Early Childhood Education: Teacher Certification Exam, 2nd Edition

Table of Contents......Page 4
Study Tips......Page 16
Testing Tips......Page 19
Skill 1.1 Physical growth and development, social-emotionaldevelopment, cognitive development, language development,and aesthetic development......Page 21
Skill 1.2 Chronological age versus developmental age......Page 24
Skill 1.3 Individual differences in development......Page 25
Skill 1.4 The effect of development in one domain on development inother domains......Page 26
Skill 2.1 Conditions that affect children's development andlearning (e.g., risk factors, developmental variations,developmental patterns)......Page 27
Skill 2.2 Strategies to create and modify environments and experiencesto meet the individual needs of all children, including thosewith disabilities, developmental delays, and special abilities......Page 29
Skill 3.2 The interrelationships among culture, language, and thought......Page 34
Skill 3.3 The function of home language in the development of youngchildren......Page 35
Skill 3.4 The importance of creating a supportive and nurturingenvironment for all children......Page 36
Skill 4.1 Ways in which children construct and expand concepts......Page 38
Skill 4.2 Activities and resources that encourage children to explore, tomanipulate, to understand relationships, and to use symbols......Page 40
Skill 4.3 Problem-solving strategies......Page 41
Skill 4.4 Strategies to help children reflect on their own thinkingprocesses (metacognition)......Page 43
Skill 5.1 Interrelationships among the content areas......Page 45
Skill 5.2 Benefits and strategies of integrated learning across thecurriculum......Page 47
Skill 5.3 The rationale for developmentally appropriate methods thatinclude play, small group projects, open-ended questioning,group discussion, problem solving, cooperative learning, andinquiry experiences to help young children develop intellectualcuriosity, solve problems, and make decisions......Page 48
Skill 6.2 The selection of appropriate activities, materials, andequipment......Page 53
Skill 6.3 The development, implementation, and evaluation ofappropriate lesson plans......Page 57
Skill 6.4 Strategies for making learning and problem solving relevant tochildren's lives......Page 59
Skill 7.1 The relationship between children's social andemotional development and learning......Page 60
Skill 7.2 Individual and group guidance and problem-solvingtechniques that develop positive and supportive relationshipswith children, encourage positive social interaction amongchildren, promote positive strategies of conflict resolution,and develop personal self-control, self motivation, and selfesteem......Page 62
Skill 7.3 Methods that promote independence and self-confidence......Page 64
Skill 7.4 Strategies for helping children learn to deal effectively withtheir emotions......Page 66
Skill 8.1 Indicators of language and literacy development......Page 69
Skill 8.2 Factors that influence children's language development (e.g.,being read to every day, given time to use language daily,family literacy......Page 71
Skill 8.3 The importance of acknowledging a child's language......Page 72
Skill 8.4 Strategies for developing children's listening and speakingskills......Page 73
Skill 8.5 The relationship between writing and the development of finemotorcontrol......Page 74
Skill 8.6 Methods for promoting children's understanding of thediversity of communication......Page 77
Skill 9.1 Includes factors and practices that promote positive attitudesregarding math and science......Page 78
Skill 9.2 The role of hands-on activities in building knowledge,language, and concepts......Page 80
Skill 9.3 Strategies that promote the transfer of mathematical andscientific concepts and skills to everyday life......Page 86
Skill 9.4 The use of everyday events to advance mathematics andscience themes......Page 88
Skill 9.5 The use of technology for children......Page 90
Skill 10.1 The relationship between physical development and learning......Page 92
Skill 10.2 Activities and resources that foster children's physicaldevelopment......Page 93
Skill 10.3 Behaviors and factors that affect individual, family, andcommunity health and safety......Page 95
Skill 10.4 Principles of nutrition......Page 98
Skill 10.5 Influences of culture on practices relating to health,nutrition, and safety......Page 100
Skill 10.6 Activities and resources that extend children's knowledge ofways to prevent accidents, injuries, and the spread of germs......Page 101
Skill 10.7 Hazards and dangerous substances......Page 104
Skill 10.8 Roles of people in the community who are responsible forhealth and safety......Page 108
Skill 11.1 Indicators of creative development......Page 110
Skill 11.2 The integration of the arts with other content areas to promotelearning and to provide a way for children to demonstrate whatthey know (e.g., drawing a picture instead of explaining inwords)......Page 111
Skill 11.3 The role of creative arts in promoting self-expression andcreative thinking and in developing a healthy self-concept......Page 112
Skill 11.4 Activities and resources for promoting children's aestheticappreciation of the arts (e.g., exposure to arts of variouscultures)......Page 113
Skill 11.5 Building knowledge about the arts and artists (e.g., creatingone's own art, talking about elements of artistic works).......Page 114
