NACC - M12 - Terms

The sending and receiving of information, messages, or signals. Example: A baby cries when hungry.

A system of communication using sounds, signs, gestures, or symbols. Example: Using words to express needs and ideas.

Extended eye contact between an infant and caregiver. Example: A baby looks directly at a caregiver while listening.

A caregiver who responds sensitively and accurately to a child's signals. Example: Comforting a baby who appears overwhelmed.

The ability to hear and distinguish sounds clearly. Example: An infant turning toward a familiar voice.

The coordination of sensory experiences and body movements. Example: A baby reaching toward a toy after seeing it.

Awareness and understanding gained through the senses. Example: Recognizing a parent's voice.

A strong emotional bond between a child and caregiver. Example: A baby feeling secure with a familiar caregiver.

The reciprocal process through which attachment develops. Example: Parent and infant responding positively to one another.

A sense of balance and security achieved when needs are met consistently. Example: A baby who is fed, comforted, and cared for regularly.

The emotional side of development influenced by relationships. Example: Feeling loved and cared for.

A special style of speech adults often use with infants. Example: Speaking slowly with a higher pitch.

The process of learning and developing language. Example: Progressing from babbling to speaking words.

When a child and caregiver focus on the same object or event. Example: Looking at a picture book together.

The process of learning from interactions with others. Example: Learning communication skills through family relationships.

A mnemonic for the five elements of positive relationships: Warmth, Acceptance, Genuineness, Empathy, and Respect. Example: Greeting a toddler at eye level with a warm smile.

A strong emotional bond between a child and a responsive caregiver. Example: A baby reaching for a familiar adult when upset.

The adult who responds most consistently to a child's needs. Example: A caregiver who feeds, comforts, and plays with the same infant daily.

Inborn traits that influence how children react to the world. Example: A baby who adapts slowly to new situations.

How well a caregiver's expectations and responses match a child's temperament. Example: A patient adult supporting a slow-to-warm-up child.

Levels of alertness that affect how infants interact. Example: The quiet-alert state is ideal for social play.

Responding promptly and appropriately to a child's cues. Example: Picking up a crying infant and soothing them calmly.

The process of becoming a separate, unique person. Example: A toddler insisting, "Me do it!"

Gestures, sounds, facial expressions, and body movements infants use to interact. Example: A baby pointing to request a toy.

The ability to manage emotions and behavior. Example: A toddler calming down with adult support.

Messages sent without words through body language, facial expressions, tone, gestures, and space. Example: A teacher smiling warmly to welcome a child.

Different ways nonverbal messages are expressed, such as posture, gestures, space, and voice. Example: A child stepping back when someone stands too close.

The physical distance people maintain during interactions. Example: A child feeling uncomfortable when another child stands too close.

The most intimate space inside the body's boundaries. Example: A child resisting when a splinter is being removed.

The space between the body and clothing or hair. Example: A child sitting close beside a teacher during story time.

The area within arm's reach in all directions. Example: Children sitting together at a small table.

The space beyond arm's reach where distant interactions occur. Example: Children running on the playground.

How the body is positioned toward or away from others. Example: Squatting to face a child shows interest and approachability.

Movements that accompany or replace speech. Example: A child pointing to show where a toy went.

Nonverbal cues that clarify how a message should be interpreted. Example: A playful smile showing, "I'm only joking."

Understanding oneself as a separate individual. Example: A toddler recognizing themselves in a mirror.

The collection of traits, abilities, and characteristics children use to describe themselves. Example: "I have brown hair and I can run fast."

Children's evaluation of their own worth, competence, and control. Example: Feeling proud after completing a challenging puzzle.

Feeling valued and accepted by oneself and others. Example: A child believing their teacher cares about them.

Belief in one's ability to accomplish tasks successfully. Example: "I can zip my coat by myself."

Belief in one's ability to influence events and outcomes. Example: Choosing which learning center to visit.

An environment where adults use supportive, respectful, and encouraging language. Example: "You worked really hard on that project."

An environment where criticism, labels, sarcasm, or dismissive language are common. Example: "You never listen."

Specific comments that describe effort, actions, or accomplishments. Example: "You used many different colors in your picture."

The process of becoming a separate, unique individual. Example: A child saying, "I can do it myself."

Feelings triggered by events, involving physical reactions, expressions, and thoughts. Example: A child's heart racing when feeling scared.

Basic universal emotions such as joy, anger, sadness, and fear. Example: A baby smiling at a caregiver.

Understanding one's own feelings. Example: A child saying, "I'm mad right now."

Identifying how others feel using facial expressions, tone of voice, and context. Example: Noticing a peer is sad because they are crying.

Managing emotions in healthy ways. Example: A child taking deep breaths when frustrated.

The combination of emotional awareness, empathy, and regulation skills. Example: Comforting a friend who is upset.

Groups of related emotions that develop from primary emotions. Example: Anger leading to frustration or jealousy.

