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PRAXISCode: 5024Early Childhood🎒 NAEYC + CCSS Aligned✍ Includes 3 Constructed Responses

Praxis® Education of
Young Children (5024)
Practice Test & Study Guide

Comprehensive preparation for prospective teachers of young children birth to age eight — covering six content categories across child development, assessment, developmentally appropriate practice, professionalism, content pedagogy, and three constructed-response teaching scenarios.

120 SR
Selected-response
2h 30m
Time limit
Varies
Passing score*
6
Content categories
3 CR
Constructed-response
Birth–8
Age range
$130
Exam fee
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Domain-level score breakdown
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This exam includes 3 constructed-response (CR) questions — written essays worth 20% of the total score. Each CR question focuses on one of the following areas: Developmentally Appropriate Practices; Professionalism, Family, and Community; Observation, Documentation, and Assessment; or Content Pedagogy and Knowledge. Approximately 30 minutes of the 2h 30min testing time should be allocated to the CR section. The sections are not independently timed — plan your pacing carefully. An unwritten CR response scores 0.

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Content Pedagogy and Knowledge (24%, 38 SR) is the largest category — focusing on Language/Literacy and Mathematics instructional strategies. This category tests how to teach Language and Literacy (oral language, emergent reading, comprehension, and writing) and Mathematics (counting/cardinality, operations, place value, measurement/data, geometry) to young children. Questions are scenario-based and test instructional decision-making for children birth to age eight.

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Source: All exam details are drawn from the official ETS Praxis Education of Young Children (5024) Study Companion. The exam aligns to NAEYC Standards for Early Childhood Professional Preparation (2009) and Common Core State Standards. Passing scores vary by state — always confirm at ets.org/praxis/states.

Education of Young Children (5024) — Test at a Glance

Key facts directly from the official ETS test specifications.

Test code
5024
Computer-delivered
SR questions
120
Selected-response
CR questions
3 essays
Knowledge of Teaching · 20%
Total time
2h 30m
~120 SR + ~30 CR min
Largest SR category
Content Pedagogy
24% · 38 SR questions
Age range
Birth–Age 8
PreK through Grade 2/3
Exam fee
$130
Paid to ETS
Passing score
Varies
Set by state/agency

About the Praxis Education of Young Children (5024)

What you need to know before you register.

The Praxis Education of Young Children (5024) is intended primarily for prospective teachers of young children from birth to age eight. The test was designed to align with the NAEYC Standards for Early Childhood Professional Preparation (2009) and the Common Core State Standards. It is based on a teaching approach that emphasizes the active involvement of young children in play and child-centered activities that provide opportunities for choices, decision-making, and discovery.

The test assesses knowledge about pedagogy and content, the relationship of theory to practice, and how theory can be applied in the educational setting. It also includes multicultural influences, diversity, variations in development including atypical development, and how these factors affect children's development and learning.

The exam has two question types: 120 selected-response (SR) questions and 3 constructed-response (CR) questions. Total time is 2 hours 30 minutes — approximately 120 minutes for the SR section and approximately 30 minutes for the CR section. The sections are not independently timed.

Each of the three CR questions focuses on one of the following areas: Developmentally Appropriate Practices; Professionalism, Family, and Community; Observation, Documentation, and Assessment; or Content Pedagogy and Knowledge. These essays require demonstrating practical, scenario-based teaching knowledge — not just fact recall. Some questions may not count toward the score.

The Three Constructed-Response (Essay) Questions

The CR section is 20% of the total score — equivalent in weight to the entire Child Development SR category. Each CR question presents a teaching scenario requiring a written response.

Possible CR Focus
Developmentally Appropriate Practices
Designing or evaluating a classroom environment, learning activity, or instructional approach based on DAP principles — scaffolding, differentiation, critical thinking, or technology integration
Possible CR Focus
Professionalism, Family, and Community
Analyzing a professional scenario involving ethical responsibilities, family engagement, IEPs, legal requirements (IDEA, FERPA, HIPAA), professional collaboration, or connecting families to community resources
Possible CR Focus
Observation, Documentation, and Assessment
Selecting or evaluating assessment methods (formal/informal, formative/summative, portfolios, running records, anecdotal notes), interpreting results, communicating with families, or designing a referral process
Possible CR Focus
Content Pedagogy and Knowledge
Designing a language/literacy or mathematics lesson, explaining an instructional strategy, addressing a child's misconception, or integrating content areas through an activity
Pacing tip: Budget approximately 10 minutes per CR question. The 3 CR questions are worth 20% of the exam — the same weight as the entire Child Development and Learning SR category. Always write a response for every CR question; an unwritten CR receives a score of 0 and will significantly affect your overall score.

