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OT102: Topic V
Early Childhood
| Term | Definition |
|---|---|
| myelination | The process by which the nerve cells are covered and insulated with a layer of fat cells, which increases the speed at which information travels through the nervous system. |
| preoperational stage | Piaget’s second stage, lasting from about 2 to 7 years of age, during which children begin to represent the world with words, images, and drawings, and symbolic thought goes beyond simple connections of sensory information and physical action |
| operations | In Piaget’s theory, these are reversible mental actions that allow children to do mentally what they formerly did physically. |
| symbolic function substage | Piaget’s first substage of preoperational thought, in which the child gains the ability to mentally represent an object that is not present (between about 2 and 4 years of age). |
| egocentrism | The inability to distinguish between one’s own perspective and someone else’s (salient feature of the first substage of preoperational thought). |
| animism | The belief that inanimate objects have life- like qualities and are capable of action. |
| intuitive thought substage | Piaget’s second substage of preoperational thought, in which children begin to use primitive reasoning and want to know the answers to all sorts of questions (between 4 and 7 years of age). |
| centration | The focusing of attention on one characteristic to the exclusion of all others. |
| conservation | In Piaget’s theory, awareness that altering an object’s or a substance’s appearance does not change its basic properties. |
| zone of proximal development (ZPD) | Vygotsky’s term for tasks too difficult for children to master alone but that can be mastered with the assistance of adults or more-skilled children. |
| social constructivist approach | An approach that emphasizes the social contexts of learning and that knowledge is mutually built and constructed |
| executive attention | Involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, and dealing with novel or difficult circumstances. |
| sustained attention | Focused and extended engagement with an object, task, event, or other aspect of the environment. |
| short-term memory | The memory component in which individuals retain information for up to 30 seconds, assuming there is no rehearsal of the information. |
| strategies | Deliberate mental activities to improve the processing of information. |
| theory of mind | The awareness of one’s own mental processes and the mental processes of others. |
| child-centered kindergarten | Education that involves the whole child by considering both the child’s physical, cognitive, and socioemotional development and the child’s needs, interests, and learning styles. |
| Montessori approach | An educational philosophy in which children are given considerable freedom and spontaneity in choosing activities and are allowed to move from one activity to another as they desire. |
| developmentally appropriate practice | Education that focuses on the typical developmental patterns of children (age-appropriateness) and the uniqueness of each child (individual-appropriateness). |
| Project Head Start | A government-funded program that is designed to provide children from low-income families with the opportunity to acquire the skills and experiences important for school success. |
| self-understanding | The child’s cognitive representation of self, the substance and content of the child’s self-conceptions. |
| moral development | Development that involves thoughts, feelings, and behaviors regarding rules and conventions about what people should do in their interactions with other people. |
| heteronomous morality | The first stage of moral development in Piaget’s theory, occurring from approximately 4 to 7 years of age. Justice and rules are conceived of as unchangeable properties of the world, removed from the control of people. |
| autonomous morality | In Piaget’s theory, displayed by older children (about 10 years of age and older). The child becomes aware that rules and laws are created by people and that in judging an action one should consider the actor’s intentions as well as the consequences. |
| immanent justice | The concept that if a rule is broken punishment will be meted out immediately. |
| gender identity | The sense of being male or female, which most children acquire by the time they are 3 years old. |
| gender role | A set of expectations that prescribes how females or males should think, act, and feel. |
| gender typing | Acquisition of a traditional masculine or feminine role. |
| social role theory | A theory that gender differences result from the contrasting roles of men and women. |
| psychoanalytic theory of gender | Freud’s view that the preschool child develops a sexual attraction to the opposite-sex parent and subsequently identifies with the same- sex parent, unconsciously adopting the same-sex parent’s characteristics. |
| social cognitive theory of gender | A theory that emphasizes that children’s gender development occurs through the observation and imitation of gender behavior and through the rewards and punishments children experience for gender- appropriate and gender-inappropriate behavior. |
| gender schema theory | The theory that gender- typing emerges as children develop gender schemas of their culture’s gender-appropriate and gender-inappropriate behavior. |
| authoritarian parenting | A restrictive, punitive style in which parents exhort the child to follow their directions and to respect their work and effort. Limits and controls on the child and allows little verbal exchange. Associated with children’s social incompetence. |
| neglectful parenting | A style of parenting in which the parent is very uninvolved in the child’s life; it is associated with children’s social incompetence, especially a lack of self-control. |
| indulgent parenting | A style of parenting in which parents are highly involved with their children but place few demands or controls on them. Indulgent parenting is associated with children’s social incompetence, especially a lack of self-control. |
| sensorimotor play | Behavior engaged in by infants to derive pleasure from exercising their existing sensorimotor schemas. |
| practice play | Play that involves repetition of behavior when new skills are being learned or when physical or mental mastery and coordination of skills are required for games or sports. |
| pretense/symbolic play | Play in which the child transforms the physical environment into a symbol. |
| social play | Play that involves social interactions with peers. |
| constructive play | Play that combines sensorimotor and repetitive activity with symbolic representation of ideas. Constructive play occurs when children engage in self-regulated creation or construction of a product or a solution. |
| games | Activities engaged in for pleasure that include rules and often competition with one or more individuals. |
Created by:
scarletsailboat