PACT flashcards

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

Cephalocaudal development

Motor control proceeds from head to toe: infants gain head and neck control before trunk control, and trunk control before walking. This sequence describes typical gross-motor progression.

Proximodistal development

Motor control proceeds from the center of the body outward: shoulder and arm movement develops before refined finger control. This pattern explains why large-muscle skills typically precede fine-motor precision.

Object permanence

The understanding that objects continue to exist when out of sight. It emerges during Piaget's sensorimotor stage, roughly 8 to 12 months, and is supported by games like peekaboo and hidden-object play.

Zone of proximal development

Vygotsky's term for the gap between what a child can do independently and what the child can do with adult or peer support. Instruction within this zone, with scaffolding, promotes learning.

Conservation

The understanding that quantity stays the same despite changes in appearance, such as pouring liquid into a different-shaped container. It is typically absent in the preoperational stage and appears in concrete operations.

Secure attachment

An attachment pattern in which a child uses the caregiver as a safe base for exploration, shows distress at separation, and is comforted on reunion. Observed in the Strange Situation procedure.

Running record

A continuous, detailed narrative observation that records behavior and context in time order. It separates observed facts from interpretation and is useful for capturing a sequence of events.

Anecdotal record

A brief, factual account of a specific incident, written shortly after it occurs. It captures context and quotes but should avoid labels, judgments, or inferences about motives.

Time sampling

An observation method that records whether a target behavior occurs at set intervals, such as every five minutes. It is useful for frequent behaviors but does not capture context or duration.

Event sampling

An observation method that records every occurrence of a defined target behavior along with what happened before and after. It is useful for less frequent behaviors and for identifying patterns.

Formative assessment

Ongoing assessment used during learning to guide instruction and adjust activities. It contrasts with summative assessment, which judges learning at an endpoint.

Inter-rater reliability

The degree to which different observers agree on their records of the same behavior. It requires clear operational definitions of target behaviors so observers count the same instances.

Portfolio documentation

A cumulative collection of work samples, photographs, and observations that shows a child's growth over time. Captions explain what each sample shows and suggest next steps.

Developmentally appropriate practice

An approach to teaching grounded in three considerations: knowledge of child development and learning, knowledge of the individual child, and knowledge of the social and cultural context.

Backward design

A planning sequence that identifies desired results first, then determines acceptable evidence of learning, then designs learning experiences. It keeps instruction aligned with intended outcomes.

Emergent curriculum

Curriculum that begins with children's observed interests and questions. Teacher intentionality ensures that developmental goals and standards are still addressed within those interests.

Project approach phases

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

Open-ended materials

Materials such as blocks, sand, paint, and fabric that support multiple uses and outcomes. They encourage creativity and problem-solving, unlike closed-ended materials with one correct use.

Handwashing procedure

Use soap and running water for at least 20 seconds. Wash before food handling or eating and after toileting, diapering, contact with body fluids, or outdoor play.

Safe infant sleep

Place infants on their backs on a firm, flat surface with no loose bedding or soft objects. Room-sharing without bed-sharing is recommended to reduce sleep-related risks.

Choking hazard foods

Whole grapes, hot dogs, nuts, popcorn, hard candy, and raw carrots pose choking risks for young children. Cut cylindrical foods lengthwise and supervise children while they eat seated.

Anaphylaxis response

For a severe allergic reaction, follow the written emergency plan and administer epinephrine promptly, then call emergency services. Avoid cross-contact with known allergens.

Mandated reporting duty

Staff must report reasonable suspicion of child abuse or neglect to the designated agency. Report facts objectively, do not investigate personally, and do not delay to notify the family first.

Positive guidance sequence

Prevent problems through environment and routines, redirect to an acceptable alternative, teach and model the desired skill, then reinforce by describing the behavior you noticed.

Natural versus logical consequences

Natural consequences follow directly from a child's action, such as a dropped toy breaking. Logical consequences are adult-arranged and directly related to the behavior.

Co-regulation

An adult calms alongside a distressed child first, then teaches regulation strategies such as breathing, naming feelings, or using a calm-down space. It builds self-regulation over time.

Functional behavior assessment

A process that examines antecedents, behavior, and consequences to identify what a challenging behavior achieves, such as attention, escape, access to an item, or sensory input.

Goodness of fit

How well a child's temperament matches the demands and supports of the environment. Better fit predicts better adjustment than temperament alone.

Confidentiality exceptions

Information may be shared without consent when there is suspected child abuse or neglect, imminent risk of harm, or a court order. Otherwise, written consent is required.

Family-centered practice

Practice that treats families as the child's first and most important teachers. Cultural, linguistic, and structural differences are respected rather than treated as deficits.

Ethical decision-making steps

Identify the problem, gather facts, consider the code of ethics and stakeholders, consult others, choose and act, then reflect on the outcome.

Reflective practice

Staff examine their own biases and reactions, seek feedback, and use supervision and professional development to improve. It supports ethical, responsive teaching.