Early Childhood Education Content Knowledge Math and Art Study Guide

Written report Guide

Field 105: Early Babyhood Didactics
Test Design and Framework

Recommendation for individuals using a screenreader: please fix your punctuation settings to "most."

The test design beneath describes general assessment information. The framework that follows is a detailed outline that explains the knowledge and skills that this exam measures.

Test Pattern

Test overview, including duration of test, number of questions, and passing score.

Format	Computer-based exam ( C B T)
Number of Questions	80 selected-response questions, 1 synthetic-response assignment
Time*	iv hours
Passing Score	240

*Does not include xv-minute  C B T tutorial

Test Framework

exam weighting by number of questions per subarea function 1 of 2.

subareas		range of competencies	judge percentage of test
selected-response
roman numeral one	child development, learning, and the learning environment	0001–0004	19 percent
roman numeral 2	communication, linguistic communication, and literacy evolution	0005–0010	27 percent
roman numeral 3	learning across the curriculum	0011–0016	27 per centum
roman numeral four	professional noesis and responsibilities	0017–0018	12 percent
this cell intentionally left bare			85 percent

exam weighting by number of questions per subarea part 2 of 2.

subareas		range of competencies	approximate percentage of test
constructed-response
roman numeral 5	analysis of communication, linguistic communication, and literacy development	0019	15 percent

Subarea roman numeral 1–Child Development, Learning, and the Learning Environment

Competency 0001–Use noesis of early childhood evolution from birth through grade three and factors that influence children'southward evolution and learning.

 first italics The following topics are examples of content that may be covered under this competency.  end italics

• Demonstrate knowledge of theoretical foundations and current scientifically based research regarding the development and learning of children from birth through age eight.
• Recognize characteristics, progressions, and variations of evolution in the physical, cognitive, social, emotional, language, sensory, and aesthetic domains and the interrelationships between the various domains.
• Employ knowledge of exceptionalities and health conditions and their implications for development, safe, and learning in young children.
• Utilise knowledge of the multiple functions of play in early learning for building and supporting skills in motor development, cognition, linguistic communication/communication, social skills, enquiry and discovery, and problem-solving skills.
• Utilize knowledge of factors (e.g., family, culture, community) that influence immature children's development and learning and how these factors collaborate with one another.
• Analyze factors and processes related to young children's development of self-concept, self-discipline, motivation, and autonomy, including conclusion-making, self-cess, and cocky-help skills.
• Employ knowledge of strategies for fostering all children'southward evolution in regard to self-concept, self-command, and self-reliance using a variety of experiences, including play, artistic activities, and cooperative learning.

Competency 0002–Utilise cognition of methods, strategies, and procedures to create and manage positive learning environments for children in prekindergarten through class three.

 beginning italics The following topics are examples of content that may be covered nether this competency.  terminate italics

• Apply cognition of the development, characteristics, and needs of young children to create learning environments that are safety and salubrious and that promote children's sense of security and independence.
• Apply cognition of strategies for creating learning environments that reverberate respect for children as individuals and for children's cultural, family, and community contexts.
• Utilize cognition of the development, characteristics, and needs of immature children to create supportive and challenging learning environments that promote children'due south inherent marvel, sense of competence, and motivation to learn.
• Utilise knowledge of means to contain varied and developmentally appropriate strategies for promoting children'southward learning (eastward.chiliad., contained work, small-group projects, discussions, cooperative learning, inquiry-based learning, problem-solving experiences); means to integrate incidental and spontaneous opportunities for teaching; and means of using the surroundings, daily routines, personal and social interactions, and play to teach immature children.
• Analyze methods and strategies to manage the learning environment by creating procedures, schedules, and routines; facilitating transitions; and addressing behaviors through scientifically valid, research-based, and developmentally appropriate guidance and beliefs management systems.

Competency 0003–Understand the goals, benefits, types, and uses of assessment to support young children and families.

 start italics The post-obit topics are examples of content that may be covered under this competency.  stop italics

• Apply knowledge of developmentally and culturally appropriate practices in using formal, informal, performance-based, and accurate assessments in evaluating immature children's evolution and learning (due east.g., types, characteristics, responsible uses, and limitations of various formal and informal assessments; strategies for assessing individual children'southward needs and interests).
• Apply knowledge of considerations and strategies for selecting, designing, adapting, and modifying assessments for all children, including English language learners and children with exceptionalities; and for conducting ongoing systematic observations and informal assessments across the curriculum.
• Apply noesis of strategies, procedures, and tools for administering assessments and interpreting assessment results, including the use of assessment data to differentiate instruction, document outcomes, and guide exercise.
• Demonstrate knowledge of the rationales and strategies for involving families, school-based professionals, and outside service providers in the cess, application, and referral processes.
• Recognize legal and ethical issues related to cess, responsible cess practices, and confidentiality.

