Coverage by content domain
Lessons and questions are organized around the exam’s content areas so your preparation reflects the structure of the assessment.
Why Test Alignment Matters for Your ILTS Early Childhood Education Study Guide
Certification test standards are broad, but the exam questions are very specific. Our team of curriculum experts uses the 240 Study Guide Creation Process to ensure the most aligned, specific content for your ILTS Early Childhood Education (206) test — so you are not wasting time on broad subject review that may not show up on exam day.
Why 240 is the best choice for the ILTS 206 study guide
- Built around the official exam framework
- Organized by the competencies actually used on the exam
- Shows exactly what is covered and where depth is partial
- Includes aligned questions, flashcards, study materials, and videos
- Helps candidates study what is actually tested instead of broad generic content
Transparent coverage is a strength. We show where the guide is strong, where depth is partial, and where a gap has been identified so you can make an informed study decision.
How to Read This Alignment Review
4Domains
93Competencies reviewed
95%Test-aligned
84Covered
8Partially covered
1Gaps
- CoveredCompetency is comprehensively supported by the guide.
- Partially coveredCore content is covered, but some depth gaps remain.
- Coverage gap identifiedA content gap has been identified.
This study guide is based on the current official exam framework. We review and update alignment whenever the official framework changes so candidates are always studying current, accurate material.
Child Development, Learning, and Assessment (Domain 1)Partially covered
SMR 1.0001 · Understand early child development from birth to grade two and factors that affect development and learning.205 questions · 12 materials · 56 cards · 6 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of characteristics, progressions, and variations of development in the physical, social, emotional, cognitive, linguistic, and aesthetic domains and ways in which development in one domain may affect development in other domains. | P.Physical Development (EC); P.Social Development (EC); P.Emotional Development (EC); P.Domains of Development (EC); P.Cognitive Development; P.Language Development | Covered | 76 | 6 | 27 | 4 | Covered by 6 topics (76 questions, 6 materials, 27 cards, 4 videos). |
| b. Apply knowledge of factors and conditions that may affect young children's development and learning (e.g., physical and environmental factors, linguistic factors, exceptionalities, stressful or traumatic events or circumstances, protective factors and resilience, social skills, teacher and cultural expectations and practices). | P.Stress and Emotional Trauma | Covered | 19 | 1 | 0 | 0 | Covered by 1 topic (19 questions, 1 materials, 0 cards, 0 videos). |
| c. Apply knowledge of the significance and multiple functions of play in learning for developing and supporting skills in motor development, cognition, language development and communication, social skills, inquiry and discovery, and problem-solving skills. | P.Child Development and Play | Covered | 26 | 1 | 6 | 1 | Covered by 1 topic (26 questions, 1 materials, 6 cards, 1 videos). |
| d. Demonstrate knowledge of cultural and linguistic diversity in understanding the context of family, culture, and society, to create learning environments and experiences for young children that are free of bias; and activities that build on family priorities, strengths, and values (e.g., supporting home language preservation and interrelationships between culture, language, and thought). | P.Adaptations for Diversity - Cultural Differences; P.Teaching Diverse Students | Covered | 76 | 2 | 8 | 1 | Covered by 2 topics (76 questions, 2 materials, 8 cards, 1 videos). |
| e. Apply knowledge of young children's health, nutrition, and safety needs; policies and procedures for maintaining infants', toddlers', and young children's health and safety, including mental health and the importance of supportive relationships; and best practices, including implementing universal precautions, in regard to childhood illnesses, communicable diseases, and emergency-care situations. | P.Mental Health in Young Children; P.Young Children's Needs | Covered | 8 | 2 | 15 | 0 | Covered by 2 topics (8 questions, 2 materials, 15 cards, 0 videos). |
SMR 1.0002 · Understand the early childhood curriculum and how to plan instruction that is based on knowledge of young children from birth to grade two, their families and communities, and curricular goals.115 questions · 5 materials · 16 cards · 0 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of young children's developmental, cultural, and linguistic characteristics to create a meaningful, conceptually sound, and developmentally appropriate early childhood curriculum. | P.Self-Regulation | Covered | 9 | 1 | 3 | 0 | Covered by 1 topic (9 questions, 1 materials, 3 cards, 0 videos). |
| b. Demonstrate knowledge of current research and the importance of developmentally appropriate best practices and current standards to plan, implement, and evaluate curriculum for young children (e.g., integration of play, culturally responsive curriculum design, focus on young children's needs and interests). | P.How Young Children Learn | Covered | 12 | 1 | 2 | 0 | Covered by 1 topic (12 questions, 1 materials, 2 cards, 0 videos). |
| c. Apply knowledge of the early childhood curriculum (e.g., the central concepts and tools of inquiry in each of the content areas) to create developmentally and culturally appropriate, meaningful, and integrated learning experiences for young children. | P.How Young Children Learn | Covered | 12 | 1 | 2 | 0 | Covered by 1 topic (12 questions, 1 materials, 2 cards, 0 videos). |
| d. Apply knowledge of planning to teach and support instructional strategies that integrate developmental domains (e.g., physical, social, emotional, cognitive, linguistic, aesthetic) and promote curiosity, problem solving, decision making, and self-directed learning. | P.Promoting Learning (EC) | Covered | 17 | 1 | 3 | 0 | Covered by 1 topic (17 questions, 1 materials, 3 cards, 0 videos). |
