communication system that is used to supplement a child's verbal language; the system may be sign language, picture symbols, or a sophisticated computer system such as a voice synthesizer

augmentative communication system

a test for genetic abnormalities; can be done between the ninth and eleventh weeks of gestation

chorionic villus sampling (CVS)

assessment that describes a child's developmental level and progress according to a prescribed set of skills, tasks, and activities

criterion-referenced assessment

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EEC1

WGU

Question	Answer
teachers use dramatic play, art, building with blocks and other early childhood materials to provide developmentally appropriate learning experiences	activity-based approach
method of providing early intervention services in which teaching opportunities are embedded in regularly scheduled classroom activities	activity-based intervention
the sudden onset of an illness	acute
the social, self-management, and communication skills deemed necessary for maintaining order in the community or culture in which a child lives	adaptive skills
mobillity device, prostheses, and prescribed alterations of standard furnishings to meet the needs of exceptional children	adaptive equipment
short attention span accompanied by excessive activity	ADHD
social-emotional responses that influence the behavior of other	affective
a vision problem that occurs when a child's eye does not get enough use and the visual system in the brain does not develop properly, leading to poor vision in the affected eye; it usually affects one eye but may occur in both eyes	amblyopia
any instrument that augments (increases) hearing	amplification device
lack of oxygen to the brain cells	anoxia
the imperfect ability to express oneself or to comprehend spoken or written language; usually due to damage or disease in the language area of the cortex	aphasia
a teaching approach used with children with autism that involves observation, assessment, breaking skills down, and teaching skills systematically; progress is closely monitored through ongoing data collection	applied behavior analysis
speech sounds that are inconsistent with the native language (usually a temporary developmental irregularity)	articulation errors
various kinds of equipment, such as a computerized Braille system or voice synthesizer, designed to facilitate learning and communications for individuals with disabilities	assistive technology
showing no signs of a disease or impairment that nevertheless may be present	asymptomatic
short attention span accompanied by excessive activity	ADHD
a specially certified professional who focuses on hearing testing and hearing impairments	audiologist
communication system that is used to supplement a child's verbal language; the system may be sign language, picture symbols, or a sophisticated computer system such as a voice synthesizer	augmentative communication system
a developmental disorder that appears in the first 3 years of life, and affects the brain's normal development of social and communication skills	autism
a term increasingly used to refer to a broad definition of autism including the classical form of the disorder as well as closely related disabilities that share many of the core characteristics	autism spectrum disorder (ASD)
self-direction; independence	autonomy
the opposite of forward chaining; teaching starts with the last step of a learning sequence — sometimes referred to as reverse chaining	backward chaining
data that are collected on a behavior prior to a systematic plan being introduced; these data provide a base against which later behavior can be compared	baseline
an individual who seeks to understand both the genetic and environmental contributions to individual variations in human behavior	behavior geneticist
a system by which particular environmental events are systematically arranged to produce specified behavior changes	behavior modification
child who demonstrate chronic or pervasive behavior challenges	behaviorally disordered
paying no attention to minor speech and language errors that usually self-correct as the child's communication skills mature	benevolent neglect
recommended strategies agreed upon by members of a profession	best practices
a term that describes interference with or damage to an individual's physical structure or functioning	biological insult
atypical mannerisms displayed by some children with severe vision loss	blindisms
awareness of the body's position and movement	bodily-kinesthetic
a therapeutic device to keep a child in the desired position	bolster
locating children in need of special services	case finding
how court interpret and implement laws	case law
public or private money assigned on the basis of type of handicap or disability	categorical funding
a condition caused by injury to certain parts of the brain; usually results in paralysis and uncontrollable muscle movement in particular parts of the body	cerebral palsy
a program established in the 1960s to identify children with developmental problems or delays	Child Find
a test for genetic abnormalities; can be done between the ninth and eleventh weeks of gestation	chorionic villus sampling (CVS)
developmental problem that comes about at the time of conception	chromosomal disorder
educational programs (such as Head Start) designed for children who are disadvantaged; their purpose is to provide children with some of the opportunities (social, educational, medical) that advantaged children enjoy	compensatory education
evaluation of a child's current abilities, delays, and impairments in all areas of development	compensatory screening
