraph C relates that in an attempt to overcome that educational under-achievement, a ‘ was launched in the United Slates in 1965. ‘ . In Paragraph D, it is said that the was predicated on research showing that working with the family, rather than bypassing the parents. The ‘ ’. Moreover, in paragraph E, it is mentioned that the children who had been involved in the ‘Missouri’ programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The ‘ . So, the number of facilities provided and the success of the programme proves that there was no lack of funds in the Missouri programme as well. Hence, the answer is D (neither the ‘Headstart’ and the ‘Missouri’ programmes).
10	C	Paragraph C brings out the fact that in an attempt to overcome that ‘ was launched in the United Slates in 1965. It took ‘ (pre-schoolers) at the age of three and was supposed ‘ . In paragraph E, it is noted that At the ‘ (pre-schooler), were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. Hence, the answer is C (both the ‘Headstart’ and the ‘Missouri’ programmes).
11	TRUE	In paragraph E, the writer writes that ‘ alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. By the age of three, the ‘ than their peers, ‘ (reasoning), and were further along in social development, in fact, the average child on the programme was performing at the level of the top 15 to 20 percent of their peers in such things as ‘ (listening), ‘ (speaking) and ‘ (interacting with others). As the statement agrees with the information, the answer is ‘TRUE’.
12	FALSE	Paragraph E finds that at the age of three, the ‘ alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. ‘ well ‘ (young, uneducated, single parents). As the information contradicts with the statement, the answer is ‘FALSE’.
13	NOT GIVEN	In paragraph E, it is told that the ‘ in the Missouri programme that was found to ‘ . That interaction was not necessarily bad in poorer families. There is no mention whether the stress level was more in the rich family or the poor family. Hence, the answer is ‘NOT GIVEN’.

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Early Childhood Education: IELTS Reading With Answers

IELTS Academic Test – Passage 07: Early Childhood Education reading with answers explanation, location and pdf summary. This reading paragraph has been taken from our huge collection of Academic & General Training (GT) Reading practice tests PDF’s.

Early Childhood Education

New Zealand’s National Party spokesman on education, Dr Lockwood Smith, recently visited the US and Britain. Here he reports on the findings of his trip and what they could mean for New Zealand’s education policy :

‘ Education To Be More ‘ was published last August. It was the report of the New Zealand Government’s Early Childhood Care and Education Working Group. The report argued for enhanced equity of access and better funding for childcare and early childhood education institutions. Unquestionably, that’s a real need; but since parents don’t normally send children to pre-schools until the age of three, are we missing out on the most important years of all?

A 13 year study of early childhood development at Harvard University has shown that, by the age of three, most children have the potential to understand about 1000 words – most of the language they will use in ordinary conversation for the rest of their lives.

Furthermore, research has shown that while every child is born with a natural curiosity, if can be suppressed dramatically during the second and third years of life. Researchers claim that the human personality is formed during the first two years of life, and during the first three years children learn the basic skills they will use in all their later learning both at home and at school. Once over the age of three, children continue to expand on existing knowledge of the world.

It is generally acknowledged that young people from poorer socio-economic backgrounds fend to do less well in our education system. That’s observed not just in New Zealand, but also in Australia, Britain and America. In an attempt to overcome that educational under-achievement, a nationwide programme called ‘Headstart’ was launched in the United Slates in 1965. A lot of money was poured into it. It took children into pre-school institutions at the age of three and was supposed to help the children of poorer families succeed in school.

Despite substantial funding, results have been disappointing. It is thought that there are two explanations for this. First, the programme began too late. Many children who entered it at the age of three were already behind their peers in language and measurable intelligence. Second, the parents were not involved. At the end of each day, ‘Headstart’ children returned to the same disadvantaged home environment.

As a result of the growing research evidence of the importance of the first three years of a child’s life and the disappointing results from ‘Headstart’, a pilot programme was launched in Missouri in the US that focused on parents as the child’s first teachers. The ‘Missouri’ programme was predicated on research showing that working with the family, rather than bypassing the parents, is the most effective way of helping children get off to the best possible start in life. The four-year pilot study included 380 families who were about to have their first child and who represented a cross-section of socio-economic status, age and family configurations. They included single-parent and two-parent families, families in which both parents worked, and families with either the mother or father at home.

The programme involved trained parent- educators visiting the parents’ home and working with tire parent, or parents, and the child. Information on child development, and guidance on things to look for and expect as the child grows were provided, plus guidance in fostering the child’s intellectual, language, social and motor-skill development. Periodic check-ups of the child’s educational and sensory development (hearing and vision) were made to detect possible handicaps that interfere with growth and development. Medical problems were referred to professionals.