| e. Demonstrate knowledge of the uses of technological resources, including assistive technology (e.g., computer programs, digital applications, writing and drawing tools, digital cameras, text-to-speech devices), in instructional planning for problem solving, communication, and vocabulary development. | P.Integrating Digital Technology | Covered | 18 | 1 | 6 | 0 | Covered by 1 topic (18 questions, 1 materials, 6 cards, 0 videos). |
| f. Demonstrate knowledge of characteristics, benefits, and limitations of various instructional strategies (e.g., play, inquiry and exploration, openended questioning and problem solving, small-group projects, learning centers, peer and group discussions) and how to create and modify activities for all young children, including children with exceptionalities (e.g., disabilities, developmental delays, gifted and talented, English language learners). | P.How Young Children Learn; P.Adaptations for Diversity - ELL | Covered | 71 | 2 | 4 | 0 | Covered by 2 topics (71 questions, 2 materials, 4 cards, 0 videos). |
SMR 1.0003 · Understand the goals, benefits, types, and uses of various formal and informal assessments to support young children from birth to grade two and their families.163 questions · 6 materials · 24 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of formal, informal, performance-based, observational, and authentic assessments for evaluating young children's development, learning, and behavior (e.g., characteristics; limitations; developmentally and culturally appropriate uses, practices, and strategies for assessing individual children's needs and interests). | P.Using Assessment to Adjust Instruction (EC) | Partially covered | 0 | 1 | 0 | 0 | Partial coverage by 1 topic (0 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| b. Apply knowledge of considerations and strategies for selecting, designing, adapting, modifying, and using screenings and assessments to measure development and learning for all young children, including English language learners and children with exceptionalities. | ESL.Linguistic Accommodations | Covered | 9 | 1 | 6 | 0 | Covered by 1 topic (9 questions, 1 materials, 6 cards, 0 videos). |
| c. Apply knowledge of strategies, procedures, technologies, and tools for administering assessments for all children, including English language learners and children with exceptionalities (e.g., developmental continuums, progress monitoring, universal screening, diagnostic measures, curriculum-based assessments). | P.Types of Assessment | Covered | 108 | 1 | 15 | 1 | Covered by 1 topic (108 questions, 1 materials, 15 cards, 1 videos). |
| d. Apply knowledge of how to interpret formal and informal assessment results and use a variety of assessment data, including anecdotal records and children's work samples to plan and differentiate instruction, guide practice, monitor young children's progress toward content-area benchmarks, document outcomes, and ensure a high-quality learning environment for young children. | P.Using Assessment to Adjust Instruction (EC); P.Interpreting Assessment Data | Covered | 13 | 2 | 3 | 0 | Covered by 2 topics (13 questions, 2 materials, 3 cards, 0 videos). |
| e. Apply knowledge of effective techniques for involving families, schoolbased professionals, and outside service providers in screening, assessment, application, planning, and referral processes for young children; to communicate academic progress and assessment results to families and school-based professionals; and to integrate assessment results as an active participant in the development and implementation of Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs) for young children with exceptionalities. | Sped.Collaboration with Families | Covered | 25 | 1 | 0 | 0 | Covered by 1 topic (25 questions, 1 materials, 0 cards, 0 videos). |
| f. Demonstrate knowledge of legal and ethical issues related to assessment (e.g., developmentally appropriate and ethical practices; confidentiality; addressing the needs of all learners, including young children who are English language learners and young children with exceptionalities). | P.Accurate and Confidential Student Records | Covered | 8 | 1 | 0 | 0 | Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos). |
SMR 1.0004 · Understand principles and procedures for creating and maintaining safe and productive learning environments that encourage communication, social skills, responsibility, and self-motivation for young children from birth to grade two.90 questions · 5 materials · 15 cards · 1 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of strategies for designing learning environments that are respectful of children as individuals and of all children's cultural, family, and community backgrounds and contexts (e.g., build on young children's needs, interests, and prior knowledge; encourage inclusion; promote acceptance of ideas and differences). | P.Early Childhood Learning Environments | Covered | 31 | 1 | 11 | 0 | Covered by 1 topic (31 questions, 1 materials, 11 cards, 0 videos). |
| b. Demonstrate knowledge of methods to create and modify learning environments that incorporate developmentally and culturally appropriate materials, equipment, and technological resources to meet the needs of all children, including English language learners and children with exceptionalities. | P.Early Childhood Learning Environments; P.Physical Spaces for Learning | Covered | 45 | 2 | 11 | 1 | Covered by 2 topics (45 questions, 2 materials, 11 cards, 1 videos). |
| c. Apply knowledge of the development, characteristics, and needs of young children to create learning environments that are safe and healthy and promote children's sense of security and independence (e.g., positive behavior practices; procedures and routines that support emotional, physical, and learning needs; conflict resolution; motivation in young children). | P.Daily Structure for Young Children | Covered | 15 | 1 | 0 | 0 | Covered by 1 topic (15 questions, 1 materials, 0 cards, 0 videos). |
