PrePrimary (Age 3 to PreKindergarten)
Subtest 2 Sample Items
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Question 1
1. A preprimary teacher would like to informally assess the emerging social skills of a group of four-year-old children. Which of the following would be the best strategy for doing this?
- introducing various topics for discussion with the children during circle time
- observing the children's interactions as they engage in dramatic play activities
- instituting a family-style snack time routine by sitting and conversing with the children as they eat
- requesting input from the children's families by asking them complete checklists about their child
Answer to question 1
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: B. (Objective 0006) During dramatic play activities, young children engage in role-playing to act out their perceptions and knowledge of everyday situations. A typical role-playing activity might involve playing hospital, with various children taking the roles of doctors, nurses, patients, visitors, and so forth. For such activities to proceed successfully, the participants need to demonstrate a range of social skills, such as being able to negotiate what the situation will be, who will play which role, and what events may transpire during the role-play. By informally observing and taking notes as the children plan and conduct such activities, preprimary teachers can gather a considerable amount of information regarding individual children's emerging social skills (e.g., diplomacy, tact, willingness to compromise, ability to take a classmate's point of view).
Question 2
2. A four-year-old in an early childhood program has withdrawn socially from cooperative play and has begun engaging solely in parallel play. The child's teacher solicits the family's participation in a screening assessment. The teacher's best strategy for involving the family in the assessment would be to ask them to:
- schedule time to observe their child in the school setting.
- identify specific instructional goals to be implemented.
- provide observational data from the home environment.
- make an appointment with their child's pediatrician.
Answer to question 2
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: C. (Objective 0006) When a young child demonstrates behavioral changes that are concerning, it is important for the preschool teacher to work with the child's family to try to understand what may be causing the changes. In the situation described, one key question to address is whether the behavior changes are global (i.e., occurring across all environments) or are limited to a particular environment (in this case, to the early childhood classroom). Under the circumstances, obtaining observational information from the family about the child's behavior at home would be an important step toward gaining a more complete understanding of his or her changes in social behavior at school.
Question 3
3. A four-year-old preschooler is friendly and likes other children, but is also shy and frequently plays alone. The child's teacher would like to support the child in developing friendships. Which of the following steps would be most appropriate for the teacher to take to achieve this goal?
- asking the child's parents/guardians to identify children in the class they would like to be friends with their child
- planning interactions between the child and other children in a quieter, less active environment
- observing the child during free play and noticing children with whom the child shows interest that could lead to authentic friendships
- encouraging the child's family and families of classmates to organize playdates outside of school
Answer to question 3
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: C. (Objective 0006) In this situation, the teacher notices that the child's shyness is making it hard to develop friendships. Children who are shy often would like to become friends with others but have trouble taking steps to make that happen. By observing the child's natural preferences, the teacher is using those cues to support the child in making friends.
Question 4
4. A three-year-old child often has a difficult time maintaining bodily control. At circle time, the child often rolls around on the rug and starts poking children sitting nearby. The preschool teacher has taught the children how she would like them to sit when they are at circle time on the rug. The child has a special place sitting next to the teacher, but still has trouble staying still. Which of the following strategies should the teacher try next to promote the child's self-control?
- giving the child a predetermined cue as a reminder to sit still and pay attention
- asking a special education teacher to observe the child to see if this behavior is the sign of another learning need
- inviting the child's parents/guardians to come in for a meeting to discuss the behavior and if it occurs at home
- requiring the child to sit in a chair on the side of the circle during circle time away from other children
Answer to question 4
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: A. (Objective 0006) Sitting at circle time can be difficult for a three-year-old child. Sometimes children this age will not realize they are off task, and therefore gentle reminders are an effective first step. Giving a child a predetermined cue (e.g., a hand on the shoulder) can provide redirection without disrupting the class.
Question 5
5. Three preschoolers are playing in the dress-up area of the classroom. Two children are pretending to be doctors caring for the third student, who is playing the patient. Their teacher is observing them and would like to use the opportunity to informally assess the authentic social and emotional development of the children. Which of the following activities should the teacher perform with the children to achieve this goal?
- taking anecdotal notes of the children's interactions and dialogue with each other
- requesting that the children show how they would act out being happy, sad, or scared at the doctor's office
- joining the children in their game and modeling for them how to show different emotions and interactions
- asking the children to show how to take turns with each other using the doctor equipment
Answer to question 5
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: A. (Objective 0006) Watching children interact with each other in a natural environment provides the teacher with the most authentic information about their developmental level. By taking anecdotal notes about the children's words and actions, the teacher will have an accurate record of how the children interact socially and how they respond emotionally to different situations.