Parent-educators made personal visits to homes and monthly group meetings were held with other new parents to share experience and discuss topics of interest. Parent resource centres, located in school buildings, offered learning materials for families and facilitators for child core.

At the age of three, the children who had been involved in the ‘Missouri’ programme were evaluated alongside a cross-section of children selected from the same range of socio-economic backgrounds and family situations, and also a random sample of children that age. The results were phenomenal. By the age of three, the children in the programme were significantly more advanced in language development than their peers, had made greater strides in problem solving and other intellectual skills, and were further along in social development, tn fact, the average child on the programme was performing at the level of the top 15 to 20 per cent of their peers in such things as auditory comprehension, verbal ability and language ability.

Most important of all, the traditional measures of ‘risk’, such as parents’ age and education, or whether they were a single parent, bore little or no relationship to the measures of achievement and language development. Children in the programme performed equally well regardless of socio-economic disadvantages. Child abuse was virtually eliminated. The one factor that was found to affect the child’s development was family stress leading to a poor quality of parent-child interaction. That interaction was not necessarily bad in poorer families.

These research findings are exciting. There is growing evidence in New Zealand that children from poorer socio-economic backgrounds are arriving at school less well developed and that our school system tends to perpetuate that disadvantage. The initiative outlined above could break that cycle of disadvantage. The concept of working with parents in their homes, or at their place of work, contrasts quite markedly with the report of the Early Childhood Care and Education Working Group. Their focus is on getting children and mothers access to childcare and institutionalised early childhood education. Education from the age of three to five is undoubtedly vital, but without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational inequity.

Questions 1-4

Reading Passage 7 has six sections, A-F. Which paragraph contains the following information? Write the correct letter A-F in boxes 1-4 on your answer sheet.

1 . details of the range of family types involved in an education programme 2 . reasons why a child’s early years are so important 3 . reasons why an education programme failed 4 . a description of the positive outcomes of an education programme

________________

1) IELTS 5 READING PASSAGE – NATURE OR NURTURE? ↗

2) IELTS 5 READING PASSAGE – THE TRUTH ABOUT THE ENVIRONMENT ↗

3) IELTS 5 READING PASSAGE – BAKELITE: THE BIRTH OF MODERN PLASTICS ↗

4) IELTS 5 READING PASSAGE – WHAT’S SO FUNNY? ↗

5) IELTS 5 READING PASSAGE – THE BIRTH OF SCIENTIFIC ENGLISH ↗

6) IELTS 5 READING PASSAGE – JOHNSON’S DICTIONARY ↗

Questions 5-10

Classify the following features as characterising:

A the ‘Headstart’ programme B the ‘Missouri’ programme C both the ‘Headstart’ and the ‘Missouri’ programmes D neither the `Headstart’ nor the ‘Missouri’ programme

Write the correct letter A , B , C or D in boxes 5-10 on your answer sheet.

5. was administered to a variety of poor and wealthy families 6 . continued with follow-up assistance in elementary schools 7 . did not succeed in its aim 8 . supplied many forms of support and training to parents 9. received insufficient funding 10. was designed to improve pre-schoolers’ educational development

Questions 11-13

Do the following statements agree with the information given in Reading Passage 7? In boxes 11-13 on your answer sheet, write:

YES if the statement agrees with the writer’s claims NO if the statement contradicts the writer’s claims NOT GIVEN if it is impossible to say what the writer thinks about this

11 . Most ‘Missouri’ programme three-year-olds scored highly in areas such as listening, speaking, reasoning and interacting with others. 12 . ‘Missouri’ programme children of young, uneducated, single parents scored less highly on the tests. 13. The richer families in the ‘Missouri’ programme had higher stress levels.

R eading Answers

Check out Early Childhood Education reading answers below with locations and explanations given in the text.

1. D 2. B 3. C 4. E 5. B 6. D 7. A 8. B 9. D 10. C 11. TRUE 12. FALSE 13. NOT GIVEN

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IELTS Academic Reading # 79 - Early Childhood Education

Ielts academic reading passage - early childhood education, early childhood education.

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Early Childhood Education Reading Answers: IELTS Reading Practice Test

Updated on Jul 02, 2024, 11:57

The IELTS Reading section is designed to evaluate your ability to comprehend and interpret a variety of texts, ranging from descriptive and factual to discursive and analytical.

