ILTS Early Childhood Education Practice Test (206)|2025–2026| Complete Exam Prep with 120 Verified Questions and Correct Answers |GRADEDA+

ILTS Early Childhood Education Practice Test (206) | 2025–2026 |
Complete Exam Prep with 120 Verified Questions and Correct Answers
| GRADED A+


This ILTS Early Childhood Education (206) Practice Test for 2025–
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2026 includes 120 expertly crafted and verified practice questions with correct
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Aanswers, mirroring the structure and rigor of the actual ILTS exam. It comprehe
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nsively covers domains such as child development and learning, language and
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Aliteracy development, learning environments and curriculum implementation
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, and professional relationships. Designed for aspiring Illinois early childhood e
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ducators, this A+ graded resource is tailored to support confident test readiness
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Aand ensure alignment with state certification standards.
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AAteacherAisAconsideringAwhetherAaAfive-year-
oldAchildAisAreadyAtoAbeginAlearningAtoAsoundAoutAsimple,AregularAprintedAwords.AWhichAofAtheAfollowi
ngAquestionsAwouldAbeAmostAimportantAforAtheAteacherAtoAaskAwhenAmakingAthisAdetermination?

A. CanAtheAchildAinventAaAnonsenseAwordAthatArhymesAwithAaAsimpleAspokenAword?

B. CanAtheAchildAformAaAnewAwordAbyAaddingAaAphonemeAtoAaAsimpleAspokenAword?

C. CanAtheAchildAblendAphonemesAtoAformAaAsimpleAspokenAword?

D. CanAtheAchildAsubstituteAoneAphonemeAforAanotherAinAaAsimpleAspokenAword?A-
CORRECT ANSWER-C. Can the child blend phonemes to form a simple spoken word?
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AAkindergartenAteacherAsetsAupAaAlendingAlibraryAofAbooksAinAEnglishAthatAparents/guardiansAcanAchec
kAoutAtoAreadAtoAtheirAchildrenAatAhome.ATheAteacherAisAawareAthatAtheAparents/guardiansAofAsomeAE
nglishAlanguageAlearnersAinAtheAclassAwouldAlikeAtoAreadAtoAtheirAchildrenAbutAhaveAlimitedAEnglishAski
lls.ATheAteacherAcouldAbestAsupportAtheAstudents'AliteracyAdevelopmentAbyAtakingAwhichAofAtheAfollo
wingAsteps?

A. suggestingAthatAtheAparents/guardiansAaskAfamilyAfriendsAorArelativesAwithAmoreAadvancedAEnglis
hAskillsAtoAreadAtoAtheirAchildren

B. addingAtoAtheAlendingAlibraryAchildren'sAbooksAwrittenAinAtheAparents'/guardians'AhomeAlanguage(s)

C. assuringAtheAparents/guardiansAthatAtheirAchildrenAwillAreceiveAextraAone-on-
oneAreadingAtimeAinAschoolAwithAaAbilingualAaide

D. recommendingAthatAtheAparents/guardiansAtakeAtheirAchildrenAtoAread-
aloudsAforAchildrenAatAtheAlocalApublicAlibraryA-ACORRECTAANSWER-
B.AaddingAtoAtheAlendingAlibraryAchildren'sAbooksAwrittenAinAtheAparents'/guardians'AhomeAlanguage(
s)

,AfterAaAfirst-
gradeAclassAhasAsungA"ThisALandAisAYourALand,"AtheAteacherAoverhearsAoneAchildAexplainAtoAanotherAth
atA"theAnooyorkiland"A(theANewAYorkAisland)AisA"aAplaceAinACalifornia."AUponAhearingAthis,AtheAteache
rAdecidesAtoAwriteAtheAwordsAofAtheAchorusAonAtheAboardAandAtalkAtoAtheAchildrenAaboutAitsAmeaning.
ASeeingAtheAwordsAwrittenAdownAwouldAbeAespeciallyAusefulAinAhelpingAtheAchildren:



A. detectAwordAboundaries.

B. understandAsyllabication.

C. analyzeAwordAstructures.

D. identifyAhomophones.A-ACORRECTAANSWER-A.AdetectAwordAboundaries.



AAkindergartenAteacherAconductsAaAliteracyAactivityAwithAaAsmallAgroupAofAstudents.ATheAteacherAgive
sAeachAstudentAaApieceAofApaperAwithAthreeAconnectedAboxesAdrawnAonAit.AEachAboxArepresentsAaAph
onemeAinAaAthree-
letterAword.ATheAteacherAsaysAaAwordAslowly,ApronouncingAeachAphonemeAdistinctly.AAsAtheAstudents
AhearAeachAphoneme,AtheyAmoveAaAmarkerAintoAtheAcorrespondingAbox.AThisAactivityAprovidesAtheAstu

dentsAwithApracticeAin:

