NACC - M6 - Terms

The science of interrelationships between organisms and their environments. Explanation: Ecology looks at how children grow within physical, social, and cultural environments. Example: Children must adapt to demographics, economics, politics, and technology—all ecological forces shaping development.

The biological, psychological, social, and cultural contexts in which a developing person interacts. Explanation: It focuses on how children interact with people and systems around them. Example: A child's family, school, and community all form part of their human ecology.

The modification of an organism or its behavior to make it more fit for existence under the conditions of its environment. Explanation: Children adjust to changes in society and their surroundings. Example: Technology changes how children learn and communicate, requiring new adaptive skills.

Statistical characteristics of human populations, such as age, income, and race. Example: A community with many immigrant families may require bilingual education programs.

The production, distribution, and consumption of goods and services. Example: Economic downturns can force parents to work longer hours, affecting family time.

The process by which individuals acquire the knowledge, skills, and character traits that enable them to participate as effective members of groups and society. Example: A parent saying, "Help your brother button his jacket" is intentional socialization.

The process where externally controlled behavior becomes self-regulated. Example: Abby learns not to take things without permission after her mother scolds her.

The total composite of hereditary instructions coded in the genes at the moment of conception. Example: A child with musically talented parents may inherit musical ability and grow up in a music-rich home.

Parents provide environments that match the child's inherited traits. Example: A child of intelligent parents grows up surrounded by books and stimulating activities.

A child's traits elicit certain responses from others. Example: A cheerful child receives more positive social attention.

Children seek environments that fit their genetic tendencies. Example: A shy child choosing solitary activities like reading or drawing.

Innate characteristics that determine an individual's sensitivity to experiences and responsiveness to social interaction. Example: A "slow-to-warm-up" child needs gentle encouragement in new situations.

The match between a child's temperament and caregiver expectations. Example: A patient parent helps a shy child adapt smoothly to new environments.

Developmental changes associated with the biological process of aging. Example: As children mature, they can take on more responsibility, like preparing simple meals.

Purposeful teaching of values or behaviors. Example: A parent reminding a child to write a thank-you note.

Learning that occurs through observation or indirect experience. Example: A child learns adults can interrupt children when a teacher interrupts play.

An organized set of statements that explains observations, integrates facts, and predicts outcomes. Example: Piaget's theory explains how children move from concrete to abstract thinking.

A model explaining how children develop through interactions with multiple environmental systems. Example: A child's school performance is influenced by family, school, community, and culture.

Activities and relationships with significant others in a small setting such as family, school, peer group, or community. Example: A child's daily interactions with parents and teachers.

Linkages and interrelationships between two or more microsystems. Example: Parent-teacher conferences linking home and school.

Settings in which children do not participate but that affect them. Example: A parent's stressful job influencing home interactions.

The society and subculture to which the developing person belongs. Example: Growing up in a democratic society shapes beliefs about freedom and rights.

An ascribed attribute of membership in a group identified by national origin, culture, race, or religion. Example: A child raised in a Latino family may speak Spanish at home.

Learned behavior including knowledge, beliefs, art, morals, law, customs, and traditions. Example: Celebrating cultural holidays like Lunar New Year or Diwali.

Characterized by rationality, individuality, and direct communication. Example: U.S. workplaces that rely on written memos and efficiency.

Characterized by cooperation, group identity, and indirect communication. Example: A family where elders feed and carry the baby all day, fostering interdependence.

Temporal changes in ecological systems or within individuals, producing new conditions that affect development. Example: The 9/11 attacks created long-term psychological effects on children and families.

Seven national measures used to assess children's status. List: Family & social environment, Economic circumstances, Health care, Physical environment & safety, Behavior, Education, Health.

Neural pathways that develop under genetic influence, independent of experience. Example: Infants prefer to listen to sounds within the frequency range of the human voice, showing built-in readiness for language.

Neural pathways that form in response to environmental experience. Example: A child's language development depends on being spoken to and participating in conversation.

One's perception of identity as distinct from others. Example: Around 15–18 months, children recognize themselves in a mirror and say "Me do it!"

