PECT Study Guide
PreK–4
Test Design and Test Objectives
The test design below describes general testing information, as well as the approximate percentage of the total test score derived from each test subarea. The set of test objectives that follows is a detailed outline that explains the knowledge and skills that this test measures.
Test Design
| Format |
Computer-based test (CBT) Three modules |
|---|---|
| Number of Questions |
|
| Time |
Examinees who take all three modules during a single test session will also have a 15-minute break between each module. |
|
Reference Materials Provided
for this Test |
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Module 1
Pie chart of approximate test weighting outlined in the table below.
| Subarea | Approximate Percentage of Test | Range of Objectives |
|---|---|---|
| I. Child Development, Learning, and Assessment | 60% | 0001–0003 |
| II. Collaboration and Professionalism | 40% | 0004–0005 |
Module 2
Pie chart of approximate test weighting outlined in the table below.
| Subarea | Approximate Percentage of Test | Range of Objectives |
|---|---|---|
| I. Language and Literacy Development | 66% | 0006–0009 |
| II. Social Studies, Arts, and Humanities | 34% | 0010–0011 |
Module 3
Pie chart of approximate test weighting outlined in the table below.
| Subarea | Approximate Percentage of Test | Range of Objectives |
|---|---|---|
| Mathematics, Science, and Health | 100% | 0012–0014 |
Test Objectives
Module 1
SUBAREA I—CHILD DEVELOPMENT, LEARNING, AND ASSESSMENT
- 0001 Understand the foundations and principles of child development and
learning.
For example:- demonstrate knowledge of major theories of child development and learning and the philosophical, historical, and research foundations of PreK–4 education and how these theories and foundations influence current thought and practice
- recognize developmental characteristics, processes, and typical progressions of cognitive, physical, social, emotional, behavioral, and linguistic development in children
- demonstrate knowledge of the multiple factors that can influence children's development and learning (e.g., prior knowledge and experience; family, cultural, and community environments; brain development; health and nutrition) and how to provide learning experiences that are responsive to all children's needs
- demonstrate knowledge of how children learn, internalize knowledge, and develop performance and thinking skills and how to implement developmentally appropriate practices for promoting the learning of all children
- apply knowledge of the Pennsylvania PreK–4 learning standards to implement effective, appropriate, meaningful, and challenging instruction for all students
- demonstrate knowledge of ways in which classroom environments influence children's learning and of strategies for establishing educationally focused, inclusive, respectful, supportive, motivating, and challenging learning environments for all children
- apply knowledge of criteria and techniques for selecting, designing, adapting, and using appropriate teaching materials, activities, and technologies to support the development and learning of all children, including students with disabilities and English language learners
- demonstrate an understanding of diversity among young children and the ability to plan, implement, and adapt developmentally, culturally, and linguistically appropriate instructional strategies and practices that meet the needs of all children
- 0002 Understand various types of assessment and evaluation and the use of
assessment to ensure children's continuous development and achievement of defined
standards and goals.
For example:- demonstrate an understanding of the types of assessments used in a standards-aligned system (e.g., authentic, screening, diagnostic, formative, summative, benchmark) and the purposes of these assessments in data-based decision-making processes
- demonstrate knowledge of the characteristics, uses, advantages, and limitations of different types of informal and formal assessments (e.g., systematic observations, portfolio, peer assessment, group assessment, curriculum-based assessment, criterion-referenced test, norm-referenced test) and how to select, construct, and use assessment strategies for different purposes and needs
- apply knowledge of strategies for designing, implementing, and interpreting assessments to identify students' strengths, needs, and preferred modes of learning; to differentiate and modify instruction for optimal student learning; to track student progress; and to monitor the effectiveness of instruction and make adjustments as needed
- recognize the importance of using multiple indicators, including standardized assessments and progress monitoring, to identify areas of individual need and to support the development of all students
- demonstrate knowledge of ethical practices in assessment and strategies for avoiding bias during the assessment process
- demonstrate knowledge of principles and practices of assessment of students with disabilities (e.g., legally acceptable modifications and accommodations for assessment of students with disabilities) and English language learners (e.g., strategies for using Pennsylvania's Language Proficiency Standards for English Language Learners PreK–12 [ELPS] to design content assessments for English language learners)
- demonstrate knowledge of how to establish and maintain records of students' performance and how to use technological resources to collect and analyze data and interpret results
- demonstrate knowledge of strategies for establishing, developing, and sustaining assessment partnerships with families and colleagues and for communicating responsibly and effectively with students, families, and colleagues about performance and progress
- 0003 Understand strategies for meeting the needs of English language learners
and students with disabilities in an inclusive PreK–4 setting.