refers to problems in the mechanical transmission of sounds through the outer, middle, or inner ear	conductive hearing loss
describes a developmental condition or deviation present at the time of birth that may or may not be genetically related	congenital
a development difference present at birth; not necessarily of genetic origin	congenital anomaly
behaviors are so well learned that they become an integrated part of the child's repertoire	consolidate
assessment and intervention practices that are embedded into naturally occurring activities of the child (e.g., teaching or assessing hand washing as children prepare for snack)	contextually based
responding to a child in a way that prompts further learning	contingent stimulation
permanent tightening of muscles and joints	contracture
visual impairments originating in the brain	cortical blindness
assessment that describes a child's developmental level and progress according to a prescribed set of skills, tasks, and activities	criterion-referenced assessment
a visual communication system that uses eight hand shapes in four different placements near the face in combination with the mouth movements of speech to make the sounds of spoken language look different from each other	cued speech
individuals who help mediate between the culture of the school and the culture of the family; they share information and enhance understanding so that the family can participate fully in the assessment and education process	cultural mediator
classroom activities, materials, and curricula that acknowledge and respect the different ethnicities that are represented in the classroom and community	culturally competent
adding on or layering of developmental problems; an undiagnosed hearing loss can result in an accumulation of additional problems (language, cognitive, and social)	cumulative deficits
adding on or accumulation of consequences	cumulative effect
information collected to determine whether an intervention or teaching strategy is effective and/or to learn more about a behavior	data collection
a hearing loss so severe that the individual cannot process spoken language even with amplification devices	deafness
focuses on a child's disabilities and delays; tries to remedy what is “wrong” with the child	deficit model curriculum
feedback that lets children know specifically what it is they are doing well	descriptive praise
the range of skills or behaviors among children in any one area of development	developmental continuum
a period of inconsistent behavior that often follows a spurt of rapid development	developmental disequilibrium
learned behavior that may “come and go” before a final consolidation into the child's overall behavior pattern	developmental inconsistency
points at which specific skills are acquired in a fairly predictable order	developmental milestones
learning experiences geared to a child's skills, interests, maturation level, and chronological age; the “goodness-of-fit” between a child and curriculum activities	developmentally appropriate
learning activities based on teachers' knowledge of developmental theory	developmentally appropriate practices
manipulative materials in which the child's errors and successes are self-evident	didactic materials
materials and activities are offered at different levels and choice is provided by teachers offering a range of topics, projects, and products to the students	differentiation
firsthand communication between parent and teacher	direct feedback
also known as free play, child-initiated activity, and free-choice periods; open-ended blocks of time in which children discover the learnings inherent in the play materials	discovery learning
teaching strategy which enables the learner to acquire complex skills and behaviors by first mastering the subcomponents of the targeted skill	discrete trial teaching (DTT)
law is implemented by the individual state or local agency	discretionary legislation
implies choice or options; Part H of PL 99-457 is discretionary: states decide whether they will provide services for handicapped infants and toddlers and their families	discretionary program
how long an event or behavior lasts	duration measures
hesitations, repetitions, omissions, or extra sounds in speech patterns	dysfluency
an impaired ability to read and understand written language	dyslexia
echolalic	language characterized by meaningless repetition of words and sentences used intelligently by others; a condition often associated with autism and schizophrenia
the concept of viewing the child in the context of his or her learning environment and the impact the arrangement and individuals in this environment have on the child's learning	ecology (of early learning)
in reference to young children, implies a view of the world from one perspective only—the child's own	egocentric
the intentional incorporation of specific learning objectives into play and routine classroom activities	embedded learning opportunities (ELOs)
the diverse skills that help children become successful in reading, writing, and other academic tasks	emerging literacy
information based on observation or experiment	empirical
planning and carrying out intervention activities in ways that pass as much control and decision making as possible on to the family	empowering
environment that supports a child's optimal development	enabling environment (infancy)
chronic soiling problem	encopresis
chronic wetting problem	enuresis
a term coined at the 1930 White House Conference on Handicapped Individuals to refer to all children who are different from typically developing children	exceptional children
gradually reducing prompts, cues, and physical assistance when teaching a particular skill	fading
