CEOE Early childhood education 105
OSAT practice test 2024
Which kof kthe kfollowing kbehavioral kmilestones ktypically kappears kearliest kin
kthe ksequence kof ktypical kinfant kdevelopment?
rolling kover kback kto kfront k
making kcooing ksounds
using ka kpincer kgrasp
babbling kconsonants k- kANS✓✓-making kcooing ksounds
In kthe kcoming kschool kyear, ka kgeneral keducation kkindergarten kclass kwill
kinclude ka kchild kwith kautism kspectrum kdisorder k(ASD). kThe kkindergarten
kteachers kwant kto kensure kthat kthe kclassroom kenvironment kwill keffectively
ksupport kthis kchild's klearning kand kdevelopment. kWhich kof kthe kfollowing
kteacher kstrategies kwould klikely kbe kmost keffective kfor kpromoting kthe
kachievement kof kthis kobjective?
pairing kthe kchild kto kwork kwith ka kclassmate kwho kis khelpful kand keasygoing.
creating klabels kto kclearly kidentify keach kactivity kcenter kin kthe kclassroom.
arranging kfor kthe kchild kto khave ka kfull-time kaide kto kprovide kindividualized
kguidance.
creating ka kvisual kschedule kto khelp kthe kchild kanticipate kupcoming kactivities. k-
kANS✓✓-creating ka kvisual kschedule kto khelp kthe kchild kanticipate kupcoming
kactivities.
Before kschool kbegins, kthe kteachers kof kan kearly kchildhood kclass kmeet kto
kdiscuss kstrategies kfor kthe kupcoming kyear. kThe kteachers krealize kthat kthe
kchildren khave khad kvaried kamounts kof kprevious kclassroom kexperience kand
khave ka krange kof kbackgrounds, kstrengths, kand kneeds. kWhich kof kthe
kfollowing kfactors kwould kbe kmost kimportant kfor kthe kteachers kto kfocus kon kas
kthey kstrive kto kpromote kthe kdevelopment kand klearning kof kall kchildren kin kthe
kclass?
providing keach kchild kwith kculturally kresponsive klearning kexperiences. k
determining kfamilies' kattitudes kabout kthe knature kand kfrequency kof kcontact
kwith kthe kschool.
,understanding kthe kextent kof kagreement kamong kfamilies kregarding kpreferred
kteaching kpractices.
defining keffective kmethods kfor kinforming kall kfamilies kabout kschool kactivities.
k- kANS✓✓-providing keach kchild kwith kculturally kresponsive klearning
kexperiences.
The kteachers kof ka kculturally kdiverse kpreschool kclassroom kmeet kregularly kto
kdiscuss kvarious ktopics kand kissues k(e.g., khow ksmoothly kthe kclass kis
krunning, kwhether ka knew kactivity kcenter kshould kbe kadded, kwhether kthe
kschedule kneeds kadjustment). kWhich kof kthe kfollowing kwould kbe kthe kbest
kway kto kinvolve kfamilies kin ksuch kinitiatives?
inviting kfamilies kto kparticipate kin ka kclassroom kwork kday kto khelp krearrange
kexisting klearning kcenters kor kneaten kup kmaterials kin kvarious kareas kof kthe
kroom. k
suggesting kthat kfamilies kfeel kfree kto kdrop kin kto kobserve kthe kchildren's
kactivities kin kthe kclassroom kand knote kdown kany khelpful kimprovements kthat
koccur kto kthem. k
encouraging kfamilies kto ksuggest kways kto kincorporate kmaterials kor kactivities
kthat kreflect ktheir ktraditions. k
sending keach kfamily ka kquestionnaire kthat kasks kthem kto ksuggest kideas kfor
kways kto kmake kthe kclassroom ka kmore keffective klearning kenvironment. k-
kANS✓✓-encouraging kfamilies kto ksuggest kways kto kincorporate kmaterials kor
kactivities kthat kreflect ktheir ktraditions.
