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Certify Teacher (EC-3 292) Practice Exam: Early Childhood Education, Exams of Nursing

University of NottinghamNursing

This practice exam for the certify teacher (ec-3 292) certification focuses on key concepts in early childhood education. It covers topics such as child development, learning theories, classroom management, and assessment. The exam includes multiple-choice questions with explanations, providing insights into best practices and common challenges faced by early childhood educators.

Typology: Exams

2024/2025

Available from 01/09/2025

AmiaSmith
AmiaSmith 🇨🇦

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Certify Teacher (EC-3 292) Practice Exam
#1
At a parent teacher conference, Ms. McCourt is questioned about the purpose of the dramatic
play center in her kindergarten classroom. The parent insists that her son would be better
served by engaging in academic work. Ms. McCourt explains to the parent that children
develop in many areas during dramatic play, including which of the following skills and
abilities? -
Symbolization and critical thinking.
Explanation:
Behavior
A child turns and looks when they hear something. :
A child "pretend plays" with a doll. :
A child understands that even though the rocks are different sizes, they can weigh the same
amount. :
A child exhibits abstract thinking to solve a problem. : -
Stage of Cognitive Development
- Sensorimotor
- Pre-operational
- Concrete Operational
- Formal Operational
In order for English language learners to be successful, they must acquire - -
Social and academic language proficiency.
Explanation: ELLs must acquire both social and academic language proficiency in English.
Social language proficiency is necessary for daily social interactions. Also called basic
interpersonal communication skills (BICS), ELs employ BIC skills when they are in social
contexts (playground). ELLs must also acquire academic language proficiency in English,
referred to as cognitive academic language proficiency (CALP). CAL refers to formal
academic learning, which is necessary for critical thinking, understanding and learning new
concepts, processing complex material, and interacting in academic settings.
Mr. Jones is a kindergarten teacher who has several students from negative home
environments. Which of the following is an accurate statement? Select all that apply. -
- Research suggests that students from negative home environments may exhibit
behavior problems.
- Research suggests that a child's home environment affects development.
- Research suggests that students from negative home environments may exhibit deficits in
school readiness.
Explanation:
- Answer A is correct. A problematic home environment can have detrimental effects on a
child's intellectual, social and emotional development. Negative home environments can
affect later behavior problems, which may include aggression toward others.
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Certify Teacher (EC-3 292) Practice Exam

At a parent teacher conference, Ms. McCourt is questioned about the purpose of the dramatic play center in her kindergarten classroom. The parent insists that her son would be better served by engaging in academic work. Ms. McCourt explains to the parent that children develop in many areas during dramatic play, including which of the following skills and abilities? - Symbolization and critical thinking. Explanation: Behavior A child turns and looks when they hear something. : A child "pretend plays" with a doll. : A child understands that even though the rocks are different sizes, they can weigh the same amount. : A child exhibits abstract thinking to solve a problem. : - Stage of Cognitive Development

