Early Childhood Education

A framework developed by the National Association for the Education of Young Children (NAEYC) that guides educators to make decisions based on knowledge of child development, the individual child's strengths and needs, and the child's cultural context.

Lev Vygotsky's concept describing the distance between what a child can do independently and what the child can accomplish with the guidance of a more knowledgeable other, such as a teacher or peer.

A teaching strategy in which an educator provides temporary, structured support to help a child accomplish a task just beyond their current ability, then gradually removes that support as competence grows.

An educational approach grounded in research showing that young children construct knowledge most effectively through self-directed and guided play, which promotes problem-solving, language development, social skills, and creativity.

Originally developed by John Bowlby, this theory posits that a child's early emotional bond with a primary caregiver forms the foundation for social and emotional development, influencing the child's sense of security and willingness to explore.

A set of cognitive processes including working memory, inhibitory control, and cognitive flexibility that enable children to plan, focus attention, remember instructions, and manage multiple tasks. These skills develop rapidly between ages three and five.

The developmental process by which young children acquire knowledge about reading and writing before formal instruction begins, including awareness of print, phonological awareness, vocabulary, and narrative skills.

An educational philosophy originating in Reggio Emilia, Italy, that views children as capable and strong learners who construct knowledge through project-based exploration, with the environment considered a 'third teacher' alongside parents and educators.

The process through which children develop and apply the skills to manage emotions, set positive goals, show empathy for others, establish positive relationships, and make responsible decisions.

The practice of educating all children, including those with disabilities and developmental delays, in the same classroom with appropriate supports and modifications, based on the principle that diversity benefits all learners.