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AEPA EARLY CHILDHOOD EDUCATION Test all
500 QUESTIONS AND CORRECT ANSWERS
LATEST UPDATE THIS YEAR NEW!!
1. 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.
1. D:
To teach young children the most about the element of texture in art, EC teachers can have
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
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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.
2. 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
2. 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.
3. 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
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clapping out syllables
D. Pointing out examples of rhyming words and alliteration in poems and stories
3. 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.
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. B:
For preschool-age children, incorporating fine-motor skills activities into play is both more
effective and
more developmentally appropriate than separating quiet activities from playtime. Tying shoes,
stringing
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beads, and drawing with writing implements develop fine-motor, not gross-motor (A) skills.
Running, kicking,
throwing, and catching balls develop gross-motor, not fine-motor (C) skills. Such unstructured
exercise is
better for preschool-age children than structured games with rules (D) they are too young to
understand or
follow.
5. 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
4
AEPA EARLY CHILDHOOD EDUCATION Test all
500 QUESTIONS AND CORRECT ANSWERS
LATEST UPDATE THIS YEAR NEW!!
1. 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.
1. D:
To teach young children the most about the element of texture in art, EC teachers can have
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
1
,Page 2 of 99
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.
2. 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
2. 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.
3. 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
2
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clapping out syllables
D. Pointing out examples of rhyming words and alliteration in poems and stories
3. 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.
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. B:
For preschool-age children, incorporating fine-motor skills activities into play is both more
effective and
more developmentally appropriate than separating quiet activities from playtime. Tying shoes,
stringing
3
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beads, and drawing with writing implements develop fine-motor, not gross-motor (A) skills.
Running, kicking,
throwing, and catching balls develop gross-motor, not fine-motor (C) skills. Such unstructured
exercise is
better for preschool-age children than structured games with rules (D) they are too young to
understand or
follow.
5. 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
4