  • Sensorimotor
  • Pre-operational
  • Concrete Operational
  • Formal Operational In order for English language learners to be successful, they must acquire - - Social and academic language proficiency. Explanation: ELLs must acquire both social and academic language proficiency in English. Social language proficiency is necessary for daily social interactions. Also called basic interpersonal communication skills (BICS), ELs employ BIC skills when they are in social contexts (playground). ELLs must also acquire academic language proficiency in English, referred to as cognitive academic language proficiency (CALP). CAL refers to formal academic learning, which is necessary for critical thinking, understanding and learning new concepts, processing complex material, and interacting in academic settings. Mr. Jones is a kindergarten teacher who has several students from negative home environments. Which of the following is an accurate statement? Select all that apply. -
    • Research suggests that students from negative home environments may exhibit behavior problems.
  • Research suggests that a child's home environment affects development.
  • Research suggests that students from negative home environments may exhibit deficits in school readiness. Explanation:
  • Answer A is correct. A problematic home environment can have detrimental effects on a child's intellectual, social and emotional development. Negative home environments can affect later behavior problems, which may include aggression toward others.
  • Answer B is correct. A problematic home environment can have detrimental effects on a child's intellectual, social and emotional development. The home environment can even affect a child's brain development and in turn, academic development in school.
  • Answer D is correct. A child's home environment affects development. Research suggests that lower-income mothers talk less and spend less time in shared activities with their children than do middle-income mothers and are less engaged when their children talk. If a home environment is chaotic and parents are stressed or unresponsive, this can lead to less cognitive stimulation, which results in possible academic deficits. Research during the past decade has revealed much about how children learn and develop. Studies have shown that early childhood is a time when developmental changes are happening that can have profound and lasting consequences for a child's future. With this in mind, which of the following FOUR broad insights govern the role of the developing brain and other biological systems in early childhood development? Select all that apply. -
    • The developmental window.
  • The interplay of genes and environment.
  • The impact of stress on development.
  • Individual differences in sensitivity to environments. Explanation:
  • The brain develops through a dynamic interaction between underlying biological processes and exposures and experiences in the environment. This process begins at conception and continues throughout life. During a child's early years, the brain develops in rapid and fundamental ways, and connections among neurons are reinforced. Because of this, early childhood is a window of both great risk of vulnerability to disruption and great potential for the impact of positive developmental influences.
  • In many or even most cases, the causes of healthy, normal development - as well as disease, disorders, and developmental problems - are best viewed as an interplay between genes and environment. While a child's genetic makeup has an influence on how strongly he or she is affected by some environmental factors or experiences, emerging research also shows that influences in the environment can shape whether genes are turned off or on. Neither environment nor biology alone is destiny.
  • There is now strong evidence that early psychological and social adversities, beginning even during fetal development, can have important short- and long-term effects on the brain's development and the way the brain and body handle stress. In addition to the brain, multiple systems are involved in the response to stress and can be affected by chronic adversity, including the immune system and the endocrine system. While enriching experiences in the early years will support healthy brain development, disturbances or deficiencies before birth or in early childhood can interrupt or alter the growing brain, resulting in changes that range from subtle incapacities to general According to the Texas Education Agency, a gifted/talented student is a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who - (Select all that apply.) -
    • Exhibits high performance capability in an intellectual, creative, or artistic area.
  • Possesses an unusual capacity for leadership. Explanation:

During a parent-teacher conference, a parent asks Mrs. Richards how she can support her four-year-old at home. Which of the following strategies would best support the four-year-old child's development as a learner? Select all that apply -

  • The parent should read books to her four-year-old.
  • The parent should expose the four-year-old to rich language and everyday conversations. Explanation:
  • Evidence suggests that reading aloud to children is one of the most powerful activities parents can do to support literacy skills, and literacy is foundational to success. According to Dorothy Strickland, the more limited a child's experiences with language and literacy the more likely he or she will have difficulty learning to read.
  • According to Dorothy Strickland, children reared in families where parents provide rich language and literacy support do better in school than those who do not. Language-poor families are likely to use fewer different words in their everyday conversations and the language environment is more likely to be controlling and punitive. Which of the following terms are considered the THREE types of Adverse Childhood Experiences (ACEs)? Select all that apply. -
  • Abuse.
  • Neglect.
  • Household dysfunction. Which of the following statements reflects the role of play in an early childhood classroom? Select all that apply. -
  • Through play, children learn about the ever-changing world.
  • Classroom teachers facilitate learning and development for young children by providing carefully planned and supervised experiences.
  • Classroom design should be conducive to play. Explanation:
  • Through play, children learn about the ever-changing world through active engagement with materials. Children begin to think symbolically when they play (e.g., using a block as a telephone). These types of experiences promote learning.
  • The benefits of play are maximized when teachers facilitate play. Teacher support ensures developmentally appropriate practices. Teachers may need to teach play skills in instances where children have difficulty entering into a play scenario.
  • Classroom design and classroom materials should be carefully considered. For example, children need a large enough area for playing with two or more peers. Creating interests is important, so teachers must provide stimulating materials to enhance and entice children into play. Which of the following statements accurately reflects appropriate factors to consider when assigning homework? Select all that apply. -
  • Grade level.
  • The type of homework. Explanation:
  • The grade and age of the student are necessary when considering how much homework to assign. The National PTA recommendations fall in line with general guidelines suggested by

researcher Harris Cooper: 10-20 minutes per night in the first grade, and an additional 10 minutes per grade level thereafter.

