NACC - M9 - Terms

A natural, enjoyable, and meaningful activity through which children learn and develop. Example: A child building a tower with blocks while experimenting with balance.

Child-led, spontaneous play where children choose what and how to play. Example: Children pretending to run a restaurant using classroom materials.

Adult-guided play experiences planned with learning goals in mind. Example: A teacher setting up a counting game with toy animals.

Growth of thinking, memory, reasoning, and problem-solving skills. Example: A child figuring out how to make a puzzle fit.

Growth in relationships, cooperation, and communication with others. Example: Two children taking turns during a board game.

Growth in understanding feelings, self-control, and confidence. Example: A child calming down after losing a game.

Growth of large and small motor skills and body coordination. Example: Climbing outdoors or using scissors in art.

Ability to imagine, invent, and express original ideas. Example: Turning a cardboard box into a spaceship.

The recognition that all children deserve opportunities for rest, leisure, and play. Example: Providing daily outdoor play time in childcare.

Pressure to buy products, often influencing children's play preferences. Example: Children wanting branded toys they saw in ads.

Play experiences that occur outside and often involve movement or nature. Example: Digging in sand, climbing, or exploring leaves.

Time spent using digital devices such as tablets, phones, or TVs. Example: A child watching videos instead of active play.

Learning that happens through meaningful play experiences. Example: Learning measurement through water play.

A professional who supports children's learning and development. Example: A teacher observing block play and adding new materials.

Supporting and promoting children's needs and rights. Example: Requesting more outdoor play opportunities for children.

The way play develops over time from simple to more advanced forms. Example: A toddler stacking blocks later becomes a child designing cities with blocks.

Growth that happens gradually in stages over time. Example: Learning to share develops over repeated play experiences.

Doing something because it is enjoyable and satisfying. Example: A child building with blocks simply for fun.

Learning through direct participation and involvement. Example: Mixing water and sand to discover textures.

Valuing the learning experience more than the final result. Example: Enjoying painting rather than focusing on a perfect picture.

Theory explaining that development is influenced by multiple environments. Example: Family routines and school experiences both affect play.

Immediate environments such as family, school, and peers. Example: A child learning turn-taking from siblings.

Connections between parts of the microsystem. Example: Parent-teacher communication supporting behaviour.

Outside influences that affect the child indirectly. Example: A parent's work schedule reducing family time.

Cultural values, laws, and beliefs that shape experiences. Example: A society valuing outdoor play.

The influence of time and life changes on development. Example: Moving homes affecting a child's adjustment.

Early play involving movement and physical exploration. Example: An infant kicking legs or rolling.

Pretend play using ideas, roles, or stories. Example: Pretending to be a firefighter.

Games with agreed rules and structure. Example: Playing tag with set boundaries.

Teacher actions that encourage deeper play and learning. Example: Adding costumes to dramatic play.

A purposeful process of watching, listening, and gathering information about children. Example: An educator noting how a child solves a puzzle.

Planned and organized observation using methods or tools. Example: Recording behaviours during outdoor play for 10 minutes.

Collecting evidence of children's learning and development. Example: Taking photos of a block structure and adding child quotes.

A brief written note describing a significant event or behaviour. Example: "Sam shared crayons with a peer without prompting."

Narrative documentation describing a child's learning experience. Example: Writing about a child's persistence while building a bridge.

A child-created product used as evidence of learning. Example: A drawing showing name-writing progress.

Analyzing observations to understand meaning and learning. Example: Recognizing block play as early engineering thinking.

Thinking critically about teaching actions and experiences to improve practice. Example: Reviewing why a transition caused stress.

Evaluating children through natural, real-life experiences. Example: Observing counting skills during snack time.

Personal beliefs that may affect fair judgment. Example: Assuming quiet children are not engaged.

Recording only what is seen or heard without opinions. Example: "Child placed three blocks on tower," not "Child was smart."

Observation influenced by personal interpretation or opinion. Example: "Child was being lazy."

Observe, document, reflect, and respond through programming. Example: Noticing interest in insects and adding bug books.

Sharing children's learning with families respectfully. Example: Sending photos of outdoor discoveries.

Viewing development across all domains. Example: Seeing block play as social, cognitive, and physical learning.

Play experiences that occur outside and involve movement, exploration, or nature. Example: Children climbing logs in a playground.

Play using natural elements such as mud, water, trees, sand, and stones. Example: Making mud pies in a garden area.

