OSAT 205 Questions with multiple choices
1. The development of object permanence during the sensorimotor stage is significant because it demonstrates
that the child can
A filter out all but the essential sensory information of a physical item and then select a response.
B begin to feel more relaxed and secure when away from his or her primary caregivers.
C recognize the ability to make things happen by eliciting a consistent re- sponse from a caregiver.
D maintain a symbolic representation of an item in memory even when it is out of sight.: D maintain a symbolic
representation of an item in memory even when it is out of sight.
2. Which of the following types of peer relationships is most characteristic of second-grade students?
A. a single, exclusive friendship
B. small, same-gender groups
C. popularity-based cliques
D. fluid, heterogeneous gangs: B. small, same-gender groups
3. The Reggio Emilia approach is an educational philosophy in which stu- dents.
A. are graded on assignments at an early age
B. are encouraged to act as their own teachers
C. are allowed to follow their own interests.
D. are encouraged to learn through play.: C. are allowed to follow their own interests.
4. A preschooler with dyspraxia would likely have the most difficulty with which of the following activities?
A. sitting in a circle listening to a book being read
B. putting a puzzle together or working with small objects
C. retelling a story in front of the class
D. drinking from a cup without spilling: B. putting a puzzle together or working with small objects
5. A three-year-old child who is new to a preschool class often sits and observes other children playing with the
blocks and other toys, but does not usually engage in the activities directly. The preschool teacher wishes to help
the child develop motivation to play with the toys in the classroom. Which of
, OSAT 205 Questions with multiple choices
the following strategies would be most effective for the teacher to implement first?
A. asking the child which blocks are their favorite and encouraging them to focus on building with those
B. giving the child some blocks to take home and requesting that they show their parents how they play with
the blocks at school
c. demonstrating various ways the blocks can be used to create different structures and showing the child how to t
some
D. introducing a reward chart and giving the child a sticker on the chart each time they play with the blocks: c.
demonstrating various ways the blocks can be used to create different structures and showing the child how to try some
6. Which of the following behaviors is most characteristic of the language development of a typical three-
year-old child?
A. speaking in complete simple sentences (e.g., "I want a cookie.")
B. pointing to objects and uttering a single word (e.g.. "Cookie.")
C. combining two words together (e.g., "Want cookie.")
D. speaking in complex sentences (e.g., "Please give me a chocolate cookie, because I feel very, very hungry."):
A. speaking in complete simple sentences (e.g., "I want a cookie.")
7. Which of the following assessment strategies would provide a kindergarten teacher with the most
comprehensive information about a student's oral language development?
A observing the student during conversations with peers
B asking the student several questions that require "yes" or "no" responses
C listening to the student recite the alphabet
D having the student read a list of sight words aloud: A observing the student during conversations with peers
8. A teacher who works with toddlers regularly engages children in oral word games and encourages their
spontaneous generation of nonsense words and sentences that rhyme. These practices help lay the foundations for
formal reading and writing instruction primarily by
A. providing opportunities for teaching sound-symbol relationships
B fostering children's understanding of the alphabetic nature of English.
C. providing opportunities for pointing out simple English spelling patterns.
D. fostering children's enjoyment of language play: D. fostering children's enjoy- ment of language play
9. During an upcoming open house, a preschool teacher plans to give a brief presentation to parents/guardians
about ways to promote their children's language development. Which of the following recommendations would
be
, OSAT 205 Questions with multiple choices
most appropriate for the teacher to include in this presentation?
A. "Be sure that you establish and maintain eye contact with your children whenever you speak with them.
B. "If your child points to an object that he or she wants, say the name of the object and require your child to
say the word in order to be given the obiect."
C. "Ask your children simple yes' or 'no' questions during conversations to make sure they understand what
you are saying
D. "Talk to vour child throughout the day and encourage him of her to participate in conversations with
family members as much as possible.": D. "Talk to vour child throughout the day and encourage him of her to
participate in conversations with family members as much as possible."
10.A preschool teacher would like to improve students" listening skills during morning circle time. Which of the
following strategies would best promote this goal?
A. incorporating activities that require active listening (e.g. identifying the sources of various sounds,
listening for words that start with a specific letter)
B. reminding students to use their "good listening ears" whenever important information is about to be
presented
C. presenting challenging concepts (e.g.. "yesterday." "next week") that re- quire students to listen attentively in
order to fully understand their meaning
D. providing students with frequent verbal reminders to take turns and listen to one another during circle time
discussions: A. incorporating activities that require active listening (e.g. identifying the sources of various sounds,
listening for words that start with a specific
letter)
11.Which of the following strategies would be most effective for a kinder- garten teacher to use in promoting
the communication skills of a student who is an English lanquage learner?
A. providing opportunities for the student to read a favorite book aloud to the class in the student's primary
language
B. facilitating the student's full participation in activities with peers (e g. exploring sand-table materials,
role-playing in the class post office)
C. spending time with the student during recess engaging in one-on-one conversations
D. helping the student label objects in the classroom (e.g., bookshelves, blocks) in both English and the student's
primary language: B. facilitating the student's full participation in activities with peers (e g. exploring sand-table
materials, role-playing in the class post office)
1. The development of object permanence during the sensorimotor stage is significant because it demonstrates
that the child can
A filter out all but the essential sensory information of a physical item and then select a response.
