CHSE Odisha Vocational Creche & Pre-School Management (CPM/CPSM) flashcards

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

Growth versus development

Growth is a measurable increase in body size such as weight and height. Development is a progressive change in skills and function, such as walking or talking. Growth is quantitative; development is qualitative and sequenced.

Object permanence

The understanding that an object still exists when it is out of sight. It develops during Piaget's sensorimotor stage, typically becoming firm between 8 and 12 months, and is shown by a baby searching for a hidden toy.

Moro reflex

A startle reflex in newborns: the arms fling outward and then curl back when the head drops or a loud sound occurs. It is normal in early infancy and normally disappears by about 3 to 4 months of age.

Developmental milestone red flags

Signs that warrant referral: no social smile by 3 months, no head control by 4 months, no sitting by 9 months, no walking by 18 months, no words by 18 months, or loss of any acquired skill.

Staff-child ratio

The number of trained adults required per group of children. Common norms are one adult to four to six children under three years, and one adult to eight to twelve children aged three to six.

Creche versus pre-school

A creche primarily provides care, feeding, rest and safety for children from birth to three years while parents work. A pre-school provides structured play-based education and school readiness for children aged three to six years.

Daily routine in ECCE

A fixed, repeating sequence of care and activity across the day, such as arrival, free play, circle time, guided activity, outdoor play, meal, rest and departure. Predictability gives young children security and reduces distress.

Admission register

A bound record listing each child's full name, date of birth, sex, parent or guardian details, address, contact number, emergency contact, immunisation status, allergies and date of joining. It is a mandatory administrative document.

Anecdotal record

A short, dated, factual note describing one specific incident involving a child, written without interpretation or judgement. Several anecdotes together reveal behaviour patterns and support discussion with parents.

Attendance percentage formula

Monthly attendance percentage equals the number of days the child was present divided by the number of working days in that month, multiplied by one hundred. It is calculated separately for each child and each staff member.

Growth chart faltering

A flat or falling weight-for-age curve on the growth chart, indicating the child is not gaining weight as expected. It signals undernutrition or illness and requires nutritional counselling and medical referral.

Five critical handwashing times

Wash hands with soap before eating or feeding a child, after using the toilet, after handling waste, before preparing food, and after coughing or sneezing. Scrubbing should last at least twenty seconds.

ORS preparation

Oral rehydration salts are dissolved in the exact volume of clean water stated on the packet, usually one litre. The solution is given in small frequent sips during diarrhoea and discarded after twenty-four hours.

Accident register

A record of every injury or near-miss at the centre, noting date, time, child, what happened, first aid given, parent informed and corrective action taken. It supports prevention and protects the institution legally.

Theme web planning

A planning method in which one theme, such as rain or animals, is broken into related activities across art, story, song, number, motor and language areas. It gives the week coherence and links learning across domains.

Phonological awareness

The ability to hear and manipulate the sounds of spoken language, including rhyming, clapping syllables, identifying first sounds and blending sounds. It is oral and is a strong predictor of later reading success.

One-to-one correspondence

The early numeracy skill of matching one object to exactly one other object, such as giving one plate to each child. It is the foundation for meaningful counting and for understanding that the last number names the total.

Observation-based assessment

Assessment of young children through systematic observation recorded in checklists, rating scales, anecdotal records and portfolios. It avoids written tests and marks, which are inappropriate for children under six years.

Zone of Proximal Development

Vygotsky's term for the gap between what a child can do alone and what the child can do with skilled adult or peer help. Teaching within this zone, using scaffolding, moves learning forward.

Assimilation and accommodation

Piaget's two ways of adapting. Assimilation fits new experience into an existing mental schema; accommodation changes the schema when the new experience does not fit. Together they drive cognitive development.

Separation anxiety

Distress shown by a young child when separated from the main caregiver, peaking roughly between eight and eighteen months and again at pre-school entry. A short, predictable goodbye routine reduces it.

ABC behaviour record

A record of Antecedent (what happened before), Behaviour (what the child did) and Consequence (what followed). It helps staff identify triggers and patterns rather than labelling the child as naughty.

Positive guidance

A behaviour approach that prevents problems through routine and environment, then redirects, offers limited choices and applies logical consequences, teaching the expected behaviour instead of punishing the child for a past act.

Parallel play

A stage, common around two to three years, in which children play side by side with similar materials but do not organise a shared activity. It normally precedes associative and then cooperative play.

Expansion technique

An adult language strategy in which the child's short utterance is repeated in a fuller grammatical form, for example 'doggie big' becomes 'yes, the big dog is running'. It models grammar without correcting the child.

Emergent writing stages

The developmental sequence of early writing: scribbling, mock letters, letter-like forms, invented spelling and finally conventional spelling. Scribbling is a valid stage and should be encouraged, not corrected.

Epstein's involvement types

Six ways families support learning: parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. A centre plans for all six rather than relying on meetings alone.

Parent-teacher meeting record

A dated written note of what was discussed with the parent, the observations shared, the actions agreed by both sides and the follow-up date. It maintains continuity and protects both the family and the centre.

Inclusive education

An approach in which children with disabilities attend the same setting as their peers, with the environment and teaching adapted to fit the child. Integration, by contrast, expects the child to fit an unchanged setting.

Universal Design for Learning

A planning framework using multiple means of representation (show, tell, touch), multiple means of expression (say, draw, act) and multiple means of engagement (choice, interest). It benefits all children, not only those with disabilities.

Break-even point

The number of enrolled children at which total fee income equals total cost. It is calculated as fixed monthly costs divided by the fee per child minus the variable cost per child.

Internship reflective log

A daily record kept during practical training noting the date, hours, activity conducted, children's response and the trainee's own reflection, countersigned weekly by the supervisor. It is assessed as part of the practical examination.