Here’s a list of frequently used terms in this module:
| Terms | Definitions |
|---|---|
| Agency | Being able to make choices and decisions, to influence events and to have an impact on one’s world (Early Years Learning Framework, p. 45). |
| Autism spectrum disorder (ASD) | Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a “developmental disorder” because symptoms generally appear in the first 2 years of life. |
| Brain plasticity | Neural plasticity, also known as neuroplasticity or brain plasticity, can be defined as the ability of the nervous system to change its activity in response to intrinsic or extrinsic stimuli by reorganizing its structure, functions, or connections. |
| Eye-hand coordination | Eye–hand coordination (also known as hand–eye coordination) is the coordinated motor control of eye movement with hand movement and the processing of visual input to guide reaching and grasping along with the use of proprioception of the hands to guide the eyes, a modality of multisensory integration. Eye–hand coordination has been studied in activities as diverse as the movement of solid objects such as wooden blocks, archery, sporting performance, music reading, computer gaming, copy-typing, and even tea-making. It is part of the mechanisms of performing everyday tasks; in its absence, most people would be unable to carry out even the simplest of actions such as picking up a book from a table. |
| EYLF | The Belonging, Being and Becoming: The Early Years Learning Framework for Australia (EYLF) is a national approved learning framework under the NQF for young children from birth to 5 years of age. |
| Fine motor skills | Fine motor skills involve the use of the smaller muscle of the hands, commonly in activities like using pencils, scissors, construction with lego or duplo, doing up buttons and opening lunch boxes. |
| Free play | Free play refers to children playing in an environment which is not intentional or supported through teaching practices. Educators are not seeking to learn about children’s play approach during this time and are not designing the environment with intent. During free play there are many learning opportunities and children are learning, however the support and extension of learning can be a missed opportunity. |
| Gross motor skills | Gross motor skill development involves the large muscles in the arms, legs and torso. Gross motor activities are important to everyday physical activities like walking, running, throwing, lifting, kicking, etc. |
| Intentional teaching | In the early childhood education and care context, involves educators being deliberate, purposeful and thoughtful in their decisions and actions. Intentional teaching is the opposite of teaching by rote or continuing with traditions simply because things have ‘always been done that way’(Early Years Learning Framework, p. 45). |
| MTOP | The My Time, Our Place: Framework for School Age Care in Australia(MTOP) is a national approved learning framework under the NQF for school age children. |
| Object permanence | Object permanence means knowing that an object still exists, even if it is hidden. It requires the ability to form a mental representation (i.e. a schema) of the object. For example, if you place a toy under a blanket, the child who has achieved object permanence knows it is there and can actively seek it. |
| Pedagogy | Educators’ professional practice, especially those aspects that involve building and nurturing relationships, curriculum/program decision-making, teaching and learning (Early Years Learning Framework, p. 46; Framework for School Age Care p. 42) |
| Play-based learning/ play-based pedagogy |
A context for learning through which children organise and make sense of their social worlds as they engage actively with people, objects and representations. (Early Years Learning Framework, p. 49) Play supports, stimulates and motivates children to develop a variety of skills. Symbolic representation is a critical aspect. When playing, children may be organising, constructing, manipulating, pretending, exploring, investigating, creating, interacting, imagining, negotiating and making sense of their worlds. It promotes the holistic development (physical, social, emotional, cognitive and creative) of a child and depending on how it is utilised, may also support a broad range of literacy and numeracy skills. The teacher's role in scaffolding play is pivotal. Other benefits of play-based learning include the following:
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| Reflective practice | Reflective practice in childcare is about taking a step back and critically examining these experiences to better understand what happened and why. By reflecting on our practice, we can learn from our experiences, improve our approach, and ultimately provide better care for the children in our centre. |
| Rote learning | Rote learning is a memorization technique where information is learned and repeated by rote or repetition without necessarily understanding the underlying concepts. It involves learning through memorization rather than comprehension or critical thinking. In rote learning, individuals memorize facts, figures, or information through repeated exposure and rehearsal. This technique is commonly used for memorizing lists, formulas, dates, vocabulary, or other types of data. The focus is on reproducing the learned information accurately, often through recitation or regurgitation.
While Rote learning can be effective for memorizing certain types of information quickly, it has limitations. It may not promote deep understanding or the ability to apply knowledge in different contexts. Additionally, the information learned through rote memorization might be easily forgotten over time if not reinforced or connected to meaningful concepts. While Rote learning can be a useful tool for certain tasks, educators often strive to balance it with more comprehensive learning approaches that encourage critical thinking, problem-solving, and understanding the underlying principles behind the information. |
| Scaffolding | The educators’ decisions and actions that build on children’s existing knowledge and skills to enhance their learning (Early Years Learning Framework p.46). |
| Secure attachment | Secure attachment is the healthiest form of attachment. It describes an attachment where a child feels comforted by the presence of their caregiver. Securely attached children feel protected and that they have someone to rely on. |
| Spatial awareness | Spatial awareness is thinking about objects in different spatially oriented ways. Examples of spatial awareness include: being able to do mental rotations in your head. visualizing objects from different perspectives. coordinating how different space is used in relation to other space. |
| STEM |
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| VEYLDF | The Victoria: Victorian Early Years Learning and Development Framework (VEYLDF) is the approved learning framework used in Victoria. |
| Zone of Proximal Development (ZPD) | The Zone of Proximal Development (ZPD) was a key construct in Lev Vygotsky's theory of learning and development. The Zone of Proximal Development is defined as the space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers. |
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