You will encounter three long reading passages, each followed by a series of questions that test your understanding of the main ideas, details, inferences, and the author's intentions.

This section is crucial as it assesses your reading skills in a timed environment, which reflects real-life scenarios where you need to quickly gather and understand information.

On this page

1. Early Childhood Education Reading Passage

You should spend approximately 20 minutes answering Questions 1 - 13 based on the Reading Passage below. This approach can help manage time effectively during a reading comprehension activity or exam.

2. Early Childhood Education Reading Questions & Answers

Discover exciting and informative IELTS reading answers about Early Childhood Education

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Early Childhood Education Reading Passage

Read Instructions: Understand each question before answering.
Manage Time: Spend about 20 minutes per passage.
Skim and Scan: Quickly get the main idea and find specific information.
Highlight Key Info: Underline essential words or phrases.
Answer All Questions: Attempt every question; no penalty for wrong answers.
Stay Focused: Avoid distractions and keep your attention on the task.
Check Spelling: Ensure correct spelling and grammar.
Transfer Answers Clearly: Write answers neatly on the answer sheet.
Don’t Dwell: Move on if stuck and return later.
Review: If time allows, review your answers.

Paragraph A

Dr. Lockwood Smith's recent visit to the US and Britain came with a list of findings. Being New Zealand's National Party Education's spokesman, he reports the key findings of his visit and reveals the prospects in New Zealand's education policy.

Paragraph B

‘Education To Be More' is a report pertaining to the New Zealand Government Early Childhood Care and Education Working Group. It was published last August, discussing the enhancement of access and funding for childcare and early childhood education institutions. Though education is a necessity, parents don't send children to pre-schools until they attain three years of age. Are they missing out on the most crucial years of all? Let's see further.

Paragraph C

A 13-year research study of early childhood development at Harvard University reveals that most children after the age of three have the ability to understand nearly 1000 words - most of the vocabularies they will practise in normal conversation for the rest of their lives. In addition to that, research shows that as every kid born will be curious, however, it can be controlled significantly in their second and third years of life. Researchers say that human behaviour gets into shape during the first two years. Similarly, during the first three years children acquire the fundamental skills which will be used later at home and at school. Once children cross three years, they try to spread their existing knowledge of the world.

Paragraph D

A general fact is that children from poorer socio-economic backgrounds are likely to perform not well in studies. It's acknowledged not only in New Zealand but also in Britain, America and Australia. To tackle the educational issue, a nationwide program known as 'Headstart' was initiated in 1965 in the United States, with a pool of money. It made a path for children to join in pre-school institutions after turning into three, and facilitated the children from poorer families perform better in school. Besides so much investment, the result was not as expected. It is because of two things. First, the program started too late. Most of the children who enrolled in it were already behind their peers in language and reasonable intelligence. Second, there is no participation from the parents. After school hours, children go back to the same home where parents don't know how to improve their skills.

Paragraph E

Now it has become evident from the pilot program 'Headstart' launched in Missouri in the US that the first three years of a kid's life are important. This growing need shows that working with the parents rather than ignoring them from the process of child's education is the most effective way of improving children's learning abilities. The four-year pilot study involved around 380 families who have one child, and are from a cross-section of socio-economic background, etc. The other factors include age and family configurations. For this pilot study, they included single-parent and two-parent families. Moreover, it included families where both parents are working and families where one parent is at home.

Paragraph F

The program is associated with parent-educators who visit the parent's home engaging with tired parents or parents and the child. Know the child's development, necessary advice on things to care for, and what to expect as the child grows, etc. all such information is given. It also added the guidance in keeping the child's intelligence, language proficiency, social and motor-skill development. Regular diagnoses of the child's academics and sensory development (hearing and vision) were kept available to measure possible hurdles that help with development and growth. In case of medical issues, they met the medical practitioners. Parent-educators visited homes and conducted group meetings every month with new parents. They shared experiences and discussed topics of varied subjects. Apart from that, parent resource centres offered study materials for families and facilitators for the child core. It is located in each school building.

Paragraph G

The children at three years of age, who had been indulged in the pilot program 'Missouri' were analysed alongside a similar section of children chosen from the same range of cross-section, socio-economic aspects and family conditions, and also the same age of children as samples. Astonishingly, the results were excellent. The children with the same age group were more advanced in language proficiency than their counterparts. They showed greater potential in problem-solving techniques and other intellectual skills, besides social development. Here, the average performance of a child in this program was at the level of top 15 to 20 percent compared to their peers in things like verbal ability, language skills, and auditory comprehension.

