PACT cheat sheet

Domains of development: physical/motor, cognitive, language/communication, social-emotional, and approaches to learning; development is integrated, so growth in one domain affects the others.

Cephalocaudal (head-to-toe) and proximodistal (center-outward) sequences describe gross-motor progression: head control precedes trunk control, which precedes walking; arm movement precedes fine finger control.

Piaget's stages in order: sensorimotor (birth-2, object permanence emerges), preoperational (2-7, symbolic thought, egocentrism, conservation absent), concrete operational (7-11, conservation and reversibility with concrete objects), formal operational (11+, abstract reasoning).

Erikson's psychosocial stages: trust vs. mistrust (infancy), autonomy vs. shame/doubt (1-3), initiative vs. guilt (3-6), industry vs. inferiority (6-12); each stage pairs a developmental task with a social context.

Vygotsky: learning is social; the zone of proximal development is the gap between what a child does alone and what the child does with adult or peer support; scaffolding is temporary, gradually withdrawn assistance.

Language milestones: cooing by ~2 months, babbling by ~6 months, first words ~12 months, two-word combinations ~18-24 months, simple sentences ~3 years; children typically understand more than they produce.

Attachment patterns observed in the Strange Situation: secure (uses caregiver as a safe base, distressed at separation, comforted on return), insecure-avoidant, insecure-resistant/ambivalent, and disorganized.

Maslow's hierarchy orders needs: physiological, safety, belonging/love, esteem, self-actualization; lower-level needs generally dominate attention until reasonably met.

Developmental screening differs from diagnosis: screening identifies children who need further evaluation; diagnosis assigns a condition; early intervention eligibility and services follow evaluation, not screening alone.

Observation methods: running record (narrative, time-ordered, captures context), anecdotal record (brief, focused on one event), time sampling (records whether a behavior occurs at set intervals), event sampling (records each occurrence of a target behavior), and checklist/rating scale (predetermined criteria).

Anecdotal records are short factual accounts of a specific incident; running records are continuous detailed narratives; both must separate observed facts from interpretation and inference.

Assessment types: formative (ongoing, guides instruction), summative (endpoint, judges learning), authentic (real tasks in natural settings), and standardized (fixed administration and scoring, norm- or criterion-referenced).

Reliability is consistency of results across time and raters; validity is whether an instrument measures what it claims; inter-rater reliability requires clear operational definitions of target behaviors.

Documentation types: portfolios (cumulative work samples), work samples with captions, learning stories (narrative with analysis and next steps), photographs/video, and developmental checklists.

Observation bias sources include halo effect, recency effect, central tendency, leniency/severity, and observer drift; using multiple observations over time and more than one observer reduces bias.

A developmental checklist records presence or absence of specific milestones; a rating scale records degree or frequency; a rubric describes levels of quality against criteria.

Screening and assessment data should be used to plan next steps and shared with families in plain language; formal diagnostic information requires appropriate consent and confidentiality protections.

Confidentiality rules: records are kept secure, access is limited to authorized staff and families, and information is shared only with written consent except where law requires reporting (e.g., suspected abuse).

Curriculum planning sequence: observe and assess, identify goals from standards/frameworks, design experiences, implement, document, and revise based on evidence.

DAP (Developmentally Appropriate Practice) has three core considerations: knowledge of child development and learning, knowledge of the individual child, and knowledge of the social and cultural context.

Learning centers (blocks, dramatic play, art, sensory, literacy, math, science) support integrated learning; materials should be accessible, rotated based on observed interests, and matched to developmental levels.

Play types: solitary, onlooker, parallel, associative, cooperative; these are developmental progressions rather than a strict hierarchy, and all can be valuable.

Lesson plan components: objective stated in observable terms, materials, grouping, procedures, differentiation, assessment evidence, and reflection.

Backward design: identify desired results first, then determine acceptable evidence, then plan learning experiences.

The project approach (in-depth investigation of a topic) has three phases: beginning (topic selection and prior knowledge), developing (investigation and representation), and concluding (sharing and reflection).

Emergent curriculum starts from children's interests and observed questions; teacher intentionality ensures standards and developmental goals are still addressed.

Open-ended materials (blocks, sand, paint, fabric) support multiple outcomes; closed-ended materials have one correct use and are best for targeted skill practice.

Handwashing is the primary infection-control measure: before food handling/eating, after toileting or diapering, after contact with body fluids, and after outdoor play; use soap and running water for at least 20 seconds.

Diapering procedure: gather supplies, place child on changing surface, remove soiled diaper, clean front to back, dispose of waste, wash hands and child's hands, disinfect the surface.

Food safety: keep hot foods hot (above 140°F/60°C) and cold foods cold (below 40°F/4°C); refrigerate perishables promptly; do not serve unpasteurized juice or honey to infants under 12 months (botulism risk).

Choking hazards for young children: whole grapes, hot dogs, nuts, popcorn, hard candy, raw carrots, and small toys; cut cylindrical foods lengthwise and supervise eating while seated.

