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Descriptive Statements:
- Demonstrate knowledge of the roles of parents/guardians as primary caregivers and informal teachers of children, of factors in the home and community that may affect children's development and learning, and of strategies for working collaboratively with all families.
- Apply knowledge of family dynamics and its implications for building positive and supportive relationships with children and their families.
- Apply knowledge of strategies for initiating and sustaining communication with families to promote children's development and learning and for providing families with information, support, and referrals.
- Demonstrate knowledge of strategies for creating meaningful, respectful, and reciprocal relationships with all families and for engaging families' and communities' active participation in promoting children's development and learning.
- Demonstrate knowledge of the roles of other professionals, community agencies, and organizations that provide services to young children and their families and of strategies for working effectively with such entities.
- Demonstrate knowledge of strategies for building collaborative partnerships with colleagues, supervisors, support staff, and administrators.
Sample Item:
A first-grade student with a disability is frequently pulled out from her general
education classroom to receive services in the resource room. The first-grade teacher
feels that the student is missing not only important instruction, but also opportunities
to develop ties with her classmates. Which of the following would be the first-grade
teacher's best initial response?
- scheduling a meeting with the school principal to emphasize the need to take
immediate action
- rearranging the instructional schedule in the classroom to accommodate the
student's resource-room schedule
- arranging to meet with the special education teacher to present his or her
concerns and discuss how best to proceed
- limiting the time the student spends in the resource room to one half-hour
session per day
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. This question requires the examinee to demonstrate knowledge of
strategies for building collaborative partnerships with colleagues. A direct meeting
would provide the best opportunity for the teachers to share their perspectives, explore
potential solutions, and forge a common understanding of how to meet the student's needs
across domains.
Descriptive Statements:
- Demonstrate knowledge of the historical and philosophical foundations of early childhood education and their influence on practices in the field.
- Recognize the roles and responsibilities of early childhood educators (e.g., promoting children's learning; advocating for children, families, and early childhood programs; reporting suspected abuse and/or neglect).
- Demonstrate awareness of current issues and trends in programs and services for young children and their significance for early childhood professionals.
- Demonstrate knowledge of major laws, regulations, guidelines, and ethical standards related to early childhood education.
- Demonstrate knowledge of the responsibilities and requirements of early childhood educators regarding the development of Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs).
- Demonstrate knowledge of strategies for engaging in ongoing professional development and personal reflection, including developing, implementing, and evaluating professional development plans.
- Demonstrate knowledge of organizations, publications, and other resources relevant to the field of early childhood education.
- Demonstrate knowledge of the roles and responsibilities of early childhood educators in regard to organizational skills (e.g., time management; record keeping; stress reduction; and developing, implementing, and evaluating lesson plans).
Sample Item:
A young child with developmental delays has an Individualized Family Service Plan (IFSP).
The child will soon turn three, at which point he will enter a general education preschool
program. Which of the following is a key responsibility of the general education preschool
teacher in this situation?
- working closely with the child's family and service providers to promote a
smooth transition
- obtaining permission to review the child's complete medical history in preparation
for the child's entry
- informing the families of other children in the program of the child's upcoming
enrollment
- submitting a formal request for a paraprofessional to provide support in the
child's preschool classroom
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. This question requires the examinee to recognize the responsibilities
of early childhood educators. Transitions are especially sensitive moments for young
children. The general education preschool teacher can facilitate a smooth transition by
collaborating with the family and service providers in multiple ways (e.g., by learning
about the child's routines, communication modes, and favorite toys and foods; becoming
familiar with the services the child has been receiving; arranging to meet the child
beforehand).
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