Introduction
Competency 0001 of the Ohio Field 058 exam tests your understanding of child development and the factors that influence human development and learning from birth through grade five. This competency falls within Domain I, which accounts for 20% of the exam. You must demonstrate mastery of six developmental domains, key developmental theories, patterns associated with disabilities and giftedness, the role of family systems, and how trauma and resilience shape young children's trajectories.
The Six Developmental Domains (Birth–Grade 5)
The exam expects you to know the six interconnected developmental domains and how typical and atypical development presents in early childhood. A delay in one domain almost always affects others.
| Domain | What It Covers | PK–5 Milestones to Know | Signs of Delay/Concern |
|---|---|---|---|
| Adaptive | Self-help, daily living, self-regulation | Toilet training by age 3–4; independent dressing by K; managing materials by grade 2 | Unable to dress, eat, or use the bathroom independently by age 5 |
| Cognitive | Thinking, problem-solving, memory, academic learning | Object permanence (8–12 mo); symbolic play (18–24 mo); classification and seriation (ages 4–7); logical operations (ages 7–11) | Difficulty with categorization, memory, abstract reasoning beyond expected developmental windows |
| Social-Emotional | Relationships, emotions, self-concept, behavior | Parallel play → cooperative play (ages 3–5); empathy developing by ages 5–7; friendship skills in elementary years | Persistent tantrums, inability to regulate emotions, social withdrawal, aggression |
| Sensorimotor | Sensory processing and motor integration | Sensory exploration (infancy); sensory-motor integration (toddler); fine/gross motor coordination (preschool-K) | Hypersensitivity/hyposensitivity to sensory input; difficulty with motor planning (dyspraxia) |
| Physical | Gross and fine motor skills, health, growth | Walking (12–15 mo); running/jumping (ages 2–3); drawing shapes by K; cutting by grade 1 | Persistent delays in gross/fine motor milestones; unusual gait; significantly below growth norms |
| Communication | Receptive/expressive language, pragmatics, literacy foundations | First words (12 mo); two-word phrases (18–24 mo); full sentences (ages 3–4); narrative skills (ages 5–7) | No words by 12 months, no two-word phrases by 24 months, unintelligible speech at age 3 |
Key exam point: Development is sequential (follows predictable order), hierarchical (each stage builds on the last), and holistic (domains are interconnected). A sensorimotor delay, for example, will impact a child's physical exploration, which in turn affects cognitive and social development.
Developmental and Learning Theories You Must Know
| Theorist | Theory | Core Ideas for PK–5 Special Ed | Exam Application |
|---|---|---|---|
| Piaget | Cognitive Development (Constructivist) | Sensorimotor (0–2), Preoperational (2–7), Concrete Operational (7–11). Children construct knowledge through experience. | Preoperational: symbolic play, egocentrism. Concrete operational: conservation, logical reasoning with concrete objects. Students learn best through hands-on manipulation. |
| Vygotsky | Sociocultural / Zone of Proximal Development | Learning happens in social contexts. ZPD = gap between what child can do alone vs. with support. Scaffolding bridges that gap. | Use scaffolding and peer-assisted learning. Most questions about instructional planning draw on ZPD — match instruction to the learning edge, not what the child already masters. |
| Bronfenbrenner | Ecological Systems | Five nested systems: Microsystem (family, classroom), Mesosystem (school-family connection), Exosystem (parent workplace), Macrosystem (culture), Chronosystem (time). | Explains why family engagement, community factors, and cultural context matter. Disability affects and is affected by all five layers. |
| Erikson | Psychosocial Stages | Trust vs. Mistrust (0–1), Autonomy vs. Shame (1–3), Initiative vs. Guilt (3–6), Industry vs. Inferiority (6–12). | Children with disabilities may struggle with autonomy and industry stages. Teachers support identity and competence through achievable successes. |
| Skinner | Behaviorism / Operant Conditioning | Behavior is shaped by consequences. Reinforcement increases behavior; punishment decreases it. | Foundation for ABA and behavioral intervention plans (BIPs). Positive reinforcement is preferred in early childhood settings. |
| Bandura | Social Learning / Self-Efficacy | Children learn by observing others. Self-efficacy (belief in one's ability) is a strong predictor of academic persistence. | Modeling, peer role models, and building self-efficacy are key strategies for students with disabilities in inclusive settings. |
Individual Developmental Differences: Delays, Disabilities, and Giftedness
The Spectrum of Developmental Differences
Not all variation is disorder. The exam tests your ability to distinguish typical developmental ranges from atypical patterns that signal a need for evaluation or services.
- Developmental delay — Significantly below expected milestones in one or more domains; may qualify child for early intervention (Part C) or preschool services (Part B, Section 619) under IDEA.
- Developmental disability — Long-term impairment in intellectual functioning and adaptive behavior, originating before age 22 (e.g., Down syndrome, cerebral palsy, ASD).
- Giftedness — Performance significantly above peers in one or more areas; may also co-occur with disability ("twice-exceptional" or "2e" learners).