Allergy management: identify allergens, avoid cross-contact, have a written emergency plan, and administer epinephrine for anaphylaxis per plan before calling emergency services.

Safe sleep for infants: place on back, on a firm flat surface, with no loose bedding or soft objects; room-sharing without bed-sharing is recommended.

Emergency preparedness: posted evacuation routes, regular drills (fire, lockdown, disaster), accessible first-aid kit, emergency contact forms, and a portable emergency bag with medications and rosters.

Supervision ratios and group sizes are set by licensing; supervision must be active (positioned to see and hear all children) and continuous, including during toileting, naptime, and transitions.

Child maltreatment reporting: staff are mandated reporters in most jurisdictions; report reasonable suspicion to the designated agency, document objectively, and do not investigate personally.

Guidance aims to teach self-regulation and prosocial skills; punishment focuses on retribution and does not build replacement behaviors.

Positive guidance sequence: prevent (environment, routines, clear expectations), redirect (offer an acceptable alternative), teach (name the skill and model it), reinforce (notice and describe the desired behavior).

Developmentally appropriate limits are few, clear, stated positively ("walk inside"), and consistently applied; adults model the behavior they expect.

Natural consequences follow directly from the child's action (dropping a toy may break it); logical consequences are adult-arranged and directly related to the behavior.

Praise should be specific and process-focused ("you kept trying until the tower stood") rather than generic or person-focused ("you're so smart").

Conflict resolution steps with children: calm down, identify the problem, brainstorm solutions, choose one, try it, and reflect; adults coach rather than dictate outcomes.

Temperament traits include activity level, rhythmicity, approach/withdrawal, adaptability, threshold of responsiveness, intensity, mood, distractibility, and persistence; goodness of fit describes how environment matches temperament.

Self-regulation develops through co-regulation: an adult calms with the child first, then teaches strategies (breathing, naming feelings, using a calm-down space).

Behavior is communication; persistent challenging behavior warrants functional assessment of antecedents, behavior, and consequences to identify the function (attention, escape, access, sensory).

Bullying prevention requires clear reporting procedures, adult supervision in hotspots, and teaching bystander and assertiveness skills; conflict between equals differs from repeated imbalance of power.

Ethical decision-making: identify the problem, gather facts, consider the code of ethics and stakeholders, consult, choose and act, then reflect on the outcome.

Core ethical principles include doing no harm, benefiting children, respecting families' autonomy, fairness, and maintaining confidentiality.

Confidentiality exceptions: suspected child abuse or neglect, imminent risk of harm, court order, and consented information sharing with service providers.

Family engagement practices: two-way communication, home-language materials, flexible meeting times, shared decision-making, and inviting families into planning rather than only reporting problems.

Family-centered practice recognizes families as the child's first and most important teachers; cultural, linguistic, and structural differences are respected rather than treated as deficits.

Professional boundaries: avoid dual relationships, do not discuss children or families outside work, and use appropriate channels for concerns.

Mandated reporting is a legal duty that overrides confidentiality; staff report to the designated agency, not to the family first, and document facts without opinion.

Reflective practice: staff examine their own biases and reactions, seek feedback, and use supervision and professional development to improve.

Team communication: use objective, behavior-based language in reports and conferences; avoid labels and diagnoses unless qualified and authorized.

Advocacy and professionalism include following licensing and program policies, maintaining required credentials and training hours, and representing the program accurately to the community.

Gross-motor milestones: sits unsupported ~6-8 months, pulls to stand ~9-10 months, walks independently ~12-15 months, runs ~2 years, hops on one foot ~4-5 years.

Fine-motor progression: palmar grasp, pincer grasp (~9-12 months), scribbling (~15 months), copying a circle (~3 years), copying a square (~4 years), writing name (~5 years).

Object permanence emerges in the sensorimotor stage (roughly 8-12 months); peekaboo and hidden-object games support it.

Egocentrism in the preoperational stage means the child cannot easily take another's perspective; conservation (that quantity stays the same despite appearance changes) is typically absent until concrete operations.

Theory of mind (understanding others have different beliefs and knowledge) develops notably around ages 4-5 and underpins empathy and social problem-solving.

Executive function includes working memory, inhibitory control, and cognitive flexibility; it predicts school readiness and is supported by play, routines, and turn-taking games.

Dual-language learners acquire a second language in stages (silent period, early production, speech emergence, intermediate fluency); continued support of the home language supports overall development.

Temperament is biologically based and relatively stable; goodness of fit between temperament and environment predicts adjustment better than temperament alone.

A checklist documents presence or absence of a skill; a rating scale documents degree or frequency; a rubric describes levels of quality against criteria.

Time sampling records whether a behavior occurs at set intervals; event sampling records every occurrence of a defined behavior with context.

Observation notes should be written in objective, observable terms (what the child did and said) and interpretations kept separate or clearly labeled.

Inter-rater reliability requires operational definitions of target behaviors so different observers agree on what counts as an instance.

Portfolios are cumulative collections of work samples, photos, and observations that show growth over time; captions explain what the sample shows and the next steps.

