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Descriptive Statements:
- Demonstrate knowledge of characteristics, processes, and progressions in development of receptive and expressive speech, language, and alternative forms of communication in infants, toddlers, and young children (e.g., typical and atypical language development, second-language acquisition, visual supports).
- Apply knowledge of language development, factors that affect language development, and indicators that an infant, toddler, or young child may be experiencing difficulties or demonstrating exceptional abilities in language development.
- Apply knowledge of developmentally appropriate strategies for fostering young children's ability to speak and listen for various purposes (e.g., expressing needs and wants, interacting with others, responding to experiences and the environment, developing concepts).
- Demonstrate knowledge of the influence of a home language other than English on young children's oral language development and strategies for using English language learners' (ELL/ESOL) linguistic and cultural backgrounds to promote the listening and oral language development of young children from birth to age four.
Sample Item:
An infant and toddler classroom includes several children who are English language learners (ELLs/ESOLs). Which of the following strategies would most effectively promote the children's listening and oral language development?
- talking and singing to the children in both languages every day
- using only the home language to refer to everyday objects
- conducting brief English-language lessons with the children each week
- giving the children tokens or other favorite rewards whenever they attempt to speak English
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. Exposing an infant or toddler to both languages through talking and singing promotes oral language development, listening skills, and early cognitive development. Research indicates that songs or musical rhymes of every culture prepare the child's brain for language. Neuroimaging indicates that music and rhyme activate both sides of the brain.
Descriptive Statements:
- Demonstrate knowledge of cognitive development indicators and recognize how to adjust and scaffold learning experiences in response to feedback from infants, toddlers, and young children.
- Demonstrate knowledge of activities, approaches, and resources that encourage and support exploration and engagement and promote a positive disposition toward learning.
- Apply knowledge of developmentally appropriate and engaging learning experiences, resources, and methods for developing and enhancing early cognitive skills and foundational concepts in infants, toddlers, and young children.
- Apply knowledge of developmentally appropriate strategies, activities, and resources for facilitating creative self-expression, problem-solving, and self-regulation skills.
Sample Item:
Which of the following strategies would be most effective for promoting infants' development of problem-solving skills?
- performing everyday tasks where infants can watch you
- giving infants access to technology-based toys and screen media
- supplying infants with age-appropriate objects to explore
- playing tickling and peek-a-boo games with infants
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. The ability to solve problems begins very early in a child's developmental progression and looks different depending on the child's level of development. At the earliest age, infants and toddlers learn cause-and-effect relationships as a foundation of problem-solving skills. Providing a very young child with age-appropriate objects to explore supports the development of a schema of his/her environment through sensory engagement. For example, giving a young child teething rings of different shapes, textures, and colors will allow for a variety of tactile and sensory exploration.
Descriptive Statements:
- Demonstrate knowledge of the indicators and progressions of physical development in infants, toddlers, and young children (e.g., fine-motor, gross-motor, and sensory skills).
- Demonstrate knowledge of developmentally appropriate practices and methods for developing the fine-motor, gross-motor, and sensory skills of infants, toddlers, and young children.
- Apply knowledge of strategies and practices for promoting and supporting the physical well-being and development of infants, toddlers, and young children (e.g., consistent daily schedules that include sleep/rest; structured and unstructured play; importance of daily physical activity and outdoor time).
- Demonstrate knowledge of how to create and manage an environment that provides opportunities to learn and practice healthy behaviors related to nutrition, injury prevention, and physical and emotional well-being.
Sample Item:
Which of the following activities would likely be most effective for promoting the understanding of playground safety to four-year-old children?
- sending home a list of playground "do's and don'ts" in the weekly newsletter for parents/guardians to review with their child
- displaying pictures throughout the classroom illustrating the specific playground expectations to reference as needed
- modeling expected safety behaviors using the playground equipment and role-playing actions and consequences with children
- selecting a playground monitor each day to report incidents of children engaging in unsafe behaviors and activities
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. Modeling appropriate and safe behaviors and actions is the most effective practice for teaching young children. Adults look at a playground and see the potential for an accident and injury. Children look at a playground and see "fun." By teaching and modeling appropriate and safe behaviors on the playground and using the equipment, the teacher provides a visual for the children that by following simple rules, the children can have fun and be safe.
Descriptive Statements:
- Demonstrate knowledge of the indicators and progressions of social-emotional development in infants, toddlers, and young children.
- Apply knowledge of developmentally appropriate strategies, activities, and resources for facilitating creative self-expression, problem-solving, and self-regulation skills.
- Demonstrate knowledge of strategies and practices for involving and collaborating with families of young children to promote positive social-emotional growth and development.
- Apply knowledge of strategies and practices to promote infants', toddlers', and young children's social-emotional growth and development, including positive interventions and the use of natural, logical, and situationally appropriate consequences to address behavior.
Sample Item:
Preschool children are taught to follow specific routines and procedures as part of daily classroom activities. For example, before moving from one center to another, children are expected to gather and secure all the materials in their assigned location to be ready for the next group. Such routines are especially appropriate and effective for teaching children to:
- recognize the benefits of neatness and cleanliness.
- understand the concept of cause-and-effect.
- develop habits of personal responsibility.
- externalize the needs of others in the group.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. Routines instill a sense of order and help children feel secure. They also provide opportunities for children to learn how to become contributing members of the classroom community. By teaching children clean-up routines and expecting their independent participation in those routines, the teacher is teaching them skills to develop habits of personal responsibility in a context that will make logical sense to them.
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