The value one places on one's identity. Example: Children who receive consistent nurturance develop positive self-worth.

Cooley's idea that self-concept develops through others' reactions. Example: When adults say "Good boyirl," children internalize those evaluations.

Mead's term for internalized expectations of society. Example: A child calling themselves "hardworking" reflects others' standards.

Eight stages describing how social experiences shape personality. Example: In infancy, consistent care leads to trust; inconsistent care leads to mistrust.

Interest in guiding the next generation. Example: Adults mentoring youth or raising children demonstrate generativity.

Methods based on feelings, attachment, and emotional communication. Example: A parent comforting a crying child strengthens attachment.

Shaping behavior through consequences. Example: Praise for cleaning up toys is positive reinforcement.

Learning by watching others. Example: A child copies a sibling tying shoelaces.

Teaching through reasoning, instruction, and standards. Example: A parent explaining why hitting hurts others.

Socialization through group norms, traditions, and rituals. Example: A family celebrating cultural holidays teaches belonging and identity.

Guided participation where an expert gradually transfers responsibility. Example: A teacher first models a task, then collaborates, then lets the child do it independently.

Age-related skills or behaviors expected by society. Example: School-age children are expected to develop industry by completing work.

Two or more persons related by birth, marriage, or adoption, who reside together. Example: A single parent and child living together meet this definition.

A family consisting of a husband, wife, and their children. Example: For children, this is the "family of orientation."

The family into which one is born. Example: A child born to two parents becomes part of their nuclear family.

The family created when one marries and has children. Example: When an adult marries and has a child, that becomes their family of procreation.

Relatives of the nuclear family who are economically and emotionally interdependent. Example: Grandparents helping raise children or providing financial support.

A family in which the mother has formal authority and dominance. Example: The British royal family under Queen Elizabeth II is cited as a contemporary example.

A family in which the father has formal authority and dominance. Example: Many traditional societies and historical families follow this pattern.

A family in which both sides of the extended family are regarded as equal. Example: In the United States, both maternal and paternal grandparents have equal legal standing.

Friends, neighbors, coworkers, or teachers who provide support when extended family is unavailable. Example: A single parent relying on a neighbor for childcare.

Support provided by professionals or government agencies. Example: Families relying on social services or Head Start programs.

Ensuring the continuation of society's population. Example: Families choosing to have children or adopt.

Transmitting values, beliefs, skills, and knowledge to children. Example: Parents teaching manners or helping with homework.

Providing identity through race, ethnicity, religion, gender, and socioeconomic status. Example: A child raised in a Jewish family learning dietary laws.

Providing shelter, food, and financial resources. Example: Parents working to pay for housing and necessities.

Providing affection, security, and care. Example: Parents comforting a child who is sick or upset.

The implementation of a series of decisions about the socialization of children. Example: Choosing how to respond when a child lies or struggles in school.

The idea that parent and child influence each other. Example: A child's difficult temperament may lead a parent to become more controlling.

Theories pertaining to government that influence parenting values. Example: Autocratic societies emphasize obedience; democratic societies emphasize negotiation.

A society where one person has unlimited power. Example: Traditional families where the father holds unquestioned authority.

A society where those ruled have equal power with those who rule. Example: Families that encourage children to express opinions and participate in decisions.

A family's rank based on income, education, and occupation. Example: High-SES parents tend to talk more to their children and use reasoning.

Work roles shape parenting behaviors. Example: A parent in a highly regulated job may emphasize obedience at home.

Shared values, traditions, and practices that guide parenting. Example: Collectivistic cultures emphasize interdependence and family duty.

Shared heritage influencing parenting expectations. Example: Rural Indian families train children to work for the benefit of the family.

Belief systems that shape moral expectations for children. Example: Parents teaching children to follow religious commandments.

Emphasizes group harmony, interdependence, and social responsibility. Example: Children being amused by people rather than toys.

Emphasizes independence, personal choice, and achievement. Example: American children being given toys and space to play independently.

Historical changes in parenting attitudes. Example: Moving from strict, scheduled child-rearing to flexible, affectionate approaches after WWII.