Paragraph H

Above all, the classical method of measures of 'risk' like the parents' age and education, or whether they were a single parent, no interest or having no relationship to the assessments of success and language development. On the other hand, children performed equally well in the program despite their socio-economic backgrounds. In this program, no child was virtually abused. The one component that tended to affect the child's development was stress from the family side that led to poor quality of parent-child relationship and interaction. That interaction was not always bad in poorer families.

Paragraph I

Most of these findings are interesting. There is alarming evidence in New Zealand that children belonging to poorer socio-economic backgrounds are performing less at school and that our school system tends to maintain that disadvantage unknowingly. The initiative subsequently mentioned the fact that above could break that cycle of disadvantage. The idea of engaging with parents in their homes or at their workplace could improve the situation quite markedly with respect to the Early Childhood Care and Education Working Group's report. Their main objective is to enrol children and mothers to childcare and institutionalised childhood education at an early stage. Education from the age of three to five is unquestionably important to any child, but not focusing on parent education and the vital importance of the first three years might lead to evidence that reflects the inequality in education.

Early Childhood Education Reading Questions & Answers

Questions and answers 1-5.

The reading passage has nine paragraphs: A-I .
Choose the correct heading for each paragraph from the list of headings below.
Write the correct Roman numeral (i-vi) as your answer to each question.

List of Headings

i) Education to be more

ii) Breakthrough in the pilot study

iii) Pilot program ‘Headstart’

iv) Traditional method of risk assessment

v) Parent-Educators and their role

vi) Early Childhood Care and Education Working Group's report

Paragraph E
Paragraph G

Early Childhood Education Reading Answers with Explanations (1 - 5)

Type of question: Matching Headings

Matching Heading questions require you to pair headings with the appropriate paragraphs or sections of a passage. This tests your ability to grasp the main idea of each paragraph.

How to best answer:

Get a sense of the main topics.
Highlight keywords in each heading.
Focus on the first and last sentences for the main idea.
Ensure the heading summarises the entire paragraph.
Cross off headings that clearly do not match any paragraph.

Paragraph B , "‘Education To Be More' is a report pertaining to the New Zealand Government Early Childhood Care and Education Working Group."

Explanation: This line directly mentions the report "Education To Be More," making it clear that this heading matches the content of Paragraph B.

Paragraph G, "The children with the same age group were more advanced in language proficiency than their counterparts. They showed greater potential in problem-solving techniques and other intellectual skills, besides social development."

Explanation: This paragraph discusses the significant advancements and breakthroughs observed in children participating in the pilot program, making it the correct heading for "Breakthrough in the pilot study."

Paragraph F , "Parent-educators visited homes and conducted group meetings every month with new parents. They shared experiences and discussed topics of varied subjects."

Explanation: This paragraph focuses on the role of parent-educators and their activities, matching the heading about parent-educators and their role.

Paragraph E , "Now it has become evident from the pilot program 'Headstart' launched in Missouri in the US that the first three years of a kid's life are important."

Explanation: This line mentions the pilot program 'Headstart,' which is the focus of the paragraph, aligning it with the heading about the pilot program.

Paragraph H , "The classical method of measures of 'risk' like the parents' age and education, or whether they were a single parent, no interest or having no relationship to the assessments of success and language development."

Explanation: This paragraph talks about traditional risk assessment methods, matching it with the heading about traditional methods of risk assessment.

Questions and Answers 6-10

Complete the notes below.
Write NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.

There is alarming evidence in 6) _________ that children belonging to poorer socio-economic backgrounds are performing less.

Though education is a 7) __________, parents don't send children to preschool until they attain three years of age.

Parent resource centres offered study materials for families and facilitators for the 8) ________ .

The one component that tended to affect the child's development was stress from the family side that led to poor quality of parent-child 9) __________ and interaction.

Moreover, it included families where both parents are 10) __________ and families where one parent is at home.

Early Childhood Education Reading Answers with Explanation (6-10)

Type of question: Note completion questions

Note completion questions task you with filling in the gaps in notes or summaries using information from the reading passage.

How to Best Answer :

Know what details are required to fill in the blanks.
Quickly read through the passage to grasp its main ideas and locate relevant information.
Pay attention to keywords or phrases in the notes provided.
Look for synonyms or paraphrased versions of the keywords in the passage.
Confirm that the completed notes make sense and fit logically within the context of the passage.

Paragraph I , "There is alarming evidence in New Zealand that children belonging to poorer socio-economic backgrounds are performing less."

