ILTS 206 Practice Exam Study Set 1 –
Latest 2024/2025 Q&A (Already
Passed)
Illinois Licensure Testing System – Early Childhood Education
(206)
June 29, 2025
,Table of Contents
1 Introduction to ILTS 206 Practice Exam Study Set 1 4
1.1 Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2 Key Concepts in ILTS 206 Early Childhood Education 4
3 Verified Q&A for ILTS 206 Exam Preparation 5
3.1 Child Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.1.1 Q1: Which theorist emphasized the role of social interaction
in cognitive development? . . . . . . . . . . . . . . . . . . . . . 5
3.1.2 Q2: What is a key characteristic of the preoperational stage
in Piaget’s theory? . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.1.3 Q3: How does attachment theory influence early childhood
education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
3.1.4 Q4: What is an appropriate method to assess a 4-year-old’s
developmental progress? . . . . . . . . . . . . . . . . . . . . . . 6
3.1.5 Q5: How does socioeconomic status influence child devel-
opment? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
3.2 Language and Literacy Development . . . . . . . . . . . . . . . . . . 6
3.2.1 Q6: What is a key strategy for promoting emergent literacy
in preschoolers? . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
3.2.2 Q7: What is phonological awareness, and why is it important? 7
3.2.3 Q8: How can teachers support dual language learners in
early childhood settings? . . . . . . . . . . . . . . . . . . . . . . 7
3.2.4 Q9: What is the role of play in language development? . . . . 7
3.2.5 Q10: What is a sign of a potential language delay in a 3-year-
old? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3.3 Learning Across the Curriculum . . . . . . . . . . . . . . . . . . . . . 8
3.3.1 Q11: How can math be integrated into a preschool curricu-
lum? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3.3.2 Q12: What is an inquiry-based approach to teaching science
in early childhood? . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3.3.3 Q13: How can social studies be taught to preschoolers? . . . 8
3.3.4 Q14: What is the benefit of incorporating fine arts in early
childhood education? . . . . . . . . . . . . . . . . . . . . . . . . 8
3.3.5 Q15: How does physical education support early childhood
development? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.3.6 Q16: What is a cross-curricular connection in early child-
hood education? . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1
, 3.4 Professional Roles and Responsibilities . . . . . . . . . . . . . . . . . 9
3.4.1 Q17: What is the role of family engagement in early child-
hood education? . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.4.2 Q18: What is an ethical responsibility of an early childhood
educator? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.4.3 Q19: How should a teacher collaborate with a special edu-
cation team? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.4.4 Q20: What is the purpose of professional development for
teachers? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.4.5 Q21: How should a teacher address a parent’s concern about
their child’s behavior? . . . . . . . . . . . . . . . . . . . . . . . . 10
3.4.6 Q22: What is the role of NAEYC standards in early childhood
education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.5 Additional Questions for Comprehensive Review . . . . . . . . . . . 10
3.5.1 Q23: What is the benefit of scaffolding in early childhood
education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.5.2 Q24: How can technology be used effectively in early child-
hood classrooms? . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.5.3 Q25: What is a sign of social-emotional development in a
5-year-old? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.5.4 Q26: How should a teacher adapt instruction for a child
with sensory processing issues? . . . . . . . . . . . . . . . . . . 11
3.5.5 Q27: What is the purpose of formative assessments in early
childhood? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.5.6 Q28: How can a teacher promote diversity in the classroom? 11
4 Practice Scenarios and Case Studies 12
4.1 Scenario 1: Child Development . . . . . . . . . . . . . . . . . . . . . . 12
4.2 Scenario 2: Language and Literacy . . . . . . . . . . . . . . . . . . . . 12
4.3 Scenario 3: Curriculum Integration . . . . . . . . . . . . . . . . . . . 12
4.4 Scenario 4: Professional Responsibilities . . . . . . . . . . . . . . . . 12
4.5 Scenario 5: Inclusive Education . . . . . . . . . . . . . . . . . . . . . . 13
5 Tips for ILTS 206 Exam Success 13
6 Glossary of Key Terms 13
7 References 14
8 Common ILTS 206 Pitfalls and How to Avoid Them 14
