NES Profile: Early Childhood Education Subtest I (108)
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Overview
The resources below provide information about this test, including the approximate percentage of the total test score derived from each content domain. The complete set of the content domains, the test framework, is provided here and contains all of the competencies and descriptive statements that define the content of the test.
Select from the links below to view:
- the test competencies associated with the content domain,
- a set of descriptive statements that further explain each competency,
- a sample test question aligned to each competency.
Table outlining test structure. Column one contains the structural headings and column two are the structural details.
| Test Field |
Early Childhood Education Subtest I1 (108) |
| Test Format |
Multiple-choice questions |
| Number of Questions |
Approximately 80 |
| Test Duration |
135 minutes
- 15 minutes for tutorial and nondisclosure agreement
- 120 minutes testing time
|
| Reference Materials |
None required |
Hover over chart or review table below for details.
Chart is defined in table below.
Content Domain I: Child Development, the Learning Environment, and Social and Emotional Skill Development
Competencies 0001–0004
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Descriptive Statements:
- Demonstrate foundational knowledge of key theories of development (e.g., Bruner, Piaget, Vygotsky, Montessori, ecological systems theory) on which current practices and approaches in early childhood education are based.
- Demonstrate knowledge of the stages and processes of child development in various developmental domains (e.g., physical-motor, sensory, aesthetic, social-emotional, cognitive, language).
- Apply knowledge of the relationships between development in one domain and development in other domains (e.g., relationships between language development and aspects of cognitive, social, and emotional development; relationships between social and emotional development and learning).
- Demonstrate knowledge of individual differences in early child development, including similarities and differences between children who are developing typically and those who have special needs or talents, and of developmental patterns associated with developmental delays and specific disabilities.
- Demonstrate knowledge of factors (e.g., family, culture, community, socioeconomic) that influence development and learning and of how child development and learning are supported within these multiple contexts.
- Demonstrate knowledge of factors related to children's development of self-concept, self-discipline, motivation, and autonomy, including decision-making, self-assessment, and self-help skills.
- Demonstrate knowledge of the influence of stress and trauma, protective factors, and resilience and supportive relationships on the cognitive, social and emotional, language, and physical development of infants, toddlers, and young children.
- Demonstrate knowledge of the complexity and dynamics of family systems and the roles of parents/guardians as primary caregivers and as their children's first teachers.
Sample Item:
Empirical research studies consider how exposure to chronic adversity and trauma may influence young children's learning. Which of the following conclusions is most widely understood by researchers?
- Students may demonstrate preferences toward cooperative learning tasks over independent learning tasks in the early grades.
- Students may display difficulty with focus and problem solving, which increases the risk of cognitive and behavioral disorders for students.
- Students may have an increased need for instructional accommodations and supports, especially in reading and mathematics.
- Students' development of gross- and fine-motor skills may affect overall physical development and general health and wellness.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. Empirical research is based on observable and measurable outcomes from a specific experience, whether direct or indirect. Through empirical research studies, researchers have determined that exposure to chronic adversity and trauma influences the way in which young children's brains develop, establishing a clear correlation between an inability to focus or problem solve and an increased risk of cognitive and behavioral disorders in young children.
Descriptive Statements:
- Demonstrate knowledge of the importance of incidental learning experiences on early child development across domains and of ways to support and build on incidental learning experiences to promote learning.
- Demonstrate knowledge of the needs of English learners (ELs) and practices that build on home-language systems to develop early communication skills and language proficiency.
- Apply knowledge of the multiple functions of play in infants', toddlers', and young children's development and learning and the role of play in enabling children to meet developmental progressions and learning benchmarks across domains.
- Demonstrate knowledge of developmentally appropriate practices (DAP) that support and encourage children's innate curiosity, self-initiated exploration, and intrinsic interest in learning.
- Apply knowledge of effective strategies for adjusting and scaffolding meaningful learning experiences and instructional practices in response to feedback from children.
- Apply knowledge of instructional strategies and methods for facilitating children's curiosity, exploration, and learning in varied contexts, including strategies for helping children reflect on their own thinking and learning.
