Praxis Practice Question 1Ms. Graham, a kindergarten teacher, sets up floor

materials in two areas of the classroom each morning, so the children can interact in groups as they come in. Typically, the materials include a puzzle with several pieces and board games. Which of the following types of interaction is the teacher facilitating?

(A)Associative Play

(B)Cooperative Play

(C)Parallel Play

(D)Functional Play

PlayJean Piaget says A child’s work is play. Children learn though play.Adults set up the environment to encourage

different types of play.From the teachers standpoint it should be

Play with a Purpose.

Vygotskian approach to PlayPlay affects the child’s motivation.Play facilitates cognitive decentering.Play advances the development of mental

representations. Play fosters the development of deliberate

behaviors – physical and mental voluntary actions.

According to Vygotskians, only when these four outcomes are in place can a young child profit fully from academic activities.

Praxis Practice Question 2Which of the following is an example of an

assistive technology that can be used with a child who has a communication delay?

(A)Battery operated riding toys and power scooters

(B)Plastic, cloth, or fiberglass braces(C)Non-electronic board or notebook(D)Toys with large handles, switches, and

controls

Characteristics of PlayTeacher involvement decreases over time as

experience helps children gain independence in negotiating.

The process is the activity; it keeps children involved, exploring and discovering without a defined beginning or end.

The play-versus-reality distinction inherent in fantasy or pretend is called nonliterality. This is where children escape reality, forgo limits, and have power over what they do.

Types of PlayNonsocial Activity or Solitary PlayNonsocial Activity or Solitary Play Unoccupied, onlooker behaviorUnoccupied, onlooker behavior

Parallel PlayParallel Play Plays near other children with Plays near other children with similar toys, but does not try to similar toys, but does not try to influence theminfluence them

Associative PlayAssociative Play Engage in separate activities, but Engage in separate activities, but exchange toys and commentsexchange toys and comments

Cooperative PlayCooperative Play Children work toward a common Children work toward a common goal (such as make-believe play).goal (such as make-believe play).

Cognitive Play CategoriesFunctional PlayFunctional Play Simple, repetitive Simple, repetitive

motor movements, motor movements, with or without objectswith or without objects

0–2 years0–2 years

Constructive PlayConstructive Play Creating or Creating or constructing somethingconstructing something

3–6 years3–6 years

Make-Believe PlayMake-Believe Play Acting out everyday Acting out everyday and imaginative rolesand imaginative roles

2–6 years2–6 years

Praxis Practice Question 3A caregiver is setting up an activity center to

support the fine motor skills development of 3 – to 4 – year old children. Which of the following is an appropriate activity to support this goal?

(A)Sweeping with a broom and using a dust pan(B)Removing and replacing lids and caps of

containers(C)Throwing a basketball into the net(D)Dancing to simple tunes and music patterns

The Learning EnvironmentThe arrangement of the learning environment is as

important to the classroom as the instructional time.

The learning environment acts as an extra teacher in the classroom.

A healthy environment supports children’s physical and mental health.

A respectful environment is one in which teachers deeply care about the children and families.

A supportive environment is one where the teacher spends time with the children, pleasantly interacts with them and encourages and help them.

Learning Environment needs to beCleanWell maintainedLovingBalance of small and large open spaceHave a variety of well defined learning

centersWell arrangedSafeHave a good traffic flow

Praxis Practice Question 4Which of the following is the best example of a

developmentally appropriate environment for a group of 3-year-old children?

(A)The choice of materials by the caregiver is related to the caregiver’s interests, and is restrictive in use.

(B)The daily activities are completed in groups, and the caregiver has an opportunity to introduce several activities each day.

(C)The caregiver’s plan provides time for individual and group activities, and the children have time for experimentation.

(D)Outside activities is limited to once in two weeks, since the children have lots of indoor materials to work with.

Learning Environment – A context for teaching and learning

1/3 how the environment is arrangedphysical environment

1/3 what teacher does in the environmentCognitive/academic

1/3 the other children in the environmentSocial/emotional environment

Context for Teaching & Learning

1. Scheduling2. Selecting Activities 3. Designing Learning Centers & Selecting

Materials4. Planning and structuring activities to

ensure that all children can participate

Praxis Practice Question 5Which of the following materials would be most

appropriate for teaching 4-year-old children about patterns?

(A)Cards showing simple patterns in bright colors(B)Manipulatives that can be arranged in

patterns(C)Books that define and feature illustrations of

patterns(D)Worksheets containing pattern-identification

activities

Fosters EngagementFunction with IndependenceAnticipate TransitionsPrevent Challenging Behavior

1.Balance of activities (active/passive; teacher-directed/child-selected; large/small group/ centers/individual)

2.Length of time – changes during the year3.Novelty embedded into Consistency 4.Transitions – Reduce; Anticipate; Learning

Opportunities; Teach Expectations

Context: Schedule

Throughout day – across activities & environments

Child-directed; Teacher-directed; RoutinesAll provide opportunities to teach content and

dispositions (persistence, independence,…) Embedded Learning Opportunities InterestingOpportunities to practice and use peer

modelingRoutines – maximize target behaviors including

adaptive skills & caring for environment

Context: Selecting Activities

Praxis Practice Question 6A class, made up of children with diverse needs

and abilities, is grouped for an activity. In the groups, the children will assist each other according to their individual strengths and abilities. Such a grouping strategy is an example of which of the following?

