MTLE Pedagogy: Early Childhood (Birth to Grade 3) flashcards

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

Object permanence

The understanding that objects continue to exist when out of sight. It develops during Piaget's sensorimotor stage, typically emerging between 8 and 12 months of age.

Conservation

The understanding that quantity stays the same despite changes in appearance, such as a taller thinner glass holding the same water. It is typically absent in preoperational children and emerges around age 6-7 for number.

Zone of proximal development

Vygotsky's term for the range of tasks a child cannot yet do alone but can accomplish with guidance from a more capable adult or peer. Instruction is most effective within this zone.

Scaffolding

Temporary, graduated support a teacher provides within the zone of proximal development, such as modeling, prompting, or breaking a task into steps. Support is withdrawn as the child gains competence.

Egocentrism

A preoperational characteristic in which a child has difficulty taking another person's perspective, illustrated by Piaget's three-mountain task. It is normal in early childhood and declines with development.

Secure attachment

An attachment pattern in which a child uses the caregiver as a safe base, shows distress at separation, and is easily comforted on reunion. It develops from consistent, responsive caregiving.

Cephalocaudal development

The pattern in which motor control develops from head to toe, so infants gain head and neck control before trunk, then sitting, then walking. It describes gross motor sequence.

Proximodistal development

The pattern in which motor control develops from the center of the body outward, so large shoulder and arm movements appear before precise finger control. It explains fine motor progression.

Developmentally appropriate practice

An approach built on three considerations: knowledge of child development, knowledge of each individual child, and knowledge of the child's social and cultural context. It guides curriculum and environment decisions.

Phonological awareness

The oral awareness of the sound structure of language, including words, syllables, rhymes, and phonemes. It develops before phonics and does not require printed letters.

Phonemic awareness

The ability to identify and manipulate individual phonemes in spoken words, such as blending /k/ /a/ /t/ into cat or segmenting cat into three sounds. It is a subset of phonological awareness.

Phonics

Instruction in the relationship between letters and the sounds they represent, used to decode printed words. It differs from phonemic awareness, which involves spoken sounds only.

Running record accuracy

A calculation of words read correctly divided by total words read, times 100. Scores of 95-100 percent indicate independent reading, 90-94 percent instructional, and below 90 percent frustration level.

Formative assessment

Assessment conducted during instruction to inform teaching decisions, such as observations, exit tickets, and running records. It is not used for final grades.

Summative assessment

Assessment administered at the end of a unit, term, or year to measure achievement against standards. It documents learning rather than guiding day-to-day instruction.

Progress monitoring

Frequent, brief assessment of a specific skill to track a child's response to intervention over time. It is used to adjust instruction and determine whether supports are effective.

Subitizing

The ability to recognize the quantity of a small set without counting, usually up to three or four items. It supports early number sense and later addition strategies.

Play-based learning

An instructional approach in which children construct knowledge through guided and free play, with adults arranging materials and interactions to target learning goals. It aligns with young children's developmental needs.

Interest centers

Defined classroom areas such as blocks, dramatic play, books, and art where children choose activities. They support exploration and should be arranged with clear boundaries and accessible materials.

Visual schedule

A picture-based sequence of the day's events posted where children can see it. It supports predictability and reduces anxiety and disruptive behavior during transitions.

Transition warning

A cue given before an activity changes, such as a five-minute and two-minute notice or a song. It helps young children prepare to stop and move, reducing transition problems.

Positive behavior support

A tiered framework with universal expectations for all children, targeted supports for some, and individualized intensive supports for a few. It emphasizes teaching and reinforcing appropriate behavior.

Redirection

A guidance strategy in which the teacher steers a child toward an acceptable alternative activity or behavior instead of simply prohibiting the current one. It preserves the relationship and teaches alternatives.

Logical consequences

Outcomes that follow naturally and reasonably from a child's behavior, such as cleaning up a spill. They teach responsibility rather than impose unrelated punishment.

ABC behavior record

A documentation method recording the antecedent, behavior, and consequence of an incident. It supports functional behavior assessment and reduces reliance on subjective impressions.

Safe sleep practice

Placing infants alone on their backs in a crib with a firm mattress and no loose bedding. It reduces the risk of sudden infant death syndrome in infant care settings.

Mandated reporting

The legal duty of early childhood professionals to report suspected child abuse or neglect to the designated state authority. Reporting in good faith is protected, and teachers do not investigate.

Confidentiality

The obligation to share children's records, observations, and photographs only with those who have a legitimate need, following program policy and applicable privacy law.

IFSP

The Individualized Family Service Plan, used for children from birth to age 3 under IDEA. It includes family outcomes and services in the child's natural environment.

IEP

The Individualized Education Program, used for children ages 3-21 who qualify for special education. It specifies measurable goals, services, and placement in the least restrictive environment.

Least restrictive environment

The legal requirement that children with disabilities be educated with typically developing peers to the maximum extent appropriate, with supplementary aids and services as needed.

NAEYC Code of Ethical Conduct

A professional code organizing responsibilities toward children, families, colleagues, and community and society. Children's interests come first when ethical obligations conflict.