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Child Development Associate - Toddler (CDA-toddler) Practice Tests & Test Prep by Exam Edge - Free Test


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CDA CDA-toddler Practice Test Features

Everything you need to pass your certification exam!


Our free Child Development Associate - Toddler (CDA-toddler) Practice Test was created by experienced educators who designed them to align with the official Child Development Associate content guidelines. They were built to accurately mirror the real exam's structure, coverage of topics, difficulty, and types of questions.

Upon completing your free practice test, it will be instantly reviewed to give you an idea of your score and potential performance on the actual test. Carefully study your feedback to each question to assess whether your responses were correct or incorrect. This is an effective way to highlight your strengths and weaknesses across different content areas, guiding you on where to concentrate your study efforts for improvement on future tests. Our detailed explanations will provide the information you need to enhance your understanding of the exam content and help you build your knowledge base leading you to better test results.

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Child Development Associate - Toddler Sample Test

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Which of the following statements is true?





Correct Answer:
second language learners do best when they have a strong grounding in their home language.
the correct statement among the options provided is: "second language learners do best when they have a strong grounding in their home language."

let's delve deeper into why this statement is true and why the others might be misleading or incorrect. the foundation of a child's first language plays a critical role in their ability to learn additional languages. research in linguistic development shows that having a strong base in one's mother tongue facilitates cognitive and linguistic abilities that transfer to learning new languages.

this relates to the concept of "cognitive academic language proficiency" (calp), which suggests that skills like problem-solving, literacy, and abstract thinking developed in one language can be applied to another. when children have a strong grounding in their first language, they are more likely to understand complex concepts and apply their learning strategies to new linguistic contexts, making the acquisition of a second language more manageable.

the second statement, "children who are proficient in a different primary language will have more trouble learning a second language," is generally false. proficiency in a primary language typically strengthens, rather than weakens, the ability to learn additional languages. a solid linguistic foundation helps children understand the mechanics of language (such as grammar, syntax, and phonology) that can be analogously applied to the new language.

the third statement, "children learning a second language should be discouraged from ever using their first language in school," is also inaccurate. allowing children to use their first language in school can provide them with a sense of security and belonging, which is crucial for their overall well-being and educational success. it also supports the continued development of their primary language skills, which, as mentioned, is beneficial for learning additional languages.

finally, the fourth statement, "the loss of a first language is beneficial for personal, familial, religious, and cultural reasons and has no effect on schoolwork," is not only incorrect but also potentially harmful. the loss of a first language can lead to a disconnect from cultural heritage and identity, which can affect personal and familial relationships. moreover, it can have adverse effects on a child's academic performance and social integration, as they might struggle with cultural and linguistic barriers.

in summary, the best outcomes for second language learners occur when they have robust support and development in their first language, reinforcing the importance of bilingual education and the preservation of linguistic and cultural identity.


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