PECT Module 1 Practice Questions &
Answers, rated A. Verified.
The development of object permanence during the sensorimotor stage is significant because it
demonstrates that the child can:
A. Filter out all but the
...
PECT Module 1 Practice Questions &
Answers, rated A. Verified.
The development of object permanence during the sensorimotor stage is significant because it
demonstrates that the child can:
A. Filter out all but the essential sensory information of a physical item and then select a response.
B. Begin to feel more relaxed and secure when away from his or her primary caregivers.
C. Recognize the ability to make things happen by eliciting s consitent response from a caregiver.
D. Maintain a symbolic representation of an item in memory even when it's out of sight. - ✔✔-D.
Maintain a symbolic representation of an item in memory even when it is out of sight.
**The term object permanence is used to describe a child's ability to know that objects continue to exist
even though they can no longer be seen or heard.
*For example, infants under a certain age play peek-a-boo often become upset that the item they are
playing the game with has vanished. This is because they are too young to understand that the object
continues to exist even though it cannot be seen.
Which of the following is considered a developmentally appropriate practice (DAP) for prekindergarten
children?
A. Building upon what the child already knows.
B. Using a prepackaged curriculum.
C. Having rules and regulations posted in the classroom.
D. Utilizing pretest s horse to drive instruction. - ✔✔-A. Building upon what the child already knows.
**According to the NAEYC, building upon what the child already knows, or scaffolding, is a
developmentally appropriate practice.
A prepackaged curriculum does not allow for differentiation and does not take into account special
needs of the students. Rules and regulations being posted in the classroom and utilizing pretest scores
will have little effect on student learning and retention of new learning.
A preschool teacher with a diverse group of learners makes a point of including visuals, toys, and other
materials that reflect the background of each student in the class. In addition, the teacher makes a
special effort to read books that reflect each student's culture and language. This teacher understands
that:
A. A child's listening comprehension is increased when content is familiar and reflects cultural
experience.
B. Children will react more positively to each other when they feel represented in the literature of the
class.
C. A child's behavior often improves when immersed in a variety of cultural values and viewpoints.
D. Children feel more comfortable talking to the teacher when there is a shared subject or vocabulary. -
✔✔-A. A child's listening comprehension is increased when content is familiar and reflects cultural
experience.
** Research shows that more learning takes place when children are engaged in communication that is
meaningful to them because more of the content and structure of the communication enters long-term
memory.
A second-grade class includes two students who have language delays and who tend to speak to peers
and adults only when necessary. Which of the following teacher strategies would be most effective for
increasing students' use of oral language in the classroom?
A. Posting a chart for each of the two students that tallies the number of times each of them
communicates with others during the day.
B. Scheduling a daily morning meeting that includes time for students to voluntarily share personal
experiences with one another.
C. Setting up small-group activities on a regular basis that requires students to talk to one another in
order to complete assignments.
D. Meeting with the two students individually at the end of the day to ask them questions related to the
day's lessons and activities. - ✔✔-C. Setting up small-group activities on a regular basis that requires
students to talk to one another in order to complete assignments.
** In general, students are most likely to engage in spontaneous oral language in situations in which
they feel relaxed and unselfconscious.
*Cooperative learning activities often provide such situations. When working together with just a few
other students on assignments that appeal to them, children who tend to be reluctant to speak in larger
settings will often join in to express interest, share ideas, and help with decision making and problem
solving.
Marcus is a four-year-old boy who is new to Ms. Klein's preschool class. Marcus often sits and observes
other children playing with the blocks and other toys, but does not usually engage in the activities
himself. Ms. Klein wants to help Marcus develop motivation to play with the toys in the classroom.
Which of the following strategies would be most effective for Ms. Klein to try first?
A. Asking Marcus which are his favorite blocks and encouraging him to focus on building with those.
B. Giving Marcus some blocks to take home with him and requesting that he show his parents how he
plays with the blocks at school.
C. Demonstrating to Marcus a few different ways the blocks can be used to create different structures
and showing him how to try some himself.
D. Introducing a reward chart and giving Marcus a sticker on his chart each time he plays with the
blocks. - ✔✔-C. Demonstrating to Marcus a few different ways the blocks can be used to create different
structures and showing him how to try some himself.
**Children who may have a lower level of motivation, may be fearful of failure, or may be
uncomfortable in social situations, often need more attention from adults to have difficulty getting
started with materials independently.
*By modeling for Marcus how to play with the blocks and encouraging him to do so himself, Ms. Klein is
providing Marcus with incidental learning experiences to build prior knowledge, language, and
motivation.
A prekindergarten teacher is preparing a lesson for her class about where milk comes from. She is
organizing a filed trip to a local dairy farm with a follow-up trip to the school cafeteria to see a delivery
of milk. During this time she will also transform the classroom centers with activities and supplies that
reflect what the children saw on the field trips. Which of the following learning theories is this teacher
modeling?
A. Constructivist learning theory
B. Behaviorist learning theory
C. Social cognitive learning theory
D. Cognitive learning theory - ✔✔-A. Constructivist learning theory
**The constructivist learning theory states that children generate knowledge and form meaning based
on their experiences and interactions with their environment.