As kthey kprepare kfor kthe kstart kof ka knew kschool kyear, kthe kteachers kof ka
kpreschool kclass kmeet kto kdiscuss ktopics ksuch kas kroom karrangement, kthe
kdaily kschedule, kand kclassroom kroutines kand kprocedures. kOn kthe kfirst kday
kof kschool, kthe kteachers kplan kto kspend ktime kfamiliarizing kthe kchildren kwith
kthe kclassroom k(e.g., kshowing kthe kchildren kwhere ktheir kcubbies kare kand khow
kto kuse kthem, kintroducing kthe kchildren kto kthe kvarious kactivity kcenters,
kexplaining kdaily kroutines). kWhich kof kthe kfollowing kbenefits kwould kresult
kfrom kthis kapproach?
minimizing kthe kteachers' kneed kto kprovide ksuch kinformation krepeatedly
teaching kthe kchildren kthe kbenefits kof kan korderly kclassroom
allowing kthe kteachers kto kfocus kprimarily kon kinstructional kactivities
promoting kthe kchildren's ksense kof ksecurity kand kindependence. k- kANS✓✓-
promoting kthe kchildren's ksense kof ksecurity kand kindependence.
,A kfirst-grade kteacher kroutinely kinvites kstudents' kfamilies kto kvisit kthe
kclassroom kto kshare ktheir kfamily's kand/or kculture's ktraditions k(e.g., kfavorite
kgames, kfoods, ksongs, kstories, kand kcrafts) kwith kthe kclass. kThis kpractice
kwould kbe kespecially keffective kfor kwhich kof kthe kfollowing kpurposes?
promoting kstudents' kacquisition kof ka kpersonal kaesthetic
fostering kstudents' kappreciation kof khuman kdiversity
building kstudents' kunderstanding kof kthe kuniversality kof kart
assisting kstudents kin kreaching khigher kstages kof kartistic kdevelopment. k-
kANS✓✓-fostering kstudents' kappreciation kof khuman kdiversity
Early kin kthe kschool kyear, ka kkindergarten kteacher knotices kthat ka kstudent kin
kthe kclass kspends ka kgreat kdeal kroaming karound kthe kclassroom kwithout
kengaging kwith kother kstudents kor ksettling kdown kto kplay kin kany kof kthe
kactivity kcenters. kWhich kof kthe kfollowing kactions kwould kbe kthe kteacher's
kmost kappropriate kinitial kresponse kin kthis ksituation?
sitting kdown kwith kthe kstudent kto kconverse kabout kfavorite kactivities kand
kinterests
prompting ka kfocused kclassmate kto kinvite kthe kstudent kto kjoin kin kwith
kwhatever kactivity kthe kclassmate kis kengaged kin k
contacting kthe kstudent's kparents/guardians kto kdescribe kthe kbehavior kand
kseek kguidance kon khow kbest kto krespond
using kinformal kobservation kto kinvestigate kwhether kthe kstudent kmay khave
kattention-deficit kdisorder k- kANS✓✓-sitting kdown kwith kthe kstudent kto
kconverse kabout kfavorite kactivities kand kinterests
A kthird-grade kclass khas kbeen kdiscussing knature kand kthe kenvironment. kThe
kstudents kare kvery kinterested kin kthis ksubject kand keagerly kvolunteer ktheir
kideas kabout krecycling, kcreating kgreen kspaces, kand kways kto kprotect
kendangered kspecies k(e.g., kby kpreserving khabitats, kby kremoving klitter). kWhich
kof kthe kfollowing kstudent kactivities kwould klikely kbe kmost keffective kto kfurther
kshare ktheir kawareness?
creating kindividual kprojects kthat kthey kwill ktake kturns kpresent kand kexplaining
kto ktheir kclassmates.
making kuse kof krecycled kplastic kbottles kto kcreate kgames k(e.g., kby kusing kthe
kplastic kbottles kas kbowling kpins kto kknock kdown kwith krecycled kplastic kballs)
working kin ksmall kgroups kto kcreate kconservation-related kposters kto kdisplay kat
kschool kand kin kthe kcommunity.