| d. Apply knowledge of ways to incorporate varied and developmentally appropriate strategies for promoting children's learning (e.g., independent work, small-group projects, discussions, cooperative learning, inquirybased learning, problem-solving experiences); strategies to integrate incidental and spontaneous opportunities for teaching; and strategies for using the environment, daily routines, personal and social interactions, and play to teach young children, including English language learners and children with exceptionalities. | P.Promoting Learning (EC) | Covered | 17 | 1 | 3 | 0 | Covered by 1 topic (17 questions, 1 materials, 3 cards, 0 videos). |
| e. Apply knowledge of how to create and manage a developmentally appropriate, safe early childhood learning environment by creating schedules and routines, facilitating transitions, and addressing young children's needs through research-based guidance and problem-solving strategies. | P.Daily Structure for Young Children | Covered | 15 | 1 | 0 | 0 | Covered by 1 topic (15 questions, 1 materials, 0 cards, 0 videos). |
| f. Apply knowledge of strategies and procedures to select developmentally and instructionally appropriate learning and technological resources and materials, and how to set up the physical environment to meet the needs of all children, including children with exceptionalities and English language learners. | P.Groups and Young Children | Covered | 13 | 1 | 1 | 0 | Covered by 1 topic (13 questions, 1 materials, 1 cards, 0 videos). |
Language and Literacy Development (Domain 2)Partially covered
SMR 2.0005 · Understand young children's verbal and nonverbal language and communication development and how to provide learning experiences that support and enhance listening and speaking skills in young children from birth to grade two.75 questions · 7 materials · 20 cards · 2 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of major theories, stages, and processes of firstand second-language acquisition in young children, including understanding of the roles of social interaction, culture, and play and the importance of the home language in the development of young children. | ELA.Process of Learning - Oral Language; ESL.Stages of Second Language Acquisition | Covered | 26 | 2 | 16 | 1 | Covered by 2 topics (26 questions, 2 materials, 16 cards, 1 videos). |
| b. Recognize factors that influence young children's development of speaking and listening skills; indicators that a young child may be experiencing difficulties in language development; and strategies for addressing language needs. | ELA.Intervention - Oral Language | Partially covered | 2 | 1 | 2 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| c. Demonstrate knowledge of how having a home language other than English influences language development and instruction and how to use young children's linguistic and cultural backgrounds to support their development of speaking and listening skills. | ELA.ELL Strategies - Oral Language | Covered | 20 | 1 | 2 | 1 | Covered by 1 topic (20 questions, 1 materials, 2 cards, 1 videos). |
| d. Apply knowledge of the relationships between listening, speaking, reading, and writing and developmentally appropriate strategies for building on children's language to promote their development of reading and writing skills. | ELA.Integration of Language Skills | Covered | 17 | 1 | 4 | 0 | Covered by 1 topic (17 questions, 1 materials, 4 cards, 0 videos). |
| e. Demonstrate knowledge of developmentally appropriate strategies for promoting young children's ability to listen and speak for various purposes (e.g., participating in discussions, expressing ideas, asking and responding to questions, interacting positively with others, understanding the importance of audience and purpose, sign language, visual cues). | P.Listening and Thinking Skills | Partially covered | 2 | 1 | 0 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| f. Apply knowledge of developmentally appropriate strategies, activities, and materials, including assistive technology, for fostering young children's language competence. | ELA.Teaching - Oral Language (EC) | Covered | 8 | 1 | 0 | 0 | Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos). |
| g. Apply knowledge of how to infuse opportunities for meaningful language and communication into all areas of the early childhood curriculum. | ELA.Teaching - Oral Language (EC) | Covered | 8 | 1 | 0 | 0 | Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos). |
SMR 2.0006 · Understand the foundations of literacy development and how to use evidence-based, developmentally appropriate strategies for promoting literacy development of young children from birth to grade two.208 questions · 8 materials · 34 cards · 3 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of stages of literacy development and factors that influence young children's development of reading skills, indicators that a young child may be experiencing difficulties developing literacy skills or demonstrating advanced abilities in reading, and evidence-based strategies for addressing reading needs. | ELA.Process of Learning - Literacy | Covered | 22 | 1 | 7 | 0 | Covered by 1 topic (22 questions, 1 materials, 7 cards, 0 videos). |
| b. Apply knowledge of the relationship between oral language and literacy development, ways of promoting the development of skills in oral and written language, and how to build upon children's skills in the home language to develop language and literacy skills that are transferable to English. | ELA.Oral Language to Support Reading and Writing | Covered | 20 | 1 | 1 | 0 | Covered by 1 topic (20 questions, 1 materials, 1 cards, 0 videos). |
| c. Apply knowledge of the role of phonological and phonemic awareness in early literacy development; evidence-based instructional strategies, activities, and materials for promoting young children's phonological and phonemic awareness; and strategies to support English language learners' awareness of the differences and commonalities between the orthographic-phonological systems of English and the home language. | ELA.Teaching - Phonological Awareness; ELA.Phonological Awareness; ELA.Impact of Phonological Awareness on Literacy | Covered | 95 | 3 | 14 | 2 | Covered by 3 topics (95 questions, 3 materials, 14 cards, 2 videos). |