Competency 0004–Utilize noesis of how various types of instructional materials and resources, including current technology, can exist used in early childhood classrooms to support children's learning.

 start italics The following topics are examples of content that may be covered nether this competency.  end italics

• Evaluate the advantages and limitations of particular types of materials and resources within early babyhood instruction contexts and across the content areas.
• Apply cognition of how to select prophylactic, nonbiased, developmentally appropriate learning resources and materials, including the integration of engineering science and design of the physical environment, to come across the needs of all children, including children with exceptionalities and English learners.
• Demonstrate cognition of how to evaluate the effectiveness of various materials and resources (e.g., manipulatives, visual supports, applied science tools, materials modified to support instructional goals and objectives) in meeting specified learner needs.
• Apply knowledge of how to select and use various types of technology based on an understanding of how young children remember, procedure information, and develop concepts in the content areas.
• Apply knowledge of how to integrate technology and other instructional resource into the learning environment to provide opportunities for differentiation; increment meaningful access to the curriculum and instructional goals; and heighten children's communicative, cognitive, and social skills.

Subarea roman numeral 2–Communication, Linguistic communication, and Literacy Development

Competency 0005–Apply knowledge of expressive and receptive linguistic communication development and how to provide learning experiences that encourage children's development and use of language and literacy skills.

 start italics The following topics are examples of content that may be covered under this competency.  terminate italics

• Sympathize stages and characteristics of young children'due south language development and factors and processes that touch on young children'southward expressive and receptive language evolution.
• Apply knowledge of strategies for promoting children's oral vocabulary, listening skills, and oral expression in varied contexts (e.m., interacting with peers, exploring environments, participating in whole-form and modest-group discussions, responding to literature read-alouds and college-order questioning) and for creating a language-rich environment that encourages all children to acquire to communicate effectively.
• Apply knowledge of developmentally appropriate implicit and explicit instruction for developing children's linguistic communication skills.
• Clarify relationships between oral language and literacy development, including reading, writing, and spelling development.
• Apply cognition of skills and strategies for assessing children's language development and for promoting language development for children with varied strengths and needs.

Competency 0006–Apply knowledge of emergent literacy development and strategies for fostering immature children's literacy, including creation of a classroom environment that encourages a positive disposition toward literacy.

 offset italics The following topics are examples of content that may be covered under this competency.  end italics

• Clarify cultural, social, and environmental factors likewise every bit linguistic and developmental processes that affect all children's literacy development.
• Apply noesis of the development of concepts of print (e.g., awareness that impress carries meaning, book-handling skills, agreement of the directionality of print, letter naming, letter recognition), methods for assessing and monitoring children's development in this area, and instructional strategies for promoting related knowledge and skills.
• Apply knowledge of strategies for encouraging children to develop positive attitudes toward literacy (e.g., promoting an enjoyment of reading, providing opportunities for personal interaction with engaging stories, promoting children's interaction with print in varied and meaningful contexts, promoting children's confidence in their ability to read and write).
• Demonstrate knowledge of children's literature, including genres of children's literature, elements of story, various works and authors, equity issues, and how to promote children's respect for and appreciation of diverse literature.
• Apply knowledge of the structure of the English language and the alphabetic writing system, including phonology, morphology, and orthography, and their relationship to children's language evolution.

Competency 0007–Utilize cognition of phonological awareness and phonemic awareness and effective instructional strategies for promoting children's noesis and skills in these areas.

 start italics The following topics are examples of content that may exist covered under this competency.  finish italics

• Demonstrate knowledge of the departure between phonological sensation (i.e., the sensation that oral language is made up of smaller units, such as individual words and syllables) and phonemic awareness (i.due east., a specific type of phonological awareness involving the power to distinguish the separate sounds within a spoken discussion).
• Understand developmental levels of phonological and phonemic sensation, factors that may bear upon children'due south development of skills in these areas, and the office of phonemic awareness in the evolution of phonics skills (eastward.g., learning to acquaintance speech sounds with printed letters).
• Employ knowledge of strategies for promoting children'due south phonemic awareness (e.g., using activities involving oral rhyming, segmenting spoken words into phonemes, blending phonemes to form spoken words, deleting or substituting phonemes in spoken words).
• Use knowledge of procedures for assessing and monitoring children'south phonological and phonemic awareness and for providing instruction to respond to children's needs in this area.

