Glossary
Term |
Definition |
| Activity | action and being active |
| Adverse Childhood Experiences (Aces) | These include neglect, physical, sexual or emotional abuse, household violence or caregiver mental health. |
| Advocacy | Action that argues for an issue or course of action; support or defense of a group or an idea. |
| Affect | What we can observe as a visual demonstration of the child’s own feelings and empathy for others. |
| Amygdala | structure that activates fight-flight-freeze responses |
| Anecdotal Note Or Record | Short narrative record of a single incident illustrating significant developmental or learning evidence |
| Assessment | In education settings, the systematic collection, synthesis and use of data to make educational decisions about a child or group of children |
| Attachment Pattern | Description of the relationship between mother (or primary caregiver) and child based on the behavior of the child. |
| Attention Deficit Hyperactivity Disorder | A diagnosable condition in which an individual has difficulty concentrating and inhibiting behaviors. |
| Atypical Development | When a child does not develop in the way that is congruent with averages for a given age, causing a disturbance to everyday activities. |
| Authentic Assessment |
An assessment approach that involves a teacher observing and documenting a child’s skills, knowledge, and behavior during their everyday activities and routines
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| Autism | A diagnosable condition in which children have difficulty with social interactions and communication, sometimes with rigid behaviors |
| Axon | part of the neuron that sends information to other cells |
| Barriers | Obstacles or obstructions to learning, including physical, technological, systemic, financial, or related to mental health and attitude |
| Bias | as the attitudes that favor one group over another. |
| Boundaries | how quickly a brain can develop myelin |
| Brainstem And Midbrain | lower part of the brain concerned with survival |
| Burn Out | Overwhelming occupational stress or workload |
| Cell Body | genetic and energy producing part of cell |
| Cerebellum | part of the brain concerned with coordination |
| Challenging Behavior | Inappropriate behavior that children use and rely on to get their needs met. |
| Checklist | A list of skills or developmental milestones for documenting achievements |
| Child Development | The pattern of change that begins at conception and continues through adolescence |
| Chronosystem | Part of the Ecological Systems Theory; includes broad, national, or global aspects of society that influence a child’s development. |
| Code Of Ethics |
A set of guidelines for responsible behavior within the field. Sets forth a common basis for resolving the principal ethical dilemmas encountered in the field of early childhood education
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| Communication | A core skill in a child’s development based on the ability to understand and to be understood, |
| Community |
A group of people living in a common geographical area or space. Community can also be a feeling or set of relationships between people based on common needs.
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| Compassion Fatigue | Burn out from stress of taking on the emotional stress and trauma of others |
| Compliance | The child’s ability or willingness to conform to the direction of others and follow rules. |
| Conditioning | The idea that children are motivated by external cues which drive behavior. |
| Connecting/ Connection | The ability of the teacher and school to communicate with and provide support to children and their families. |
| Constructive Play | creating and building with open-ended materials |
| Constructivism | The idea that children create (or construct) their own knowledge through experiences with the world. |
| Cortex | outer part of the brain concerned with higher level thinking |
| Cortical Modulation | ratio of function between the higher and lower brain areas |
| Cortisol | hormone released during stress |
| Culturally Relevant Pedagogy | The practice of including ideas and artifacts that refer to a child’s individual culture. |
| Culturally Responsive | The ability to learn from and relate respectfully with people of your own culture as well as those from other cultures. |
| Dcyf | Department of Children, Youth and Families. A cabinet level agency focused on the well-being of children in Washington State. |
| Dendrite | part of the neuron that receives information from other cells |
| Developmental Domains | Specific areas in which growth occurs – Physical, Cognitive, Emotional, and Social. |
| Developmentally Appropriate Practice |
Methods that promote each child’s optimal development and learning through a strengths-based, play-based approach to joyful, engaged learning.
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| Differentiation | The thoughtful practice of tailoring activities to meet children’s individual needs |
| Distress | negative stress |
| Diversity |
s “a variation among individuals, as well as within and across groups of individuals, in terms of their backgrounds and lived experiences. These experiences are related to social identities, including race, ethnicity, language, sexual orientation, gender identity and expression, social and economic status, religion, ability status, and country of origin” (NAEYC, 2019, 17).
