Guide To Praxis
Early Childhood Education
INTRODUCTION
Preservice teachers desiring to work in early childhood classrooms are required to have an understanding
of the basic growth and developmental needs of young children. Furthermore, future educators must have
an understanding of: (a) theory; (b) the important role that families play in educating the child; (c) math
concepts; (d) students’ readiness for print; (e) how to adapt curriculum in their instructional practices to
meet the needs of all students; and (f) professional and legal responsibilities. The purpose of this guide is
to provide preservice teachers with information to assist them in passing the PRAXIS Tests. The
PRAXIS Series, developed by Educational Testing Service (ETS), is used by a majority of states to
determine the licensing of new educators.
Prospective students who desire to attain teacher certification in their state will have to take one or more
tests to demonstrate their knowledge of the profession. Most likely, those tests will be PRAXIS I and II.
This guide will allow prospective teachers to have experience with the format of the tests, which should
greatly assist in preparation for passing these licensure requirements. The guide includes sample
questions and correct responses to assist prospective teachers in preparing for the Praxis Tests.
A correlation table with the National Association for the Education of Young Children (NAEYC) Professional Preparation Standards is included at the end of this guide.
Prepared by Paula Schubert, Limestone College, and J. Elizabeth Casey, Huntingdon College, and Julie
N.Hartman, Bob Jones University © 2013 Cengage Learning. ALL RIGHTS RESERVED.
1
PART
I
State Requirements
for Licensure
M
ost states require preservice teachers to undergo licensure testing before graduation (Goldhaber &
Hansen, 2009). The candidate must initially complete a program of preparation which has been approved by the Education Professional Standards Board. Generally, this is a four year program culminating
in the candidate obtaining a Bachelor’s Degree. In addition to completing coursework toward certification,
many states also require teacher candidates to take the Praxis I and II Tests. The Praxis Tests are teacher
licensure tests required by a majority of state departments of education. Praxis I Tests are generally taken
during the second year of a candidate’s scholastic program and cover knowledge of content. Praxis II tests
are content-specific and required before graduation.
Each state has determined a minimum score for passing the tests.
Why Do States Require Standardized Licensure Tests?
Sustaining teachers with knowledge and skills to educate children is necessary. An effort to improve teaching in the United States is essential to preparing highly qualified teachers (Ames, Burrill, & Stanulis, 2007).
One method of testing preservice teachers to ascertain their level of knowledge is to administer a standardized licensure test. The Praxis Tests are intended to test teachers’ understanding of theory and knowledge.
These tests are generally required to determine if teacher candidates have the knowledge and skills to teach
in their chosen field.
The National Association for the Education of Young Children (NAEYC) has defined a skilled teacher
as
one
who
is
intentional
in
curriculum
planning
(http://naeyc.org/files/naeyc/file/positions/KeyMessages
.pdf). Given the importance of teacher content knowledge, it is reasonable that a licensure test would be
required for teacher certification (Goldhaber, et al, 2009). Understanding the connection between theory
and practice should be evident in a preservice teacher’s responses. Additionally, it is essential that preservice
teachers have knowledge of child development in order to design and implement curriculum and teaching
practices in diverse settings.
In the past ten years, there has been an accountability emphasis in the educational system. School systems
are accountable for the funds received and required to provide information that demonstrates achievement
of goals for specific programs. With increased emphasis placed on accountability for student learning as
imposed by such legislative actions as the No Child Left Behind Act of 2001 (NCLB; Public Law 107-110),
teacher licensure has become more important. All states in the United States require teachers in elementary
and secondary public schools to be licensed to teach by the state department of education. In addition to
successful completion of an approved teacher education program, most states require prospective teachers
to successfully complete one or several standardized examinations such as the Praxis I, II, or III Tests developed by the Educational Testing Service (ETS). These tests measure a candidate’s competency of
content knowledge and basic teaching skills. State licensure procedures insure the public that teachers who
teach in public school settings are adequately prepared to teach.
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Guide To Praxis Early Childhood Education
What Kinds of Tests Are Required?
Some states require prospective students to take competency tests in basic skills such as reading, writing,
and mathematics prior to admission to a professional teacher education program. Most states require prospective teachers to take standardized tests of specific content area knowledge and knowledge of teaching
and learning at the end of their professional education program. The requirements for tests to be taken and
pass rates differ from state to state. The most frequently utilized standardized test for teacher licensure
is the Praxis Series offered by ETS.
4
PART
II
Description of the
Praxis SeriesTM Tests
Praxis Tests I, II and III
The Praxis SeriesTM is part of a national testing program and includes three separate tests: Praxis I, II, and III.
Praxis I Tests, the Preprofessional Skills Tests (PPST), cover reading, writing, and math. Many states require
the PPST as a prerequisite for admission to a teacher education program. The Praxis I Tests can be taken in the
traditional paper-pencil format or as computer-based tests. Each test requires approximately one hour; multiple
tests can be taken in one day. The reading test consists of multiple-choice questions dealing with literal comprehension and critical and inferential comprehension. The mathematics test contains multiple-choice questions
dealing with conceptual knowledge, procedural knowledge, quantitative information, and formal mathematical
reasoning. Content categories include number and operations, algebra, geometry and measurement, and data
analysis and probability. The writing test contains one essay question and multiple-choice questions that cover
the areas of grammatical relationships, structural relationships, and word choice and mechanics.
Praxis II Tests measure knowledge in specific content areas. These tests are part of the teacher-licensing
process. Since Praxis II Tests cover content knowledge, this guide should be a helpful aide as teacher candidates prepare to take the tests.
Praxis III measures a beginning teacher’s competency in classroom performance. The test is administered during the teacher’s first year of service by a trained local assessor.
Praxis II and III, Early Childhood Education
Test names and codes for this area:
Early Childhood Education (0020)
-designed to assess prospective teachers
Education of Young Children (0021/5021)
-designed to assess prospective teachers
Early Childhood: Content Knowledge (0022/5022)
-designed to assess beginning teachers
Interdisciplinary Early Childhood Education (0023/5023)
-designed to measure professional knowledge of prospective teachers
Principles of Learning and Teaching: Early Childhood (0621/5621)
-designed to assess beginning teachers
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Guide To Praxis Early Childhood Education
The Early Childhood Tests are designed to assess: (a) undergraduates who are nearing completion of
their undergraduate degree in early childhood education or (b) beginning teachers’ content knowledge and
instructional
practices
related
to
teaching.
According
to
the
ETS
websites
(http://www.ets.org/Media/Tests
/PRAXIS/pdf/0020.pdf,
http://www.ets.org/Media/Tests/PRAXIS/pdf/0021.pdf,
http://www.ets.org/Media
/Tests/PRAXIS/pdf/0022.pdf,
http://www.ets.org/Media/Tests/PRAXIS/pdf/0023.pdf,
and
http://www.ets
.org/s/praxis/pdf/0621.pdf), topics within these tests usually cover material learned in various undergraduate education courses. Also, skills obtained through field experiences, as well as instructional practices
en- hanced in the first year of full time teaching are assessed. Four different Principles of Learning and
Teaching Tests are offered: Early Childhood (0621/5621), Grades K–6, Grades 5–9, and Grades 7–12. All
four tests assess the same fundamental concepts and topics with developmentally appropriate cases and
scenarios.
There are multiple Early Childhood Praxis Tests, and this study guide will provide questions that may
be seen on the Early Childhood Praxis Test (0020) and the Education of Young Children Praxis Test (0021),
which are taken by prospective teachers dependent upon state requirements. There is some overlap in areas
among these two Early Childhood Praxis Tests. The Early Childhood Content Knowledge Test (0022) is
required by many states, and covers a prospective teacher’s knowledge of literacy, science, social studies,
etc. This study guide will not focus on content knowledge.
Areas covered in tests 0020 and 0021 include the intellectual, developmental, and emotional growth of
the young child. The 0020 and 0021 also cover areas related to individual factors in a child’s development,
including family involvement, theory, curriculum and instructional planning, and include demonstrating
knowledge of teaching. Other areas covered are evaluating and reporting student progress, responsibilities
of the profession, and legal obligations within the profession. According to the Praxis website, approximately 70% of the Early Childhood Test (0020) is focused on planning for instruction and understanding
how children develop and grow, while 69% of Education of Young Children (0021) focuses on these areas.
Therefore, more study questions will be placed under those subheadings.
Caution: Several states require those persons seeking initial certification in Early Childhood to take the
Elementary Praxis Test (0014) or the Early Childhood: Content Knowledge (0022/5022) Test. Please check
with your state to determine which test you will be required to take to receive licensure.