Distress when separated from a caregiver. Example: A toddler crying at drop-off.

Strategies children use to calm themselves. Example: A child hugging a stuffed toy when sad.

Situational information that helps interpret emotions. Example: Knowing a child is sad because their toy broke.

The ability to recover from challenges and continue moving forward. Example: A child staying motivated in school despite family difficulties.

Serious challenges or hardships that threaten development. Example: Family conflict, chronic poverty, or traumatic events.

Conditions that increase the likelihood of negative outcomes. Example: Parental mental illness, unstable housing, or family conflict.

Strengths or supports that buffer children from stress. Example: A caring teacher who provides stability.

Excess energy produced when facing new or demanding situations. Example: A child feeling nervous about starting a new school.

The ability to cope effectively with adversity. Example: A child using problem-solving skills during conflict.

Cognitive skills that support planning, attention, memory, and self-control. Example: A child staying focused on a task despite distractions.

Managing emotions, behavior, and thinking in challenging situations. Example: A child calming down before responding.

Strategies children use to handle stress. Example: Seeking comfort from a trusted adult.

A diagram showing a child's social connections, supports, and stressors. Example: Mapping a child's family, school, and community relationships.

A voluntary, enjoyable activity that supports learning and social development. Example: Children pretending to run a grocery store.

Skills that help children interact successfully with others. Example: Negotiating roles during pretend play.

Investigating objects to learn how they work. Example: A child tapping, shaking, and listening to a toy stethoscope.

Using materials in increasingly complex ways, from exploration to symbolic use. Example: Using a block as a pretend phone.

Levels of involvement in play, from solitary to cooperative. Example: Two children building together in cooperative play.

Playing beside others with similar materials but without direct interaction. Example: Two children doing puzzles side by side.

Children interact and share materials but do not share a common goal. Example: Children painting at the same easel and chatting.

Group play with shared goals, roles, or rules. Example: Playing "house" with assigned family roles.

A child's preferred way of using materials, such as dramatist or patterner. Example: A dramatist child using blocks to create a story setting.

Patterns in play influenced by gender identity and social expectations. Example: Some boys may prefer rough-and-tumble play, while some girls may prefer relationship-based play.

Connections with age-mates who share activities and experiences. Example: Classmates playing together at recess.

A close, chosen relationship involving affection, trust, and shared responsibility. Example: Two children who choose to play together daily and comfort one another.

A developmental model describing how children understand friendship across five levels. Example: Young children often define friends differently than older children.

Level 0 friendship where friends are simply children playing together at the moment. Example: "She's my friend because she's playing blocks with me."

Level 1 friendship where friends are people who help or do things the child likes. Example: "He's my friend because he shares his snack."

Level 2 friendship where fairness and reciprocity are important. Example: "I shared with you, so you should share with me."

Level 3 friendship involving loyalty, emotional support, and intimacy. Example: Friends who help each other solve problems.

Level 4 friendship characterized by trust, acceptance, and long-term commitment. Example: Friends who remain close despite differences or distance.

The degree to which a child is liked and accepted by peers. Example: A child frequently invited to join games and activities.

Behaviors that help children make and maintain friendships. Example: Sharing, empathy, cooperation, and conflict resolution.

Organizing the environment to promote social development and learning. Example: Posting a pictograph showing handwashing steps.

Skills that help children interact successfully with others. Example: Children sharing blocks in a well-organized block area.

Areas where children engage in specific activities. Example: A writing center designed for 1-4 children.

The number of children occupying a given amount of space. Example: Too many children crowded into a small block area.

Physical cues that define activity areas. Example: Low shelves separating quiet and active centers.

A retreat area where a child can relax and self-regulate. Example: A cozy reading corner with pillows.

An area designed for exploration, creativity, and collaborative building. Example: A table with LEGO*, puzzles, and construction materials.

Methods used to manage noise levels and reduce stress. Example: Adding rugs and soft materials to absorb sound.

Clear routes that allow safe and efficient movement throughout a classroom. Example: Wide walkways between learning centers.

Storage systems that children can use independently. Example: Shelves labeled with pictures showing where materials belong.

The ability to control one's behavior based on internal values rather than external supervision. Example: A child waits patiently for their turn without being reminded.

The earliest stage where children have no understanding of right or wrong. Example: A baby grabbing someone's glasses without understanding consequences.

Behavior controlled by external guidance, reminders, rewards, or consequences. Example: A child walks indoors because the teacher reminds them.

A stage where children imitate the behaviors and values of adults they admire. Example: A child shares toys because they see their teacher sharing.

The highest level of self-regulation where behavior is guided by personal values. Example: A child returns a lost wallet because they believe it is the right thing to do.

Cognitive skills that support planning, attention, decision-making, and impulse control. Example: A child waiting patiently instead of interrupting.

Understanding and sharing another person's feelings. Example: Comforting a friend who is upset.

An internal feeling that signals a behavior was wrong. Example: Feeling bad after hurting someone's feelings.

