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AEPA EARLY CHILDHOOD EDUCATION EXAM A, B
AND C WITH 350 QUESTIONS AND CORRECT
VERIFIED WELL EXPLAINED ANSWERS JUST
RELEASED THIS YEAR
QUESTION: Which of the following is true about young children's print awareness?
A. Children do not develop print awareness until they can read.
B. Print awareness excludes knowing various functions of print. C. Children do develop print
awareness before learning to read.
D. It is beyond print awareness to know of books' directionality.
5. C:
Before they learn to read, children develop print awareness.
6. Meeting the developmental learning needs of kindergarten students requires that the
classroom environment includes multiple opportunities for:
A. Individualized instruction
B Self-reflection
C. Structured and unstructured play
D. Logical reasoning and problem-solving
6. C:
Young children gain important cognitive, physical, social, and emotional skills by engaging in
play, and therefore, it is imperative that the classroom environment support this developmental
need by providing regular opportunities to do so.
7. Which of the following best describes how immersing students in a print-rich environment
contributes to language and literacy development?
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A. Differentiating literacy instruction to appeal to various learning styles
B. Encouraging students to interact with a variety of literacy materials
C. Providing multiple opportunities for self-selected reading
D. Reflecting students' diversities in literacy instruction
7. B:
Immersing young children in a print-rich classroom environment exposes them to a variety of
language and literacy materials to promote early skill development. Such an environment may
include such components
as a vocabulary word wall, labels, bulletin boards, a writing center, and a classroom library
containing texts of varying genres and levels of complexity.
8. A second-grade teacher is planning a unit in which students will read and analyze a work of
grade level fictional literature. Prior to introducing the text, the teacher administers a reading
comprehension preassessment. Which of the following best describes how the teacher can
use the feedback from this assessment to plan instruction?
A. Planning activities aligned with students' learning styles
B. Grouping students based on reading ability
C. Choosing texts based on students' interests
D. Planning formative assessments to measure student progress throughout the unit
8. B:
Diagnostic assessments are typically administered prior to a new unit of instruction. These
assessments can take several forms, such as preassessments, anticipation guides, or surveys,
and are intended to provide.
9. Which of these is true about children's development of spelling?
A. Children must be able to read words to spell them.
B. Children can spell without knowing letter patterns.
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C Children usually can read words that they can spell.
D. Children do not infer spelling of new spoken words.
9. C:
Children do not necessarily have to be able to read words in order to spell them
1. A first-grade student is having difficulty blending sounds of multisyllabic words. When
asked to read such words aloud, he pronounces each letter sound independently. Which of
the following intervention strategies would likely best promote the development of this skill?
A. Scaffolding definitions of new vocabulary words
B. Providing corresponding pictures for vocabulary words to clarify meaning
C. Having the student practice spelling words with letter tiles, reading the words aloud, and
clapping out syllables
D. Pointing out examples of rhyming words and alliteration in poems and stories
1. C
Blending syllables is an important phonological processing skill that refers to one's ability to
connect individual sounds within words. This skill is integral to developing reading
comprehension skills, and therefore, it must be addressed when a student is having difficulty. In
this situation, having the student practice spelling words using letter tiles, reading the words
aloud, and clapping out syllables helps to strengthen awareness of how sounds work together.
Such activities provide a multisensory intervention that lets the student visualize, verbalize, and
physically manipulate multisyllabic blended words, promoting the development of this skill.
2. Which action(s) will teach young children the most about the element of texture in art?
A. They should inspect different textures by looking at them.
B. They should feel different textures by hand without sight.
C They should produce many different textures themselves.
D. They should do all of these in sequence to learn the most.
2. D:
To teach young children the most about the element of texture in art, EC teachers can have
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them inspect various textures visually and discuss their qualities and differences. Then they can
offer children boxes or bags with variously textured objects inside and have them describe and
differentiate these without seeing them. Then teachers can have children use various
implements—child-safe pottery tools, tongue depressors, chopsticks, plastic tableware, small
toys, etc.—to produce different textures in clay or plaster and see how many ways they can
make the material feel and look. Letting children paint the pieces they create after they have
dried reinforces what they have learned about textures, by supplying additional fun and pride in
having created visible, tangible products they can keep and show others. Doing all these in
sequence teaches children the most about texture through visual, verbal, and tactile modalities,
and through observation, communication, comparison, and creation.
3. Jeni buys a phone charger for $28. If it had been marked down 30%, what was the original
cost?
A. $30
B. $32
C. $35
D. $40
3. D:
The original cost may be represented by the equation 28 = 𝑥 − 0.3𝑥 or 28 = 0.7𝑥. Dividing both
sides of
the equation by 0.7 gives 𝑥 = 40.
4. What statement is correct regarding motor development activities for preschoolers?
A. Tying shoes, stringing beads, and drawing develop gross-motor skills.
B. Incorporating fine-motor activity into playtime is better in preschool.
C. Running, kicking, throwing, and catching all develop fine-motor skills.
D. Games with rules are better for children than unstructured exercise.
4
SUCCESS!