Purpose of Early Childhood Education Praxis Test
The Early Childhood Education Praxis Test (0020) or the Education of Young Children Praxis Test (0021)
are required by many states for those seeking initial teacher certification as an early childhood classroom
teacher for children aged three to eight or from birth to age eight respectively. Early childhood educators
should be knowledgeable about the specific requirements needed to assist young children in their academic,
developmental, and emotional growth as part of their education. Early childhood educators will need to be
familiar with the individual needs of all students to ensure they have academic success in the
classroom. Furthermore, young children will need professional educators who are knowledgeable about
the develop- ment and growth of the whole child. Adapting curriculum to meet the needs of the class
and individual students is critical to ensuring the success of all students as they grow and prepare for
moving into kinder- garten, lower elementary, or upper elementary classrooms.
6
PART
III
Test-Taking Tips
How to Prepare and Respond to Multiple-Choice Questions
There are a variety of multiple-choice questions on Praxis Tests. Some require specific content knowledge,
while other questions may require analyzing a situation and deciding on the correct answer. This guide will
provide a variety of sample multiple-choice questions that may be found across different Early Childhood
Praxis Tests. The questions will be divided into the six areas covering the intellectual, developmental, and
emotional growth of the young child; individual factors related to a child’s development; theory; curriculum
and instructional planning; evaluating and reporting student progress; and responsibilities of the profession,
including legal obligations.
As with all multiple-choice questions, it is important to read carefully to determine exactly what the question is asking. Be careful to read the stem to see if it includes the word NOT, as this can change the correct
response. For example, the question stem may ask, “Which of the following is not one of the developmental
stages in Piaget’s theory?” A mistake could be made if one or two of the answer choices included stages
that Piaget includes in his theory. Along with reading questions carefully, take time to exclude answers that
you immediately recognize as incorrect. That will narrow your choices down and increase your chance of
answering the question correctly.
If you are unsure of the correct answer, guessing is an option. There is not a penalty for guessing, so it
can be viewed as an effective strategy for taking the Praxis II. Do not worry about seeing a pattern in your
answers. There is NO pattern. Place your response on the answer key without looking for patterns. Your
score will be based upon the number of correct responses in the assessment. Try to answer all questions.
If you decide to skip a question and return to it later, please carefully mark the next answer with the corresponding number. It can be an effective strategy to skip questions and return to them later, but be careful
to align the correct responses with the corresponding questions on the answer key.
In Part IV Practice Questions there are examples of multiple-choice questions that might appear on the
Praxis Test for Early Childhood Education. Your state may require you to take one or more Praxis Tests for
certification in your field. Please refer to the Praxis website (http://www.ets.org/praxis) for additional information. You may also want to call your state department of education or the teacher education certification
officer at your institution to determine the guidelines for specific tests you are required to take.
The sample questions in Part IV are divided up into specific areas and grouped accordingly. Correct
responses and an explanation, if needed, can be found at the end of this guide.
How to Prepare and Respond to Case Study Questions
Reading the case study items can be approached in several ways. One strategy is to keep the major content
categories (as listed previously) in mind as you read the item. As you read each case study, consider issues
such as a teacher’s planning, instruction, and assessment. Also consider the student’s learning style as well
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Guide To Praxis Early Childhood Education
as strengths, needs, and ways a teacher interacts with his/her students. Ask yourself what information in the
case study demonstrates how the issues were faced and resolved. Finally, determine what information in the
case study addresses the questions that are posed.
Another strategy is to read the case study questions first. Then you can focus on those issues as you read
the case study.
All questions are scored on a 3, 2, 1, 0 scale.
A response that receives a score of 3
•
•
•
•
demonstrates a thorough understanding of the aspects of the case that are relevant to the question
responds appropriately to all parts of the question
provides a strong explanation, if required, that is well supported by relevant evidence
demonstrates a strong knowledge of pedagogical concepts, theories, facts, procedures, or methodologies relevant to the question
A response that receives a score of 2
•
•
•
•
demonstrates a basic understanding of the aspects of the case that are relevant to the question
responds appropriately to one or two portions of the question
provides sufficient explanation, if required, that is supported by relevant evidence
demonstrates some knowledge of pedagogical concepts, theories, facts, procedures, or methodologies relevant to the question
A response that receives a score of 1
•
•
•
•
demonstrates a weak understanding of the aspects of the case that are relevant to the question
responds inadequately to the question
provides superficial explanation, if required, that is not supported by relevant evidence
demonstrates little to no knowledge of pedagogical concepts, theories, facts, procedures, or methodologies relevant to the question
A response that receives a score of 0
• demonstrates misunderstanding of the aspects of the case that are relevant to the question
• fails to respond appropriately to the question
8
PART
IV
Practice Questions
Multiple-Choice Review Questions for Early Childhood Education
Each area addressed below provides examples of test questions you might see on the Early Childhood Education Praxis II exams.
As with any assessment instrument, eliminate incorrect answers to narrow down the available selections. Read each question carefully to determine what the question is asking.
A. Intellectual, Developmental, and Emotional Growth of the Young Child
1. Which of the following statements about brain development is false?
a. The brain develops much faster in the first three years of life
b. Heredity mostly determines a child’s brain development
c. Experiences can have positive and negative effects on brain development
d. Brain connections can be strengthened or pruned
2. For children to have optimal brain development, quality experiences should begin in
a. kindergarten
b. preschool
c. infancy
d. primary grades
3. Brain development predominantly influences
a. social
b. emotional
c. cognitive
d. all of the above
development.
4. Stress can have a detrimental effect on a child’s emotional development. When children live in an
environment that is stressful, the brain can actually undergo a process called
a. pruning
b. promoting
c. relegating
d. consigning
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Guide To Praxis Early Childhood Education
5. It is important for young children to receive interventions as soon as a problem is recognized.
Children with brain development problems are at risk because as adults the brain loses
a. memory
b. elasticity
c. firmness
d. plasticity
6. Which of the following statements is not true about children’s rate of growth and development?
a. Each child’s rate of growth and development is unique
b. Children’s rate of growth and development is dependent upon heredity alone
c. Children’s rate of growth and development changes throughout their lives
d. The environment has an effect on the rate of growth and development
7. Teachers in infant and toddler settings should have a variety of books available for young children.
The most appropriate books for infants and toddlers are
a. informational books
b. board books
c. audio books
d. fiction books
8. During group time, if a young child does not want to participate in an activity, the teacher should
a. send the child to time out
b. reschedule group time
c. ignore her request
d. give her choices
9. Young children learn many new skills as they learn to read. Learning to move their eyes from top to
bottom and from left to right on a page are examples of
a. persistent development
b. sequenced development
c. constant development
d. continuous development
10. Recent research has shown that children’s
classroom functioning.
a. physical
b. creative
c. social/emotional
d. intrinsic
developmental ability predicts
11. When a child does not reach developmental milestones at expected times and does not progress at the
same rate as other children, early childhood educators are encouraged to
a. remember that there is much variation in young children and ignore developmental differences
b. observe the child’s behavior in the classroom and provide families and other experts with
documentation of the child’s developmental abilities
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Guide To Praxis Early Childhood Education
c. recommend the child’s family have the child tested for a developmental disorder
d. observe and document the child’s behavior and diagnose a developmental delay or disorder
12. Randy uses a wheelchair for mobility and assistive technology to help him communicate. He is
entering four-year-old kindergarten in the fall, and his family wants him in an inclusive preschool
classroom. Which of the following is incorrect? An inclusive preschool environment
a. is designed primarily for children with disabilities with some opportunities built in for
interaction with typically-developing peers
b. is designed primarily for typically-developing children with some modifications for wheelchairs
and other assistive technologies
c. is based on an appropriate early childhood curriculum offering age-appropriate activities
d. is suited to the child, both developmentally and chronologically
13. Mr. Schell is a new kindergarten teacher in an urban, public elementary school. His students and their
families reflect much diversity in culture, language, and religious beliefs. Which of the following strategies
will help Mr. Schell create a respectful, supportive environment for his students and their families?
a. Take time to talk with each student and family about their lives, thoughts, and feelings
b. Ask families to share favorite cultural foods and traditions during a multicultural celebration day
c. Indirectly intervene when children call names or harass each other, by reading a variety of
multicultural children’s literature and books about caring and respect
d. Avoid all holiday celebrations or emphasizing any one culture or religious tradition
14. Ms. Knoll notices bruising on one of her student’s arms and legs, which the family reports are the
result of the child’s frequent falls. In addition, the child seems unusually quiet and withdrawn. Miss
Knoll suspects the bruises and withdrawn behavior could indicate abuse rather than clumsiness. What
should Miss Knoll do?
a. Report her suspicions to the school guidance counselor and ask the counselor to investigate
b. Take pictures of the child’s bruises and ask the child if someone at home hurt her
c. Try to investigate and gather more evidence before making a report to child protective services
d. Make a report to child protective services
15. Ms. Andrews wants to create a classroom that encourages children to work in pairs and in small
groups in various learning centers. Which of the following designs can she use to help support and
enhance social learning in the classroom while also providing organization to the space?
a. Carve out a large area in center of the room for circle time and other high-movement activities;
put a variety of puzzles, books, and toys on small tables around the perimeter of open space
b. Use cupboards, screens, and tables to define several work areas around the room and create labels
with pictures and words to help children identify the areas: Library Corner, Games and Puzzles
Table, Writing Table, Blocks, etc.
c. Provide numerous pillows, blankets, and soft cushions in the back of the room along with several
boxes of books to allow children to share and read books together in comfort
d. Create a combined block and housekeeping area in one, large open space; include dress up
clothes and other props to encourage children’s sociodramatic play
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Guide To Praxis Early Childhood Education
B. Individual Factors Related to Child Development, Including Family
Involvement
1. Which of the following would not be considered an external stress factor that influences families?
a. Poverty
b. Time
c. Frustration
d. Work demands
2. Which of the following is an untrue statement about families today?
a. Men’s and women’s roles have changed
b. Family size has increased in the last 20 years
c. There are more single parents
d. Extended family support systems have decreased
3. The
a. blended family
b. single parent family
c. step family
d. two parent family
is considered a typical family in the United States.