Explanation: This line explicitly mentions New Zealand and the poor performance of children from socio-economic backgrounds, making it the correct answer.

Paragraph B , "Though education is a necessity, parents don't send children to pre-schools until they attain three years of age."

Explanation: This line states that education is considered a necessity, directly matching the answer.

Paragraph F , "Parent resource centres offered study materials for families and facilitators for the child core."

Explanation: This line mentions the resources provided for the child core, which aligns with the answer.

Paragraph H , "The one component that tended to affect the child's development was stress from the family side that led to poor quality of parent-child relationship and interaction."

Explanation: This line describes the negative impact of stress on the parent-child relationship, fitting the answer perfectly.

Paragraph E , "Moreover, it included families where both parents are working and families where one parent is at home."

Explanation: This line discusses the family dynamics, including families where both parents are working, directly aligning with the answer.

Questions and Answers 11-13

YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this

11. The children with the same age group were more skilled in language proficiency than their counterparts.

12. The children for the pilot study were selected based on their socio-economic background only.

13. The children’s performance in education is associated with the food they intake.

Early Childhood Education Reading Answers with Explanations (11-13)

Type of question: Yes/No/Not Given

Yes/No/Not Given questions require you to determine if a statement agrees with the information in the passage (Yes), contradicts the information in the passage (No), or if there is insufficient information to decide (Not Given).

How to best answer :

Grasp the meaning of the statement provided in the question.
Highlight key terms and phrases in the statement to locate them in the passage.
Find the section that discusses the topic of the statement.
Ensure the passage’s information supports, contradicts or does not address the statement.
Determine if the statement agrees (Yes), contradicts (No), or is not addressed (Not Given).

Paragraph G "The children with the same age group were more advanced in language proficiency than their counterparts. They showed greater potential in problem-solving techniques and other intellectual skills."

Explanation: This line indicates that children in the pilot program showed better language proficiency and intellectual skills, confirming the statement.

Paragraph E "The four-year pilot study involved around 380 families who have one child, and are from a cross-section of socio-economic background, etc. The other factors include age and family configurations."

Explanation: This line clarifies that the study included families from various socio-economic backgrounds, not a specific socio-economic group, making the statement incorrect.

Entire passage

Explanation: The statement regarding a specific aspect of the program is not found or addressed in the passage, thus it is not given.

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Q. Can I write in the question paper during my IELTS Reading test?

Ans. Yes, you can make notes or jot down in your question booklet. For a paper-based Reading test, you will receive the questions on paper. However, this is impossible for a computer-based test where the questions and passages appear on a screen. You can make notes on your rough sheet. Make sure you do not spend too much time making notes.

Q. Is there a fixed time limit for each section in the IELTS Reading test?

Ans. No, there isn’t any fixed time constraint to attempt each section in your IELTS Reading test. The total duration of the Reading test is one hour. You can divide this time between each section according to your preferences. Since you have three sections in total, it is better to cover each section within a maximum time of 20 minutes.

Q. Are the IELTS Reading passages too academic?

Ans. Yes, the reading passages in the IELTS Academic Reading test are related to academic topics. They are generally taken from academic texts such as textbooks, journals, and articles. You don't need to know the topics beforehand. The information necessary to answer the questions will be available in the passage itself. The IELTS General Reading test passages are related to everyday topics and are shorter and easier.

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IELTS General Reading Practice Test: Early Childhood Education

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Welcome to this IELTS General Reading Practice Test focusing on early childhood education.

This test simulates Section 3 of the IELTS General Reading exam, which typically features longer, more complex texts.

You will have three short passages to read and 7 questions to answer.

We recommend allowing 20 minutes to complete this practice test.

Passage 1: The Importance of Play in Early Childhood Development

Play is a crucial aspect of early childhood development, serving as a natural and enjoyable way for children to learn about the world around them. Through play, children develop essential cognitive, physical, social, and emotional skills that form the foundation for their future learning and growth.

Cognitive development is significantly enhanced through various forms of play. When children engage in pretend play, they exercise their imagination and creativity, developing problem-solving skills and abstract thinking. Building with blocks or completing puzzles helps improve spatial awareness and logical reasoning. These activities also boost memory and concentration, as children remember rules of games or sequences of actions.

Physical play, such as running, jumping, and climbing, is vital for developing gross motor skills and overall physical fitness. Fine motor skills are honed through activities like drawing, cutting with scissors, or manipulating small objects. These physical activities not only contribute to healthy physical development but also support brain development by establishing neural connections.

