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and materials, such as blocks, counters, or puzzles, that children can handle and change with their hands to explore and understand abstract concepts in a concrete, hands-on way.
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learning skills:Foundational life and academic skills—including reading, writing, math, science, and physical and social-emotional development—that are essential for a child's learning during early childhood and throughout their life.
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quotient:A numerical score derived from a standardized test that measures a child's cognitive abilities and problem-solving skills compared to other children of the same age.
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intelligences:Howard Gardner's theory that human intelligence is not a single, general ability but comprises various distinct abilities or strengths (e.g., linguistic, musical, bodily-kinesthetic, interpersonal), suggesting children learn in different way
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moments:Unplanned, spontaneous opportunities that arise during the day (e.g., during play or a conflict) when a child is especially receptive to learning a specific concept or life skill
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materials:Items that can be used in a variety of ways, with no single correct result or predefined use, encouraging creativity, imagination, and problem-solving (e.g., sand, water, plain paper, loose parts).
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materials:Materials designed with a specific purpose or outcome in mind, often having a limited number of ways to be used or a single correct answer (e.g., a specific puzzle with one solution, a matching game)
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written plan that outlines the knowledge and skills necessary to foster a child's learning and development, including learning objectives, activities, and teaching strategies.
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appropriate curriculum:A framework that ensures educational practices and activities are matched to the age, individual needs, and cultural background of each child, based on what is known about how children learn and grow.
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teaching:Educators being purposeful in their actions and decisions to help children acquire specific knowledge and skills, which involves thoughtful planning, asking stimulating questions, and providing engaging activities.
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teaching strategy where an adult provides temporary support (e.g., hints, modeling, or simplifying a task) to help a child learn a new skill or complete a task they could not do independently, gradually removing the support as the child becomes more compe
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measurable statements that describe what children are expected to learn or be able to do as a result of a lesson or activity
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Taxonomy:A hierarchical framework that classifies learning objectives into different levels of cognitive complexity, from lower-order thinking skills (like remembering facts) to higher-order thinking skills (like analyzing and creating)
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approach:An in-depth investigation of a real-world topic or question, usually chosen by the children, that engages them in research, problem-solving, and creative expression over an extended period.
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Emilia Approach:An educational philosophy that views the child as capable and competent, emphasizing an emergent curriculum, parent and community involvement, documentation of children's work, and the environment as the "third teacher".
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central topic or idea that organizes and integrates various learning activities and subject areas (e.g., science, art, literacy) to provide a connected and meaningful learning experience for children (e.g., "Our Community," "Life Cycles").
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plan:A detailed, written explanation of a specific learning activity, including the objectives, required materials, procedures, and assessment methods.
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questions:Questions that require more than a simple "yes" or "no" answer, encouraging children to think critically, express their ideas, and use descriptive language (e.g., "What do you think will happen next?" or "Tell me about your painting").
