Attachment Theory

A psychological model describing the dynamics of long-term relationships between humans, particularly focusing on the bonds between children and their caregivers.

Autonomy

The ability to make one’s own decisions and act independently. In early childhood education, promoting autonomy helps children develop self-confidence and decision-making skills.

Conflict Resolution

Strategies and methods used to resolve disagreements and disputes. Effective conflict resolution helps children learn to handle conflicts constructively and build positive relationships.

Constructivism

An educational theory that emphasizes the role of learners in constructing their own understanding and knowledge through experiences and interactions. Constructivism supports active learning and problem-solving.

Curiosity

–A strong desire to learn or know more about something. Encouraging curiosity fosters a love for learning and exploration in young children.

Developmentally Appropriate Practices (DAP)

Educational practices that are based on how children develop and learn best. DAP involves tailoring teaching strategies to match the developmental stages and individual needs of children.

Differentiation

The process of tailoring instruction to meet the diverse needs of students. Differentiation involves adjusting content, processes, products, and learning environments to ensure all students can achieve success.

Early Intervention

The process of providing specialized services and support to young children who are at risk for or show signs of developmental delays or disabilities. Early intervention aims to address challenges and promote optimal development.

Emotional Intelligence

The ability to recognize, understand, and manage one’s own emotions, as well as recognize, understand, and influence the emotions of others. Emotional intelligence is crucial for building strong relationships and effective communication.

Empathy

The ability to understand and share the feelings of another person. Teaching and modeling empathy helps children develop strong interpersonal skills and supportive relationships.

Formative Assessment

Assessments conducted during the learning process to monitor student progress and inform instruction. Formative assessments help educators adjust teaching strategies to better meet the needs of students.

Inclusion

The practice of integrating all children, including those with disabilities, into regular educational settings. Inclusion ensures that every child has access to the same learning opportunities and social interactions.

Individualized Instruction

Tailoring teaching methods and learning activities to meet the unique needs and abilities of each student. Individualized instruction ensures that all learners receive appropriate support to succeed.

Inquiry

A process of seeking information and answers through exploration and questioning. Inquiry-based learning helps children develop critical thinking and problem-solving skills.

Multisensory Learning

An instructional approach that engages more than one sense at a time (e.g., sight, sound, touch) to enhance learning and memory. Multisensory learning helps cater to different learning styles and needs

Play

Engaging in activities for enjoyment and recreation. Play is crucial for children’s social, emotional, cognitive, and physical development.

Positive Behavior Supports

Strategies and interventions designed to promote positive behavior and reduce challenging behavior. This approach helps create a supportive learning environment.

Practiced Routines and Procedures

Established and regularly followed methods and activities help create a structured and predictable classroom environment. Practiced routines and procedures enhance classroom management and help students understand expectations.

Responsive Teaching

Adapting teaching practices based on students’ needs, interests, and feedback. Responsive teaching promotes a dynamic and flexible learning environment that meets the diverse needs of all students.

Scaffolding

Providing support and guidance to help children achieve tasks they cannot complete independently. Scaffolding involves gradually removing support as children gain more skills and confidence.

Self-efficacy

The belief in one’s own ability to succeed in specific situations. Developing self-efficacy helps children take on challenges and persist through difficulties.

Self-regulation

The ability to control one’s emotions, thoughts, and behaviors in different situations.

Social-Emotional Learning

The process of developing skills to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Targeted Interventions

Specific strategies and supports designed to address the needs of individual students who require additional help

Universal Design for Learning (UDL)

An educational framework that aims to optimize teaching and learning for all individuals by providing multiple means of representation, engagement, and action/expression. UDL ensures that instruction is accessible and effective for diverse learners

Physical Development

Focus on gross/fine motor skills (ability to control and coordinate their large muscles/ tasks such as writing and cutting

Cognitive Development

How children think, explore, and figure things out. It includes skills such as problem-solving, memory, and decision-making.

Social Development

Learning to interact with others, understanding social norms, and developing relationships.

Emotional Development:

Understanding and managing emotions, developing self-regulation, and building self-esteem.

Language Development

Encompasses both verbal and non-verbal communication skills

Verbal Communication

Teachers support language development by engaging children in conversations, reading aloud, and encouraging them to express their thoughts and ideas.