Four approaches—authoritarian, authoritative, permissive, and uninvolved. Example: Authoritarian parents demand obedience; authoritative parents combine warmth with structure.

Physical, sexual, or emotional abuse or neglect. Example: Physical punishment that causes injury is considered maltreatment.

Care provided by someone other than the parent during the parent's absence. Example: A child attending a preschool program while parents work.

Care provided before or after school or during vacations. Example: A school-age child staying in an after-school program until 6 p.m.

Care provided in a caregiver's home for multiple children. Example: A licensed provider caring for six toddlers in her home.

A trained caregiver hired to work in the child's home. Example: A live-in nanny caring for an infant while parents work long hours.

Care that promotes children's physical, emotional, social, and cognitive development. Example: A program with low ratios, trained staff, and developmentally appropriate activities.

The number of children assigned to each adult. Example: The National Day-Care Study found that lower ratios predicted better outcomes.

Teaching based on knowledge of child development and individual differences. Example: Preschoolers learning through hands-on play rather than formal worksheets.

Voluntary evaluation to meet high standards of quality. Example: A center earning NAEYC accreditation after meeting criteria for curriculum, staff, and environment.

Broad societal forces affecting child care, such as politics, economics, and technology. Example: The need for dual-income households increasing demand for child care.

Connections between settings, such as school, community, and family involvement in child care. Example: A school partnering with a local child-care center to support kindergarten readiness.

Historical changes affecting child-care practices. Example: The rise of maternal employment leading to increased use of early childhood programs.

Structured approaches to early childhood education. Example: A Montessori program emphasizing independence and sensory learning.

Care that matches children's developmental needs and abilities. Example: Toddlers being allowed to explore materials safely at their own pace.

Caregivers and families working together to support the child. Example: Teachers meeting with parents to discuss developmental progress.

The duty to protect children from maltreatment. Example: A caregiver reporting suspected abuse to child protective services.

The institution that provides intellectual and social experiences shaping children's skills, knowledge, and attitudes. Example: Schools influence children through educational programs, formal organization, and social relationships.

Passing on a society's knowledge, values, and customs through schooling. Example: Teaching national history and civic responsibility.

Government values and goals that shape educational policy. Example: Democracy requires schools to teach discussion, compromise, and informed voting.

Financial resources that determine school quality and opportunities. Example: Wealthier districts generate more funding through property taxes.

A public school offering specialized programs that attract students by choice. Example: A performing arts magnet school drawing students from multiple neighborhoods.

A certificate allowing parents to use public funds for private school tuition. Example: A family using a voucher to enroll a child in a private religious school.

A publicly funded school created by parents or teachers with a shared philosophy. Example: A STEM-focused charter school meeting state standards but operating independently.

Ensuring fair treatment and opportunities for diverse groups. Example: Providing bilingual instruction for English language learners.

Public schools cannot promote or inhibit religion. Example: Schools cannot require prayer but may teach about world religions academically.

Digital tools that enhance learning and teaching. Example: Using tablets, computers, or interactive software in classrooms.

Interactions between school and other systems such as family, peers, media, and community. Example: Parent-teacher conferences linking home and school.

Historical changes affecting educational practices. Example: Increased security measures after societal violence.

Benchmarks students must meet in academic subjects. Example: No Child Left Behind requiring proficiency in reading and math.

Learning the norms, values, and traditions of one's culture. Example: Celebrating national holidays in school.

Learning to contribute to society through informed decision-making. Example: Students participating in mock elections.

The teacher provides the environment, expectations, and interactions that shape student learning and behavior. Example: Teachers provide the environment for children's learning and help them cope with authority and achieve competence.

The way a teacher directs and interacts with students—authoritarian, democratic, or laissez-faire. Example: Democratic teachers guide and collaborate, resulting in a contented, cooperative, and productive group.

Teacher controls decisions, gives strict directions, and limits student choice. Example: Students in authoritarian groups showed more aggression and less enjoyment.

Teacher involves students in decisions, encourages participation, and evaluates fairly. Example: Students continued to work even when the leader left the room.

