Early Ed II Midterm

Asthma

A chronic inflammatory disease of the airways that causes airways to narrow, swell, and produce extra mucus, triggering symptoms such as labored breathing, gasping, coughing, and wheezing.

Windows of Opportunity

A specific span of time for the normal development of certain types of skills.

Flexible Limits

limits that can be adapted to the needs of an individual or a situation.

Family Child Care Home

Child care that is provided in the caregiver's own home. Depending upon the state, the home may be licensed or exempt from licensing.

Epilepsy

A condition in which a person has periodic seizures.

Entrepreneur

A person who creates and runs his or her own business.

Pica

A craving for nonfood items.

Transitions

Changes from one activity to another or moves from one place to another.

Routines

Everyday experiences such as dressing, undressing, eating, napping, toileting, and changing activities.

Dawdling

Eating slowly or having a lack of interest in food; sometimes uses as an attempt to gain attention.

Consistent

Quality of being the same every time.

Sexual Abuse

forcing a child to observe or engage in sexual activities with an adult

Emotional Abuse

abuse of a child's self-concept through words or actions

Neglect

May be deprived of proper food, medical and dental care, shelter, and/or clothing.

Burn

An injury caused by heat, radiation electrical current, or chemical agents.

Mandated Reporter

People required by law to report any known or suspected cases of child abuse or neglect.

First Aid

Immediate treatment given for injuries and illness including those that are life threatening

Wound

Damage to the surface of the skin or body tissue

Abrasion

A scrape that damages a portion of the skin. (13)

Communicable Disease

Illness that can be passed on to other people. (13)

Limits

Guides to actions and behaviors that reflect the goals of a program. Sometimes called rules. (11)

Non accidental physical injury

physical abuse inflicted on purpose

Receptive Language

Grows as the children are exposed to new words or known words used in new ways.

Stuttering

Speech disorder that is often characterized by repetition, hesitation, and prolongation.

Rote Counting

reciting numbers in their proper order

Articulation

The ability to speak clearly pronouncing sounds. (7)

Self Concept

Qualities a child believes he or she possesses; as a result of beliefs feelings, and perceptions a child has of himself or herself as a part of the world. (6)

Language Comprehension

A person's understanding of language. Sometimes referred to as receptive or inner language. (6)

Egocentric

A characteristic of people that means that they believe everyone else sees, thinks, and feels like they do. (6)

Reflex

An automatic body response to a stimulus controlled by the lower brain centers that governing voluntary processes such as heart rate and breathing. (5)

Motor Sequence

Order in which a child is able to perform new movements. Motor sequence depends on the development of the brain and nerves. (5)

Object Permanence

The understanding that objects continue to exist even if the infant cannot see them. This skill typically emerges between 8 and 12 months of age. (5)

Preverbal Gestures

Intentional signals a baby uses to influence other people in their environment

Deferred Imitation

Watching another person's behavior and then acting out that behavior later

Telegraphic Speech

The term used to describe the two word phrases toddlers begin to form when they first learn to combine words. (5)

Prosocial Behaviors

Acts of kindness that benefit others; behaviors that demonstrate cooperation and helpfulness. (5)

Empathy

The ability to understand another's feelings. (5)

Maturation

The sequence of biological changes in children giving the children new abilities, which s based on their genetics. (4)

Proximodistal Principle

Principle noting that development of the body occurs in an outward direction. The spinal cord develops before outer parts of the body; arms develop before hands; hands develop before fingers.

Cephalocaudal Principle

Principle of development stating that development tends to proceed from the head downward. According to this principle, the child first gains control of the head, then the arms, then the legs.

Social-Emotional development

Growth in the two related areas of social and emotional skills. Social development involves learning to relate to others. Emotional development involves refining feelings and expressions of feelings.

Cognitive Development

Growth in the mental processes used to gain knowledge, such as thought, reasoning, and imagination. Also called intellectual development. (4)

Fine-motor Development

The ability to coordinate the small muscles in the arms, fingers, and wrists to complete tasks such as grasping, holding, cutting, drawing, and writing.

Gross motor Development

Improvement of the skills involving arms, legs, and whole body movements. Examples include running, jumping, throwing, and climbing.

Physical Development

Physical body changes in a growing individual, such as changes in bone thickness, size, weight, vision, and coordination.

Montessori Approach

Based on self-education in multi-age groups. Schools provide children freedom within limits by a rather structured approach, and a fixed method in which materials are presented.

Licensing Rules and Regulations

Standards set to ensure that uniform and safe practices are followed.

Development

Gradual process of change through many stages such as before birth, infancy, childhood, adolescence, and adulthood. (1.1)

Developmentally Appropriate Practice (DAP)

Childcare and education practices that use knowledge about child development and consider each child's strengths, needs, interests, and culture.

Head Start

Federal program for three and four year old children from low income families.

Sucking Reflex

When a finger or bottle is placed on the lips of an infant the infant will begin to suck.

Rooting Reflex

Infants turn their heads towards anything that brushes their face.

Moro Reflex

It occurs when a newborn is startled by a noise or sudden movement. The infant will react by flinging their arms and legs outwards and extending the head. The infant will quickly draw the arms together, crying loudly.

Palmar Grasp Reflex

When you stroke the infant's palms, the hands will close tightly.

Babinski Reflex

When you stroke the sole of the foot on the outside from the heel to the toe the toes will fan out and the foot twists in.

Stepping or Walking Reflex

When an infant is held so the feet are flat on a surface, the infant will life one foot after another in a stepping motion.

Feeding In

A strategy where a teacher helps a child learn language by providing the child's language for him or her.

Expansion

Technique that involves taking a child's mispronounced words and correctly expanding them into sentences.

Fast Mapping

The ability of three year olds to absorb the meaning of a new word after hearing it just once or twice in a conversation.

Sanitizing

Process of removing dirt or soil and a small amount of bacteria.

Disinfecting

The process of eliminating germs from surfaces.

Novelty Transitions

The use of unusual, new actions or devices to move the children from one activity to another.

Auditory Signals

Indicators that inform the children of a change through the use of sound. FOR EXAMPLE - Play a song everyday to signify it is time to clean up a the end of freeplay.

Visual Signals

Transition method that involves informing the children of change through signals they can see. For example- Turning off the lights to signify it is time to be quiet.

Concrete Objects

Using concrete objects as a form of transition involves children moving items from one place to another.

Why is it important that limits be enforced consistently?

When limits are enforced consistently, children know what is expected of them. Limits that are inconsistently enforced may confuse children as to what is acceptable behavior.

Name four basic safety objectives.

List Four:

1. Supervise the children at all times.

2. Maintain at least the minimum adult-child ratio as required in your state.

3. Develop safety limits.

4. Provide a safe environment

5. Practice fire safety.

6. Develop plans for weather emergencies.

7. Know emergency procedures for accidental poisoning.

8. Recognizing signs of child abuse and report any known or suspected cases.