Non-Verbal Communication

Understanding body language, facial expressions, and gestures is also important. Teachers can use visual aids and gestures to enhance communication

Intrinsic motivation

Engaging in a behavior because it is inherently interesting or enjoyable. (Autonomy, Sense of Competence, Curiosity and Interest)

Extrinsic motivation

Engaging in a behavior to earn external rewards or to avoid negative consequences (External Rewards, Avoiding Punishment, Compliance with Expectations)

5 STRATEGIES TO HELP MOTIVATION

FOSTER LOVE FOR LEARNING, BUILD A SUPPORTIVE ENVIRONMENT, PROMOTE AUTONOMY (choice and control), SET REALISTIC AND ACHIEVABLE GOALS, USE VARIOUS TEACHING METHODS

Developmentally Appropriate Practices (DAP) Methods

Age Appropriateness: Educators must be aware of the typical developmental milestones and characteristics of different age groups. Individual Appropriateness: Each child is unique, with their own strengths, interests, and learning styles. Cultural and Social Responsiveness: Children’s backgrounds, including their cultural, linguistic, and familial contexts, significantly influence their learning and development

Individualized Education Program (IEP)

A critical document for children with disabilities and is a cornerstone of special education services in the United States.

OUTLINE FOR IEP

Current Performance Annual Goal Special Education/Related Services Participation with Non-Disabled Children Participation in State and District-Wide Assessments: Dates and Places Transition Service Progress Measurement

Individuals with Disabilities Education Act (IDEA)

A federal law in the United States that mandates the provision of free and appropriate public education (FAPE) to children with disabilities.

Jean Piaget Sensorimotor

(Birth-2 /Learning through sensory experiences and manipulating objects)

Jean Piaget Preoperational

(2-7 years/ Development of language and symbolic thinking. Egocentrism: Difficulty seeing things from perspectives other than their own),

Jean Piaget Concrete operational

(7-11 years/ Logical thinking about concrete events. Understanding of conservation and perspective-taking)

Jean Piaget Formal operational

(11 and up years/ Abstract and hypothetical thinking. Systematic planning and problem-solving.)

Lev Vygotsky: Zone of Proximal Development (ZPD) and emphasized the role of social interaction and cultural context in learning.

I Do (Direct Instruction) We Do (Guided Practice) You Do Together (Collaborative Practice) You Do (Independent Practice)

Erik Erikson Trust vs. Mistrust

Infancy (birth to 18 months) • Developing trust when caregivers provide reliability, care, and affection.

Erik Erikson Autonomy vs. Shame and Doubt

Early Childhood (18 months to 3 years) Developing a sense of personal control over physical skills and a sense of independence.

Erik Erikson Initiative vs. Guilt

Preschool (3 to 5 years) • Beginning to assert control and power over the environment.

Erik Erikson Industry vs. Inferiority

School Age (5 to 12 years) • Coping with new social and academic demands.

Erik Erikson Identity vs. Role Confusion

Adolescence (12 to 18 years) • Developing a sense of self and personal identity.

Erik Erikson Generativity vs. Stagnation

Middle Adulthood (40 to 65 years) • Creating or nurturing things that will outlast oneself, often by parenting children or contributing to positive changes that benefit others.

Erik Erikson Integrity vs. Despair

Late Adulthood (65 years and older) • Reflecting on one’s life and feeling a sense of fulfillment.

Maria Montessori

The Montessori Method based on self-directed activity, hands-on learning, and collaborative play.

Child-Centered Learning

Learning is tailored to each child’s individual needs, interests, and developmental pace.

Prepared Environment

The classroom is meticulously arranged with child-sized furniture and accessible materials.

Hands-On Learning

Engage multiple senses, promoting deeper understanding.

Mixed-Age Classrooms

Classrooms typically have a three-year age range, allowing for peer learning and mentoring.

Focus on Independence

Activities are designed to promote self-sufficiency and independence.

Respect for the Child

Teachers respect each child’s individuality and developmental pace.

Role of the Teacher

Teachers act as guides or facilitators rather than traditional instructors

Integrated Curriculum

Subjects are not taught in isolation; learning is interdisciplinary and integrated.

Emphasis on Practical Life Skills

Practical life activities are an essential part of the curriculum, teaching children's everyday skills such as pouring, sweeping, dressing, and gardening. These activities develop fine motor skills, concentration, and a sense of responsibility.

Intrinsic Motivation

Learning activities are designed to be intrinsically rewarding, encouraging children to learn for the joy of discovery rather than for external rewards.

Sensorial Education

Materials and activities are designed to refine the five senses

Peace Education and Social Responsibility

Montessori education promotes peace, respect, and social responsibility

Self-Correction and Assessment

Materials are designed to allow for self-correction, enabling children to learn from their mistakes.

Abraham Maslow

Established a hierarchy of needs, outlining human needs from basic physiological needs to self-actualization. Hierarchy outlines sequential fulfillment, meaning the most basic physiological needs for survival (e.g., food, water, shelter). Once these are met, individuals can focus on safety needs (e.g., security, stability). Once those are met, individuals can focus on Love and belonging needs

John Dewey LEARN BY DOING

Promoted progressive education, emphasizing the need for education to be rooted in real-life experiences and active learning.

