Prepare for the Michigan MTTC Early Childhood Education exam with these practice questions and answers. This guide covers child development, instructional strategies, and assessment methods.
Q: Seven-year-old Selina, a student with a cognitive impairment, attends a first-grade class. She lives with her parents and two older sisters. Every morning, as Selina’s family prepares to go to work or school, one of Selina’s sisters dresses her, combs her hair, and brushes her teeth. Which of the following characteristics or attitudes would Selina be most likely to develop as a result of this daily routine?social anxietya sense of entitlementlearned helplessnessa lack of empathy
Answer: learned helplessness
Q: A six-month-old child in an infant and toddler program has been recently diagnosed with a significant hearing loss. According to scientifically based research, which of the following strategies would be the most effective for promoting this child’s language development?always speaking loudly and slowly when talking to the childusing exaggerated lip movements to foster the child’s speechreadingimmediately starting to use sign language with the childmaking pictures for the child to point to to indicate his or her needs
Answer: immediately starting to use sign language with the child
Q: Five-year-old John has been enrolled in a kindergarten class partway through the school year. On his first day at school, John chooses to play in the block center. John first spends a few minutes watching what two of his new classmates are building, then sits down near them and starts making a road. After a few more minutes, John says to the children, “Hey, we could connect my road to your road. Look.” One of the other children says, “Yeah, then we could make a really, really long road around the city!” Soon all three children are working busily on the road. John’s behavior in this situation best demonstrates how:proficiency in social skills can facilitate communication and collaborative thinking.the ability to self-regulate can facilitate interpersonal problem solving and conflict resolution.a positive disposition toward learning can facilitate growth across multiple developmental domains.perseverance in completing tasks can facilitate children’s development of a sense of self-esteem.
Answer: proficiency in social skills can facilitate communication and collaborative thinking.
Q: Which of the following children is demonstrating behavior that is atypical of a three-year-old child?Katya draws figures that resemble circles.Tranh covers a page with scribbles and announces that it’s a grocery list.Gwen has difficulty holding and cutting with scissors.Jonah draws detailed pictures of his mother with specific facial features.
Answer: Jonah draws detailed pictures of his mother with specific facial features.
Q: Ava is a four-year-old child who has Down syndrome. In which of the following areas would Ava be likely to have the most significant developmental delay?social learningspatial processingvisual memoryspeech production
Answer: speech production
Q: Ms. Cohen, a preschool teacher, is preparing for the upcoming school year. This year’s class will include Warren, a child who has Down syndrome. As she plans for the first weeks of school, Ms. Cohen should be aware that Warren is especially likely to benefit from learning activities that:involve whole-class instruction.emphasize auditory processing.begin with a conceptual overview.incorporate visual cues.
Answer: incorporate visual cues.
Q: Five-year-old Silvio, a student with spina bifida, will be attending a general education preschool class in the upcoming year. Silvio uses a power wheelchair, which he propels independently. Which of the following issues would be especially important for Silvio’s preschool teacher to be aware of in order to promote Silvio’s health and physical well-being in the classroom?checking Silvio’s wheelchair thoroughly for proper function on Monday of each weekensuring that Silvio’s pressure relief regimen is followed everyday without failisolating Silvio whenever one or more of his classmates shows any signs of illnessconfirming each day that Silvio has been administered his required daily medications
Answer: ensuring that Silvio’s pressure relief regimen is followed everyday without fail
Q: A prekindergarten teacher who works in an inclusive setting wishes to create a learning environment that promotes children’s independence in the classroom. Which of the following strategies would likely be most effective for the teacher to use to achieve this goal?having children participate in putting away their toys and materialsproviding opportunities for children to make choices about activities and tasks each school dayincorporating instructional themes that build on children’s interestsencouraging children to workalone on activities and tasks rather than with a classmate
Answer: providing opportunities for children to make choices about activities and tasks each school day
Q: Six-year-old Noah is a student with autism spectrum disorder who attends Ms. Wu’s first-grade class. Ms. Wu has created a visual schedule with Noah to help him learn the daily classroom routine; however, Noah has difficulty when anything out of the ordinary happens. For example, during a recent unannounced fire drill, he began shouting and pulling his hair. Ms. Wu is aware that the class will be attending an assembly later in the week during a time regularly scheduled for mathematics instruction. Which of the following strategies would likely be most effective for Ms. Wu to use to help Noah with this change in the schedule?assigning Noah to sit with a peer who can model good behavior for him during the assemblytalking to Noah about the assembly well ahead of time and adding pictures to his visualschedule to illustrate the changearranging for a paraprofessional to stay with Noah in the classroom during the assembly and work with him on mathematics skillscontacting Noah’s parents about the assembly and requesting that they keep him home from school that day
Answer: talking to Noah about the assembly well ahead of time and adding pictures to his visual
Q: The outdoor play area at an early childhood center has a play structure that consists of three swings, two slides, a climbing wall, and a play deck. Several times this week, there have been arguments among a class of four-year-olds regarding who can use the swings. The teacher wishes to use this as an opportunity to help children develop conflict-resolution skills. Which of the following steps should the teacher take first to address this goal?reminding children that they need to take turns using the swings and other parts of the play structureposting a sign-up sheet for children to use to sign up for time on the swings during outdoor playconducting a class meeting and helping children define what the problem is with the swingsproviding other types of equipment such as balls and bubbles for children to use rather than the swings
Answer: conducting a class meeting and helping children define what the problem is with the swings
Q: A comprehensive evaluation is being planned for Annika, an eight-month-old child who has consistently shown delays in meeting developmental milestones. For example, by seven months of age Annika had not yet rolled over. Now at eight months, Annika does not reach for objects and has poor head control when pulled from her back to a sitting position. During the evaluation, which of the following guidelines should most likely be followed?Annika’s parents/guardians should remain outside the testing room.The evaluation should be conducted in 10-minute segments, with breaks in between.Annika’s parents/guardians shold be asked to provide props to use during the assessment.The evaluation should be administered in Annika’s natural environment.
Answer: The evaluation should be administered in Annika’s natural environment.
Q: Two-year-old Shawna is enrolled in an early childhood program. Her teacher, Ms. Torres, is planning to conduct a developmental assessment of Shawna in order to plan effective programming for her. Which of the following steps should Ms. Torres take first in conducting this assessment?talking to Shawna about her interests to measure her general level of functioningreviewing Shawna’s medical records to evaluate her present physical healthproviding Shawna with a standardized assessment to determine her learning stylemeeting with Shawna’s parents to discuss her current strengths and needs
Answer: meeting with Shawna’s parents to discuss her current strengths and needs
Q: A second-grade teacher plans to develop an assessment to measure a student’s attainment of a lesson objective. The teacher’s first step in this process should be to:identify the most appropriate staff member to administer the assessment.determine whether the assessment should take place in the classroom or in a testing room.review the learning standard to which the assessment should be linked.investigate whether a standardized assessment exists that could be used for this purpose.