- Demonstrate knowledge of strategies and methods for using children's natural environment, daily routines, and personal/social interactions to support learning and development.
- Apply knowledge of developmentally appropriate strategies, activities, and resources for facilitating children's creative self-expression, problem-solving, and critical thinking skills.
- Apply knowledge of approaches for integrating communication and literacy with other areas of the curriculum and with everyday activities, and methods for infusing developmentally appropriate opportunities for meaningful language and communication into all areas of the early childhood curriculum.
- Demonstrate knowledge of the continuum of teaching strategies—from child-initiated to teacher-guided learning—for promoting children's learning.
Sample Item:
Learning centers in early childhood education classrooms are most appropriately used to promote which of the following types of learning?
- play-based
- mastery
- self-directed
- programmed
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. Learning centers promote self-directed learning in early childhood education classrooms because they provide children with choice while being able to manipulate and explore developmentally appropriate high-interest tools and materials.
Descriptive Statements:
- Demonstrate knowledge of strategies and methods for creating and managing learning environments that provide opportunities for individual children and collaborative groups to construct their own knowledge and engage in decision-making, problem-solving, and inquiry experiences.
- Demonstrate knowledge of practices that support inclusive learning environments and promote cultural and linguistic diversity in infants', toddlers', and young children's environments.
- Apply knowledge of the roles of play, social interaction, physical activity, and hands-on experience in learning and of ways to integrate opportunities for play, social interaction, physical activity, and hands-on experiences into instructional activities throughout the learning environment.
- Apply knowledge of practices for creating safe indoor and outdoor learning environments that encourage active involvement, initiative, responsibility, and a growing sense of autonomy.
- Apply knowledge of methods for creating a physical environment that meets the diverse needs of all children.
- Apply knowledge of methods for selecting safe, nonbiased, and developmentally appropriate learning resources, materials, and technology to meet the needs of all children.
- Demonstrate knowledge of the importance of using an assets-based approach when gathering, analyzing, and using relevant data, including background and/or anecdotal information, to inform decisions and instructional planning.
- Apply knowledge of how to integrate digital tools, technology, and other instructional resources into the learning environment to provide opportunities for differentiation; increase meaningful access to the curriculum and instructional goals; and enhance the diverse communicative, cognitive, and academic skills of all children.
Sample Item:
At the start of the school year, a kindergarten teacher considers ways to use wall space to support students in feeling secure and comfortable in the classroom. Which of the following uses of wall space would be most effective for this purpose?
- placing a large, colorful alphabet strip on the wall at the front of the classroom
- posting a monthly calendar with pictures indicating important dates on the wall in the circle time area
- displaying photographs of students following each of the class rules on the wall near the doorway for students to easily view
- dedicating a lower part of a wall around the classroom to hang students' drawings or photographs of their favorite things
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
D. Kindergarten may be the first structured school environment students encounter. Being away from home or family members for the duration of a kindergarten day can leave students feeling anxious, scared, lonely, or upset. To foster the students' sense of comfort and security, an effective strategy is to have a dedicated space where students can post and frequently visit photographs of their favorite familiar objects.
Descriptive Statements:
- Demonstrate knowledge of the indicators and progressions of social and emotional development in infants, toddlers, and young children.
- Demonstrate knowledge of strategies and practices for promoting children's physical and emotional security; building meaningful relationships; fostering trust and a sense of connection; and helping children develop the autonomy and initiative to explore their world.
- Apply knowledge of approaches and strategies for promoting children's engagement, motivation, and attention.
- Apply knowledge of strategies and practices for promoting infants', toddlers', and young children's self-regulation skills, including positive interventions and the use of natural, logical, and situationally appropriate consequences to address behavior.
- Demonstrate understanding of the importance of classroom social norms, expectations, and routines and of ways to effectively involve all children in designing classroom procedures that ensure safety and develop positive interpersonal interactions and communication.
- Demonstrate knowledge of developmentally appropriate and effective individual and group management interventions, including positive strategies and approaches to meet the needs of children with challenging behaviors (e.g., Positive Behavioral Interventions and Supports [PBIS], behavior reinforcement strategies, behavior as communication).