4. Epstein lists a variety of ways families can be involved in their child’s education. Which one of the
following would include participating on a school advisory committee?
a. Parenting
b. Decision-making
c. Collaborating with the community
d. Volunteering
5. For teachers who work with families from diverse cultures, which of the following strategies is not
necessary?
a. Examine personal attitudes
b. Establish a welcoming environment
c. Learn about other cultures
d. Wear clothing from other cultures
6. Which one of the following examples would not be a common reason for tension between parents and
teachers?
a. Agreement over readiness skills
b. Illness of a child
c. Lack of respect
d. Parental requests for special treatment
7. Parents can be encouraged to help their children develop an appreciation for books and learn to read.
The best way teachers can assist in this process is to
a. assign homework requiring the child to read for a certain amount of time
b. send home a newsletter with the weekly reading list
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Guide To Praxis Early Childhood Education
c. encourage parents to read with their child on a regular basis
d. suggest bookstores that offer children’s literature
8. Parents displaying this parenting style are highly supportive, set few rules, and make few demands on
their children.
a. Authoritative style
b. Uninvolved style
c. Authoritarian style
d. Permissive style
9. What is authoritative parenting?
a. Children have strict rules; parents expect obedience without explanation
b. Children have rules; parents are nurturing and forgiving
c. Few demands are made on children and discipline is instigated rarely
d. Parents are generally detached from children and communicate with them infrequently
10. A parent who has an authoritative style will likely have a child who is
a. moody and anxious
b. self-motivated
c. clingy and needy
d. well-behaved
11. Children come to school with early learning experiences from their home environment. Part of
this is due to the cultural influences of the family. Which of the following is not true about cultural
influences on the family?
a. Most cultural concepts are learned indirectly
b. Parents model their cultural values
c. The importance of family is unique to each culture
d. Most cultures have the same concept of family
12. Current research validates the importance of play in young children’s lives. Teachers who emphasize
play in their curriculum do all of the following except
a. respect and encourage differences in children
b. provide closed-ended materials
c. create a safe place for play
d. include a scheduled time each day for free play
13. Symbolic play for a child is defined as
a. a mental activity
b. substituting real objects
c. pretending with inanimate objects
d. a and b
e. b and c
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Guide To Praxis Early Childhood Education
14. Which of the following is not a factor in language development?
a. Cognitive ability
b. Hearing
c. Gender
d. Birth order
15.
teachers recognize that variations exist among families, so they work to get to
know families as individuals rather than expecting them to act in certain ways based on race, ethnicity,
or language.
a. Biased
b. Acculturated
c. Culturally competent
d. Self-aware
16. When students’ families come to school to share their hobbies, professional skills, or other
abilities with the class, they are sharing their
a. culture styles
b. funds of knowledge
c. professional competencies
d. cultural realities
17. Four-year-old Teresa’s home language is Spanish, and after four weeks in her English-immersion
preschool program, she still rarely speaks to anyone but her bilingual cousin. Her teacher realizes that
young children like Teresa typically remain in the silent or pre-production phase of second-language
acquisition for about how long?
a. Up to six weeks
b. Up to six months
c. Up to twelve months
d. Up to eighteen months
18. Teachers reflect this model of thinking when they attribute their students’ lack of academic success to
characteristics rooted in their socio-economic backgrounds.
a. Cultural deficit model
b. Asset-based model
c. School-centered model
d. Genetic deficit model
19. Reciprocal school–family partnerships are best exemplified when
a. schools frequently inform families about school events and about children’s progress using a
variety of family-friendly communication techniques (i.e., email, newsletters, phone calls)
b. schools establish and maintain two-way communication with families about children’s
learning and developmental needs
c. families are given notice by the school prior to their making important decisions regarding their
children’s care and education
d. both b & c
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Guide To Praxis Early Childhood Education
C. Theory
1. Howard Gardner describes logical-mathematical intelligence as
a. the potential to use the body effectively to solve problems
b. the ability to find patterns and relationships in nature
c. the ability to analyze scientific tasks
d. the potential to manipulate and portray visual images
2. Different theories have been proposed to explain children’s development. The cognitive theorist who
described the active process in which children physically manipulate objects to construct knowledge is
a. Lev Vygotsky
b. Jean Piaget
c. Abraham Maslow
d. B.F. Skinner
3. According to Piaget, infants in the sensorimotor period go through
a. 8
b. 4
c. 5
d. 6
stages of rapid development.
4. This theorist believed children’s behavior was largely the result of external forces in the environment.
a. B.F. Skinner
b. Erik Erickson
c. Maria Montessori
d. Jean-Jacques Rousseau
5. The Bank Street Approach places an emphasis on
a. planning a variety of activities to encourage independence
b. social development through games and daily activities
c. cognitive development with structured activities
d. interactions between the child and the environment
6. The High/Scope Curriculum Model was designed in the early 1960’s as part of the Perry Preschool
Project. Another name for this model is the
a. Constructivist Model
b. Behaviorist Model
c. Cognitive Oriented Model
d. Social Development Model
7. One of the unique factors in the High/Scope Curriculum Model is key experiences. These are a set of
concepts based on children’s learning capabilities. Which of the following would describe the concept
of classification?
a. Assembling and taking things apart
b. Arranging objects along some dimension
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Guide To Praxis Early Childhood Education
c. Representing ideas and objects through drawings
d. Noting similarities and differences among objects
8. Children learn best when they are given opportunities to manipulate and play with objects in their
environment. Which of the following would not be an appropriate activity for a teacher to plan who
desires to extend children’s learning?
a. Children complete math worksheets to demonstrate number concepts
b. Children use materials at the sensory table to combine and discover relationships
c. Children self-select activities to do during center time
d. Children learn to use classroom equipment and/or tools
9. The socio-cultural theory, developed by Lev Vygotsky, stressed the importance of
a. children playing together
b. parents spending time with their children
c. the social environment to children’s development
d. cultural experiences
10. Maria Montessori devised an early childhood method for teaching young, impoverished children
in Italy. Recently, Montessori programs have flourished in the United States. One of the prominent
features in a Montessori program is
a. children are all the same age
b. most activities are teacher-directed
c. the teacher does not praise children
d. the environment is unsystematic
11. The environment in a Montessori program has prominent features that are unique to this program.
Which of the following would not be found in a Montessori classroom?
a. Child-sized equipment and materials
b. Materials clearly organized on shelves
c. Random areas throughout the room
d. Aesthetically-pleasing and attractive furnishings
12. Sensory experiences are important in infant and toddler programs because
a. these experiences are important to children’s development
b. sensory activities help children use all of their senses at one time
c. much of learning comes through the senses with exploration
d. it is easier to plan sensory experiences than other activities with young children
13. Which early theorist extended Ivan Pavlov’s theory of classical conditioning while working with an
infant and a rat?
a. John B. Watson
b. Jerome Bruner
c. Howard Gardner
d. Jean Piaget
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Guide To Praxis Early Childhood Education
14. In Maslow’s hierarchy of needs, which of the following areas makes up the bottom of the pyramid?
a. Safety
b. Esteem
c. Physiological
d. Love/belonging
15. Unlike most other stage theories, Erik Erikson’s psychosocial theory
a. focused solely on development in the infant-toddler years
b. recognized that stages of development were primarily the result of a person’s physical growth and
development
c. considered growth and development across the lifespan
d. showed that each stage of development was qualitatively different from the others
16. According to Alexander Thomas and Stella Chess, teachers and parents can understand and adjust
their responses to better align with children’s temperaments or personality traits, thereby
producing
and increasing positive interactions between adults and children.
