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Praxis PLT: Early Childhood (5621) Practice Tests & Test Prep by Exam Edge


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Praxis Principles of Learning and Teaching Early Childhood Exam Blueprint

Understanding the exact breakdown of the Praxis Principles of Learning and Teaching Early Childhood test will help you know what to expect and how to most effectively prepare. The Praxis Principles of Learning and Teaching Early Childhood has 70 multiple-choice questions and 4 essay questions. The exam will be broken down into the sections below:

Praxis Principles of Learning and Teaching Early Childhood Exam Blueprint
Domain Name % Number of
Questions
Students as Learners 22.5% 16
Instructional Process 22.5% 16
Assessment 15% 11
Professional Development, Leadership and Community 15% 11
Analysis of Instructional Scenarios 25% 18
     Students as Learners
     Instructional Process
     Assessment
     Professional Development, Leadership and Community

Praxis Principles of Learning and Teaching Early Childhood Sample Test

1 of 5

Ms. D. is introducing a new concept to her pre-school class.  Her students have been learning the basic plane shapes. They know circle and square. Today she is introducing "rectangle."  Before she shows the new shape, she reviews the properties of the circle and the square. She shows the new shape and asks her students to tell how it is the same or different from the familiar shapes. Which of the following of Piaget's theories is Ms. D. employing?

Correct Answer:
accommodation and assimilation


jean piaget's theory of cognitive development is a cornerstone in understanding how children learn and adapt to new information. in the scenario with ms. d. introducing the concept of a rectangle to her pre-school class, she is effectively utilizing two critical processes described by piaget: accommodation and assimilation. these processes are integral to how children (and indeed, all learners) incorporate new knowledge into their existing cognitive frameworks.

assimilation occurs when a learner takes new information and fits it into pre-existing cognitive schemas. for instance, if a child knows what a square is and then sees a rectangle for the first time, they might initially think of the rectangle as just another type of square because it shares some properties, like having four sides and right angles. in ms. d.'s class, when students compare the rectangle to shapes they already know, such as circles and squares, they are trying to assimilate the new shape into their existing schemas of shapes.

accommodation, on the other hand, involves altering existing schemas or creating entirely new ones in response to new information that doesn't fit into previously held schemas. continuing with the example, when ms. d.’s students notice that a rectangle differs because it has two long sides and two short sides, unlike a square which has four sides of equal length, they must adjust their schema of what constitutes a square. this adjustment is an act of accommodation.

in piaget's view, cognitive development is driven by a balance between assimilation and accommodation. this balance helps maintain or restore equilibrium in a child's cognitive structures, a state piaget referred to as equilibration. when ms. d. reviews familiar shapes before introducing the rectangle, she is helping her students use both assimilation and accommodation to integrate the new shape into their cognitive repertoire. this approach not only facilitates understanding but also encourages cognitive growth by challenging students to reconcile new information with what they already know.

furthermore, piaget believed that all children pass through a series of developmental stages that influence their cognitive abilities. in preschoolers, like those in ms. d.'s class, they are typically in the preoperational stage. during this stage, children are developing the ability to think symbolically and learn by doing. they are particularly responsive to learning through concrete, physical experiences and visual representations, which is why physical shapes like circles, squares, and rectangles are effective teaching tools at this age.

by employing these methods, ms. d. is not only teaching her students about shapes but also facilitating their cognitive development in line with piaget's theory. this approach underscores the importance of interactive and responsive teaching methods in early childhood education, which cater to the developmental needs and abilities of young learners.

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Praxis Principles of Learning and Teaching Early Childhood Aliases Test Name

Here is a list of alternative names used for this exam.

  • Praxis Principles of Learning and Teaching Early Childhood
  • Praxis Principles of Learning and Teaching Early Childhood test
  • Praxis Principles of Learning and Teaching Early Childhood Certification Test
  • Praxis PLT: Early Childhood test
  • Praxis
  • Praxis 5621
  • 5621 test
  • Praxis Principles of Learning and Teaching Early Childhood (5621)
  • Principles of Learning and Teaching Early Childhood certification