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Descriptive Statements:
- Demonstrate knowledge of major concepts, principles, theories, and processes of human development as related to students from early childhood through the elementary years.
- Demonstrate knowledge of characteristics, behaviors, and milestones related to developmental theories (e.g., physical, cognitive, linguistic, social, emotional, moral) in students from early childhood through the elementary years and ways in which a student's development in one domain may affect development and performance in other domains.
- Apply knowledge of how to plan learning experiences and environments that support the development of students from early childhood through the elementary years across domains.
- Demonstrate knowledge of factors that influence the development of students from early childhood through the elementary years.
- Apply knowledge of variation in the development of students within any given age group from early childhood through the elementary years and the implications of this variation for instructional decision making.
- Apply knowledge of developmental challenges (e.g., autonomy, self-esteem, self-direction, social interactions, emotional regulation) for students from early childhood through the elementary years and effective ways to help students address these challenges.
- Analyze various instructional strategies, approaches, and learning goals in relation to the developmental characteristics and needs of students from early childhood through the elementary years.
Sample Item:
According to the theoretical framework developed by Lev Vygotsky, a young child's cognitive development is most strongly influenced by which of the following factors?
- encounters with conflicting ideas that lead to disequilibrium and motivate change
- positive reinforcement from key individuals in the child's life
- genetically programmed characteristics that unfold gradually throughout childhood
- conversations and other interactions with adults or more able peers
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. Lev Vygotsky's Sociocultural Theory of Cognitive Development posits that children's cognitive development is equally influenced by both social and cultural factors. Social interactions with more knowledgeable others (e.g., parents, teachers, coaches, or capable peers) provide a scaffold for children and advance the development of their skills and understanding.
Descriptive Statements:
- Demonstrate knowledge of major theories and concepts related to the learning process and their application in various educational contexts.
- Apply knowledge of processes by which students construct meaning and develop skills, including the use of different types of learning strategies and techniques, including various types of play, for making knowledge accessible and meaningful for all students from early childhood through the elementary years.
- Apply knowledge of strategies and technologies for providing learning opportunities that are responsive to students' varied experiences, characteristics, and needs, and facilitating learning for students with specific learning needs in given instructional contexts.
- Apply knowledge of strategies for promoting students' development of independent thinking and learning, reflection and higher-order thinking skills, organizational and time-management skills, and sense of ownership and responsibility with regard to their own learning.
- Demonstrate awareness of factors (e.g., prior knowledge and experiences, health, economic conditions, teacher behaviors, family circumstances, community environment) that can affect student learning and the implications of these factors for teaching and learning.
- Demonstrate knowledge of how particular instructional practices, methods, and procedures, including the use of technology, influence learning processes and outcomes.
Sample Item:
An elementary teacher wishes to use scaffolding to promote student learning. Which of the following approaches best utilizes this strategy?
- prompting students to identify personal goals that they hope to achieve whenever they are preparing for an upcoming project
- giving students charts labeled with relevant variables on which to record data they gather during classroom science experiments
- holding weekly geography quizzes with students to assess their understanding of important information covered during recent lessons
- grading students' descriptive paragraphs and then having them rewrite each paragraph to make the necessary improvements and revisions
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. Scaffolding refers to the teaching practice of incorporating support structures to help students develop skills beyond their current level. In this example, a teacher seeking to promote the development of students' data collection skills provides students with labeled charts during a science experiment on which the students can record their data. This teacher support effectively modified the organizational and written output required by students, allowing them to focus on demonstrating the desired skill of tracking observed data.
Descriptive Statements:
- Demonstrate knowledge of differences between students and the implications for teaching and learning.
- Demonstrate knowledge of strategies for learning about and understanding students' varied backgrounds and needs, resources in the school and community for meeting individual student needs, and strategies for connecting students and their families to these resources.
- Apply knowledge of strategies for working and interacting effectively with all students, including students who are English language learners and students with specific learning needs.
- Apply knowledge of strategies for planning and implementing instruction that is responsive to the characteristics, skills, strengths, and needs of all students and for ensuring that all students participate fully in classroom life and activities.
- Apply knowledge of strategies for creating a positive environment for all students and for promoting students' understanding of and respect for others within the classroom and the community.
- Apply knowledge of how to recognize and respond to negative attitudes regarding societal issues and how to create a learning community in which everyone is valued and appreciated.
Sample Item:
Fifth-grade teachers publish a weekly newsletter that is sent home with students and posted on the fifth-grade web page. Each week, the teachers spotlight free events in the neighborhood and community, describe services provided by community organizations, and provide links to various community agencies. This practice is most effective in helping the teachers achieve which of the following goals?
- promoting families' participation in activities that encourage lifelong learning
- facilitating connections between families and community resources to meet their needs
- prompting families' active engagement in their children's education
- building positive relationships between the school, families, and the community
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. Teachers who desire to foster connections between families and community organizations can help develop greater awareness of local community events, resources, and services available to families by taking advantage of already established communication channels, such as classroom web page postings or weekly newsletters, to highlight these opportunities. Additionally, providing links to these local agencies allows families to get more information and to further educate themselves on ways these organizations might meet the needs of their family.
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