a. goodness of fit
b. poorness of fit
c. personality adjustment
d. ego development
17. Urie Bronfenbrenner’s Ecological Systems Theory asserts that children develop within systems of
complex relationships with their families and society. Ecological Systems Theory emphasizes
that
a. governmental institutions, such as schools, have the most direct impact upon children’s development
b. children are passive and unable to affect change within the systems
c. children’s individual temperaments affect their relationships, making interactions among the
systems dynamic
d. systems are relatively static and predictable, making it easy to pinpoint and change those factors
that have a negative impact upon development
18. Early childhood professionals have learned from the work of John Bowlby and Mary Ainsworth that
children have a strong need for
a. secure, nurturing relationships and strong emotional ties or attachments with caregivers
b. active, cognitive stimulation to help hardwire the brains
c. praise and challenge to help develop both intrinsic and extrinsic motivation
d. opportunities for social play to help stimulate symbolic representations and language development
19. This theorist asserted that children struggle to achieve academically if other, more basic needs (such
as food, water, shelter, and safety) are not first satisfied.
a. Uri Bronfenbrenner
b. Abraham Maslow
c. Albert Bandura
d. Jerome Bruner
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Guide To Praxis Early Childhood Education
20. Head Start programming was initiated in the mid-20th century and has always been based upon
a. comprehensive services for all families with young children
b. broad educational programs for children with disabilities
c. comprehensive services for children from at risk environments
d. broad services for families with limited incomes
D. Curriculum and Instructional Planning, to Include Demonstrating
Knowledge of Teaching
1. What is the least effective strategy for implementing a music activity with young children?
a. Look like you are enjoying singing and being with the children
b. Start the song and encourage children to follow along
c. Know the song well before singing with the children
d. Use visuals and props to enhance learning
2. The children in your preschool classroom continue to have cold and flu symptoms even though you
have followed the nurse’s suggestions. To reduce the infectious illnesses, which of the following
strategies is the best one?
a. Send a note home to remind parents to keep their child at home when sick
b. Review the rules for washing hands often and post a visual near the sink area
c. Check records to insure that all children are up to date on their immunizations
d. Request sick day leave pay for assistants so they can stay home when ill
3. Planning developmentally-appropriate learning experiences is important to meet the needs of
all children in a classroom. One of the sections that should be included in a lesson plan is a
simplification activity. Which one of the following would not be a reason to include a simplification
activity in a lesson plan?
a. Differences in abilities
b. Special needs
c. Lack of experiences
d. Children’s gender
4. An inappropriate practice for a teacher of three-year-olds would be
a. reading stories aloud each day
b. asking questions to check for comprehension
c. listening to music during group time
d. interrupting a story to make unrelated remarks
5. In early childhood programs, teacher practices are often associated with Developmentally
Appropriate Practice (DAP). An inappropriate practice can have detrimental effects on children’s
learning. An example of a practice that is not developmentally-appropriate is
a. engaging children in conversation about what they did at home
b. planning activities that require long periods of sitting
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Guide To Praxis Early Childhood Education
c. acting out stories instead of teacher directed reading
d. planting seeds after reading the story, The Seed
6. An important instructional strategy for helping young children understand mathematical concepts is
a. teaching with manipulatives
b. using directed instruction on how to solve a math equation
c. memorizing basic addition and subtraction facts
d. using the computer to work out math problems
7. Teachers scaffold learning of math concepts as they provide mathematical terms, materials, and
resources for children to explore. Which one of the following would not be appropriate for young
children to use to build mathematical concepts?
a. Computer
b. Thesaurus
c. Board games
d. Musical instruments
8. Faith, Ellie, and Katelyn are building with blocks in the block area in their four-year-old preschool
classroom. Each seems oblivious to the other. Gradually their buildings are getting in one another’s
way. This leads to shouting and angry words. The best strategy for a teacher to use is to
a. remove the children from the block area immediately
b. close the block area until the children can learn to get along
c. join the children and model problem solving
d. allow the children to take their blocks to another area
9. Recent research has shown that children’s
classroom functioning.
a. physical
b. creative
c. social/emotional
d. intrinsic
developmental ability redicts
10. It is important for teachers to get to know the children in their program if they are to effectively plan
instruction and make learning meaningful. Which of the following is not an appropriate method for
assessing a child’s developmental level?
a. Anecdotal record
b. Clinical interview
c. Talking with families
d. Standardized test
11. Learning will most likely occur when
a. planned activities are scheduled each day
b. children become familiar with the routine
c. the teacher expects all children to participate
d. new experiences build on what a child already knows
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12. The American Library Association (ALA) chooses the best beginning reader books each year and
awards the
a. Caldecott Award
b. Theodor Seuss Geisel Award
c. Newberry Award
d. Hans Christian Anderson Award
13. A thematic selection of books should be available for young children. An example of this type of
selection would include
a. books that contain repetitive sequences
b. books that have rhymes for infants
c. books of tall tales
d. books with common characteristics focused on a single topic
14. Which one of the following would not be a true statement about wordless books?
a. They promote creativity in young children
b. Children of any age can use books to tell a story
c. Children do not need to see words to develop creativity
d. Older children need to see words to read a story
15. When reading aloud to young children, it is important for a teacher to
a. schedule a specified time each day to read aloud
b. sit in the same place each day to read
c. read the story themselves before reading to the children
d. read only books that have pictures and words
16. Ms. Leland’s kindergarteners are spending the first few weeks of school working on number concepts.
She wants to create a math center with a hands-on activity for building number sense that students
can work on in pairs or in small groups. Which of the following materials/activities would be
most appropriate to include?
a. Flashcards with printed numerals 0-9 and corresponding number words
b. Four placemats, four place settings, and soft dough for making food
c. Colorful markers and worksheets that allow children to color and match numerals and
corresponding quantities of objects
d. Number dice and a variety of interesting objects, like buttons, seeds, and shells, with number cards
to help children match the number of dots on a die with the corresponding number of objects
17. Mr. Bilkins is looking for an instructional activity that can help his four- and five-year-old
kindergarten students learn how written language works. Which of the following literacy strategies
would be developmentally and instructionally appropriate for these young students?
a. Language Experience Approach
b. Dialogue Journals
c. Guided Writing
d. Quick Writing
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Guide To Praxis Early Childhood Education
18. Before her students go home, Ms. Lewis wraps up the day by creating a “What We Learned Today”
chart using a technique known to support emergent readers and writers. With her guidance, the
kindergarten students create a text together. She gives the marker to individual children to help
compose as much of the written text as their interests and abilities allow. When the chart is completed,
the students read and reread the text. This type of collaborative writing is known as
a. guided writing
b. expository writing
c. interactive writing
d. writing workshop
19. Ms. Hubbard wants to kick off her science unit on sound with her second graders by encouraging
them to ask questions about sound and brainstorming various ways they can research to find answers
to their questions. Which material/strategy would best support Ms. Hubbard’s instructional goals?
a. A K-W-L chart
b. A graphic showing the steps of the learning cycle
c. A range of children’s science picture books
d. A list of hyperlinks to internet sites appropriate for second graders
E. Evaluating and Reporting Student Progress
1. Authentic assessment includes all of the following except
a. data covering all developmental domains collected during classroom observation
b. developmental inventories that gather information on a child
c. embedded assessment during a child’s regular classroom activity
d. information about the child and parents
2. The best place to obtain authentic assessment of children is
a. the playground
b. the classroom
c. during home visits
d. all of the above
3. A diagnostic test is one method utilized to determine if a child has developmental delays. It is
important that these types of tests are valid. For a test to be considered valid, it should
a. have variation in the instrument
b. be consistent over time
c. measure what it is intended to measure
d. be effective in testing
4. Every activity plan that a teacher develops and implements should be evaluated. Which one of the
following is the most appropriate reason for a teacher to evaluate a lesson?
a. Evaluation helps to determine the effectiveness of teaching methods
b. Evaluation helps to create similar plans for the children
c. Evaluation helps to determine if environmental changes are necessary
d. Evaluation helps to inform parents of daily activities
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Guide To Praxis Early Childhood Education
5. Under the Individuals with Disabilities Education Act (IDEA), what ages are covered under the childfind system?
a. From birth to age 18
b. From birth to age 21
c. From age three to age 18
d. From age three to age 21
6. Which of the following would be appropriate to use with a five-year-old to assess vocabulary
knowledge?
a. PPVT-4
b. QRI
c. ITBS
d. EVT-2
e. Both a and c
f. Both a and d
7. A child comes to kindergarten already reading short picture books, and the parents would like their child
to be moved ahead to a first grade classroom. Which answer below is correct regarding this scenario?