Question 6
6. A five-year-old preschooler is fascinated by trains and spends as much time as possible at the train table in the classroom. The child frequently tells other children they are getting in the way and to leave the train table area. The child's teacher would like to assist the child in learning to play with other children more appropriately. Which of the following techniques would be most effective for the teacher to try with the child to promote his social responsiveness?
- creating a consequence system for the child that includes earning or losing privileges according to whether he plays well with others at the train table
- arranging regular discussions with the child and his classmates during morning meeting about the importance of playing nicely with other children
- asking the child about his other interests besides trains and assigning him to play with other children in the class who have these same interests
- talking with the child about the rules involved in playing at the train table and teaching the child appropriate interactions with other children at the train table
Answer to question 6
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: D. (Objective 0006) Each child has a different developmental level and approach to social interactions. Some children are naturally aware of the feelings of others and some children need more instruction in this area. It is important for the teacher to provide direct and specific instruction in appropriate social behaviors so children can learn how to positively interact with each other.
Question 7
7. A new preschool teacher wants to set up the classroom so the children feel a sense of belonging and security at school. Which of the following strategies would be most effective for this purpose?
- encouraging each child to identify a close friend in class with whom the child most enjoys playing
- asking all children for ideas and including these suggestions when developing classroom rules for behavior
- spending time equally with each child to ensure that each of them receives the same amount of attention
- requesting that parents/guardians take turns bringing in their child's favorite toy and snack to share with the class
Answer to question 7
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: B. (Objective 0006) Teachers who encourage high levels of children's participation in activities across age levels, particularly those who ensure equal participation from all children, are likely to foster a sense of class belonging. Children's sense of belonging can also be fostered through participation in decision-making in class, such as helping to develop class rules for behavior.
Question 8
8. A three-year-old preschooler has been working on completing puzzles. The child can now easily finish one that was difficult for her the week before. The child is excited to show the teacher her new skill. The teacher watches the child complete the puzzle and congratulates her on her accomplishment. Which of the following activities would be most appropriate for the teacher to suggest to the child to promote her sense of self-confidence?
- attempting a new puzzle that is slightly more difficult but that the teacher knows she can complete
- drawing a picture and then cutting it up into several pieces to create her own puzzle
- watching the four- and five-year-old children complete more difficult puzzles
- demonstrating to the other three-year-old children in the class how fast she can do the puzzle on her own
Answer to question 8
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: A. (Objective 0006) Building self-confidence in children can be achieved by giving them a task to do that is harder than things they have done before. When the child has success with that task, it supports the development of the child's self-esteem. When the teacher suggests that the child do a slightly harder puzzle that she knows the child is capable of doing, the teacher is encouraging her to move just enough out of her comfort zone to accomplish harder tasks, which fosters the development of self-esteem.
Question 9
9. The teachers in a preprimary classroom have noticed that a four-year-old child regularly avoids helping at clean-up time, using strategies such as hiding in the cubby or only pretending to help. The teachers want to respond to this behavior in a way that will effectively address the child's social and emotional development needs. Which of the following teacher responses would be most effective for this purpose?
- asking the child how he thinks his classmates feel about him when they see that he's not helping
- rewarding good clean-up helpers with tokens at the end of clean-up time
- pairing the child and a friend to clean up a specific area together with a teacher's assistance
- commenting publicly that some people in the class don't seem to be helping with clean-up
Answer to question 9
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: C. (Objective 0006) In the preprimary years, children often need help to develop a sense of social responsibility. By ensuring that the child has a friend to work with and a teacher to offer encouragement and guidance, the child's teachers can help him learn to associate clean-up time with positive feelings, such as the enjoyment of working with a friend, the development of a sense of personal competence, and the feeling of satisfaction associated with contributing to the greater good.
Question 10
10. Which of the following statements by a preschool teacher best exemplifies the use of positive guidance?
- "Please remember not to play with your food at snack time."
- "I think you're the best helper in the class!"
- "Everyone has been so good today, I'm going to give each of you a star."
- "I noticed that you shared your paints with your classmate today."