  • The type of homework should be considered when assigning homework. Is the homework practice preparation, or extension? The purpose of the homework, which varies by grade, may impact student success on the work, especially if they have no help at home. A kindergarten teacher began the school year informally assessing student readiness for learning. The teacher noticed that Kim did not understand how to hold a book. Which of the following statements may align with this observation? - Kim may have limited exposure to bedtime and shared reading at home. Explanation: Children with exposure to bedtime and shared reading gain skills related to print awareness, including knowledge about holding a book correctly. In order to promote meaningful relationships with student families, a teacher should - (Select all that apply.) -
    • Make positive phone calls home.
  • Use a translator. Explanation:
  • Positive parent-school communications benefit parents. Teachers who communicate bad news about student performance more often than recognizing students' excellence will discourage parent involvement.
  • A translator may be necessary to promote communication with families with Limited English Proficiency. The ability to communicate will impact families positively and will encourage parent involvement. When considering family engagement, a team of teachers may consider a family-centered approach, which - - Is based on the idea that all families are different. Explanation: A family-centered approach is based on the idea that all families are different and that there is no ONE right way to do things. Which of the following has the most powerful influence on a child's sense of identification prior to first grade? - Family. Explanation: Family influences are the most powerful for children. The impact of socialization on personality development begins with family. A team of second-grade teachers wants to increase parental involvement for the school. After some parents did not attend the school open house at the start of the year, the teachers set up home visits with some of the families. Which of the following provides the primary rationale for the home visits? - Engaging with families. A parent of a first grader is upset about her daughter Lily's achievement and has requested a conference with Mrs. Jackson. Which of the following responses reflects the most appropriate response? -
  • Positively rather than negatively state expectations. Explanation:
  • Behavior that appears disruptive is often a result of students attempting to meet a need that the are having while not understanding how to appropriately address that need. If the teacher thinks through the school day, she can anticipate some of those needs and teach expectations of how students might handle those various situations positively. For example, an expectation might be to choose a book to read quietly if you are done with your work before others.
  • Expectations for student behavior should change depending on the age of the students. For example, the amount of time a teacher might reasonably anticipate students to be able to pay attention will increase as students grow. Other examples might be what sorts of tasks students will be able to accomplish independently or for those which they will need help.
  • Students will have more ownership and understanding of expectations if the teacher involves them in developing those expectations. For example, the teacher could talk about the need to move safely and students might come up with the rule of walking when in the classroom.
  • Positive behavior expectations should apply to both children and adults. For example, if a classroom behavior expectation is to "Use an Inside Voice," then the teacher should also use an "inside voice" rathe than yelling.
  • Positively stated behavior expectations mean that they explain what to do rather than what not to do. This is a more supportive format for stu Mrs. West teaches third grade at a large, urban school. Over the years she has worked on refining her classroom management strategies, especially those that will support her students who have additional behavioral needs. Which of the following represent the BEST strategies to meet this goal? Select all that apply. -
    • Develop predictable classroom routines.
  • Teach behavioral expectations.
  • Respond consistently to student behavior.
  • Focus on prevention of problematic behaviors. Explanation:
  • Having predictable classroom routines is a key to helping support positive student behavior. Because students are not having to guess at where they should be or what they should be doing at any given time, the chances that students will make choices that contribute to an overall positive classroom environment grow dramatically. Teachers who do not take the time to establish those predictable routines or who change the routines frequently will be faced with more behavior management issues.
  • Many young children are not able to predict the outcome of different behavior choices. They may be impulsive or simply lack the maturity to understand what the results of a behavior choice might be. When teachers take the time to teach what the behavioral expectations are for different situations, students are better equipped to make appropriate choices.
  • Teachers need to respond consistently to student behavior. If the same behavior produces a different teacher response depending on the day or depending on which child produced that behavior, students will not be able to predict and rely on what they understand about the classroom environment. It is also equitable to be consistent. Having a sometimes small or sometimes large consequence to the same behavior is not fair for students.
  • Different students often fall into typical patterns of behavior. Teachers can use the knowledge of these patterns to manage situations in a way to prevent problems. For example,

a teacher might know that certain students are prone to disturbing others because they tend to finish their work quickly and become bored. The teacher can establish routines for "what to do when Mrs. Higgins is setting up the center time in her preschool classroom. In the past, she has always assigned children which stations they would be at and for how long. This year, she is going to try open stations where children are allowed to choose not only which activities they want to do, but also the order and amount of time they will spend at each center. Which of the following are likely to be the benefits of this new approach? Select all that apply. -