Answer: review the learning standard to which the assessment should be linked.
Q: After conducting a series of systematic observations in the outdoor play area, a preschool teacher becomes concerned that many children do not engage in large muscle activities even though the daily schedule provides ample opportunities for outdoor play. Which of the following strategies would be most effective for the preschool teacher to use in addressing this concern?having children run once around the play area at the beginning of outdoor play timeplanning noncompetitive physical games and activities in response to the data obtainedassigning children to teams and awarding points based on each team’s performanceremoving any toys in the outdoor play area that encourage sedentary or solitary play
Answer: planning noncompetitive physical games and activities in response to the data obtained
Q: A preschool teacher often uses observations to gain information about how individual children in his class are progressing. A significant benefit of using observations to assess preschool children is that observations:intrude minimally into children’s activities.yield highly objective results.require minimal time to conduct and analyze.ensure valid comparisons between children.
Answer: intrude minimally into children’s activities.
Q: A prekindergarten teacher notices that Lisa, a child with a physical impairment, tends to be shy and often draws by herself in the art center during free-choice time. The teacher would like to promote Lisa’s greater interaction with peers. Which of the following strategies would likely be most effective?asking Lisa during circle time to talk about her favorite drawings and why she likes themdrawing with Lisa in the art center and inviting a peer to join themencouraging Lisa to join her classmates in the dramatic play areasuggesting that Lisa take home art supplies so that she can choose other activities during free time
Answer: drawing with Lisa in the art center and inviting a peer to join them
Q: Two early childhood teachers will be caring for several infants at a child-care center. The teachers would like to foster the infants’ attachment and sense of security. Which of the following practices should the teachers use to address this goal?providing opportunities for the infants to interact with one another throughout the dayplaying soothing music in the background whenever infants are awakeassigning each infant to one of the teachers who will serve as his or her primary caregiverproviding each infant with regularly scheduled floor time
Answer: assigning each infant to one of the teachers who will serve as his or her primary caregiver
Q: Cathy, an eight-year-old student with an emotional impairment, attends Ms. Guarini’s general education second-grade class. Transitions between activities are difficult for Cathy. She often reacts to them angrily, yelling or crying and refusing to stop what she is doing. Cathy’s special education teacher has been helping her develop effective transitioning skills, and Ms. Guarini has been reinforcing these skills in the classroom. Which of the following additional strategies would likely be most effective for Ms. Guarini to use to help Cathy with this issue?imposing a negative consequence whenever Cathy resists making a transitionpermitting Cathy to choose between two new activities when she transitions cooperativelyestablishing a cue to alert Cathy five minutes before a transition is due to occurreminding Cathy when she arrives at school that she should prepare herself for transitions
Answer: establishing a cue to alert Cathy five minutes before a transition is due to occur
Q: A preschool teacher has planned a new art activity in which the children will create pictures by dipping shaped sponges into paint and then pressing them onto construction paper. The teacher wants to ensure that four-year-old Cheung, a child with a cognitive impairment, will be able to participate in this activity. Which of the following strategies would likely be most effective for this purpose?assigning the children to work on the project in groups, with each child playing a specific rolecreating a chart of step-by-step directions and posting it where Cheung can refer to ithaving all students create their pictures one step at a time, as the teacher calls out the stepsarranging for Cheung to work with a peer helper who can provide guidance or assistance as necessary
Answer: arranging for Cheung to work with a peer helper who can provide guidance or assistance as necessary
Q: Four-year-old Lena, a child with fetal alcohol syndrome (FAS), attends Ms. Johnson’s general education prekindergarten class. Lena faces a number of challenges, including problems with boundaries, difficulty interpreting social cues, and poor problem-solving skills. She is also distractible and often irritable. Lena’s classmates frequently complain about her to Ms. Johnson and avoid her as much as possible. Ms. Johnson wants to create an environment that will help Lena and her classmates develop more positive attitudes and interactions towards each other. Which of the following is a key strategy that Ms. Johnson should make sure to include as one element in her effort to achieve this objective?imposing consequences immediately in response to misbehavior by any child in the classproviding a quiet area for Lena to retreat to and reducing environmental stimulationarranging for the assignment of a paraprofessional to mediate Lena’s social interactionseliminating special events such as field trips or guest presentations from the class schedule
Answer: providing a quiet area for Lena to retreat to and reducing environmental stimulation
Q: Five-year-old Jonathan, a preschooler with autism spectrum disorder (ASD), has trouble engaging in pretend play. Which of the following strategies would likely be most effective in helping him participate successfully in pretend-play activities with his classmates?leading him to the dramatic play area and sitting with him to offer guidance in how to respond as play scenarios are developed by other childrenprompting him to invent a play scenario for the teacher to draw in a booklet, then encouraging him to initiate the scenario in the dramatic play areagiving him systematic instruction and practice in a simple play sequence that he can follow in the dramatic play area with the help of a picture scriptexplaining to him what dramatic play is, then having him watch his classmates in the dramatic play area, and then encouraging him to join in
Answer: giving him systematic instruction and practice in a simple play sequence that he can follow in the dramatic play area with the help of a picture script
Q: A prekindergarten class includes a number of English language learners who speak the same first language. The teacher learns some basic expressions in the children’s first language and uses them on a regular basis. The teacher also keeps some books written in the children’s first language in the classroom library and regularly asks the children to share words and phrases from their first language with the class. Which of the following statements provides the primary rationale for these strategies?Knowledge of academic concepts in the first language fosters English language learners’ proficiency in academic English.Early exposure to different languages facilitates all students’ development of effective communication skills.Continued first-language development enhances English language learners’ acquisition of English.Experience with multicultural materials promotes all students’ interest and engagement in learning.
Answer: Continued first-language development enhances English language learners’ acquisition of English.
Q: A teacher has read a favorite storybook to a small group of kindergartners several times. The teacher could use the story most effectively to foster the children’s expressive language development by:asking them to respond to literal comprehension questions about the story.leading them in a group discussion about their favorite characters in the story.guiding them in creating oral sentences using key vocabulary words from the story.teaching them songs and/or nursery rhymes that relate to the theme of the story.
Answer: leading them in a group discussion about their favorite characters in the story.
