| A | B |
|---|
| developmentally appropriate practice | The use of curriculum that is appropriate for the ages of children and their individual rates of growth and learning styles; and relevant to their social and cultural backgrounds |
| age-appropriateness | Based on the normal development of children within the age span |
| individual appropriateness | Responsive to each child's rate of growth and learning styles; with respect for each individual child |
| social and cultural appropriateness | Taking into consideration the meaningfulness and relevance of learning activities to all children from multicultural backgrounds |
| curriculum | The total set of experiences and activities, both planned and unplanned, that support and guide children's learning |
| content | The subject matter that is taught; what children should learn |
| process | How and when learning takes place, the choice of activities and how they integrate with each other |
| teacher | A person who creates curriculum, plans, and provides for activities and materials |
| preplanned curriculum | A curriculum that is already developed and made available to teachers for implementation |
| content- and process-centered approach | A popular approach to curriculum planning; learning is seen as a constant process of exploring and questioning the environment |
| measurable | Able to be assessed and reported in specific terms |
| outcome | A desired result for children to achieve after learning experiences |
| levels of thinking | Rankings of cognitive processes according to nature of thinking and degree of complexity; originated with Bloom's Taxonomy; recently updated in Anderson's Revised Bloom's Taxonomy |
| balance of learning activities | Activities that support all domains of development, structured and unstructured, indoor and outdoor, and active and quiet |
| attention span | The length of time a child can spend on the same activity |
| field-sensitive | Children who like to work with others, assist, and follow models |
| field-independent | Children who are independent and like to be first and try new activities |
| visual learner | One who depends a great deal on the sense of sight for learning |
| auditory learner | One who learns best through hearing |
