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developmental chap 9
early childhood cognitive development
| Question | Answer |
|---|---|
| cognitive | Piaget and Vygotsky |
| preoperational thought | Piaget |
| the childs verbal ability permits symbolic thinking. Language frees the child from limits of sensorimoter | Peroperational thought |
| Centration-egocentrism, focus on appearance, static reasoning, irreversibility | Four limitations of preoperational thought |
| young child focuses on one idea, excluding all others (egocentrism-self centered) | Centration |
| a thing is whatever it appears to be | focus on appearance |
| belief that the world is unchanging | static reasoning |
| what is done cannot be undone | irreversibility |
| the principle that the amount of a substance remains the same when its appearance changes | Conservation |
| final object of preoperational thought | Animism |
| The belief that natural objects and phenomena are alive. (children hold tradional and magical ideas) | Animism |
| social learning | Vygotsky |
| young children instead of being egocentric, are affected by he wishes and emotions of others | Vygotsky |
| Every aspect of children's cognitive development is embedded in the social context | Vygotsky's belief |
| process by which people learn from others who guide their experiences and explorations | Guided participation |
| skills cognitive and physical that a person can master with assistance | zone of proximal development (ZPD)-Vygotsky |
| Temporary support tailored to a learner's needs and abilities and aimed at helping the learner master the next task in a given learning process | Scaffolding |
| words are pivotal | Vygotsky |
| talking,listening, reading and writting | tools that advance thought, scaffolding |
| language advances thinking in two ways | private speech, social mediation |
| the internal dialogue that occurs when people talk to themselves | private speech |
| human interaction that expands and advances understanding, often through words that one person uses to explain something to another | Social mediation |
| The idea that children attempt to explain everything they see and hear using theories | Theory-theory |
| A person's theory of what other people might be thinking | Theory of mind |
| Children must realize that other people are not necessarily thinking the same thoughts that they themselves are. | In order to have theory of mind |
| seldom achieved before age 4 | Theory of mind |
| is pivotal to every kind of cognition in early childhood. Early childhood is a sensitive period. the best time to master vocabulary, grammar and pronunciation | Language |
| The average child knows about 500 words at age two and more than 10,000 at age 6 | Language |
| The speedy and sometimes imprecise way in which children learn new words by tentatively placing them in mental categories according to their perceived meaning | Fast-mapping (Language) |
| stress children's natural inclination to learn through play rather than by following adult directions | child-centered programs |
| Show the influence of Vygotsky, who thought that children learn from other children an through cultural practices that structure life | child-centered programs |
| Emphasize individual pride and accomplishment, presenting literacy-related tasks | Montessori schools |
| A famous program of early childhood education that originated in the town of Reggio Emilia Italy, it encourages each chil's creativity in a carefully designed setting | Reggio Emilia approach |
| stress academic subjects taught by a teacher to an entire class | Teacher-directed programs |
| children learn letters, numbers, shapes and colors as well as how to listen to the teacher and sit quietly | Teacher-directed programs |
| make clear distinction between work and play. are much less expensive, since the child/adult ration can be higher | Teacher-directed programs |
| The most widespread early-childhood education program in the United States, begun in 1965 and funded by the Federal Government | Project head start |
| at first, the program was thought to be highly successful at raising children's intelligence then years later, early gains were said to fade | Project head start |
Created by:
nperez