Q: Max, a 30-month-old child who has Down syndrome, receives Early Intervention Services (EIS) in a general infant and toddler classroom. Max has limited communication, and he becomes very frustrated when he is unable to communicate what he wants (e.g., a certain toy, a particular food). Which of the following methods would likely be most effective in promoting Max’s ability to communicate his needs?presenting him with multiple modes for naming his favorite items, including sign language and picture symbolsinstructing him in how to pantomime or act out the specific items that are most important to himasking him simple “yes” or “no” questions to which he can reply either verbally or by nodding or shaking his headproviding him with intensive verbal tutoring in naming the specific items he wants most often
Answer: presenting him with multiple modes for naming his favorite items, including sign language and picture symbols
Q: Jamal, a four-year-old child in a preschool class, has expressive and receptive language delays. His preschool teacher is considering how best to promote Jamal’s expressive language development in the classroom. Which of the following strategies by the teacher would likely be most effective for this purpose?conversing with Jamal regularly as he engages in favorite activities at schoolasking Jamal one or two simple questions every morning during circle timeassigning Jamal a classroom helper job that requires obtaining information from his classmatesencouraging Jamal to bring a favorite toy to school to play with
Answer: conversing with Jamal regularly as he engages in favorite activities at school
Q: The parents of an 18-month-old toddler tell the teacher they are worried because their child’s expressive language seems delayed compared to that of several other children in the class. Which of the following would be the most appropriate initial response for the teacher to give in this situation?meeting with the parents to discuss their concerns and provide information about the wide variation in language development among children of this agesuggesting to the parents that they increase the number of play dates their child has with age-matesencouraging the parents to schedule an appointment with a pediatrician for the specific purpose of examining the child’s speech and hearing developmentasking the parents to evaluate the amount of time they spend talking and playing with their child each day
Answer: meeting with the parents to discuss their concerns and provide information about the wide variation in language development among children of this age
Q: A preschool teacher watches as Thomas, a four-year-old with a cognitive impairment, picks up an alphabet book in the class library center. Thomas sits down with the book in his lap, opens it, and begins uttering a combination of words and nonsense sounds as he turns the pages. The teacher sits down beside Thomas. Which of the following would be the teacher’s best response to the reading-like behavior that Thomas is exhibiting?helping Thomas turn the pages one-by-one and prompting him to say each letter namecommenting that Thomas is reading a book and talking with him about the pictures on the pagesexplaining that Thomas’s name begins with a T and helping him find the page for that letterpointing occasionally at a specific word on a page and identifying that word for Thomas
Answer: commenting that Thomas is reading a book and talking with him about the pictures on the pages
Q: A prekindergarten teacher helps each child think of an animal (e.g., seal) and identify the first sound in the animal’s name. The teacher then helps each child create a two-word alliteration, using the name of the animal and a verb that begins with the same letter (e.g., seals swim). Finally, the children take turns acting out their alliterations while the class tries to guess the alliteration. This activity best demonstrates the teacher’s understanding of how to:create a literacy-rich learning environment for children.use word play to support children’s early literacy development.promote children’s perception of themselves as literate beings.encourage children to express themselves in a wide variety of modes.
Answer: use word play to support children’s early literacy development.
Q: Which of the following words would be most appropriate to teach first graders as a sight word?knowfiredrinkpain
Answer: know
Q: Daniel is a second-grade student who is able to comprehend grade-level fiction texts with relative ease. However, he is having significant difficulty comprehending a nonfiction article about the U.S. Constitution in a magazine for children. When determining the source of Daniel’s difficulty, the teacher should consider which of the following questions first?Does the article use engaging language and other rhetorical devices to capture the reader’s attention?Does Daniel have a learning disability that affects his ability to comprehend informational texts?Does the article contain fewer visual and textual clues to its meaning than do fiction texts?Does Daniel have sufficient background knowledge related to the content of the article?
Answer: Does Daniel have sufficient background knowledge related to the content of the article?
Q: A preschool teacher wants to create an environment that promotes every child’s development of a positive attitude toward reading. Which of the following strategies would likely be most effective for this purpose?reading illustrated storybooks to the children daily and regularly incorporating familiar stories and characters into conversations, learning centers, and arts and dramatic play activitiesposting a large graph in the classroom on which to record the number of books read or looked through by individual children over a period of several weeks or monthshaving each child select a book from the classroom library every afternoon to take home, read with a parent/guardian or older sibling, and bring back to school the next morningdevoting a portion of morning meeting each day to having different children tell the class about a book they have read, looked through, or had read to them
Answer: reading illustrated storybooks to the children daily and regularly incorporating familiar stories and characters into conversations, learning centers, and arts and dramatic play activities
Q: A preschool classroom includes various dramatic play centers that represent familiar places in the community. In addition to toys and props, each of these centers contains print materials. For example, the restaurant center contains menus with pictures and text, the dentist’s office center contains appointment books and simple illustrated pamphlets about tooth care, and the grocery store center contains price stickers and notepads for making shopping lists. Including such materials in the dramatic play areas is likely to be most effective in building children’s early understanding of the:different genres of printed text.relationship between spoken and written language.various functions of print.connection between letters and their corresponding sounds.
Answer: various functions of print.
Q: Four-year-old Elena, a child who is an English language learner, shows her teacher a picture she has just drawn. The picture includes her family members, her dog, a tree, and the family’s house. Elena has written a label for each image, sometimes using the English word and sometimes using the Spanish word (e.g., dog, casa). Which of the following responses by the teacher would best encourage Elena’s continued use of writing to express her own experiences?asking Elena to tell the teacher about her family members and other objects in the picturewriting a separate list of the words in English and having Elena copy them onto her pictureasking Elena why she used two different languages to label the things in her picturewriting the word house lightly in pencil next to the word casa on Elena’s picture
Answer: asking Elena to tell the teacher about her family members and other objects in the picture
Q: Children in a toddler class participate in numerous dramatic play activities with toys, dress-up clothes, and other props. Participating in such activities is likely to provide a foundation for toddlers’ emergent literacy development primarily by:fostering their ability to interact with adults.promoting their understanding of the use of symbolic representation.encouraging their exploration of their immediate surroundings.fostering their awareness of how to use different emotions in characterization.
Answer: promoting their understanding of the use of symbolic representation.
Q: Mr. Wilson is an early childhood teacher who works in a prekindergarten classroom. At the beginning of the school year, he sets up a small table near the classroom entrance where children are asked to sign in and out each day. Mr. Wilson also posts a sheet at his desk where children can sign up to be helpers for various tasks (e.g., feeding the fish, watering the plants, handing out snacks, putting away art supplies). These strategies are likely to promote children’s emergent literacy development primarily by:encouraging children to interact regularly with print for a meaningful purpose.giving children a means to self-evaluate their writing progress.providing children with frequent opportunities to compare their writing skills.helping children learn correct letter-formation skills.
