OSAT 205 EXAM QUESTIONS AND
ANSWERS
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-a-consistent-response-from-a-
caregiver.
D-maintain-a-symbolic-representation-of-an-item-in-memory-even-when-it-is-out-of-sight.---
ans-✔✔D-maintain-a-symbolic-representation-of-an-item-in-memory-even-when-it-is-out-of-
sight.
Which-of-the-following-types-of-peer-relationships-is-most-characteristic-of-second-grade-
students?
A.-a-single,-exclusive-friendship
-B.-small,-same-gender-groups
-C.-popularity-based-cliques
D.-fluid,-heterogeneous-gangs---ans-✔✔B.-small,-same-gender-groups
The-Reggio-Emilia-approach-is-an-educational-philosophy-in-which-students.
A.-are-graded-on-assignments-at-an-early-age
B.-are-encouraged-to-act-as-their-own-teachers
C.-are-allowed-to-follow-their-own-interests.
D.-are-encouraged-to-learn-through-play.---ans-✔✔C.-are-allowed-to-follow-their-own-
interests.
A-preschooler-with-dyspraxia-would-likely-have-the-most-difficulty-with-which-of-the-
following-activities?
A.-sitting-in-a-circle-listening-to-a-book-being-read
-B.-putting-a-puzzle-together-or-working-with-small-objects
-C.-retelling-a-story-in-front-of-the-class
,-D.-drinking-from-a-cup-without-spilling---ans-✔✔B.-putting-a-puzzle-together-or-working-
with-small-objects
A-three-year-old-child-who-is-new-to-a-preschool-class-often-sits-and-observes-other-
children-playing-with-the-blocks-and-other-toys,-but-does-not-usually-engage-in-the-
activities-directly.-The-preschool-teacher-wishes-to-help-the-child-develop-motivation-to-
play-with-the-toys-in-the-classroom.-Which-of-the-following-strategies-would-be-most-
effective-for-the-teacher-to-implement-first?
A.-asking-the-child-which-blocks-are-their-favorite-and-encouraging-them-to-focus-on-
building-with-those
B.-giving-the-child-some-blocks-to-take-home-and-requesting-that-they-show-their-parents-
how-they-play-with-the-blocks-at-school
c.-demonstrating-various-ways-the-blocks-can-be-used-to-create-different-structures-and-
showing-the-child-how-to-try-some
D.-introducing-a-reward-chart-and-giving-the-child-a-sticker-on-the-chart-each-time-they-
play-with-the-blocks---ans-✔✔c.-demonstrating-various-ways-the-blocks-can-be-used-to-
create-different-structures-and-showing-the-child-how-to-try-some
Which-of-the-following-behaviors-is-most-characteristic-of-the-language-development-of-a-
typical-three-year-old-child?
A.-speaking-in-complete-simple-sentences-(e.g.,-"I-want-a-cookie.")
-B.-pointing-to-objects-and-uttering-a-single-word-(e.g..-"Cookie.")
-C.-combining-two-words-together-(e.g.,-"Want-cookie.")
D.-speaking-in-complex-sentences-(e.g.,-"Please-give-me-a-chocolate-cookie,-because-I-
feel-very,-very-hungry.")---ans-✔✔A.-speaking-in-complete-simple-sentences-(e.g.,-"I-
want-a-cookie.")
Which-of-the-following-assessment-strategies-would-provide-a-kindergarten-teacher-with-
the-most-comprehensive-information-about-a-student's-oral-language-development?
A-observing-the-student-during-conversations-with-peers
B-asking-the-student-several-questions-that-require-"yes"-or-"no"-responses
C-listening-to-the-student-recite-the-alphabet
D-having-the-student-read-a-list-of-sight-words-aloud---ans-✔✔A-observing-the-student-
during-conversations-with-peers
A-teacher-who-works-with-toddlers-regularly-engages-children-in-oral-word-games-and-
encourages-their-spontaneous-generation-of-nonsense-words-and
sentences-that-rhyme.-These-practices-help-lay-the-foundations-for-formal-reading-and-
writing-instruction-primarily-by
A.-providing-opportunities-for-teaching-sound-symbol-relationships
B-fostering-children's-understanding-of-the-alphabetic-nature-of-English.
C.-providing-opportunities-for-pointing-out-simple-English-spelling-patterns.
D.-fostering-children's-enjoyment-of-language-play---ans-✔✔D.-fostering-children's-
enjoyment-of-language-play
, During-an-upcoming-open-house,-a-preschool-teacher-plans-to-give-a-brief-presentation-
to-parents/guardians-about-ways-to-promote-their-children's-language-development.-
Which-of-the-following-recommendations-would-be-most-appropriate-for-the-teacher-to-
include-in-this-presentation?
A.-"Be-sure-that-you-establish-and-maintain-eye-contact-with-your-children-whenever-you-
speak-with-them.
B.-"If-your-child-points-to-an-object-that-he-or-she-wants,-say-the-name-of-the-object-and-
require-your-child-to-say-the-word-in-order-to-be-given-the-obiect."