, using kdiscarded krecyclable kmaterials kto kcreate kartworks k(e.g., kby kusing kthe
kmaterials kto kcreate kfound-object ksculptures kor kfor kprint-making kactivities) k-
kANS✓✓-Working kin ksmall kgroups kto kcreate kconservation-related kposters kto
kdisplay kat kschool kand kin kthe kcommunity
The kteachers kof ka kpreschool kare kpreparing kfor kthe kupcoming kschool kyear
k(e.g., kdiscussing kthe kdaily kschedule, kdeveloping kstandard kroutines kand
kprocedures). kWhich kof kthe kfollowing kstrategies kwould kbest kfacilitate ksmooth
ktransitions kbetween kactivities kover kthe kcourse kof kthe kday?
setting ka ktimer kto kensure kthat kchildren's ktransitions koccur kat kthe ksame ktime
kevery kday.
announcing kthe kday's ksequence kof kplanned ktransitions kto kchildren kdaily kat
kmorning kmeeting.
using kconsistent kaudio kand kvisual kcues kto kprepare kchildren kfor ktransitions.
reminding kchildren kregularly kthat kclean-up kis ka krequired kpart kof keach
ktransition. k- kANS✓✓-Using kconsistent kaudio kand kvisual kcues kto kprepare
kchildren kfor ktransitions.
The kteachers kof ka kpreschool kclass kidentify ka kchild kwhose kmotor kskills kthey
kwish kto kevaluate. kwhich kof kthe kfollowing kassessment ktools kwould kbe kmost
kuseful kfor kthis kpurpose?
adaptive kbehavior kscale
developmental kchecklist
portfolio kassessment
progress kmonitoring k- kANS✓✓-developmental kchecklists
A kpreschool kteacher kis kplanning kto kconduct kan kobservational kassessment kto
kobtain kdata kon khow koften ka kchild kengages kin ka kspecific kbehavior. kSuch ka
kprocedure kis kan kexample kof kwhich kof kthe kfollowing ktypes kof kassessment?
event ksampling
running krecord
time ksampling
rating kscale k- kANS✓✓-event ksampling
One kof kthe kteachers kin ka kkindergarten kclass kis kwriting kan kanecdotal krecord
kfor ka knew kstudent kwho khas kjust karrived kwith ka kparent/guardian kfor kthe
kstudent's kfirst kday kat kschool. kWhich kof kthe kfollowing kstatements kwould kbe
kmost kappropriate kfor kthe kteacher kto kinclude kin kthis ktype kof kassessment?
OSAT practice test 2024
Which kof kthe kfollowing kbehavioral kmilestones ktypically kappears kearliest kin
kthe ksequence kof ktypical kinfant kdevelopment?
rolling kover kback kto kfront k
making kcooing ksounds
using ka kpincer kgrasp
babbling kconsonants k- kANS✓✓-making kcooing ksounds
In kthe kcoming kschool kyear, ka kgeneral keducation kkindergarten kclass kwill
kinclude ka kchild kwith kautism kspectrum kdisorder k(ASD). kThe kkindergarten
kteachers kwant kto kensure kthat kthe kclassroom kenvironment kwill keffectively
ksupport kthis kchild's klearning kand kdevelopment. kWhich kof kthe kfollowing
kteacher kstrategies kwould klikely kbe kmost keffective kfor kpromoting kthe
kachievement kof kthis kobjective?
pairing kthe kchild kto kwork kwith ka kclassmate kwho kis khelpful kand keasygoing.
creating klabels kto kclearly kidentify keach kactivity kcenter kin kthe kclassroom.
arranging kfor kthe kchild kto khave ka kfull-time kaide kto kprovide kindividualized
kguidance.
creating ka kvisual kschedule kto khelp kthe kchild kanticipate kupcoming kactivities. k-
kANS✓✓-creating ka kvisual kschedule kto khelp kthe kchild kanticipate kupcoming
kactivities.
Before kschool kbegins, kthe kteachers kof kan kearly kchildhood kclass kmeet kto
kdiscuss kstrategies kfor kthe kupcoming kyear. kThe kteachers krealize kthat kthe
kchildren khave khad kvaried kamounts kof kprevious kclassroom kexperience kand
khave ka krange kof kbackgrounds, kstrengths, kand kneeds. kWhich kof kthe
kfollowing kfactors kwould kbe kmost kimportant kfor kthe kteachers kto kfocus kon kas
kthey kstrive kto kpromote kthe kdevelopment kand klearning kof kall kchildren kin kthe
kclass?
providing keach kchild kwith kculturally kresponsive klearning kexperiences. k
determining kfamilies' kattitudes kabout kthe knature kand kfrequency kof kcontact
kwith kthe kschool.