Answer to question 10
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: D. (Objective 0006) Positive guidance is characterized by adults' use of respectful and responsive language that validates children's feelings, clarifies rules and responsibilities, states rules in positive terms, and provides children with reasons and explanations. Positive guidance techniques include the use of effective praise (i.e., praise that is positive and specific, avoids negative comparisons between children, and does not rely on tangible reinforcement).
Question 11
11. The teachers of a preprimary class want to ensure that the learning environment fosters all children's development of a positive disposition toward learning. Which of the following strategies would best promote the achievement of this goal?
- ensuring that all children are assigned tasks they can accomplish with minimal effort
- individualizing challenges to match each child's knowledge, interests, background, and developmental level
- responding with high praise to all work products done by children in the classroom
- emphasizing cooperative assignments for children to work on together in pairs or small groups
Answer to question 11
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: B. (Objective 0006) Developmentally appropriate practice for young children has demonstrated that children need to be provided with learning experiences that reflect not only age-appropriateness but individual-appropriateness as well. Preprimary programs that reflect these findings have been shown to be especially effective for promoting young children's development of a positive disposition toward learning.
Question 12
12. A child with cerebral palsy who uses an electronic communication device will soon be joining a prekindergarten class. Which of the following would be the teacher's best strategy for facilitating the child's entry into the classroom?
- holding discussions with the children about what to expect and how they can be welcoming to their new classmate
- inviting the child's parents or guardians to spend time at school on their child's first day to answer any questions the children may have
- planning and implementing lessons on human diversity and the importance of being respectful to all individuals
- asking families to explain to their children at home what cerebral palsy is and how it can affect a person's motor functioning
Answer to question 12
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: A. (Objective 0007) In the situation described, it is important for the teacher to recognize that the children currently in the class will be curious about their new classmate and about his or her communication device. One of the teacher's key responsibilities, therefore, will be to anticipate and reflect on how to answer the questions the children are likely to have. For example, the teacher should recognize that the children will be curious about the communication device; the teacher should therefore prepare simple, positive explanations of what the device is and why the student uses it. In addition, the teacher should invite the children to suggest ways they can be welcoming to their new classmate (e.g., smiling, saying hello, introducing themselves). By preparing the children in such ways, the teacher can set the stage for a smooth transition for all involved.
Question 13
13. A four-year-old preschooler is coloring intently with crayons at the art table. The child's teacher notices that the child has drawn two people and a house. Which of the following teacher comments would most effectively provide the child an interactive response about the picture?
- "Do you know where to find more crayons if you want to add different colors to your picture?"
- "You are doing a great job focusing on your picture."
- "Can you tell me about what you have drawn in your picture?"
- "I really like the way you drew flowers yesterday. They would look so nice added to this picture."
Answer to question 13
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: C. (Objective 0007) Responsive interaction is a strategy adults can use to encourage a child to open up and use language. Once the child is talking, the adult can respond by adding vocabulary, modeling correct language, or asking a question to elicit a response. In this scenario, an open-ended question would be most likely to encourage the child to converse with the teacher.
Question 14
14. A new preschool teacher would like to establish an age-appropriate classroom learning environment for preprimary children. Which of the following teacher strategies would likely be most effective for this purpose?
- allowing children to eat and rest according to what best fits their needs
- posting a written agenda that lists each day's activities
- assigning children to use particular centers each week
- carrying out classroom activities in the same order each day
Answer to question 14
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: D. (Objective 0007) Consistent, predictable routines foster young children's understanding of the child-care environment and help them feel secure. A regular routine enables children to reduce anxiety by knowing what is coming next. A well-planned routine will also encourage children's positive behavior by meeting their basic needs for eating, sleeping, active and quiet play, time alone, and time with other children.
Question 15
15. A preschool teacher has a classroom of three-year-old children. For most of the children, it is their first school experience and daily opportunity to be around other children their age. The teacher would like to encourage the children to interact positively and build friendships with each other. Which of the following strategies would be the most effective for this purpose?
- encouraging children's parents/guardians to arrange weekend play dates with other children in the class to promote relationships
- using the morning circle time to model how to interact with peers appropriately by role-playing skills such as how to get a friend's attention
- explaining to the children in simple language the importance of using good manners when speaking and playing with each other
- displaying posters in the classroom that show children sharing toys with each other and playing together in appropriate ways
Answer to question 15
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: B. (Objective 0007) The use of positive social skills with peers early on can lead to the development of positive peer relationships, acceptance, and friendships. Some children naturally have social skills, but it is also important to teach children positive skills that they can use to successfully interact with their peers. Using role-playing and rehearsal strategies will enable the children to see the appropriate language and actions to use when interacting with a peer.