Answer: encouraging children to interact regularly with print for a meaningful purpose.
Q: A first-grade teacher wishes to embed writing activities across the curriculum. Which of the following strategies would be most appropriate for integrating writing with mathematics?having children write a letter to their parents/guardians describing what they are learning in mathematicshaving children keep a journal in which they describe how they solved interesting mathematics problemsincluding several mathematics terms on the weekly spelling list for children to learnassigning children to write a fictional story in which characters have to solve mathematics problems
Answer: having children keep a journal in which they describe how they solved interesting mathematics problems
Q: Yani, a five-year-old child with fine-motor delays, attends Ms. Harris’s general education preschool class. Ms. Harris is designing activities to promote the children’s development of prewriting skills, and she wants to ensure that she provides activities that are responsive to Yani’s specific needs. Which of the following activities would likely be most effective in promoting the development of the motor skills that Yani will need for writing?placing everyday objects inside a cloth bag and having Yani identify the objects by feelhaving Yani copy shapes and letters on wide-lined paper using a large pencilhiding several small toys in a bucket of sand and encouraging Yani to find all of themgiving Yani small tongs to use to pick up objects such as cotton balls or small blocks
Answer: giving Yani small tongs to use to pick up objects such as cotton balls or small blocks
Q: Mr. Howe teaches in a kindergarten classroom that includes students with developmental delays and cognitive impairments. He would like to promote all students’ understanding of basic concepts related to money. Which of the following instructional approaches is likely to be most effective for this purpose?developing a coloring sheet about money in which children color pictures of different types of currencyreading a story to children during circle time in which the main character saves up money to buy a particular toygiving children a homework assignment in which they interview their caregivers regarding how they spend their moneyproviding children with opportunities to practice using play money to purchase items in a classroom store
Answer: providing children with opportunities to practice using play money to purchase items in a classroom store
Q: A toddler teacher makes a point of placing mathematics-related materials in each of the classroom activity centers. For example, there are numbered blocks in the building center, counting books in the literacy center, stacking cups in the kitchen center, colored tiles in the art center, and measuring cups at the sand table. This practice is likely to be most effective for which of the following purposes?fostering children’s use of precise mathematical vocabularyencouraging children to compare their mathematics skillsreinforcing children’s mathematics concepts through playhelping children recognize basic mathematical symbols
Answer: reinforcing children’s mathematics concepts through play
Q: A first-grade teacher writes the following problems on the board.__blank + 4 = 103 + __blank = 8Which of the following mathematics concepts would be most useful to introduce to students to help them solve problems such as these?data interpretationfact familiesrepeating patternsplace value
Answer: fact families
Q: A preschool teacher wants to foster children’s emerging understanding of addition and subtraction throughout the curriculum. Which of the following strategies would likely be most effective?having children measure the size of various objects in the classroom (e.g., tables, books, sink) using their hands or feetproviding children with opportunities to hand out materials to each classmate during snack time (e.g., napkins, cups, spoons)giving children blocks to sort by various attributes (e.g., color, shape, texture)engaging children in finger plays about five of the same type of animal (e.g., ducks, monkeys, bunnies) that appear and disappear
Answer: engaging children in finger plays about five of the same type of animal (e.g., ducks, monkeys, bunnies) that appear and disappear
Q: A preschool teacher has been talking with his students about geometric shapes in physical objects and in works of art. The teacher has encouraged the children to look for and identify shapes in the classroom. Which of the following additional activities would best augment the children’s recognition of geometric shapes?taking them on a shape walk throughout the school building or neighborhoodhaving them complete a worksheet in which they circle shapes named by the teacherconducting a classroom survey to identify the children’s most and least favorite shapesencouraging them to draw three-dimensional shapes that they find in the classroom
Answer: taking them on a shape walk throughout the school building or neighborhood
Q: Three-year-old May is playing with a set of nesting cups. As the teacher watches, May places the smallest cup into the largest cup. She then tries to put a medium-sized cup into the smaller cup. When this does not work, May dumps out all the cups and starts over, continuing to be engrossed in her activity. This type of play would most likely build a foundation for May’s understanding of which of the following mathematical concepts?countingseriationequivalencematching
Answer: seriation
Q: A second-grade teacher is about to start a unit on the physical properties of objects and substances. The teacher’s best initial strategy for fostering students’ active engagement in this unit would be to:give the students five minutes to write the names of as many objects as they can think of that are either hard or soft.involve the students in a discussion of the physical properties of objects and substances that are familiar and meaningful to them.write on the chalkboard a list of types of physical properties, such as color or texture, and provide an example of each.have students complete a matching exercise in which they draw a line from a picture of an object to a word that describes it.
Answer: involve the students in a discussion of the physical properties of objects and substances that are familiar and meaningful to them.
Q: The students in a third-grade class have been learning about the processes of erosion and weathering. The class will soon take a field trip to a state park where evidence of these processes can be seen. The teacher wants to ensure that Gregory, a student in the class with a cognitive impairment, will benefit fully from this experience. To achieve this objective, the teacher should understand that Gregory is likely to need extra support in order to:participate in familiar activities such as walking in line with his classmates.connect previously learned information with what he sees at the site.focus his attention on the teacher when the teacher calls his name.recognize his classmates in the context of traveling with them on a bus.
Answer: connect previously learned information with what he sees at the site.
Q: A toddler teacher has set out some new interactive toys in the science center. Cassie, a child in the class, begins examining a toy that has large buttons with pictures of farm animals on them. When Cassie pushes the cow button, she is first startled, then delighted by the unexpected “Moo” sound. Cassie continues pressing the cow button, laughing happily. Which of the following responses by the teacher would be most appropriate for supporting Cassie’s emerging development of inquiry skills?moving another of the new toys within Cassie’s reach, pointing it out to her, and encouraging her to investigate how that toy behaveswaiting until Cassie appears to be tiring of the cow button and then wondering aloud what might happen if she pressed a different buttonshowing Cassie a picture book of farm animals and asking her to point to the picture of the animal that says “Moo”interrupting Cassie’s play by asking her to watch and listen as the teacher presses each of the buttons in turn
Answer: waiting until Cassie appears to be tiring of the cow button and then wondering aloud what might happen if she pressed a different button
Q: Which of the following activities would be most appropriate for fostering toddlers’ development of skills important for scientific inquiry?guessing and checking how many cups of sand will fill a bucketattempting to pick up objects with a giant horseshoe magnetfitting blocks into the corresponding holes of a shape-sorter boxusing a pan balance to compare the weights of two toys
Answer: fitting blocks into the corresponding holes of a shape-sorter box
Q: Four-year-old Akeem is playing in the preschool science center. In front of him are three cups of colored water, three large eyedroppers, and a thick sheet of paper towel. Akeem squeezes a large drop of yellow water onto the paper towel and then squeezes a large drop of red water right beside the yellow drop. As the two colors overlap, Akeem declares, “Look! I made orange!” This type of experiment would most likely help Akeem gain an understanding of:cause and effect.force and motion.attraction and repulsion.gravity and friction.