assessments that are ongoing and used to shape programs and interventions	formative
breaking a task down into a series of small steps and teaching the first step first, in contrast to reverse chaining	forward chaining
a chromosomal abnormality associated with mental retardation; affects more males than females; behavioral characteristics often resemble autism	Fragile X syndrome
a system for keeping track of how often a behavior occurs; such data can provide significant information about a child's problem	frequency counts
evaluating the degree to which children's behaviors “work” to get them what they want and need	functional behavior assessment
guidance techniques that are effective and specific to the child and the situation	functional behavior management
skills that are useful in everyday living	functional skills
not possessing reading and writing skills used in day-to-day tasks	functionally illiterate
the spread of a learned response from the training situation to real-life situations	generalization
to learn a specific skill so well that a child can use it in a variety of situations	generalize
the process of evaluating family history and medical records, ordering genetic tests, evaluating the results, and helping parents understand them and reach decisions about what to do next	genetic counseling
a disorder caused by alteration in the chromosomal materials that control inherited characteristics	genetic disorder
evidence of superior or unusual ability in areas such as intellect, creativity, artistic talent, physical agility, or leadership	giftedness
when the learning opportunities are appropriate to the child's developmental status	goodness-of-fit
that section of the gray matter of the brain that processes sound	higher auditory cortex
activities children can work on independently while waiting for group activities to begin	holding activities
an approach to understanding the child that focuses on the interrelationship and interdependence of all developmental domains	holistic
a state of speech development where the child conveys meaning with a one-word utterance	holophrastic speech
condition that results from undrained fluids leading to enlarged head and ultimate deterioration of the brain	hydrocephalus
having abnormally high muscle tone	hypertonic
having too little muscle tone; “floppiness”	hypotonic
is the reauthorization of the original law (PL 94–142) that describes the types of educational services that must be provided to students from birth through age 21 who have disabilities.	IDEA
appropriate interactions promoted by a well-arranged early childhood program; for example, an adequate number of Legos reduces conflict	incidental social learning
teaching in which the environment and teacher responses are arranged to prompt or encourage a child's response	incidental teaching
children with special needs attend preschool, child care, and recreational programs with their typically developing peers	inclusion
two or more responses that cannot occur together	incompatible behaviors
covert or secondhand communication, such as one parent criticizing a teacher's methods, not to the teacher but to another parent within earshot of the teacher	indirect feedback
blueprint for the services the child receives and must be developed every year. It describes the child's current level of functioning and includes short- and long-term goals and objectives.	individualized education program (IEP)
written collaboratively and describes the child's current strengths and needs.describes what services will be provided and the major expected outcomes. Plans for the transition at age three are also included	individualized family service plan (IFSP)
term used to describe the effects of poorly functioning equipment on children with development disabilities	induced incompetence
teaching the skills that will be useful to the child in a given environment	instructional utility
lessons that include, in a single activity, content from more than one domain	integrated curriculum
including a few typically developing children in classes where the majority of children have special needs	integrated special education
children with disabilities and typically developing children enrolled in the same program	integration
gestures, vocalizations, and other communicative behavior that is directed toward a specific communicative partner and that has a specific function	intentional communication
cooperation among members of the several service agencies involved in the case management of a child and family with special needs	interagency collaboration
refers to several different professionals working together on a common problem	interdisciplinary team
self-feedback (independent of adult feedback) that a child feels because of having done something well; often referred to as “joy of learning”	intrinsic motivation
feelings of pleasure and personal satisfaction derived from working on or accomplishing a task, discovering something new, or solving a problem	intrinsic reinforcement
special education teacher who works as a consultant with the regular classroom teacher or directly with children with disabilities in a community-based early childhood program, such as a child care or Head Start program	itinerant special education teacher
an early social communicative behavior in which two people share focus on an object or event	joint attention
disorder that involves the joints, causes stiffness, swelling, and limited motion; may be accompanied by inflammation of the eyes	juvenile rheumatoid arthritis
excessive dependency, often induced by well-meaning parents or caregivers because they cannot bear to see the child struggle	learned helplessness
