Child Care

Question 1

The process of holding teachers, schools, or programs responsible for meeting a required level of performance.

Answer 1

Accountability

Question 2

NAEYC’s voluntary system for identifying high-quality early childhood centers and schools serving children from birth through kindergarten.

Answer 2

Accreditation

Question 3

Coordination of the curriculum from one level of education to the next in order to build on what children have already learned and ease transitions for students between schools and school levels.

Answer 3

Alignment

Question 4

Minimum requirements, legally established by each state, for a child care program to operate.

Answer 4

Child care licensing standards

Question 5

National competency-based credential for entry-level early childhood educators.

Answer 5

Child Development Associate (CDA) credential

Question 6

Rigorous national standards in English language arts and mathematics for kindergarten through grade 12 developed by the Council of Chief State Of Officers (CCSSO) and the National Governor’s Association (NGA).

Answer 6

Common core standards

Question 7

(D.A.P)-Ways of teaching that engage children’s interests and adapt for their age, experience, and ability, to help them meet challenging and achievable learning goals.

Answer 7

Developmentally appropriate practice

Question 8

Children who are learning to speak two languages at the same time-usually their home language and English.

Answer 8

Dual language learners

Question 9

Education and child care services provided for children from birth through age 8.

Answer 9

Early childhood education

Question 10

Services for infants and toddlers who are at risk of developmental delay and their families.

Answer 10

Early intervention

Question 11

Describe what children should know and be able to do before entering kindergarten.

Answer 11

Early learning standards

Question 12

Federally funded, national program that promotes school readiness by enhancing the social and cognitive development of children ages 3, 4, and 5 through providing educational, health, nutritional, social, and other services to the nation’s poorest children and families.

Answer 12

Head start

Question 13

Participation and services for children with disabilities and special needs in programs and settings where their typically developing peers are served.

Answer 13

Inclusion

Question 14

Federal law governing provision of services for children with disabilities and special needs.

Answer 14

Individuals with Disabilities Education Act (IDEA)

Question 15

Teachers who have a purpose for the decisions they make and can explain that purpose to others.

Question 16

National Association for the Education of Young Children (NAEYC)

Answer 16

The world’s largest organization of early childhood educators, whose mission is to act on behalf of the needs and interests of children from birth through age 8. NAEYC establishes standards for teacher preparation and accreditation of early childhood programs.

Question 17

Preschool

Answer 17

Educational programs serving 3-and 4-year-olds delivered under various sponsorships.

Question 18

School readiness

Answer 18

Children’s competencies related to success in kindergarten, including physical development, health, and well-being; social-emotional development and general knowledge such as mathematics and science; positive approaches to learning such as curiosity and motivation; and language development and early literacy skills.

Question 19

Structural quality

Answer 19

Features of an early childhood program, such as maximum group sizes, teacher/child ratios, and teacher qualifications, that are relatively easy to quantify and measure.

Question 20

Family childcare home

Answer 20

Child care in which care-givers provide care in their own homes for a small group of children, often multi-age groups.

Question 21

Laboratory schools

Answer 21

School operated by colleges and universities that usually serves children of students and faculty and also acts as a model of excellent education for student teachers.

Question 22

Absorbent mind

Answer 22

Maria Montessori’s image of the child as actively learning from sensory experiences.

Question 23

Bank street approach

Answer 23

Originating with Lucy Sprague Mitchell at Bank Street College, a curriculum framework based on individual children’s development, emphasizing that learning begins in children’s experiences in the immediate environment (here and now).

Question 24

Child-centered curriculum

Answer 24

John Dewey’s idea that curriculum should reflect the concepts and topics that the child is interested in and capable of learning.

Question 25

Competent child

Answer 25

The image of children as active players in their own development and learning.

Question 26

Constructivism

Answer 26

Learning theory derived from the work of Jean Piaget which assumes that children actively build their knowledge from firsthand experiences in stimulating environments.

Question 27

Froebel’s occupations and gifts

Answer 27

Invented by Froebel for kindergarteners, occupations were planned experiences designed to train children’s eye-hand coordination and mental activity, and gifts were concrete materials, many of which influenced later toy development.

Question 28

Integrated curriculum

Answer 28

Learning plan that addresses goals across multiple areas of the curriculum at the same time.

Question 29

Lanham Act

Answer 29

Federal legislation to provide emergency child care and other services for families employed in the war effort during World War II.

Question 30

Progressive education movement

Answer 30

Major effort to reform schooling in the early 20th century to make it more democratic and responsive to children’s needs. This movement was highly influential on early childhood education and later ideas about developmentally appropriate practice.

Question 31

Autism spectrum disorders (ASD)

Answer 31

Complex developmental disabilities that impact the normal development of the brain processes related to social interaction and communication skills.

Question 32

Developmental domain

Answer 32

An area of development such as fine and gross motor skills, cognitive abilities, self-help capabilities, and social and communication skills.

Question 33

Differentiated instruction

Answer 33

The creation of multiple paths so that children of different abilities, interests, and learning needs experience equally appropriate ways to achieve important learning goals.

Question 34

Free appropriate public education (FAPE)

Answer 34

Education for children with disabilities that is required by IDEA, so that children with disabilities are not denied the same opportunities offered to everyone else.

Question 35

Individualized education program (IEP)

Answer 35

A written plan designed to meet the unique needs of a child with a disability or special need; it is developed, reviewed, and revised by an IEP team during meetings for each child who is eligible for special education services.

Question 36

Nature

Answer 36

Term for the hereditary or genetic contributions to human development.

Question 37

Nurture

Answer 37

Environmental factors and experiences that influence human development and behavior

Question 38

Prompts

Answer 38

Gestural, model, physical, pictorial, or verbal cues that elicit responses from children to assist them in using a specific skill.

Question 39

Resilience

Answer 39

A child’s ability to overcome, adapt ro, or minimize the damaging effects of adversity.

Question 40

Response to Intervention (RTI)

Answer 40

A three-tiered framework intended to prevent learning delays in primary grades from becoming learning disabilities.

Question 41

Temperament

Answer 41

The pattern of arousal and emotionality that is characteristic of an individual.