Question 16
16. The children in a preschool classroom have started to become competitive with each other. For example, they often race to be first at finishing projects or getting a drink at the water fountain. The teacher notices that the children have been arguing more often than usual about who has won at a game they are playing. Which of the following strategies would be most effective for the teacher to use in encouraging cooperation and negotiation between the children?
- posting classroom rules on the wall and reminding the children of how they should treat each other
- reading children a story that teaches the importance of working together and being nice to other children
- teaching children how to play soccer and asking them to practice playing as one team during outside play time
- giving each of the children four cardboard blocks and monitoring them as they build a class clubhouse together
Answer to question 16
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: D. (Objective 0007) Children of this age show progress in social competence and relationships when they begin to participate as a member of a group; use play to explore, practice, and understand social roles and relationships; sustain interaction by cooperating; and seek adult assistance when needed for emotional support, physical assistance, social interaction, and approval. Creating a clubhouse together with adult supervision involves the children working together on a project they could not make individually, and in doing so, they learn about cooperation through practice and not just theory.
Question 17
17. A four-year-old child with muscular dystrophy will join a preschool classroom midyear. The child uses braces for mobility and has a paraprofessional who attends school with him to make sure he can participate in activities safely. The preschool teacher likes to tell children ahead of time when a new student will be joining their class. Which of the following approaches would be most appropriate to use in telling the children about the new child joining the class?
- describing the child's interests and hobbies and not mentioning his physical differences unless the children ask
- letting the children know that the child shares many of their same interests, that he uses braces for walking, and that he will be included in all class activities
- informing the children about the child, describing his physical needs, and asking the children not to talk about the braces with the child so that he does not feel different from them
- teaching the children about muscular dystrophy and how it causes the child to need braces for walking
Answer to question 17
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: B. (Objective 0007) One of the preschool teacher's roles in supporting inclusion is to create an environment that is safe for comments and questions from the children while at the same time promotes the direct teaching of sensitivity and respect for individual differences. Telling the children about the child's interests and needs while affirming that he will be fully included in their class is an age-appropriate way to prepare the children for the arrival of their new classmate.
Question 18
18. A four-year-old preschooler has recently been experiencing trouble interacting with other children. During the past week, when games were not going his way, the child yelled at other children and threw toys across the room. A number of children have mentioned to the teacher that they are afraid of playing with the child. Which of the following steps would be most appropriate for the teacher to support the child in improving interactions with other children?
- teaching the child to understand how his body feels when he is upset and using a coping skill instead of getting angry (e.g., taking a deep breath, getting a drink of water)
- asking the other children in the class to include the child in their play and to be patient with his outbursts
- suggesting ideas to the child's parents/guardians for providing a supportive home environment that will improve the child's behavior
- instructing the child to watch other children who can stay in control during playtime and asking him to imitate their behavior (e.g., talking to each other calmly, asking for a turn)
Answer to question 18
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: A. (Objective 0007) Children who have difficulty controlling outbursts and other undesirable behaviors can be taught to notice the antecedents to these behaviors and then learn strategies for reducing these behaviors. By learning these skills, students gain useful social skills they can use in many settings.
Question 19
19. The teachers in a preprimary classroom are planning to create a learning center focused on the children's families. The center will incorporate family-themed materials made by the children (e.g., children's drawings of their family members, child-dictated stories about family activities). In addition, families will be regularly invited to come to school to participate in center activities (e.g., tell stories about their family, teach favorite family songs and games, conduct arts projects that reflect the family's cultural background). Which of the following would likely be the greatest benefit of incorporating such a center into the classroom?
- fostering the children's ability to acquire new skills and interests
- creating an environment that fosters children's self-efficacy
- expanding the children's appreciation of human diversity
- reinforcing the roles of families as their children's first teachers
Answer to question 19
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: C. (Objective 0007) By routinely incorporating family-themed activities and materials into classroom activities, the teachers are promoting the children's knowledge, understanding, and appreciation of the similarities and differences among themselves and their classmates. By providing the children with ongoing opportunities to learn about various aspects of one another's families and activities, the teachers will build the children's awareness of ways in which families are similar to and different from one another. As the children become acquainted with one another's family members and learn more about each other's families, they will develop a deeper understanding of, familiarity with, and appreciation for human diversity.