a. The parents’ wishes should be followed and the child moved to first grade
b. The child should remain in kindergarten to allow time for social skills and play
c. The child should be further assessed before making a decision
d. The parents should enroll the child in a private school with a more rigorous curriculum
8. If a teacher suspects a kindergarten child might have a learning disability, what should the teacher do first?
a. Speak to the child’s parent(s) or custodial guardian(s)
b. Speak to the school’s multidisciplinary team
c. Speak to the school’s administration
d. Speak to the school’s counselor
9. Which of the following activities would a teacher expect an average four-year-old to be able to perform?
a. Jump rope
b. Hit a ball with a bat
c. Throw a ball ten feet
d. Hop on two feet
e. b and d
f. c and d
10. With regard to student records, which statement is true for parents of four-year-olds?
a. Formal assessment is not used with four-year-olds
b. Parents have full access to formal assessments in their child’s records
c. Parents have limited access to formal assessments in their child’s records
d. Parents must view their child’s formal assessments with the educator
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Guide To Praxis Early Childhood Education
11. Under US Public Law 99-457, children with disabilities under the age of three are provided with
a. routine medical, dental, and vision services available free of charge regardless of the type of disability
b. special education services and medications for the treatment of early ADHD and other
health- related learning disorders
c. an IEP with access to early intervention special educational services offered through local public
schools
d. an IFSP and access to intervention services provided in the child’s natural environment
F. Responsibilities of the Profession, to Include Legal Obligations
1. Early childhood education has changed significantly in the last fifteen years. One issue that has
become critical is
a. a shortage of good care for infant and toddler children
b. teachers with a four year degree
c. programs with developmentally-appropriate playgrounds
d. varied curriculum for children ages 3–5
2. The Family Educational Rights and Privacy Act (FERPA) was passed in 1974 by Senator James
Buckley. Prior to FERPA
a. students always had access to their records
b. parents always had access to their child’s records
c. third parties were always denied access to students’ records
d. granting parents access to student records was often viewed negatively
3. Which of the following is an example of Response to Intervention (RTI) at the Tier I level?
a. Whole group instruction with the early childhood educator
b. Small group instruction with the early childhood educator
c. Individual instruction with the early childhood educator
d. Small group instruction with a teaching aide in the classroom
4. Which statement best describes the role of the parent in educating their child?
a. Parents are the teacher’s partner in educating their child
b. Parents’ desires for their child’s education need to be attended to first
c. Parents are there to support teacher-made decisions
d. Parents need to provide support in the home but not at the school
5. If a first grader has an established Individualized Education Program (IEP) in place, the teacher should
a. follow it exactly as described
b. use it as a guideline for instruction
c. follow it unless it does not seem to be advancing the child’s needs
d. file it in the child’s permanent records and follow it if the child has difficulty in the classroom
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Guide To Praxis Early Childhood Education
6. Which of the following is the only advocacy action required by law for educators and child care
providers?
a. Acquiring a state teacher licensure/certificate if working as a professional educator in any context
for children ages birth-to-eight years of age
b. Voting in national elections
c. Joining professional organizations
d. Reporting suspected cases of child abuse
7. Which of the following actions is a clear violation of a teacher’s ethical and professional responsibilities?
a. The teacher shares confidential information about the health status of a student’s mother with
another parent
b. The teacher describes for her principal the number of times her co-worker failed to complete
group assignments, such as grade-level lesson plans
c. The teacher requires a student to sit on the sidelines during part of her recess as punishment for
aggressive behavior toward others that day
d. The teacher strongly disagrees with a new school-wide initiative during an open-discussion in a
faculty meeting
Case Studies
Case study questions are given to test your analytical and critical thinking skills. Including the question
in the answer can be helpful. Also, offer logical conclusions and demonstrate critical thinking skills when
responding to the questions. Thinking creatively to resolve a problem is acceptable.
Before responding, read the case study thoroughly and critically. Note the main issues and describe them in
the introduction to your response. Give your recommendations for resolving the problem or issue.
Be careful to use correct grammar and punctuation in your response.
In the case studies below, test takers can earn a score of 0, 1, 2, or 3 for each item. Responses should demonstrate that a clear position has been taken, and this position is supported with a thorough understanding
of the problem.
• A score of 0 will be earned if a candidate fails to answer the question being asked.
• A score of 1 will be given if a candidate discusses the scenario but fails to support the rationale, or
the candidate provides limited understanding of the problem described.
• A score of 2 will be given to a candidate who answers the question and provides adequate support
for the rationale given.
• A score of 3 will be given to a candidate who provides a thorough answer and shows insight into the
problem while explaining the rationale selected to answer the question.
Please refer to the section of this guide
“How to Prepare and Respond to Case Study Questions”
for further clarification of scoring.
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Guide To Praxis Early Childhood Education
Case Study 1
The gymnasium for the Limestone Elementary School is under reconstruction. This early childhood
center serves children from 3 to 8 years of age. Due to the remodeling, both the gym and the playground
are inac- cessible to children and teachers for at least three months.
Based on your knowledge of appropriate activities required for young children, what options are available for differentiated physical activities to meet the needs of the students?
Case Study 2
Ms. Howard is preparing for her first home visits of the school year. She wants to provide her students’
families an overview of the curriculum and the calendar of family events she has planned for the year.
Other than providing families with school information, what else should Ms. Howard try to accomplish
during her visits?
Case Study 3
Mr. Schell is an early childhood teacher at an inner-city school. His classroom space is a large area, and he
wants to make it more accessible for the new school year due to a change in student enrollment.
Describe three modifications Mr. Schell can make to the physical space in his four-year-old kindergarten classroom (i.e., furnishings, etc.) to help make it more inclusive for children with special or different
abilities.
Case Study 4
A teacher in the second grade is doing a unit on farm animals. She plans an art activity in which children
are to trace the shape of a sheep, cut it out, and then glue cotton balls on it.
Based on your knowledge of children’s aesthetic development, describe three ways this lesson could be
improved.
Case Study 5
The principal of Lake Keowee School District has decided that educators need to implement portfolios and
student-led conferences at their school. Several teachers have expressed their concern about going in this
direction. “It’s going to mean more work for us, and we’re already overwhelmed,” says one. Other comments
center on whether children in the school can handle the responsibilities involved in keeping portfolios and
whether parents will accept this as an alternative to regularly scheduled conferences and report cards.
Describe how student-led conferences using portfolios can be beneficial or inappropriate based on your
knowledge of early childhood instruction and conferencing.
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Guide To Praxis Early Childhood Education
Case Study 6
It is vital that teachers are knowledgeable about child development. Teachers who are informed can make
predictions about what a child of a particular age will be able to do and what strategies would be helpful in
promoting learning for that age group.
Describe one strategy you would use with children three years old to teach the concept of color
recognition.
Case Study 7
High-quality, early childhood programs have characteristics that set them apart from other programs.
Describe a high-quality program, and then describe two benefits for children who attend these types of
programs.
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PART
V
Responses to
Review Questions
Multiple-Choice Answers
A. Intellectual, Developmental, and Emotional Growth of the Young Child
1. [b] Brain development is determined by multiple factors, and heredity is just one of the factors.
Nutri- tion and environmental experiences also highly affect brain development.
2. [c] To insure optimal brain development, young children should be provided with quality experiences
beginning in infancy.
3. [d] Brain development influences cognitive, social, and emotional development. Children raised in an
adverse environment are at risk for a reduction in brain development.
4. [a] Children who live in stressful environments may have the brain’s wiring pruned in the region that
controls emotions.
5. [d] The brain’s plasticity lessens with age.
6. [b] This statement is false as children who live in impoverished environments are at risk for developmental problems.
7. [b] Board books are the most appropriate books for infants and toddlers. The sturdiness of board
books is well-suited for young children whose motor skills are not yet fully developed.
8. [d] If a child is adamant about not participating during group-time, the teacher should have an alternative that is appropriate. An example would be to have a chair or area where the child can sit during
the group activity.
9. [b] Children who learn to move their eyes from top to bottom and also from left to right are learning
sequenced steps in their growth and development.
10. [c] Children’s social and emotional abilities are a predictor of future classroom functioning. Children
who have delayed social and emotional skills have difficulties participating and functioning in
a classroom setting.
11. [b] Developmental milestones are the skills or tasks most children can do at a certain age range; however, there is variation among individual children, with the range of typical development
being as much as six months to one year. Teachers must gather much observational evidence
about the child’s development and include families, pediatricians, and other experts in the
conversation for help in determining if the child’s development is, indeed, delayed and what to
do about it.
12. [a] In early childhood, least restrictive environments (LRE) are often referred to as “inclusive” environments and are designed primarily for children without special needs. Inclusive environments
offer children with disabilities many opportunities for positive interactions and relationships with
typically-developing peers.
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Guide To Praxis Early Childhood Education
13. [a] Respect is modeled for children when teachers take the time to get to know each child and family individually. Teachers must intervene directly and appropriately when children harass or
degrade each other. Recognizing cultural differences once-a-year with a single, multicultural
event may serve to marginalize and stereotype cultural practices rather than model respect for
differences.