A. soundAsubstitution.

B. soundAsegmentation.

C. soundAdeletion.

D. soundAblending.A-ACORRECTAANSWER-B.AsoundAsegmentation.



WheneverAaApreschoolAclassAgoesAonAanAexcursion,AtheAteacherAasksAtheAchildrenAtoAtakeAturnsAafter
wardAdictatingAsentencesAaboutAtheirAexperiences.AAsAtheyAdictate,AtheAteacherAwritesAtheirAstateme
ntsAonAaAlargeApadAofApaper,ArepeatingAeachAwordAasAsheAwritesAit.AThen,AafterAwritingAaAchild'sAstate
ment,AsheAreadsAitAaloud,ApointingAatAeachAwordAasAsheAsaysAit,AandAchecksAwithAtheAchildAtoAensureAt
hatAsheAhasAwrittenAwhatAtheAchildAwantsAtoAsay.AThisAactivityAwouldAbeAmostAeffectiveAforAbuildingAc
hildren'sAunderstandingAofAthe:

A. connectionAbetweenAwrittenAlanguageAandAoralAlanguage.

B. relationshipAbetweenAindividualAlettersAandAspecificAsounds.

C. differenceAbetweenAexpressiveAlanguageAandAreceptiveAlanguage.

D. relationshipAbetweenAnounsAandAverbsAinAaAsentence.A-ACORRECTAANSWER-
A.AconnectionAbetweenAwrittenAlanguageAandAoralAlanguage.



AAteacherAwantsAtoApromoteAyoungAchildren'sAabilityAtoAidentifyAtheAlettersAofAtheAalphabet,AstartingA
withAtheAcapitalAletters.AAccordingAtoAresearch,AwhichAofAtheAfollowingAinstructionalAapproachesAisAlik
elyAtoAbeAmostAhelpfulAforAthisApurpose?

, A. showingAtheAchildrenAaAlargeAalphabetAstripAatAtheAfrontAofAtheAroomAandAaskingAeachAchildAtoApoi
ntAtoAtheAlettersAinAhisAorAherAname

B. helpingAtheAchildrenAvisuallyAattendAtoAtheAshapesAandAfeaturesAofAeachAletterAbyAdescribingAth
eAlettersAandAdemonstratingAhowAtheyAareAformed

C. havingAchildrenAfrequentlyAuseAletterAshapesAinAartAprojects,AsuchAasApastingAcut-
outAlettersAtoAaApieceAofApaperAtoAmakeAdesigns

D. providingAchildrenAwithAaAsetAofAcardboardAstripsAandAarcsAandAaskingAthemAtoAcombineAthemAtoA
makeAlettersAnamedAbyAtheAteacherA-ACORRECTAANSWER-
B.AhelpingAtheAchildrenAvisuallyAattendAtoAtheAshapesAandAfeaturesAofAeachAletterAbyAdescribingAtheAl
ettersAandAdemonstratingAhowAtheyAareAformed



TheAchildrenAinAaApreschoolAclassAhaveAlearnedAtoAreciteAtheAalphabet,AandAtheAteacherAnowAwantsAto
AfocusAonAbuildingAtheAchildren'sAletterArecognition.AWhichAofAtheAfollowingAapproachesAwouldAlikelyA

beAmostAeffectiveAforAthisApurpose?

A. teachingAvisuallyAsimilarAlettersA(e.g.,AbAandAd)AtogetherAandApointingAoutAtheAdifferencesAbetwee
nAthem

B. teachingAbothAtheAuppercaseAandAlowercaseAformsAofAeachAletterAatAtheAsameAtime

C. teachingAlettersAinAgroupsAthatAcanAbeAusedAimmediatelyAtoAbeginAwritingAwordsA(e.g.,Ac,Aa,At)

D. teachingAindividualAuppercaseAlettersAandAincludingAtactileAandAkinestheticAletterAformationAactivi
tiesA-ACORRECTAANSWER-
D.AteachingAindividualAuppercaseAlettersAandAincludingAtactileAandAkinestheticAletterAformationAactivi
ties



AAkindergartenAteacherAwantsAtoAobtainAgeneralAinformationAaboutAaAchild'sAdevelopmentAinAsevera
lAareasAofAemergentAliteracy.AWhichAofAtheAfollowingAinformalAassessmentsAwouldAbeAmostAeffective
AinAprovidingAinformationAacrossAseveralAareasAofAemergentAliteracy?



A. askingAtheAchildAtoAsingAtheAalphabetAsongAforAtheAteacher

B. holdingAupAaAbookAandAaskingAtheAchildAtoApointAatAtheAbook'sAcover

C. askingAtheAchildAtoAwriteAaAtitleAonAaApictureAheAorAsheAhasAjustAdrawn

D. sayingAaAwordAandAaskingAtheAchildAtoArespondAwithAaArhymingAwordA-ACORRECTAANSWER-
C.AaskingAtheAchildAtoAwriteAaAtitleAonAaApictureAheAorAsheAhasAjustAdrawn



AAkindergartenAteacherAperiodicallyAtakesAsmallAgroupsAofAchildrenAaroundAtheAschoolAtoAfindAexampl
esAofAprintedAtextA(e.g.,AdirectionalAsigns,AlabelsAonAdoors,AinformationAonAbulletinAboards).AWhenAth
eAgroupAfindsAanAexample,AtheAteacherAgathersAtheAchildrenAtogetherAforAaAdiscussionAofAwhatAitAsaysA
andAwhyAitAisAthere.AThisAactivityAwouldAbeAespeciallyAeffectiveAforApromotingAchildren'sAabilityAto:

A. distinguishAprintAfromApictures.