Play not directed by strict adult instructions. Example: Children inventing their own game outdoors.

Play without rigid schedules or fixed outcomes. Example: Free exploration in a forest area.

Skills involving large body movements. Example: Running, jumping, and climbing.

Exciting play involving challenge where children assess manageable risks. Example: Balancing on a low log.

Ability to recover and adapt after challenges. Example: Trying again after slipping off a stump.

Understanding and caring about nature and ecosystems. Example: Protecting insects during outdoor exploration.

Learning through touch, smell, sight, sound, or movement. Example: Feeling wet mud and rough bark.

Learning through questioning and investigating. Example: Asking why leaves change colour.

Movable materials children can use creatively. Example: Sticks, stones, buckets, and planks.

Confidence and competence in movement skills. Example: Learning to jump safely from low heights.

Having too many organized activities with little free time. Example: No outdoor free play because of constant lessons.

Watching and supporting children for safety. Example: Teacher monitoring climbing while allowing independence.

Growth across physical, cognitive, social, and emotional areas. Example: Outdoor play building fitness, teamwork, and confidence.

The ability to communicate, understand, and use language effectively in society through reading, writing, speaking, listening, and thinking.

The ability to understand and communicate using visual images, symbols, illustrations, and media.

Young children's early language, reading, writing, and print-awareness skills that develop before conventional reading and writing.

Knowledge of important ideas, values, and information needed to function successfully within a culture.

Awareness of sounds in spoken language, including rhymes, syllables, and beginning sounds.

The process of observing, documenting, recording, and interpreting children's learning and development.

The belief that children actively construct their own knowledge through experiences and interactions.

Vygotsky's theory that learning develops through social interaction, language, and adult support.

Support provided by adults or peers that helps children learn and solve problems successfully.

A curriculum where children guide learning through their interests, choices, and exploration.

Teaching methods based on children's age, development, needs, and interests.

Educational standards outlining the literacy skills students should achieve at each grade level.

A framework guiding language and literacy goals for children from birth to age five in Head Start programs.

Instruction focusing on the relationship between letters and sounds used in reading.

Early skills such as alphabet knowledge, print awareness, and invented spelling that predict later reading success.

Open-ended movable materials children can use in many ways. Example: Sticks, buttons, boxes, stones, and fabric.

Play with no single correct outcome or fixed result. Example: Using tubes as tunnels, telescopes, or ramps.

Producing original ideas or new uses for materials. Example: Turning pinecones into pretend food.

Building, designing, and creating structures. Example: Making a bridge with planks and crates.

Ability to adapt ideas and try new solutions. Example: Using fabric after blocks fail to cover a roof.

Grouping objects by shared features. Example: Sorting shells by size.

Understanding position, distance, and relationships in space. Example: Fitting boxes into a tower base.

Planning, testing, and improving structures or systems. Example: Reinforcing a ramp so balls roll smoothly.

Changing available resources to renew interest. Example: Replacing tubes with baskets and rope.

Materials arranged to spark curiosity and exploration. Example: Mirrors, gems, and trays set on a table.

Solving differences through discussion and compromise. Example: Deciding who uses the large crate first.

Small muscle control in hands and fingers. Example: Threading buttons onto string.

Judging safety and challenge in play. Example: Deciding how high to stack crates safely.

Using available materials effectively. Example: Making a road from cardboard strips.

Providing support that extends learning without taking over. Example: Asking, "How could you make it stronger?"

Creative expression using materials, movement, sound, or visual forms. Example: A child painting a family picture.

Using artistic experiences as playful learning and exploration. Example: Mixing colours freely at an easel.

Art focused on exploration and the creative experience rather than final appearance. Example: Children splattering paint in unique ways.

Art focused mainly on creating a specific finished item. Example: All children making identical paper snowmen.

Communicating thoughts or feelings creatively. Example: Drawing a sad face after conflict.

Small muscle control in hands and fingers. Example: Cutting shapes with scissors.

Producing original ideas and imaginative solutions. Example: Turning scrap paper into a dragon.

Materials with many possible uses and no single correct outcome. Example: Clay, fabric, paint, and cardboard tubes.

Learning through touch, sight, smell, sound, or movement. Example: Feeling wet clay texture.

Showing ideas or experiences through symbols or images. Example: Drawing circles to represent family members.