Official Exam Blueprint: 6 Content Categories

Content Pedagogy (24%) and Knowledge of Teaching/CR (20%) together account for 44% of the exam. The three professional categories (Assessment, DAP, Professionalism) are each 13%.

Category I
Childhood Development and Learning
Multiple developmental domains (physical, cognitive, social, emotional, language) and their interrelationships; factors influencing development (cultural/linguistic context, health, disabilities, family/community characteristics); role of play; typical and atypical development (gifted, learning delays, dual-language learners, developmental disabilities); major developmental theories (Piaget, Vygotsky, Erikson, maturationist, behavioral); risk and protective factors; applying developmental knowledge to create safe, respectful, and challenging learning environments.
17%
25 SR questions
Category II
Observation, Documentation, and Assessment
Goals, benefits, and uses of assessment; advantages and disadvantages of formal, informal, and standardized methods; collecting, analyzing, and interpreting observations; formative vs. summative assessment; responsible assessment for diverse learners; screening tools and the teacher's role in referral/evaluation; family roles in screening and assessment; IEPs and federal law (IDEA); team building and communication with families and colleagues.
13%
19 SR questions
Category III
Developmentally Appropriate Practices
Structuring classroom environments (learning centers, schedules, routines, grouping configurations); flexible, research-based teaching approaches (critical thinking, scaffolding, differentiation, technology, integrated curriculum); literacy-rich environments that allow children to play and discover; indoor/outdoor safety; constructivist teaching approaches; technology adaptations for children with special needs.
13%
19 SR questions
Category IV
Professionalism, Family, and Community
NAEYC and DEC codes of ethical conduct; legal responsibilities: IDEA, Section 504, mandatory reporting, confidentiality, FERPA, HIPAA; continuous professional learning and self-reflection; roles of integrated professionals (special educators, speech/hearing specialists, OT/PT, school psychologists); technology for professional communication; family engagement strategies; connecting families to community resources; transitions within and among programs.
13%
19 SR questions
Category V
Content Pedagogy and Knowledge
Language and Literacy: communication concepts and oral language development; emergent reading (print concepts, phonological awareness, phonics, word analysis, fluency); literature and informational text comprehension (scaffolding, retelling, text connections, higher-order questions, text features, point of view); writing (cyclical writing process, types of writing, fine motor/handwriting, technology). Mathematics: counting and cardinality; operations and algebraic thinking; numbers and operations in base 10 (place value, rational numbers); measurement and data; geometry (shapes, 1D/2D/3D figures). Questions are scenario-based throughout.
24%
38 SR questions
Category VI
Knowledge of Teaching
Three constructed-response (written) questions assessing ability to apply professional knowledge to realistic teaching scenarios. Each CR focuses on one of the four professional content areas: Developmentally Appropriate Practices, Professionalism/Family/Community, Observation/Documentation/Assessment, or Content Pedagogy and Knowledge. Requires integrating multiple areas of knowledge to formulate detailed, scenario-specific written responses demonstrating professional reasoning.
20%
3 CR questions

Key Topics by Content Category

Specific competencies drawn directly from the official ETS Education of Young Children (5024) Study Companion.