Teacher provides minimal guidance and allows students to do as they wish. Example: Students were bored and nonproductive.

How teachers organize the classroom to prevent problems and support learning. Example: Effective managers use preventive strategies and "with-itness."

Teacher awareness of everything happening in the classroom. Example: Teachers who respond immediately to incidents prevent misbehavior from escalating.

Handling more than one task at a time. Example: A teacher helping one group while redirecting another student.

Teacher beliefs about students influence their achievement. Example: When teachers expect success, students tend to perform better.

Individual preferences for processing information. Example: Some students learn best through visual materials, while others through hands-on activities.

Vygotsky's concept of what a learner can do with guidance. Example: A teacher scaffolding math problems by using graph paper.

Support provided by a teacher to help a student reach the next level of learning. Example: Guiding a child step-by-step through a writing task.

The ability to adapt positively despite adversity. Example: Teachers who provide support help resilient students succeed academically.

Macrosystem beliefs about how learning should occur. Example: Direct instruction emphasized under No Child Left Behind.

Interactions between school and family, peers, media, and community. Example: Family involvement improving student motivation and achievement.

A microsystem of individuals of similar age, gender, and status who share interests. Example: Peers satisfy certain belonging needs and influence development.

Individuals of approximately the same age and social status. Example: Preschoolers playing together in a sandbox.

The human need to be part of a group and interact socially. Example: Children asking "Can I play?" to join peer activities.

Self-concept formed by how others respond to us. Example: A child thinking she is funny because peers laugh at her jokes.

Confident bond with caregiver that supports exploration and peer interaction. Example: Secure toddlers feel confident in leaving caregivers to explore peers.

A small, close-knit group of friends. Example: Adolescents who spend time together daily and share secrets.

A larger, loosely organized peer group with shared identity. Example: "Athletes," "artists," or "gamers" in a high school.

Being liked and included by peers. Example: Children who are cooperative and friendly tend to be accepted.

Being actively disliked or excluded by peers. Example: Aggressive children often experience rejection.

Being ignored or overlooked by peers. Example: A quiet child who rarely participates in group play.

Adult-guided intervention to improve peer relationships. Example: A counselor teaching social skills to help a rejected child make friends.

Shared expectations for behavior within a group. Example: A group that values athletic skill may pressure members to play sports.

Actions that violate social norms or harm others. Example: Peer pressure leading to vandalism or bullying.

Joining a group that engages in antisocial or criminal behavior. Example: Adolescents seeking belonging and protection through gangs.

Actions intended to help others. Example: Sharing toys or comforting a sad friend.

Communication in which large audiences receive messages through impersonal channels. Example: Television, movies, radio, books, apps, and the Internet.

The means through which a message is delivered. Example: A film director uses editing to shape meaning.

McLuhan's idea that the form of media itself shapes human experience. Example: Fast-paced digital media change how children process information.

Learned behavior, values, beliefs, and traditions. Example: Media transform culture by creating new norms, such as strong female heroes.

The idea that heavy TV viewing shapes perceptions of reality. Example: Children who watch violent shows may believe the world is more dangerous.

Individuals born into a digital world. Example: Children who "click, click, click" and learn through apps and online content.

Individuals who had to learn digital technology later in life. Example: Parents who struggle to program devices their children use easily.

U.S. agency regulating broadcast media. Example: The FCC limits advertising in children's programming.

Agency responsible for consumer protection in advertising. Example: Ensuring ads are not misleading to children.

Law limiting advertising and requiring educational programming. Example: Stations must air at least three hours of educational content weekly.

Historical changes in technology, content, and usage. Example: The shift from analog to digital broadcasting in 2009.

Media requiring active participation. Example: Video games, apps, and online platforms.

How adults supervise or guide children's media use. Example: Parents preselecting shows or discussing content with children.

McLuhan's idea that electronic media compress time and distance. Example: Children watching events happening across the world instantly.

Messages designed to persuade consumers. Example: Product placement in TV shows, such as a Coke bottle on a table.

A group of people living in the same geographic area or sharing common interests and norms. Example: A neighborhood where families share schools, parks, and local traditions.