Formal Assessments

Structured, standardized tests that measure specific outcomes.

Informal Assessments

Unstructured, observational methods to gauge student learning.

Standardized Assessments

Tests administered and scored consistently

Formative Assessments

Ongoing assessments used to monitor student learning.

Summative Assessments

Evaluations at the end of an instructional period to measure student learning or outcomes.

Diagnostic Assessments

A form of pre-assessment that helps educators identify students’ existing knowledge, skills, strengths, and areas of need before instruction begins.

The Three C

Create designated learning centers, Consistently follow schedules and routines Customize learning configurations to meet individual and group needs.

Questioning Techniques

Use open-ended questions that prompt students to think deeply and explore different possibilities.

Problem-Based Learning (PBL)

Engage students in real-world problems that require them to research, analyze, and propose solutions.

Encouraging Exploration and Experimentation

Provide opportunities for hands-on learning where students can experiment and explore concepts.

Gradual Release of Responsibility

Implement the “I do, we do, you do” model to scaffold learning

Tailoring Instruction to Individual Needs

Differentiate instruction by providing varied levels of support based on individual student needs.

Using Formative Assessments

Regularly assess students’ understanding through formative assessments and adjust instruction accordingly

The Least Restrictive Environment (LRE)

An educational setting that provides students with disabilities the opportunity to learn alongside their non-disabled peers to the greatest extent appropriate

The National Association for the Education of Young Children (NAEYC)

This association provides a comprehensive code of ethics that guides educators in their professional conduct, emphasizing the importance of respect, confidentiality, and the promotion of positive development and learning experiences for all children

The Division of Early Childhood (DEC)

This association offers a code of ethics that focuses on the specific needs of children with disabilities and their families, advocating for inclusive practices and individualized support.

The Individuals with Disabilities Education Act (IDEA)

A federal law that ensures children with disabilities receive a free and appropriate public education (FAPE)

Section 504 of the Rehabilitation Act

Protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance, including public schools.

Family Educational Rights and Privacy Act (FERPA)

A federal law protecting student privacy, specifically concerning student information and records.

The Health Insurance Portability and Accountability Act (HIPAA)

A federal law that sets standards for protecting health information.

Multi-Tiered System of Supports (MTSS) in Early Education

Tier 1 includes high-quality, evidence-based instruction and universal screening for all students. Professionalism, Family, and Community Tier 2 involves targeted interventions for students who need additional support beyond the core curriculum. Tier 3 provides intensive, individualized interventions for students with significant needs. By implementing MTSS, early childhood ed

Phonological Awareness

Overarching skill that includes manipulating units of oral language, parts of words, syllables, onsets, and rimes.

Phonemic Awareness

Subskill of phonological awareness. When students have phonemic awareness, they understand individual sounds (or phonemes) in words.

Pre-Alphabetic Phase

Students read words by memorizing visual features or guessing words from context.

Partial-Alphabetic Phase

Students recognize some letters and can use them to remember words by sight.

Full-Alphabetic Phase

Readers possess extensive working knowledge of the graph phonemic system, and they can use this knowledge to fully analyze the connections between graphemes and phonemes in words. They can decode unfamiliar words and store fully analyzed sight words in memory.

Consolidated-Alphabetic Phase

Students consolidate their knowledge of grapheme-phoneme blends into larger units that recur in different words.

Phonology

encompasses the organization of sounds in language.

Vocabulary

(semantics) encompasses both expressive (speaking) and receptive (listening) vocabulary.

Morphology

the smallest units of meaning in words. An example of morphology is breaking up compound words and analyzing their meaning.

Grammar (syntax)

The structure of language and words.

Pragmatics

focuses on the social cues or norms in language. This is often referred to as situations in language.

Discourse

Focuses on speaking and listening skills in language. Discourse means dialogue.

Retelling

Ask children to retell the main events in a story in their own words. This can be done through verbal storytelling, drawing pictures, or acting out the story.

Text-to-Self Connections

Encourage children to relate the text to their own experiences.

Text-to-World Connections

Help children connect the text to larger world concepts or events.

Text-to-Text Connections

Guide children to draw parallels between different texts.

Phonetic Spelling

Spell words the way they sound, often leaving out letters but showing an understanding of phonetics.

Transitional Spelling

Begin to spell words more conventionally, mixing phonetic and correct spelling.

Conventional Spelling

Consistently use correct spelling, punctuation, and grammar in their writing.

Cardinality

The understanding that the last number counted represents the total quantity of objects, is crucial for grasping the true meaning of numbers.

Pattern Recognition

Use everyday objects (e.g., colored blocks, beads, or shapes) to create and identify patterns.

Pattern Extension

Encourage children to extend patterns and predict what comes next.

Pattern Creation

Have children create their own patterns using various materials and explain the rules governing them.