14. [d] Teachers are mandated reporters and cannot rely on school administrators or staff to investigate or
determine if a case should be reported. Miss Knoll should report what she has seen and heard
to the proper authorities.
15. [b] A well-organized, functional space is clearly defined and accessible to children and provides clear
pathways for movement and interactions. Pillows and blankets, though comforting, may encourage activities other than reading in a learning center, particularly if the “library” space is not welldefined by the books themselves.
B. Individual Factors Related to a Child’s Development, to Include Family
Involvement
1. [c] Frustration is not an external factor of stress; it is an emotional response to stress.
2. [b] There has been a decrease in the average family size since the early 1900’s from 4.76 members
then to just over 3 family members today.
3. [d] The two-parent family is considered typical in the United States.
4. [b] Parents who are on a school advisory committee are part of the decision-making process for the
school.
5. [d] Teachers do not have to wear clothing from other cultures. However, teachers should use the other
three strategies to demonstrate acceptance of diverse cultures.
6. [a] Generally teachers and parents do not have tension when both agree about a child’s readiness
skills.
7. [c] The best way teachers can assist parents in developing an appreciation for books is to encourage
parents to read with their child on a regular basis.
8. [d] The parent who is highly supportive but makes few rules is called a permissive parent. This parent
trusts rather than monitors children’s behavior.
9. [b] Parents who are authoritative have rules for their children and display nurturing personalities.
10. [b] An authoritative parent will most likely have a child who is self-motivated. It is probable that this
child will also be confident and responsible.
11. [d] Each culture is unique. The ideas and concepts about the role of the family and its members vary
from one culture to another.
12. [b] Teachers who value play provide open-ended play materials in their classrooms for children to use
in a variety of ways.
13. [e] Symbolic play refers to children substituting real objects or pretending with inanimate objects to
do something. Using a block structure as a house is an example of substituting one real object
for another. Having one doll feed another doll is an example of pretending to do something with
inanimate objects.
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Guide To Praxis Early Childhood Education
14. [d] Language development is affected by cognitive ability, hearing, and gender. Birth order is not a
factor in language development.
15. [c] Culturally competent teachers do not rely on assumptions or lists of cultural norms to help them
understand and appreciate families. They recognize that cultures are complex and that groups are
diverse. They seek to understand the unique background and experience of each individual family
and try to build positive relationships based on this understanding.
16. [b] Funds of knowledge are the historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being (Gonzalez, Moll,
and Amanti (2001). Families can share much cultural information and expertise and help teachers
create culturally responsive and meaningful lessons for young children.
17. [b] Young children can typically remain in the first stage of second-language acquisition for up to six
months. During this first stage (the pre-production or “silent” period), a child may have little comprehension of what’s being said, may be fearful of speaking, and may rely on nodding, pointing,
and drawing to communicate.
18. [a] The cultural deficit model emphasizes that students in low-income families often fail to do well
in school because of perceived cultural deprivation or the lack of exposure to successoriented models.
19. [b] School-family partnerships grow from respectful, reciprocal relationships between the school
staff and families. Schools that partner with families do more than simply inform families of children’s progress; rather, they seek out families’ input about children and open avenues for ongoing,
two-way communication.
C. Theory
1. [c] Logico-mathematical intelligence includes the ability to analyze scientific tasks and perform
complex calculations.
2. [b] Piaget’s theory is called the constructivist theory. It describes the process by which children construct knowledge when given opportunities to play with objects and physically manipulate and
change the objects.
3. [d] Piaget described the first two years of a child’s life as the sensorimotor period and divided this
period into six stages.
4. [a] Skinner was a behaviorist who believed that children’s external experiences with the environment
shaped their behavior. For example, when a teacher reinforces a child for following specific directions, it is more likely that the child will continue this type of behavior.
5. [d] The Bank Street Educational Model emphasizes that children become lifelong learners by
inter- acting with the environment and understanding their experiences.
6. [c] Another name for the High Scope Curriculum Model is the Cognitively Oriented Model.
7. [d] Classification is the process of noting similarities and differences among objects. Children who
are provided opportunities to sort and match objects learn the concept of classification.
8. [a] Children who complete math worksheets do not have an opportunity to extend learning as this is
a closed activity.
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Guide To Praxis Early Childhood Education
9. [c] Vygotsky’s sociocultural theory stressed the importance of the social environment to children’s development. He proposed that a child’s social interactions with family, friends, and those in their community are the means through which traditions, values, etc. are transmitted to future generations.
10. [c] Children in Montessori programs do not receive praise from their teachers as the activities are
expected to be intrinsically motivating.
11. [c] The Montessori classroom has a distinct set-up, with materials to promote children’s learning as
they complete tasks.
12. [c] Much of young children’s learning comes through exploration with objects. Infants explore an
object by putting it in their mouths or feeling it with their fingers. These types of activities help
young children enhance their sensory awareness.
13. [a] Watson is noted for transforming Pavlov’s ideas to human conditioning, leading to Skinner’s later
work.
14. [c] According to Maslow, a child’s physiological needs must be met first. Self-actualization completes
the top of the pyramid.
15. [c] Unlike most stage theories, Erik Erikson’s psychosocial theory considers social-emotional growth
and development across the entire lifespan.
16. [a] Chess and Thomas described three basic temperament types or categories of children: easy, difficult, and slow-to-warm-up. Accordingly, goodness of fit occurs when there is compatibility between the demands placed upon the child and the child’s temperament.
17. [c] Bronfenbrenner emphasized the dynamic nature of the interactions among the five systems of
people and organizations within a society (the microsystem, the mesosystem, the exosystem, the
macrosystem, and the chronosystem). He believed that children play an active role in these
inter- actions, and that children’s temperaments affect how they were treated by others.
18. [a] John Bowlby is considered the father of attachment theory. He believed that infants’ early
relation- ships with caregivers are critical to the development of healthy relationships later in
development. Mary Ainsworth built upon Bowlby’s work, studying interactions and attachments
between older children and parents.
19. [a] Abraham Maslow’s Hierarchy of Needs theory suggests that a child’s physiological and emotional
needs must first be met before she can achieve higher goals, such as self-esteem and self-actualization.
20. [d] Head Start programming, which began in the 1960’s, has always been based on broad and comprehensive services for families with limited incomes.
D. Curriculum and Instructional Planning, to Include Demonstrating
Knowledge of Teaching
1. [b] Teachers should plan and practice music activities before introducing them to a group of young
children.
2. [b] The best strategy for minimizing infectious illnesses in early childhood classrooms is to review
the rules for washing hands often and keep a visual reminder of the procedure near the sink to help
children remember to wash their hands..
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Guide To Praxis Early Childhood Education
3. [d] Simplification activities are methods to modify an activity if it is too complex for certain children. A child’s gender would not be an appropriate reason to modify an activity if the teacher
had planned developmentally-appropriate activities for all the children.
4. [d] An inappropriate practice would be to interrupt a story time to talk about a topic that had nothing
to do with the story. This would not only disrupt the narrative flow of the story but also reduce the
children’s comprehension of the story.
5. [b] Children’s attention spans should be taken into consideration when planning activities; sitting
for long periods of time is inappropriate for young children.
6. [a] Teaching with manipulatives gives young children a visual representation of abstract concepts.
7. [b] The thesaurus would not be appropriate for young children for a variety of reasons.
8. [c] The best strategy in this situation would be for the teacher to come and join the children in the
block area. This is a good time to teach the children how to make choices and share space appropriately.
9. [c] A child’s social and emotional ability is a predictor of future classroom functioning. Children who have
delayed social and emotional skills have difficulty participating and functioning in a classroom setting.
10. [d] Standardized testing is not appropriate for young children.
11. [d] It is important to meet children where they are and create activities that build on what they
already know and are able to accomplish on their own.
12. [c] Each year the best beginning reader books are awarded the Theodor Seuss Geisel Award.
13. [c] A group of books with common characteristics that focus on a single item or topic is called a thematic selection.
14. [d] Quite the opposite is true. Older children can “read” a wordless book to a group and use their
imaginations to elaborate on the pictures.
15. [c] It is important for a teacher to read the story before reading it to the children. This helps with intonation and allows the teacher to appropriately introduce the story.
16. [d] Number sense includes a range of understandings related to the many-ness of numbers. Typically,
children build beginning number concepts using using hands-on, play-based activities that are
engaging, meaningful, and familiar to them. Flashcards and worksheets are not hands-on or very
meaningful materials. The activity in choice “b” is too nonspecific to be intentional.
17. [a] The Language Experience Approach is the most developmentally-appropriate strategy in the list
and would help strengthen children’s early literacy skills. The LEA is based on children’s own
words, experiences, and thoughts. The teacher models for children how she uses knowledge of
language to turn spoken words into printed ones.