The psychological and practical relationships between people and their physical and social environment. Example: How neighbors support each other during emergencies.

A community function providing economic means for living. Example: Local businesses offering jobs and services.

Instilling norms, values, and expectations in members. Example: Community events teaching children cultural traditions.

Enforcing community rules and norms. Example: Neighborhood watch programs or local law enforcement.

Opportunities for companionship and involvement. Example: Community centers, clubs, or religious gatherings.

Cooperation to accomplish shared goals or assist members in need. Example: Fundraising for a community hospital.

Number of people living in a given area. Example: High-density urban areas offering more social interaction but also more noise.

Stability, mobility, and diversity of residents. Example: A transient neighborhood where families move frequently.

A sense of apathy from feeling unable to control outcomes. Example: Children in overcrowded, high-stress environments showing withdrawal.

Services that stop problems before they occur. Example: Immunization clinics or parenting classes.

Services that maintain or enhance functioning. Example: Childcare subsidies or counseling programs.

Services that restore functioning after problems arise. Example: Substance abuse treatment or physical rehabilitation.

Communities that prioritize safety, support, involvement, and shared responsibility. Example: Neighborhoods with active volunteer groups and safe public spaces.

Speaking or acting on behalf of individuals or groups to protect rights. Example: Child protective services intervening in cases of maltreatment.

Beliefs about what is important or desirable. Example: Valuing honesty, equality, or family loyalty.

Values widely shared within a culture. Example: Freedom of speech in the United States.

Individual beliefs shaped by experience. Example: A person valuing creativity or independence.

Positive or negative tendencies toward people, objects, or situations. Example: Liking group work or disliking spicy food.

A prejudgment—usually negative—based on stereotypes. Example: Assuming someone is unfriendly because of their cultural group.

Oversimplified, fixed beliefs about a group. Example: Believing all boys like sports.

Internal drives that energize behavior. Example: Wanting good grades to feel proud.

Explanations for why events occur. Example: "I failed because I didn't study enough."

Desire to succeed or master tasks. Example: A child practicing piano daily to improve.

Belief about what causes outcomes—internal or external. Example: Internal: "I can improve with effort." External: "The test was unfair."

Belief that effort does not affect outcomes, often after repeated failure. Example: A student stops trying in math because they believe they "just can't do it."

Belief in one's ability to succeed in specific tasks. Example: Feeling confident about solving puzzles.

Overall sense of self-worth. Example: Feeling proud of who you are and what you can do.

Ability to control impulses, emotions, and behavior until an appropriate time or context. Example: A child waits their turn instead of grabbing a toy.

Actions that harm others, such as aggression, violence, or rule-breaking. Example: A child intentionally hitting a peer.

Unprovoked attacks, fights, or hostile actions; includes instrumental and hostile aggression. Example: Hostile aggression—pushing someone to hurt them.

Aggression used to obtain an object or goal. Example: Grabbing a toy by force.

Aggression intended to harm another person. Example: Calling someone names to hurt their feelings.

Actions that benefit others, such as helping, sharing, or cooperating. Example: A child comforting a crying friend.

Prosocial behavior performed without expectation of reward, often involving personal cost. Example: Sharing lunch even when it means having less to eat.

Principles of right and wrong that guide behavior. Example: Choosing not to cheat even when no one is watching.

The process through which individuals internalize societal standards and develop ethical reasoning. Example: Moving from obeying rules to understanding fairness.

Heteronomous morality (rules fixed by authority) and autonomous morality (rules flexible, based on intentions). Example: Younger children judge wrongness by consequences; older children consider motives.

Three levels—preconventional, conventional, postconventional—each with two stages. Example: A teen valuing laws because they maintain social order.

Behaviors, attitudes, and expectations associated with being male or female in a culture. Example: Expecting boys to be assertive and girls to be nurturing.

Process by which children learn culturally appropriate gender roles. Example: A girl being encouraged to play with dolls.

Children learn gender roles through modeling and reinforcement. Example: A boy imitates his father fixing things around the house.

Children form cognitive frameworks about gender that guide behavior and perception. Example: A child assuming only girls can be nurses.