LCA Childcare/Community Care key terms

An approach to teaching that matches activities and expectations to children's age, individual abilities, and social and cultural background. It combines what is known about child development with knowledge of each child and family.

The gap between what a child can do alone and what the child can do with help from a more capable person. Teaching is most effective when it targets tasks inside this range.

Temporary support an adult or peer gives a child to complete a task just beyond the child's independent ability. Support is gradually reduced as the child gains competence.

The understanding that people and objects continue to exist even when they cannot be seen, heard, or touched. It typically develops in infancy and is a milestone of cognitive development.

The first stage in Piaget's theory of cognitive development, roughly from birth to two years. Infants learn through senses and movement and gradually develop object permanence and intentional actions.

A skill or behavior most children achieve within an expected age range, such as walking, first words, or sharing. Milestones guide observation but are not strict deadlines for every child.

A brief, standardized check that identifies children who may need further evaluation for delays or disabilities. Screening is not a diagnosis; it flags children for referral to specialists.

The emotional bond between a child and a primary caregiver that shapes feelings of safety and trust. Secure attachment supports exploration, learning, and healthy relationships later in life.

A child's natural style of reacting to people and situations, such as activity level, mood, and adaptability. Understanding temperament helps caregivers respond to individual children rather than label them.

Distress a child shows when separated from a familiar caregiver. It is common in late infancy and toddlerhood and usually eases with predictable routines and reassuring goodbyes.

An approach in which children learn through self-directed and guided play rather than formal instruction. Play supports language, social skills, problem-solving, and motor development at the same time.

A toy or resource with no single correct use, such as blocks, sand, or fabric. Open-ended materials invite creativity, language, and problem-solving across ages and ability levels.

Small, movable objects such as shells, bottle caps, or twigs that children can combine, stack, and redesign. They support creativity and fine motor control but require supervision for choking risk.

The early reading and writing behaviors that develop before formal schooling, such as handling books, scribbling, and recognizing print. It grows through talking, singing, and shared reading.

The ability to notice and work with the sounds of spoken language, including rhymes, syllables, and individual sounds. It is a strong predictor of later reading success.

A shared-reading method in which the adult asks open questions and encourages the child to talk about the book. It builds vocabulary and comprehension more than reading aloud alone.

The systematic watching and noting of children's behavior, words, and interactions in everyday settings. It is the foundation for assessment, planning, and communicating with families.

A short, factual written account of a specific incident or behavior, noting what happened and when. It captures context quickly but is not intended to measure progress over time.

A detailed, continuous narrative that records a child's actions and words in sequence over a set period. It preserves order and context, making it useful for analyzing behavior patterns.

The collection and display of children's work, photos, and observations to make learning visible. It supports planning, reflection, and sharing progress with families and colleagues.

An organized collection of a child's work samples and records gathered over time. It shows growth and is used for assessment, planning, and family conferences.

Evaluating children by observing them doing real tasks in everyday settings rather than through artificial tests. It reflects typical performance and fits young children's learning styles.

Adjusting routines, materials, and interactions to match each child's needs, preferences, and abilities. It respects differences and is central to inclusive practice in group settings.

Placing and supporting children with disabilities in the same settings and activities as typically developing peers. It involves adapting the environment so every child can participate fully.

A written plan required for eligible children receiving special education services. It sets goals, services, and accommodations and is developed with the family and a team.

A plan for infants and toddlers with developmental delays that focuses on family priorities and early intervention services. It is reviewed regularly and involves the family as a full partner.

Services for young children with developmental delays or disabilities, provided as early as possible to improve outcomes. It often includes therapy, family coaching, and coordination with community providers.

Planning lessons and environments with multiple ways to engage, represent information, and show learning. It reduces barriers for all children rather than fixing individual deficits after the fact.

A change in how a child accesses activities or shows learning without lowering expectations, such as extra time or visual cues. It removes barriers while keeping the same learning goal.