Answer: cause and effect.
Q: Which of the following would be a preschool teacher’s best strategy for helping children gain knowledge related to living and nonliving things?holding ongoing discussions with the children about what living things can do that nonliving things cannot dopointing out the illustrations of living things and nonliving things when reading Big Books aloud to the childrenasking the children to bring examples of living things and nonliving things to school to show during morning meetinghaving the children color the living things on a worksheet that has pictures of living things and nonliving things
Answer: holding ongoing discussions with the children about what living things can do that nonliving things cannot do
Q: A prekindergarten class includes two children with mild cognitive impairments. The teacher wishes to foster all children’s emerging understanding of different types of landforms and bodies of water. Which of the following strategies would likely be most effective for the teacher to use for this purpose?hanging posters of various landforms and bodies of water on the classroom wallssetting up a sand and water table where children can create various landforms and bodies of watervisiting an art museum to view landscape paintings of various landforms and bodies of watercreating a matching game in which children match pairs of pictures showing various landforms and bodies of water
Answer: setting up a sand and water table where children can create various landforms and bodies of water
Q: A toddler teacher wishes to foster children’s emerging understanding of the world in spatial terms. Which of the following practices used on an ongoing basis would best help the teacher accomplish this goal?creating simple graphs to illustrate classroom situations and eventsproviding labeled containers for children to store their belongingsusing positional words to describe important places in the classroomreading aloud picture books describing life in different time periods
Answer: using positional words to describe important places in the classroom
Q: Which of the following activities would be most appropriate for a first-grade teacher to use for promoting students’ knowledge of maps and their ability to use them?showing students how to use the scale of a map to determine the distance between two placesasking students to look at and compare various types of maps of Michiganproviding students with a map of their community and asking them to locate their homeshaving students create and read a simple map of their classroom
Answer: having students create and read a simple map of their classroom
Q: A teacher of four year olds wants to help the children begin to understand the distinction between wants and needs. Which of the following would be the most developmentally appropriate way for the teacher to introduce the children to this concept?having the children cut pictures from a magazine of one thing they want and one thing they needreading a favorite story to the class aloud and emphasizing the words want and need when they appear in the texttalking with the children about what they want and what they need to go outside to play in the winterhanging posters showing different food groups and asking the children to identify foods they want and foods they need
Answer: talking with the children about what they want and what they need to go outside to play in the winter
Q: A prekindergarten teacher makes a practice of having the children create various types of puppets based on characters in books the class has been reading. The children are then encouraged to use their puppets to act out scenes from the books. These types of creative arts activities would be most effective for fostering the children’s understanding of:concepts of print.literary genres.patterns of language.story elements.
Answer: story elements.
Q: A new toddler teacher is setting up a classroom and wants to foster children’s use of dramatic play to express and extend their understanding of their own life experiences. Which of the following strategies would likely be most effective for addressing this goal?storing activity center materials in labeled bins that are easily accessible to the childrensetting up a puppet theater in a central location in the classroom and providing a variety of puppetsproviding toys throughout the classroom that represent real objects with which children will be familiargathering a variety of hats from many different cultures and occupations for children to try on
Answer: providing toys throughout the classroom that represent real objects with which children will be familiar
Q: Lucy is a 14-month-old child with cerebral palsy who attends a general infant and toddler class. She has not yet begun to walk. Her teachers, Ms. Wilson and Ms. Sanchez, have planned a music-and-movement activity in which the children will move creatively to various musical recordings. Which of the following would be the best strategy for promoting Lucy’s participation in the planned activity?encouraging Lucy to provide support to her classmates by clapping and cheering for themhaving a teacher hold Lucy in her arms while dancing in time to the musicencouraging Lucy to pretend to be an audience member who is attending a performancehaving Lucy sit on a teacher’s lap and help change the musical selections
Answer: having a teacher hold Lucy in her arms while dancing in time to the music
Q: A first-grade teacher wants to provide children with initial experiences in singing in harmony. Which of the following activities would be most appropriate?having children sing a major scale togetherplaying a recording of a barbershop quartet and encouraging children to sing alongdividing children into groups to sing simple roundsplaying a chord on a keyboard and having children try to sing each note of the chord
Answer: dividing children into groups to sing simple rounds
Q: A preschool teacher would like to introduce her three year olds to simple musical instruments. Which of the following would be the most developmentally appropriate way to achieve this goal?singing a familiar song and having the children play along with percussion instrumentssharing picture books with the children that include characters who play various musical instrumentsinviting a musician to come to the classroom to play an instrument for the childrendistributing kazoos and recorders and teaching the children an easy tune to perform for their families
Answer: singing a familiar song and having the children play along with percussion instruments
Q: The children in a preschool classroom are fascinated with the story “Goldilocks and the Three Bears.” The teacher wants to expand on this enthusiasm by encouraging the children to act out the story. When she asks, “Who wants to be a bear?”, five children vigorously raise their hands. Which of the following would be the teacher’s best strategy for accommodating all of the children?asking two of the children who want to be bears to help with the props insteadsuggesting that two of the children who want to be bears choose a different characterasking the class how to include five bears in the storysuggesting that the class take a vote to determine who should be the three bears
Answer: collaborating with Brianna and her parents to help Brianna learn to identify foods that she cannot eat
Q: Brianna is a prekindergartner with asthma who was recently diagnosed with a wheat allergy. Which of the following teacher strategies would likely be most effective for promoting Brianna’s ability to apply practices of personal health?arranging for Brianna to meet with the school nurse to discuss consequences of eating the wrong foodsasking Brianna if she would like to tell her classmates about her allergy during a daily meetingreminding Brianna and her classmates on a daily basis not to exchange food items during snack timecollaborating with Brianna and her parents to help Brianna learn to identify foods that she cannot eat
Answer: regularly serving nutritionally balanced snacks and meals and discussing with the children how the different foods contribute to their health
Q: The teachers in a toddler program want to lay the foundation for helping children develop lifelong habits of healthy eating. Which of the following teacher strategies would best serve this purpose?regularly serving nutritionally balanced snacks and meals and discussing with the children how the different foods contribute to their healthincluding recipes for easy, nutritious snacks or meals in the class newsletter sent home to families each weekregularly asking children at circle time what they ate for breakfast and offering praise when healthful foods are namedhanging posters that promote healthy eating, such as appealing photographs of foods and illustrations of the food guide pyramid
Answer: providing appealing centers that involve working with materials such as play dough, lacing cards, and sand
Q: Thirty-month-old Ramona, a child with fine-motor delays, will soon be joining an infant and toddler program. The teachers in the program want to take steps to address Ramona’s needs in this area. Which of the following strategies would likely be most effective for this purpose?setting aside 15 minutes every morning for Ramona to do a series of manual strengthening and stretching exercisesproviding appealing centers that involve working with materials such as play dough, lacing cards, and sandensuring that there are always plenty of gross-motor activities for Ramona to choose from, such as running, jumping, and climbing.arranging for morning circle-time activities always to include one or two songs that are accompanied by finger plays
Answer: guiding them to talk about how they could get hurt while playing this game.
