CDA Birth to Five key terms

Rules that reduce an infant's risk of suffocation and SIDS during naps and nighttime rest: place babies alone, on their backs, in a crib with a firm mattress and no loose bedding, pillows, or soft toys.

An infection-control approach that treats all blood and body fluids as potentially infectious; staff wear gloves and other barriers, then wash hands and clean surfaces after contact, whether or not a child appears sick.

A step-by-step sanitary procedure: gather supplies, place the child on a clean surface, remove and bag the soiled diaper, wipe front to back, apply a fresh diaper, wash both pairs of hands, then disinfect the changing area.

A supervised hygiene procedure in which children and adults wet hands, apply soap, scrub all surfaces including between fingers for about twenty seconds, rinse, and dry with a disposable towel at key points in the day.

A written, regularly practiced procedure describing how staff and children leave the building during a fire, earthquake, or other crisis, including routes, meeting places, attendance checks, and supplies to carry out.

A signed form documenting each dose given at the program: child's name, medication, amount, time, route, prescriber authorization, parent permission, and the staff member who administered it.

Written rules stating which symptoms, such as fever, vomiting, or a contagious rash, mean a child must stay home or be sent home, and the conditions under which the child may safely return.

A physician-approved document listing a child's known allergens, the symptoms to watch for, the medication and dose to give in an emergency, and how to reach the family and emergency services.

Teaching that matches activities and expectations to children's typical ages and stages while also responding to each child's individual abilities, interests, temperament, and family culture.

Large-muscle movements that use the whole body, such as rolling over, crawling, walking, running, climbing, jumping, and throwing, which typically appear in a fairly predictable sequence during early childhood.

Small-muscle movements controlled mostly by the hands and fingers, such as grasping a cracker, stacking blocks, scribbling, buttoning, and cutting with scissors, which improve with practice and varied materials.

Temporary support an adult gives a child learning a new skill, such as modeling, hinting, or breaking a task into steps, then gradually withdrawing that help as the child becomes more capable.

Playthings with no single correct use, such as blocks, sand, fabric, water, or empty boxes, which children can explore in many ways and which support creativity, problem solving, and language.

The ability to notice and work with the sounds of spoken language, including hearing rhymes, clapping syllables, and identifying the first sound in a word; a strong predictor of later reading success.

A young child's growing understanding that written words carry meaning, that books are read from front to back, and that print on signs, labels, and packages communicates information to people.

The lasting emotional bond between a child and a familiar caregiver, built through consistent, responsive care; secure attachment supports exploration, confidence, and healthier relationships later in life.

A child's inborn style of reacting to people and events, such as how active, intense, cautious, or adaptable the child is; understanding it helps adults tailor routines, expectations, and guidance.

A child's developing ability to manage feelings, calm the body, wait, and follow simple rules without constant adult control; it grows through predictable routines, adult modeling, and coaching.

Distress a young child shows when a familiar caregiver leaves, common from about eight months to age three; brief, predictable goodbyes and reliable returns help children build trust over time.

A guidance technique that shifts a young child's attention from an unsafe or unacceptable behavior to a different, acceptable activity, used especially with infants and toddlers who cannot yet reason through rules.

Outcomes that follow fairly and naturally from a child's choice, such as wiping up a spill or repairing a torn picture, helping children see the connection between their actions and results.

A stage of play in which toddlers play side by side with similar toys but do not yet cooperate, share materials, or pursue a joint goal; it is normal and often comes before cooperative play.

Feedback that describes a child's effort, choice, or progress rather than judging the child, such as noting that the tower stayed up after many tries; it builds persistence and self-evaluation.

Ongoing two-way partnership between program staff and families in which they exchange information, set goals for the child, and make decisions together; it is broader than attending events.

A planned, private meeting between staff and family members to discuss a child's progress, share objective observations, listen to concerns, and agree on next steps and supports.

Recognizing and respecting the values, languages, traditions, and routines of each family, and adjusting caregiving and curriculum so every child feels represented, safe, and valued in the program.

Protecting personal information about children and families by sharing it only with people who need it to provide care or as the law requires, and by storing records securely.

Practices that help a child keep and build the language spoken at home, such as bilingual books, family-provided words and songs, and staff who avoid pressuring families to abandon it.

A predictable plan for when eating, resting, diapering, play, and group activities happen, balanced for children's needs and flexible enough to follow individual cues and moods.

A written outline of planned activities and learning goals for a group, naming materials, the sequence of the day, and how the plan will be adapted for individual children.

A short, objective, dated note describing a specific event in a child's behavior or words, written soon after it happens and kept as evidence for assessment and planning.

A written plan, required for eligible children under age three and developed with the family, that names developmental outcomes and the services and supports to be provided.

The number of children one adult is responsible for at a given time; lower ratios allow closer supervision and more responsive care, and licensing rules set minimums by age group.

A professional statement of core values and rules for early childhood educators, offering guidance on responsibilities to children, families, colleagues, and community when dilemmas arise.

A person legally required to report suspected child abuse or neglect to a designated agency; in most states early childhood educators hold this status and must report promptly.

Regularly examining one's own actions and their effects on children, then adjusting routines, language, or the environment; often supported by journals, peer feedback, and observation notes.

Speaking up publicly for children, families, and the profession, for example by contacting lawmakers about child care funding or explaining program needs to community leaders and employers.