C.-"Ask-your-children-simple-yes'-or-'no'-questions-during-conversations-to-make-sure-
they-understand-what-you-are-saying
D.-"Talk-to-vour-child-throughout-the-day-and-encourage-him-of-her-to-participate-in-
conversations-with-family-members-as-much-as-possible."---ans-✔✔D.-"Talk-to-vour-child-
throughout-the-day-and-encourage-him-of-her-to-participate-in-conversations-with-family-
members-as-much-as-possible."
A-preschool-teacher-would-like-to-improve-students"-listening-skills-during-morning-circle-
time.-Which-of-the-following-strategies-would-best-promote-this-goal?
A.-incorporating-activities-that-require-active-listening-(e.g.-identifying-the-sources-of-
various-sounds,-listening-for-words-that-start-with-a-specific
letter)
B.-reminding-students-to-use-their-"good-listening-ears"-whenever-important-information-
is-about-to-be-presented
C.-presenting-challenging-concepts-(e.g..-"yesterday."-"next-week")-that-require-students-
to-listen-attentively-in-order-to-fully-understand-their-meaning
D.-providing-students-with-frequent-verbal-reminders-to-take-turns-and-listen-to-one-
another-during-circle-time-discussions---ans-✔✔A.-incorporating-activities-that-require-
active-listening-(e.g.-identifying-the-sources-of-various-sounds,-listening-for-words-that-
start-with-a-specific
letter)
Which-of-the-following-strategies-would-be-most-effective-for-a-kindergarten-teacher-to-
use-in-promoting-the-communication-skills-of-a-student-who-is-an-English-lanquage-
learner?
A.-providing-opportunities-for-the-student-to-read-a-favorite-book-aloud-to-the-class-in-the-
student's-primary-language
B.-facilitating-the-student's-full-participation-in-activities-with-peers-(e-g.-exploring-sand-
table-materials,-role-playing-in-the-class-post-office)
C.-spending-time-with-the-student-during-recess-engaging-in-one-on-one-conversations
D.-helping-the-student-label-objects-in-the-classroom-(e.g.,-bookshelves,-blocks)-in-both-
English-and-the-student's-primary-language---ans-✔✔B.-facilitating-the-student's-full-
participation-in-activities-with-peers-(e-g.-exploring-sand-table-materials,-role-playing-in-
the-class-post-office)
The-curriculum-in-an-early-childhood-program-encourages-young-children-to-become-
engaged-in-challenging-activities-that-involve-both-planning-and-problem-solving.-This-
aspect-of-the-curriculum-is-most-likely-to-promote-the-children's-ability-to
ANSWERS
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-a-consistent-response-from-a-
caregiver.
D-maintain-a-symbolic-representation-of-an-item-in-memory-even-when-it-is-out-of-sight.---
ans-✔✔D-maintain-a-symbolic-representation-of-an-item-in-memory-even-when-it-is-out-of-
sight.
Which-of-the-following-types-of-peer-relationships-is-most-characteristic-of-second-grade-
students?
A.-a-single,-exclusive-friendship
-B.-small,-same-gender-groups
-C.-popularity-based-cliques
D.-fluid,-heterogeneous-gangs---ans-✔✔B.-small,-same-gender-groups
The-Reggio-Emilia-approach-is-an-educational-philosophy-in-which-students.
A.-are-graded-on-assignments-at-an-early-age
B.-are-encouraged-to-act-as-their-own-teachers
C.-are-allowed-to-follow-their-own-interests.
D.-are-encouraged-to-learn-through-play.---ans-✔✔C.-are-allowed-to-follow-their-own-
interests.
A-preschooler-with-dyspraxia-would-likely-have-the-most-difficulty-with-which-of-the-
following-activities?
A.-sitting-in-a-circle-listening-to-a-book-being-read
-B.-putting-a-puzzle-together-or-working-with-small-objects
-C.-retelling-a-story-in-front-of-the-class
,-D.-drinking-from-a-cup-without-spilling---ans-✔✔B.-putting-a-puzzle-together-or-working-
with-small-objects
A-three-year-old-child-who-is-new-to-a-preschool-class-often-sits-and-observes-other-
children-playing-with-the-blocks-and-other-toys,-but-does-not-usually-engage-in-the-
activities-directly.-The-preschool-teacher-wishes-to-help-the-child-develop-motivation-to-
play-with-the-toys-in-the-classroom.-Which-of-the-following-strategies-would-be-most-
effective-for-the-teacher-to-implement-first?
A.-asking-the-child-which-blocks-are-their-favorite-and-encouraging-them-to-focus-on-
building-with-those
B.-giving-the-child-some-blocks-to-take-home-and-requesting-that-they-show-their-parents-
how-they-play-with-the-blocks-at-school
c.-demonstrating-various-ways-the-blocks-can-be-used-to-create-different-structures-and-
showing-the-child-how-to-try-some
D.-introducing-a-reward-chart-and-giving-the-child-a-sticker-on-the-chart-each-time-they-
play-with-the-blocks---ans-✔✔c.-demonstrating-various-ways-the-blocks-can-be-used-to-
create-different-structures-and-showing-the-child-how-to-try-some
Which-of-the-following-behaviors-is-most-characteristic-of-the-language-development-of-a-
typical-three-year-old-child?
