PrePrimary (Age 3 to PreKindergarten) Subtest 1

Subarea 1. Cognitive Development and Learning

0001

Understand cognitive development in preprimary children age 3 to 5.

demonstrating knowledge of strategies for assessing preprimary children's emerging levels of cognitive development and for using this information to establish cognitive developmental goals and create differentiated learning experiences for individual children
demonstrating knowledge of strategies for fostering preprimary children's curiosity and exploration, extending their thinking and learning, and moving them to higher levels of functioning
demonstrating knowledge of strategies for helping preprimary children plan, evaluate, reflect on, and extend their own experiences
demonstrating knowledge of how to build on preprimary children's home cultures and languages to promote their cognitive development
demonstrating knowledge of how to support preprimary children's use of play as an organizer bridging the acquisition and use of information
demonstrating knowledge of strategies for providing activities and experiences that allow preprimary children to construct understanding of relationships among objects, people, and events
demonstrating knowledge of how to design and implement developmentally appropriate learning experiences (e.g., play, small group projects, open-ended questioning, inquiry experiences) that help preprimary children acquire, organize, and use information in increasingly complex ways

0002

Understand the development of language, communication, and literacy skills in preprimary children age 3 to 5.

demonstrating knowledge of strategies for assessing preprimary-age children's emerging levels of language and communication skills and for using this information to establish individual goals and differentiate learning experiences for individual children
demonstrating knowledge of how to plan, design, and implement developmentally appropriate learning experiences that support preprimary children's development of language and communication skills (e.g., by building on children's home cultures and languages; by talking with children about their actions, thoughts, and ideas; by encouraging communication for a variety of purposes, including describing experiences, telling stories, and asking questions)
recognizing strategies for assessing preprimary-age children's emerging levels of literacy development and for using this information to establish individual goals and promote individual children's use and construction of literacy skills
applying knowledge of how to plan, design, and implement developmentally appropriate learning experiences that support preprimary children's emerging development of literacy skills (e.g., by reading aloud to children daily; by promoting children's enjoyment of language play, including in their home languages; by building children's understanding of the use of symbols through daily opportunities for symbolic play and arts activities)

0003

Understand preprimary-age children's development of numeracy skills and knowledge of the physical world.

demonstrating knowledge of strategies for assessing preprimary-age children's emerging development of numeracy concepts and skills and for using this information to establish individual goals and differentiate learning experiences for individual children
demonstrating knowledge of how to plan and design developmentally appropriate learning experiences that encourage preprimary children's use and construction of numeracy skills (e.g., by designing numeracy activities relevant to individual children's interests and skill levels)
recognizing strategies for assessing preprimary-age children's emerging knowledge of the physical world and for using this information to establish individual goals and differentiate learning experiences for individual children
demonstrating knowledge of how to develop learning experiences that allow individual children to construct knowledge of the physical world, manipulate objects for desired effects, and build their emerging understanding of cause-and-effect and spatial relationships