Social and emotional development is another key area nurtured through play. When children engage in cooperative play with peers, they learn valuable social skills such as sharing, taking turns, and resolving conflicts. Role-playing scenarios help children understand different perspectives and develop empathy. Moreover, play provides a safe environment for children to express and manage their emotions, building emotional intelligence and resilience.

Passage 2: The Role of Parents and Caregivers in Early Learning

Parents and caregivers play a pivotal role in a child’s early learning experiences, acting as their first and most influential teachers. The quality of interactions and the learning environment provided at home can significantly impact a child’s cognitive, social, and emotional development.

One of the most effective ways parents can support early learning is through responsive caregiving. This involves being attentive to a child’s needs and responding promptly and appropriately. Such interactions help build secure attachments, which are crucial for a child’s emotional well-being and future learning capacity.

Language development is another area where parental involvement is crucial. Engaging in regular conversations with children, reading books together, and singing songs all contribute to building a rich vocabulary and understanding of language structures. It’s important to note that this applies to all languages spoken in the home, as multilingual exposure can provide cognitive benefits.

Creating a stimulating home environment is also vital. This doesn’t necessarily mean expensive educational toys, but rather providing a variety of experiences and materials that encourage exploration and learning. Simple household items can become valuable learning tools when accompanied by engaged adult interaction.

Establishing routines and setting reasonable boundaries help children feel secure and develop self-regulation skills. Consistency in daily activities like mealtimes, bedtimes, and play times provides a predictable structure that supports learning and emotional stability.

Passage 3: The Impact of Technology on Early Childhood Education

The integration of technology in early childhood education has become increasingly prevalent, bringing both opportunities and challenges. When used appropriately, technology can enhance learning experiences and prepare children for a digital future. However, it’s crucial to balance screen time with other important developmental activities.

Educational apps and interactive software can provide personalized learning experiences, adapting to each child’s pace and learning style. These digital tools can reinforce concepts in areas such as literacy, numeracy, and problem-solving in engaging ways. For instance, interactive storybooks can enhance reading skills while also promoting digital literacy.

Video conferencing technology has opened up new possibilities for connecting young learners with the wider world. Virtual field trips can expose children to diverse cultures, environments, and experiences that might otherwise be inaccessible. This technology also facilitates communication with family members who live far away, supporting social-emotional development.

Robotics and coding activities designed for young children introduce basic programming concepts through hands-on, playful experiences. These activities not only develop technological skills but also promote logical thinking, sequencing, and problem-solving abilities.

However, the use of technology in early childhood education comes with potential drawbacks. Excessive screen time can lead to reduced physical activity and social interaction, which are crucial for holistic development. There are also concerns about the impact of digital media on attention spans and the development of deep thinking skills.

Moreover, the quality of digital content is a significant consideration. Not all educational apps or programs are created equal, and it’s important for educators and parents to critically evaluate digital resources to ensure they align with developmental goals and educational standards.

Ultimately, the key to effectively integrating technology in early childhood education lies in finding the right balance. Technology should be used as a tool to enhance, not replace, traditional hands-on learning experiences and human interactions that are fundamental to early childhood development.

Questions 1-7

Complete the sentences below.

Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passages for each answer.

Write your answers in boxes 1-7 on your answer sheet.

Pretend play helps children develop __________ and creativity.
Physical play contributes to establishing __________ in the brain.
Role-playing scenarios assist children in developing __________.
__________ caregiving involves being attentive and responding promptly to a child’s needs.
Engaging in regular conversations with children helps build a rich __________.
Educational apps can provide __________ learning experiences for children.
Excessive screen time can lead to reduced __________ and social interaction.

Please write your answers in the comments below.

The correct answers will be provided in a reply to this post.

For more practice tests, you can visit Family Dynamics and Distance Learning .

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Founder of Worddemy and an ex-IELTS student turned IELTS Instructor. After completing Academic English Program from University of Texas, he have successfully navigated the IELTS exam. As a former test-taker, he intimately understands the challenges students face. He brings a unique perspective that combines personal experience with professional expertise. Now, as an IELTS Instructor and Strategist, he leverages this firsthand knowledge to develop effective preparation strategies and materials.

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Q. Can I write in the question paper during my IELTS Reading test?

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Q. Are the IELTS Reading passages too academic?

IELTS General Reading Practice Test: Early Childhood Education

Passage 1: The Importance of Play in Early Childhood Development

Passage 2: The Role of Parents and Caregivers in Early Learning

Passage 3: The Impact of Technology on Early Childhood Education

Questions 1-7

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