| d. Apply knowledge of concepts about print (e.g., letter, word, and sentence representation; directionality; tracking of print; understanding that print carries meaning) and effective instructional strategies, activities, and materials for promoting and assessing young children's understanding in this area. | ELA.Teaching - Concepts of Print | Covered | 26 | 1 | 8 | 0 | Covered by 1 topic (26 questions, 1 materials, 8 cards, 0 videos). |
| e. Demonstrate knowledge of the alphabetic principle and instructional strategies, activities, and materials for promoting and assessing young children's understanding of the alphabetic principle. | ELA.Teaching - Alphabetic Knowledge and Principle | Covered | 33 | 1 | 5 | 1 | Covered by 1 topic (33 questions, 1 materials, 5 cards, 1 videos). |
| f. Apply knowledge of evidence-based strategies, practices, and materials, including technology, to create a developmentally appropriate languageand literacy-rich classroom environment that incorporates opportunities, experiences, routines, and activities that promote literacy. | ELA.Teaching Technology - Literacy Skills | Covered | 12 | 1 | 3 | 0 | Covered by 1 topic (12 questions, 1 materials, 3 cards, 0 videos). |
SMR 2.0007 · Understand word-identification strategies and vocabulary development and how to use evidence-based, developmentally appropriate strategies to promote word identification and vocabulary skills in young children from birth to grade two.290 questions · 11 materials · 67 cards · 5 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of phonics and its role in decoding and evidence-based instructional strategies, activities, and materials for promoting and assessing young children's development of phonics skills. | ELA.Teaching - Phonics and Decoding; ELA.Process of Learning - Decoding | Covered | 65 | 2 | 16 | 2 | Covered by 2 topics (65 questions, 2 materials, 16 cards, 2 videos). |
| b. Demonstrate knowledge of word-identification strategies other than phonics, including syllabication, morphology (e.g., use of affixes and roots), context cues (semantic and syntactic), and pragmatics to create instructional activities and materials for promoting young children's use of word-identification strategies. | ELA.Teaching - Word Identification Skills; ELA.Word Analysis from Roots and Affixes | Covered | 52 | 2 | 19 | 1 | Covered by 2 topics (52 questions, 2 materials, 19 cards, 1 videos). |
| c. Demonstrate knowledge of the role of sight words in reading fluency and evidence-based instructional strategies, activities, and materials for promoting and assessing young children's sight-word recognition and reading fluency. | ELA.Teaching - High-Frequency Words | Covered | 19 | 1 | 5 | 0 | Covered by 1 topic (19 questions, 1 materials, 5 cards, 0 videos). |
| d. Demonstrate knowledge of the role of vocabulary development in reading and effective instructional strategies, activities, and materials for promoting and assessing young children's vocabulary development. | ELA.Teaching - Increasing Vocabulary; ELA.Importance of - Vocabulary and Reading Skills; ELA.Assessment - Vocabulary | Covered | 83 | 3 | 20 | 1 | Covered by 3 topics (83 questions, 3 materials, 20 cards, 1 videos). |
| e. Demonstrate knowledge of the relationship between first- and secondlanguage content-specific vocabulary and instructional strategies for providing experiences to facilitate the acquisition of English vocabulary for young children whose first language is not English. | ESL.Teaching Vocabulary | Covered | 28 | 1 | 10 | 0 | Covered by 1 topic (28 questions, 1 materials, 10 cards, 0 videos). |
| f. Demonstrate knowledge of spelling development and its significance for reading; stages of spelling development; and effective instructional strategies, activities, and materials for promoting and assessing young children's spelling skills. | ELA.Process of Learning - Spelling; ELA.Teaching - Spelling | Covered | 44 | 2 | 20 | 1 | Covered by 2 topics (44 questions, 2 materials, 20 cards, 1 videos). |
SMR 2.0008 · Understand reading comprehension and how to use evidence-based, developmentally appropriate strategies for promoting young children's application of reading comprehension skills and encouraging their independent reading.319 questions · 12 materials · 95 cards · 7 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of factors affecting reading comprehension (e.g., reading rate and fluency, word recognition, prior knowledge and experiences). | ELA.Fundamentals of Reading Comprehension; ELA.Teaching - Reading Fluency; ELA.Measures of Fluency; ELA.Impact of Fluency on Comprehension | Covered | 81 | 4 | 15 | 2 | Covered by 4 topics (81 questions, 4 materials, 15 cards, 2 videos). |
| b. Apply knowledge of strategies for facilitating comprehension for young children who are at different stages of reading development (e.g., before they learn to read, as they learn to read, as they increase reading proficiency) and facilitating young children's comprehension before, during, and after reading (e.g., developing and activating background knowledge, prompting children to make predictions, leading discussions). | ELA.Teaching - Reading Comprehension (All Texts) | Covered | 84 | 1 | 20 | 1 | Covered by 1 topic (84 questions, 1 materials, 20 cards, 1 videos). |
| c. Demonstrate knowledge of the levels of reading comprehension (i.e., literal, inferential, and evaluative); and evidence-based instructional strategies, activities, and materials for promoting and assessing young children's skills in this area. | ELA.Levels of Comprehension | Covered | 20 | 1 | 3 | 2 | Covered by 1 topic (20 questions, 1 materials, 3 cards, 2 videos). |
| d. Demonstrate knowledge of reading comprehension strategies (e.g., developing and activating prior knowledge, previewing, questioning, retelling, self-monitoring) and evidence-based instructional strategies, activities, and materials for promoting and assessing young children's skills in this area (e.g., making predictions, retelling, drawing inferences). | ELA.Teaching - Reading Comprehension (All Texts); ELA.Teaching - Literary Analysis | Covered | 123 | 2 | 35 | 2 | Covered by 2 topics (123 questions, 2 materials, 35 cards, 2 videos). |
