LCA Childcare/Community Care flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Object permanence

The understanding that objects continue to exist when they are out of sight. It develops during Piaget's sensorimotor stage, typically becoming established between 8 and 12 months of age.

Zone of proximal development

Vygotsky's term for the gap between what a child can do independently and what the child can do with guidance from a more capable adult or peer.

Scaffolding

Temporary, gradually withdrawn support an adult or peer provides so a child can complete a task just beyond current ability; support decreases as competence grows.

Parallel play

A play stage in which toddlers play side by side with similar materials but do not interact or share goals. It is typical of children around two to three years.

Separation anxiety

Distress a young child shows when separated from a primary caregiver. It typically peaks between roughly 8 and 18 months and fades as trust and language develop.

Secure attachment

A relationship pattern in which a child uses the caregiver as a safe base for exploration and seeks comfort when distressed, built through consistent and responsive care.

Handwashing duration

Soap and running water should be used for at least 20 seconds, including before food handling and after toileting, diapering, or contact with body fluids.

Standard precautions

Treating all blood and body fluids as potentially infectious by using gloves, barriers, and proper disinfection of surfaces after any contact, regardless of known health status.

Safe sleep position

Infants should be placed on their backs on a firm, flat surface with no loose bedding, pillows, or toys to reduce the risk of sleep-related death.

Temperature danger zone

The range between 40°F and 140°F (4°C and 60°C) where bacteria multiply rapidly; keep hot foods above and cold foods below this range.

Choking hazard foods

Whole grapes, nuts, popcorn, hard candy, hot dogs, and raw carrots are common choking risks for children under four; cut food small and supervise seated eating.

Exclusion criteria

Health conditions that require a child to stay home, such as fever with behavior change, vomiting, diarrhea, contagious rash, or inability to participate in activities.

Running record

A narrative observation method that records everything a child does and says in sequence, without interpretation, over a defined period of time.

Anecdotal record

A brief, factual, focused observation of a single incident or behavior, dated and written objectively, often used to document development over time.

Time sampling

An observation method in which a target behavior is recorded at set intervals (for example every five minutes) to estimate how often it occurs.

Event sampling

An observation method that records every occurrence of a specific target behavior, including what happened before, during, and after the event.

Objective documentation

Recording observable, measurable facts such as "stacked four blocks" rather than judgments or labels such as "is good at building" or "is shy."

Portfolio assessment

A purposeful, dated collection of a child's work, observations, and photos used to show growth over time and to guide planning and family conferences.

Screening versus diagnosis

Screening briefly identifies children who may need further evaluation; diagnosis is a formal determination made by qualified professionals, usually with parental consent.

Developmentally appropriate practice

An approach based on three considerations: knowledge of child development, knowledge of each individual child, and knowledge of each child's social and cultural context.

Emergent literacy

Early reading and writing foundations, including phonological awareness, print awareness, vocabulary, narrative skills, and letter knowledge, built through shared reading and play.

Learning centers

Defined classroom areas such as blocks, dramatic play, art, and library where children choose activities; materials are accessible and rotated to sustain engagement.

One-to-one correspondence

The early math skill of matching one object to exactly one other object, such as touching each item once while counting or setting one cup per plate.

Balanced daily schedule

A plan that alternates active and quiet, indoor and outdoor, individual and group, and child-initiated and teacher-directed activities, with planned transitions.

Two-way communication

Family communication that invites response and input rather than only giving information; it is respectful, culturally responsive, and offered in the family's preferred language.

Strengths-based conferences

Private, planned family meetings that begin with the child's strengths, use work samples and documentation, and set shared goals rather than listing deficits.

Cultural competence

Recognizing that child-rearing practices, communication styles, and expectations vary by culture, and avoiding deficit thinking when practices differ from the program's norms.

IDEA Part C

The federal program providing early intervention services for children under three with developmental delays or disabilities, planned through an Individualized Family Service Plan.

Mandated reporting

The legal duty of childcare professionals to report suspected child abuse or neglect to the designated protective agency; good-faith reports are protected by law.

Neglect indicators

Observable signs such as unmet basic needs, poor hygiene, unattended medical problems, chronic hunger, and frequent unexplained absences that may suggest neglect.

Supervision ratios

State-set limits on the number of children per staff member; staff must keep children within sight and sound and never leave them unsupervised.

IFSP versus IEP

The IFSP is a family-focused plan for children under three under IDEA Part C; the IEP is a school-age plan for children three to twenty-one under Part B.