NBPTS EC/Generalist flashcards

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

Developmentally Appropriate Practice (DAP)

NAEYC framework for teaching young children that matches instruction to children's age, individual characteristics, and social/cultural contexts, emphasizing active, play-based learning rather than rote skill drills.

Zone of Proximal Development

Vygotsky's concept describing the gap between what a child can do alone and what they can do with guidance; teachers scaffold within this zone to promote learning without frustration.

Scaffolding

Temporary, responsive support (prompts, modeling, cues, partial solutions) that a teacher provides so a child can complete a task beyond independent ability; support is gradually withdrawn as competence grows.

Formative assessment

Ongoing, low-stakes gathering of evidence during instruction (observations, questioning, exit tickets, running records) used to adjust teaching in real time rather than to assign grades.

Running record

A detailed, sequential record of a child's oral reading behaviors, including accuracy, error types, self-corrections, and fluency, used to determine reading level and plan targeted instruction.

Phonological awareness

The ability to detect and manipulate sounds in spoken language, including syllables, rhymes, and individual phonemes; a foundational predictor of later reading success.

Phonemic awareness

The most advanced level of phonological awareness: the ability to isolate, blend, segment, and manipulate individual phonemes in spoken words, typically assessed orally without print.

Print concepts

Understanding of how print works: directionality, concept of word, letter versus word, punctuation, and book handling; assessed in early literacy and taught through shared reading.

Emergent literacy

The developmental period before conventional reading and writing in which children acquire oral language, print awareness, phonological skills, and early writing behaviors through play and interaction.

Balanced literacy

An instructional approach combining explicit skills instruction (phonics, fluency) with authentic reading and writing experiences (read-alouds, shared and guided reading, independent writing) across a daily framework.

Guided reading

Small-group instruction in which a teacher supports students reading texts at their instructional level, teaching strategic reading behaviors and providing individualized feedback within a supportive group.

Interactive writing

A shared writing activity in which teacher and children compose a text together, with students writing known words and letters while the teacher models and scaffolds conventions and spelling.

Number sense

A child's flexible understanding of numbers, including magnitude, counting principles, part-whole relationships, and the ability to decompose and compose numbers mentally.

Subitizing

The immediate recognition of the quantity of a small set of objects without counting, typically up to four items; a foundational early numeracy skill that supports later addition and subtraction.

One-to-one correspondence

The understanding that each object in a set is matched with exactly one number word when counting, a key counting principle that develops in preschool and early kindergarten.

Manipulatives

Concrete objects (counters, blocks, pattern blocks, linking cubes) used to model mathematical ideas and support young children's transition from concrete to representational and abstract understanding.

Math talk

Structured classroom discourse in which children explain strategies, justify answers, and compare approaches; supports conceptual understanding and mathematical language development.

Inquiry-based science

Instruction in which children investigate questions through observation, prediction, exploration, and discussion, building scientific practices and content knowledge from direct experience.

Science process skills

Observable thinking behaviors used in inquiry: observing, classifying, measuring, predicting, inferring, and communicating; these are taught and assessed alongside science content.

Integrated curriculum

Planning that connects content across subject areas around themes or projects, allowing children to apply literacy, math, science, and social studies skills in meaningful contexts.

Project approach

An in-depth investigation of a topic chosen with children, involving sustained inquiry, representation, and documentation over days or weeks; builds engagement and integrated learning.

Learning centers

Defined classroom areas (blocks, dramatic play, art, writing, science, math) offering choices and hands-on exploration; support independence, social interaction, and integrated skill practice.

Responsive classroom

An approach emphasizing morning meetings, positive teacher language, logical consequences, and community building to foster social-emotional competence and a safe learning environment.

Social-emotional learning (SEL)

The development of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making; taught through modeling, routines, and explicit instruction.

Self-regulation

A child's ability to manage emotions, attention, and behavior in pursuit of goals; supported by predictable routines, clear expectations, and co-regulation from adults.

Differentiation

Adjusting content, process, product, or environment based on readiness, interests, and learning profiles so that all children can access rigorous, appropriate learning experiences.

Universal Design for Learning (UDL)

A planning framework providing multiple means of engagement, representation, and action/expression so that curriculum is accessible to diverse learners from the outset rather than retrofitted.

Culturally responsive teaching

Instruction that uses students' cultural knowledge, experiences, and frames of reference as resources for learning, while examining bias and ensuring equitable participation.

Family engagement

Two-way, ongoing partnership with families that supports children's learning, respects family knowledge, and involves families in decision-making and classroom community.

Documentation panel

A display of children's work, photographs, and teacher commentary that makes learning visible to children, families, and colleagues and serves as an assessment and communication tool.

Portfolio assessment

A purposeful collection of student work and teacher observations gathered over time to show growth, inform instruction, and communicate progress to families and colleagues.

Authentic assessment

Assessment conducted during real classroom activities and routines, capturing children's actual performance in meaningful contexts rather than isolated test items.