Early Childhood Education

Front 1

Code of ethical conduct

Back 1

A statement of the National Association for the Education of Young Children's position on teacher roles and responsibilities.

Front 2

Staff Turnover

Back 2

Loss of teachers to better-paying work or better working conditions.

Front 3

Continuity of Care

Back 3

Consistency of adult caregivers over time that helps children develop trusting relationships.

Front 4

Systemic approach

Back 4

attempt to create a system that enables joint efforts

Front 5

Compensation, quality, affordability tri-lemma

Back 5

The problem that paying adequate salaries to ensure higher quality costs more than families can afford.

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Universal Prekindergarten (UPK)

Back 6

A nationwide effort that aims to provide all preschool-aged children with a free, supportive, literacy-rich educational environment prior to kindergarten.

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Early Learning Standards

Back 7

Guidelines that help to define expectations for children's care and education.

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Prior Knowledge

Back 8

What a child brings to a learning situation form earlier learning

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Dichotomies

Back 9

Two opposing ideas or choices

Front 10

Reconceptualizers

Back 10

Early childhood educators who look analytically and critically at issues facing young children, their teachers, and their families.

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Identity

Back 11

A person's idea about who he or she is

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Biases

Back 12

Tendencies or preferences that can affect behavior.

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Primary caregiving system

Back 13

An arrangement in which each child has one caregiver who gets to know the family and child very well.

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Job description

Back 14

What someone is hired to do.

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Burn-out

Back 15

Reaching the point where one can take no more

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Content knowledge

Back 16

The kinds of deep subject matter knowledge teachers need to succeed.

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Knowledge utilization

Back 17

How individuals generate and use knowledge.

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Career lattice

Back 18

A system of professional roles that extends in all directions.

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Articulation agreement

Back 19

A document that establishes how credits from a community college will count towards a bachelor's degree.

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Dual certification

Back 20

Earning two licenses simultaneously to prepare to teach children with and without disabilities.

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Globalization

Back 21

the development of seemingly smaller and increasingly interconnected world

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Convention on the Rights of the Child

Back 22

An international agreement to guarantee basic human rights for all children.

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Transmigrate

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live in more than one country, or, perhaps, go back and forth between one's homeland and the US

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Culture

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"an intricate dynamic process that shapes and is shaped by how people live and experience their everyday realities."

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Microsystem

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Family and all the immediate and daily experiences that take place in the preschool, playground, grocery store, or religious institution they attend.

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Acculturation

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The degree to which people adopt beliefs and practices other than their own.

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Mesosystem

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The interconnections between the people and organizations in the microsystem, such as those between school and home.

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Exosystem

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Extended family and neighbors and the services the family receives occasionally, along with mass media.

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Interdependent

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Expecting others to need help and counting on help from others.

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Macrosystem

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The values of the larger culture

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Chronosystem

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Patterning of environmental events and transitions over the life course; sociohistorical conditions

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Developmental Niche

Back 32

Helps understand the "cultural regulation of the microenvironment of the child" from the child's point of view.

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acute stressors

Back 33

one-time sources of stress

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Gender Equity

Back 34

Gender bias in the society such as the media and in children's toy market.

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chronic stressors

Back 35

ongoing sources of stress

Front 36

cortisol

Back 36

hormone that floods the system in response to stress

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stress response

Back 37

reaction of the body of difficult situations

Front 38

resilience

Back 38

The ability to recover from hard-ship

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mandated reporter

Back 39

A professional who, unlike a friend or neighbor who suspects abuse or neglect, must contact the local child protective agency or state hotline about suspected mistreatment of a child

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Silent period

Back 40

the first stage of second-language acquisition, which can last from several days to several months, in which a child absorbs the new lang. w/o expressing it.

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Full inclusion

Back 41

Children with special needs receive all their education in a general education classroom

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Disproportionate representation

Back 42

Misclassifying children and/ or withholding services from children who need them because of discrimination of lack of understanding of cultural differences.

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high-incidence disorders

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communication disorders

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low-incidence disorders

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developmental disabilities, metal retardation, emotional disorders, health impairments.

Front 45

institutionalized-racism

Back 45

racism towards students who have parents who are incarcerated in state or federal prisons.

Front 46

Developmental interaction approach

Back 46

An ever-changing set of ideas and beliefs about the learner, learning, and teaching that is based on a commitment to social justice and that helps teachers understand children by applying child development principles to their observations.

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novelty of experience

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the unfamiliar

Front 48

synaptic exuberance

Back 48

time during pregnancy in the first few months of life when synaptic connections are plentiful

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myelinated

Back 49

When cells become surrounded by a fatty insulation

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supine

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laying on back

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Prone

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On belly

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Secure base

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A safe place, form which junior toddlers can venture to explore, moving on from the lap-baby status

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Symbolic representation

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a picture in their minds

Front 54

intersubjectivity

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A feeling of mutual understanding people experience when they share their attention and adapt their behavior in order to communicate.

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Joint attention

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The capacity for intersubjectivity broadens to allow child and adult to focus on a "common reference, which may be an object, person, or event, and to monitor another's attention to this outside entity"

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Social referencing

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A child checks the caregiver's or other children's facial expressions to judge the emotional meaning of a situation.

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Affect

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"the outward facial and postural expression of one's feeling state.'

Front 58

Self-regulation

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core ability that enables us to pace and control our feelings and behaviors.

Front 59

transitional object

Back 59

Favorite comfort toy to use for self-soothing.

Front 60

Systems approach

Back 60

A way of looking at children that takes into account the systems that are part of their makeup and the many contexts that make up the systems of their environments

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Theory of mind

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The ability to think about one's own and other people's thinking.

