Positive Child Guidance Chapter 1 & 3
Group Contagion
Typical toddler group behavior in which one child's gleeful action is quickly imitated by the whole group of toddlers.
doubt
A feeling of questioning, uncertainty, and hesitation.
Imprinting
A kind of early bonding in development that normally results in significant recognition ability and social attraction.
operant conditioning
A kind of learning that occurs when a spontaneous behavior is either reinforced by a reward or discouraged by punishment.
shame
A negative feeling or emotion of embarrassment, unworthiness, or disgrace.
Learned helplessness
A person's inability to take action to make his or her life better, arising out of a sense of not being in control.
autonomy
A person's self-reliance, independence, and self sufficiency. One's capacity to make decisions and act on them.
NAEYC (National Association for the Education of Young Children)
A professional organization for early childhood educators dedicated to improving the well-being of all young children, birth through age 8.
Unconscious conditioning
A response developed through the use of all the senses; an association of things seen, felt, heard, tasted, and smelled with other meaningful sensations or events
Unconscious reactions
Actions that are unplanned, devoid of forethought.
Learned behavior
An action repeated because it produced a favorable response or was taught via the reinforcing response of another
concept
An idea, understanding, or belief formed by organizing images or mental pictures from specific occurrences and experiences.
Temperament
Clusters of personality traits with individual and distinctive behavioral patterns.
expressive language
Communication with others verbally, in sign language or in writing.
Emotional growth
Developing self-concept and self-esteem and learning to manage the feelings that affect behavior.
Proximodistal
Development in a direction from closest to the body's trunk to the farthest such as controlling the muscles down the arms and finally then hands. (Gross to Fine)
Cephalocaudal
Development in a pattern from head to toe.
developmentally appropriate practice
Early education and care that is carefully planned to match the diverse interests, abilities, and cultural needs of children at various ages, and that is carried out with respect and in cooperation with their families.
secure attachment
Healthy emotional ties to caregiver.
Objective
Immediate aim or purpose.
Cues
Indications of interest or need.
responsibility
Individual accountability and answerability.
permissive style
Interactive (or control) style relying on neglect, abdication of responsibility, or over-indulgence-"the doormat."
authoritarian style
Interactive (or control) style relying on one-way communication, rigid rules, and punishment -"the sledgehammer"
authoritative style
Interactive (or control) style relying on two-way communication, collaboratively developed rules, and positive guidance-"the guide."
Social growth
Learning to understand and function appropriately in one's social environment; learning how to effectively interact with others.
Adult
One who seeks not to gain control over children but rather to guide them effectively, while setting for them first-hand examples of appropriate coping and assertive negotiation.
Goal
Overarching purpose or aspiration.
internalize
Process of taking in experiences and absorbing learning, then making them part of one's own behavior or belief.
Positive Child Guidance
Relying on the "developmental interactionist" perspective to create guidance that is primarily based on an interweaving between external forces and internal processes.
trust
Sense of security; beliefs that one's needs will be met.
Stimuli
Something taken in through the senses that might incite activity or thought; something seen, smelled, heard, felt or tasted; an incentive for action.
Appropriate Touch
Suitable for the occasion and the person affected, non exploitative, and having no concealed intention; physical contact that is casual, affectionate, reciprocal, and welcome, but never sexual or controlling.
Parent-Teacher Resource Team
Teachers and parents working together as a cooperative, respectful, and cohesive partnership.
Classical conditioning
Teaching a new response, triggered by a new stimulus by pairing it repeatedly with a stimulus for which there is a physiological reflex.
Metacognition
The ability to reflect on or evaluate one's own behavior or actions.
empathy
The ability to understand or have concern for someone other than oneself, marked by identification with understanding of another's situation, feelings and motives.
object permanence
The knowledge that something hidden from view is not gone forever but rather is in another location at that time and likely to reappear.
Pseudoconditioning
The pairing of an unconditioned stimuli with a naturally occurring stimulus - response connection.
internal sensations
The physical feelings that are caused by one or more of the sense organs being stimulated. The feelings sensed by one's own body such as hunger or fear.
External Environment
The physical surroundings or conditions around a child that influence his or her growth, development, and learning.
Habituated
The process of becoming accustomed to frequent repetition or pattern of behavior.
Stress
The process of recognizing and responding to threat or danger.
receptive language
comprehension of spoken language
egocentric
seeing the world as centered around oneself, with difficulty taking another person's perspective. This is a perfectly normal developmental characteristic of babies and very young children.