  • Students will develop a sense of autonomy.
  • Students will be highly engaged with activities.
  • Students will develop cognitive skills.
  • Students will learn decision making skills.
  • Students will build self-esteem. Explanation:
  • This scenario is perfect for helping students develop a sense of autonomy. Students are offered choices in a safe and low risk environment. The feeling of control will be strong as well since they are likely to feel satisfaction about the stations they are getting to participate in and enjoy.
  • Because students get to choose which activity they are doing, they are likely to be very engaged with that activity. In fact, if they lose interest, they have the freedom to choose a new activity. Motivation will be high to participate in the activities because children got that choice and control over their environment.
  • Making choices involves problem solving which develops cognitive skills. Perhaps students want to do two or more of the choices offered. They will have to prioritize which is most important and perhaps even make a plan of how they can spend time at more than one center.
  • Decision making skills are definitely fostered in this environment. What if you want to play with a doll in the home center but your friend already has that doll? What if you can't decide between painting and blocks? Students will be involved in decision making throughout each designated center time. If they have trouble navigating those decisions, the teacher can help provide guidance through this decision making and problem-solving process.
  • Students feel so much pride when they are able to do something on their own. Even the act of making the choice about which activity to do and have fun with is a success for that child. Students will gain a sense of competency as they successfully interact with their envi PBIS stands for "Positive Behavioral Interventions and Supports". The focus of PBIS is to promote positive behavior by students and an overall positive school climate. Complete the chart below to demonstrate your knowledge of what is true and false about implementing a PBIS program in a school. Statement:
  • PBIS uses the premise that expected behaviors should be explicitly taught.
  • PBIS should be introduced after students demonstrate significant behavior difficulties.
  • PBIS has a universal set of strategies that should be taught in a prescribed sequence.
  • PBIS does not focus on punishment as the main response to difficult student behavior.
  • PBIS reduces the need for rewarding positive student behavior. - True/False
  • True.
  • False.
  • Because students may not be able to learn and/or perform a social skill perfectly the first time, it is important to reinforce attempts to try the skill even if it is not perfect. Praise will likely encourage students to keep trying a social skill even if they still have not mastered the skill. Before school begins each year, Miss Shapiro sends a postcard in the mail to each of her students at their homes to let them know she is excited that they will be in her class that year. Which of the following would be likely reasons that Miss Shapiro has created this tradition during her teaching career? Select all that apply. -
    • Positive relationships with students are a crucial foundation for teaching.
  • Encouraging communication between home and school helps build student success.
  • The postcards will help her students build a positive attitude about school. Explanation:
  • The teacher is setting the stage for her interaction with her students by starting the year with a positive step towards them. Students will likely come to school with an expectation that school is good and their teacher cares about them. The teacher will be more successful in guiding students in all areas when they feel like she cares about them as individual people.
  • Students learn best when they are getting support from both home and school. When these two parties work together to support the student, the likelihood of student success is greatly increased. By reaching out to students at their home to start the year, the teacher is sending a signal that she values the home environment as an important part of the child's education.
  • Just as the postcards would help establish a positive relationship with the teacher, they will also help students build a positive attitude about school in general. This positive attitude toward school will carry over to other interactions at school beyond the classroom. Mr. Gutierrez is planning for small group instruction in his Kindergarten class to help his students learn proper letter formation. He likes the small group format for this because he can easily observe and, as needed, correct any problems with the letter strokes such as directionality or incorrect order of strokes. Which of the following would be a good way to include tactile methods into teaching this concept? - Have students form each letter with their index fingers in a tray filled with shaving cream or rice. Explanation: Having students feel the sensation of forming the letter strokes with their finger as they drag it through shaving cream or rice (or some other material) is a tactile teaching method. Tactile learners learn best when they can experience the learning in a hands-on way instead of just hearing or reading about something Sharon is a second-grade student who is reading approximately six months below grade level expectations. This reading level is significantly behind the other students in her class. Her teacher is unsure the best way to provide instruction for Sharon. Which of the following would be the BEST instructional choice for reading for the teacher to make for Sharon? - Provide individualized instruction for Sharon in addition to small group and whole group instruction. Explanation: Individualized instruction is the best choice for Sharon because she seems to be struggling significantly with reading. Sharon would also benefit from being included either occasionally or regularly with a small group so that she has that instruction as well when

