The AEPA, or the Arizona Educator Proficiency Assessments is a customized educator certification test that is designed to measure a candidate’s knowledge and skills that are required by the state of Arizona in regard to the state’s learning standards.
The Arizona Educator Proficiency Assessments Professional Knowledge-Early Childhood Test is required by the Arizona State Board of Education for those who wish to become an educator in the Early Childhood area.
The AEPA Professional Knowledge-Early Childhood test is timed for 3 hours and 30 minutes. This AEPA exam contains 100 multiple-choice questions as well as three written performance assignments.
The AEPA Professional Knowledge-Early Childhood test covers four subareas.
1. Foundations of Early Childhood – This will test the candidate’s knowledge on the foundations of the early childhood profession as well as the administration, organization, operation, and evaluation of early childhood programs. The candidate should also know the profession’s code of ethical conduct along with issues, trends, and state and national standards that apply to early childhood programs.
2. Promoting Child Development and Learning – This subarea of the AEPA exam will test the candidate’s knowledge on how to create and sustain a responsive and respectful learning environment that encourages positive interaction as well as promoting the children’s exploration and learning.
3. Child Guidance and Inclusive Learning Communities – This area will test the candidate’s understanding of socialization strategies that support learning and creating an inclusive learning community that promotes appreciation and respect for diversity.
4. Family and Community Relationships – In this subarea, the candidate will be tested on their understanding of the roles of families in early childhood programs as well as establishing effective relationships with families and community organizations to support children’s learning and development.
AEPA Professional Knowledge – Early Childhood Practice Test Questions
1. In Lawrence Kohlberg’s theory of moral development, which two stages are included in his Level 1 of Preconventional Morality?
a. Obedience and Punishment, Individualism and Exchange
b. Individualism and Exchange, Interpersonal Relationships
c.Maintaining Social Order, Social Contract and Individual Rights
d. Social Contract and Individual Rights, Universal Ethical Principles
2. Among the following, which is included in expert advice to teachers for interacting with students they perceive as demonstrating problem behaviors?
a. Teachers should consider the function or motivation of a behavior.
b. Teachers should always act on their first impulse, as it is the truest.
c. Teachers should avoid interacting with students outside academics.
d. Teachers should keep extracurricular interests apart from projects.
3. Among the following developmental milestones in children, which is more typical of a five-year-old than of a three-year-old or a four-year-old?
a. Following the rules
b. Being very demanding
c. Being very cooperative
d. Confusing fantasy/reality
1. A: Kohlberg’s Level 1, Preconventional Morality, includes Stage 1, Obedience and Punishment, and Stage 2, Individualism and Exchange. His Level 2, Conventional Morality, includes Stage 3, Interpersonal Relationships (b), and Stage 4, Maintaining Social Order (c). Kohlberg’s Level 3, Postconventional Morality, includes Stage 5, Social Contract and Individual Rights (c), (d), and Stage 6, Universal Ethical Principles (d).
2. A: Experts advise teachers to change their own behavior if they want student behavior to change. Rather than acting on their first impulse (b) in response to problem behaviors—which has not worked if the behaviors persist—experts advise teachers to stop and consider the function or motivation of a behavior, which can include securing the teacher’s attention or simply connecting with the teacher. Teachers can eliminate the need for problem behaviors by giving students what they need in more appropriate ways. Expert advice also includes interacting with students in non-academic games or activities that students choose (c) and observing their strengths and interests. Teachers are also advised to assign individual and group projects enabling students to express their extracurricular interests (d) through their preferred media.
3. A: Social and affective developmental milestones in five-year-olds include being more likely to follow rules than three-year-olds or four-year-olds are; alternating between being very demanding (c) and being very cooperative (c), rather than only one or the other; and distinguishing between fantasy and reality (d), which typical four-year-olds and three-year-olds often cannot do all of the time.