18. [c] Interactive writing is a collaborative activity in which teachers “share the pen” with students and
create a written piece together.
19. [a] The K-W-L chart is used to assess a child’s understanding before, during and after a unit of study.
It has three separate columns labeled K (What I Know), W (What I Want to Know), and L (What
I Learned). In the K column, students record all that they know about a given topic, including
misinformation. In the W column students brainstorm questions they have about the topic; these
questions are used to guide their inquiry research. The L column is left blank until research begins.
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E. Evaluating and Reporting Student Progress
1. [b] Developmental inventories are not examples of authentic assessment.
2. [d] All of the choices are appropriate places for teachers to obtain authentic assessment of children.
3. [c] A diagnostic test is considered to have validity when it measures what it is intended to measure,
so that reasonable inferences can be made from the results.
4. [a] The evaluation of an activity provides the teacher with information on how well the lesson went and
if the lesson was effective. The evaluation can also serve to guide the teacher in future planning.
5. [b] States must find and provide special education and related services to all children in the state who
have a disability or are suspected of having a disability (Yell, 2012).
6. [f ] The Peabody Picture Vocabulary Test (PPVT) and the Early Vocabulary Test (EVT). You should
be familiar with tests used in the early childhood field, their acronyms, and the purpose of each
assessment.
7. [b] Many children arrive at school already reading; however, developing their social skills and providing play time are important parts of educating the whole child. Further assessment is not necessary, nor is a private education at this point in the child’s academic development. However, parents
have the right to choose to send their child to a private school if they disagree with the public
school’s decision.
8. [b] The multidisciplinary team (MDT) is responsible for obtaining parental/custodial consent
and then conducting an evaluation.
9. [d] Most four-year-olds will be able to hop on two feet. Skipping, riding a bike, and catching a ball
thrown to them will be skills that develop over the next few years.
10. [b] Under FERPA, parents have full access to their child’s records upon request.
11. [d] Young children, birth to three years, who have a diagnosed developmental delay/disability must
be given an IFSP (Individualized Family Services Plan) that outlines the child’s needs and
services that will be provided to the child and family.
F. Responsibilities of the Profession, to Include Legal Obligations
1. [a] Early childhood education has changed significantly and the shortage of good care for children
during the infant and toddler years has become critical.
2. [d] Prior to FERPA, third parties were often allowed to access students’ records while parents and students were denied access. Schools believed liability issues could result in parents gaining
access to their child’s records (Yell, 2012).
3. [a] Tier I of RTI is regular instruction in a whole group setting with the general educator.
4. [a] Parents partner with teachers in educating the whole child.
5. [a] An IEP is a legal and binding document. The teacher must follow it exactly as written to accommodate the child’s needs. If there appears to be a problem, the teacher must convene an IEP meeting to make changes to the document.
6. [d] Advocating for policies and laws that have a positive impact on young children and families
and that promote quality care and education is the responsibility of all early childhood
professionals,
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Guide To Praxis Early Childhood Education
but the only advocacy action that is mandated by laws in all fifty states in the United States is
choice “d,” reporting suspected cases of child abuse. States differ on their requirements for teaching in public and private centers and schools, although all states do have requirements for teachers
working in public centers and elementary schools.
7. [a] Sharing confidential information about a child or her family is a clear violation of ethical principles and standards of conduct. Sharing information should only occur with those
professionals who have permission to receive it or who need to know the information.
Case Study Responses
Scoring Guide for Case Study 1
For complete credit, the response should provide sufficient information to demonstrate your
knowledge and awareness of appropriate physical activities for young children. The response should
include examples of differentiated physical activities available at Limestone Elementary School which
meet the needs of the students while the gym is being remodeled.
The response might include
• a description of an open and secure area on school property that the teacher can use
• a description of appropriate physical activities that can be safely conducted and supervised by the
classroom teacher such as hopping, running, leap-frog, etc.
• a description of appropriate equipment that can be used during the activities such as varioussized balls, bean bags, riding toys, hula-hoops, buckets to use with water and water-toys, etc.
• a description of appropriate times of the day or week when these activities can be conducted
• a description of how the teacher might obtain permission from the school administration to utilize
school property to accommodate the physical needs of the students while the gym is being remodeled
Scoring Guide for Case Study 2
For complete credit, the response should be quite detailed and include examples of information Ms. Howard
could learn from the home visits in addition to providing the families with an overview of the curriculum and
a schedule of activities for the upcoming year.
The response might include
•
•
•
•
•
ask open-ended questions that allow families to share information about themselves
learn about family communication styles
find out if the family needs school supplies or more information about school procedures
learn about the family’s educational goals for the child
discuss the family’s expectations for communication with the teacher and participation in school
activities during the school year
• learn more about the student’s likes, abilities, and concerns
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Guide To Praxis Early Childhood Education
• learn about family routines and concerns about school; for example, how does the child travel to and
from school, who is allowed to pick the child up from school, and what is the best way to reach the
family in case of an emergency
Scoring Guide for Case Study 3
For complete credit, the response should be quite detailed and demonstrate knowledge of appropriate learning environments for students with and without disabilities, as well as diverse student
populations.
The response might include
• ensure adequate space for all students to move safely around the room
• lower table heights and widen pathways for children in wheelchairs
• include assistive technologies, such as tablets, microphones, and voice-to-text software, for use by
teachers and children for enhanced communication
• include posters and other print materials that feature people from a variety of cultures and
•
•
•
•
back- grounds, including people with disabilities
stabilize furniture and move or tape down wires and cables
make sure materials in learning centers/workstations and in restrooms are accessible to children with
limited mobility or range of motion
have a variety of materials and toys that children at different developmental levels can use successfully, such as scissors for left-handed students, toys with knobs for children with fine motor delays,
a variety of puzzles, and large writing instruments
secure playground equipment for children with disabilities
Scoring Guide for Case Study 4
For complete credit, the response should be quite detailed and demonstrate your knowledge of
children’s aesthetic development.
The response might include
• allow children to choose an animal they would like to “create”
• have multiple pictures, books, and other resources available for the children to look at and use
• give children opportunities to work with other children; this builds self-esteem, and children learn to
accept praise and criticism from peers
• allow young children to explore materials to build knowledge; have a variety of materials available
and provide sufficient time for children to use the items to create
• invite someone from the community who has access to animals to come speak and possibly bring
several animals for children to see
Scoring Guide for Case Study 5
For complete credit, the response should be quite detailed and demonstrate knowledge of early childhood
instruction, including the benefits and challenges of student-led conferences using portfolios.
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Guide To Praxis Early Childhood Education
The response might include these benefits
• the conference is student-driven as children tell the story of their successes and/or challenges
• the conference provides opportunities for goal-setting as children learn to strive for success
• children develop a sense of personal responsibility as the process of collection and documentation is
part of the student’s responsibility
• samples of work are shared with parents during the conference as a portfolio
• authentic assessment causes less stress on the teacher during the conference
• peer conferencing can be an opportunity for social development as children role play with one being
the parent and the other being the student
• the conference provides quality time between parent and child
• the child has regular opportunities to reflect on his or her work
Additionally, the response might include these challenges
• an organized plan for supporting children in choosing the content to use in creating a portfolio is necessary
• an accessible place for keeping portfolios is required
Scoring Guide for Case Study 6
For complete credit, the response should be detailed and demonstrate knowledge of strategies that would
be appropriate to use with children three years old to teach the concept of color recognition.
The response might include
•
•
•
•
•
•
•
having colored objects accessible because young children are concrete learners
creating songs with color words and objects to reinforce awareness of colors
providing materials for children to use in making color books
repeating colors throughout the day so children learn to generalize
using Play Doh or manipulatives of different colors to help children learn to distinguish colors
teaching colors during snack time by presenting children with colorful snacks
including color words in questions and answers; for example, “How is your green apple?”
Scoring Guide for Case Study 7
For complete credit, the response should be quite detailed and demonstrate knowledge of high-quality, early
childhood programs and the characteristics that set them apart from other programs. Your response should
include a description of a high-quality program, with several benefits for children who attend these types
of programs.
The response should include
•
•
•
•
•
the child to adult ratio is low
staff members understand child development and the importance of play
staff consistency is maintained
group size is kept small
child and adult interactions are evident
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Guide To Praxis Early Childhood Education
• the environment is set up to maximize learning
• family involvement is encouraged and welcomed
• the program is developmentally-appropriate structure and routines are provided to enhance children’s
•
•
•
•
experiences
children’s language development is enriched through consistent adult-child interactions
learning is maximized in a developmentally-appropriate environment
children learn autonomy by constructing knowledge using appropriate materials
nurturing adults enjoy being with children and provide stability and security
36
PART
VI
Resources for Registration
and Preparation for the Test
T
his guide was created to provide sample practice questions to prepare for the Praxis Tests. Since requirements for teacher certification differ from state to state, it is essential to become informed about the requirements for the state in which you plan to acquire teacher certification. Generally, the teacher education
director at your college or university can provide additional information and suggestions for taking Praxis
Tests. The ETS website provides registration information, testing date schedules, suggestions for preparing
for the tests, and a section on frequently asked questions. It is advisable to access this information before
scheduling a test date. Your state department of education is also another resource that will provide information on what tests are required.