a condition that interferes with learning to read, write, or do math	learning disability
emphasizes the dominant role of environment and reinforcing experiences in learning	learning theory
most normalized environment in which the needs of a child with disabilities can be met appropriately; often, the LRE is interpreted as the environment in which typically developing children function	least restrictive environment (LRE)
an educational agency at the local level that exists primarily to operate schools or to contract for educational services	local education agency (LEA)
a consequence determined by an adult that is related to the child's original inappropriate behavior	logical consequence
refers to a severe visual impairment, not necessarily limited to distance vision; it applies to all individuals who are unable to read print even with the aid of eyeglasses	low vision
enrolling children with disabilities along with typically developing children in the same classroom	mainstreaming
materials that children can handle and work with, such as puzzles, blocks, and wooden beads	manipulative materials
an individual who translates spoken language into sign language for the deaf	manual interpreter
positioning the teacher's hand around the learner's and putting the learner through the motions required for performing a particular act	manual prompt
developmentally, maturation is often defined as an internal process that governs the natural unfolding of innate (“preprogrammed”) skills and abilities	maturation
one who believes that human development is a natural unfolding of innate abilities and nearly independent of environmental influence	maturationist
based on the teaching premise that cognitive and social processes are interdependent factors in all learning	mediated learning
similar to the myelomeningocele, except that the protrusion contains only the covering of the spinal cord and usually causes little or no neurological impairment	meningocele
breakdown somewhere in the complex chemicals needed to metabolize food	metabolic disorder
a teaching opportunity based on the child's initiation; the child approaches the teacher for assistance, information, or materials, thereby ensuring the child's interest and eagerness	milieu (incidental) teaching
learning by watching and imitating another's actions; also called observational learning	modeling
infant-directed speech patterns that adults use with the very young	motherese
the relationship among the many factors that comprise a learning sequence	multidimensional
involving members of various disciplines who work independently but exchange their findings about a case; each concentrates on his or her own discipline	multidisciplinary
the steady looking at one another's faces that goes on between healthy newborns and their mother or primary caregiver	mutual gaze
a congenital protrusion of the spinal cord through the vertebrae; paralysis of the lower trunk and legs often results	myelomeningocele
consequence that would occur without a parent's or teacher's intervention	natural consequence
the strengthening of a behavior by the removal of an unpleasant consequence	negative reinforcement
describes the inability to move oneself about; usually the inability to walk	nonambulatory
screening and diagnostic tests compatible with a child's native language and culture	nondiscriminatory
minor irregularities that often occur in young children; the irregularities are usually self-correcting in typically developing children	normal deviations
the process by which the care and education of people with disabilities are as culturally normal as possible, with services provided in regular community facilities rather than in segregated schools and institutions	normalization
instrument that compares a child's developmental level to a normative sample of same-age peers	norm-referenced assessment
the object the eye examiner uses to prevent the child from	occluder
to obstruct; as used here, to prevent vision	occlusion
type of learning that results from the consequences of a person's behavior; operating intentionally on some aspect of the environment to produce change	operant conditioning (also instrumental conditioning)
patterns of child behavior that adults consider excessively negative, troublesome, or challenging	oppositional behavior
therapist who teaches individuals with vision impairments awareness of their position in the environment, of significant objects within the environment (orientation), and how to move safely and efficiently (mobility) by utilizing their remaining senses	orientation and mobility specialist
developmental problems that interfere with walking or other body movements	orthopedic impairments
language irregularities that occur because the child is applying previously learned rules of grammar; for example, “the mouses runned”	overregularization
a trained person who assists a certified professional as an aide	paraprofessional
certified professional who focuses on diseases or impairments	pathologist
physician who specializes in diseases and malfunctioning of the eyes during the developmental years	pediatric ophthalmologist
in referring to people with disabilities, language that speaks of the person first and then the disability; for example, “a child with autism” rather than “an autistic child” emphasizes abilities rather than limitations	people-first language/terminology
movement generated by sensory messages, by what is seen, heard, touched, tasted, or smelled	perceptual motor skills
repeating the same act over and over with no discernible intention (obsessive, ritualistic)	perseveration