appropriate. Of course, she should be included along with all other students for any whole class instruction. Ms. Keith is planning the layout of her classroom and for materials she might need in the coming year in order to support the effective use of student groups in her second-grade classroom. Which of the following describe a way Ms. Keith could use to MOST effectively manage and support flexible student groupings? Select all that apply. -

  • Gather enough clipboards for each student to have one available.
  • Choose tables with moveable seats to replace individual student desks.
  • Plan for areas of the room that can be used flexibly.
  • Leave adequate open space for movement within the classroom. Explanation:
  • Clipboards are great because they are a flexible, portable workspace. Students can easily move to different areas and join new partners or groups. They can also be used outside of the classroom in other parts of the school or outside.
  • Moveable chairs make flexible groupings much easier to achieve than desks that have the chairs attached. In addition to students being able to huddle together at a desk or table, the chairs can be used for a variety of things such as discussion groups without desks.
  • Well planned spaces with materials intended for a specific purpose can be helpful in a classroom but they are most useful if they are also flexible. For example, a classroom might have a writing center with a table and a variety of paper, writing utensils, and other writing resources. However, this space could still be temporarily be used for other functions as well. This is a flexible, useful type of area for a classroom.
  • Having enough open space in the classroom promotes beneficial opportunities for movement. In addition, open space helps with flexible grouping and instructional opportunities. With larger, open spaces, teachers can allow room for many active learning possibilities such as acting things out. Ms. Chu has always had a highly structured and orderly classroom. Despite the benefits of this, she wonders if she can find ways to help her first-grade students take a more active and independent role in the learning process. Which of the following would be a helpful addition to her classroom to promote this goal? Select all that apply. -
  • Post pictures at different learning centers to show how materials should be kept.
  • Offer student choices in materials and technology they can use to complete an assignment.
  • Increase the number of open-ended activities available in the classroom. Explanation:
  • This is an example of defining parameters to allow more student freedom and choice. Students can be given more freedom in how they use the learning centers because they have guidelines as to what cannot be done such as leaving the center unorganized or messy.
  • By allowing students choices in materials and technology, students necessarily need to think more actively about how they want to approach an assignment. This involves critical thinking and problem solving. They will get in the habit of taking initiative and responsibility for their choices.
  • Teachers should look for ways to allow choice in the classroom. Making something open- ended is an easy way to include choices. When open-ended is not possible, giving limited choice is also helpful. When creating a learning environment, teachers should think about how to structure materials, learning spaces, and learning activities in a way that promotes active involvement, initiative, and responsibility.

an outdoor space to encourage active involvement, initiative, and autonomy in young children? Select all that apply. -

  • Plan for shade and shelter within the outdoor learning environment.
  • Add a construction area with building materials that can be used in multiple ways.
  • Adapt guideline for checking the area regularly for safety measures such as deterioration of materials or missing parts. Explanation:
  • Meeting basic physical needs is something teachers always need to consider when planning learning spaces. Shade, shelter, water, and planning for adequate space for children to move are all important considerations.
  • Any areas that can be used in multiple ways are good for children's thinking skills and creativity. They will also hold interest longer because so many choices are possible. Construction areas, sandboxes, gardens, investigation areas, music areas, art areas, quiet areas, and more could all be positive additions to an outdoor learning area.
  • Safety should always be a top priority when planning something for use with children. It is important to have regular inspection of this type of area because over time new problems will arise either due to use or weathering. Read the following passage which gives information about the Individuals with Disabilities Education Act (IDEA). For each blank, select the word from the drop-down menu which makes the sentence a correct statement. The Individuals with Disabilities Education Act (IDEA) is a [...] law which requires public schools to provide special education services to qualified students. Under this law, students with [...] of disabilities may qualify for special services. The first step is for students to receive a professional evaluation. If a student is determined to have a disability, he/she [...] receive special education services. - Federal; specific type; may or may not. Explanation: Word choice #1 - IDEA is a federal law. As such all public schools must comply with providing special education services to qualified students. According to IDEA, evaluations and services must be offered to any qualifying student from birth through age 21 even if they are not enrolled in public school. Word choice #2 - IDEA covers 13 specific categories of disabilities. These categories include: 1) specific learning disabilities 2) other health impairment 3) autism spectrum disorder 4) emotional disturbance 5) speech or language impairment 6) visual impairment, including blindness 7) deafness 8) hearing impairment 9) deaf blindness 10) orthopedic impairment 11) intellectual disability 12) traumatic brain injury 13) multiple disabilities. A student with a disability that is not included under IDEA may also qualify for special services under a 504 plan. Word choice #3 - In order for a child to qualify for special education services, he/she must first be diagnosed with a qualifying disability. Students who have a disability but who are learning adequately in a general education classroom without special accommodations or modifications will not be offered special education services because there is no demonstrated need.

