childhood education
childhood education
20 terms
My name is Andrew Guillemette. My program is springboard to a DCS. I have been in this program only for one year, this program help me to do important class will I am searching for what I want to do. And now I found what I want to do, childhood education. With this program I will be able to help kids and teach them new things. I would search words for the glossary on google and the definition in the Cambridge dictionary online. In the end I will be able to help kids and be there for them.
- accommodation
- Tools to allow certain students to learn and demonstrate their learning in their own way. learning from the child point of view.
- adult-child ratio
- The Canadian Child Care Federation recommends a 1:8 ratio of adults to preschoolers.
- affective development
- The area of child’s growth that is about personality, emotions, making and changing friends, social skills and the child’s perception of his/her self.
- assessment – child assessment
- Information (usually from multiple sources) that is put together and examined and interpreted to make an appraisal of the child or judgment about the child’s development, abilities or needs.
- assimilation
- A terms used in early childhood theory and proposed by a theorist called Jean Piaget is assimilation. This describes how when a child learns a new idea or concept it is fitted into what they currently know or think.
- attachment
- Human connections contribute to the child’s overall sense of well-being. Activities that work on establishing secure attachment between the child and the people who care for, and educate them.
- bias
- Bias in early childhood education can be both implicit and explicit. Implicit bias is an automatic or unconscious reaction someone has toward other people. With explicit bias, individuals are aware of their prejudices and attitudes toward certain groups.
- compassion
- Sympathetic pity and concern for the sufferings or misfortunes of others.
- continuity of care
- Maintaining constancy in the kinds of individuals and environments with which the child interacts during his or her early years enhances brain growth and learning.
- cultural competence.
- Understanding the community of learners and their contexts can support the development of appropriate culturally responsive materials.
- curriculum
- Refers to an outline of what children will be learning, and the learning materials and processes available to them to achieve those learning outcomes.
- developmental Domains
- They allow educators, parents and caregivers to keep track of appropriate development or intervene when there is a cause for concern.
- egocentrism
- Not having the ability to see things from another person’s perspective, or not realizing that others’ viewpoints can differ from one’s own.
- executive function
- Refers to cognitive skills that help children regulate their behavior such as their ability to focus, remember instruction and control certain inhibitions to complete a task. Executive function is extremely important in early childhood education as there is a strong connection to both academic and social success.
- identify children “at risk”
- Necessary interventions, supports and measures can be taken. By choosing to improve the quality of early learning, the at-risk factors can be mitigated to some degree.
- intersubjectivity
- When two or more people engaged in a task with different understandings of it, come to form a shared understanding as each adjusts to each other’s perspective.
- motor skills
- Motor skills are absolutely crucial for early education because physical development is a big part of growth. Cognitive and socio-emotional skills enable early learners to conceptualize and solve problems or acquire early literacy and numeracy, but in order to perform certain activities that show those skills, motor skills are needed.
- observational tools
- Refers to instruments that are used to assess and communicate the level of quality in early Education programs.
- patience
- The capacity to accept or tolerate delay, trouble without getting angry. Be able to no getting angry at a kid even if they are annoying.
- protective factors
- To minimize this risk, protective factors include community and social support and knowledge of parenting and child development.