an augmentative communication system that focuses on child initiation; the child exchanges symbols and pictures to communicate desires and ideas	Picture Exchange Communication System (PECS)
a carefully selected collection of a child's work that is used to document growth and development	portfolio
providing positive rather than negative feedback to children's efforts; concentrating on what the child does right	positive behavioral support strategies
something that follows a response and results in the increase of that particular response	positive reinforcement
describes hearing loss occurring after the child has acquired speech	post-lingual
describes hearing loss occurring before the child has acquired speech	pre-lingual
body movements, facial expressions, and vocalizations used by infants before the first words are learned	pre-linguistic communication
skills that must be acquired before a higher level skill can be attempted	prerequisite skills
arranging the classroom environment in ways that promote children's appropriate behavior and forestall behaviors teachers consider inappropriate	preventive discipline
verbal, gestural, or physical assistance that helps the child to learn a skill or participate in an activity	prompting
one who studies and analyzes the acquisition and production of language	psycholinguist
an individual who specializes in viewing mental disorders from a psychological perspective	psychopathologist
a model of delivering specialized support services such as physical therapy or speech therapy in which the child is removed from the classroom and taken to a special therapy setting	pull-out services
a child's ability to learn that takes into account prerequisite physical, cognitive, language, or social skills	readiness
the “give-and-take” interactions between a child and others	reciprocity
a teaching strategy that directs the child's attention and energy from a behavior that is less than desirable by introducing a more appropriate behavior or activity	redirection
describes a visual acuity problem correctable with eyeglasses	refractive
increase the behaviors that they follow and are specific to individuals (candy is a reinforcer for many children, but for many it is not)	reinforcers
behavior that is taught to a child to replace an inappropriate one; a replacement behavior should serve the same function as the inappropriate behavior	replacement behavior
refers to whatever degree of hearing is left to a person who is deaf or hearing impaired	residual hearing
whatever vision remains after disease or damage to a person's visual system	residual vision
a problem commonly found among premature infants caused by immature lung development; may also occur in about 1 percent of full-term infants during the first days of life	respiratory distress syndrome (RDS)
temporary care given to provide regular caregivers (usually the mother) relief and time away from the individual who is sick or disabled	respite care
the practice of providing high-quality instruction/intervention matched to the student's needs, using learning rate over time and level of performance to make important educational decisions	response to intervention (RTI)
environment that supports a child's efforts to explore and discover through interactions with other individuals, play materials, and activities	responsive learning environment
special education classes that also include some typically developing children	reverse mainstreaming
an individual who is unusually knowledgeable about one particular subject but is lacking in other areas of cognitive skill	savant
introducing new learning built on skills already acquired	scaffolding
developmental problems that come about because of the primary disability	secondary disabilities
refers to the early identification of handicapping conditions (or potentially handicapping conditions) and providing appropriate intervention services before the condition worsens or affects other areas of development	secondary prevention
the ability to take care of one's own needs; self-feeding, toileting, dressing, and other socially prescribed routines	self-help skills
a time when a child is especially responsive and able to learn a particular skill	sensitive (or critical) period
ability of a screening test to identify correctly children with disabilities	sensitivity
Piaget's term for the first major stage of cognitive development from birth to about 18 months; infant moves from reflexive to voluntary behavior	sensorimotor
malfunctioning of the cochlea or auditory nerve	sensorineural hearing loss
a loss in one or more of the five senses: vision, hearing, touch, taste, smell	sensory deficit
impairment that affects the ability to sense the environment through a specific sensory modality such as hearing or vision	sensory impairment
more than one sense working together to understand a sensory message and to translate the message into appropriate action	sensory integration
any one of several ways individuals receive information or input from their environment	sensory system
displeasure the infant displays between 8 and 12 months (approximately) when mother or caregiver leaves	separation protest
an interdisciplinary team member responsible for integrating services and keeping the family informed and involved	service coordinator
a formal plan devised by the various agencies involved in providing services to a given child and family	service delivery model
a person who provides support to a child in an inclusive setting, which includes encouraging independence in following the routine and interacting with peers and other teachers.	shadow aide
positive reinforcement provided contingent on an approximation of a desired behavior.	shaping