For example:- demonstrate knowledge of cultural elements (e.g., cultural values, communication and learning styles), the effects of cross-cultural differences on the teaching and learning of English language learners, and strategies for planning and implementing culturally responsive instruction that avoids bias and incorporates cultural and linguistic diversity into instruction
- demonstrate an understanding of language systems, structures, functions, and variation, including the differences between academic language and social language and similarities and differences between first- and second-language acquisition and literacy development
- demonstrate an understanding of principles of standards-based instruction and assessment for English language learners and strategies for planning and implementing appropriate research-based instructional strategies that integrate Pennsylvania's Language Proficiency Standards for English Language Learners PreK–12 (ELPS) and Pennsylvania academic standards and make content comprehensible for all English language learners
- identify atypical progressions of cognitive, physical, social-emotional, behavioral, and linguistic development in children and the characteristics, prevalence, etiologies, and educational implications of different types of disabilities (e.g., developmental delays, learning disabilities, physical and other health-related disabilities)
- apply knowledge of principles of universal design to implement accommodations and modifications (e.g., assistive technologies, materials adaptations, prompting strategies, environmental arrangements, visual supports) according to each student's Individualized Education Program (IEP)
- demonstrate knowledge of the roles and responsibilities of the general educator as a collaborative member of the IEP team and as part of the team for transition planning (e.g., preschool to school entry, grade level to grade level)
- apply knowledge of effective research-based instructional practices and strategies for students with disabilities in inclusive settings (e.g., scaffolding instruction, implementing instructional adaptations to provide curriculum content without compromising curriculum intent)
- demonstrate an understanding of the legal rights, professional roles, and responsibilities of the PreK–4 teacher related to meeting the needs of English language learners and students with disabilities (e.g., knowing legal responsibilities, implementing the IEP, recognizing possible causes and implications of overrepresentation of minorities in special education, identifying professional resources and organizations related to serving diverse learners)
SUBAREA II—COLLABORATION AND PROFESSIONALISM
- 0004 Understand family and community relationships and collaboration with
families, colleagues, and other professionals.
For example:- demonstrate knowledge of theories of family systems and the role of families in children's development
- demonstrate knowledge of laws related to family and student confidentiality and classroom practices that protect the legal rights of students and families
- demonstrate knowledge of the importance of communicating with families on a regular basis and strategies for establishing and maintaining positive, collaborative, and culturally responsive relationships with families in support of children's development and learning (e.g., identifying and addressing family information, communication, and collaboration needs; involving families in the policy decisions of a program)
- apply knowledge of strategies for becoming cross-culturally competent and globally aware (e.g., recognizing that there are variations in beliefs, traditions, and values related to children and learning across and within cultures; identifying the impact of culture on each individual's beliefs, values, and behaviors)
- demonstrate knowledge of resources available in the community (e.g., cultural institutions, businesses, social service agencies) and strategies for linking families to these resources and for using these resources to meet children's needs and promote their development and learning
- apply knowledge of strategies for consulting and collaborating with colleagues and other professionals (e.g., teachers in other classrooms, special education personnel, counselors, community members) to promote children's development and learning
- 0005 Understand the legal, ethical, and professional roles and responsibilities
of the PreK–4 teacher.
For example:- recognize the value of and strategies for establishing and maintaining a positive social context for learning and creating a community of learners
- demonstrate knowledge of various types of state and federal PreK–4 programs, including regulatory processes and program guidelines
- apply knowledge of legal and ethical regulations and guidelines related to PreK–4 education (e.g., Pennsylvania's Code of Professional Conduct, the National Association for the Education of Young Children [NAEYC] Code of Ethical Conduct)
- recognize the roles and responsibilities of PreK–4 teachers as public employees and professionals (e.g., engaging in appropriate professional practices, using appropriate practices related to information and technology, recognizing signs of abuse and neglect and reporting cases of known or suspected abuse or neglect)
- apply knowledge of strategies for serving as an effective, informed advocate for individual students and families
- recognize the importance of and strategies for engaging in continuous lifelong learning, reflection, self-assessment, and professional growth for the purposes of improving instruction and achieving professional goals
- demonstrate knowledge of various professional development opportunities and resources (e.g., professional journals, educational research, workshops, mentorships, online resources) and how to use them to stay current with the field, enhance content knowledge and pedagogical skill, promote reflection, and support professional growth
Module 2
SUBAREA I—LANGUAGE AND LITERACY DEVELOPMENT
- 0006 Understand foundations of research-based, standards-based literacy
instruction, and understand assessment, instruction, and intervention for PreK–4
students in language development.