Q: A second-grade teacher is concerned that some of the students in her class are overweight, and many students report that they spend several hours each day watching television or playing video games. The teacher would like to foster students’ development of a positive attitude toward physical activity. Which of the following strategies would likely be most effective?compiling a list of community-based youth sports programs and other physical activities and sending the list home to students’ parents/guardiansdeveloping and conducting lessons about the long-term health benefits of physical activity and the health risks of a sedentary lifestylereading aloud books about successful athletes who started training when they were young to motivate students to become involved in physical activitiesincorporating physical activities into the daily routine and demonstrating personal enjoyment of such activities
Answer: riding a tricycle
Q: Two four year olds in a preschool class have just invented a game they call “Don’t Touch the Floor” in which they try to move around the classroom by walking on chair seats and crawling across tables without touching the floor. The teacher stops the children and sits down to have a talk with them. The teacher could best use this as an opportunity to teach the children about personal safety by:explaining why climbing on furniture is more dangerous than playing on a climbing structure.guiding them to talk about how they could get hurt while playing this game.describing incidents in which children have received injuries from climbing on furniture.asking them how they would feel if one of their classmates got hurt after joining their game.
Answer: distributing a survey to identify the workshop topics of most interest to parents/guardians
Q: Which of the following types of activities would likely be most appropriate for fostering preschool children’s sense of pride in their growing physical abilities?riding a tricycleplaying simple team sportspushing one another on a swingtaking part in a relay race
Answer: How will the information on the class Web page be provided to parents/guardians who do not use the Internet on a regular basis?
Q: The teachers in an infant and toddler center are in the process of planning monthly workshops for parents/guardians during the upcoming school year. To help encourage good attendance, the teachers make sure the workshops are scheduled for days and times when most parents/guardians would be available. Which of the following additional strategies would be most effective for promoting good attendance?distributing a survey to identify the workshop topics of most interest to parents/guardiansposting flyers about the workshops on bulletin boards throughout the centerasking parents/guardians to volunteer to bring refreshments to the workshopssending home letters citing research on the benefits of attendance at such workshops
Answer: parents’/guardians’ active engagement in their child’s learning.
Q: A third-grade teacher would like to create a class page on the school’s Internet Web site as a way to share information with families. The class page would include a monthly calendar, suggestions of activities for parents/guardians to do with their children at home, a list of upcoming projects and homework assignments, photographs of students’ art projects, and samples of students’ writing. Which of the following questions would be most important for the teacher to address before implementing this plan?How will the information on the class Web page be provided to parents/guardians who do not use the Internet on a regular basis?What criteria should be used to select students’ artwork and writing samples to post on the class Web page?How frequently will the information on the class Web page need to be updated?What would be the best method of letting parents/guardians know that the class Web page is available on the Internet?
Answer: expressing willingness to meet with the family in an alternative location in which they would feel more comfortable
Q: Each month, a prekindergarten teacher assembles a variety of take-home activity bags that children’s parents/guardians can borrow. Each bag includes materials for a simple activity related to the curriculum that parents/guardians and their child can do together. This practice is likely to be most effective for promoting:children’s awareness of their own strengths and weaknesses.parents’/guardians’ active engagement in their child’s learning.children’s motivation to engage in self-directed learning.parents’/guardians’ ability to measure their child’s academic progress.
Answer: offering to give Angelika’s grandmother a daily report on Angelika’s activities and her progress in adjusting.
Q: A preschool teacher is making preparations to conduct home visits to the families of the children in her upcoming class. One child’s family strongly indicates that the idea of a home visit is unacceptable to them. Which of the following would be the teacher’s best response in this situation?explaining that home visits are routine events that are in the best interest of all children, families, and teachersoffering to be flexible about the scheduling of the visit, including suggesting the possibility of an afternoon, evening, or weekend visitassuring the family that home visits can be successfully conducted in a wide variety of living environments and situationsexpressing willingness to meet with the family in an alternative location in which they would feel more comfortable
Answer: physical therapist
Q: Four-year-old Angelika will soon be entering Ms. Sykes’s preschool program. Angelika’s grandmother, who is her primary caregiver, tells Ms. Sykes that Angelika has never attended a child-care or preschool program before and expresses concern that Angelika may find the transition difficult. Ms. Sykes could best respond to this concern by:encouraging Angelika’s grandmother to contact her immediately if Angelika shows any signs of distress related to school.reassuring Angelika’s grandmother that young children often adapt to new situations with surprising ease.offering to give Angelika’s grandmother a daily report on Angelika’s activities and her progress in adjusting.suggesting that she meet with Angelika’s grandmother at the end of each week to discuss Angelika’s progress.
Answer: provide the family with information on relevant community resources and how to contact them.
Q: Logan is an infant with Down syndrome who is just learning to sit up. As a consequence of his disability, Logan sits in a rounded position that will lead to medical and mobility problems in the future if he is not helped to improve his posture. Which of the following professionals would be primarily responsible for working with Logan to help him develop a proper sitting posture?assistive technology specialistschool nursespecial education teacherphysical therapist
Answer: The child will be making a transition from foster care to his or her family.
Q: Each year a toddler teacher asks families to fill out a survey on various topics helpful for the teacher to know (e.g., names of family members, the child’s favorite foods). The form also has a section where families can provide additional information. One child’s family recently returned a form that included a description of some difficult challenges the family is facing, and the teacher is considering how best to offer support. The best initial strategy for the teacher to use for this purpose would be to:provide the family with information on relevant community resources and how to contact them.ask the child general questions to elicit more specific details about conditions in the home.encourage school staff with related expertise to approach the family with suggestions or advice.contact the appropriate social service agencies to alert them to the family’s situation.
