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

Teaching that matches activities and expectations to a child's age, stage and individual needs. It also respects the child's family and cultural background, so learning stays challenging without becoming frustrating.

A skill or behaviour most children show within a rough age range, such as walking by about 18 months. Milestones guide observation and early referral, but children vary in timing.

Growth means measurable physical increase such as height and weight. Development means progressive change in skills and functioning, including motor, cognitive, language and social-emotional domains. Creche staff track both, using different tools.

Measurement of body size, mainly weight and length or height, used to assess nutrition and growth. In a creche it is done regularly, plotted on growth charts and compared with reference standards.

A graph on which a child's weight, height or head circumference is plotted over time against reference curves. A flattening line signals risk and prompts referral, even when a single value looks normal.

A brief, routine check that flags children who may need fuller assessment. It is not a diagnosis. In ECCE settings, screening covers vision, hearing, growth, development and general health.

Timely services started as soon as a delay or disability is suspected, to support the child and family. Earlier support usually improves outcomes and reduces secondary difficulties.

Organising a centre so every child, with or without disability, learns and plays together with reasonable adjustments. Barriers in the environment and attitudes are changed, not the child excluded.

A written plan for one child with identified needs, stating goals, supports, staff responsibilities and review dates. It is prepared with the family and shared with everyone who works with the child.

Using play as the main vehicle for learning, with adults preparing materials, space and time and joining in sensitively. Children explore, practise and consolidate skills through self-chosen and guided play.

Unstructured play the child chooses and directs, with adults supervising but not dictating. It builds initiative, problem-solving and language, and is a recognised part of a balanced daily routine.

The predictable sequence of arrival, play, meals, rest, outdoor time and departure in a creche or pre-school. Consistency gives young children security and supports self-regulation.

Assigning each child to one staff member who takes special responsibility for settling, observation, records and family communication. It builds secure attachment and continuity of care.

The gradual process of helping a new child and family adjust to the setting, often with short sessions and a familiar object from home. Rushing it increases distress and drop-out.

Distress shown by young children when parted from a main caregiver, typically emerging in infancy and easing gradually. Staff respond with warmth, predictable routines and reassurance, never shaming.

The enduring emotional bond a child forms with familiar caregivers, which shapes later confidence in relationships. Secure attachment grows from consistent, responsive care.

A child's fairly stable style of reacting, such as activity level, mood and adaptability. Understanding temperament helps staff fit expectations to the child instead of labelling them difficult.

Managing behaviour by teaching expected actions, giving clear limits and redirecting rather than humiliating or hitting. It protects self-esteem and helps children internalise self-control.

A guidance technique that shifts a young child's attention to an acceptable alternative activity before conflict escalates. It suits toddlers and pre-schoolers who cannot yet reason about rules.

An intense outburst of crying, screaming or thrashing common in toddlers when frustration exceeds their coping capacity. Calm, safe containment and later teaching work better than punishment.

Growth in recognising and managing feelings, forming relationships, taking turns and following social expectations. It develops through warm interactions, modelled behaviour and guided peer play.

Voluntary actions that help others, such as sharing, comforting and cooperating. It develops with encouragement, modelling and opportunities for group play rather than forced sharing.

The early foundations of reading and writing, including interest in books, handling print, telling stories and recognising signs. It grows from talk, rhyme and shared reading, not formal drills.

Awareness of the sound structure of spoken language, such as rhyme, syllables and initial sounds. It is a strong foundation for later reading and is built through songs and games.

Reading a book together with a child, with the adult pointing, asking open questions and letting the child turn pages. It builds vocabulary, attention and a positive attitude to books.

Early mathematical understanding built through everyday experience: counting objects, comparing sizes, matching, sorting and noticing patterns. It should be concrete and playful, not worksheet-based.

Matching one object or word to exactly one other, such as touching each cup as you count. It is a core early number idea that precedes true counting.

An organised collection of a child's work, observations and photographs showing progress over time. It supports planning, family discussion and assessment without ranking children.

A written note of what a child actually did or said, recorded objectively and dated. It informs planning and referral and is the basis of authentic assessment in ECCE.

A short, factual account of a single specific incident involving a child, written soon after it happens. It captures behaviour in context and builds a cumulative picture over time.

The official daily record of children present, absent and hours attended, with reasons noted where known. It supports safety, funding claims and early detection of irregular attendance.

The file created when a child joins, containing identity, guardian contact, immunisation and health details, consent forms and emergency numbers. It must be accurate and kept confidential.

Keeping children's and families' personal information private and sharing it only with those who need it for the child's care. It is an ethical and legal duty of all staff.

Policies and actions that keep children safe from abuse, neglect and harm, including safe recruitment, supervision, reporting procedures and a code of conduct. Every concern is documented and escalated.

Food supplying energy, protein, vitamins, minerals and fibre in the right proportions for a young child's needs. In a creche, menus and portion sizes must suit age and be safely prepared.

Extra food or snacks provided in a creche or anganwadi to add energy and nutrients to what the child gets at home. It should be locally suitable, hygienic and served at fixed times.

Correct handwashing with soap and running water at set times, such as before eating and after toileting. It is the simplest, most effective way to reduce infection in group care.

Families taking an active part in the centre through meetings, volunteer help, shared information and joint decisions. It improves continuity between home and creche and builds trust.

Regular two-way exchange between staff and families about the child's day, progress and concerns, through diaries, meetings or apps. It should be respectful, plain and confidential.

The standards of conduct expected of creche and pre-school staff: honesty, safety, respect for families, confidentiality and refusal of harsh punishment. Breaches harm children and damage trust.

Earning a living by running one's own creche, playgroup or day-care service rather than working for an employer. It requires a viable plan, licences, budgeting and marketing.

A written outline of the proposed service: target families, fees, costs, staffing, premises and expected income. It guides start-up decisions and is often needed for loans.

The official permission a creche must obtain by meeting prescribed standards for space, safety, staff ratios and records. Operating without it is illegal and unsafe.

The number of adults required for a given number of children, set tighter for younger groups. Adequate ratios allow supervision, responsive care and safe outdoor play.

A supervised placement in a real creche or pre-school where a trainee applies skills, keeps a log and receives feedback. It bridges classroom study and independent practice.