| e. Apply knowledge of evidence-based strategies, activities, and materials, including technological resources for promoting young children's ability to locate, organize, and use information from various sources to answer questions, solve problems, and communicate ideas. | ELA.Teaching - Informational Text Comprehension | Covered | 47 | 1 | 42 | 0 | Covered by 1 topic (47 questions, 1 materials, 42 cards, 0 videos). |
| f. Demonstrate knowledge of methods to select developmentally appropriate and culturally relevant children's literature, including various genres of children's literature, elements of story, and methods for promoting children's appreciation and understanding of literature. | ELA.Multicultural Literature; ELA.Children's Literature; ELA.Culturally Responsive Reading Instruction | Covered | 33 | 3 | 11 | 1 | Covered by 3 topics (33 questions, 3 materials, 11 cards, 1 videos). |
| g. Apply knowledge of text features that may challenge young readers' understanding (e.g., unfamiliar vocabulary, complex sentence structures, captions, table of contents, bold text) and evidence-based strategies for supporting children's comprehension of texts containing such features. | ELA.Informational Text Features | Covered | 15 | 1 | 13 | 0 | Covered by 1 topic (15 questions, 1 materials, 13 cards, 0 videos). |
SMR 2.0009 · Understand evidence-based, developmentally appropriate writing processes and strategies for promoting writing competence in young children from birth to grade two.92 questions · 6 materials · 15 cards · 2 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of the characteristics of the stages and processes of young children's writing development; factors that influence young children's development of writing skills (e.g., oral language, vocabulary development, fine-motor skills, desire for self-expression); and indicators that a young child may be experiencing difficulties in written language development. | ELA.Stages of Writing Development | Covered | 24 | 1 | 5 | 0 | Covered by 1 topic (24 questions, 1 materials, 5 cards, 0 videos). |
| b. Apply knowledge of evidence-based strategies for helping young children develop writing skills throughout the stages of writing development, communicating for authentic purposes, writing in various formats, and applying English conventions. | ELA.Teaching - Proper Writing and Grammar Conventions; ELA.Teaching - Writing Types and Various Contexts (EC) | Covered | 21 | 2 | 3 | 1 | Covered by 2 topics (21 questions, 2 materials, 3 cards, 1 videos). |
| c. Demonstrate knowledge of strategies for integrating young children's instruction in writing with reading and writing across the content areas. | ELA.Teaching - Writing Skills | Covered | 20 | 1 | 2 | 0 | Covered by 1 topic (20 questions, 1 materials, 2 cards, 0 videos). |
| d. Demonstrate knowledge of the relationship between written language development and the development of skills in language and reading. | ELA.Writing to Support Reading | Covered | 14 | 1 | 5 | 0 | Covered by 1 topic (14 questions, 1 materials, 5 cards, 0 videos). |
| e. Apply knowledge of strategies and activities for promoting young children's writing competence. | ELA.Teaching - Writing Skills | Covered | 20 | 1 | 2 | 0 | Covered by 1 topic (20 questions, 1 materials, 2 cards, 0 videos). |
| f. Demonstrate knowledge of how having a home language other than English affects writing development and instruction and how to incorporate young children's linguistic and cultural backgrounds into writing activities to promote competence in writing. | P.Teaching Reading and Writing for ELLs | Covered | 15 | 1 | 0 | 1 | Covered by 1 topic (15 questions, 1 materials, 0 cards, 1 videos). |
Learning Across the Curriculum (Domain 3)Partially covered
SMR 3.0010 · Understand fundamental mathematical concepts and skills and how to promote mathematics learning for young children from birth to grade two.255 questions · 18 materials · 74 cards · 7 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of concepts and skills related to the mathematical domains (e.g., counting and cardinality, operations and algebraic thinking, numbers and operations in base ten, fractions, measurements and data, geometry). | M.Counting Techniques; M.Cardinal vs Ordinal Numbers; M.Order of Operations; M.Structure of Number Systems; M.Order Real Numbers by Magnitude; M.Fraction Operations - Add and Subtract; M.Fraction Composition and Decomposition; M.Fraction, Decimal, Percentage Conversions; M.Fraction Operations - Mixed Numbers; M.Informal vs Formal Measurement | Covered | 142 | 10 | 26 | 5 | Covered by 10 topics (142 questions, 10 materials, 26 cards, 5 videos). |
| b. Demonstrate knowledge of using assessments (e.g., formative, summative, observational, performance based) in planning and evaluating young children's progress in mathematics. | M.Types of Assessment - Math | Covered | 20 | 1 | 13 | 1 | Covered by 1 topic (20 questions, 1 materials, 13 cards, 1 videos). |
| c. Apply knowledge of how informal mathematical knowledge provides a basis for learning formal mathematics, and evidence-based and instructional strategies that foster young children's learning through mathematical inquiry in varied contexts (e.g., regular and integrated instruction, problem-solving approaches, structured and unstructured play, manipulative modeling, technology-based approaches) and are responsive to young children's diverse interests and abilities. | M.Manipulatives for Young Children; M.Variety of Representations | Covered | 26 | 2 | 13 | 0 | Covered by 2 topics (26 questions, 2 materials, 13 cards, 0 videos). |
| d. Apply knowledge of evidence-based instructional strategies that promote young children's abilities to apply concepts, skills, and problem-solving strategies in the mathematical domains (e.g., counting and cardinality, operations and algebraic thinking, numbers and operations in base ten fractions, measurements and data, geometry); build on previously learned knowledge and skills in mathematics; and explore relationships between the mathematical domains. | M.Backward Design; M.Best Practices to Teach Math TX EC-3/EC-6 | Covered | 27 | 2 | 10 | 1 | Covered by 2 topics (27 questions, 2 materials, 10 cards, 1 videos). |