A change to what a child is expected to learn or do, usually simplifying the content or goal. Unlike an accommodation, it alters the standard rather than only the access route.

Harm or failure to meet a child's basic needs by a caregiver, including physical, emotional, and sexual abuse and neglect. Early childhood staff are mandated to recognize and report it.

A professional legally required to report suspected child abuse or neglect to the designated authority. In childcare, this duty applies even if the suspicion is not confirmed.

A belief based on observable facts or statements that a child may have been harmed. It is the legal threshold for reporting, not proof, and reporters need not investigate first.

The ethical and legal duty to keep children's and families' personal information private and share it only with those who need it. It applies to records, conversations, and photographs.

A U.S. federal law protecting the privacy of students' education records and giving parents rights to inspect and correct them. It applies to schools receiving federal funds and covers sharing limits.

The limits that keep the caregiver-child and caregiver-family relationship safe, respectful, and focused on the child. They guide decisions about touch, gifts, social media, and personal disclosure.

A written set of principles that guides professional conduct and decision-making in early childhood settings. It helps staff resolve dilemmas involving children, families, and colleagues.

Speaking up and taking action to protect children's rights and improve services and policies. It can happen at the classroom, program, community, or legislative level.

Building ongoing, respectful partnerships with families so they are involved in decisions and learning. It goes beyond one-way communication and treats families as experts on their children.

Recognizing and respecting families' cultures, languages, values, and traditions in daily practice. It means adapting communication and routines rather than expecting families to conform.

A planned visit to a child's home by program staff to build trust and learn about the family's routines and goals. It should be voluntary, respectful, and arranged in advance.

An unfair preference or assumption about a person or group that can distort judgment and treatment. Recognizing implicit bias helps staff ensure fair, equitable care for every child.

The standard steps of wetting hands, applying soap, scrubbing for at least 20 seconds, rinsing, and drying with a disposable towel. Staff and children wash at set times to prevent illness spread.

Treating all blood and body fluids as potentially infectious and using gloves and barriers accordingly. The approach protects staff and children without needing to know anyone's health status.

A virus or organism spread through contact with infected blood, such as hepatitis B or HIV. Programs must train staff, provide protective equipment, and follow cleanup procedures.

A written program document describing how staff will reduce and respond to exposure to blood or body fluids. It covers protective equipment, cleanup, training, and reporting of incidents.

Written rules stating when a sick child must stay home or be sent home and when they may return. Clear criteria protect other children while avoiding unnecessary exclusion.

The controlled process of giving a child medicine at the program, requiring written parent authorization, original packaging, and accurate documentation. Staff must be trained and follow the program's policy.

A factual written record of an injury, accident, or unusual event involving a child, completed promptly and shared with the family. It documents what happened, when, and what was done.

An object small enough to block a young child's airway, often fitting through a small-parts cylinder. Foods and toys must be checked and adjusted for each child's age and chewing ability.

Attentive watching in which adults position themselves to see and hear all children, count heads, and move around. It reduces injuries and is more than simply being present in the room.

Sudden infant death syndrome, the unexplained death of a sleeping infant. Safe sleep practices place babies on their backs, on a firm surface, without soft bedding or loose items.

Practices that reduce sleep-related infant death, including back sleeping, a firm flat surface, no pillows or blankets, and room sharing without bed sharing. Caregivers should check infants frequently.

A change from one activity, room, or setting to another, such as moving from play to lunch or to a new program. Predictable warnings and routines help children feel secure.

The predictable sequence of daily events such as arrival, meals, rest, and departure. Consistent routines give children security and support self-regulation and independence.

A child's growing ability to manage emotions, attention, and impulses to meet a situation's demands. It develops through co-regulation with caring adults and predictable environments.

Demonstrating a behavior or skill so a child can observe and imitate it. Adults model language, sharing, and calming strategies more effectively than instructions alone.

Discipline that teaches appropriate behavior through clear limits, redirection, and natural consequences rather than punishment. It protects children's dignity and builds self-control over time.