For example:- demonstrate knowledge of Pennsylvania's PreK–4 learning standards in language arts
- demonstrate familiarity with scientific-based reading research and key research findings, including recognizing the role of expressive and receptive language in literacy development and demonstrating awareness of current models of reading, which emphasize that skilled reading requires the coordination of orthographic processing, phonological processing, and the processing of meaning and context
- demonstrate knowledge of best practices in early and emergent literacy and reading, including the importance of providing explicit, research-based instruction in essential components of reading development (i.e., phonemic awareness, phonics, fluency, vocabulary, and text comprehension) and differentiating literacy instruction to address individual students' needs and their growing knowledge and skills
- demonstrate knowledge of strategies for creating a literate environment in PreK–4 classrooms, including strategies for building a community of readers, encouraging independent reading, developing a print-rich environment, infusing literacy across the curriculum, and making overt connections between the literacy curriculum and students' lives
- demonstrate knowledge of strategies for selecting instructional materials, including online and offline resources, that are aligned with state learning standards and are appropriate for meeting students' evidence-based needs in language and literacy
- apply knowledge of instruction and interventions in language skills to support PreK–4 students' learning across the curriculum (e.g., identifying and naming objects, comprehending and expressing sequences, making word associations, understanding and conveying ideas, making inferences, comprehending and producing descriptions)
- apply knowledge of instruction and interventions in language skills to support PreK–4 students' emergent literacy development (e.g., retelling simple stories, identifying story sequences, drawing connections between stories and personal experiences, recognizing the tone of stories, using picture clues to make predictions about texts)
- apply knowledge of assessment in language development, including selecting appropriate assessments for different purposes (e.g., screening, diagnosis, benchmark, formative, summative); interpreting the results of these assessments; and using assessment results to plan, modify, and differentiate instruction in and make accommodations for language development
- 0007 Understand assessment, instruction, and intervention for PreK–4
students in emergent literacy and beginning reading, including development of phonemic-awareness
and phonics skills.
For example:- apply knowledge of instruction and interventions in basic concepts of print to support PreK–4 students' emergent literacy development
- recognize the key role phonological processing plays in reading and apply knowledge of instruction and interventions in phonological-awareness skills (e.g., distinguishing between environmental and speech sounds; developing word awareness; segmenting sentences; blending and segmenting syllables; blending and segmenting onset/rime, including identifying and producing alliteration and rhyming)
- recognize the relationship between phonemic awareness and phonics, and apply knowledge of instruction and interventions in phonemic-awareness skills (e.g., identifying beginning, medial, and final phonemes in words; blending, segmenting, deleting, and substituting phonemes in words)
- apply knowledge of instruction and interventions in letter knowledge and skills (e.g., recognizing and naming letters, forming letters, developing awareness of the alphabetic principle, developing knowledge of letter-sound correspondences)
- demonstrate knowledge of important linguistic units that are taught as part of phonics instruction (e.g., consonants; vowels; grapheme units such as consonant digraphs, consonant blends, vowel digraphs, diphthongs, combinations with silent e, r-controlled vowels, silent letter consonant combinations), including recognizing the difference between a syllable and a morpheme in multisyllable words
- apply knowledge of instruction and interventions in phonics, from sounding out a word letter by letter, to recognizing CVC words as units, to more advanced word reading that involves increasingly complex letter combinations and less common phonics elements
- apply knowledge of instruction and interventions in regular and irregular sight words, common inflectional morphemes (e.g., -ed, -er, -est, -ing, -s), orthographic guidelines related to the addition of inflectional endings, syllable types and syllabication guidelines, and distinguishing syllable divisions and morpheme divisions in multisyllable words
- apply knowledge of assessment in emergent literacy and beginning reading skills, including selecting appropriate assessments for different purposes (e.g., screening, diagnosis, benchmark, formative, summative); interpreting the results of these assessments; and using assessment results to plan, modify, and differentiate instruction in and plan accommodations for emergent literacy and beginning reading skills
- 0008 Understand assessment, instruction, and intervention for PreK–4
students in reading fluency, vocabulary development, and reading comprehension.