Competency 0008–Utilize knowledge of word identification strategies and the use of explicit and implicit instruction to promote children's knowledge and skills in applying word identification strategies.

 starting time italics The following topics are examples of content that may be covered under this competency.  end italics

• Employ knowledge of research-based instructional strategies to assistance children sympathize the alphabetic principle and develop beginning phonics skills (e.thousand., learning letter-audio correspondences).
• Demonstrate knowledge of explicit and implicit instructional strategies for promoting children's rapid, automatic decoding through the application of phonics skills.
• Use knowledge of other discussion identification strategies (e.k., syllabication, structural analysis, employ of context clues) and the use of explicit and implicit didactics to help children use these strategies to identify unfamiliar words in isolation and in connected text.
• Analyze relationships betwixt children's reading development and their ability to utilise word identification strategies and use procedures for assessing and monitoring children's use of word identification strategies for providing instruction to respond to children's needs.
• Use inquiry-based instructional strategies and methods for helping children primary sight words.

Competency 0009–Apply knowledge of reading comprehension, reading fluency, and vocabulary skills and effective instructional strategies for promoting children'south development in these areas.

 kickoff italics The following topics are examples of content that may be covered under this competency.  end italics

• Apply cognition of metacognitive strategies that facilitate comprehension earlier, during, and after reading (east.one thousand., predicting, cocky-monitoring, questioning, retelling, rereading) and constructive instruction for promoting children's employ of these strategies to sympathize various types of text.
• Apply knowledge of literal, inferential, and disquisitional/evaluative comprehension and instructional strategies that back up children's response to text and promote their literal, inferential, and disquisitional/evaluative comprehension (e.thou., guided reading, literature and enquiry circles).
• Apply knowledge of appropriate explicit and implicit education for promoting children's vocabulary development (eastward.g., identifying roots and affixes, grouping words in conceptual categories, word mapping).
• Apply cognition of systematic and ongoing procedures for assessing and monitoring children's reading comprehension and vocabulary evolution and for providing pedagogy to reply to children's needs in these areas.
• Use knowledge of effective instructional strategies for assessing, developing, and monitoring children's reading fluency.

Competency 0010–Use knowledge of writing processes and effective instructional strategies for promoting young children's writing skills, including spelling proficiency.

 starting time italics The following topics are examples of content that may be covered under this competency.  cease italics

• Analyze factors affecting young children's development of writing skills.
• Apply knowledge of methods for helping children develop and apply writing skills (eastward.g., using the writing procedure, writing in a range of formats for various purposes, recognizing and using standard English language conventions) and for promoting children'due south interest and appointment in writing.
• Analyze relationships between reading and writing and use knowledge of ways to utilise children's writing experiences to support their reading development.
• Sympathize relationships between spelling patterns and sounds of speech, methods for supporting children at each phase of spelling development, and effective strategies for providing direct and indirect instruction to promote spelling proficiency.
• Use cognition of procedures for assessing and monitoring children'due south writing and spelling skills and for providing teaching to respond to children'south needs in these areas.

Subarea roman numeral 3–Learning Across the Curriculum

Competency 0011–Apply knowledge of cognitive development of immature children and how to provide instructional activities and a classroom environment that offer children opportunities to develop a range of cognitive skills and abilities.

 beginning italics The post-obit topics are examples of content that may be covered under this competency.  end italics

• Analyze the instructional implications of children's varied learning and thinking approaches and preferences, including recognizing the basic processes of second-language acquisition (e.g., the "nonverbal period," relationships betwixt second-language conquering and continued evolution of skills in the commencement language).
• Utilize noesis of strategies for enhancing young children'southward ability and motivation to utilise thinking skills and solve problems, including strategies for identifying and building on young children'due south prior knowledge and emerging interests and skills in the content areas.
• Demonstrate understanding of strategies for integrating content and ideas across the curriculum in ways that help children make connections, explore interrelationships, and understand phenomena in their world.
• Apply knowledge of strategies for assessing and addressing individual children'due south needs and interests and for providing all children with meaningful, equitable, and developmentally appropriate opportunities for cognitive growth.
• Demonstrate understanding of current cognitive theories (e.thousand., Bruner'southward, Piaget'due south, and Vygotsky's constructivist theories) on which developmentally appropriate practices in early on babyhood pedagogy are based.