Question 20
20. Shortly after a four-year-old child joins a preprimary class, the teachers begin hearing complaints from other children that the child interrupts and interferes with their play in various learning centers. Which of the following teacher responses would be most effective for addressing this situation?
- reminding the child privately of the need to respect what other children are already doing in a given center
- spending a few minutes every day at morning meeting reviewing the behavior rules for activity centers
- joining the child at her chosen center to provide guidance and coaching in how to enter ongoing activities
- asking a child with many friends to act as the child's buddy during center activities in her first few weeks of school
Answer to question 20
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: C. (Objective 0007) By accompanying the child and demonstrating appropriate joining behaviors, the teacher will serve as a model for the child to apply in her own social interactions with classmates. As the child learns how to use more appropriate social behaviors and becomes more successful in her interactions with peers, the teacher can gradually fade her own interventions between the child and her classmates.
Question 21
21. The teachers of a preprimary class want to encourage the children in the class to develop the habit of being helpful to others. Which of the following strategies would likely be most effective for this purpose?
- posting a class graph at the end of each week that records individual children's helpful behaviors toward others
- responding consistently to children's helpful behaviors with generalized praise, such as "Good job" or "Nice work"
- rewarding children with reinforcers, such as stickers or privileges, whenever they are observed helping a classmate
- engaging the children regularly in discussions of why helping is important and how to be helpful to one another
Answer to question 21
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: D. (Objective 0007) By engaging children regularly in discussions about various topics (e.g., helping), the teachers will not only reinforce the children's understanding of ways to be helpful but also provide them with practice in reflecting on and expressing their own ideas about what it means to be helpful. The teacher will thus provide the children with opportunities to practice discussing and thinking about such concepts in a way that is meaningful to them.
Question 22
22. A teacher of four-year-old children regularly integrates opportunities for physical and motor development across all areas of the curriculum. Which of the following art activities would be most effective for promoting children's fine-motor development?
- using plaster to make prints of children's hands
- making hand and finger paintings on glossy paper
- sifting colorful sand through a sieve to make designs on contact paper
- earing construction paper into small pieces to use in collages
Answer to question 22
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: D. (Objective 0008) Fine-motor skills are those skills that use the body's smaller muscles (e.g., the muscles in the hands, wrists, and fingers) for actions such as buttoning clothing, cutting with scissors, and eating with a spoon. Of the art activities listed, the one that would best promote fine-motor development would be tearing construction paper to use for collages. When tearing the construction paper, children typically use the fingers of their non-dominant hand to hold the paper (using a tripod grip with the thumb, pointer finger, and middle finger), while they use the same three fingers of their dominant hand to perform the tearing action. This activity promotes the hand's fine-motor strength and endurance.
Question 23
23. A preschool teacher is planning an informal assessment of a three-year-old child's physical development. Which of the following gross-motor skills would be most appropriate for the teacher to include in this assessment?
- skipping with a consistent rhythm
- pumping rhythmically on a swing
- bouncing a large ball
- jumping over a small object
Answer to question 23
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: D. (Objective 0008) Jumping over a small object is well within the physical developmental range of a three-year-old child. Skipping consistently, pumping a swing, and bouncing a ball are all skills that are beyond the skill level of a typical three-year-old child.
Question 24
24. A preschool teacher is planning an activity for several four-year-old children who have been struggling with developing their fine-motor skills. Which of the following activities would be the most developmentally appropriate for achieving this goal?
- sewing buttons using thread and needle onto a piece of cloth
- cutting out animal shapes and then gluing them on a classroom mural
- rolling softened clay into large and then smaller and smaller sized balls
- picking up beads with tweezers and placing them in a dish
Answer to question 24
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: C. (Objective 0008) Fine-motor coordination refers to the ability to control the muscles of the hands and fingers when executing small, precise movements. Rolling clay in increasingly smaller balls not only develops the muscles in the hands, but it also develops precision of movement.
Question 25
25. A preschool teacher would like to promote children's positive attitude toward physical activity. According to research, a teacher can best achieve this objective by:
- participating actively in structured and unstructured physical activities with the children.
- providing age-appropriate sports equipment modeled after that used by children's parents/guardians or older siblings.
- developing a curriculum consisting primarily of games and activities that involve the whole class.
- creating activities that alternate between gross- and fine-motor learning experiences.