Educational Testing Service
http://www.ets.org/praxis
37
Guide To Praxis Early Childhood Education
CHECKLIST ARE YOU READY?
✓ Have you registered for the tests you are required to take for your teaching field in the state(s)
where you plan to teach?
✓ Have you reviewed the test format and topics that will be covered in the test?
✓ Have you reviewed your textbooks, class notes, and course readings, especially in educational
psychology and methods courses, that have provided information on the topics to be covered?
✓ Are you aware of your own test-taking skills? Have you done what is necessary to minimize your
weaknesses in test-taking?
✓ Have you attended study sessions?
✓ Have you completed practice tests using time constraints like those of the actual test?
✓ Have you considered how you will pace yourself during the test administration?
✓ Are you familiar with the recommended test-taking strategies and tips?
✓ Do you have the necessary identification (photo identification) and materials (#2 pencils) for the
day of the test?
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Guide To Praxis Early Childhood Education
Link to Praxis Requirements By State
Please note that state requirements can and do change from year to year. Please check with your field experience
officer and/or state department to determine which test(s) you need to take to obtain certification in your field.
State
Link
Alabama
Alaska
Arkansas
Colorado
Connecticut
Delaware
District of Columbia
Hawaii
Idaho
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Mississippi
Missouri
Nevada
New Hampshire
New Jersey
http://www.ets.org/praxis/al/ (EC take the EL Praxis exam)
http://www.ets.org/praxis/ak/ (EC take the EL Praxis exam)
http://www.ets.org/praxis/ar/ (0022/5022 and 0621/5621)
http://www.ets.org/praxis/co/ (EC take EL Praxis exam)
http://www.ets.org/praxis/ct/ (0022/5022 and 0621/5621)
http://www.ets.org/praxis/de/ (0021/5021)
http://www.ets.org/praxis/dc/ (0022/5022 and 0621/5621)
http://www.ets.org/praxis/hi/ (0021/5021)
http://www.ets.org/praxis/idaho (0021/5021 and 0691)
http://www.ets.org/praxis/in/ (0022/5022 and 5301)
http://www.ets.org/praxis/ia/ (EL Praxis required)
http://www.ets.org/praxis/ks/ (0021/5021)
http://www.ets.org/praxis/ky/ (0023/5023)
http://www.ets.org/praxis/la/ (0621/5621 and EL praxis)
http://www.ets.org/praxis/me/ (0021/5021)
http://www.ets.org/praxis/md/ (0022/5022 and 0621/5621)
http://www.ets.org/praxis/ms/ (0021/5021)
http://www.ets.org/praxis/mo/ (0021/5021)
http://www.ets.org/praxis/nv (0022/5022)
http://www.ets.org/praxis/nh (0022/5022)
http://www.ets.org/praxis/nj (0022/5022)
North Carolina
http://www.ets.org/praxis/nc (No EC test required but will obtain
“Highly Qualified” status upon successful completion of test 0022/5022)
http://www.ets.org/praxis/nd (0022/5022 and 0621/5621)
http://www.ets.org/praxis/oh (0021/5021)
http://www.ets.org/praxis/or (0691-SPED:EC)
http://www.ets.org/praxis/pa/(0020)
http://www.ets.org/praxis/ri (0021/5021 and 0022/5022)
http://www.ets.org/praxis/sc (0021/5021)
http://www.ets.org/praxis/sd (0021/5021)
http://www.ets.org/praxis/tn (0021/5021 and EL and Reading Praxis series)
http://www.ets.org/praxis/ut (EL Praxis exams)
http://www.ets.org/praxis/va (EL and Reading Praxis series exams required)
http://www.ets.org/praxis/wv (0020)
http://www.ets.org/praxis/wi (EL Praxis exam required)
http://www.ets.org/praxis/wy/ (EL Praxis exam required)
North Dakota
Ohio
Oregon
Pennsylvania
Rhode Island
South Carolina
South Dakota
Tennessee
Utah
Virginia
West Virginia
Wisconsin
Wyoming
NOTE: Arizona, California, Florida, Georgia, Illinois, Massachusetts, Michigan, Minnesota, Montana, Nebraska, New Mexico, New York,
Oklahoma, Texas, Vermont, and Washington, do not require Praxis Tests for Early Childhood (EC) certification.
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Guide To Praxis Early Childhood Education
National Association for the Education of Young Children
(NAEYC) Standards Alignment Chart
NAEYC Standard
Topics
Question Number
Standard 1: Promoting child
development and learning
1a. Know and understand young children’s
characteristics and needs
1b. Know and understand the multiple
influences on development and learning
1c. Use developmental knowledge to create
healthy, respectful, supportive, and
challenging learning environments
Intellectual, Developmental, and
Emotional Growth of the Young
Child
Individual Factors related to Child
Development
Theory
Case Study
1–15
Individual Factors related to Child
Development
2–11, 16, 17, 19
Responsibilities of the Profession,
to Include Legal Obligations
4
Case Study
2, 4
Evaluating and Reporting Student
Progress
10
Responsibilities of the Profession,
to Include Legal Obligations
3, 4, 5
Case Study
5
Individual Factors related to Child
Development
11–14, 18
Theory
1–20
Case Study
4, 6
Standard 2: Building family and
community relationships
2a. Know about and understand diverse
family and community characteristics
2b. Support and engage families and
communities through respectful, reciprocal
relationships
2c. Involve families and communities in their
children’s development and learning
Standard 3: Observing, documenting,
and assessing to support young
children and families
3a. Understand the goals, benefits, and uses
of assessments.
3b. Know about and use observation,
documentation, and other appropriate
assessment tools and approaches
3c. Understand and practice responsible
assessment to promote positive outcomes
for each child
3d. Know about assessment partnerships with
families and with professional colleagues
Standard 4: Using developmentally
effective approaches to connect with
children and families
4a. Understand that positive relationships and
supportive interactions are the foundation
of their work with children
4b. Know and understand effective strategies
and tools for early education
4c. Use a broad repertoire of developmentally
appropriate teaching/learning
approaches.
4d. Reflect on their own practice to promote
positive outcomes for each child
40
1, 11, 12
1–20
1, 3, 4
Guide To Praxis Early Childhood Education
NAEYC Standard
Standard 5: Using content knowledge
to build meaningful early childhood
curriculum
5a. Understand content knowledge and
resources in academic disciplines
5b. Know and use the central concepts,
inquiry tools, and structures of content
areas or academic disciplines
5c. Use their own knowledge, appropriate
early learning standards, and other
resources to design, implement, and
evaluate meaningful, challenging curricula
for each child
Standard 6: Becoming a professional
6a. Identify and involve oneself with the early
childhood field
6b. Know about and uphold ethical standards
and other professional guidelines
6c. Engage in continuous, collaborative
learning to inform practice
6d. Integrate knowledgeable, reflective, and
critical perspectives on early education
6e. Engage in informed advocacy for children
and the profession
Field experiences
Programs seeking NAEYC Accreditation or
Recognition must provide field experiences
in at least two of these three early childhood
age groups (0–3, 3–5, 5–8) and in at least
two of these three early learning settings (P–12
schools, child care centers and homes, Head
Start).
Topics
Question Number
Theory
8, 11, 12
Curriculum and Instructional
Planning, to include Demonstrating
Knowledge of Teaching
1–19
Case Study
5, 6, 7
Responsibilities of the Profession,
to Include Legal Obligations
1, 6, 7
Case Study
7
Case Study
4, 7
The Standards and Key Elements are from NAEYC, “NAEYC® Standards for Early Childhood Professional Preparation.” Position
statement. Washington, DC: NAEYC. Reprinted with permission from the National Association for the Education of Young Children
(NAEYC). Copyright © 2009 by NAEYC. Full text of all NAEYC position statements is available at www.naeyc.org/poitionstatements.
These correlations are suggested by the authors.
41
Guide To Praxis Early Childhood Education
Reference
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Educational Testing Service. (2010). Praxis I test content and structure. Retrieved from http://ets.org/praxis
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Educational Testing Service. (2012). The Praxis Series: Preparation Materials, Special
Education (0354). Retrieved from http://www.ets.org/praxis/prepare/materials/0354.
Essa, E.L. (2011). Introduction to Early Childhood Education. 6th edition. Wadsworth, Cengage Learning:
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linguistically diverse exceptional learners. Pearson: Upper Saddle River, NJ.
Jackman, H. (2011) Early Education Curriculum: A Child’s Connection to the World,
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