providing a wide range of activities and environments (adults, peers, materials) for every child by removing physical barriers, making adaptations, and offering multiple ways to promote engagement for learning and development activities
a situation-specific experience, opportunity, or event that involves a child's interaction with people, the physical environment, or both, that provides a context for a child to learn about his or her own abilities and capabilities as well as the propensities and proclivities of others
having the conceptual, social, and practical skills yung children use in their everyday lives
represents their drive toward becoming more independent; when children are provided with an appropriate level of support and environment, they grow in competence and ultimately develop the capacity to make their own productive decisions
a cyclical process designed to support practitioners, primary caregivers, or other adults to implement interactional or instructional practices with fidelity; components include needs assessment, goal setting, action planning, observation, and reflection and feedback
interactive relationships between adults, such as family members and professional who work together to achieve mutually agreed upon outcomes/goals
professionals providing training, technical assistance, and/or feedback to those individuals working directly with children
the amount of time children spend involved with the environment (adults, peers, or materials) in a way that is appropriate for the children's age, abilities, and surroundings
two or more people who regard themselves as family and who carry out the functions that families typically perform; this means that people who are not related by birth, marriage, or adoption and who do not reside together may be a family unit if they regard each other as family and if they jointly carry out the functions that are typically assumed by families; parental roles may include a single parent, grandparents as parents, two parents of the same sex, and other constellations that differ from the traditional mother-father roles, in addition to parents, families are comprised of siblings and the full range of extended family, including grandparents, aunts/ uncles, and cousins
topics, activities, and items about which children are motivated and curious; this is demonstrated by children expressing a preference for them in their talk, play, and when given choices
being a part of everyday life situations that include regular activities and routines of any setting in which children spend time (see natural environments); children’s involvement in the activities and routines may need to be adapted to ensure they are able to be an integral member of the activity or routine
activities, items, or people which are favored or desired above others
events that occur consistently in a child’s or children’s natural environments. For example, arrival/departure at childcare, snack and naptime at preschool, and bath and story time at home
a learning situation in which a teacher provides prompts and hints to support the learner and then gradually withdraws these supports as the learner performs with increasing independence
the events, activities and processes associated with key transitions during the early childhood years; these are the transition from hospital to home, the transition into early intervention (Part C) programs, the transition out of early intervention, the transition into Part B/619, and the transition to kindergarten or school age programs

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