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| Documentation | Written account of observed action |
| Dramatic Play | pretend and imaginative play; often involves creating a storyline |
| Early Childhood Education | The title of the profession chosen by the Power to the Profession Task Force. Includes those that care for, teach and support the development of children from birth to age 8. |
| Early Childhood Educator | The title of the professionals chosen by the Power to the Profession Task Force: those who provide direct service to children, birth to age 8. |
| Early Childhood Period | Ages birth through age eight |
| Ece Field | All programs, services and occupations that currently reside within the boundary of what we call ECE. |
| Effect |
A change or result that is produced by a particular action, event, or circumstance. It is the outcome or consequence of something that has happened or been done.
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| Emotion Regulation | A child’s ability to control or modify one’s own emotions |
| Emotional Development |
The child’s development of and identification of emotions and feelings, and includes the child’s experience, expression, and management of their emotions.
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| Emotional Intelligence | 5 specific skills related to understanding feelings of self and others and using them to make positive life decisions |
| Enriched Environment | a stimulating, challenging, supportive and loving environment |
| Equality | An approach and/or practice of providing opportunities, resources and status to all that are equal |
| Equity | “the state that would be achieved if individuals fared the same way in society regardless of race, gender, class, language, disability, or any other social or cultural characteristic” (NAEYC, 2019, p.17). |
| Equity/Equitable | Finding the “right fit” to offer what individual children and families need for successful relationships |
| Ethical Conduct | Behavior following moral and right principles. |
| Ethical Dilemma | Moral conflict that requires choosing between two conflicting values and responsibilities. |
| Ethical Finesse | Finding a way to resolve an ethical dilemma that is acceptable to everyone involved. |
| Ethical Ideals | Aspirational statements guiding behavior. |
| Ethical Principles | Rules for practice, distinguishing between two conflicting values and responsibilities. |
| Ethical Responsibility | A clear cut rule regarding moral decisions. |
| Eustress | positive stress |
| Evidence-Based Strategies | Approaches that have been developed through repeated scientific research and testing to make sure that they are effective. |
| Executive Function | Collection of processes that encompass attention, working memory, and inhibition. |
| Executive Function | The cognitive (thinking) skills and abilities a child needs to control his/her thoughts, emotions, and actions. |
| Exosystem | Part of the Ecological Systems Theory; includes parts of a child’s indirect environment that influence the child’s development. |
| Experience | personal connection and engagement |
| Exploratory Play | exploration of materials and toys |
| Expressive Language | talking and using language so that others understand what is being said |
| Extrinsic | external to a person and observable |
| Family | A main element of our society. A family is made up of people who care about each other. |
| Family Engagement | A process used to develop and sustain positive, goal-focused connections with families. |
| Family Involvement | Simply when a family accepts an invitation from the school or teacher to join in an activity usually at the school. |
| Field Of Practice | Specialization or a defined scope of work undertaken by an identified group of practitioners. |
| Fine Motor Skills | Movement related to small muscle groups in the body. |
| Formal Assessment | Assessment that utilizes standardized tools designed to assess a specific skill or ability, often with a narrow focus. |
| Formative Assessment | Ongoing assessment, often informal, that provides real time feedback on children’s understanding, skills and development. |
| Frontal Lobe | part of the cortex that processes mainly sensory and motor information |
| Glial Cell | Support cell in the brain that does not send electrical messages. |
| Gross Motor Skills | Movement related to the large muscle groups in the body. |
| Guidance | To teach and to help children learn social skills that will support them to get along with other people |
| Humanism | Any system or mode of thought or action in which human interests, values, and dignity predominate. |
| Hundred Languages Of Children | The belief that children can express themselves through various types of artistic expression. |
| Inclusion | The act or practice of including all students in the classroom community. |
| Inclusion | involves how we can intentionally create equitable learning opportunities into our teaching, curriculum, and programs with a commitment to continuous learning. |
| Influences |
Families and family relationships are shaped by a variety of internal and external factors such as culture, language, identity, education, experiences, and more.
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| Informal Assessment | Methods of assessment that are individualized and flexible, as opposed to standard and rigid |
| Intentional | A deliberate action taken by someone with a specific goal or objective in mind. |
| Interactions | The ways in which two or more individuals or groups communicate and engage with one another. |
| Interest Area | spaces arranged for the purpose of specific materials and play, such as block area or library area |
| Internal Working Model | A conceptual understanding of how the relationship between an individual and a loved one should be. |
| Intrinsic | within and inside a person |
| Intrinsic Motivation | A desire to do things based on one’s own wishes and goals. |
| Iterative | Repetition of a procedure applied to the result of a previous application |
| Joint Attention | The action of a child and a caregiver focusing on the same object or concept at the same time. |
| Life Crisis | A psychological conflict in which two conflicting aspects of development must be navigated by an individual |
| Limbic System | mid part of the brain concerned with emotions and memory |
| Loose Parts | moveable items; a term that is commonly used in ECE for moveable items |
| Macrosystem | Part of the Ecological Systems Theory; includes broad aspects of culture that influence a child’s development. |
| Manufactured Items | things that are made, including items made of wood |
| Mesosystem |
Part of the Ecological Systems Theory; includes the connections between parts of a child’s immediate environment that influence the child’s development.