Skill 12.1 The importance of respecting families' choices and goals forchildren, including strategies for communicating effectivelywith families about curriculum and children's progress......Page 118
Skill 12.2 Ways to involve families in assessing and planning forindividual children......Page 119
Skill 12.3 Strategies for supporting families in making decisions relatedto child development and parenting......Page 121
Skill 12.4 Ways of encouraging family involvement in the earlychildhood program......Page 122
Skill 13.1 The varying contexts and configurations of family......Page 124
Skill 13.2 Strategies for creating a climate of respect and appreciationfor both the diversity and the uniqueness of individuals,families, and community......Page 125
Skill 14.1 Ways in which physical and environmental factors(e.g., nutrition, health, economic issues, family issues) mayaffect children's success as learners......Page 126
Skill 14.2 Strategies that build on positive factors and minimize theeffects of environmental factors that may have a negativeimpact on children......Page 128
Skill 15.1 The identification of institutions, agencies, programs,and organizations that advocate for and serve children andfamilies (e.g., Head Start, social services, teacherassociations)......Page 130
Skill 15.2 Practices that ensure a smooth transition for both children andfamilies to public schools......Page 132
Skill 15.4 Sources of funding......Page 133
Skill 15.5 Goals and benefits of collaborating with communityInstitutions and businesses......Page 135
Skill 15.6 Functions of an interagency council......Page 136
Skill 16.1 Ongoing observation, recording, and assessment ofyoung children's development......Page 138
Skill 16.2 The development and use of authentic, performance-basedassessments......Page 140
Skill 16.3 Ways to engage children in self-assessment......Page 141
Skill 16.5 The selection of appropriate assessments for a given purpose......Page 143
Skill 16.6 The use of informal assessments for the purpose of planningappropriate programs, environments, and interactions andadapting for individual differences......Page 144
Skill 17.1 The selection, evaluation, and interpretation of formal,standardized assessment instruments and information used inthe assessment of children......Page 146
Skill 17.2 The integration of authentic classroom assessment data withformal assessment information......Page 148
Skill 17.3 The use of formal assessments for the purpose of planningappropriate programs, environments, and interactionsand adapting for individual differences......Page 150
Skill 18.1 The role of ongoing evaluations in programaccountability and in making adjustments to the earlychildhood education program (e.g., curriculum, staffing,environment......Page 152
Skill 18.2 The awareness of local, state, and national standards forvarious program models......Page 154
Skill 19.1 Ways to communicate (e.g., checklists, portfolios,anecdotal records, progress reports, surveys) and theirstrengths and weaknesses......Page 156
Skill 19.3 The communication of assessment information to children,families, and others......Page 157
Skill 20.1 The multiple historical, philosophical, and socialfoundations of the early childhood profession and how thesefoundations influence current thought and practice......Page 160
Skill 20.2 The profession's code of ethical conduct......Page 163
Skill 20.3 Current research, trends, and issues in early childhood......Page 165
Skill 21.3 Factors that should be reflected in the philosophy (e.g.,research; national, state, and local goals, standards, andguidelines......Page 167
Skill 21.4 Recognition of the diverse needs of children andtheir families......Page 168
Skill 21.5 The dissemination and application of the philosophy......Page 169
Skill 22.2 Legal issues......Page 171
Skill 22.3 Legislation and public policies affecting children, families,programs for young children, and the early childhoodprofession......Page 175
Skill 22.4 Methods for improving the quality of programs and servicesfor young children......Page 176
Skill 22.5 Ways of enhancing professional status and improving workingconditions for early childhood educators......Page 177
Skill 23.1 Strategies for coordinating activities with members ofthe classroom team, families, and the community (e.g., socialservices departments, administrators, other school personnel)......Page 179
Skill 23.2 Appropriate roles and responsibilities of various personnel(e.g., paraprofessionals, associate teachers, volunteers......Page 180
Skill 23.3 Types and sources of professional development activitiesand organizations that help maintain and improve theeffectiveness of the early childhood education program......Page 181
Skill 24.1 Local, state, and national standards, rules, and regulationsregarding early childhood programs and work environments(e.g., licensing, accreditation, health and safety requirements)......Page 183
Skill 24.4 The enrollment, qualification, and recruitment of children......Page 184
Skill 24.6 Principles of management......Page 185
Michigan Pre Test......Page 187
Pre Test Answer Key......Page 210
Pre Test Rigor Table......Page 211
Pre Test Answer Key Rationale......Page 212
Michigan Post Test......Page 253
Post Test Answer Key......Page 276
Post Test Rigor Table......Page 277
Post Test Answer Key Rationale......Page 278