Question | Answer |
Active learners | Children who learn by “doing,” “participating,” and “playing” |
Age ranges | Overlapping ages of young children described in four categories: younger infant, older infant, younger toddler, older toddler |
Appropriate | What is usually expected for a child’s age and ability |
Characteristics | Individual traits or qualities |
Community | A social group of any size whose members live in a specific location, share a government, and often have a common cultural and historical heritage |
Competency | Ability to perform a specific task, action or function successfully |
Consistent | Steady, harmonious, and free from contradiction |
Culture | Shared attitudes, beliefs, histories, arts, customs, and social or family practices that generally characterize a particular group of people. |
Delay | Slow to progress in one or more domains of learning |
Demonstrate | To show clearly |
Domain | a broad category of children’s learning and development, the overlap and vary by the age of the child. |
Educators | Males and females who play an important role in supporting learning for infants and toddlers, such as family members, center |
Family | Refers to the closest relationships that a child has, customarily thought of as a mother or father, but often includes foster family, grandparents and others who are significant in the child’s life |
Indicators | Describe expected observable behaviors or skills of children |
Learning experiences | Provide educators with examples of ways to support child’s development |
Learning guideline | A specific expectation of what children should know and be able to do |
Peers | Children who are about the same age |
Proficiency | Mastery of a specific behavior or skill demonstrated by consistently superior performance |
Routines | A pattern of events or interactions planned and occurring on a regular basis |
Transition | Time of change or moving children from one activity or place to another |