Early Childhood Professionals - Glossary

  • Evidence based best practice—documentation that the knowledge skill or activity is effective or beneficial through published work, especially in peer reviewed outlets, available for general review.
  • Scientifically based—a means of testing for evidence of effectiveness and efficacy not limited to experimental design studies, but consistent with accepted scientific methods including ethical standards, theoretical grounding and descriptive methodology.
  • Quality Assurance—mechanism and process to assure appropriateness, verify and collect data, track evaluation.
  • Training Organization—an entity with the infrastructure to provide monitoring of their trainers; employs more than one trainer; has the capacity to coordinate and market training delivery; assures all trainers meet the appropriate standards set by the Institute; and can respond to and resolve complaints.
  • Approved Training—training that has been identified as meeting the standards set by the Department of Education and implemented by the Institute at levels 2, 3 & 4.
  • Approved Instructor—individual who has met the standards established by the Institute, endorsed by the Department of Education and the advisory committee to facilitate approved training.
  • Specialty Instructor—an individual or organization that meets education, licensure and experience criteria in areas outside of early childhood, such as health, mental health, safety, nutrition, social work, law, or business.
  • Integrated System—professional development system aligned across agencies and members of the early childhood field; including early interventionists, public preschool teachers, early care and education and school-age professionals.
  • Tracking—of quality assured training will be automatically completed for Level 2, 3 and 4 training through the Institute and its partners; transcripts must be submitted for Level 5 training; the Institute’s Registry system will be linked to the Delaware Department of Education’s DEEDs qualification system.
  • Developmentally Appropriate Practice (DAP)—based on the knowledge about how children develop and learn across all domains; support children’s well-being; knowledge of the social and cultural context of each child; and the implications of how to teach, what to teach, when to teach, how to assess what children have learned and the ability to adapt curriculum to reflect their strengths, needs and interests.
  • Developmental Disability: The term “developmental disability” means a severe, chronic disability of a person which (a) is attributable to a mental or physical impairment or a combination of mental and physical impairments; (b) is manifested before the person attains age twenty-two; (c) is likely to continue indefinitely; (d) results in substantial functional limitations in three or more of the following areas of major life activity: self care, receptive and expressive language, learning mobility, self-direction, capacity for independent living, and economic self-sufficiency; and (e) reflects the person's need for a combination and sequence of special, interdisciplinary, or generic services, individualized supports, or other forms of assistance that are of lifelong or extended duration and are individually planned and coordinated; except that such term when applied to infants and young children means individuals from birth to age 9, inclusive, who have substantial developmental delay or specific congenital or acquired condition, with a high probability of resulting in developmental disabilities if services are not provided. *Source: Developmental Disabilities Assistance and Bill of Rights Act of 2000 (P.L. 106 402).