| e. Apply knowledge of developmentally appropriate and evidence-based instructional resources, materials, and technological resources for teaching mathematics to young children. | M.Number Sense for Young Children; M.Pre-Number Concepts | Covered | 37 | 2 | 14 | 0 | Covered by 2 topics (37 questions, 2 materials, 14 cards, 0 videos). |
| f. Apply knowledge of developmentally appropriate strategies for integrating young children's learning experiences in mathematics with learning experiences in other content areas and in everyday situations. | M.Interdisciplinary Connections | Partially covered | 3 | 1 | 0 | 0 | Partial coverage by 1 topic (3 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
SMR 3.0011 · Understand fundamental scientific concepts and skills and how to promote scientific learning for young children from birth to grade two.371 questions · 25 materials · 147 cards · 9 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of concepts and skills related to the scientific domains (e.g., life, physical, applied, Earth and space sciences). | S.Parts of an Atom; S.States of Matter; S.Water Cycle; S.Lunar Cycle; S.Sound; S.Light; S.Types of Energy; S.Major Groups of Eukaryotic Life; S.Roles In Food Chain; S.Simple Machines - PreK-3 | Covered | 189 | 10 | 92 | 6 | Covered by 10 topics (189 questions, 10 materials, 92 cards, 6 videos). |
| b. Demonstrate knowledge of evidence-based instructional strategies that foster young children's learning through scientific inquiry and exploration in varied contexts (e.g., encouraging natural curiosity about the world, exploration through play, promoting respect for living organisms and appreciation of the environment) and are responsive to diverse interests and abilities. | S.Best Practices to Teach Science (EC); S.Activities For Inquiry | Covered | 18 | 2 | 18 | 1 | Covered by 2 topics (18 questions, 2 materials, 18 cards, 1 videos). |
| c. Demonstrate knowledge of evidence-based instructional strategies that provide opportunities for young children to use scientific concepts and principles (e.g., conduct experiments, solve problems, apply scientific process) and build on previous science learning. | S.Properties of Systems; S.Change In Systems; S.Form and Function; S.Change, Constancy, and Measurements; S.Evidence, Models, and Explanation; S.Models; S.Nature of Science; S.Scientific Method | Covered | 108 | 8 | 29 | 1 | Covered by 8 topics (108 questions, 8 materials, 29 cards, 1 videos). |
| d. Apply knowledge of instructional resources, materials, and technological resources for teaching science to young children. | S.Best Practices to Teach Science (EC) | Partially covered | 5 | 1 | 0 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| e. Apply knowledge of procedures for encouraging safety during classroom science activities. | S.Proper Handling - Chemicals; S.Safety Icons; S.Safety Rules; S.Proper Tool Use | Covered | 42 | 4 | 12 | 1 | Covered by 4 topics (42 questions, 4 materials, 12 cards, 1 videos). |
| f. Apply knowledge of strategies for integrating young children's learning experiences in science with learning experiences in other content areas and in everyday activities. | S.Interdisciplinary Connections | Covered | 14 | 1 | 3 | 0 | Covered by 1 topic (14 questions, 1 materials, 3 cards, 0 videos). |
SMR 3.0012 · Understand fundamental concepts and skills in the social sciences and how to promote learning in the social sciences for young children from birth to grade two.157 questions · 13 materials · 78 cards · 2 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of concepts and skills related to the social sciences (e.g., culture, geography, U.S. and world history, economics, civics). | Teaching - Economics PK-3; Teaching - Civics and Government PK-3; Teaching - History PK-3; Teaching - Geography PK-3; Teaching - Culture PK-3 | Covered | 52 | 5 | 48 | 0 | Covered by 5 topics (52 questions, 5 materials, 48 cards, 0 videos). |
| b. Demonstrate knowledge of evidence-based instructional strategies that foster young children's inquiry and development of concepts in the social sciences in varied contexts (e.g., explore relationship of self to others and interrelationships between individuals and groups through play and interactions, develop an appreciation of and respect for human diversity and its significance in their community and in the larger world, explore beginning themes and concepts in the social sciences). | Application of Stages of Development to Student Learning; Teaching - Unit and Lesson Planning - Social Studies; Teaching - Assessment and Instruction - Social Studies | Covered | 44 | 3 | 12 | 1 | Covered by 3 topics (44 questions, 3 materials, 12 cards, 1 videos). |
| c. Demonstrate knowledge of evidence-based instructional strategies that provide opportunities for young children to apply skills related to the social sciences (e.g., make and use maps, gather and interpret data), and explore the relationships between the social sciences through researchbased and differentiated instruction. | Connections to the Real World; Multimodal Teaching - Social Studies | Covered | 15 | 2 | 7 | 0 | Covered by 2 topics (15 questions, 2 materials, 7 cards, 0 videos). |
| d. Apply knowledge of instructional resources, materials, and technological resources for teaching the social sciences to young children. | Teaching - Integrating Digital Technology | Covered | 15 | 1 | 8 | 1 | Covered by 1 topic (15 questions, 1 materials, 8 cards, 1 videos). |
| e. Apply knowledge of strategies for integrating young children's learning experiences in the social sciences with learning experiences in other content areas and in everyday activities. | Teaching - Match Lesson to Objective; Connections to the Real World; Teaching - Social Studies to Young Children | Covered | 39 | 3 | 7 | 0 | Covered by 3 topics (39 questions, 3 materials, 7 cards, 0 videos). |