Answer to question 25
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: A. (Objective 0008) When a teacher participates in physical activities along with the students, the rate of student interest often increases. Children see the teacher as a role model. By participating with children, the teacher also has an opportunity to learn how children approach and respond to physical challenges.
Question 26
26. A preschool teacher who works with four-year-old children would like to foster children's balance and coordination. Which of the following activities would be the most developmentally appropriate for the teacher to introduce?
- kicking a soccer ball into a goal
- engaging in crab walk races
- doing jumping jacks
- participating in simple jump rope games
Answer to question 26
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: B. (Objective 0008) Doing the crab walk teaches children to maintain balance in different planes while controlling weight distribution with a wide base of support.
Question 27
27. A preschool teacher is working with a class of three-year-old children. Which of the following activities would be the most developmentally appropriate for fostering children's coordination and gross-motor skills?
- giving each child a balloon to bounce in the air using different body parts
- instructing children to practice swinging movements with a variety of appropriately sized bats/rackets
- organizing the children into two groups for a short game of kickball
- leading the children in a structured movement class
Answer to question 27
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: A. (Objective 0008) Bouncing a balloon is entertaining and does not require strength. Children need to use hand-eye coordination as well as awareness of where their body is in space to make contact with the balloon.
Question 28
28. Before the school year begins, a preschool teacher is planning the daily schedule. The teacher wants to include time to promote children's physical as well as social development. Including which of the following components in the schedule would best achieve this goal?
- organizing a weekly soccer game for the children
- asking children to act out each day's read-aloud
- instructing children to play in a sand box with a variety of sand toys during choice time
- providing time for children to engage in unstructured outdoor play
Answer to question 28
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: D. (Objective 0008) Research demonstrates that preprimary children need to engage in unstructured play and physical activities such as running, climbing, and jumping to develop their gross-motor as well as perceptual-motor skills. Free play provides time for children to interact socially, which can encourage them to try new skills modeled by their peers.
Question 29
29. A preschool teacher has recently assessed a children's fine- and gross-motor skills using a developmental checklist. In reviewing the results, the teacher determines that the child has some delays in physical development. She would like to design developmentally appropriate learning experiences for the child. Which of the following activities would be most appropriate and effective for supporting improvements in hand-eye coordination?
- playing catch with a baseball and mitt
- pushing a classmate on a swing
- chasing bubbles and trying to pop them
- climbing a ladder to reach the top of a slide
Answer to question 29
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: C. (Objective 0008) Hand-eye coordination refers to the brain's ability to use vision to guide movement. Catching bubbles is a fun activity that preschoolers enjoy, and it improves hand-eye coordination. Since bubbles move through the air, the child will have to use vision to track the bubbles in order to chase and pop them.
Question 30
30. Which of the following strategies by the teachers of a preprimary class would likely be most effective for promoting the children's development of positive attitudes toward physical activity?
- starting each school day with ten minutes of vigorous exercise and calisthenics
- asking each child to choose a partner to work with to develop proficiency in self-selected sports skills
- leading the class in structured team games and activities during outdoor play
- embedding movement activities by both children and adults routinely into the daily curriculum
Answer to question 30
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: D. (Objective 0008) Research has repeatedly confirmed that children of preprimary age need ongoing opportunities for movement activities throughout the school day, and that frequent opportunities for such activities promote growth in areas such as attention span, cognitive development, and physical health. In addition, by participating with children in movement activities, teachers serve as role models who encourage children's enthusiastic participation in and personal enjoyment of such activities.
Question 31
31. The teachers of a preprimary class regularly conduct observations of the children's progress in various developmental domains, including in the areas of fine- and gross-motor development. After a series of recent observations, the teachers identify a need to provide activities that will promote physical development in the areas of static balance and coordination. Which of the following types of activities would specifically address this need?
- prompting children to walk over unstable surfaces, such as pillows or bean bags
- instructing children to work on arts and crafts activities while kneeling at a low desk or table
- encouraging children to skip along a line of tape laid along the floor of the classroom
- teaching children to do wheelbarrow-walking on their hands while an adult holds their feet
Answer to question 31
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: B. (Objective 0008) It is important for preprimary teachers to encourage children to participate in activities that support appropriate development of various aspects of fine- and gross-motor development. Kneeling at a low table while engaged in fine-motor art activities will cause the children to engage and maintain static balance with their lower bodies in order to successfully engage in arts activities with their hands.