The universal design for learning (UDL) approach has a goal of reducing barriers to student learning. Read each of the descriptions for characteristics of the universal design for learning and then select the category that it best fits. Giving learners various ways to gather information and acquire knowledge is an example of multiple means of... Giving learners options in how they can demonstrate what they have learned is an example of multiple means of... Creating a learning environment that optimizes motivation and relevance of learning is an example of multiple means of... -

  • Representation.
  • Action and Expression.
  • Engagement. Mr. Pace favors teaching his second-grade class in a whole group setting so that students will all hear information presented in the same systematic way. Most of his instruction is done in this format. He has noticed that while there is a group of students who often volunteer to participate and answer questions during his lessons, many students remain quiet and avoid participation. Which of the following options will effectively help Mr. Pace foster students active participation and individual academic success? Select all that apply. -
  • Mr. Pace should incorporate more small-group and one-to-one instruction into his class.
  • Mr. Pace should utilize strategies that require participation from all students during whole class instruction.
  • Mr. Pace should present information in multiple formats during whole class instruction.
  • Mr. Pace should review his lesson plans to make sure that information is engaging and relevant for his students. Explanation:
  • By focusing so much on whole-group instruction, Mr. Pace is not providing the benefits of small group and one-to-one instruction for his students. These smaller instructional settings are well suited for providing teaching that is in an individual's or group of individual's zone of proximal development. This is much harder to achieve with whole group instruction.
  • Any class has a range of how much students will choose to participate in class discussions on their own. Teachers can encourage participation by all students by incorporating strategies that involve active involvement by all students. One example is having students answer questions with signals such as thumbs up/thumbs down to indicate agreement or disagreement. Another example is to have students turn to a partner and briefly answer a question or discuss an idea before resuming the whole class discussion.
  • Mr. Pace should make sure he is providing variety in how he presents information. This will help meet the needs of different learning styles. The variety will also help engage students and keep their attention.
  • Challenging students to maximize their learning potential is a wonderful goal, but teaching at a level that is above most students is not effective. The teaching in a whole group setting should be accessible for all the students. Mr. Pace should use opportunities for small group and individualized instruction to meet the instru Mr. Healy has a student with a 504 plan in his third grade classroom. One of the accommodations called for in the student's 504 plan is behavior management support. One of the suggestions made by the school's counselor is for the teacher to check in at specified
    • Individualized Education Program (IEP) and 504 Plan
    • Individualized Education Program (IEP) and 504 Plan
    • Individualized Education Program (IEP)
    • 504 Plan
    • Individualized Education Program (IEP) and 504 Plan
    • Individualized Education Program (IEP) and 504 Plan Explanation:
    • Both plans will require a plan which is written specifically to address what is needed by an individual student. Neither one is a general plan or list of what might be provided. Instead, the plan is intended to outline specific accommodations or modifications that should be implemented for a student
    • Once a student has received an IEP or a 504 plan, teachers are required to implement the details of the plan. Once approved, the details of the plans are requirements and not just general suggestions. Either plan will be reviewed periodically to make sure that the needs of the students are still being met or if they might no longer need some of the accommodations.
    • Students who qualify for special education services will have an IEP. A key term here is that students will receive specialized instruction. In contrast, students with a 504 plan will receive accommodations as to how the general education plan is implemented, but they do not require fundamental changes to the instruction.
    • There is a broader range of disabilities which qualify for a 504 plan than what is specified under the requirements of an IEP. This plan generally does not call for changes in the general education plan but does call for changes in how learning is accomplished. Examples of modifications under a 504 plan might be providing a quiet area for completing tests or being provided an audio version of a text.
    • Both IEPs and 504 plans are mandated by federal law to be made available for gu Mrs. Mendelbaum has a daughter, Julie, in second grade who has had difficulty most of her life with social interaction with other people. Mrs. Mendelbaum wonders if her daughter might have autism and has requested a conference with Julie's teacher to discuss her concerns. The teacher, Mrs. Loo, has noticed some difficulties with Julie's social interactions but had not thought of the possibility of autism. What is the next best action that should be taken? - The teacher should consult with the counselor or special education staff at the school for guidance about whether to proceed with an evaluation to determine if Julie has a disability and should receive special education services. Explanation: The teacher may agree with the parents' observations and request an evaluation. If she does not see enough evidence to request an evaluation to identify a potential disability, she should still consult with experts on the school staff to see if a request for an evaluation is indeed warranted. Ms. Loisel is teaching her kindergarten students about basic addition. Her students mainly come from low income households and most have English as their second language. Which of the following is the best first step for Ms. Loisel to take to make sure that her students are acquiring the language necessary to be successful with addition? - Explain that to add something means to put two groups of things together and give a concrete example of adding one set of items to another set of items to become one combined set.

