Here’s a list of frequently used terms in this module:
| Terms | Definitions |
|---|---|
| Active supervision | Educators promote children’s learning and development by creating physical and social environments that have a positive impact. It is necessary for educators to be alert and aware of risks and hazards and the potential for accidents and injury, not only in their immediate location but also throughout the service. To provide effective supervision, educators need to be conscious of the physical environment and be attuned to the needs of individual children. |
| Brain plasticity | Neuroplasticity – or brain plasticity – is the ability of the brain to modify its connections or re-wire itself. Without this ability, any brain, not just the human brain, would be unable to develop from infancy through to adulthood or recover from brain injury. |
| Cognitive development | Cognitive development means the development of the ability to think and reason. It is the development of knowledge, skills, problem solving and dispositions, which help children to think about and understand the world around them. Brain development is part of cognitive development. |
| Communication/language development | Communication development refers to a child’s ability to communicate successfully. This includes talking, understanding the flow of conversations, and being able to actively listen and understand others. |
| Emotional development | Emotional development is a child's ability to express, recognize, and manage his or her emotions, as well as respond appropriately to others' emotions. |
| Fine motor skills | Fine motor refers to the group of skills involved in the ability to manipulate smaller objects with the hands and fingers, for example, grasping, holding and pinching. |
| Food allergy | A food allergy occurs when the immune system reacts to a food which is usually harmless. If you, or someone in your care, has a severe allergic reaction (anaphylaxis), call triple zero (000) for an ambulance. The person having the reaction should not stand or walk. An educator with a current First Aid certificate must administer an adrenaline (epinephrine) injector (such as EpiPen® or Anapen®) into outer mid-thigh.
Signs of anaphylaxis (severe allergic reaction):
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| Food intolerance | Food intolerance occurs when the body has a chemical reaction to eating a particular food or drink.
The symptoms for mild to moderate food allergy or intolerance may sometimes be similar, but food intolerance does not involve the immune system and does not cause anaphylaxis. Symptoms of food intolerance can include:
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| 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. |
| Inclusion Support Program (IPS) | The Inclusion Support Program (ISP) assists education and care services to provide and embed quality inclusive practices into their delivery of early learning programs for all children, to address access and participation barriers and to support the inclusion of children with additional needs, with their typically developing peers.
Seven Inclusion Agencies across eight states and territories are available to work with services to provide a quality inclusive environment for children with additional needs. |
| National Law |
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| National Regulations |
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| Perceptual skills | Perception skills involve children perceiving, understanding, and interpreting senses. Some examples include memory, spatial relations, form constancy, and closure. Visual perception is the capacity to interpret or give meaning to what is seen. This includes recognition, insight and interpretation of the higher levels of the Central Nervous System of what is seen. These skills include: spatial relations, figure ground, discrimination, memory, closure and form constancy.
Perceptual-motor skills include visual-auditory sills, hand-eye coordination, auditory skills, hand-leg coordination, and adjustment of the posture. |
| Physical development | Physical development refers to the advancements and refinements of motor skills, or, in other words, children's abilities to use and control their bodies. Physical development is one of the many domains of infant and toddler development. |
| Sedentary behaviour | Sedentary behaviour is defined when a child is awake but not being physically active. Quality sedentary activities include story time, singing, reading and working on puzzles. Too much sedentary behaviour is associated with poor health outcomes. |
| Sensitive periods | Sensitive periods of development are certain periods in brain growth that represent windows of opportunity. Many scientists believe that, if a child has not been able to meet the needs of that window, when it closes, the opportunity is lost. Other scientists believe the developmental opportunity can still be realised; it is just harder for the child. |
| Separation anxiety | Separation anxiety is children’s fear of being away from their parents or carers.
Children with separation anxiety might cry or cling to their parents or carers when being separated from them. Separation anxiety is a common part of children’s development. It can start at around 6-7 months and reach its peak in children aged 14-18 months. It usually goes away gradually throughout early childhood. Separation anxiety disorder may occur for older children, parents or in the life of adults. If separation anxiety becomes excessive and interferes with normal daily activities, consider seeking professional help. |
| Social development | Social development refers to a child's ability to create and sustain meaningful relationships with adults and other children. |
| Transition | Transitions happen whenever children switch from parent to educator, move from place to place, or change from one activity to another. Different places and spaces have their own purposes, expectations and ways of doing things. |
| Routine | Meal, sleep and rest times, nappy changing and toileting, managing personal hygiene and self-care activities; transitioning from one part of the day to another are all routines that children experience. They often occur at the same time every day, and are carried out in the same way. |
| Rituals | A ritual is a special practice that helps a child accept aspects of a routine, even an individualized routine, that are stressful, such as reading a book before going to sleep. |
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