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. |
| Attachment theory | Attachment theory originates from British psychologist John Bowlby and it focuses on relationships and bonds (particularly long-term) between people, including those between a parent and child and between romantic partners. It is a psychological explanation for the emotional bonds and relationships between people. |
| Behaviour management | Behaviour management is the process of supporting learners to make positive choices that are conducive to learning. In the past, behaviour management was viewed as a way of disciplining students so that they were more likely to conform to the standards expected of them.
The NQF sees behaviour management as a way to understand children’s behaviour and to provide guidance and support for children to address their needs, based on this understanding. |
| Diversity | Diversity describes differences in age, culture, family structures, disabilities, ethnicity, gender, religion and sexual orientation. |
| Inclusion | Involves taking into account all children’s social, cultural and linguistic diversity (including learning styles, abilities, disabilities, gender, family circumstances and geographic location) in curriculum decision-making processes.
The intent is to ensure that all children’s experiences are recognised and valued. The intent is also to ensure that all children have equitable access to resources and participation, and opportunities to demonstrate their learning and to value difference. |
| Inclusive environment | An indoor or outdoor education and care environment that supports every child’s inclusion. |
| Resilience | Resilience refers to both the process and the outcome of successfully adapting to difficult or challenging life experiences. It’s having the mental, emotional, and behavioral flexibility and ability to adjust to both internal and external demands. |
| Routines | Regular, everyday events in an education and care service such as mealtimes, sleep/rest times, groups times, nappy change/ toileting, hygiene, arriving and departing. Routines are a key component of the curriculum/program. Effective routines provide children with a sense of predictability and consistency that help children to feel safe, secure and supported. |
| Self-regulation | The ability to manage energy states, emotions, behaviour and attention: the ability to return to a balanced, calm and constant state of being. Self-regulation is a key factor for mental health, wellbeing and learning. |
| Stress | Stress is a normal response to changes and challenges. Stress is a common feeling we get when we feel under pressure, overwhelmed or unable to cope. Stress can be:
Small amounts of stress can be good for us and motivate us to achieve goals like taking an exam or giving a speech. But too much of it, especially when it feels out of control, can negatively impact our mood, physical and mental well-being and relationships. |
| Tokenistic | Actions only done in order to try to show that you are including people from minority groups, but not in a way that is really sincere. |
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