(A)Homogenous clustering(B)Cooperative learning(C)Scaffolding(D)Tiered instruction

Adaptation Continuum

Least to Most Intrusive

Use the least intrusive adaptation. If an adaptation is not having the result you want, try the next least intrusive adaptation.

The Goal:

Praxis Practice Question 7Which of the following will best support the

development of literacy skills of an English language learner (ELL) in an early childhood setting?

(A)Allowing bilingual children to speak and learn to write in their preferred language

(B)Grouping all bilingual children together during classroom activities

(C)Including in the reading area only books written in the English language

(D)Requiring bilingual children to verbally express themselves in English only

Adapt room set-up◦ Rearrange the furniture so child in wheelchair can move freely◦ Invisible support: arrange materials sequentially

Adapt/select equipment◦ Ex: use a slant board to help child participate in coloring activities or a wedge to provide supportive seating during circle activities

Adapt Environment – changes to the setting

Select to meet child’s abilitySelect to support child’s preferencesAdapt activity or routine to accommodate a

special needAdd periodic movement activities to a story

time activity to help children who have difficulty paying attention.

Extend the length of free choice time so that children have the opportunity to finish a block building project.

Continuum: Adaptations to Activities and Routines

Praxis Practice Question 8The parents of a 5-month-old infant are searching

for a suitable child care center for their baby. Which of the following best characterizes an environment that functions within professional guidelines?

(A)The ratio of adults to infants is one-to-eight(B)Caregivers are moved weekly from one group to

another to get to know all infants in the center(C)Caregivers work with the infants in large

groups, thus fostering social interaction(D)The ratio of adults to infants is limited to allow

for one-to-one interaction

Continuum: Adaptations to MaterialsMake the pencil thicker by putting a foam curler

around it or by wrapping the pencil with play dough or silly putty to help a child who has problems gripping pencils.

Use assistive technology—a simple switch interface to help a

child with motor difficulties activate a toy. Visual cues – photos to

remind child of hand-washing steps

Continuum: Requirements and InstructionChanging the requirements of an activity or a routine, or

the way you provide instruction for them, can enable a child to participate. For example:

Modality reinforcement: Use photographs to show each step rather than simply speaking the instructions.

Simplification: Reduce the number of steps a child is expected to perform to change requirements; task analysis

Praxis Practice Question 9Which of the following activities is most

appropriate for a teacher to use to introduce a group of 4-year-old children to the concepts of life cycles using butterflies?

(A)The teacher talks to the children for 30 minutes on how butterflies develop

(B)The teacher reads a book about butterflies to the children

(C)The teacher asks the children to color a picture of different types of butterflies

(D)The teacher brings a butterfly habitat with eggs and larvae to the class

Continuum: AssistanceProviding assistance is the most intrusive form of

adaptation because it involves another child (peer assistance) or adult actually helping the child do the activity or routine, rather than allowing the child to do it independently. Always try to have a peer provide the assistance first before using an adult.

Provide assistance only when other adaptations have not worked, and only as a last resort.

ActivityDivide up into 6 groups (Dramatic Play, Blocks or

Construction, Puzzles or Manipulative, Science or Nature, Books or Library, Art)

Select a learning center posterOn the poster list

The items you would need for that learning centerActivities that could be used in that learning centerWhere in the classroom would be the best place for

the center.

Praxis Practice Question 10Which of the following materials will provide the

most opportunity for children to play, learn and explore?

(A)A bowl with very large beads in different sizes and colors

(B)A bird that sings and flaps its wings when the power button is turned on

(C)A battery operated car that can hoot when it bumps into any object

(D)A box with the letters of the alphabet written around it

Wrap-upGive prize to the person who has the most

answers correctRemind participants to pick up a sticker as

they leaveGive out evaluationsClose in prayer

ReferencesBerk, L. (2008). Infants and Children Prenatal

through Middle Childhood Sixth Edition. New York, NY: Pearson

Brown, J., Hemmeter, M, & Pretti-Frontczak. (2005) Blended Practices for Teaching Young Children in Inclusive Settings. Baltimore, MD: Brooks Publishing.

Koralek, D. (2004) Spotlight on Young Children and Play. Young Children. National Association of the Education of Young Children.

Morrison, G. (2011) Fundamentals of Early Childhood Education. Sixth Edition. New York, NY: Pearson.