a tube implanted into the brain to allow proper circulation and drainage of fluids within the skull	shunt
a single transverse crease on the palm of one or both hands (instead of the typical two creases on the palm)	simian crease
a mild form of time-out in which the teacher asks a misbehaving child to sit at the edge of an activity for a minute or two to observe the appropriate play of peers	sit and watch
condition that interrupts or may stop normal breathing during sleep	sleep apnea
the positive or negative feedback that children receive from adults and peers that leads to further learning, either appropriate or inappropriate	social reinforcement
refers to atypical behavior that is different from the social norm; behavior not expected in a given situation; inappropriate or maladaptive behavior	socially deviant
knowing where one is in relationship to one's surroundings	spatial orientation
ability of a screening test to identify correctly children who do not have a disability	specificity
the more accurate term for lip reading	speech reading
eye muscle imbalance problems correctable with eyeglasses	strabismus
a well-structured early learning environment that also is adaptable to children's individual needs and preferences	structured flexibility
a grouping of similar physical characteristics	syndrome
a plan devised and implemented by the several agencies involved in facilitating a child's transition to the next educational program	systems-level approach
material things that the individual likes; in children, favorite foods and drinks, toys, stickers, etc	tangible reinforcers
the process of sequencing developmental tasks into small, incremental steps	task analysis
points in time, perhaps associated with critical periods, when a child is highly motivated and better able to acquire a particular skill	teachable moments
a stage of speech development when the child conveys meaning with two-word utterances	telegraphic speech
the ability to infer other people's mental states and to use this information to interpret what they say, make sense of their behavior, and predict what they will do next	theory of mind
related to treatment of a disease or disability	therapeutic
the physical or psychological point at which an individual begins to respond to certain kinds of stimulation	threshold
system for teaching children with deafness that combines speech reading and a sign system	total communication
interactions between a child and the environment that facilitate new learnings	transactional learning
the understanding that children and adults influence each other in their ongoing relationships and that both children and adults learn from these interactions; future interactions are influenced by earlier interactions	transactional relationships
team that shares the responsibilities for assessment, program planning, implementation, and evaluation across members	transdisciplinary team
the ability to generalize previously learned skills to an unfamiliar setting or a new classroom	transfer skills
a notebook for questions or observations on a particular child that is passed back and forth between parents, teachers, and other team members on a regular basis	two-way journal
behavior(s) that is not directed toward a specific person or intended to communicate a specific message	undifferentiated responses
an approach to the design of all products and environments to be as usable as possible by as many people as possible regardless of age, ability, or situation	universal design
how well an individual is able to see; keenness of vision	visual acuity
computer that can produce spoken words; type of assistive technology often used by people with severe communication disabilities	voice synthesizer
responses that the individual controls	voluntary motor responses
a strategy in which each teacher is responsible for an area of the classroom	zone teaching
the cognitive process by which patterns of thought (schemata) and related behaviors are modified to conform to new information or experience	accommodation
a test that measures what children have learned as a result of instruction	achievement test
disease that attacks the immune system, causing death from illnesses that the immune system cannot ward off	acquired immunodeficiency syndrome (AIDS)
the process by which one adjusts to changes in the environment	adaptation
a blood test that can identify disorders in the brain or spinal column in the fetus	alphafetoprotein test (AFP)
intentions to help others without the expectation of reward	altruism
a type of narrative observation that describes an incident in detail	anecdotal record
condition caused by a lack of red blood cells	anemia
a score that rates the physical condition of newborns in the areas of appearance, pulse, grimace, activity, andrespiration	Apgar score
the process of incorporating new motor or conceptual learning into existing schemata	assimilation
loosely organized form of social play, characterized by overt social behaviors indicating common activities, shared interests, and interpersonal associations	associative play
infants and children who are subject to any of a number of risk factors (such as poverty, drug exposure, genetic and/or developmental anomalies, and family dynamics) that make them vulnerable to compromised growth and development	at-risk
the ongoing, continuous, contextbased observation and documentation of children’s learning behaviors	authentic assessment
a child-rearing style in which parents apply rigid standards of conduct and expect unquestioning obedience from the child	authoritarian discipline
a child-rearing style in which child behavior is directed through rational and reasoned guidance from the adult	authoritative discipline