*In the above scenario, the children are provided real-life experiences and the teacher facilities learning
through hands-on activities.
Sarah is a five-year-old child who lives with her mother and one younger brother. Sarah's mother is
unemployed and without extended family nearby. The family recently moved to a homeless shelter after
losing their apartment. There is no predictable schedule for their days or nights. As a result of their
situation, Sarah would most likely:
A. Experience adverse effects on her concentration and memory.
B. Have a greater chance of developing certain disorders such as asthma.
C. Experience an increase in her resilience and demonstration to succeed.
D. Have a greater understanding of the range of human emotions. - ✔✔-A. Experience adverse effects
on her concentration and memory.
** Extensive research indicates that living in poverty has a wide range of negative effects on the physical
well-being and mental health of children. Poverty impacts children in various contexts at home, in
school, and in their neighborhoods and communities. Poverty has a particularly adverse effect on the
academic outcomes of children, especially during early childhood.
*Chronic stress associated with living in poverty has been shown to adversely affect children's
concentration and memory, which may impact their ability to learn.
A prekindergarten teacher wants to create a classroom environment that stimulates and reinforces
children's motivation to learn. Which of the following strategies would best support the achievement of
this goal?
A. Offering stickers or other favored items as rewards for independent creative work.
B. Providing a variety of appealing, age-appropriate materials and time to explore them.
C. Creating a wall chart on which each child's accomplishments and successes are listed.
D. Responding to all children's products and efforts with lavish praise and approbation. - ✔✔-B.
Providing a variety of appealing, age-appropriate materials and time to explore them.
**Young children are natural explores. They love to examine new materials and can spend hours
exploring their characteristics and how they behave.
*By regularly providing children with attractive, developmentally appropriate materials and giving them
the time to explore them, the teacher is taking advantage of the children's innate impulse to investigate
deeply and learn as much as they can about the world around them.
In which of then following ways would it be most helpful for parents/guardians to participate in the
assessment process of a four-year-old child?
A. Selecting the appropriate venue in which to perform the assessment as well as the materials that
would work best with their child.
B. Preteaching the skills needed for the assessment to shorten the time involved in the process for both
the team and the child.
C. Sharing insight into the child's developmental background as well as any cultural differences that
could inform the assessment process.
D. Developing a time line for the assessment process that fits well with the whole family's home, school,
and work schedules. - ✔✔-C. Sharing insights into the child's developmental background as well as any
cultural differences that could inform the assessment process.
**Families provide important information in the assessment process, and it is vital to have their input
about their child's developmental history. It is also essential to learn of any linguistic or cultural
differences that could affect the assessment process. Assessment of the various skill areas, including
intelligence, language, and perception, as well as behavioral, emotional, and social development, are
conducted by multidisciplinary team as required by federal law. *Although parents/guardians are
important participants, generating a time line for the assessment process and choosing a venue would
be a joint decision with the multidisciplinary team. Parents/guardians would not be expected or
encouraged to practice skills used in the assessment process.
Which of the following instructional approaches is recommended for students who need Tier 2
assistance according to assessment results determined by Response to Instruction and Intervention
(RtII) procedures?
A. Focusing on strategies for breaking difficult problems into manageable parts.
B. Focusing on one-on-one instruction and considering special education services.
C. Providing systematic and explicit instruction with guided practice and corrective feedback.
D. Providing students with multiple opportunities to solve open-ended and nonstandard problems. -
✔✔-C. Providing systematic and explicit instruction with guided practice and corrective feedback.
**The Institute of Education Sciences identifies strong evidence that instruction in Tier 2 and 3 should
be explicit and systematic. Instruction should include numerous clear models of easy and difficult
problems, with accompanying teacher think-alouds. It is important for the early education teacher to
demonstrate knowledge of strategies for effectively using progress monitoring to inform instruction and
to be able to apply it to Response to Instruction and Intervention (RtII).
Which of the following skills is typically the last to emerge for students who are English language
learners?
A. Understanding academic language
B. Questioning to check for understanding.
C. Self-correcting spoken errors
D. Following verbal instructions - ✔✔-A. Understanding academic language
**Academic language represents the language demands of school, including language used in textbooks
and on tests, and discipline-specific language, and it take students who are English language learners
years to gain proficiency in this area. Academic-language skills are more abstract and less contextualized
than the skills students use in interpersonal communication. Students who are English Language
learners may be able to say the words in a content area textbook and memorize the definitions of
content area vocabulary but still have difficulty understanding the vocabulary and organization of
academic language.
According to the National Association for the Education of Young Children (NAEYC) Code of Ethical
Conduct, which of the following statements best reflects a primary ethical responsibility of PreK-4
teachers in regard to student assessment?
A. Students should only be assessed in comparison to peers with a similar academic profile.
B. Standardized achievement measures, which include normative assessment, should focus most on
showing students' performance in relation to their previous performance.
C. Students' grade-level curriculum should be modifi
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