(or families), organizations or volunteers working on behalf of the rights and
interests of others (such as children or people with disabilities). Parents are
the best advocates for their children.
that are determined by the child’s physical, emotional, and learning needs.
materials or supplies located in areas where children are easily able to reach
them and use them throughout the day.
learned that are related to thinking and reasoning. This development takes
place from childhood through adulthood.
caregiver who is most consistently present in a child’s day.
unique collection of beliefs, practices, traditions, valued competencies, world
views, and histories that characterize a group of people.
of Early Learning--state agency of Washington created in 2006 to elevate the
focus on the importance of a child’s earliest years, and integrate early
process in which a child gains skills in areas such as: social/emotional,
cognitive, speech/language, and physical growth. This process includes both
fine and gross motor skills.
describing memorable accomplishments in child’s growth. Examples include:
rolling over, crawling, walking and talking.
sequential order of obtaining skills that children typically go through.
Examples include: crawling before walking and using fingers to feed themselves
before using utensils.
to differences and/or heterogeneity of human qualities that are present in
individuals, groups, society, and institutions. Examples include: age,
ethnicity, educational background, learning styles and abilities.
in pretend play or acting out a scenario.
Cardiopulmonary Resuscitation (CPR)
first aid procedure for cardiac arrest involving compression of the chest wall
alternating with artificial respiration.
or services designed to meet the developmental needs of infants or toddlers
(birth to 3 years) and their families.
learning includes all learning and development for a child from birth to third
Early Learning Professional
used in this document, includes licensed child care providers in centers or
family home child care, preschool teachers, after-school program staff, and
center preschool and after-school directors and staff, along with school staff,
including kindergarten through third grade teachers, family support workers,
literacy coaches, food service managers, and administrators (e.g. principals
and vice principals).
Early Childhood Education and Assistance Program
Washington State-funded comprehensive preschool program that supports the
healthy development and future success of less advantaged children. The target
ECEAP population is 4-year old children whose family incomes are at or below 110
percent of the federal poverty level.
capacity to experience the same emotion that someone else is experiencing.
used in this document, children’s immediate and extended families.
the hands and fingers in a coordinated way for activities such as drawing,
writing, cutting, eating or playing.
large body muscles for movement in a balanced way such as running, walking and
child development programs that serve children from birth to age five, pregnant
women, and their families. They are child-focused and have the overall goal of
increasing the school readiness of young children in low-income families.
language a person acquires first in life or identifies with as a member of an
ethnic group. It is sometimes referred to as the first, native or primary language
of a child.
The practice allowing
children with special needs to spend most or all of their time with typically developing
children. Inclusion is about the child’s right to participate and the program
or school’s duty to accept the child. Inclusion rejects the use of special
programs or classrooms to separate children with disabilities from children
without disabilities with the belief that:
All children can learn and
benefit from education.
Schools and programs
should adapt to the needs of children, rather than children adapting to the
needs of the program or school.
between children are a source of richness and diversity.
Individualized Education Plan (IEP)
written education plan for a school-aged child with disabilities developed by a
team of professionals (teachers, therapists, etc) and the child’s parents. IEPs
are based on a multidisciplinary evaluation of the child and describe how the
child is presently doing, what the child’s learning needs are, and what
services the child will need. They are reviewed and updated yearly. IEPs are
required by the federal Individuals with Disabilities Education Act (IDEA).
Individualized Family Service Plan (IFSP)
document that guides the early intervention process for children with
disabilities and their families. The IFSP is the means for the implementation
of effective early intervention in accordance with Part C of the Individuals
with Disabilities Education Act (IDEA). It contains information about the
services necessary to facilitate a child’s development and enhance the family’s
capacity to facilitate the child’s development. Through the IFSP process,
family members and service providers work as a team to plan, implement, and
evaluate services tailored to the family’s unique concerns, priorities, and resources.
child birth to 12 months of age.
Infant’s Lead/Infant Cues
infant behavior and responding accordingly.
supports or services (e.g., crisis support services, early intervention
programs, early learning programs) designed to meet the specific needs of
children and families.
system for communicating ideas and feeling using sounds, gestures, signs or
way an individual adapts to his/her learning environment.
individual’s ability to read, write, communicate and comprehend.
Mainstreaming Generally, mainstreaming has been used to refer to the selective placement of special education students in one or more "regular" education classes. Proponents of mainstreaming generally assume that a student must "earn" his or her opportunity to be placed in regular classes by demonstrating an ability to "keep up" with the work assigned by the regular classroom teacher. This concept is closely linked to traditional forms of special education service delivery.
reporters are individuals who, in the ordinary course of their work and because
they have regular contact with children, are required to report (or cause a
report to be made) whenever physical, sexual, or other types of abuse has been observed
or is suspected, or when there is evidence of neglect, knowledge of an
incident, or an imminent risk of serious harm.
a person thinks, feels and acts when faced with life’s situations. This
includes handling stress, relating to other people and making decisions.
person who shares experience, knowledge and wisdom about a particular subject
person’s ability to use large and small muscle groups. Gross motor skills refer
to the use of large muscles in activities such as running or jumping. Fine
motor skills refer to small muscle coordination required for things like
writing or buttoning a shirt.
Multicultural EducationA set of strategies and materials in U.S. education that were developed to assist teachers to respond to the many issues created by rapidly changing demographics of their students. It provides students knowledge about the histories, cultures, and contributions of diverse groups. Multicultural education advocates the belief that students and their life histories and experiences should be placed at the center of the teaching and learning process and that pedagogy should occur in a context that is familiar to students and that addresses multiple ways of thinking.
environment in which reading and writing are used for a wide variety of
authentic, everyday purposes.
to the skills and knowledge attained for both personal development and career
advancement. Professional development includes all types of facilitated
learning opportunities, ranging from college degrees to formal coursework,
conferences and informal learning opportunities situated in practice. There are
a variety of approaches to professional development, including coaching, communities
of practice, lesson study, mentoring, reflective supervision and technical
used in this document, includes early learning and health care professionals,
depending on the context.
the early childhood field, the process of helping a family or child care
provider access a service, including connecting a child or family to a lead agency
or school district for special education services.
Responsive Infant-Toddler Caregiving
as caregiving that is observant of what interests the child, providing
experiences for the child to interact with what interests him or her, expanding
interactions, understanding that infants and toddler learning experiences are
brief assessment designed to identify children who are at risk for health
problems, developmental problems, and/or disabling conditions. These children
may need to receive helpful intervention services as early as possible.
ability to control one’s emotions and behaviors.
refers to the needs of children with social, emotional, communication,
intellectual, or physical delays or disabilities. The term special is borrowed
from the field of special education. This terminology should not be confused
with cultural needs.
learning activities that can be used by caregivers at home or in an early care
and education setting to help children develop toward desired indicators and
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