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ECE I Standard 7

ECE I: Toddlers & DAP Learning Environment/Program Mgmt & Curriculum/Diversity

TermDefinition
Toddler A young child, generally between 12 and 36 months old, who is developing greater independence, movement, and communication skills.
Physical Development Growth and changes in a child’s body, including strength, coordination, and movement skills.
Gross Motor Skills Movements that use large muscles, such as walking, running, climbing, and jumping.
Fine Motor Skills Movements that use small muscles in the hands and fingers, such as stacking blocks, turning pages, and using a spoon.
Emotional Development The process of learning to recognize, express, and manage feelings.
Social Development The process of learning to interact, build relationships, and participate with others.
Cognitive Development Growth in thinking, remembering, exploring, reasoning, and solving problems.
Language Development The process of learning to understand and communicate through sounds, gestures, words, and sentences.
Self-Regulation The developing ability to manage emotions, attention, and behavior, often with adult support.
Health and Safety Practices Actions that protect children’s well-being, such as handwashing, safe food preparation, hazard prevention, and emergency planning.
Active Supervision Closely observing, listening to, and interacting with children while anticipating hazards and responding to their needs.
Developmentally Appropriate Practice (DAP) Teaching and caregiving based on typical child development, each child’s individual characteristics, and the child’s family and cultural context.
Learning Environment The physical spaces, materials, routines, and relationships that influence children’s development and learning.
Interest Center A classroom area organized around a type of activity, such as reading, art, blocks, science, or dramatic play.
Learning Station A designated space with materials for a particular learning task or skill that children can explore individually or in small groups.
Play-Based Learning An approach in which children develop knowledge and skills through meaningful play and exploration.
Parallel Play Play in which children play beside one another with similar materials but have limited interaction.
Scaffolding Temporary support a teacher provides to help a child learn a skill, gradually reducing assistance as the child becomes more capable.
Psychological Safety A sense of emotional security in which children feel accepted, respected, and comfortable asking questions, expressing feelings, and making mistakes.
Accommodation A change in materials, the environment, or how an activity is presented that helps a child participate without changing the learning goal.
Program Philosophy A statement of beliefs about how children learn and how an early childhood program should support children and families.
Curriculum The planned learning experiences, interactions, materials, and content used to support children’s development.
Instructional Model An organized approach to teaching that guides how educators plan activities, arrange environments, and support learning.
Learning Goal A broad statement describing what children are expected to learn or develop over time.
Learning Objective A specific, observable statement describing what a child should be able to do through a learning experience.
Lesson Plan A written guide identifying learning objectives, materials, procedures, adaptations, and ways to assess learning.
Assessment and Evaluation Collecting and interpreting information about children’s progress and using it to judge how effectively lessons support learning.
Record Keeping Maintaining accurate, organized, and confidential information about attendance, health, development, learning, and family communication.
 



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