Competency 0012–Employ knowledge of the primal skills, concepts, and vocabulary in mathematics and how to provide developmentally appropriate learning opportunities to enhance young children's mathematical agreement.

 start italics The following topics are examples of content that may be covered nether this competency.  end italics

• Apply knowledge of how to build on children'due south interests to aid them use mathematics to make sense of their earth.
• Demonstrate understanding of the mathematics curriculum and appropriate means to sequence skills and concepts in didactics mathematics to young children.
• Demonstrate knowledge of how to incorporate play and the use of manipulatives into classroom activities to promote children's development of mathematical understanding.
• Utilize knowledge of metacognitive strategies to develop meaningful, concrete learning experiences to promote children'south engagement in mathematical inquiry, thinking, and skills (e.g., using mathematics in everyday situations, devising strategies for solving mathematical issues).
• Use knowledge of areas of mathematical content (due east.g., number sense and numeration, whole-number operations, geometry and spatial sense, statistics and probability, fractions) and mathematical language; and strategies for promoting children's knowledge and skills in these areas through a variety of advisable learning experiences, including integration of mathematics with other content areas.
• Utilize knowledge of pedagogy practices that heighten children's mathematical problem solving and reasoning and promote their power to represent, communicate, and connect mathematical ideas.

Competency 0013–Employ knowledge of the skills and concepts in science and how to provide developmentally appropriate experiences that promote young children'due south inquiry, exploration, and learning in this surface area.

 kickoff italics The post-obit topics are examples of content that may be covered under this competency.  end italics

• Use cognition of how to plan and implement an inquiry-based science program that is responsive to children'southward diverse interests, knowledge, skills, and experience and that promotes children's development of scientific noesis and skills.
• Demonstrate agreement of principles and phenomena related to the life and physical sciences (i.e., biology, earth scientific discipline, chemical science, and physics) and how to foster children's understanding of these scientific discipline fields.
• Employ knowledge of strategies for encouraging children to explore and brand discoveries near their world (east.m., using their senses and unproblematic tools to gain data almost their environment, drawing conclusions on the basis of their observations).
• Utilize knowledge of instructional strategies for encouraging children to view themselves as competent scientific explorers and activities for promoting their ability to think and communicate scientifically (e.g., by providing opportunities to detect and describe objects and phenomena; engage in elementary investigations; and apply skills such equally making predictions, classifying and interpreting information, recognizing patterns, and drawing conclusions).
• Apply cognition of instructional resource for teaching scientific discipline and procedures for ensuring safety during classroom science activities.

Competency 0014–Utilize noesis, skills, and concepts in social studies and how to provide developmentally appropriate experiences that promote young children'southward exploration and learning in this area.

 start italics The following topics are examples of content that may be covered under this competency.  stop italics

• Utilise knowledge of democratic practices and values and how to foster children'south understanding and application of democratic principles and personal responsibility in various settings and situations.
• Demonstrate basic cognition and skills in history, geography, economic science, and government and how to promote children'due south knowledge and skills (eastward.grand., locating and interpreting information, making and using maps, answering historical questions) in these areas.
• Apply cognition of instructional strategies that enhance children's understanding of their family, customs, nation, and civilisation.
• Apply noesis of instructional strategies and activities for promoting children's appreciation of and respect for human diversity and its significance in their customs and in the larger earth.

Competency 0015–Use knowledge of the role of the arts, including visual arts, music, creative movement, dance, and drama, in the overall development of immature children and how to provide children with a range of meaningful experiences in the arts.

 start italics The following topics are examples of content that may be covered under this competency.  end italics

• Demonstrate agreement of basic concepts, techniques, materials, and cultural influences related to visual arts, music, artistic motion, trip the light fantastic, and drama and apply strategies for promoting children'southward knowledge and skills in these areas.
• Apply knowledge of the concepts and skills necessary for immature children, including children with exceptionalities, to produce and respond to various types of fine art.
• Use knowledge of strategies for promoting children's use of the arts as a medium for viewing the world, exploring ideas, and expressing thoughts and feelings.
• Utilize knowledge of how to use the arts to help children achieve desired outcomes in various domains (e.g., using finger painting to encourage individual expression and improve motor control, using music to foster linguistic communication evolution, using dramatic play activities to explore healthy ways to express feelings, using artistic movement to foster awareness of the body and surrounding world).