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| Metacognition | Self-reflection; an ability to think about one’s own thoughts. |
| Microsystem | Part of the Ecological Systems Theory; includes the parts of a child’s immediate environment that influence the child’s development. |
| Mindfulness | being aware of your body and surroundings in the current moment |
| Models | The individuals in a child’s environment after which behavior is emulated. |
| Morality | People’s views of what is good, right, or proper: their beliefs about their obligation and ideas about how they should behave. |
| More Knowledgeable Others | Individuals in a child’s environment who have more skills and knowledge about a particular area than the child. |
| Moveable Items | things that can be moved, such as small rocks, sticks, buckets, bicycles |
| Mutual | In ECE mutual refers to respect and relationships that are between two parties (programs, staff, families, community) |
| Myelin | protective fatty coating on the mature neuron |
| Naeyc | National Association for the Education of Young Children-a national association dedicated to the services for children birth to age 8. |
| Naeyc | National Association for the Education of Young Children. Prominent professional organization for early childhood educators. |
| Natural Items | things found in nature, such as sticks and rocks |
| Naturalistic Observation | Observation of children in real-world settings engaged in activities of their choosing |
| Neurodivergent | A characteristic in which an individual’s brain and behavior differ from the majority of individuals |
| Neuron | brain nerve cell |
| Neurotransmitters | chemical messengers that transmit information between neurons |
| Norm-Referenced | A type of standardized test in which children’s performance is compared to a “norm group” |
| Object Permanence | The ability for a child to understand that if an object is hidden from view, it continues to exist. |
| Objective | Based in what is directly observed, as opposed to what is inferred |
| Observation | As an educator, watching and listening to children in an objective manner to learn about them |
| Occipital Lobe | part of the cortex that processes mainly vision |
| Open-Ended Questions | Questions that do not have a yes or no answer; used to facilitate thinking. |
| Oppression | is the systematic and prolonged mistreatment of a group of people that results from systemic bias based on their social identity groups. |
| Outcome | The specific steps to a goal, stated in measurable, objective terms. |
| Outdoor Learning Environment (Ole) | space outside where children learn and play |
| Outdoor/Nature Play | playing outside; playing in natural area and/or with natural objects |
| Parietal Lobe | part of the cortex that processes mainly sensory information |
| Partnership | A partnership is a reciprocal, respectful, and ongoing relationship between a program and families or community. |
| Personal Advocacy | Efforts to advocate for what is best for young children in the context of one’s workday; advocating for an individual or a practice. |
| Physical Environment | physical space including furniture and materials in a learning environment |
| Physical Play | movement and being active; engaging gross motor skills |
| Plan-Do-Review | A learning process that helps children organize their activities through planning, action, and reflection |
| Planned Ignoring | Deliberate and intentional inattention to an identified attention-seeking or other strategic behavior |
| Plasticity | how easily the brain can change itself. It is more plastic in the youngest years |
| Plasticity | the ease the brain can change itself |
| Portfolio | A compilation of work samples and other documentation of development and learning collected over time |
| Power To The Profession | A national collaboration led by NAEYC that defines the early childhood education profession. |
| Prefrontal Lobe | part of the cortex that processes mainly critical thinking, problem solving, executive function and self-regulation |
| Privilege | is the unearned advantages that result from being a member of a dominant social identity group. |
| Problem Solving | A system by which children use step-by-step strategies and logic to complete cognitive tasks. |
| Profession | An occupation that serves the public welfare and that requires specialized educational training in some branch of learning or science. |
| Professional | The inhabitant of a role in that occupation–the person who does the work of the profession. |
| Professional Advocacy | Speaking out to address an issue of concern for the community as a whole |
| Professional Preparation | A combination of courses or practical experience designed to prepare and qualify individuals to be effective within the teaching profession. Can be pre-service or in-service. |
| Professional Standards | Practices, skills, ethics, and/or qualifications set forth by a professional body representing the respective profession. Guide the behaviors of the individuals as well as the collective profession. |
| Pruning | reducing the number of connections and neurons in the brain |
| Rating Scale | A method of documenting a child’s skill, knowledge or development on a continuum of how frequently, or successfully the behavior is displayed6 |
| Receptive Language | understanding what is being said |
| Reciprocal | Shared, felt, or shown by both sides, in a balance of give and take. |
| Reciprocal Interactions | Back and forth communication between a child and caregiver. Can be verbal or nonverbal. |
| Reflect | To think deeply and carefully about something, to consider it thoroughly, or to examine it closely to gain a better understanding or insight. |
| Reinforcers | Actions taken by adults to encourage or discourage certain behaviors. |
| Relationship |
The connections and interactions between family members, including parents, siblings, grandparents, and other extended family members.