A.-speaking-in-complete-simple-sentences-(e.g.,-"I-want-a-cookie.")
-B.-pointing-to-objects-and-uttering-a-single-word-(e.g..-"Cookie.")
-C.-combining-two-words-together-(e.g.,-"Want-cookie.")
D.-speaking-in-complex-sentences-(e.g.,-"Please-give-me-a-chocolate-cookie,-because-I-
feel-very,-very-hungry.")---ans-✔✔A.-speaking-in-complete-simple-sentences-(e.g.,-"I-
want-a-cookie.")
Which-of-the-following-assessment-strategies-would-provide-a-kindergarten-teacher-with-
the-most-comprehensive-information-about-a-student's-oral-language-development?
A-observing-the-student-during-conversations-with-peers
B-asking-the-student-several-questions-that-require-"yes"-or-"no"-responses
C-listening-to-the-student-recite-the-alphabet
D-having-the-student-read-a-list-of-sight-words-aloud---ans-✔✔A-observing-the-student-
during-conversations-with-peers
A-teacher-who-works-with-toddlers-regularly-engages-children-in-oral-word-games-and-
encourages-their-spontaneous-generation-of-nonsense-words-and
sentences-that-rhyme.-These-practices-help-lay-the-foundations-for-formal-reading-and-
writing-instruction-primarily-by
A.-providing-opportunities-for-teaching-sound-symbol-relationships
B-fostering-children's-understanding-of-the-alphabetic-nature-of-English.
C.-providing-opportunities-for-pointing-out-simple-English-spelling-patterns.
D.-fostering-children's-enjoyment-of-language-play---ans-✔✔D.-fostering-children's-
enjoyment-of-language-play
, During-an-upcoming-open-house,-a-preschool-teacher-plans-to-give-a-brief-presentation-
to-parents/guardians-about-ways-to-promote-their-children's-language-development.-
Which-of-the-following-recommendations-would-be-most-appropriate-for-the-teacher-to-
include-in-this-presentation?
A.-"Be-sure-that-you-establish-and-maintain-eye-contact-with-your-children-whenever-you-
speak-with-them.
B.-"If-your-child-points-to-an-object-that-he-or-she-wants,-say-the-name-of-the-object-and-
require-your-child-to-say-the-word-in-order-to-be-given-the-obiect."
C.-"Ask-your-children-simple-yes'-or-'no'-questions-during-conversations-to-make-sure-
they-understand-what-you-are-saying
D.-"Talk-to-vour-child-throughout-the-day-and-encourage-him-of-her-to-participate-in-
conversations-with-family-members-as-much-as-possible."---ans-✔✔D.-"Talk-to-vour-child-
throughout-the-day-and-encourage-him-of-her-to-participate-in-conversations-with-family-
members-as-much-as-possible."
A-preschool-teacher-would-like-to-improve-students"-listening-skills-during-morning-circle-
time.-Which-of-the-following-strategies-would-best-promote-this-goal?
A.-incorporating-activities-that-require-active-listening-(e.g.-identifying-the-sources-of-
various-sounds,-listening-for-words-that-start-with-a-specific
letter)
B.-reminding-students-to-use-their-"good-listening-ears"-whenever-important-information-
is-about-to-be-presented
C.-presenting-challenging-concepts-(e.g..-"yesterday."-"next-week")-that-require-students-
to-listen-attentively-in-order-to-fully-understand-their-meaning
D.-providing-students-with-frequent-verbal-reminders-to-take-turns-and-listen-to-one-
another-during-circle-time-discussions---ans-✔✔A.-incorporating-activities-that-require-
active-listening-(e.g.-identifying-the-sources-of-various-sounds,-listening-for-words-that-
start-with-a-specific
letter)
Which-of-the-following-strategies-would-be-most-effective-for-a-kindergarten-teacher-to-
use-in-promoting-the-communication-skills-of-a-student-who-is-an-English-lanquage-
learner?
A.-providing-opportunities-for-the-student-to-read-a-favorite-book-aloud-to-the-class-in-the-
student's-primary-language
B.-facilitating-the-student's-full-participation-in-activities-with-peers-(e-g.-exploring-sand-
table-materials,-role-playing-in-the-class-post-office)
C.-spending-time-with-the-student-during-recess-engaging-in-one-on-one-conversations
D.-helping-the-student-label-objects-in-the-classroom-(e.g.,-bookshelves,-blocks)-in-both-
English-and-the-student's-primary-language---ans-✔✔B.-facilitating-the-student's-full-
participation-in-activities-with-peers-(e-g.-exploring-sand-table-materials,-role-playing-in-
the-class-post-office)
The-curriculum-in-an-early-childhood-program-encourages-young-children-to-become-
engaged-in-challenging-activities-that-involve-both-planning-and-problem-solving.-This-
aspect-of-the-curriculum-is-most-likely-to-promote-the-children's-ability-to