Competency 0016–Understand young children's physical development and their needs related to personal health, safety, and nutrition and strategies for providing developmentally appropriate experiences in these areas.

 start italics The following topics are examples of content that may be covered nether this competency.  end italics

• Demonstrate understanding of the evolution of physical skills (e.yard., fine- and gross-motor skills, locomotor skills, nonlocomotor skills, perceptual awareness, object treatment) and the instructional implications of children's varied levels of physical skills development.
• Employ knowledge of the components of fitness (e.g., muscular strength, flexibility) and activities for promoting children's fitness, physical skills development, and enjoyment of physical activity.
• Demonstrate understanding of principles and practices of personal, interpersonal, and community health and safety that are developmentally advisable for young children.
• Understand principles of nutrition (e.m., balanced nutrition) and the office of diet in children'due south fitness and evolution.
• Apply knowledge of strategies, including play, for providing children with learning experiences to help them develop physically and get enlightened of and exercise behaviors that promote their own wellness and condom.

Subarea roman numeral 4–Professional Knowledge and Responsibilities

Competency 0017–Utilise cognition of strategies for edifice positive, collaborative relationships with children's families, other professionals, and community agencies and organizations.

 showtime italics The following topics are examples of content that may be covered under this competency.  stop italics

• Demonstrate knowledge of the roles of parents/guardians as primary caregivers and breezy teachers of children, factors in the abode and community that may bear upon children'due south evolution and learning, and strategies for working collaboratively with families.
• Analyze the role of family unit dynamics in building positive and supportive relationships with children and their families.
• Employ noesis of strategies for initiating and sustaining advice with families to promote children'southward development and learning and for providing families with data, support, and referrals.
• Apply noesis of strategies for creating meaningful, respectful, and reciprocal relationships with all families and for engaging families' and communities' agile participation in promoting children's development and learning.
• Demonstrate understanding of the roles of other professionals, community agencies, and organizations that provide services to young children and their families and strategies for working effectively with such entities.
• Apply knowledge of strategies for building collaborative partnerships with colleagues, supervisors, back up staff, and administrators.

Competency 0018–Understand the roles and responsibilities of early babyhood educators.

 start italics The following topics are examples of content that may be covered under this competency.  terminate italics

• Demonstrate knowledge of the historical and philosophical foundations of early babyhood pedagogy and their influence on practices in the field.
• Demonstrate knowledge of electric current issues and educational trends for young children and their significance for early on childhood professionals.
• Demonstrate knowledge of major laws, regulations, guidelines, and ethical standards related to responsibilities and roles of the early on childhood pedagogy teacher (due east.g., promoting children's learning; advocating for children, families, and early childhood programs; reporting suspected abuse and/or neglect).
• Demonstrate knowledge of the responsibilities and requirements of early childhood teachers regarding the development of Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs).
• Apply cognition of strategies for engaging in ongoing professional development and personal reflection.
• Demonstrate cognition of organizations, publications, and other resources relevant to the field of early childhood education.

Subarea roman numeral 5–Analysis of Communication, Language, and Literacy Development

Competency 0019–Clarify and interpret authentic assessments and educatee work products to identify areas of need in pre-emergent, emergent, and beginning literacy evolution, and describe developmentally appropriate strategies to effectively address student need.

 start italics The following topics are examples of content that may exist covered under this competency.  end italics

• Clarify information from multiple accurate assessments to plan effective, developmentally advisable instruction, evaluate immature children's literacy skills, and monitor students' response to education.
• Apply knowledge of the development of the alphabetic principle, phonics, phonemic awareness, concepts of print, vocabulary, give-and-take identification, written expression, spelling, and instructional strategies for pedagogy and promoting related knowledge and skills.
• Apply knowledge of the development of reading comprehension and evidence-based strategies for promoting young children's agreement of a multifariousness of texts.

---

bratchersubmiliand.blogspot.com

Source: http://www.ceoe.nesinc.com/Content/StudyGuide/OK_SG_obj_105.htm