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Understanding the exact breakdown of the OAE Prekindergarten (Subtests I & II) test will help you know what to expect and how to most effectively prepare. The OAE Prekindergarten (Subtests I & II) has 120 multiple-choice questions and 4 essay questions. The exam will be broken down into the sections below:
| OAE Prekindergarten (Subtests I & II) Exam Blueprint | |||
|---|---|---|---|
| Domain Name | % | Number of Questions |
|
| Subtest I (Field 036) | |||
| Professionalism and Building Relationships | 42% | 25 | |
| Promoting Child Development and Learning | 58% | 35 | |
| Subtest II (Field 037) | |||
| Teaching and Learning | 50% | 30 | |
| Building a Meaningful Curriculum | 50% | 30 | |
OAE Prekindergarten (Subtests I & II) Study Tips by Domain
- Know Ohio’s early learning standards and how they drive lesson objectives and assessment; red flag: planning activities without explicit, measurable learning targets aligned to standards.
- Use developmentally appropriate practice (DAP) by matching tasks to typical developmental ranges and individual needs; common trap: pushing “worksheet” academics that ignore play-based, hands-on learning.
- Plan for universal access using accommodations/modifications (e.g., visuals, assistive tech, alternative response modes); priority rule: provide supports before concluding a child “can’t” meet an objective.
- Apply valid, ongoing assessment (anecdotal notes, checklists, work samples) to adjust instruction; red flag: relying on a single formal test or grading rather than multiple observations across contexts.
- Promote safe, inclusive classroom management with clear routines and positive guidance; contraindication: using exclusionary discipline or withholding basic needs (snacks, restroom) as consequences.
- Integrate language/literacy, math, science, social studies, arts, and physical development through centers and play; common trap: teaching skills in isolation without meaningful context or opportunities for child choice.
- Follow Ohio’s legal/ethical duties for early childhood settings—mandated reporting, confidentiality, and consent; red flag: delaying a report or promising a child you’ll “keep a secret.”
- Use two-way, culturally responsive family communication with clear, jargon-free updates; common trap: contacting families only when there is a problem rather than sharing strengths and progress routinely.
- Build professional partnerships by using agreed roles, shared goals, and documented follow-through with colleagues/therapists; priority rule: align accommodations and services to the IEP/IFSP as written, not informal preferences.
- Maintain professional boundaries and appropriate digital conduct; red flag: sharing photos, names, or classroom stories on social media without written permission and district policy compliance.
- Use conflict-resolution practices that protect relationships and student dignity (private, solution-focused, evidence-based); common trap: discussing a child’s behavior with other adults in public areas where it can be overheard.
- Engage in continuous improvement through reflective practice and required professional learning; threshold cue: document incidents, interventions, and family contacts promptly because “I remember it” is not defensible in compliance reviews.
- Use developmental milestones as guides, not labels—red flag: making high-stakes decisions from a single observation rather than repeated evidence across settings and times.
- Plan for the whole child (physical, cognitive, language, social-emotional) and watch for uneven profiles—common trap: assuming strong verbal skills mean strong self-regulation or executive function.
- Support social-emotional development with explicit routines and co-regulation—priority rule: address safety and emotional regulation before expecting compliance or academic engagement.
- Differentiate for English learners and children with disabilities using accommodations and modifications appropriately—red flag: giving less rigorous work instead of providing access supports (e.g., visuals, AAC, scaffolded language).
- Use play as a primary context for learning and assess within authentic activities—common trap: replacing center time with worksheets that don’t reveal functional skills.
- Partner with families using respectful, strengths-based communication and confidentiality—contraindication: discussing a child’s needs or suspected delays with unauthorized staff or in public areas.
- Know Ohio’s Learning and Development Standards (birth–5) and how to write measurable objectives; red flag: objectives that name activities (e.g., “do a craft”) instead of observable learning.
- Use formative assessment (anecdotal notes, checklists, work samples) to adjust instruction; common trap: relying on one-time tests rather than repeated observations across settings and times.
- Plan developmentally appropriate instruction with play-based, integrated centers; priority rule: match demands to attention span and fine-motor readiness—don’t substitute lengthy worksheets for hands-on practice.
- Support early literacy (phonological awareness, concepts of print, vocabulary, oral language) through read-alouds and shared writing; red flag: pushing isolated phonics drills without rich language and comprehension talk.
- Support early math (counting, cardinality, operations, geometry, measurement, patterns) using manipulatives and real contexts; common trap: skipping concrete modeling and moving straight to symbols/worksheets.
- Differentiate for diverse learners (IEPs, 504s, English learners) using accommodations and scaffolds; contraindication: lowering expectations instead of providing access supports (e.g., visuals, sentence frames, adapted materials).
- Use intentional teaching cycles (plan → teach → observe → reflect → adjust) and document the adjustment—a common OAE trap is listing activities without stating how evidence from children changes instruction.
- Differentiate by readiness, language, and learning needs using flexible grouping and multiple entry points; red flag: giving the same task to all children and calling it “individualized” because materials vary.
- Embed explicit language modeling (open-ended questions, recasts, parallel talk) across routines; priority rule: if children are mostly giving one-word answers, increase wait time and shift to “why/how” prompts.
- Teach classroom expectations and self-regulation proactively with visuals, practice, and reinforcement; contraindication: relying on punitive consequences without reteaching the behavior and the replacement skill.
- Integrate play-based learning with clear objectives and teacher facilitation (observe, scaffold, extend); common trap: equating free play with no learning target or missing opportunities to extend vocabulary and concepts.
- Use formative assessment (anecdotal notes, work samples, checklists) to guide next steps and communicate progress; threshold cue: collect multiple observations over time before making placement or referral recommendations.
- Align daily plans to Ohio’s Early Learning and Development Standards (ELDS) with clear learning targets and evidence of progress—red flag: writing activities without stating the ELDS area, developmental indicator, or observable outcome.
- Use intentional, play-based learning centers that connect to a coherent theme or inquiry; common trap: centers that are “cute” but have no purpose, vocabulary, or teacher prompts tied to objectives.
- Sequence instruction from concrete experiences to representational and then abstract thinking; priority rule: if children can’t show understanding with materials and real experiences, don’t jump to worksheets or seatwork.
- Differentiate curriculum through scaffolds (visuals, sentence frames, adapted tools, varied entry points) while keeping the same learning goal; red flag: lowering expectations by giving different goals instead of supports.
- Embed culturally and linguistically responsive materials (books, dramatic play props, community roles) and validate home languages; common trap: only using “multicultural” lessons during holidays rather than throughout units.
- Plan integrated assessment (checklists, anecdotal notes, work samples) during routines and play to guide next steps; red flag: relying on one-time tests or end-of-unit products instead of ongoing, documented observation.
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OAE Prekindergarten (Subtests I & II) Aliases Test Name
Here is a list of alternative names used for this exam.
- OAE Prekindergarten (Subtests I & II)
- OAE Prekindergarten (Subtests I & II) test
- OAE Prekindergarten (Subtests I & II) Certification Test
- OAE Prekindergarten test
- OAE
- OAE 036/037
- 036/037 test
- OAE Prekindergarten (Subtests I & II) (036/037)
- Prekindergarten (Subtests I & II) certification