Explanation: In this option, the teacher is both explaining a vocabulary word in a direct way and also demonstrating it with a concrete example. These are both important ways to help make the language and concept accessible to students. Miles has been falling asleep about twice a week in Mr. Peabody's kindergarten class. Depending upon the time of day and the situation currently in the classroom, Mr. Peabody may or may not allow him to continue to sleep. Mr. Peabody has encouraged both Miles and his parents to make sure he is getting enough sleep at home, but the problem is persisting. Which of the following statements reflect a biased reaction on Mr. Peabody's part? Select all the apply. -

  • Miles will probably need to be retained.
  • Miles does not seem to care much about school.
  • Miles' parents seem to be neglectful. The choices teachers make as they create their classroom culture and plan instructional activities will have a big impact on the children in their classrooms. Teachers need to pay attention to not just the content and amount of information children are learning but also to how they are learning. Are children developing the traits of being creative, independent, self- motivated, and engaged with learning? Read the following statements and choose the ones that describe a learner who is likely to be developing a positive disposition toward learning. Select all that apply. -
  • Paul reads the classroom chore chart as he enters his classroom in the morning to see which chore he gets to help with today.
  • Juliette chooses blocks during the free choice center time and begins to build a city with her friend.
  • Lanie meets with her teacher for a writing conference and gets individualized feedback on her latest story. Explanation:
  • Classroom jobs help children develop independence. In addition, they help students feel a sense of belonging and responsibility which both help contribute to a positive disposition toward learning.
  • Many children love to create and explore with blocks. In Juliette's classroom, students are given the choice of which center they would like to participate in. This choice contributes to executive function in which children make decisions about what they will be doing. Students are likely to be creative, self-motivated, and engaged with learning because they are free to engage with the activity that is most interesting to them.
  • Receiving personalized rather than generic feedback contributes to intrinsic motivation for learning. Intrinsically motivated learners are more likely to stay engaged in learning and have a positive disposition toward learning. Generic feedback, such as writing "Good Job" on a paper, is not as meaningful or as helpful for students. Mrs. Morningdale has great parent support in her third-grade ESL class. One thing that she asks parents to help with, when possible and appropriate, is to provide content support to students in their native language to help support academic growth in both English and in content areas. Which of the following statements best describes whether or not this is a good idea? - Yes, this is a good idea because it is helpful to provide native language support where appropriate.