Appreciation of beauty and visual quality. Example: Displaying artwork neatly with care.

Trying new ideas without fear of mistakes. Example: Mixing unusual colours experimentally.

Belief in one's ability. Example: Proudly sharing a sculpture.

Supporting learning without taking control. Example: Asking, "Tell me about your artwork."

Growth across cognitive, physical, social, and emotional domains. Example: Painting with peers while discussing ideas.

Play involving building, stacking, arranging, or designing with blocks. Example: Children constructing a zoo with blocks.

Material with many possible uses and no fixed outcome. Example: Wooden unit blocks.

Standard wooden blocks designed in proportional sizes for building. Example: Rectangular blocks used for towers.

Large lightweight blocks used for large structures. Example: Building a pretend house frame.

Understanding location, size, shape, and position in space. Example: Fitting blocks into a stable base.

Balanced arrangement of matching sides. Example: Building identical towers on each side.

Ability of a structure to remain standing safely. Example: A wide base preventing collapse.

Using one object to stand for something else. Example: A block becomes a phone.

Using block structures within pretend play. Example: A block building becomes a fire station.

Children working together toward a shared goal. Example: Three children building a bridge.

Solving disagreements through discussion and compromise. Example: Deciding who places the last block.

Designing, testing, and improving structures. Example: Strengthening a tower after collapse.

Extended time allowing deep involvement in play. Example: Forty-five minutes of continuous block building.

Extra materials that extend play themes. Example: Cars, animals, signs, and dolls.

Adult support that extends learning without taking over. Example: Asking how to make a bridge stronger.

Pretend play where children act out roles and situations. Example: Children pretending to run a restaurant.

Play using creativity and make-believe ideas. Example: Pretending the floor is lava.

Using one object to represent another. Example: A block becomes a phone.

Dramatic play involving two or more children in shared roles. Example: Children acting as doctor, patient, and receptionist.

Taking on the behaviour of another person or character. Example: Pretending to be a firefighter.

Materials used to support pretend play themes. Example: Menus, cash registers, and doctor kits.

Clothing or accessories used for role identity. Example: A chef hat or cape.

Solving disagreements through discussion and compromise. Example: Deciding who will be the cashier first.

Understanding and caring about another person's feelings. Example: Pretending to comfort a sick doll.

Growth in speaking, listening, and communication skills. Example: Using new words during pretend shopping.

Putting events in logical order. Example: Taking an order, cooking food, and serving the meal.

Managing behaviour and emotions appropriately. Example: Waiting for a turn in play.

Adapting ideas when plans change. Example: Turning a store into a bakery.

Adult support that extends play without controlling it. Example: Adding bandages to a doctor centre.

Learning about self and social roles through play. Example: Pretending to be a teacher.

Growth in understanding and using communication. Example: A toddler moving from gestures to short sentences.

Early skills and behaviours that lead to reading and writing. Example: Pretending to read a picture book.

Words a child understands and uses. Example: Learning words like receipt, customer, and cashier in pretend store play.

Understanding that print carries meaning. Example: Recognizing a stop sign.

Awareness of sounds in spoken language. Example: Hearing that cat and hat rhyme.

Spoken communication including listening and speaking. Example: Telling a story to classmates.

Early writing-like marks made by children. Example: Pretend writing a shopping list.

Recognizing letters, logos, or signs as meaningful symbols. Example: Identifying the first letter of their name.

Adult reading books aloud to children. Example: Teacher reading a story daily.

Space filled with meaningful print resources. Example: Labels, books, signs, menus, and charts.

Questions requiring more than yes/no answers. Example: "What do you think happens next?"

Observe, Wait, and Listen during communication. Example: Giving a child time to answer before speaking.

Primary language spoken by family. Example: Punjabi spoken at home.

Recreating a story using memory and language. Example: Using puppets to retell a book.

Adult responses that build communication and trust. Example: Expanding a child's phrase into a full sentence.

Learning through questioning, investigating, and discovering. Example: Asking why ice melts in the sun.

Curiosity and amazement that motivates learning. Example: Watching ants carry food.

Understanding numbers, quantity, and relationships. Example: Knowing five blocks is more than three.

Matching one object to one number word while counting. Example: Touching each shell while counting aloud.

Recognizing and creating repeating sequences. Example: Red-blue-red-blue beads.

Comparing size, length, weight, or volume. Example: Deciding which stick is longer.

