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ECH 101
Chapter 3 &4
| Term | Definition |
|---|---|
| whole child | Based on the accepted principle that all areas of human growth and development are interrelated. |
| developmental domains | The classifications of development that broadly define the three major growth areas of body, mind, and spirit that roughly correspond to biology, psychology, and sociology. |
| word pictures | Descriptions of children that depict in words, norms of development. |
| biracial | Having parents of two different races. |
| interracial | Relating to, involving, or representing different races. |
| learning styles | A child's preferred method of integrating knowledge and experiences. |
| dyslexia | An impaired ability to read and understand written language. |
| attention-deficit hyperactivity disorder (ADHD) | Affects 3-5% of school-aged children. Children are prone to restlessness, anxiety, and impulsiveness. |
| asperger syndrome (AS) | A developmental disorder linked to autism and characterized by a lack of social skills, poor concentration, self-absorption, and limited interests. |
| inclusion | When a child with a disability is full-time in a regular classroom with children who are developing normally as well as with children with special needs. |
| gifted and talented | Children who have unusually high intelligence, as characterized by: leaning to read spontaneously, being able to solve problems and communicate at a level above their age, excellent memory, extensive vocabulary, and unusual approaches to ideas. |
| P.L. 94-142: Education of all Handicapped Children Act | Guarantees free public education to all disabled persons from 3-21 yrs old. In 1990 Congress reauthorized and renamed it Individuals with Disabilities Education Act (IDEA). |
| P.L. 99-457: Education of the Handicapped Amendments Act of 1986 | Provides funding for infants-5 yrs old. Also allowed inclusion of "developmentally delayed" youngsters and leaves local agencies the opportunity to include the "at-risk" child in that definition. |
| development | The orderly set of changes in the lifespan that occurs as individuals move from conception to death. |
| theory | A group of general principles, ideas, or proposed explanations for explaining some kind of phenomenon. |
| hypothesis | A tentative theory or assumption made to draw inferences or test conclusions. |
| maturation | The process whereby a body matures regardless of, and relatively independent of, intervention such as exercise, experience, or enviroment. |
| nature/nurture | The argument regarding human development that centers around two opposing view points. |
| unconscious | without awareness |
| psychosexual | Freud's theory of development that outlines the process by which energy is expressed through different erogenous parts of the body during different stages of development. |
| psychosocial | Those psychological issues that deal with how people relate to others and the problems that arise on a social level. Erickson's modification of the pyschodynamic theory. |
| classical conditioning | A form of learning in which one stimulus is repeatedly paired with another so that the second one brings forth a response. |
| stimulus-response | The kind of psychological learning, first characterized in the behaviorist theory of Pavlov, that takes place when pairing something that incites an activity with the activity itself in a way that the stimulus will trigger a response. |
| operant conditioning | A form of leaning in which an organisms's behavior is shaped by what is reinforced. |
| reinforcement | A procedure, such as a reward or punishment, that changes a response to a stimulus. |
| social cognition | Badura's theory about learning that emphasizes the cognitive processes of observational learning. |
| socialization | The process of learning that rules and behaviors expected when in situations with others. |
| modeling | The part of behaviorist theory, first coined by Bandura, that describes the learning through observing and imitating an example. |
| observational learning | gaining skills and behaviors by observing others. |
| constructivist | A model of learning developed form the principles of children's thinking by Piaget and implemented in programs as those in Reggio Emilia, Italy says that individuals learn through adaptation. |
| assimiliation | A concept in Piaget's cognitive theory as one of two processes people use to learn and incorporate new information. A person takes new information and puts it with what they already know. |
| accomodation | a concept in Piaget's cognitive theory as one of two processes people use to learn and incorporate new information. |
| equilibration | to balance equally. |
Created by:
alexis.dieren
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