Learning stories narrate an event, analyze it against learning outcomes, and plan next steps with the child and family.

Screening identifies children who need further evaluation; it does not diagnose; diagnosis follows comprehensive evaluation by qualified professionals.

Assessment data should be used to plan next steps and shared with families in plain language; formal diagnostic information requires consent and confidentiality protections.

Confidentiality rules: records are kept secure, access is limited to authorized staff and families, and information is shared only with written consent except where law requires reporting.

Backward design: identify desired results first, then determine acceptable evidence, then plan learning experiences.

Lesson plan components: objective stated in observable terms, materials, grouping, procedures, differentiation, assessment evidence, and reflection.

Learning centers support integrated learning; materials should be accessible, rotated based on observed interests, and matched to developmental levels.

The project approach has three phases: beginning (topic selection and prior knowledge), developing (investigation and representation), and concluding (sharing and reflection).

Emergent curriculum starts from children's interests and observed questions; teacher intentionality ensures standards and developmental goals are still addressed.

Open-ended materials support multiple outcomes; closed-ended materials have one correct use and are best for targeted skill practice.

Play types: solitary, onlooker, parallel, associative, cooperative; these are developmental progressions rather than a strict hierarchy.

DAP core considerations: knowledge of child development and learning, knowledge of the individual child, and knowledge of the social and cultural context.

Curriculum planning sequence: observe and assess, identify goals, design experiences, implement, document, and revise based on evidence.

Handwashing is the primary infection-control measure: before food handling/eating, after toileting or diapering, after contact with body fluids, and after outdoor play; use soap and running water for at least 20 seconds.

Diapering procedure: gather supplies, place child on changing surface, remove soiled diaper, clean front to back, dispose of waste, wash hands and child's hands, disinfect the surface.

Food safety: keep hot foods hot (above 140°F/60°C) and cold foods cold (below 40°F/4°C); refrigerate perishables promptly; do not serve unpasteurized juice or honey to infants under 12 months.

Choking hazards for young children: whole grapes, hot dogs, nuts, popcorn, hard candy, raw carrots, and small toys; cut cylindrical foods lengthwise and supervise eating while seated.

Allergy management: identify allergens, avoid cross-contact, have a written emergency plan, and administer epinephrine for anaphylaxis per plan before calling emergency services.

Safe sleep for infants: place on back, on a firm flat surface, with no loose bedding or soft objects; room-sharing without bed-sharing is recommended.

Emergency preparedness: posted evacuation routes, regular drills, accessible first-aid kit, emergency contact forms, and a portable emergency bag with medications and rosters.

Supervision must be active and continuous, including during toileting, naptime, and transitions; ratios and group sizes are set by licensing.

Staff are mandated reporters in most jurisdictions; report reasonable suspicion to the designated agency, document objectively, and do not investigate personally.

Guidance teaches self-regulation and prosocial skills; punishment focuses on retribution and does not build replacement behaviors.

Positive guidance sequence: prevent (environment, routines, clear expectations), redirect (offer an acceptable alternative), teach (name and model the skill), reinforce (notice and describe the desired behavior).

Natural consequences follow directly from the child's action; logical consequences are adult-arranged and directly related to the behavior.

Praise should be specific and process-focused ("you kept trying until the tower stood") rather than generic or person-focused ("you're so smart").

Conflict resolution steps: calm down, identify the problem, brainstorm solutions, choose one, try it, and reflect; adults coach rather than dictate outcomes.

Temperament traits include activity level, rhythmicity, approach/withdrawal, adaptability, threshold of responsiveness, intensity, mood, distractibility, and persistence.

Self-regulation develops through co-regulation: an adult calms with the child first, then teaches strategies (breathing, naming feelings, using a calm-down space).

Behavior is communication; persistent challenging behavior warrants functional assessment of antecedents, behavior, and consequences to identify the function.

Bullying prevention requires clear reporting procedures, adult supervision in hotspots, and teaching bystander and assertiveness skills.

Ethical decision-making: identify the problem, gather facts, consider the code of ethics and stakeholders, consult, choose and act, then reflect on the outcome.

Core ethical principles include doing no harm, benefiting children, respecting families' autonomy, fairness, and maintaining confidentiality.

Confidentiality exceptions: suspected child abuse or neglect, imminent risk of harm, court order, and consented information sharing with service providers.

Family-centered practice recognizes families as the child's first and most important teachers; cultural, linguistic, and structural differences are respected rather than treated as deficits.

Professional boundaries: avoid dual relationships, do not discuss children or families outside work, and use appropriate channels for concerns.

Mandated reporting is a legal duty that overrides confidentiality; staff report to the designated agency, not to the family first, and document facts without opinion.

Reflective practice: staff examine their own biases and reactions, seek feedback, and use supervision and professional development to improve.

Team communication: use objective, behavior-based language in reports and conferences; avoid labels and diagnoses unless qualified and authorized.

Advocacy and professionalism include following licensing and program policies, maintaining required credentials and training hours, and representing the program accurately.