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| Relationship | The connections and interactions between family members, including parents, siblings, grandparents, and other extended family members. |
| Resilience | ability to overcome early hardship |
| Responsive | Something or someone that reacts quickly and positively to different situations or needs. |
| Risky Play | taking risks when playing; can be social/emotional, cognitive, or physical risks; mostly commonly refers to physical risks |
| Running Record | a detailed, objective, sequential recording of a child’s behavior written while the event is happening |
| Scaffolding | The assistance given by the more knowledgeable other that changes in response to the child’s ability |
| Scaffolding | The assistance given by the more knowledgeable other that changes in response to the child’s ability |
| Schemas | Categories of information about a concept or thing. |
| Scope Of Practice | The responsibilities and authority granted to a professional. |
| Self-Regulation | A child’s ability to understand and manage their behavior. |
| Sensorimotor Play | physical movement and input from the senses |
| Separation Anxiety | A fear of being separated from their primary caregiver. |
| Social Development | The process where a child learns to interact with others around them |
| Social Environment | the atmosphere and people in a learning environment |
| Stackable Certificates | 3 credentials granted by community and technical colleges in Washington. They build on one another and set the foundation for acquiring an associate degree. |
| Standardized | A method of formal assessment that uses standard (the same) methods of administration and scoring |
| Stationary Items | things that cannot be moved, such as trees or climbing structures |
| Strange Situation | A lab test that mimics an everyday scenario and assesses a child’s attachment to their caregiver |
| Strengths-Based | Begins with focus on a child’s (and family’s) positive attributes and seeing possibilities to build upon. |
| Strengths-Based | Begins with focus on a child’s (and family’s) positive attributes and seeing possibilities to build upon. |
| Stress | physical, chemical or emotional factor that causes bodily or mental tension |
| Stressors | Events or conditions in an individual’s life that cause stress. These can be internal or external factors |
| Subjective | Based on, or influenced one’s own personal tastes and opinions; inferred rather than directly observed |
| Summative Assessment | Assessment completed at the end of a learning period; evaluates the cumulative learning during that period |
| Synaptic Gap | the tiny space between neurons |
| Temperament | A set of inborn traits that organize the way we approach the world. |
| Temperament | An infant’s regular way of reacting with their environment. |
| Temporal Environment | pertains to time in a learning environment, including the daily schedule |
| Temporal Lobe | part of the cortex that processes mainly hearing, speech and language |
| Thalamus | structure that acts like a gate for sensory information coming into the brain |
| Theory | A set of ideas that are supported by a substantial amount of evidence and are based on repeated testing of the same concepts |
| Theory Of Mind | Ability for a child to infer the thoughts and feelings of others. |
| Toxic Stress | stress that is beyond the child’s ability to process without adult help |
| Toxic Stress | Physical or emotional abuse, neglect, witnessing of physical or emotional abuse of another person, or extreme poverty. |
| Typical Development | When a child develops in a way that is congruent with averages for a given age. |
| Unifying Framework | The final product of the Power to the Profession Task Force. Reports on recommendations made by the Task Force to define the profession and create infrastructure to support implementation of the recommendations. |
| Unintended Consequence | The result or consequence of a purposeful behavior or action that is not intended, planned, or expected. |
| Values | Principles or standards that a person believes to be important, desirable, or worthwhile. |
| Wac | Washington Administrative Code. Sets regulations for licensed child care. |
| Washington State Core Competencies | A framework that guides decisions and practices carried out by professionals in all early care and education settings. |
| Window Of Opportunity | times the brain is primed to learn certain tasks |
| Work Sample | A product or example of the child’s work in the classroom (i.e., drawing, building, writing) |
| Zone Of Proximal Development (Zpd) | The difference between what a child can do alone and what a child can do with help from a more knowledgeable other. |