the amount of energy required to keep the heart beating, sustain breathing, repair tissues, and keep the brain and nerves functioning	basal metabolic rate
the point of view that growth and development are primarily governed by external influences in the individual’s environment	behaviorist perspective
an assessment of 16 reflexes, responsiveness, state changes, and ability to self-calm in the newborn	Brazelton Neonatal Behavioral Assessment Scale
the tendency to attend to a limited number of features of an object or event	centration
a list of developmental behaviors that the observer identifies as being present or absent	checklist
speech that has qualities of elevated pitch, conspicuous inflections, long pauses, and exaggerated stress on syllables	child-directed speech
understanding the relationship between class and subclass, which occurs during the period of concrete operational thought	class inclusion
a theory according to which, when an unconditioned neutral stimulus and an unconditioned response are paired repeatedly, a conditioned response is the result	classical conditioning theory
the aspect of development that involves thinking, problem solving, intelligence, and language	cognitive development
theory that explains the development of learning in terms of how children think and process information	cognitive theory
e repertoire of behaviors that help young children to communicate effectively with others	communicative competence
according to Piaget, the stage in which children around 7 to 11 years of age can use logical reasoning, rather than relying on perceptions, but still use concrete objects and firsthand experiences to form concepts and reach understanding	concrete operational stage
skeletal or body system abnormalities caused by defective genes within the chromosomes, which usually affect the developing embryo during the first eight weeks of pregnancy	congenital anomalies
the understanding that physical attributes (e.g., mass and weight) stay the same even if appearance changes	conservation
the notion that letters of the alphabet must have fixed positions to maintain their identity	constancy of position in space
the view that children develop a coherent view of the world through through their actions	Constructivist perspective
a well-organized form of social play, characterized by well-defined social roles within play groups, influential peer leaders, and shared materials and equipment used to pursue a well-understood group play goal or theme	cooperative play
research that attempts to determine a relationship between two or more sets of measurements	correlational study
the ability to imitate behaviors that were observed at a prior time or another place	deferred imitation
research collected by observing and recording behavior and providing a description of the observed behavior	descriptive study
the point of view that growth and development result from an individual’s actions and interactions within and upon the environment	developmental interactionist perspective
expectations or practices that fail to acknowledge age and individual characteristics and needs	developmentally inappropriate
a process of compiling and assessing characteristics and symptoms (physiological, emotional, or social) to identify needs and establish treatment and/or intervention strategies	diagnostic test
the application of the internal awareness of right and left to objects and movement	directionality
an imbalance in thinking that leads the thinker to assimilate or accommodate	disequilibrium
social rules determining how and when certain emotions should or should not be expressed	display rules
a psychophysiological response to perceived threat that is accompanied by a sense of helplessness or lack of self-efficacy, which affects the brain’s ability to function at optimal levels	downshifting
theory that argues that a variety of social systems influence the development of children	ecological systems theory
the attempt to restore cognitive balance by modifying existing cognitive structures when confronted with new information	equilibration
experiences deemed critical at certain times during early growth and development, which have growth-inducing influence on the brain’s neurological structures	essential experiences
procedure in which the researcher notes the occurrences of particular behaviors or events	event sampling
responses to young children’s use of overregularizations by using the conventional form in the conversational context	expansions
responses to children’s language that extend the meaning of their language	extensions
children’s rapid learning of language by relating a word to an internalized concept and remembering it after only one encounter with that word	fast mapping
modifications in the father’s speech when talking with infants and young children; can differ from motherese	fatherese
the ability to focus on the dominant figure in a picture without being distracted by elements in the background	figure–ground discrimination
according to Piaget, the fourth and final stage of cognitive development, which occurs during adolescence, when reliance on concrete objects decreases and abstract thinking begins	formal operations
the realization that one’s gender remains the same, regardless of age or changes in clothing, hairstyles, or other outward characteristics	gender constancy
morality that is governed by others rather than by onself	heteronomous morality
a trained nurse or paraprofessional who provides in-home education and support services to pregnant women and families with young children	home visitor
the use of one word to convey a phrase or a sentence	holophrase