2
Latest 2024/2025 Q&A (Already
Passed)
Illinois Licensure Testing System – Early Childhood Education
(206)
June 29, 2025
,Table of Contents
1 Introduction to ILTS 206 Practice Exam Study Set 1 4
1.1 Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2 Key Concepts in ILTS 206 Early Childhood Education 4
3 Verified Q&A for ILTS 206 Exam Preparation 5
3.1 Child Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.1.1 Q1: Which theorist emphasized the role of social interaction
in cognitive development? . . . . . . . . . . . . . . . . . . . . . 5
3.1.2 Q2: What is a key characteristic of the preoperational stage
in Piaget’s theory? . . . . . . . . . . . . . . . . . . . . . . . . . . 5
3.1.3 Q3: How does attachment theory influence early childhood
education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
3.1.4 Q4: What is an appropriate method to assess a 4-year-old’s
developmental progress? . . . . . . . . . . . . . . . . . . . . . . 6
3.1.5 Q5: How does socioeconomic status influence child devel-
opment? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
3.2 Language and Literacy Development . . . . . . . . . . . . . . . . . . 6
3.2.1 Q6: What is a key strategy for promoting emergent literacy
in preschoolers? . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
3.2.2 Q7: What is phonological awareness, and why is it important? 7
3.2.3 Q8: How can teachers support dual language learners in
early childhood settings? . . . . . . . . . . . . . . . . . . . . . . 7
3.2.4 Q9: What is the role of play in language development? . . . . 7
3.2.5 Q10: What is a sign of a potential language delay in a 3-year-
old? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3.3 Learning Across the Curriculum . . . . . . . . . . . . . . . . . . . . . 8
3.3.1 Q11: How can math be integrated into a preschool curricu-
lum? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3.3.2 Q12: What is an inquiry-based approach to teaching science
in early childhood? . . . . . . . . . . . . . . . . . . . . . . . . . . 8
3.3.3 Q13: How can social studies be taught to preschoolers? . . . 8
3.3.4 Q14: What is the benefit of incorporating fine arts in early
childhood education? . . . . . . . . . . . . . . . . . . . . . . . . 8
3.3.5 Q15: How does physical education support early childhood
development? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.3.6 Q16: What is a cross-curricular connection in early child-
hood education? . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
1
, 3.4 Professional Roles and Responsibilities . . . . . . . . . . . . . . . . . 9
3.4.1 Q17: What is the role of family engagement in early child-
hood education? . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.4.2 Q18: What is an ethical responsibility of an early childhood
educator? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.4.3 Q19: How should a teacher collaborate with a special edu-
cation team? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.4.4 Q20: What is the purpose of professional development for
teachers? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.4.5 Q21: How should a teacher address a parent’s concern about
their child’s behavior? . . . . . . . . . . . . . . . . . . . . . . . . 10
3.4.6 Q22: What is the role of NAEYC standards in early childhood
education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.5 Additional Questions for Comprehensive Review . . . . . . . . . . . 10
3.5.1 Q23: What is the benefit of scaffolding in early childhood
education? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3.5.2 Q24: How can technology be used effectively in early child-
hood classrooms? . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.5.3 Q25: What is a sign of social-emotional development in a
5-year-old? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.5.4 Q26: How should a teacher adapt instruction for a child
with sensory processing issues? . . . . . . . . . . . . . . . . . . 11
3.5.5 Q27: What is the purpose of formative assessments in early
childhood? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.5.6 Q28: How can a teacher promote diversity in the classroom? 11
4 Practice Scenarios and Case Studies 12
4.1 Scenario 1: Child Development . . . . . . . . . . . . . . . . . . . . . . 12
4.2 Scenario 2: Language and Literacy . . . . . . . . . . . . . . . . . . . . 12
4.3 Scenario 3: Curriculum Integration . . . . . . . . . . . . . . . . . . . 12
4.4 Scenario 4: Professional Responsibilities . . . . . . . . . . . . . . . . 12
4.5 Scenario 5: Inclusive Education . . . . . . . . . . . . . . . . . . . . . . 13
5 Tips for ILTS 206 Exam Success 13
6 Glossary of Key Terms 13
7 References 14
8 Common ILTS 206 Pitfalls and How to Avoid Them 14
2
