JBTE Early Childhood Education key terms

A specific skill or behavior most children show within a predictable age range, such as walking by around 15 months or using two-word phrases by age two. Teachers use them to notice progress and decide when to seek support.

A child's inborn style of reacting to people and events, seen in mood, activity level, adaptability, and intensity. Knowing a child's temperament helps teachers arrange the room, pace the day, and respond without labeling the child as difficult.

Temporary support an adult or peer gives while a child learns a task, such as modeling a step, asking a guiding question, or holding part of the materials. The support is reduced as the child takes over.

The gap between what a child can do alone and what the child can do with help from a more capable person. Instruction aimed inside this gap stretches learning without causing frustration.

A set of mental skills that let children hold information in mind, focus attention, switch between rules, and resist impulses. These skills grow quickly in early childhood and are practiced through games, songs, and turn-taking.

A relationship pattern in which a child trusts an adult to comfort and protect them, so the child feels safe exploring. Consistent, warm, responsive caregiving builds it and supports later social and emotional health.

Teaching decisions matched to children's ages, individual abilities, and social and cultural contexts. It combines what research says children need with knowledge of each child and family.

An approach where children learn through self-directed and guided play with materials, peers, and ideas. Teachers plan the environment and interact intentionally so play develops language, thinking, and social skills.

Play that keeps child choice and enjoyment while an adult adds a question, prop, or suggestion to steer toward a learning goal. It sits between free play and direct instruction.

A clearly defined classroom area stocked with materials for one kind of activity, such as blocks, art, sand, or books. Centers let children choose, practice independence, and revisit skills across many days.

A plan that grows from children's interests, questions, and observations rather than a fixed sequence set in advance. Teachers document what children notice and build projects and experiences around it.

Objects that can be used in many ways, like blocks, clay, fabric, and boxes, instead of having one correct outcome. They invite experimentation, conversation, and longer, more complex play.

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

What children know about how books and writing work, such as reading left to right, words separated by spaces, and pictures carrying meaning. It is learned through shared reading and everyday print.

A shared-reading routine in which the adult asks open questions, prompts the child to talk about pictures, expands the child's answers, and repeats the exchange. It builds vocabulary and oral language.

The words and sentences a child understands when listening, which usually develop before spoken words. Teachers check it by watching how a child follows directions, points, or responds to stories.

Young children's attempts to write words using the letters and sounds they know, such as writing KT for cat. It shows growing sound awareness and should be encouraged, not corrected letter by letter.

A child learning two or more languages at the same time, or learning a second language while still developing the first. Support includes home-language respect, visuals, gestures, and rich peer interaction.

Instantly recognizing how many objects are in a small group without counting, such as seeing three dots and knowing it is three. It supports later addition and mental math.

Matching one number word or object to exactly one item while counting, such as touching each block once. It is a foundation for accurate counting and comparing quantities.

Understanding that the last number said when counting a group tells how many items are in that group. Children show it when asked how many and they answer without recounting.

Recognizing, copying, extending, and creating repeating sequences such as red-blue-red-blue or clap-stomp-clap. Pattern work builds early algebraic thinking and attention to regularity.

Putting objects in order by size, length, weight, or another attribute, from smallest to largest for example. It supports comparison language and understanding of measurement.

Practices that lower the risk of sleep-related infant death: placing babies on their backs, on a firm flat surface, with no pillows, blankets, or toys, and keeping the room comfortably cool.

Treating all blood and body fluids as potentially infectious by using gloves, handwashing, and proper disposal. The approach protects children and staff without needing to know anyone's health status.

Written rules that say when a sick child must stay home or be sent home, such as fever with behavior change. Clear criteria reduce spread of illness and help staff talk with families consistently.

A written set of steps for evacuation, sheltering, lockdown, and reuniting children with families, practiced through regular drills. Staff need assigned roles and accessible supplies.

A written plan from a health provider listing a child's allergens, symptoms, and emergency medication steps. Staff follow it to prevent exposure and respond quickly to a reaction.

Ongoing, two-way partnership with families that shapes classroom practice and supports learning at home. It goes beyond informing parents to inviting their knowledge, questions, and decisions.

Teaching that recognizes and uses children's and families' cultures, languages, and routines as strengths. It includes examining materials and practices for bias and adapting to each community.

Focusing on what a family already does well, such as routines, relationships, and resourcefulness, rather than only on deficits. It builds trust and makes support planning more effective.

Exchange in which information flows to families and back, using formats and languages they can use. Examples include short notes, calls, apps, and conversations at pickup with time to listen.

Connecting a family to local services such as food assistance, health clinics, early intervention, or housing help, with follow-up. Staff share options respectfully and let the family decide.

Ongoing gathering of evidence during everyday activity to adjust teaching right away. It looks like notes, photos, and questioning rather than tests at the end of a unit.

A brief, factual written account of one specific event, saying what a child did and said without judgment. Collected over time, these notes reveal patterns for planning and sharing with families.

A purposeful collection of a child's work, photos, and observation notes gathered over time. It shows growth and supports conversations with families and transition planning.

A brief, validated check that identifies children who may need deeper evaluation in areas like speech, movement, or social skills. It is not a diagnosis and always leads to follow-up.

Regularly pausing to think about what happened, why, and what to try next, alone or with colleagues. It turns daily experience into professional learning and better decisions.