Answer: occupational therapist
Q: Ms. Turner is a kindergarten teacher who works in an inclusive kindergarten class. In which of the following circumstances would Ms. Turner most likely engage in ongoing information sharing with a social worker regarding a child in her class?The child will be making a transition from foster care to his or her family.The child has started attending the after-school activity program at the school.The child has recently transferred from a school in a different state.The child will be receiving occupational therapy services to address fine-motor delays.
Answer: identifying specific ways (e.g., donating goods, volunteering) in which business partners could enhance children’s learning and development
Q: A child in a preschool class has developmental delays in the areas of fine- and gross-motor development. Which of the following professionals would most likely work with this child on tasks directly related to the child’s development of prewriting skills?physical therapistspecial education teacheroccupational therapistadaptive physical education teacher
Answer: a description of the student’s current level of academic performance
Q: The teachers in a preschool program wish to establish partnerships with local businesses in the community. Which of the following steps should the teachers take first to help ensure that their efforts are successful?developing an informational brochure about the program (e.g., number and ages of children enrolled, number of staff members) to distribute to potential business partnersholding an open house during school hours and inviting potential business partners to tour the preschool and observe children and staff in the programidentifying specific ways (e.g., donating goods, volunteering) in which business partners could enhance children’s learning and developmentholding an informational meeting with children’s parents/guardians to explain the need for business partners and asking them to recommend the program to their employers
Answer: inviting families to join with staff and members of the community to serve as participants in the process
Q: Mr. Lutz, a second-grade teacher, will be participating in an initial Individualized Education Program (IEP) team meeting for a student in his class who was recently diagnosed with autism spectrum disorder (ASD). Which of the following types of information would Mr. Lutz be responsible for providing to the team during this meeting?a questionnaire filled out by the student’s previous teachersa description of the student’s current level of academic performancea summary of the student’s developmental history in various domainsa list of community-based resources for the student’s family
Answer: The diapering area must be cleaned and sanitized after each use.
Q: An infant and toddler program is planning to conduct an annual review of all components of the program. Which of the following would be the best way to involve families in this process?posting a suggestion box in the school office for family members to use to give written feedback on the programsetting up a large thermometer-shaped sign in the schoolyard to give families ongoing visualupdates of the review’s progressencouraging families to get together to discuss any areas where they would like to see improvementinviting families to join with staff and members of the community to serve as participants in the process
Answer: Families, staff, and a variety of community members are involved in an annual review of all program components.
Q: According to the Michigan licensing rules for child-care centers, which of the following practices must be followed regarding the diapering of infants?The diapering area must be near a bathroom with a sink for hand washing.The work surface for diapering must be at the children’s standing height to discourage infants from climbing.The diapering area must be cleaned and sanitized after each use.The work surface for diapering must have an unobstructed front edge to allow caregivers easy access for changing.
Answer: reminding the new teacher about the school policy
Q: According to Michigan’s state standards for prekindergarten programs, a quality program follows which of the following practices regarding program evaluation?The program receives a comprehensive review every two years by a team of evaluators unaffiliated with the program.Families, staff, and a variety of community members are involved in an annual review of all program components.Administrators and senior staff members conduct an intensive review of one key aspect of the program every year.National, state, and local educators visit the program every two years to perform a holistic assessment of overall program health.
Answer: reciprocal smile
Q: A preschool has a policy of no smoking anywhere on the campus at any time. A veteran teacher notices a new teacher smoking in the parking lot after school hours. Which of the following actions would be most appropriate for the veteran teacher to take in this situation?leaving a copy of the no smoking policy in the staff loungeignoring the new teacher’s behavior since it occurred after school hoursnotifying a school administrator about the new teacher’s behaviorreminding the new teacher about the school policy
Answer: The child cannot throw a rubber ball overhand.
Q: 1. In the typical sequence of social-emotional development in infants, which of the following behaviors generally appears first?initiation of playstranger anxietyreciprocal smileseparation anxiety
Answer: Frequently used materials and supplies should be stored where the student can access them independently.
Q: Which of the following would most likely be an indicator of atypical motor development in a three-and-a-half year old child?The child is unable to skip across the room.The child cannot throw a rubber ball overhand.The child is unable to build a tower of eight blocks.The child cannot walk downstairs using alternating feet.
Answer: including play foods and cooking supplies that reflect what children have in their homes
Q: A third-grade teacher learns that her class for the upcoming school year will include a student with spina bifida who uses a wheelchair for mobility. When organizing the classroom environment to accommodate this student’s needs, the teacher should keep in mind which of the following principles?Frequently used materials and supplies should be stored where the student can access them independently.The student’s desk should be located near the teacher’s desk so that the student can request assistance as often as needed.Textbooks and other reading materials should be provided in an audio format to allow the student access through multiple modalities.The daily schedule should be modified to allow extra time for the student to transition between activities.
Answer: determine whether Luisa should receive more in-depth evaluation.
Q: A preschool teacher works in an early childhood center located in a culturally and linguistically diverse community. The teacher plans to set up a kitchen center in the classroom and wants to ensure that each child’s cultural background is affirmed in this center. Which of the following teacher strategies would best address this goal?encouraging children who share the same cultural background to play together in the centerincluding play foods and cooking supplies that reflect what children have in their homesproviding children with a snack each day in the center that comes from a different cultural traditionteaching children how to say the name for a common type of food, such as bread, in several different languages
Answer: joining the children to provide prompting and modeling of turn taking as needed during the game
Q: The family and teachers of nine-month-old Luisa, who attends an infant and toddler center, have become concerned that Luisa may have developmental delays. As a result, Luisa will soon undergo a series of developmental screening assessments. The primary purpose of these assessments should be to:determine whether Luisa’s teachers at the infant and toddler center should receive more in-service training.identify the special education services for which Luisa is eligible.identify how the infant and toddler center should adjust its curriculum and practices to meet Luisa’s needs.determine whether Luisa should receive more in-depth evaluation.
Answer: using simple words, gestures, and visual cues.
Q: Several prekindergarten children have decided to play a board game together. The teacher is aware that some of the children have difficulty taking turns when playing games. Which of the following strategies would likely be most effective for the teacher to use in this situation?reading aloud the rules of the game before the children begin and asking if they have any questionsmonitoring the game from a distance and intervening if the children start playing out of turnjoining the children to provide prompting and modeling of turn taking as needed during the gamesuggesting that the children watch others play the game until they are ready to take turns with their classmates
Answer: phoneme segmentation
Q: An English language learner who has very limited English proficiency joins a preschool class. The teacher could best ensure that this student understands and is able to follow the teacher’s directions by:using simple words, gestures, and visual cues.maintaining physical proximity to and eye contact with the student.asking the student to repeat what the teacher has said.speaking slightly louder than normal with exaggerated intonation.
