| A | B |
|---|
| bentonite | clay product used for thickening |
| collage | selecting and mounting materials on a flat surface |
| staple supplies | art supplies used regularly |
| tactile senses | senses related to touch |
| vegetable printing | art technique to dip shapes made of vegetables and press onto various surfaces |
| water soluble | can dissolve in water |
| ageism | stereotyping of the elderly |
| animal stories | books giving animals human qualities |
| draw and tell | storytelling using drawings; chalk talk |
| fairy tales | books having a theme of achievement |
| family life stories | books containing the theme of social understanding |
| flannel boards | board covered with felt to place props to tell a story |
| flipcharts | stories drawn on large tagboard cards |
| picture books | books having single words or simple sentences and simple plots |
| racism | any action, attitude, or outlook used to judge a person based only on race of that person |
| reviews | lists and descriptions of books |
| sexism | any action to judge a person based only on the sex of that person |
| storybooks | books that contain pictures but have more words and more complex plots than picture books |
| story records | records telling stories |
| story telling | reciting a story or reading a book aloud |
| anecdotal records | notes kept by teacher concerning child's play |
| coaching | teaching skill that provides children with ideas for difficult situations |
| conflict | two or more forces that oppose each other |
| cooperative play | two or more children interact with one another |
| dramatic play | form of play in which a child imitates others |
| functional stage | second stage; use a prop as intended |
| imaginative stage | third stage of material use; do not need props/use substitutes |
| modeling | actions setting an example for others |
| parallel play | playing by themselves, but close to others |
| personification | giving human traits to nonliving objects |
| projection | play allowing feelings and emotions to be placed onto another person or object |
| prop box | box of materials for socio-dramatic play |
| puppet | figures designed in likeness to human or animal |
| puppetry | using puppets in play |
| role-playing | play to mimic actions of others |
| socio-dramatic play | social play with a few children to imitate others |
| solitary play | independent play |
| hand-eye coordination | muscle control to have hand do a task in the way the eye sees it done |
| manuscript writing | simple form of calligraphy not requiring sustained muscle control |
| skywriting | demonstrating correct writing in the air |
| classification | mentally grouping ideas or objects |
| empty set | a set without any members |
| matching | classification in which like items are grouped |
| numerals | number symbols |
| one-to-one correspondence | understanding that one group has the same number as another |
| parquetry blocks | geometric peices that vary in color and shape |
| rational counting | attaching a number to a series of grouped objects |
| recognizing | ability to relate past and present experiences and classify items |
| set | group of items that are alike and belong together in some way |
| sorting | classification separating objects based on unique features |
| specific task assessment | giving children set activities to determine skill/needs |
| close-ended questions | questions not requiring much decision-making |
| feely box | box with a circle cut out for children to put their hands into and identify objects |
| open-ended questions | questions promoting discussion and decision-making |
| science | study of natural processes and their products |
| science table | table used to display items related to the science area |
| culture | a group's ideas and ways of doing things which become a learned pattern |
| ecology | study of the chain of life |
| incidental learnings | learning experiences that happen during the course of a normal day |
| omission | implication that some groups have less value by not mentioning the group |
| perceptions | ideas formed about a relationship or object as a result of learning through the senses |
| self-concept | qualities a child believes he or she possesses |
| stereotyping | showing people in a rigid, traditional way ignoring individual differences |
| auditory discrimination skills | ability to detect diffferent sounds by listening |
| Autoharp | simple chording instrument used to accompany singing |
| body percussion | musical movement activities--stomping, clapping |
| chant | song that has word patterns, rhymes, and nonsense syllables in one to three tones repeated in a sequence |
| pantomining | telling a story with body movements rather than words |
| phrase method | method of teaching songs using short sections of a long song, having children repeat these sections |
| phrase/whole combination method | method of teaching a song stressing key phrases with rhythmic movement or visual props |
| whole song method | method used to teach short, simple songs by having children listen and then sing along |
| behavioral expectations | rules that children are expected to follow |
| resource people | center guests/field trip hosts |
| theme walks | simple field trips taken in and around the center based on a theme |
