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Understanding what is on the Child Development Associate - PreSchool exam is crucial step in preparing for the exam. You will need to have an understanding of the testing domain (topics covered) to be sure you are studing the correct information.

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Child Development Associate - PreSchool Exam Blueprint

Understanding the exact breakdown of the Child Development Associate - PreSchool test will help you know what to expect and how to most effectively prepare. The Child Development Associate - PreSchool has multiple-choice questions The exam will be broken down into the sections below:

Child Development Associate - PreSchool Exam Blueprint
Domain Name
Planning a safe and healthy learning environment
Advancing children’s physical and intellectual development
Supporting children’s social and emotional development
Building productive relationships with families
Managing an effective program operation
Maintaining a commitment to professionalism
Observing and recording children’s behavior
Understanding the principles of child development and learning

CDA Preschool Exam Format

The CDA Preschool Exam consists of 65 questions on a variety of subjects covering the growth and development of children ages 3 to 5 years. Test-takers are given 1 hour and 45 minutes to complete the exam.

  • Health
  • Learning Environment
  • Safety
 

Establishment and maintenance of a safe, healthy learning environment

  • Provide children with surroundings that prevent injury
  • Promote food and habits that prevent illness
  • Create Preschool surroundings that encourage trust and learning
  • Cognitive
  • Communication
  • Creative
  • Physical
 

Advancement of physical and intellectual competence

  • Provide activities that encourage mental growth
  • Actively promote the development of children’s communication skills
  • Encourage children’s creative play and expression
  • Implement practices, activities, and equipment that encourage motor skills
  • Guidance
  • Self
  • Social
 

Support social and emotional development and to provide positive guidance

  • Support children inappropriate behaviors
  • Help children develop social skills
  • Develop relationships that teach children pride in their identity
  • Families
 

Establishment of productive relationships with families

  • Create positive encounters and support connections with families
  • Program Management
 

Ensuring a well-run, purposeful program that is responsive to participant needs

  • Support effective operation and administration
  • Professionalism
 

Commitment to professionalism

  • Engage in appropriate actions, aligned with professional ideals

Child Development Associate - PreSchool - Exam Topics Sample Questions

What term is associated  with young children acting like they are people they really are not e.g.  fireman or a policeman? 

Correct Answer:
pretend/symbolic play.


pretend/symbolic play.

the correct term associated with young children acting as if they are people they are not, such as a fireman or policeman, is "pretend play" or "symbolic play." this form of play involves children using objects, actions, or ideas to represent other objects, actions, or ideas, as a form of play. it's a critical component of the cognitive development of children, allowing them to explore different roles, scenarios, and perspectives.

originating from jean piaget’s theory of cognitive development, pretend play is primarily observed during the preoperational stage, which typically occurs from 18-24 months up to 7 years of age. during this stage, children start to engage in symbolic thinking which enables them to participate in pretend play. this type of play helps in the development of language, thinking, and understanding others’ perspectives, contributing to both social and cognitive growth.

in pretend play, children often mimic adults and adult roles, which helps them make sense of the world around them. by acting out scenarios such as cooking in a kitchen, driving a car, or performing a rescue as a firefighter, children learn to solve problems, coordinate with others, and use language to describe their actions and intentions. this play is not just a simple imitation but a creative reenactment that involves negotiation, rules, and sometimes complex storylines.

through pretend play, children also develop important social skills such as empathy and cooperation. as they assume roles of different characters, they learn to see the world from another's perspective, which is crucial in developing empathy. additionally, when children engage in pretend play with others, they learn to collaborate, take turns, and respect others’ ideas and feelings.

overall, pretend or symbolic play is a vital activity that supports the holistic development of children, fostering cognitive, social, and emotional growth. it is more than just play; it is a fundamental part of learning during early childhood.

Sean, a three year old in your preschool class, recently broke his arm and is in a cast. The doctor has cleared Sean to return to school with only minor restrictions, however his mother is very concerned he will be further injured and has asked that you assure her he will not be bumped or pushed while at school and to keep him in for recess for the next 8 weeks.

You realize her requests will be a bit difficult to honor and will most likely upset Sean unnecessarily when he realizes he cannot play outside with his friends.  

How can you best navigate this situation?

Correct Answer:
set up a time to speak with sean's mother to better understand her concerns.   work with her to find an acceptable solution that will assure her sean is safe and allow sean to enjoy his time at school without unnecessary restrictions.


the first step in effectively addressing the situation with sean and his mother's concerns is to set up a time to speak with her. this conversation would provide an opportunity to listen to and fully understand her anxieties regarding sean's return to school. it's important to approach this discussion with empathy, acknowledging her concerns as a parent while also explaining the practical aspects of school life and peer interactions.

during the conversation, it would be beneficial to discuss the doctor's advice and the specific restrictions given, ensuring that his mother understands what activities sean can safely engage in. this can help in setting realistic expectations about what can be controlled in a school environment.

to address her request for sean to stay in during recess, you could propose alternative solutions that would allow him to be outside but still be protected from rough play. for example, suggesting that sean could engage in light, supervised activities during recess might be a compromise. this would allow him to enjoy fresh air and social interaction with his peers without engaging in physically strenuous activities that could risk his safety.

it is also crucial to involve sean in the process to some extent, considering his feelings and preferences. keeping him engaged and feeling included in decision-making can help mitigate feelings of isolation or sadness from not being able to fully participate with his peers. this can be done by giving him choices about the activities he feels comfortable doing while outside.

finally, communicating regularly with sean’s mother during the initial weeks following his return can help reassure her that his well-being is a priority. updates on his activities, social interactions, and any adjustments made in response to how he is managing physically and emotionally at school could be beneficial. this ongoing dialogue can help ease her concerns and build trust in the measures the school is taking to care for her child.

in summary, by understanding sean's mother's concerns, collaboratively exploring feasible and safe options for sean during recess, and maintaining open lines of communication, you can help ensure that sean's return to school is successful and comfortable for both him and his mother.