PACT key terms

An approach to teaching grounded in research on how children develop and learn, matched to each child's age, individual characteristics, and social and cultural context.

Knowledge of typical milestones and abilities for a given age range, used to plan activities and materials that are challenging but achievable rather than too easy or frustrating.

Observable skills or behaviors most children demonstrate within an expected age range, such as walking, using two-word phrases, or taking turns. Used as general guideposts, not rigid deadlines.

The gap between what a child can do alone and what the child can do with guidance from a more capable person. Instruction is most effective inside this range.

Temporary supports an adult provides so a child can complete a task just beyond independent ability, gradually withdrawn as the child gains competence.

Using child-directed play, alone and with peers, as the primary vehicle for developing language, problem solving, self-regulation, and social skills in early childhood settings.

Pretend play in which children adopt roles, negotiate a shared storyline, and use objects symbolically. It supports language, perspective taking, and self-regulation.

The ability to use one thing to stand for another, such as a block representing a phone or a drawing representing a person. Foundational for language and literacy.

The understanding that people and objects continue to exist even when out of sight. Typically develops in infancy and reduces distress during separations.

Distress shown by young children when parted from a primary caregiver. Common and expected in infancy and toddlerhood, easing with predictable routines and gradual transitions.

A child's growing capacity to manage emotions, impulses, and attention in order to meet situational demands. Develops through co-regulation with caring adults and practice.

A set of mental skills including working memory, inhibitory control, and cognitive flexibility that allow children to plan, focus, and shift between tasks.

Engagement in an activity because it is interesting or satisfying in itself, rather than for a reward. Supports persistence and deeper learning.

Early, informal literacy behaviors such as handling books, scribbling, recognizing signs, and rhyming, which build the foundation for later reading and writing.

Awareness of the sound structure of spoken language, including hearing syllables, rhymes, and individual sounds in words. A key predictor of later reading success.

Ongoing, informal gathering of information during daily activities to understand what a child knows and adjust teaching in real time, rather than to assign a grade.

Evaluating children's skills through real, everyday tasks and materials in familiar settings rather than through artificial testing situations.

A brief, factual, dated note describing a specific observed incident or behavior, including context and the child's exact words where possible, without interpretation or judgment.

A continuous, time-sequenced narrative account of everything a child does and says during a set period, written objectively and later analyzed for patterns.

Recording only what can be seen and heard, avoiding labels, opinions, or assumptions such as 'was angry' in favor of describing specific actions and statements.

A brief, standardized procedure used to identify children who may need further evaluation in areas such as language, motor, or social development. Not a diagnosis.

A purposeful collection of a child's work samples, observations, and photos gathered over time to document growth and support communication with families.

A public display of children's work, photographs, and teacher commentary that makes learning visible to children, families, and visitors and invites reflection.

The ethical and legal duty to protect children's and families' personal information, sharing it only with those who have a legitimate need and consent.

A clear, observable statement of what children should know or be able to do after an activity, written so that progress can be seen and assessed.

A written outline of an activity's goals, materials, sequence of steps, grouping, and method of checking understanding, prepared in advance and adjusted as needed.

Advance preparation that helps children move between activities, rooms, or programs with predictability, reducing distress and behavior problems.

Planning topics and activities that build on children's current curiosities and questions, often developed through projects and emergent planning.

Adjusting content, materials, pacing, or support to fit a particular child's abilities and needs, including children with disabilities or advanced skills.

A specific sequence using soap and running water, scrubbing all surfaces of the hands and wrists for at least twenty seconds, then drying with a disposable towel. Required before food handling and after toileting.

Treating all blood and body fluids as potentially infectious and using barriers such as gloves, plus proper disposal and disinfection, for every exposure situation.

Reducing germs on surfaces to a safe level using an approved product at the correct concentration and contact time, typically after cleaning visible soil.

The legal duty of early childhood staff to report suspected abuse or neglect to the designated state authority promptly, following program policy and without investigating themselves.

A person legally required to report suspected child maltreatment based on reasonable suspicion arising from their professional role, regardless of who may be responsible.

Placing infants on their backs on a firm surface free of loose bedding, soft objects, and toys, to reduce the risk of suffocation and sleep-related death.

Written procedures describing how staff will respond to fire, severe weather, injury, missing child, or other emergencies, including evacuation routes, roles, and reunification steps.

Active, intentional watching of children in which the adult positions themselves to see and hear all children at all times and knows each child's whereabouts.

Discipline approach that teaches appropriate behavior through clear expectations, redirection, modeling, and natural consequences rather than punishment or shame.

A guidance technique that diverts a child's attention from an unacceptable behavior toward an acceptable alternative, especially effective with toddlers.

Increasing the likelihood of a behavior by following it with attention, praise, or a desired outcome. Effective when specific and immediate.

Demonstrating a desired behavior, such as using calm words or sharing, so children can imitate it. Adults' own actions teach more than instructions.

An adult lending calm and structure to help a distressed child manage emotion, gradually transferring that capacity to the child over time.

An outcome that follows directly from a child's choice without adult-imposed punishment, such as feeling cold after refusing a jacket.

A consequence arranged by the adult that is clearly and fairly related to the misbehavior, such as wiping up a spill one caused.

Building respectful, two-way partnerships with families through regular communication, shared decision making, and invitations to participate in the program.

Recognizing and incorporating children's and families' cultures, languages, and values into routines, materials, and communication, rather than expecting assimilation to one norm.

A professional statement of core values and responsibilities toward children, families, colleagues, and community that guides decision making when obligations conflict.

A written, ongoing plan identifying a practitioner's learning goals, training, and reflection activities, reviewed regularly to strengthen practice.

Regularly examining one's own actions, biases, and decisions, alone or with colleagues, in order to improve teaching and respond more thoughtfully to children.