AEPA EARLY CHILDHOOD EDUCATION EXAM A, B
AND C WITH 350 QUESTIONS AND CORRECT
VERIFIED WELL EXPLAINED ANSWERS JUST
RELEASED THIS YEAR
QUESTION: Which of the following is true about young children's print awareness?
A. Children do not develop print awareness until they can read.
B. Print awareness excludes knowing various functions of print. C. Children do develop print
awareness before learning to read.
D. It is beyond print awareness to know of books' directionality.
5. C:
Before they learn to read, children develop print awareness.
6. Meeting the developmental learning needs of kindergarten students requires that the
classroom environment includes multiple opportunities for:
A. Individualized instruction
B Self-reflection
C. Structured and unstructured play
D. Logical reasoning and problem-solving
6. C:
Young children gain important cognitive, physical, social, and emotional skills by engaging in
play, and therefore, it is imperative that the classroom environment support this developmental
need by providing regular opportunities to do so.
7. Which of the following best describes how immersing students in a print-rich environment
contributes to language and literacy development?
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A. Differentiating literacy instruction to appeal to various learning styles
B. Encouraging students to interact with a variety of literacy materials
C. Providing multiple opportunities for self-selected reading
D. Reflecting students' diversities in literacy instruction
7. B:
Immersing young children in a print-rich classroom environment exposes them to a variety of
language and literacy materials to promote early skill development. Such an environment may
include such components
as a vocabulary word wall, labels, bulletin boards, a writing center, and a classroom library
containing texts of varying genres and levels of complexity.
8. A second-grade teacher is planning a unit in which students will read and analyze a work of
grade level fictional literature. Prior to introducing the text, the teacher administers a reading
comprehension preassessment. Which of the following best describes how the teacher can
use the feedback from this assessment to plan instruction?
A. Planning activities aligned with students' learning styles
B. Grouping students based on reading ability
C. Choosing texts based on students' interests
D. Planning formative assessments to measure student progress throughout the unit
8. B:
Diagnostic assessments are typically administered prior to a new unit of instruction. These
assessments can take several forms, such as preassessments, anticipation guides, or surveys,
and are intended to provide.
9. Which of these is true about children's development of spelling?
A. Children must be able to read words to spell them.
B. Children can spell without knowing letter patterns.
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C Children usually can read words that they can spell.
D. Children do not infer spelling of new spoken words.
9. C:
Children do not necessarily have to be able to read words in order to spell them
1. A first-grade student is having difficulty blending sounds of multisyllabic words. When
asked to read such words aloud, he pronounces each letter sound independently. Which of
the following intervention strategies would likely best promote the development of this skill?
A. Scaffolding definitions of new vocabulary words
B. Providing corresponding pictures for vocabulary words to clarify meaning
C. Having the student practice spelling words with letter tiles, reading the words aloud, and
clapping out syllables
D. Pointing out examples of rhyming words and alliteration in poems and stories
1. C
Blending syllables is an important phonological processing skill that refers to one's ability to
connect individual sounds within words. This skill is integral to developing reading
comprehension skills, and therefore, it must be addressed when a student is having difficulty. In
this situation, having the student practice spelling words using letter tiles, reading the words
aloud, and clapping out syllables helps to strengthen awareness of how sounds work together.
Such activities provide a multisensory intervention that lets the student visualize, verbalize, and
physically manipulate multisyllabic blended words, promoting the development of this skill.
2. Which action(s) will teach young children the most about the element of texture in art?
A. They should inspect different textures by looking at them.
B. They should feel different textures by hand without sight.
C They should produce many different textures themselves.
D. They should do all of these in sequence to learn the most.
2. D:
To teach young children the most about the element of texture in art, EC teachers can have
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them inspect various textures visually and discuss their qualities and differences. Then they can
offer children boxes or bags with variously textured objects inside and have them describe and
differentiate these without seeing them. Then teachers can have children use various
implements—child-safe pottery tools, tongue depressors, chopsticks, plastic tableware, small
toys, etc.—to produce different textures in clay or plaster and see how many ways they can
make the material feel and look. Letting children paint the pieces they create after they have
dried reinforces what they have learned about textures, by supplying additional fun and pride in
having created visible, tangible products they can keep and show others. Doing all these in
sequence teaches children the most about texture through visual, verbal, and tactile modalities,
and through observation, communication, comparison, and creation.
3. Jeni buys a phone charger for $28. If it had been marked down 30%, what was the original
cost?
A. $30
B. $32
C. $35
D. $40
3. D:
The original cost may be represented by the equation 28 = 𝑥 − 0.3𝑥 or 28 = 0.7𝑥. Dividing both
sides of
the equation by 0.7 gives 𝑥 = 40.
4. What statement is correct regarding motor development activities for preschoolers?
A. Tying shoes, stringing beads, and drawing develop gross-motor skills.
B. Incorporating fine-motor activity into playtime is better in preschool.
C. Running, kicking, throwing, and catching all develop fine-motor skills.
D. Games with rules are better for children than unstructured exercise.
4
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