For example:- demonstrate knowledge of automaticity and reading fluency, including recognizing the role of fluency in reading comprehension, identifying key indicators of reading fluency (i.e., accuracy, rate, and prosody), and recognizing factors that can disrupt fluency (e.g., limited phonics knowledge and weak decoding skills, lack of automaticity, limited vocabulary knowledge, limited knowledge of or lack of prior experience with academic language)
- apply knowledge of instruction and interventions in reading fluency with respect to building PreK–4 students' accuracy, rate, and prosody, including providing proficient models of fluent reading
- recognize the role of vocabulary in listening and reading comprehension; the importance of developing early and robust oral vocabulary in young children; the critical role of independent reading in developing older children's vocabulary; and the importance of providing PreK–4 students with multiple exposures to and opportunities to use new vocabulary, including teaching multiple meanings and uses of words
- apply knowledge of instruction and interventions in vocabulary development, including word-learning strategies (e.g., using structural analysis), word-study strategies (e.g., semantic features analysis), and strategies for determining the meaning and pronunciation of multiple-meaning words encountered in print (e.g., contextual analysis)
- recognize factors that affect reading comprehension, including the context in which reading occurs, the reader's characteristics, the reading task, and how the text influences reading comprehension; demonstrate knowledge of factors that can impede comprehension (e.g., the challenges of academic language at the phrase, sentence, and discourse levels); recognize different levels of comprehension; and demonstrate knowledge of strategies PreK–4 teachers can use to facilitate students' comprehension before, during, and after reading
- apply knowledge of instruction and interventions in comprehension strategies that PreK–4 students can use independently to promote their understanding of literary and informational texts (e.g., analyzing story or text structure, making and verifying predictions, making connections to prior knowledge, creating a visual representation or graphic organizer, summarizing)
- apply knowledge of instruction and interventions to promote PreK–4 students' comprehension and critical analysis of literary and informational texts
- apply knowledge of assessment in reading fluency, vocabulary development, and reading comprehension, including selecting appropriate assessments for different purposes (e.g., screening, diagnosis, benchmark, formative, summative); interpreting the results of these assessments; and using assessment results to plan, modify, and differentiate instruction in and make accommodations for reading fluency, vocabulary development, and reading comprehension
- 0009 Understand assessment, instruction, and intervention for PreK–4
students in academic language and in listening, speaking, and writing skills.
For example:- recognize the challenges of academic language—the language of books and classroom academic discourse—for young children and demonstrate knowledge of strategies for building and reinforcing relationships between children's early language and their early preliteracy experiences and abilities
- recognize characteristics and functions of the English language; demonstrate knowledge of parts of speech, types of sentences and sentence structures, and conventions of language (e.g., capitalization, punctuation); and apply knowledge of instruction and interventions in academic language to support PreK–4 students' ongoing development in listening, speaking, reading, and writing
- recognize strategies for helping PreK–4 students understand that communication occurs in different ways, including through the use of different languages and assistive devices, and apply knowledge of instruction and interventions in listening skills (e.g., listening responsively to directions, stories, and conversations; following simple and multiple-step directions; demonstrating increasing understanding of new vocabulary encountered in conversations, classroom activities, and books read aloud; interpreting facial expressions, gestures, and body-language cues)
- apply knowledge of instruction and interventions in speaking skills for PreK–4 students (e.g., speaking clearly and intelligibly; reciting rhymes, songs, and familiar texts; using increasingly complex and varied spoken vocabulary, sentence length, and syntactic structures; asking and answering relevant questions; describing experiences; initiating and responding appropriately in conversations with adults and peers; using verbal and nonverbal language to communicate for a variety of purposes; appropriately modulating voice, volume, and intonation)
- apply knowledge of instruction and interventions in writing skills and writing for different purposes (e.g., developing awareness of topic, task, and audience; using graphic organizers; developing a recognizable beginning, middle, and end; gathering and organizing information related to a topic; developing content to support a topic; writing cohesive sentences and paragraphs; incorporating details relevant to a topic; applying stylistic aspects of composition such as varying sentence length and complexity; revising to improve the organization or clarity of drafts; editing writing using language conventions)
- recognize phonological influences on young children's inventive spelling; demonstrate knowledge of the reciprocity between decoding and encoding; and apply knowledge of phonics, syllabication, and morphology to plan effective instruction and interventions in spelling for PreK–4 students and to support their ability to spell accurately in their writing
- apply knowledge of instruction and interventions in research skills for PreK–4 students (e.g., generating questions and locating answers about a topic, conducting research on self-selected or assigned topics using specified sources, sharing and explaining the results of research using visual aids and technology)
- apply knowledge of assessment in academic language and in listening, speaking, and writing skills, including selecting appropriate assessments for different purposes (e.g., screening, diagnosis, benchmark, formative, summative); interpreting the results of these assessments; and using assessment results to plan, modify, and differentiate instruction in and make accommodations for academic language and listening, speaking, and writing skills
SUBAREA II—SOCIAL STUDIES, ARTS, AND HUMANITIES
- 0010 Understand the developmental foundations of social studies learning;
fundamental concepts and processes related to social studies; and assessment, instruction,
and intervention for PreK–4 students in social studies.