IDEA Disability Categories Relevant to PK–5
| Category | Key Characteristics | Early Childhood Indicators |
|---|---|---|
| Autism Spectrum Disorder (ASD) | Social communication deficits, restricted/repetitive behaviors, sensory sensitivities | Limited joint attention, delayed language, difficulty with transitions, echolalia |
| Developmental Delay (DD) | Catch-all category used for ages 3–9 in Ohio; delays in ≥1 domain | Allows services before definitive disability label is established |
| Speech/Language Impairment | Articulation, fluency, voice, or language disorders affecting educational performance | Unintelligible speech, limited vocabulary, difficulty following directions |
| Intellectual Disability (ID) | Significant limitations in intellectual functioning + adaptive behavior | Delayed milestones across multiple domains; may not be identified until school-age |
| Other Health Impairment (OHI) | Chronic health conditions limiting strength, vitality, alertness (incl. ADHD) | ADHD commonly first identified in K–2; significant impact on learning |
| Orthopedic Impairment | Impairment of motor functioning affecting education | Cerebral palsy, spina bifida; need for adaptive equipment and positioning |
Twice-Exceptional (2e) learners: Students who are both gifted and have a disability. The giftedness can mask the disability (e.g., a student with dyslexia who compensates using advanced vocabulary) and the disability can mask giftedness. You must assess both strengths and challenges comprehensively.
Family Systems and Parents as Primary Caregivers
The exam emphasizes that parents and guardians are the child's primary caregivers, first teachers, and disability advocates. Family system theory (influenced by Bronfenbrenner) frames families as dynamic systems that both shape and are shaped by the child's disability.
Key Family System Concepts
- Family subsystems — Marital, sibling, parent-child relationships; each is affected when a child has a disability.
- Family functions — Economic, domestic, recreational, socialization, self-definition, emotional, educational. Disability adds burden to all.
- Family life cycle — Transitions (birth of child with disability, school entry, adolescence, adulthood) create predictable stress points where families need additional support.
- Cultural competence — Families hold diverse views on disability, intervention, and professional roles. Services must be culturally and linguistically responsive.
- Parent rights under IDEA — Prior written notice, informed consent for evaluation, participation in IEP/IFSP meetings, access to records, procedural safeguards, mediation, due process.
Stress, Trauma, Protective Factors, and Resilience
| Concept | Definition | Impact on Development | Teacher's Role |
|---|---|---|---|
| Adverse Childhood Experiences (ACEs) | Traumatic events (abuse, neglect, household dysfunction) occurring before age 18 | Dose-response relationship — more ACEs = higher risk for developmental, behavioral, and health problems | Recognize trauma indicators; use trauma-informed practices; avoid re-traumatization |
| Toxic stress | Severe, prolonged adversity without adequate adult support | Disrupts brain architecture; impacts executive function, memory, behavior regulation | Provide predictability, safety, and nurturing relationships |
| Protective factors | Conditions that buffer the impact of stress | Stable relationships, adequate nutrition, community support reduce developmental risks | Strengthen family partnerships; connect families to community resources |
| Resilience | Ability to adapt and thrive despite adversity | Not a fixed trait — built through supportive relationships and skill development | Foster at least one stable, caring adult relationship; build social-emotional skills |
| Trauma-informed teaching | Approach that recognizes trauma's impact and responds with safety, trust, and empowerment | Reduces secondary traumatization; improves engagement and trust | Predictable routines, choice, relationship-based discipline, collaboration with counselors |
Quick-Reference Summary: What the Exam Tests
- Name and describe all six developmental domains and provide age-typical milestones for PK–5.
- Apply developmental theories — Piaget (constructivism, stages), Vygotsky (ZPD, scaffolding), Bronfenbrenner (ecological systems), Erikson (psychosocial stages), Bandura (social learning, self-efficacy).
- Distinguish developmental delays from disabilities; understand how giftedness and disability co-occur in 2e learners.
- Describe the IDEA disability categories most prevalent in PK–5 and their early indicators.
- Apply family systems theory; explain parent rights under IDEA for early childhood.
- Explain the impact of ACEs, toxic stress, protective factors, and resilience on early learning; describe a teacher's trauma-informed role.
Practice Question
A kindergarten teacher notices that a 5-year-old student frequently becomes dysregulated during transitions, has limited vocabulary compared to peers, and engages primarily in solitary rather than cooperative play. According to a developmental framework, which of the following best describes the appropriate first step?
- Immediately refer the student for a psychoeducational evaluation for autism.
- Document specific behaviors across developmental domains and share observations with the multidisciplinary team.
- Increase academic demands to stimulate cognitive development.
- Contact the family to recommend private tutoring services.
Answer and Rationale
Answer: B. The correct first step is systematic observation and documentation across domains, followed by team consultation. The described behaviors span social-emotional, communication, and sensorimotor domains — a multidisciplinary approach is needed before determining whether a formal referral is warranted. Option A skips prereferral steps. Options C and D do not address the underlying developmental concerns appropriately.