without negative impact. Having story time early in the day, or at another time she knows Helena will be there, is an easy and supportive solution to the problem. Bree is a second-grade student with a long list of accommodations listed on her Individualized Education Program (IEP). Despite attending Bree's IEP meeting and signing off on the accommodations, Bree's teacher is finding that she does not understand how some of the accommodations should be implemented. What is the best next action for Bree's teacher to take? - Consult with other members of Bree's IEP team for guidance. Explanation: The teacher should not have to stress about how to implement the requirements of the IEP. The other staff members who helped oversee the IEP would be a good resource for understanding the accommodations listed in the IEP. Read the following passage which explains important considerations when planning assessments in the early childhood classroom. For each pair of words, select the one that best completes the sentence. Assessments are an essential part of the early childhood classroom because they provide important information about a child's growth and development that is important for both teachers and parents to know. When planning for assessments, teachers should design or choose assessments that are aligned with [...]. Assessments are ideally conducted in an environment that is [...] to the child and given by someone who is [...]. In addition, teachers should plan for assessments to be...to provide the most benefit. -

  • Instructional goals.
  • Familiar.
  • Familiar.
  • Ongoing. Explanation: Choice 1: The correct answer is "instructional goals". Before planning for an assessment, the teacher needs to first know what the assessment should measure. When assessment aligns with instructional goals, the teacher can determine where instruction has been effective and where it has been ineffective. Specifically, the assessment can provide information on how to adjust instruction to meet the learning needs of students. Choice 2: The correct answer is "familiar". Young children will be more comfortable in a familiar environment such as their own classroom than they would be in an unfamiliar location. If the assessment must take place in a new or unfamiliar context, this might affect the outcome of the assessment. Choice 3: The correct answer is "familiar". In a similar way that young children wilbe more comfortable with a familiar setting for an assessment, they will also be more comfortable interacting with someone who is familiar to them. Whenever possible, assessments should be done by the child's own teacher or someone the child would be comfortable with. Choice 4: The correct answer is "ongoing". To be authentic, assessments should be ongoing. Children's learning will be shifting throughout the year, and teachers need current information to plan the best instruction. In order to not disrupt learning and instructional time, the teacher should take care to integrate assessments into the normal classroom routine. Assessments do not need to be formal or long. Informal assessments such as teacher

observation during class activities can happen easily without disrupting the flow of classroom activities. Mr. Larson, a second-grade teacher, had not thought much about maintaining confidentiality of student records until a recent reminder from his principal had him checking on this aspect of his teaching. Which of the following is problematic for protecting student confidentiality? Select all that apply. -

  • The teacher leaves his grade book open for easy reference during parent teacher conferences.
  • The teacher compares the various levels of accomplishment of students by name.
  • The teacher announces student grades to the class when returning assignments. Explanation:
  • When communicating with parents, teachers should take care to only share information that is pertinent to each family. With an online gradebook, the teacher should be able to just pull up the information for a single child. In a paper gradebook, the teacher should cover the page strategically to only show the grades of each family's individual students).
  • Teachers should be sensitive to students' privacy even in the early childhood grades. It is great to celebrate students' accomplishments within a class, but care should still be taken to protect privacy and confidentiality.
  • Similar to Answer B, teachers should not compare student academic outcomes publicly. Whether a student's grade is a top grade or a failing grade or anywhere in between, the grade should remain between the teacher, student, and parent. Ms. Greer has concerns about the emotional development of one of the students in her first- grade class. Ms. Greer researches the behaviors she is seeing with this student and comes across an assessment that she could use with this student to help the teacher gain more insight into the situation. Which of the following is the next best step for Ms. Greer to take? - Consult with the school counselor and parents to discuss the child's emotional development and possible steps to take. Explanation: The classroom teacher should seek guidance when there are concerns such as problems with emotional development. The school counselor would have advanced training to know best practices about working with a child who is experiencing these issues and can help guide decisions such as when and how additional assessments might be advised. Parents will not only bring necessary information to the process, but also need to provide consent before any additional assessments are administered to their child. One of the learning goals for Mrs. Olin's second-grade class is that they can identify three or more traditional elements of a fairy tale. Which of the following assessments would be appropriately aligned to that instructional objective? Select all that apply. -
  • Orally interview students to tell you the parts of a fairy tale, provide prompts as necessary.
  • Ask students to point to words or pictures in a fairy tale that show the traditional elements that make it a fairy tale and name those elements. Explanation:
  • This activity of orally interviewing students would allow teachers to accurately assess whether students understand at least three traditional elements of a fairy tale. Although