SMR 3.0013 · Understand the comprehensive nature of the physical, emotional, and social development and well-being of young children from birth to grade two.171 questions · 11 materials · 31 cards · 1 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of developmentally appropriate strategies and procedures for promoting principles and practices of personal, interpersonal, and community health and safety for young children (e.g., prevention and treatment of illness and injury, decision making that positively influences health and safety through play and daily structured activities). | PE.Teaching Health; PE.Healthy Lifestyles; PE.Integrating Health; PE.Teaching Safety | Covered | 44 | 4 | 0 | 0 | Covered by 4 topics (44 questions, 4 materials, 0 cards, 0 videos). |
| b. Apply knowledge of human body systems and interrelationships between fitness and body systems for young children (e.g., health-related physical fitness concepts and practices) and provide young children with developmentally appropriate movement activities in a variety of contexts. | S.Human Body Systems; PE.Movement Concepts | Covered | 50 | 2 | 21 | 1 | Covered by 2 topics (50 questions, 2 materials, 21 cards, 1 videos). |
| c. Demonstrate knowledge of the phases, stages, and continuity of motorskill development (e.g., fine- and gross-motor skills, locomotor and nonlocomotor skills, sensory awareness, object handling) and understand and respect young children's differences in these areas. | PE.Movement Skills (EC); PE.Development of Motor Skills; PE.Improving PE Performance | Covered | 60 | 3 | 5 | 0 | Covered by 3 topics (60 questions, 3 materials, 5 cards, 0 videos). |
| d. Apply knowledge of how to develop and promote positive individual and group problem-solving techniques for young children (e.g., supportive relationships between adults and young children, social skills and interactions among young children, strategies for conflict resolution and self-regulation, connections between resolution of conflicts and health and well-being). | PE.Teaching Conflict Resolution; PE.Teaching Healthy Communication Skills | Covered | 17 | 2 | 5 | 0 | Covered by 2 topics (17 questions, 2 materials, 5 cards, 0 videos). |
| e. Apply knowledge of evidence-based strategies for integrating young children's learning experiences related to physical, emotional, and social health and well-being with learning experiences in other content areas. | PE.Teaching Health | Covered | 19 | 1 | 0 | 0 | Covered by 1 topic (19 questions, 1 materials, 0 cards, 0 videos). |
SMR 3.0014 · Understand fundamental concepts and skills related to the fine arts (including the visual arts, music, drama, and dance) and how to promote fine arts learning for young children from birth to grade two.41 questions · 5 materials · 36 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of evidence-based, developmentally appropriate instructional strategies that provide opportunities for young children to explore concepts, techniques, and materials of the visual arts; cultural dimensions of the visual arts; and relationships between the visual arts and other art forms. | FA.Promoting Fine Arts for Young Children | Partially covered | 7 | 1 | 0 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| b. Apply knowledge of evidence-based, developmentally appropriate instructional strategies that provide opportunities for young children to explore concepts, techniques, and materials for producing, listening to, and responding to music; cultural dimensions of music; and relationships between music and other art forms. | FA.Promoting Fine Arts for Young Children; FA.Music Vocabulary | Covered | 23 | 2 | 28 | 0 | Covered by 2 topics (23 questions, 2 materials, 28 cards, 0 videos). |
| c. Apply knowledge of evidence-based, developmentally appropriate instructional strategies that provide opportunities for young children to explore concepts, techniques, and materials in drama and dance; cultural dimensions of drama and dance; and relationships between drama and dance and other art forms. | FA.Promoting Fine Arts for Young Children | Partially covered | 7 | 1 | 0 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| d. Apply knowledge of developmentally appropriate tools and technological resources for creating, analyzing, and performing in the fine arts. | FA.Integrating Digital Technology | Covered | 4 | 1 | 8 | 1 | Covered by 1 topic (4 questions, 1 materials, 8 cards, 1 videos). |
| e. Demonstrate knowledge of the interrelationships between the fine arts in past and present societies and cultures. | FA.Art in Various Cultures | Partially covered | 6 | 1 | 0 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| f. Apply knowledge of strategies for integrating young children's learning experiences in the fine arts with learning experiences in other content areas. | FA.Apply Domains to Fine Arts | Covered | 8 | 1 | 0 | 0 | Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos). |
Professional Relationships and Responsibilities (Domain 4)Partially covered
SMR 4.0015 · Understand the importance of building positive, collaborative relationships with children's families, other professionals, and community agencies and organizations to support the learning and well-being of young children from birth to grade two.187 questions · 6 materials · 19 cards · 3 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of strategies for working collaboratively with and providing information and support to families and caregivers with young children (e.g., initiating and sustaining respectful and reciprocal relationships and communication, including with young children and their families from culturally and linguistically diverse backgrounds and abilities), including benefits, barriers, and techniques associated with this process. | P.Communicating with Families | Covered | 48 | 1 | 1 | 1 | Covered by 1 topic (48 questions, 1 materials, 1 cards, 1 videos). |
| b. Apply knowledge of family systems theory and the role of family and caregiver dynamics in building positive and supportive relationships with young children and their families. | P.Role of Parents and Guardians; P.Positive Class Community; P.Family Systems Theory | Covered | 78 | 3 | 2 | 1 | Covered by 3 topics (78 questions, 3 materials, 2 cards, 1 videos). |
