Test Design and
Test Framework

Field 206: Early Childhood Education

The test design below describes general test information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.

Test Design

Format Computer-based test (CBT)
Number of Questions 100 multiple-choice questions
Time* 3 hours, 15 minutes
Passing Score TBD

*Does not include 15-minute CBT tutorial

Test Framework



Test Subarea Number of Test Objectives Number of Scorable Items Number of Non-Scorable Items Subarea Weight as % of Total Test Score
Subarea 1—Child Development, Learning, and Assessment 4 20 5 25%
Subarea 2—Language and Literacy Development 5 25 6 31%
Subarea 3—Learning Across the Curriculum 5 25 6 31%
Subarea 4—Professional Relationships and Responsibilities 2 10 3 13%
Totals 16 80 20 100%

Subarea 1—Child Development, Learning, and Assessment

Objective 0001—Understand early child development from birth to grade two and factors that affect development and learning.

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Objective 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.

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Objective 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.

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Objective 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.

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Subarea 2—Language and Literacy Development

Objective 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.

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Objective 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.

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Objective 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.

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Objective 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.

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Objective 0009—Understand evidence-based, developmentally appropriate writing processes and strategies for promoting writing competence in young children from birth to grade two.

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Subarea 3—Learning Across the Curriculum

Objective 0010—Understand fundamental mathematical concepts and skills and how to promote mathematics learning for young children from birth to grade two.

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Objective 0011—Understand fundamental scientific concepts and skills and how to promote scientific learning for young children from birth to grade two.

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Objective 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.

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Objective 0013—Understand the comprehensive nature of the physical, emotional, and social development and well-being of young children from birth to grade two.

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Objective 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.

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Subarea 4—Professional Relationships and Responsibilities

Objective 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.

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Objective 0016—Understand the roles and responsibilities of early childhood educators.

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