Child DevelopmentChildhood Development and Learning (Category I)25 questions · 17%
Multiple developmental domains and their interrelationships: physical, cognitive, social, emotional, and language development; how development in one domain affects others
Factors influencing development: cultural and linguistic contexts; health status and disabilities; family and community characteristics (structure, socioeconomic status, home language, ethnicity, religion); children's motivation factors
Role of play: why play is essential for development and learning; types of play (parallel, associative, cooperative, symbolic/dramatic); age-appropriate play and activity processes
Individual variation: typical developmental ranges at specific ages; what constitutes atypical development vs. normal variation (e.g., typical physical development for a 6-year-old; atypical fine motor for a 5-year-old)
Developmental theories: maturationist theory (school readiness and readiness to learn); Vygotsky's sociocultural theory (ZPD, scaffolding); Piaget's constructivism (preoperational stage — children can only understand one measurement dimension at a time); behavioral theory; psychoanalytic theory
Dual-language learners: supporting children learning English as an additional language; how language acquisition affects development across domains
Risk and protective factors: how risk factors (poverty, trauma, adverse experiences) and protective factors (strong relationships, community support) affect development over time
Applying developmental knowledge: designing environments promoting physical and psychological health, safety, sense of security, and well-being; creating achievable and challenging experiences at each developmental level
AssessmentObservation, Documentation, and Assessment (Category II)19 questions · 13%
Formative vs. summative assessment: formative (ongoing, guides instruction — best for "quickly assessing current progress" as in Sample Q9); summative (evaluates outcomes after instruction); when each type is appropriate
Assessment methods: formal assessments (standardized tests), informal assessments (observation, portfolios, work samples), anecdotal records, running records, interviews — characteristics, purposes, advantages, and disadvantages of each
Screening, referral, and evaluation: appropriate screening tools; teacher's active role in identifying children needing additional support; the referral process (e.g., speech therapy referral — teacher's role as participant, not decision-maker)
Interpreting and using assessment data: collecting, analyzing, and interpreting observations and results; using data to make instructional decisions; aligning assessment with teaching goals and curriculum
Diverse and inclusive assessment: responsible practices for culturally and linguistically diverse children; assessment for children with disabilities or exceptionalities; multidimensional assessment purposes
Family roles in assessment: varied and inclusive roles of families; strategies for involving families; communicating assessment results to families effectively
IEPs and federal law: what an IEP specifies (current functioning level and abilities); annual objectives timeline; reevaluation timeline; teacher's legal obligation to follow IEP provisions (as illustrated in Sample Q3 — violating IEP by withholding speech services)
Team collaboration: team building and two-way communication with families and colleagues; establishing shared responsibility for child-centered learning
DAPDevelopmentally Appropriate Practices (Category III)19 questions · 13%
Physical classroom arrangement: organizing learning centers to support specific goals; library station placement — best near quiet areas (e.g., computer/listening stations with headsets) rather than near noisy block/dramatic play (Sample Q15)
Schedules and routines: how well-designed schedules and routines support children's security, self-regulation, and engagement; balancing structured and open-ended time
Grouping configurations: when to use individual, paired, small-group, whole-group, or learning center formats; matching configuration to specific instructional goals
Critical thinking and inquiry: strategies that encourage children to ask questions, form hypotheses, and explore; open-ended questions to promote higher-order thinking
Scaffolding and differentiation: Vygotsky's ZPD in practice; moving children from current to potential levels; differentiation for diverse learners including children with special needs
Technology integration: appropriate use of technology to support learning; technology adaptations for children with physical, emotional, and educational special needs
Integrated curriculum: cross-curricular approach connecting mathematics, literacy, science, social studies, and arts through unified themes or projects
Constructivist teaching: facilitating discovery learning (Sample Q10 — shadow activity: providing more opportunities to experiment is better than direct instruction or demonstration); guiding students toward their own explanations
ProfessionalismProfessionalism, Family, and Community (Category IV)19 questions · 13%
NAEYC Code of Ethical Conduct: ideals and principles; applying the code to professional dilemmas involving children, families, colleagues, and community/society
Division for Early Childhood (DEC) ethical standards: professional responsibilities specific to early childhood special education and early intervention
IDEA: IEPs and IFSPs; least restrictive environment; free and appropriate public education; teacher's legal obligation to follow IEP provisions (e.g., Sample Q3 — not withholding mandated speech services)
Related federal laws: Section 504 (accommodations for students with disabilities not qualifying for IDEA); mandatory reporting requirements; FERPA (student records); HIPAA (health information privacy)
Professional growth: continuous, collaborative professional learning; professional membership and development; reflection and self-assessment as tools for improving practice
Integrated professional team: roles of special educators, reading specialists, speech and hearing specialists, physical and occupational therapists, gifted education specialists, and school psychologists
Family engagement: strategies to build positive relationships with families from diverse backgrounds; planning culturally inclusive events (Sample Q12 — planning activities with diverse food/music/cultural activities, not just dominant culture); multiple communication tools
Community resources: connecting families to needed resources (mental health, health care, adult education, ESL instruction, economic assistance); strategies for transitions within and among programs
Content PedagogyContent Pedagogy and Knowledge — Language/Literacy and Mathematics (Category V)38 questions · 24%
Oral language development: progression of listening comprehension and verbal communication; vocabulary development; addressing language delays; collaborative conversation strategies; constructing questions to promote critical thinking; expressive language development (dramatic play fosters expressive language — Sample Q6)
Emergent reading: developing concepts of print; phonological awareness; phonics and word-analysis skills for decoding; vocabulary strategies; fluency development (text selection, modeling, choral reading, repeated reading)
Prior knowledge activation: strategies for accessing prior knowledge before reading (Sample Q2 — picture walk vs. big book modeling vs. age-appropriate research: picture walk best accesses prior knowledge; discussing research is too advanced for first grade)
Comprehension — literary and informational text: scaffolding for text complexity; retelling; text-to-self, text-to-world, text-to-text connections; asking and answering higher-order questions; monitoring comprehension (predictions, self-questioning); graphic organizers; text features and structures; point of view
Writing development: cyclical writing process (brainstorming → drafting → revising → editing → publishing); opinion, informative/explanatory, and narrative writing; supporting fine motor skills and handwriting; drawing as a form of children's writing
Counting and cardinality: number names and count sequence; connecting counting to cardinality; counting objects in various configurations; comparing numbers; tools (place value mats, hundreds charts, manipulatives)
Operations and algebraic thinking: strategies for addition and subtraction; understanding patterns; operations on rational numbers from concrete to abstract; common misconceptions (Sample Q1 — preoperational children can only understand one measurement dimension: height only, not height AND length)
Geometry and measurement: identifying and describing shapes; composing and decomposing shapes; 1D, 2D, and 3D figures; measurement with nonstandard units; representing and interpreting data (bar graphs)