Understanding position, direction, and space. Example: Fitting shapes into a puzzle.

Grouping items by shared features. Example: Sorting leaves by size.

Making a thoughtful guess before testing. Example: Guessing which object will float.

Understanding that one action leads to another result. Example: Pushing a ball harder makes it roll farther.

Careful noticing using senses or tools. Example: Watching a plant grow daily.

Possible explanation or idea to test. Example: "I think heavy objects sink faster."

Steps of observing, questioning, predicting, testing, and reviewing results. Example: Testing what melts fastest.

Materials with many possible uses for exploration. Example: Water, sand, ramps, and blocks.

Adult support that extends learning without taking over. Example: Asking, "What do you think will happen if ...?"

Repeated pattern of beats or sounds. Example: Clapping to a steady beat.

Speed of music or movement. Example: Marching slowly, then quickly.

Regular pulse heard in music. Example: Tapping feet to a drum beat.

Learning through active body movement. Example: Dancing with scarves.

Large muscle movements using arms, legs, and body. Example: Jumping, spinning, and marching.

Small muscle control in hands and fingers. Example: Shaking bells or tapping sticks.

Using body parts smoothly together. Example: Clapping while stepping.

Free movement based on imagination rather than fixed steps. Example: Moving like a butterfly.

Communicating feelings or ideas through music. Example: Singing loudly when excited.

Noticing repeated sequences. Example: Clap-clap-stomp repeated.

Managing emotions and behaviour appropriately. Example: Calming down during soft music.

Respecting and including diverse cultural traditions. Example: Singing songs from families' home cultures.

Area with instruments and materials for exploration. Example: Drums, tambourines, scarves, and shakers.

Inviting children to join without forcing them. Example: Allowing a child to observe before singing.

Growth across physical, cognitive, social, and emotional domains. Example: Group dance building fitness, memory, and belonging.

Digital tools or devices used for communication, learning, or creation. Example: Tablet, camera, or computer.

Ability to use technology safely and effectively. Example: Learning how to take photos and save work.

Technology requiring user participation and decision-making. Example: A drawing app where children create pictures.

Technology use involving little interaction. Example: Watching videos for long periods.

Time spent using screens such as tablets or TVs. Example: Thirty minutes on a learning app.

Adult and child using technology together. Example: A teacher helping children make a digital story.

Making content instead of only watching or using it passively. Example: Recording a song rather than only watching cartoons.

Early ideas about sequencing, directions, and logic. Example: Programming a toy robot to move forward.

Using technology to create stories with images, sound, or text. Example: A slideshow of a nature walk with narration.

Using technology alongside other learning experiences. Example: Tablet research followed by outdoor exploration.

Fair opportunity for all children to use technology resources. Example: Shared devices available to every group.

Tools suitable for children's developmental level. Example: A simple drawing app for preschoolers.

Analyzing ideas and solving problems thoughtfully. Example: Choosing the best angle to photograph a tower.

Educational value and design quality of digital content. Example: An app encouraging creativity over ads and tapping.

Child who uses technology to make, design, or communicate ideas. Example: A child recording a puppet show.

Thinking critically about teaching actions to improve future practice. Example: Reviewing why transitions caused stress and adjusting the routine.

Curriculum that develops from children's interests and ideas. Example: Creating a bug investigation project after children notice insects.

Speaking up to support children's needs and rights. Example: Requesting more outdoor play time.

Learning through meaningful play experiences. Example: Learning measurement through water play.

Ensuring all children feel valued and can participate. Example: Adapting materials for different abilities.

Fair access to opportunities based on needs. Example: Providing extra communication supports when needed.

Rights to safety, respect, participation, and play. Example: Allowing children a voice in classroom decisions.

Working together toward shared goals. Example: Families and educators planning supports together.

Ongoing professional growth over time. Example: An educator attending new training workshops.

Using new ideas to improve practice. Example: Turning unused hallway space into a sensory area.

Ability to recover and adapt after challenges. Example: A child rebuilding after a tower collapse.

Analyzing problems and making thoughtful decisions. Example: Deciding the best materials for bridge building.

Space adjusted to children's changing needs and interests. Example: Adding ramps after children explore motion.

Using knowledge and ethics to make sound decisions. Example: Adjusting the schedule based on children's fatigue.

Intentional teaching that supports whole-child development. Example: Rich play spaces, strong relationships, and reflection.