For example:- demonstrate knowledge of the developmental foundations and main themes of social studies learning (e.g., time, continuity, and change; awareness of one's own and others' cultures; individuals, groups, and institutions; power, authority, and governance; global connections) and how social studies learning affects and interacts with children's development
- apply knowledge of criteria and techniques for selecting, designing, adapting, and using appropriate teaching materials, activities, tools, and technologies to support children's development and learning in social studies and to foster their ability to make connections between social studies and other content areas
- demonstrate knowledge of strategies for implementing, modifying, and differentiating developmentally appropriate instruction in social studies
- apply knowledge of assessment in social studies, including selecting appropriate assessments for different purposes (e.g., screening, diagnosis, benchmark, formative, summative); interpreting the results of these assessments; and using assessment results to plan, modify, and differentiate instruction in and make accommodations for social studies
- demonstrate knowledge of ways of actively engaging children in developing their civic competence and growing as citizens through experiences that promote their acquisition of democratic ideals and civic values (e.g., classroom responsibilities, leadership opportunities, service projects)
- apply knowledge of appropriate strategies, activities, teaching materials, tools, and technologies to support children's development and learning in major concepts related to geography (e.g., physical and human characteristics of places and regions, interactions between people and places) and strategies for using and interpreting maps and other resources for geographic inquiry
- apply knowledge of appropriate strategies, activities, teaching materials, tools, and technologies to support children's development and learning in major concepts related to world, U.S., and Pennsylvania history (e.g., major developments, perspectives, and events; historical implications of continuity and change) and strategies and resources for historical inquiry and analysis
- apply knowledge of appropriate strategies, activities, teaching materials, tools, and technologies to support children's development and learning in major concepts related to government (e.g., the functions of government; the roles and interrelationships of national, state, and local governments in the United States; the roles and powers of the executive, legislative, and judicial branches of government) and economics (e.g., principles of production, distribution, and consumption; scarcity; supply and demand)
- 0011 Understand the developmental foundations of learning in arts and humanities;
fundamental concepts and processes related to arts and humanities; and assessment,
instruction, and intervention for PreK–4 students in arts and humanities.
For example:- demonstrate knowledge of how child development influences learning in arts and humanities
- apply knowledge of criteria and techniques for selecting, designing, adapting, and using appropriate teaching materials, activities, tools, and technologies to support children's development and learning in arts and humanities
- demonstrate knowledge of strategies for implementing, modifying, and differentiating developmentally appropriate instruction in arts and humanities
- apply knowledge of assessment in arts and humanities, including selecting appropriate assessments for different purposes (e.g., screening, diagnosis, benchmark, formative, summative); interpreting the results of these assessments; and using assessment results to plan, modify, and differentiate instruction in and make accommodations for arts and humanities
- identify the basic elements, concepts, terms, and themes associated with dance, music, creative drama, and the visual arts (e.g., color, line, shape, texture, rhythm, melody, perspective, plot) and relationships among the arts
- demonstrate knowledge of developmentally appropriate experiences for engaging children in producing, discussing, evaluating, and enjoying various forms of art and enabling children to understand how the arts represent different ways of perceiving and interpreting the world and to make connections between arts and humanities and other disciplines
Module 3
SUBAREA—MATHEMATICS, SCIENCE, AND HEALTH
- 0012 Understand the developmental foundations of mathematical learning and
problem solving and assessment, instruction, and intervention for PreK–4 students
in mathematics.