,understanding kthe kextent kof kagreement kamong kfamilies kregarding kpreferred
kteaching kpractices.
defining keffective kmethods kfor kinforming kall kfamilies kabout kschool kactivities.
k- kANS✓✓-providing keach kchild kwith kculturally kresponsive klearning
kexperiences.
The kteachers kof ka kculturally kdiverse kpreschool kclassroom kmeet kregularly kto
kdiscuss kvarious ktopics kand kissues k(e.g., khow ksmoothly kthe kclass kis
krunning, kwhether ka knew kactivity kcenter kshould kbe kadded, kwhether kthe
kschedule kneeds kadjustment). kWhich kof kthe kfollowing kwould kbe kthe kbest
kway kto kinvolve kfamilies kin ksuch kinitiatives?
inviting kfamilies kto kparticipate kin ka kclassroom kwork kday kto khelp krearrange
kexisting klearning kcenters kor kneaten kup kmaterials kin kvarious kareas kof kthe
kroom. k
suggesting kthat kfamilies kfeel kfree kto kdrop kin kto kobserve kthe kchildren's
kactivities kin kthe kclassroom kand knote kdown kany khelpful kimprovements kthat
koccur kto kthem. k
encouraging kfamilies kto ksuggest kways kto kincorporate kmaterials kor kactivities
kthat kreflect ktheir ktraditions. k
sending keach kfamily ka kquestionnaire kthat kasks kthem kto ksuggest kideas kfor
kways kto kmake kthe kclassroom ka kmore keffective klearning kenvironment. k-
kANS✓✓-encouraging kfamilies kto ksuggest kways kto kincorporate kmaterials kor
kactivities kthat kreflect ktheir ktraditions.
As kthey kprepare kfor kthe kstart kof ka knew kschool kyear, kthe kteachers kof ka
kpreschool kclass kmeet kto kdiscuss ktopics ksuch kas kroom karrangement, kthe
kdaily kschedule, kand kclassroom kroutines kand kprocedures. kOn kthe kfirst kday
kof kschool, kthe kteachers kplan kto kspend ktime kfamiliarizing kthe kchildren kwith
kthe kclassroom k(e.g., kshowing kthe kchildren kwhere ktheir kcubbies kare kand khow
kto kuse kthem, kintroducing kthe kchildren kto kthe kvarious kactivity kcenters,
kexplaining kdaily kroutines). kWhich kof kthe kfollowing kbenefits kwould kresult
kfrom kthis kapproach?
minimizing kthe kteachers' kneed kto kprovide ksuch kinformation krepeatedly
teaching kthe kchildren kthe kbenefits kof kan korderly kclassroom
allowing kthe kteachers kto kfocus kprimarily kon kinstructional kactivities
promoting kthe kchildren's ksense kof ksecurity kand kindependence. k- kANS✓✓-
promoting kthe kchildren's ksense kof ksecurity kand kindependence.
,A kfirst-grade kteacher kroutinely kinvites kstudents' kfamilies kto kvisit kthe
kclassroom kto kshare ktheir kfamily's kand/or kculture's ktraditions k(e.g., kfavorite
kgames, kfoods, ksongs, kstories, kand kcrafts) kwith kthe kclass. kThis kpractice
kwould kbe kespecially keffective kfor kwhich kof kthe kfollowing kpurposes?
promoting kstudents' kacquisition kof ka kpersonal kaesthetic
fostering kstudents' kappreciation kof khuman kdiversity
building kstudents' kunderstanding kof kthe kuniversality kof kart
assisting kstudents kin kreaching khigher kstages kof kartistic kdevelopment. k-
kANS✓✓-fostering kstudents' kappreciation kof khuman kdiversity
Early kin kthe kschool kyear, ka kkindergarten kteacher knotices kthat ka kstudent kin
kthe kclass kspends ka kgreat kdeal kroaming karound kthe kclassroom kwithout
kengaging kwith kother kstudents kor ksettling kdown kto kplay kin kany kof kthe
kactivity kcenters. kWhich kof kthe kfollowing kactions kwould kbe kthe kteacher's
kmost kappropriate kinitial kresponse kin kthis ksituation?