Registration, Test Day & Scoring

Everything you need to know before and on exam day.

Registration

Where to registerpraxis.ets.org
Exam fee$130
Testing formatsIn-person or remote
ID required2 forms of valid ID
Arrive (in-person)30 min early

Scoring

SR questionsMachine scored
CR questionsHuman rater scored
Passing scoreVaries by state
Results available~5 weeks post-test
State requirementsets.org/praxis/states

Test Structure

SR section120 questions · ~120 min
CR section3 questions · ~30 min
Section timingNot independently timed
Total time2 hours 30 minutes

Remote Testing

Browser requiredETS Secure Test Browser
DeviceLaptop or desktop only
Equipment neededWebcam, mic, speakers
Proctor typeLive remote proctor

Passing Score Requirements by State

Passing scores are set individually by each state or licensing agency.

Important: Passing score requirements for the Education of Young Children (5024) are set individually by each state or licensing agency. A score that meets requirements in one state may not meet requirements in another. Always verify the exact passing score for your state at ets.org/praxis/states before registering.

Your raw score on SR questions is converted to a scaled score. CR questions are scored by trained human raters. There is no penalty for incorrect SR answers — always answer every question. Always write a response for each CR question; an unwritten CR answer receives a score of 0 and will significantly affect your overall score.

How to Prepare for the Praxis Education of Young Children Exam

Strategies for an exam with both SR and CR questions, six categories, and a strong emphasis on scenario-based professional reasoning.