For example:- demonstrate knowledge of the developmental foundations of mathematical learning in young children and ways in which mathematics affects and interacts with children's development and learning
- demonstrate knowledge of strategies for implementing, modifying, and differentiating developmentally appropriate instruction to support children's development and learning in mathematics and to foster their ability to make connections between mathematics and other content areas
- apply knowledge of assessment in mathematics, including selecting appropriate assessments for different purposes (e.g., screening, diagnosis, benchmark, formative, summative); interpreting the results of these assessments; and using assessment results to plan, modify, and differentiate instruction in and make accommodations for mathematics
- demonstrate an understanding of mathematical communication, the language of mathematics, applications of mathematical concepts in real-world context, problem-solving strategies, and connections among mathematical ideas
- apply knowledge of prenumeracy skills (e.g., recognizing shapes, counting, ordering, sorting, classifying, creating and expanding patterns) to support children's development and learning
- apply knowledge of appropriate strategies, activities, teaching materials, tools, and technologies to support children's development and learning in numeration, numbers and number sense, and operations
- apply knowledge of appropriate strategies, activities, teaching materials, tools, and technologies to support children's development and learning in algebra, geometry, and measurement
- apply knowledge of appropriate strategies, activities, teaching materials, tools, and technologies to support children's development and learning in data analysis and probability
- 0013 Understand the foundations of scientific learning; fundamental concepts
and processes related to the sciences; and assessment, instruction, and intervention
for PreK–4 students in science.
For example:- demonstrate knowledge of the foundations of scientific learning (e.g., importance of inquiry and process skills, reliance on verifiable evidence) and how scientific learning and thinking affects and interacts with children's development and learning
- demonstrate knowledge of strategies for implementing, modifying, and differentiating developmentally appropriate instruction to support children's development and learning in science and to foster their ability to make connections between science and other content areas
- apply knowledge of assessment in science, including selecting appropriate assessments for different purposes (e.g., screening, diagnosis, benchmark, formative, summative); interpreting the results of these assessments; and using assessment results to plan, modify, and differentiate instruction and to make accommodations for science
- apply knowledge of the nature of scientific knowledge; the unifying concepts of science (e.g., systems, patterns, scale, conservation of mass and energy); and the characteristics of scientific inquiry, including procedures for designing and carrying out scientific investigations
- apply knowledge of appropriate strategies, activities, teaching materials, tools, and technologies to support children's development and learning in life sciences (e.g., structure and function of living things, adaptation and evolution, heredity and reproduction)
- apply knowledge of appropriate strategies, activities, teaching materials, tools, and technologies to support children's development and learning related to ecology and the environment (e.g., agriculture and society; integrated pest management; threatened, endangered, and extinct species; environmental laws and regulations; characteristics of major biomes; the use and management of renewable and nonrenewable resources; watersheds and wetlands; humans and the environment)
- apply knowledge of appropriate strategies, activities, teaching materials, tools, and technologies to support children's development and learning in physical science (e.g., physical and chemical properties of matter, different forms of energy, force and motion)
- apply knowledge of appropriate strategies, activities, teaching materials, tools, and technologies to support children's development and learning in earth and space science (e.g., structure and function of earth systems; characteristics of the water cycle, weather, and climate; the nature of objects in the solar system and universe)
- 0014 Understand the developmental foundations of learning in motor development
and health; fundamental concepts and processes related to motor development and
health; and assessment, instruction, and intervention for PreK–4 students
in motor development and health.
For example:- demonstrate knowledge of the developmental foundations of health, fitness, and motor development (e.g., family practices; environmental and cultural factors, including dietary habits/restrictions) and ways in which health and physical fitness enhance children's enjoyment in movement, self-expression, and social interaction
- apply knowledge of criteria and techniques for selecting, designing, adapting, and using appropriate teaching materials, activities, tools, and technologies to support children's development and learning in motor development and health
- demonstrate knowledge of strategies for implementing, modifying, and differentiating developmentally appropriate instruction in motor development and health
- apply knowledge of assessment in motor development and health, including selecting appropriate assessments for different purposes (e.g., screening, diagnosis, benchmark, formative, summative); interpreting the results of these assessments; and using assessment results to plan, modify, and differentiate instruction in and make accommodations for motor development and health
- demonstrate knowledge of principles, practices, and skills for developing and maintaining physical fitness and safety and for making healthy choices and reducing health risks
- demonstrate knowledge of activities that promote the development and improvement of gross- and fine-motor skills, perceptual-awareness skills, and movement concepts and ways to foster a positive attitude toward physical activity
- apply knowledge of safety precautions and guidelines, concepts, and practices associated with health and physical activities