sitting kdown kwith kthe kstudent kto kconverse kabout kfavorite kactivities kand
kinterests
prompting ka kfocused kclassmate kto kinvite kthe kstudent kto kjoin kin kwith
kwhatever kactivity kthe kclassmate kis kengaged kin k
contacting kthe kstudent's kparents/guardians kto kdescribe kthe kbehavior kand
kseek kguidance kon khow kbest kto krespond
using kinformal kobservation kto kinvestigate kwhether kthe kstudent kmay khave
kattention-deficit kdisorder k- kANS✓✓-sitting kdown kwith kthe kstudent kto
kconverse kabout kfavorite kactivities kand kinterests
A kthird-grade kclass khas kbeen kdiscussing knature kand kthe kenvironment. kThe
kstudents kare kvery kinterested kin kthis ksubject kand keagerly kvolunteer ktheir
kideas kabout krecycling, kcreating kgreen kspaces, kand kways kto kprotect
kendangered kspecies k(e.g., kby kpreserving khabitats, kby kremoving klitter). kWhich
kof kthe kfollowing kstudent kactivities kwould klikely kbe kmost keffective kto kfurther
kshare ktheir kawareness?
creating kindividual kprojects kthat kthey kwill ktake kturns kpresent kand kexplaining
kto ktheir kclassmates.
making kuse kof krecycled kplastic kbottles kto kcreate kgames k(e.g., kby kusing kthe
kplastic kbottles kas kbowling kpins kto kknock kdown kwith krecycled kplastic kballs)
working kin ksmall kgroups kto kcreate kconservation-related kposters kto kdisplay kat
kschool kand kin kthe kcommunity.
, using kdiscarded krecyclable kmaterials kto kcreate kartworks k(e.g., kby kusing kthe
kmaterials kto kcreate kfound-object ksculptures kor kfor kprint-making kactivities) k-
kANS✓✓-Working kin ksmall kgroups kto kcreate kconservation-related kposters kto
kdisplay kat kschool kand kin kthe kcommunity
The kteachers kof ka kpreschool kare kpreparing kfor kthe kupcoming kschool kyear
k(e.g., kdiscussing kthe kdaily kschedule, kdeveloping kstandard kroutines kand
kprocedures). kWhich kof kthe kfollowing kstrategies kwould kbest kfacilitate ksmooth
ktransitions kbetween kactivities kover kthe kcourse kof kthe kday?
setting ka ktimer kto kensure kthat kchildren's ktransitions koccur kat kthe ksame ktime
kevery kday.
announcing kthe kday's ksequence kof kplanned ktransitions kto kchildren kdaily kat
kmorning kmeeting.
using kconsistent kaudio kand kvisual kcues kto kprepare kchildren kfor ktransitions.
reminding kchildren kregularly kthat kclean-up kis ka krequired kpart kof keach
ktransition. k- kANS✓✓-Using kconsistent kaudio kand kvisual kcues kto kprepare
kchildren kfor ktransitions.
The kteachers kof ka kpreschool kclass kidentify ka kchild kwhose kmotor kskills kthey
kwish kto kevaluate. kwhich kof kthe kfollowing kassessment ktools kwould kbe kmost
kuseful kfor kthis kpurpose?
adaptive kbehavior kscale
developmental kchecklist
portfolio kassessment
progress kmonitoring k- kANS✓✓-developmental kchecklists
A kpreschool kteacher kis kplanning kto kconduct kan kobservational kassessment kto
kobtain kdata kon khow koften ka kchild kengages kin ka kspecific kbehavior. kSuch ka
kprocedure kis kan kexample kof kwhich kof kthe kfollowing ktypes kof kassessment?
event ksampling
running krecord
time ksampling
rating kscale k- kANS✓✓-event ksampling
One kof kthe kteachers kin ka kkindergarten kclass kis kwriting kan kanecdotal krecord
kfor ka knew kstudent kwho khas kjust karrived kwith ka kparent/guardian kfor kthe
kstudent's kfirst kday kat kschool. kWhich kof kthe kfollowing kstatements kwould kbe
kmost kappropriate kfor kthe kteacher kto kinclude kin kthis ktype kof kassessment?