the understanding that a person or species remains the same, even though appearance is changed through masks, costumes, or other transformations	identity constancy
ideas of the preoperational child that are based on personal experience and overgeneralized to other situations	idiosyncratic concepts
speech that implies more than the actual words uttered	indirect speech
positive, nonpunitive form of discipline that relies on reasons and rationales to help children control their behaviors	inductive discipline
information gathered about young children through approaches other than standardized tests	informal assessment
the third of Erikson’s psychosocial stages, in which the child pursues ideas, individual interests, and activities; when thwarted, the child becomes self-critical and experiences guilt	initiative
a process in which behavior standards are adopted as one’s own and acted upon without explicit instruction from others	internalization
spelling that young children create based on their perceptions of sound–symbol relationships	invented/developmental spelling
the inability of preoperational children to reverse their thinking and to return to their original point of thought	irreversibility
an information-processing model that focuses on the depth of attention rather than on aspects of memory in explaining levels of cognitive performance	levels-of-processing theory
knowledge constructed primarily from children’s actions on and interpretations of objects and events	logicomathematical knowledge
the cognitive ability to reflect on and talk about verbal interactions	metacommunication
researcher who participates in the daily lives of the subjects of the study	participant–observer
a noncontrolling, nondemanding form of discipline in which the child, for the most part, is allowed to regulate his or her behavior	permissive discipline
the ability to understand one’s own or another’s viewpoint and be aware of the coordinated and interrelated sets of ideas and actions that are reflected in behavior	perspective-taking
a form of discipline in which the power of the adult is used to coerce, deprive of privileges or material goods, or apply physical punishment to modify a child’s behavior	power-assertive discipline
the coordination of fingers and thumb to permit grasping	prehension
the second of Piaget’s stages of cognitive development, in which children develop the ability to internally represent sensorimotor actions but do not engage in operational or logical thinking	preoperational stage
a theory that attempts to explain the inner thoughts and feelings, at both the conscious and subconscious levels, that influence behavior	psychoanalytic theory
a theory that suggests that sexual drives play an important role in personality development	psychosexual theory
a theory that argues that social interactions are more important than sexual drives in personality development	psychosocial theory
an ongoing process in which educators think about and critically analyze their own and their students’ performance to review, assess, and modify interactions, expectations, and instructional strategies	reflecting-in-action
acknowledging that young children know more than they can verbally express and use nonverbal behaviors to communicate	rich interpretation
the process of having basic physical and social/emotional needs met so that outcomes for the individual lead to positive self-regard and a creative, contributing member of society	self-actualization
the feeling that one’s efforts are effective; the perception that one can succeed	self-efficacy
the child’s ability to recognize his or her image in a mirror, photograph, or other representation	self-recognition
knowledge of how language carries meaning	semantics
theory that argues that learning occurs through observing others, and emphasizes the influencing role of behavioral models	social learning theory
a behavior in which the emotional/social reactions of others are observed and used to guide one’s own behavior in unfamiliar situations	social referencing
a type of narrative observation that provides detailed information about a particular event, child, or time of day	specimen record
the process by which educators continue to learn from children, parents, other professionals, and the changing professional research and literature throughout their careers	teacher-as-learner
the process by which early childhood professionals, through their perspective-taking and reflecting-in-action, acquire and demonstrate the behaviors of a researcher	teacher-as-researcher
the point of view that growth and development are an outgrowth of the interplay between an individual’s heredity and environment	transactional perspective
by end of the first year	brain is 2/3rds adult size
end of second year	brain is 4/5ths of adult size
Securely attached infant	visibly upset upon separation from the mother, and greeted her heartily and sought close physical contact with her on reunion. In their mother’s presence, these infants more willingly explored their environments and were friendly with the stranger
Insecurely attached, anxious/avoidant infants	showed little distress when the mother departed and no great joy upon her return, generally avoiding contact with her. With strangers, they behaved similarly, tending to avoid or ignore them.
Insecurely attached, anxious/resistant infants	less likely to explore when the mother was present and were distressed when she departed. The reunion was strained, as the infant maintained proximity but resisted the mother’s efforts at physical contact, displaying apparent anger at her absence

Created by: jukime

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