Korean Kindergarten Teacher Appointment: early-childhood foundations key terms
Korean Kindergarten Teacher Appointment: early-childhood foundations · Get comfortable with the vocabulary.
- Scaffolding
Temporary support adjusted to what a learner can accomplish with assistance and gradually withdrawn as independent competence increases.
- Formative assessment
Evidence gathered during learning to guide feedback and subsequent teaching decisions rather than only assign a final comparative score.
- Anecdotal record
A concise factual account of a significant observed event, distinguished from an unsupported label about a child’s personality.
- Portfolio
A purposeful collection of work and observations over time used to interpret development, learning and possible next steps.
- Reflective practice
Systematic consideration of teaching decisions during and after action in order to improve their fit with learners and educational purposes.
- Criterion-referenced assessment
Interpretation of performance against specified criteria rather than solely against the performance of a comparison group.
- Differentiation
Adjustment of support, materials or ways of participating so that learners can access meaningful educational purposes.
- Symbolic play
Play in which an object, action or role represents something else, allowing children to organize and communicate imagined experiences.
- Private speech
Speech directed to oneself that can support a child’s organization of action and self-regulation within a sociocultural account of development.
- Conservation
Understanding that a relevant quantity remains unchanged despite a transformation in appearance when nothing relevant has been added or removed.
- Temperament
Individual differences in reactivity and regulation that interact with experience and the fit of the surrounding environment.
- Perspective taking
Considering another person’s viewpoint or knowledge rather than assuming that everyone shares one’s own perception and information.
- Goodness of fit
The relationship between a child’s characteristics and the demands and support of the environment, considered rather than blaming either in isolation.
- Co-regulation
Responsive interpersonal support that helps a child manage emotion, attention or behavior while developing increasing independent regulation.
- Integrated curriculum
An approach connecting learning across domains through meaningful experiences rather than assuming that every activity belongs exclusively to one subject.
- Open-ended material
A resource that supports several forms of exploration or representation rather than prescribing only one correct finished product.
- Emergent literacy
Developing understanding and use of language, stories and print through meaningful experiences before conventional independent reading and writing.
- One-to-one correspondence
Matching one object with one number word or another object during counting or comparison without skipping or double counting.
- Cardinality
Understanding that the last number word in an accurate count represents how many objects are in the counted set.
- Inquiry
A process of noticing, questioning, predicting, exploring and reviewing evidence rather than memorizing an answer before observation.
- Creative expression
Representation of ideas, experiences or feelings through materials, movement, sound or dramatic action without requiring identical responses.