- Demonstrate knowledge of strategies and practices for involving and collaborating with families of all children to promote positive social-emotional growth, build relationships, and support development and learning.
Sample Item:
A third-grade teacher incorporates a variety of choice opportunities for students to complete. Each student selects an area of study and a project aligned to a curriculum objective. The students are evaluated throughout the project work using a rubric and completion of a self-evaluation to assess their learning and work on the project. The teacher's use of this instructional strategy supports the development of social and emotional competence in which of the following ways?
- promoting students' autonomy and their initiative to explore their world
- teaching the importance of completing self-directed tasks
- building students' knowledge of assessment and academic goal setting
- connecting students' academic success to their self-esteem
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. The teacher's approach of utilizing self‑directed learning by providing a variety of choice opportunities and self‑reflection throughout the project promotes students' social and emotional competence. This approach specifically supports students' autonomy over their learning and their motivation to explore academic topics of high interest.
Content Domain II: Professional Knowledge and Responsibilities
Competencies 0005–0006
Descriptive Statements:
- Apply knowledge of family dynamics and its implications for building positive and supportive relationships with all children and their families.
- Apply knowledge of strategies for initiating and sustaining communication with families to promote children's development and learning and for providing families with information, support, and referrals.
- Demonstrate knowledge of strategies for creating meaningful, respectful, and reciprocal relationships with all families and for engaging families' and communities' active participation in promoting children's development and learning.
- Demonstrate knowledge of the roles of other professionals, community agencies, and organizations that provide services to young children and their families and of strategies for working effectively with such entities.
- Demonstrate knowledge of strategies for building collaborative partnerships with colleagues, supervisors, support staff, administrators, and community agencies and organizations.
Sample Item:
When applying characteristics of the family as a system, the early childhood teacher is aware of the characteristics of boundaries. Which of the following statements best describes the concept of boundaries as it relates to understanding family dynamics?
- Boundaries within each family unit tend to be consistent and rarely change.
- The size and structure of the family is strongly related to the type of boundaries within each family unit.
- There are a number of internal and external factors that influence the types and characteristics of boundaries within each family unit.
- Characteristics of boundaries within each family unit can range in style from traditional to nontraditional.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. The concept of boundaries as outlined in family systems theory helps to define family interactions, functions, and interpersonal relationships. Boundaries play an important role in the development of children and the family unit as a whole. Boundaries are constantly created, influenced, and modified based on numerous internal and external factors, creating profoundly personal dynamics.
Descriptive Statements:
- Demonstrate knowledge of the roles and responsibilities of early childhood educators (e.g., promoting all children's learning; advocating for all children, families, and early childhood programs; reporting suspected abuse and/or neglect).
- Demonstrate knowledge of major laws, regulations, guidelines, and ethical standards related to early childhood education (e.g., mandated reporting, Child Find, discipline, accessibility, health and safety regulations).
- Demonstrate knowledge of the roles, responsibilities, and requirements of early childhood educators regarding the development of Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs).
- Demonstrate knowledge of strategies for engaging in ongoing professional development and personal reflection, including developing, implementing, and evaluating professional development plans.
- Demonstrate knowledge of organizations, publications, and other resources relevant to the field of early childhood education.
- Demonstrate knowledge of the roles and responsibilities of early childhood educators in regard to organizational skills (e.g., time management; record keeping; stress reduction; and developing, implementing, evaluating lesson plans).
Sample Item:
An early childhood education teacher often reads research-based articles and studies written by experts in the field. Which of the following resources would likely provide the best access to these articles and studies?
- an online blog by a well-known child advocate
- a peer-reviewed journal
- the education section of a newspaper
- a professional journal
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. Peer-reviewed journals are written by scholars within a specific field and then are reviewed by colleagues from the same field. The review process is often lengthy and involves verification of aspects such as reliability, validity, absence of bias, etc. The high level of scrutiny peer-reviewed journals receive makes them a valuable resource.
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