Preschool Education Birth–Age 4   

Printer icon Print

Competencies and Skills and Blueprint

The test design below describes general testing information. The blueprints that follow provide a detailed outline that explains the competencies and skills that this test measures.

Test Design

table describing the format of the test, including test time, number of questions, and required passing score
Format Computer-based test (CBT)
Number of Questions Approximately 120 multiple-choice questions
Time 2 hours and 30 minutes
Passing Score A scaled score of at least 200

 

Competencies, Skills, and Approximate Percentage of Questions

graph depicting approximate percentage of each competency's weight toward overall test score, as described in detail in the table below

table describing the competencies, skills, and approximate percentage of each competency's weight toward overall test score
Competency Approximate Percentage of Total Test Questions
1 Knowledge of typical and atypical early childhood development 11%
2 Knowledge of early childhood foundations, standards, and professional practices 10%
3 Knowledge of issues and practices for engaging culturally diverse families and communities 12%
4 Knowledge of curriculum and developmentally appropriate practice 15%
5 Knowledge of developmentally appropriate learning environments 10%
6 Knowledge of developmentally appropriate guidance that supports the self-regulation and social-emotional development of young children 12%
7 Knowledge of children with varying exceptionalities and special considerations and the impact on families 10%
8 Knowledge of developmentally appropriate screening, assessment, and evaluation 10%
9 Knowledge of health, safety, and nutrition 10%

Competencies and Skills

Competency 1—Knowledge of typical and atypical early childhood development
  1. Differentiate among the developmental domains (e.g., physical, cognitive, language, social-emotional).

  2. Identify the developmental sequences and milestones for the typically developing child.

  3. Identify indicators of atypical development.

  4. Identify and evaluate the major influences on genetics, environment, health, nutrition, socioeconomics, family, community, and culture on child development.

  5. Determine prenatal, perinatal, and postnatal factors that place a child at risk for developmental delay or disability.

Competency 2—Knowledge of early childhood foundations, standards, and professional practices
  1. Identify the major historical theorists and theories in the field of early childhood education and their implications for practice.

  2. Identify state, federal, and national standards, policies, and laws for early care and education.

  3. Identify state, federal, and national programs and organizations that provide services for young children and their families.

  4. Identify professional organizations, research publications, and activities in all fields of early childhood education, including early intervention.

  5. Apply the roles, responsibilities, and ethical conduct of early care and education professionals

  6. Analyze contemporary trends and issues in early care and education.

Competency 3—Knowledge of issues and practices for engaging culturally diverse families and communities
  1. Apply culturally responsive strategies and resources to ensure fair and equitable practices with children and families.

  2. Identify frameworks and apply culturally responsive practices for encouraging, facilitating, and incorporating family and community engagement in all aspects of early care and education.

  3. Differentiate among appropriate strategies for working with diverse family structures, values, and patterns of interactions.

  4. Determine barriers that may limit family access to high quality care or services.

  5. Analyze barriers that impact family and community engagement.

  6. Apply practices for incorporating family concerns, priorities, and resources as they relate to the young child.

  7. Identify resources and strategies for collaborating with program-based and community professionals to support children and their families.

  8. Apply appropriate strategies for supporting the primary relationship between the family and the young child.

  9. Determine appropriate practices for facilitating the transitions of children and their families.

Competency 4—Knowledge of curriculum and developmentally appropriate practice
  1. Differentiate among curriculum models.

  2. Identify and apply the characteristics of an integrated curriculum.

  3. Apply strategies for planning short- and long-term goals to support the development of the whole child.

  4. Apply appropriate practices for using technology as a resource to support children’s interests and exploration.

  5. Apply appropriate practices that promote creative, aesthetic, and active learning through visual and expressive arts (e.g., music, movement, drama).

  6. Apply appropriate practices to support adaptive skills and promote physical development.

  7. Apply appropriate practices to support the development of early and emergent literacy, language acquisition, and communication skills for all children, including English language learners.

  8. Apply appropriate practices that promote active learning through play, such as independent exploration, discovery, and multisensory involvement.

  9. Apply appropriate practices that support the development of critical thinking and problem-solving skills, knowledge of cause-and-effect relationships, and the ability to predict outcomes.

Competency 5—Knowledge of developmentally appropriate learning environments
  1. Analyze plans for appropriate organization of indoor and outdoor space, equipment, and materials to create an environment that supports the development of the whole child.

  2. Apply appropriate practices that provide a creative, engaging, and culturally-responsive, play-based environment.

  3. Differentiate among appropriate practices that accommodate socioeconomic factors, diverse cultures and languages, learning styles, multiple intelligences, and varying ability or skill levels.

  4. Determine appropriate schedules, rituals, and routines for all learners.

  5. Apply practices that promote effective teacher-child interactions.

Competency 6—Knowledge of developmentally appropriate guidance that supports the self-regulation and social-emotional development of young children
  1. Determine factors (e.g., temperament, culture) that influence a child’s emotional response to people, events, and situations.

  2. Apply developmentally appropriate and culturally-responsive practices for guiding and responding to children’s behavior.

  3. Apply strategies to support the development of initiative and intrinsic motivation in children.

  4. Apply strategies that facilitate the collaboration of family, community resources, and early childhood personnel to support children’s social and emotional well-being.

  5. Apply appropriate and culturally responsive practices that build nurturing relationships between the child, peers, and caregivers.

  6. Apply appropriate practices to support self-regulation and promote pro-social behavior in young children.

Competency 7—Knowledge of children with varying exceptionalities and special considerations and the impact on families
  1. Identify early intervention services and programs designed to meet the needs of families and children with exceptionalities and special considerations (e.g., homelessness).

  2. Identify the components of Parts B and C of the Individuals with Disabilities Education Act (e.g., service coordination, eligibility) including procedural safeguards and due process.

  3. Differentiate among common types of disabilities and disorders, their causes, characteristics, and effects on the child, family, and community.

  4. Identify appropriate screening and referral processes for children who may have exceptionalities and special considerations.

  5. Apply strategies to assure access for inclusion of children with exceptionalities in least restrictive and natural environments.

  6. Analyze practices for adapting the environment and curriculum to support meaningful participation of children with exceptionalities in inclusive settings.

  7. Identify the components and apply strategies and procedures for developing and implementing an IFSP or IEP using a collaborative team approach.

Competency 8—Knowledge of developmentally appropriate screening, assessment, and evaluation
  1. Distinguish among the types and purposes of appropriate screening, assessment, and evaluation of all young children.

  2. Apply formal and informal assessment strategies to guide educational decisions.

  3. Interpret assessment data to identify appropriate intervention, remediation, enrichment, or need for further evaluation.

  4. Analyze data to evaluate the effectiveness of teaching and learning practices.

  5. Differentiate among approaches for involving all families in assessment processes.

Competency 9—Knowledge of health, safety, and nutrition
  1. Identify the types and symptoms of common childhood diseases and health concerns.

  2. Apply universal precautions for disease prevention and control.

  3. Apply procedures to facilitate the safety of young children.

  4. Identify indicators of and apply procedures for reporting child abuse and neglect.

  5. Apply strategies that promote wellness through healthy living and nutrition for all children and their families.