Question 32
32. A preprimary teacher is introducing a unit about dental health, and a few of the children in the class mention that they forget to brush their teeth or often do not brush their teeth at home. Which of the following strategies would likely be most effective in encouraging children to brush their teeth on a regular basis?
- sending home letters to parents/guardians about the importance of proper tooth brushing
- incorporating a daily time for children to brush their teeth while in school
- hanging up colorful posters featuring smiling children brushing their teeth
- providing toothbrushes for children to use on dolls in one of the dramatic play areas
Answer to question 32
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: B. (Objective 0009) The preprimary teacher could best encourage the children to brush their teeth on a regular basis by ensuring that everyone in the class, students and teachers alike, brush their teeth at school at a given time every school day. When practices such as tooth-brushing become a ritual, they tend to become simply a part of the individual's daily routine and thus require less will-power or determination to continue. Supporting each child in acquiring the habit of daily tooth-brushing is likely to be the most effective means of encouraging children to brush their teeth regularly.
Question 33
33. Every day, a preschool teacher takes the class outside to play on the elementary school play structure. The play structure has several enclosed slides, climbing walls, bridges, and poles for sliding down. A four-year-old child would like to slide down one of the poles like her friend does but is afraid to climb to the top of the structure where the pole begins. Which of the following teacher actions would be most effective for supporting the child's desire to imitate her classmate's physical behavior?
- lifting the child to the top of the pole and spotting her as she slides down
- asking the classmate to repeatedly demonstrate for the child how to climb to the top and slide down the pole
- telling the child she will be able to do it by herself when she is ready
- encouraging the child to climb up the structure in sections as far as she feels secure
Answer to question 33
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: D. (Objective 0009) One goal of a preschool teacher is to provide experiences for children that will safely enhance their physical development without being overprotective. Children need to try new things, and imitating their classmates is a way for them to push themselves to do so. The child wants to try the sliding pole, but until she is comfortable getting to the top of the structure herself, she should not be sliding down the pole even with support from a teacher. It is important to avoid lifting a child onto play equipment that they cannot climb by themselves. Encouraging her to slowly climb the structure in increments will encourage her to only go as far as she feels safe and physically stable.
Question 34
34. One of the highlights of outdoor play in a preschool class of four- to five-year-old children is using the various riding toys provided. After riding on bumper cars at a local fair, two of the children have started riding their bikes into other children. The teacher first talks with the two children, reminding them of the class safe-riding rules. Which of the following strategies would be the most age appropriate for the teacher to use next?
- employing authentic consequences by telling the two children they cannot use the riding toys for one week
- arranging for a public safety officer to visit the class and talk about safe riding practices on the road
- creating a classroom driver's license and requiring that all children take and pass a safety road test before using the riding toys
- asking the other children to talk about how it feels to have another rider hit them
Answer to question 34
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: C. (Objective 0009) In this scenario, the two children participated in an activity at the fair and perhaps transferred the actions of that activity to a similar one at school. It was appropriate for the teacher to remind them of the school safety rules first. Then, by requiring all children take a road test to get a license to drive, he is taking advantage of the fact that preprimary children learn about the world by recreating through dramatic play what adults do. As children play, they are reinforcing what they have learned about appropriate behavior in different life situations.
Question 35
35. A preschool teacher is planning the snack menu for the year and would like to introduce more fruits and vegetables into the food plan. The teacher decides to include one new vegetable or fruit each week, beginning with the eight that are recommended by the nutrition program sponsored by the Minnesota Department of Health. In addition to giving verbal praise, which of the following strategies should the teacher use to best encourage children to try the new food?
- discussing ahead of time how each of the fruits and vegetables helps their bodies grow strong
- giving each of the children a sticker when they try the new fruit or vegetable
- presenting the fruit or vegetable as the only snack option on that day
- allowing the children to wash and cut up the fruits and vegetables and put them on the plates
Answer to question 35
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: B. (Objective 0009) Providing a small reward such as a sticker encourages young children to try new foods and to continue eating them even after the reward is withdrawn. This strategy is one of several included in the Learning About Nutrition Through Activities (LANA) preschool program sponsored by the Minnesota Department of Health.
Question 36
36. At the beginning of the school year, a preschool teacher has a goal of limiting the spread of colds and other illnesses as much as possible. Which of the following teacher actions would be most effective for achieving this goal?