Understanding another person's point of view. Example: Realizing a friend may feel differently about the same situation.

Behavior that occurs because a child is still learning appropriate skills and expectations. Example: A child runs indoors because they forgot the rule.

Responses that increase desirable behavior. Example: "You remembered to wait your turn. Great job!"

Outcomes that happen automatically without adult involvement. Example: A child who forgets their jacket feels cold outside.

Consequences directly related to the behavior. Example: A child who spills water helps clean it up.

Practicing the correct behavior after a mistake. Example: Walking back down the hallway to practice safe walking.

Repairing or correcting a problem caused by one's actions. Example: Rebuilding a block tower that was knocked over.

Briefly removing a privilege that has been misused. Example: Losing independent hallway access after wandering away.

Consequences that are not directly connected to the behavior but are still used calmly and fairly. Example: Missing part of free-choice time for not hanging up a coat.

Harsh actions that rely on fear, shame, or power and do not teach new skills. Example: Yelling at or humiliating a child.

Inconsistent enforcement of rules that confuses children. Example: Requiring aprons for painting one day but not the next.

Behavior that harms others physically or emotionally. Example: Hitting a peer during an argument.

Aggression that happens while trying to get an object, space, or right; the goal is not to hurt. Example: Grabbing a toy to get a turn.

Intentional aggression meant to hurt someone physically or emotionally. Example: Shoving someone to "get even."

Hurting someone's body or threatening physical harm. Example: Kicking, hitting, biting, or pushing.

Hurting someone's friendships, status, or feelings. Example: Saying, "You can't play with us."

Expressing needs respectfully while protecting one's rights. Example: "Stop pushing. I'm using it now."

The idea that frustration increases the chance of aggression. Example: A child hits when a block tower keeps falling.

The idea that some children assume others meant to hurt them, even when they did not. Example: Thinking a ball thrown accidentally was "on purpose."

Learning behavior by watching others. Example: A child copies adults or peers who yell, hit, or threaten.

Redirecting anger to a "safe" target instead of solving the real conflict. Example: Punching a pillow instead of resolving the disagreement.

Voluntary actions intended to help or benefit others. Example: A child comforts a crying friend.

Feeling and understanding another person's emotions. Example: A child looks sad when a peer gets hurt.

Feeling concern for another person's distress. Example: "I'm sorry you fell. Do you want help?"

Understanding another person's thoughts, feelings, or needs. Example: Offering a tissue instead of a toy to a crying child.

The practical skills needed to help effectively. Example: Knowing how to tape a project so it stays together.

Understanding the thoughts, feelings, and intentions of others. Example: Recognizing that a peer feels left out.

A child's natural emotional style and responsiveness. Example: A calm child may be more likely to help others.

Voluntarily giving or dividing resources with others. Example: Offering a turn with a favorite toy.

Helping because it feels like the right thing to do. Example: Assisting someone without expecting a reward.

Helping someone who has helped you before. Example: Sharing with a friend who shared yesterday.

Understanding oneself as male or female. Example: A child saying, "I'm a boy."

Behaviors that society associates with a particular gender. Example: Believing that only girls should play with dolls.

How a person expresses gender through appearance, clothing, and behavior. Example: A boy wearing nail polish.

Self-touching that often serves as comfort or self-soothing in young children. Example: A child rubbing their genitals before nap time.

Curiosity-based exploration of bodies and body differences. Example: Young children "playing doctor."

An exaggerated preference for one's own cultural, racial, or social group. Example: A child saying, "Only my group is good."

An unfair preference, prejudice, or stereotype toward a group of people. Example: Assuming certain children are troublemakers based on appearance.

Ensuring all children can participate fully and meaningfully. Example: Modifying a game so a child with a disability can join.

An individual's natural style of reacting to situations and people. Example: A child who is naturally shy around new people.

Behavior that is not limited by traditional gender stereotypes. Example: A girl fixing a bicycle or a boy cooking in dramatic play.

A decision based on values, professional standards, and what is considered right or appropriate. Example: Deciding whether to report repeated unexplained bruises on a child.

Deeply held beliefs about what is important, desirable, or worthwhile. Example: Honesty, respect, kindness, and safety.

Non-negotiable values that apply across situations. Example: Protecting children from harm.

Values that may vary depending on the situation or context. Example: Independence may be reduced during emergencies.

Desired outcomes for children's learning, behavior, or development. Example: Helping children develop self-regulation.

Methods used to achieve goals. Example: Teaching deep breathing to help children calm down.

Benchmarks used to determine whether goals have been met. Example: All materials are returned to their proper places during cleanup.

The specific conditions that influence a decision. Example: Providing extra adult assistance during a tornado drill.

A formal set of principles that guides professional conduct and decision-making. Example: Following confidentiality requirements outlined by NAEYC.

A situation in which two important values compete with one another. Example: Balancing honesty with kindness when giving feedback.