B begin to feel more relaxed and secure when away from his or her primary caregivers.
C recognize the ability to make things happen by eliciting a consistent re- sponse from a caregiver.
D maintain a symbolic representation of an item in memory even when it is out of sight.: D maintain a symbolic
representation of an item in memory even when it is out of sight.
2. Which of the following types of peer relationships is most characteristic of second-grade students?
A. a single, exclusive friendship
B. small, same-gender groups
C. popularity-based cliques
D. fluid, heterogeneous gangs: B. small, same-gender groups
3. The Reggio Emilia approach is an educational philosophy in which stu- dents.
A. are graded on assignments at an early age
B. are encouraged to act as their own teachers
C. are allowed to follow their own interests.
D. are encouraged to learn through play.: C. are allowed to follow their own interests.
4. A preschooler with dyspraxia would likely have the most difficulty with which of the following activities?
A. sitting in a circle listening to a book being read
B. putting a puzzle together or working with small objects
C. retelling a story in front of the class
D. drinking from a cup without spilling: B. putting a puzzle together or working with small objects
5. A three-year-old child who is new to a preschool class often sits and observes other children playing with the
blocks and other toys, but does not usually engage in the activities directly. The preschool teacher wishes to help
the child develop motivation to play with the toys in the classroom. Which of
, OSAT 205 Questions with multiple choices
the following strategies would be most effective for the teacher to implement first?
A. asking the child which blocks are their favorite and encouraging them to focus on building with those
B. giving the child some blocks to take home and requesting that they show their parents how they play with
the blocks at school
c. demonstrating various ways the blocks can be used to create different structures and showing the child how to t
some
D. introducing a reward chart and giving the child a sticker on the chart each time they play with the blocks: c.
demonstrating various ways the blocks can be used to create different structures and showing the child how to try some
6. Which of the following behaviors is most characteristic of the language development of a typical three-
year-old child?
A. speaking in complete simple sentences (e.g., "I want a cookie.")
B. pointing to objects and uttering a single word (e.g.. "Cookie.")
C. combining two words together (e.g., "Want cookie.")
D. speaking in complex sentences (e.g., "Please give me a chocolate cookie, because I feel very, very hungry."):
A. speaking in complete simple sentences (e.g., "I want a cookie.")
7. Which of the following assessment strategies would provide a kindergarten teacher with the most
comprehensive information about a student's oral language development?
A observing the student during conversations with peers
B asking the student several questions that require "yes" or "no" responses
C listening to the student recite the alphabet
D having the student read a list of sight words aloud: A observing the student during conversations with peers
8. A teacher who works with toddlers regularly engages children in oral word games and encourages their
spontaneous generation of nonsense words and sentences that rhyme. These practices help lay the foundations for
formal reading and writing instruction primarily by
A. providing opportunities for teaching sound-symbol relationships
B fostering children's understanding of the alphabetic nature of English.
C. providing opportunities for pointing out simple English spelling patterns.
D. fostering children's enjoyment of language play: D. fostering children's enjoy- ment of language play
9. During an upcoming open house, a preschool teacher plans to give a brief presentation to parents/guardians
about ways to promote their children's language development. Which of the following recommendations would
be
, OSAT 205 Questions with multiple choices
most appropriate for the teacher to include in this presentation?
A. "Be sure that you establish and maintain eye contact with your children whenever you speak with them.
B. "If your child points to an object that he or she wants, say the name of the object and require your child to
say the word in order to be given the obiect."
C. "Ask your children simple yes' or 'no' questions during conversations to make sure they understand what
you are saying
D. "Talk to vour child throughout the day and encourage him of her to participate in conversations with
family members as much as possible.": D. "Talk to vour child throughout the day and encourage him of her to
participate in conversations with family members as much as possible."
10.A preschool teacher would like to improve students" listening skills during morning circle time. Which of the
following strategies would best promote this goal?
A. incorporating activities that require active listening (e.g. identifying the sources of various sounds,
listening for words that start with a specific letter)
B. reminding students to use their "good listening ears" whenever important information is about to be
presented
C. presenting challenging concepts (e.g.. "yesterday." "next week") that re- quire students to listen attentively in
order to fully understand their meaning
D. providing students with frequent verbal reminders to take turns and listen to one another during circle time
discussions: A. incorporating activities that require active listening (e.g. identifying the sources of various sounds,
listening for words that start with a specific
letter)
11.Which of the following strategies would be most effective for a kinder- garten teacher to use in promoting
the communication skills of a student who is an English lanquage learner?
A. providing opportunities for the student to read a favorite book aloud to the class in the student's primary
language
B. facilitating the student's full participation in activities with peers (e g. exploring sand-table materials,
role-playing in the class post office)
C. spending time with the student during recess engaging in one-on-one conversations
D. helping the student label objects in the classroom (e.g., bookshelves, blocks) in both English and the student's
primary language: B. facilitating the student's full participation in activities with peers (e g. exploring sand-table
materials, role-playing in the class post office)