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Prosocial and reciprocal relationships

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Ones in which children get along and are able to negotiate with each other

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Executive functions

Back 63

The part of the brain that helps us plan and organizes other parts of the brain for various tasks

Front 64

Magical thinking

Back 64

their own often unrealistic perceptions of causality

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Regress

Back 65

Go back to earlier behaviors or seeming to lose newly acquired ones

Front 66

conceptual parameters

Back 66

pushing the boundaries of their thinking and enriching their play

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play themes

Back 67

The main ideas they develop as they play

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Play symbols

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Ways to make one thing stand for another

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abstract thinking

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thinking independent of a child's here-and- now thinking

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Primary attachment relationships

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Children's most important personal connections

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motoric routines

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a series of familiar actions

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Social motivator

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Something that stimulates children to interact and play

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intrinsically motivating

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The urge to play comes from within the child

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Means-over-end quality

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concern with the process of playing instead of an end goal

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Functional play

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Play that involves actions and the body

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Volitional

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Able to move independently w/o a specific objectives

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intentionality

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Having an objective, the beginning of purposeful behavior

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Constructive play

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Beginning in the middle to late toddlerhood when children become motivated to combine and arrange objects to construct something new

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Dramatic play

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An interactive and open-ended process in which children invent symbols for ideas, feelings, and issues. Not goal oriented. Children develop and improvise play scenarios that allow them to express and explore the material their play generates

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Sociodramatic play

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When dramatic play involves a social group. ex: "Let's play that I'm the dr. and you are sick!"

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Well related

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Child does not reach out to other children or respond to them in ways they expect

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Traumatic play

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play orienting from traumatic experience, does not include the joyful affects of typical play. More often grim and business-like, with and urgent quality that contains the disturbing affects of fear, rage, and helplessness the traumatizing event evoked.

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Psychological home base

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and emotionally safe place

Front 84

Toronto's four elements of care

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1)Attentiveness: Caring people are fully present and observe children to understand them. 2) Responsibility:Caring ppl are responsible for the physical, intellectual, and emotional well-being of the children in their care.3) Competence: Caring ppl need the knowledge, skills, and attitudes for the job. 4) Responsiveness: Caring ppl listen carefully to children to understand their perspectives and communicate with them, whether or not those children speak the educator's language-- or speak at all.

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Developmentally appropriate practice

Back 85

Provides teacher's with: A framework for making decisions, a set of developmental and learning principles and explanations, examples, and charts to help teachers understand how to apply the framework. Asks professionals to base developmentally appropriate decisions on the following interrelated dimensions, 1) Knowledge of child development and learning- what they know about children in general, based on research and observations about children. 2) Knowledge of the individual child's strengths, interests, and abilities- what they know based on observation of and interaction with a specific child and information from families, 3) Knowledge of the social and cultural contexts in which the child lives- what they know about the family's practices

Front 86

Dewey's framework of reflection

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1) the experience 2) Spontaneous interpretations of the experience 3) Naming the problem or the questions that arise out of the experience 4) Generating possible explanations for the problems or questions posed 5) Shaping the explanations into hypothesis 6) Acting in a way that experiments with or tests the hypothesis

Front 87

Patterns of social and demographic change in U.S. families

Back 87

25% of children in the US live in immigrant families.

Front 88

Ways to support children in the context of change

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The physical and social setting in which the child lives, The customs of child care and child rearing, The psychology of the caretakers

Front 89

Practices that support health

Back 89

Make toothbrushing a clear and important health issue, if a child is ill do whatever you can to make her feel comfortable, but isolate her from the other children in case she is contagious, Alter families when a child in you group has a contagious illness. Be aware of SIDS, infant caregivers need to put babies on their back when they sleep and provide plenty of tummy time during the day to allow for complementary muscle development. Enforce hand washing.

Front 90

Anti-bias curriculum

Back 90

-The environment has materials that represent a wide variety of people engaged in non-stereotypical activities, Stories and lang. ex. firefighter instead of fireman, address children's discomfort or misconceptions directly and honestly, explore questions as they arise, support children whom others exclude and teach children how it include others in natural ways. create opportunities for children to join community activities that promote fairness.

Front 91

Social justice issues

Back 91

Developmental-interaction approach, having a voice, joining with others, speaking out for children and families.

Front 92

Electronic screens- patterns of exposure; implications for development

Back 92

younger children younger than two not be exposed to television because programmed viewing can never take the place of real interactions with ppl and things. Long hours of viewing or using TV to get children to sleep is not good. More than an hr a day reduces the child's availability for exercise, reading books, or interactive social contact w/ peers and family members. Children who viewed tv during an in-class session exhibited less imaginative play immediately afterward.

Front 93

Anti-bias curriculum

Back 93

-The environment has materials that represent a wide variety of people engaged in non-stereotypical activities, Stories and lang. ex. firefighter instead of fireman, address children's discomfort or misconceptions directly and honestly, explore questions as they arise, support children whom others exclude and teach children how it include others in natural ways. create opportunities for children to join community activities that promote fairness.

Front 94

Social justice issues

Back 94

Developmental-interaction approach, having a voice, joining with others, speaking out for children and families.

Front 95

Electronic screens- patterns of exposure; implications for development

Back 95

younger children younger than two not be exposed to television because programmed viewing can never take the place of real interactions with ppl and things. Long hours of viewing or using TV to get children to sleep is not good. More than an hr a day reduces the child's availability for exercise, reading books, or interactive social contact w/ peers and family members. Children who viewed tv during an in-class session exhibited less imaginative play immediately afterward.