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Descriptive Statements:
- Demonstrate knowledge of theoretical foundations and current scientifically based research regarding the development and learning of children from birth through age 8.
- Recognize characteristics, progressions, and variations of development in the physical, cognitive, social, emotional, language, sensory, and aesthetic domains and the interrelationships between the various domains.
- Demonstrate knowledge of appropriate procedures for meeting the health, nutrition, and safety needs of infants, toddlers, and children through age 8.
- Demonstrate knowledge of exceptionalities and health conditions and their implications on development, safety, and learning.
- Recognize the role of play in development and learning.
- Demonstrate knowledge of factors (e.g., family, culture, community) that influence young children's development and learning and how these factors interact with one another.
- Analyze potential influences of early childhood programs on short- and long-term outcomes for children.
Sample Item:
In his developmental theories, Jean Piaget sought to explain which of the following?
- how maturation, activity, and interpersonal experiences interact to influence
cognitive development
- how caregiver responsiveness influences social and emotional development
- how internal needs, desires, and conflicts interact to influence personality
development
- how guidance from knowledgeable others influences intellectual development
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. This question requires the examinee to demonstrate knowledge of
theoretical foundations regarding the development of children from birth through age 8.
Piaget theorized that as children mature, they progress through four stages of cognitive
development and that, at each stage, their experiences are filtered through the cognitive
structure characteristic of that stage. He further argued that, as children act on the
world and interact with other people, they progressively adjust their thinking,
constructing new knowledge to fit new situations.
Descriptive Statements:
- Recognize types, characteristics, goals, uses, and limitations of various formal and informal assessments and their applications in early childhood programs.
- Apply knowledge of considerations and strategies for selecting, designing, adapting, and modifying assessments in given situations.
- Apply knowledge of strategies, procedures, and tools for administering assessments and documenting outcomes.
- Apply knowledge of the interpretation of assessment results and the use of that information to differentiate instruction and to guide practice.
- Demonstrate knowledge of the rationales and strategies for involving families and other professionals in the assessment, application, and referral processes.
- Recognize legal and ethical issues related to assessment and responsible assessment practices.
Sample Item:
Which of the following informal assessment tools would be most useful for documenting
a preschool child's ability to perform specific skills?
- an interview
- a rating scale
- a worksheet
- a running record
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. This question requires the examinee to recognize informal assessments
and their applications in early childhood programs. Although more subjective than various
other assessments, a rating scale is a quick, efficient way to gather information without
disrupting learning. Using a rating scale over time would allow the teacher to monitor
and document a child's performance of specific skills and to provide timely intervention
as necessary.
Descriptive Statements:
- Apply knowledge of the development, characteristics, and needs of young children to create learning environments that are safe and healthy and that promote children's sense of security and independence.
- Demonstrate knowledge of strategies for creating learning environments that reflect respect for children as individuals and that are respectful of their cultural, family, and community contexts.
- Apply knowledge of the development, characteristics, and needs of young children to create supportive and challenging learning environments that promote children's sense of competence and motivation to learn.
- Apply knowledge of how to develop curricula that build on children's individual interests and prior knowledge, respond to children's needs, and promote the development of prerequisite skills and positive dispositions toward learning in the content areas.
- Apply knowledge of how to select appropriate learning resources and materials, including technology, and how to set up the physical environment to meet the needs of all children, including those with exceptionalities.
- Demonstrate knowledge of the continuum of teaching strategies—from child-initiated to teacher-directed learning—for promoting children's learning, ways to capitalize on incidental and spontaneous opportunities for teaching, and ways of using the environment, daily routines, and personal and social interactions to teach young children.
- Apply knowledge of how to manage the learning environment by creating schedules and routines, facilitating transitions, and addressing behaviors through scientifically valid, research-based guidance strategies.
Sample Item:
Which of the following would be a second-grade teacher's best strategy for promoting
all students' sense of competence and motivation to learn?
- emphasizing homogeneous grouping to minimize comparisons between students who
perform at different levels
- differentiating instruction to present each student with tasks that can be
achieved with persistence
- creating frequent opportunities for friendly competitions such as spelling
bees and math bees
- offering praise for the completion of work regardless of a student's level
of effort or the quality of the final product
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. This question requires the examinee to apply knowledge of supportive
learning environments that promote students' sense of competence and motivation to learn.
Research has shown that children are motivated by high but realistic learning expectations. Differentiating instruction allows teachers to set learning expectations at the appropriate level for each student. Students who believe that they can achieve success through effort and persistence become self-confident, motivated learners.
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