Answer: fostering concepts of print.
Q: A kindergarten teacher is working with a student on phonemic awareness skills. The teacher prepares a set of picture cards that represents common words such as rug, map, and rock. Each card contains a picture and a sequence of three boxes that correspond to the number of sounds in the depicted word. The teacher shows the student a card and guides the student in pronouncing the corresponding word slowly while placing a token in the correct box on the card for each sound. This activity would be most effective in helping the student develop which of the following phonemic awareness skills?phoneme segmentationphoneme deletionphoneme categorizationphoneme substitution
Answer: Raoul is playing in the grocery store center. He makes a list of items that he wants to buy at the store: SUP, MLK, BRD (soup, milk, bread).
Q: A preschool teacher places several dolls and stuffed toys in the reading corner and encourages children to pretend-read to the toys while looking at books. The teacher often observes children instructing stuffed animals to look at a picture or moving a doll’s hand along a line of text. Such activities are likely to support the children’s early reading development primarily by:increasing awareness of the structure of words.fostering concepts of print.building knowledge of letter-sound relationships.expanding oral vocabulary.
Answer: providing Donna with concrete, familiar examples and frequent opportunities to practice using these concepts
Q: Children in a prekindergarten class are busy working in various learning centers. The teacher has provided writing materials throughout the centers to encourage the children to write. Which of the following examples of children’s writing most likely indicates that the child has begun to develop an understanding of letter-sound relationships?Lianna is playing with alphabet blocks in the block center. She decides to write down some of the block letters onan index card: Q, Z, T, A.Denny is writing a letter in the post office center. He writes BWY on the envelope and tells the teacher it says “Grandma.”Kate finishes making a collage in the art center. She uses a pencil to write KATE at the bottom of the collage.Raoul is playing in the grocery store center. He makes a list of items that he wants to buy at the store: SUP, MLK, BRD (soup, milk, bread).
Answer: supporting Juwan’s spontaneous exploration of how objects behave.
Q: Donna is a six-year-old student with Down syndrome and associated delays in cognitive and fine-motor development who attends an inclusive kindergarten class. The class is exploring measurement attributes related to length (e.g., longer, shorter, taller). Which of the following teacher strategies would likely be most effective in helping Donna learn these concepts?making a set of vocabulary cards for Donna that includes the written word or words along with an illustration of the conceptteaching Donna a song that mentions each of the concepts along with associated hand motionsproviding Donna with concrete, familiar examples and frequent opportunities to practice using these conceptscreating an activity for Donna in which she works with a paraprofessional to measure various classroom objects with a ruler
Answer: providing Paul with a variety of alternative methods of joining the materials, such as stapling and taping
Q: Twelve-month-old Juwan is sitting in a high chair at an infant and toddler center, eating with a spoon. When Juwan accidentally drops the spoon on the floor, he peers down to look at it, then looks at the teacher. The teacher says, “Juwan, did you drop your spoon? I’ll pick it up for you,” and returns the spoon to him. Juwan then begins repeatedly dropping his spoon and looking down at it while the teacher continues to retrieve it for him. In this situation, the teacher is reinforcing Juwan’s early scientific learning primarily by:encouraging Juwan to follow a prescribed sequence of actions.introducing information that conflicts with an established schema.modeling the steps to take to learn about a specific phenomenon.supporting Juwan’s spontaneous exploration of how objects behave.
Answer: wants and needs
Q: Four-year-old Paul, a student who has Down syndrome, attends Ms. Riley’s general education preschool class. In addition to cognitive impairment, Paul faces a number of challenges, including difficulty with fine-motor coordination and tactile aversiveness to certain substances (e.g., paste, glue, finger paint). His class has been learning about the weather, and Ms. Riley is planning an activity in which the children will use construction paper, crepe paper, and glue to make wind socks to hang in the school yard. Ms. Riley confers with Paul’s special education teacher about how best to support Paul’s participation during the creation of the wind socks. Which of the following would be the special education teacher’s best suggestion?having Paul act as the teacher’s helper to allow him to be involved while avoiding contact with substances he dislikespairing Paul with a friend who can perform the tasks that Paul finds unpleasant, such as gluing and pastinggiving Paul the same materials as his classmates to help him become desensitized to the substances he dislikesproviding Paul with a variety of alternative methods of joining the materials, such as stapling and taping
Answer: rocking or swaying the infant while listening to recordings on a regular basis
Q: As part of a social studies lesson, a kindergarten teacher provides the following items and asks students to tell the class which ones are important for people to stay alive: coat, box of cereal, stuffed animal, video game, picture of an apartment building, pencil sharpener, bottle of water, bath toy. Engaging students in this activity would be most effective for promoting their understanding of which of the following economic concepts?wants and needsproducers and consumersscarcity and choicesupply and demand
Answer: patterns
Q: Which of the following actions by an early childhood teacher would be most likely to foster an infant’s ability to respond to music?rocking or swaying the infant while listening to recordings on a regular basisgiving the infant a rattle to hold and manipulate each day during floor timeindicating pleasure whenever the infant claps or babbles in a rhythmic mannersharing board books about musical instruments with the infant during story time
Answer: involving children in thinking about how their own behavior can affect their well-being.
Q: A preschool teacher asks a group of children to imitate a series of simple dance movements. Examples of the movements are shown below.toe, toe, stompheel, toe, heel, toehop, hop, turn, turnThis type of dance activity is most closely related to which of the following mathematical concepts?comparisonsmeasurementpatternsestimation
Answer: seeking input from families regarding health issues and concerns that directly affect their own children
Q: At the beginning of the school year, a prekindergarten teacher takes the children on a walk around the playground to explore the equipment and discuss safety rules. The teacher asks the children if they can imagine ways someone might get hurt when playing on particular equipment. One child says that roughhousing on the climbing structure could make somebody fall. Another child says that a person might get knocked down by someone on a swing if they were not looking. Such a discussion would be likely to promote safety on the playground primarily by:encouraging children to be cautious about what equipment they choose to play on.prompting children to tell the teacher if they see classmates playing too actively.involving children in thinking about how their own behavior can affect their well-being.helping children know what to do if someone gets hurt during outdoor play.
Answer: coordinate pull-out and classroom activities to help the student achieve individual goals.