- posting a list of all the signs and symptoms of colds and other common illnesses on the door of the classroom
- requiring all children to wear hats, gloves, coats, and boots appropriate for the weather during outdoor play
- instructing students how to wash their hands using a picture checklist while singing the song "Happy Birthday" twice
- placing tissues and hand sanitizer in all the areas of the classroom and reminding students to use them throughout the day
Answer to question 36
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: C. (Objective 0009) The single most effective practice for preventing the spread of germs is thorough hand washing. The Centers for Disease Control and Prevention (CDC) recommends that children sing "Happy Birthday" twice, to reach the suggested 20 seconds needed for proper hygiene.
Question 37
37. A preschool teacher in a public preschool that has a School Breakfast Program (SBP) has noticed that two siblings arrive for school in the morning hungry. When the teacher mentions this to the children's parents, the parents tell the teacher that they just do not have time for breakfast before school. Which of the following actions would be the most effective for the teacher to take in this situation?
- sending the children to the SBP when they arrive each day
- reporting the parents to the appropriate authorities for possible neglect
- providing the parents with information about the SBP
- setting up a table during choice time with easy breakfast foods for everyone
Answer to question 37
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: C. (Objective 0009) Skipping breakfast can decrease children's ability to perform physically and cognitively. The U.S. Department of Agriculture (USDA) administers the School Breakfast Program (SBP) in all public and private nonprofit schools. The parents/guardians in this scenario might not have been aware that such a program exists for preschoolers.
Question 38
38. A preschool teacher would like to prevent an outbreak of head lice in the classroom. Which of the following actions would likely be most effective for achieving this goal?
- washing all the tables, chairs, and toys once a week with a diluted bleach solution
- hanging children's coats separately and spaced so they do not touch and tucking hats in sleeves
- arranging for the school nurse to conduct a weekly head lice screening in the class
- washing all clothes, hats, and other materials in the dress-up corner monthly
Answer to question 38
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: B. (Objective 0009) As children begin their first experience in a group setting, parents and teachers must be prepared to address the issue of head lice, which is an unwelcome common occurrence among young children. Lice do not hop, jump, or fly, so keeping clothing separated decreases the likelihood that lice will spread.
Question 39
39. The teachers of a preprimary class are setting up the art center for the coming school year. One of the teachers' objectives is to provide a range of art activities that will support the children's development across various domains (e.g., aesthetic, cognitive, physical, social). Which of the following art activities would be especially effective for promoting the children's physical development in the areas of posture and core strength?
- setting up a flat surface where the children can create three dimensional objects with play dough or modeling clay
- preparing large vertical surfaces, such as easels and chalkboards, for the children to use to create paintings and drawings
- placing slant-boards on individual desks where the children can sit to make small paintings with crayons or water colors
- providing simple cardboard table looms at which the children can sit to create weavings using yarn or construction paper
Answer to question 39
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: B. (Objective 0009) Drawing or painting on large vertical surfaces, such as chalkboards or easels, encourages children's use of large arm movements that promote strength and flexibility in the joints and muscles of the upper body. An additional benefit of ensuring that young children have opportunities to participate in such activities is that this practice promotes midline-crossing (i.e., moving the dominant hand from one side of the body to the other, across the midline of the body, in order to reach all parts of the drawing or painting surface), which is a key component in promoting children's development of a strong hand dominance (i.e., becoming strongly right-handed or left-handed). Preprimary teachers who are aware of the interrelationships between children's activities across developmental and curricular domains are well positioned to employ a wide variety of strategies for building on individual children's strengths and preferences to address their unique needs.
Question 40
40. The teachers in a preprimary school have been conducting a review and inspection of the large-motor equipment and other features of the school's outdoor play area. In the context of this review, which of the following questions would be most important for the teachers to address?
- Does the playground provide all children with opportunities for age-appropriate risk-taking and self-management?
- Is all of the large-motor equipment equally appropriate for every child enrolled in the school?
- Does the playground include themed structures, such as castles, that will appeal to all children?
- Is all of the large-motor equipment designed to promote the development of both gross- and fine-motor skills?
Answer to question 40
- Answer Enter to expand or collapse answer. Answer expanded
- Correct Response: A. (Objective 0009) By providing young children with well-monitored opportunities to climb, jump, slide, and swing, for example, teachers allow children to develop their physical skills, test and recognize their own limits, and learn to make informed decisions based on personal knowledge of their own proficiency levels. Such knowledge supports children in developing an understanding of what they are able to do and how to make good decisions about managing risk.