Chapter 19: Approach to Teaching and Learning Crossword

manipulatives, Toys and materials that children can handle and change with their
core learning skills, Life skills that affect learning during childhood and throughout the life
intelligence quotient, A standardized test used to measure the ratio between a person’s mental age and chronological
multiple intelligences, The theory that people vary in terms of intelligence and learning
teachable moments, Unplanned opportunities for
open-ended materials, Items that can be used in a variety of ways, with no single correct
close-ended materials, Items that are to be used primarily in one way, with an expected
curriculum, The experiences and activities that support and guide children’s
developmentally appropriate curriculum, Curriculum activities geared to the varying abilities and levels of development of a whole group of
intentional teaching, Planned activities that are responsive to individual children’s abilities and
scaffolding, Building the support needed for emerging concepts or
objectives, Outcomes for children to achieve or to experience through participation in a specific curriculum
Bloom’s Taxonomy, A ranking of educational objectives for intellectual development, from very basic to more complex thinking
project approach, Child care professionals conduct projects that allow children to explore in developmentally appropriate
Reggio Emilia Approach, A style of teaching associated with Reggio Emilia
theme, One central topic selected by the
lesson plan, A detailed, written explanation of an activity, including the purpose, any materials needed, the step-by-step method for carrying out the activity, evaluation of the activity, and possible related follow-up activities to reinforce the learning
open-ended questions, Questions that require more than a yes or no
facilitate, To make something easier to do; to help bring about something without controlling
outcome,