A principle of the constructivist classroom where teaching is based on proactive planning.

The twenty-first-century students who are a part of the most educated and diverse groups in history.

Students who have a purpose and want to understand the material presented to them. They believe in their own ability to master the material and take responsibility for learning.

A principle of the constructivist classroom where learning should make sense to the child.

A model that takes a closer look at the intersection between individual characteristics and the environment. This approach is often used to provide a framework for early intervention because of its acknowledgment of both factors.

Programs that combine psychological therapy and educational goals.

Breaking down skills into smaller parts to make the larger skill and long-term goal more accessible.

Frequent check-ins to make sure that a specific intervention is working. This progress monitoring allows for better outcomes because it provides space for occasional adjustments and revisions to the strategies used in the intervention.

Training that individuals undergo prior to receiving certification or employment as an educational professional.

An early intervention strategy that acknowledges that children tend to learn best through playing.