GACE Birth Through Kindergarten (701) cheat sheet

Developmental domains (physical, cognitive, language, social-emotional) are interrelated; delay in one domain often predicts risk in another.

Cephalocaudal and proximodistal sequences describe motor development: head-to-toe and center-to-outward control precede fine distal skills.

Object permanence (Piaget, sensorimotor stage) emerges around 8-12 months; before this, out-of-sight objects are treated as nonexistent.

Erikson's infancy tasks: trust vs. mistrust (birth-18 months) and autonomy vs. shame/doubt (18 months-3 years).

Vygotsky's zone of proximal development is the gap between independent performance and performance with adult or peer scaffolding.

Ages and Stages Questionnaire (ASQ) is a parent-completed developmental screening tool, not a diagnostic instrument.

Authentic assessment uses observation, work samples, and running records collected in natural settings over time.

Norm-referenced tests compare a child to peers; criterion-referenced measures compare performance to a defined standard of mastery.

Formative assessment informs ongoing instruction; summative assessment documents learning at the end of a period.

DAP (developmentally appropriate practice) requires decisions to be age-appropriate, individually appropriate, and culturally/socially responsive.

Learning centers support integrated learning; rotate materials based on observed child interest and skill level, not a fixed calendar.

The daily schedule should be predictable yet flexible, with large blocks of uninterrupted free play and balance of active/quiet and indoor/outdoor time.

Small-group and child-initiated activity promote engagement; whole-group teacher-directed time should be brief for young children.

Room arrangement should create clear pathways, defined interest areas, and visible supervision sightlines; shelving at child height promotes independence.

The Project Approach (Katz) builds curriculum from children's questions across three phases: topic selection, investigation, and culminating sharing.

Scaffolding means adjusting support within a task: modeling, prompting, or reducing task complexity, then fading support as competence grows.

Behavior guidance emphasizes prevention, redirection, and logical consequences; physical punishment and shaming are never appropriate.

Language milestones: cooing (~2 months), babbling (~6 months), first words (~12 months), two-word combinations (~18-24 months).

Phonological awareness is the umbrella skill; phonemic awareness (individual sounds) is its most advanced subset.

Print awareness includes directionality, concept of word, and understanding that print carries meaning.

Dialogic reading (PEER: prompt, evaluate, expand, repeat; CROWD prompts) builds vocabulary and comprehension in shared reading.

Receptive language (understanding) typically precedes expressive language (production) in early development.

Dual language learners acquire a second language through stages including a silent/receptive period before productive use.

Invented spelling reflects developing phonological knowledge and is a normal stage; it should not be corrected by rote drill.

Narrative skills (story retelling, sequencing) predict later reading comprehension and are supported by repeated read-alouds.

Counting principles (Gelman & Gallistel): one-to-one correspondence, stable order, cardinality, abstraction, and order irrelevance.

Cardinality is the understanding that the last number counted names the total quantity of the set.

Subitizing is the instant recognition of small quantities (typically 1-3) without counting.

Math concepts develop through concrete-to-representational-to-abstract progression; manipulatives precede symbols.

Science process skills for young children: observing, predicting, classifying, comparing, and recording findings.

Inquiry science begins with children's questions and hands-on exploration; the teacher facilitates rather than delivers conclusions.

Social studies in early childhood centers on self, family, classroom community, and awareness of similarities and differences among people.

Classification and seriation (ordering by attribute) are foundational math and science reasoning skills developed through sorting and comparing.

Gross motor skills involve large muscle groups (running, jumping, climbing); fine motor skills involve small muscles (grasping, drawing, cutting).

Fundamental movement patterns progress from stability (balance) to locomotor (running, hopping) to manipulative (throwing, catching) skills.

Daily physical activity recommendation for preschoolers is at least 180 minutes per day, including outdoor time when possible.

Handwashing with soap and running water for at least 20 seconds is the primary infection-control practice in early childhood settings.

Appropriate portion sizes follow child appetite cues; adults decide what and when to eat, children decide whether and how much.

Allergen management requires written health plans, avoidance of cross-contact, and staff training on emergency response.

Safe sleep for infants: on the back, on a firm surface, in a crib without soft bedding, and in the same room as a caregiver.

Supervision ratios and hazard checks (small objects, choking hazards, water, playground surfacing) are core injury-prevention controls.

Family-centered practice treats families as the child's first and most important teachers and decision-makers.

Epstein's framework includes six types of involvement: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with community.

Effective communication is two-way, culturally responsive, and offered in the family's preferred language.

Family conferences should use strengths-based framing, concrete observations, and shared goal-setting rather than one-way reporting.

Cultural discontinuity between home and school practices can be reduced through home-language support and culturally inclusive materials.

Community resource mapping identifies health, social service, and early intervention partners to support families.

Confidentiality rules limit sharing child information to those with legitimate educational need; written consent is required for release.

The NAEYC Code of Ethical Conduct prioritizes responsibilities in order: children first, then families, then colleagues, then community and society.

Ethical dilemmas are resolved by identifying the conflicting obligations, consulting the Code, and seeking collegial input before acting.

Confidentiality, mandatory reporting of suspected abuse or neglect, and documentation are non-negotiable professional duties.

Reflective practice uses observation, self-assessment, and feedback to improve teaching; it is a continuous cycle, not a one-time event.

Professional development includes ongoing training, coaching, and membership in professional organizations aligned to the field.

Advocacy for young children involves communicating with policymakers, participating in professional organizations, and educating the public.

Bias and equity awareness requires examining assumptions, materials, and practices for cultural, linguistic, and ability inclusiveness.

Collaboration with colleagues and related-service professionals supports coordinated, individualized instruction for children with diverse needs.