  • The 3 CR questions are worth 20% of your score — prepare specifically for written professional responses, not just fact recall. CR questions present teaching scenarios and ask you to demonstrate how you would apply your knowledge as a teacher. An unwritten CR response scores 0. Budget approximately 10 minutes per CR. Practice writing complete, specific, well-organized responses that address all parts of the prompt using professional terminology and grounded in NAEYC standards, IDEA, or relevant theory.
  • Content Pedagogy and Knowledge (24%, 38 SR) is the largest category — master both Language/Literacy and Mathematics instructional sequences. Study the developmental sequences for literacy (oral language → print awareness → phonological awareness → phonics → fluency → comprehension) and mathematics (concrete → pictorial → abstract), and the specific instructional strategies that support each stage. Questions are scenario-based: "What should a teacher do to…" not "What is the definition of…"
  • Know the major developmental theories and which classroom practices each supports — they appear across multiple categories. Maturationist theory: supports school readiness practices. Vygotsky: ZPD, scaffolding, guided interaction. Piaget's constructivism: stages of development (Sample Q1: preoperational children can only understand one measurement dimension — height only, not height AND length AND width). Know which theory explains which practice and which sample question illustrates each theory.
  • For Assessment, know formative vs. summative assessment — and when each is appropriate. Sample Q9 tests this precisely: "quickly assess students' current progress" = formative (informal observation during small-group time), not diagnostic assessment or formal testing. Also know the IEP requirements tested in Sample Q3: a teacher who withholds mandated speech services — even for a good reason — violates IDEA by not fulfilling the specific supports in the IEP.
  • Master all key laws in the Professionalism category — especially IDEA, Section 504, FERPA, and mandatory reporting. Know the difference between IDEA (provides for special education services) and Section 504 (provides accommodations for students not qualifying for IDEA); mandatory reporting obligations for early childhood teachers; what FERPA protects (student records) and what HIPAA protects (health information privacy); and the difference between an IEP (school-based, child-centered) and an IFSP (family-centered, home-based, for children birth–3).
  • Download the official ETS Study Companion and work through all 20 SR sample questions and the discussion questions for all six categories. The Study Companion contains 20 authentic SR questions covering all five SR categories, with explanations for both correct and incorrect answers. The discussion questions in each section are open-ended and require you to formulate integrated, applied responses — exactly the level of reasoning tested by CR questions. Work through all of them and practice writing CR responses to the discussion prompts.

Frequently Asked Questions

Answers sourced directly from the official ETS Praxis Education of Young Children (5024) Study Companion.

How many questions are on the Praxis Education of Young Children (5024)?
The exam contains 120 SR questions and 3 CR questions. Total time is 2 hours 30 minutes — approximately 120 minutes for SR and approximately 30 minutes for CR. The sections are not independently timed.
Does the Praxis Education of Young Children (5024) include essays?
Yes. The exam includes 3 constructed-response (CR) questions (Category VI: Knowledge of Teaching, 20% of the exam). Each CR focuses on one of four areas: Developmentally Appropriate Practices; Professionalism, Family, and Community; Observation, Documentation, and Assessment; or Content Pedagogy and Knowledge. CR questions require written scenario-based responses demonstrating professional reasoning.
What are the six content categories on the Praxis Education of Young Children (5024)?
Six categories: I. Childhood Development and Learning (17%, 25 SR); II. Observation, Documentation, and Assessment (13%, 19 SR); III. Developmentally Appropriate Practices (13%, 19 SR); IV. Professionalism, Family, and Community (13%, 19 SR); V. Content Pedagogy and Knowledge (24%, 38 SR) — Language/Literacy and Mathematics; VI. Knowledge of Teaching (20%, 3 CR).
What standards is the Praxis 5024 aligned to?
The test aligns with the NAEYC Standards for Early Childhood Professional Preparation (2009) and the Common Core State Standards. It is based on a teaching approach emphasizing the active involvement of young children in play and child-centered activities. It also incorporates multicultural influences, diversity, and atypical development.
What is the difference between the Praxis 5024 and 5025?
The 5024 includes 3 CR (essay) questions, takes 2h 30min, covers birth to age 8, and tests pedagogy and content knowledge aligned to NAEYC and CCSS across 6 categories with strong emphasis on professional reasoning. The 5025 (Early Childhood Education) has 120 SR questions only, 2 hours, no essays, and tests content knowledge across 5 subject areas (Literacy, Math, Social Studies, Science, Health/PE/Arts). The 5024 emphasizes professional teaching practice; the 5025 emphasizes breadth of subject-area content knowledge.
What is the passing score for the Praxis Education of Young Children (5024)?
Passing scores vary by state or licensing agency. Always verify the specific requirement for your state at ets.org/praxis/states before registering.
Is there a penalty for wrong SR answers on the Praxis 5024?
No. Your score is based solely on correct answers for SR questions — there is no penalty for wrong answers. Always answer every SR question. For CR questions, always write a response; an unwritten CR answer receives a score of 0.

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Sources: ETS Praxis Education of Young Children (5024) Study Companion (official PDF, praxis.ets.org); ETS official test page for 5024; NAEYC Standards for Early Childhood Professional Preparation Programs (2009); Common Core State Standards for ELA and Mathematics; ETS Praxis fee schedule 2025–26. Praxis® is a registered trademark of Educational Testing Service (ETS). This site is not affiliated with or endorsed by ETS or NAEYC. Passing score requirements vary by state — always verify at ets.org/praxis/states.
Last Updated: May 5, 2026