| c. Apply knowledge of strategies for building positive, collaborative relationships with colleagues, supervisors, support staff, and administrators and working collaboratively as a member of a professional team to enhance children's learning, development, and well-being. | P.Collaborating with Colleagues | Covered | 41 | 1 | 16 | 1 | Covered by 1 topic (41 questions, 1 materials, 16 cards, 1 videos). |
| d. Demonstrate knowledge of roles and responsibilities of other professionals, community agencies, and organizations involved in providing programs and services to young children, their families, and caregivers. | P.Collaboration with the Community | Covered | 20 | 1 | 0 | 0 | Covered by 1 topic (20 questions, 1 materials, 0 cards, 0 videos). |
| e. Apply knowledge of appropriate health appraisal and referral procedures to health and social services for families and caregivers with young children based on identified resources, priorities, and concerns. | None | Coverage gap identified | 0 | 0 | 0 | 0 | No matching topic found in the study guide. |
SMR 4.0016 · Understand the roles and responsibilities of early childhood educators.120 questions · 7 materials · 31 cards · 1 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of the early childhood profession; its historical, philosophical, ethical, and social foundations and how they influence current practice; and current issues, trends, and influences, including public policies affecting young children, families, caregivers, and programs for young children. | P.Early Childhood Education | Covered | 4 | 1 | 11 | 0 | Covered by 1 topic (4 questions, 1 materials, 11 cards, 0 videos). |
| b. Demonstrate knowledge of major federal and state laws, regulations, guidelines, and ethical standards related to responsibilities, roles, and ethical practices of the early childhood education teacher (e.g., promoting children's learning; advocating for children, families, caregivers, and early childhood programs; confidentiality; mandated reporting; respecting boundaries of professional responsibilities). | P.Early Childhood Education; P.Early Childhood Education - Illinois | Covered | 6 | 2 | 11 | 0 | Covered by 2 topics (6 questions, 2 materials, 11 cards, 0 videos). |
| c. Demonstrate knowledge of teaching young children in a variety of settings (e.g., public and private centers, schools, community agencies) and working effectively with young children of different age groups (infant/toddler, preprimary, primary) and varying abilities. | P.Early Childhood Education | Covered | 4 | 1 | 11 | 0 | Covered by 1 topic (4 questions, 1 materials, 11 cards, 0 videos). |
| d. Demonstrate knowledge of the responsibilities and requirements of early childhood teachers regarding the development of Individualized Family Service Plans (IFSPs) and Individualized Education Programs (IEPs). | Sped.IFSP; P.Adaptations for Diversity - Disabilities; P.IDEA | Covered | 54 | 3 | 20 | 1 | Covered by 3 topics (54 questions, 3 materials, 20 cards, 1 videos). |
| e. Apply knowledge of strategies for engaging in ongoing personal and professional development (e.g., classroom observation; self-reflection; self-assessment of instruction and of experiences working with young children, families, caregivers, and colleagues), and knowledge of organizations, publications, technology, and other resources that inform and improve professional practice in the field of early childhood education. | P.Professional Development; P.Using Data and Self-Reflection to Improve | Covered | 60 | 2 | 4 | 0 | Covered by 2 topics (60 questions, 2 materials, 4 cards, 0 videos). |
How 240 Creates The ILTS Early Childhood Education (206) Study Guide
Every 240 study guide starts with the official exam framework. From there, we organize lessons, practice, and study tools around the categories the exam uses to measure candidate knowledge.
Review the official exam framework
We begin with the standards, domains, competencies, objectives, or content categories published by the testing authority.
Map the tested categories
We map every major area the exam is designed to cover so the guide reflects the real structure of the test.
Build lessons around tested content
We create study materials to support the official blueprint, not broad filler content.
Cross-check practice against exam expectations
We review practice content against the framework and real exam patterns so preparation stays targeted.
Review and update as standards change
When official frameworks change, we review guides and update alignment as needed.
Reviewed by subject-matter experts and maintained to reflect current standards.
Why 240 Is Better Than Other Generic Study Guides
Not all study guides are built the same way. Here is what separates a test-aligned guide from a generic one — and why it matters when you are preparing for the ILTS Early Childhood Education.
Generic prep
- Covers broad subject areas without structure
- No clear connection to the official exam framework
- Practice questions may not reflect the real test format
- May not update when official standards change
- Can be helpful for quick, broad review
240 test-aligned ILTS 206 prep
- Every lesson maps to an official domain or competency
- Built directly from the official exam framework
- Practice questions aligned to what the exam actually measures
- A clear study path by tested category
- Study smarter and enter test day more prepared
FAQs About the ILTS Early Childhood Education Study Guide
The questions teacher candidates ask us most often about the ILTS Early Childhood Education study guide.
Is 240 a good study guide for ILTS Early Childhood Education?
240 is a strong option because the guide is built around the official exam framework and shows detailed alignment by SMR and competency.
How closely does 240 align to the ILTS 206 exam?
This guide is 95% aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.
Does 240 cover every competency?
This page shows coverage transparently across covered, partially covered, and identified gaps so candidates can see exactly how the guide maps to the exam.
What does “partially covered” mean?
Partially covered means the guide addresses the core parts of a competency, but some depth or subtopics may still be limited.