Term
| as children move from the sensorimotor stage to the preoperational stage, the most obvious change is an extraordinary increase in -- |
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Term
| true or false: Piaget believe that language palys a major role in cognitive development |
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Term
| what is sociodramatic play and when does it begin? |
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Definition
| the make-believe with others that is under way by age 2.5 and increases rapidly during the next few years |
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Term
summarize contributions of make-believe play to children's cognitive and social development |
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Definition
| during social pretend preschoolers' interactions last longer, show more involvement, draw larger numbers of children into the activity, and are more cooperative; they are more cognitively developed |
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Term
| true and false: recent research indicates that the creation of imaginary companions is a sign of maladjustment |
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Definition
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Term
| describe ways to enhance preschoolers' make-believe play |
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Definition
| 1. provide sufficient space and play meterials- a generaous amount of space and materials allows for many play options and reduces conflict 2. supervise and encourage children's play without controlling it- respond to, guide, and elaborate on preschoolers' play themes when they indicate a need for assistance 3. offer a wide variety of both realistic materials and materials without clear functions 4. ensure that children have many rich, real-world experiences to inspire positive fantasy play 5. help children solve social conflicts constructively |
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Term
| piaget described preschoolers in terms of what they (can/ cannot) understand |
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Definition
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Term
| according to piaget, young children are not capable of --, or mental actions that obey logical rules |
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Definition
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Term
| piaget beleived that --, the inability to distinguish the symbolic viewpoints of others from one's own, is the most serious deficiency of peroperational thought |
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Term
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Definition
| refers to the idea that certain physical characteristics of object remains the same, even when their outward appearance changes |
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Term
| briefly describe 3 aspects of children's preoperational thought that is highlighted by their inability to conserve |
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Definition
1. conservation refers to the idea that certain physical characteristics of objects remain the same, even when their outward appearance changes 2. centration- they focus on one aspect of a situation, neglecting other important features 3. irreversibility- an inability to mentally go through a series of steps in a problem and then reverse direction, returning to the starting point |
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Term
| the most illogical feature of preoperational thought is --, the inability to mentally go through a series of steps in a problem and then reverse direction, returning to the starting point |
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Definition
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Term
| between 4 and 8 years of age, as familiarity with physical events and principles increases, children's magical beliefs -- |
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Definition
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Term
| true or false: when preschoolers are given tasks that are simplified and made reevant to their everyday lives, they show less evidence of illogical thougth than Piaget suggested |
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Definition
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Term
| list and describe 3 educational principles derived from Piaget's theory |
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Definition
1. discovery learning- children are encourage to discover for themselves through spontaneous interaction with the environment (art, puzzles, table games, building blocks, books) 2. sensitivity to children's readiness to learn- a piagetian classroom does not try to speed up development. piaget believed that appropriate learning experiences build on children's current thinking 3. acceptance of individual differences- all children go through the same sequence of development, but at different rates. teachers must plan activities, teacheres evaluate educational progress by comaring each child to his or her own previous development |
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Term
| name and describe the 3 components of the death concept |
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Definition
| 1. permanence- once a living thing dies it can not be brought back to life 2. universiality- all living things eventually die 3. nonfunctionality- all living functions including thought, feeling, movement, and body processes stop at death |
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Term
| most children grasp the 3 components of the death concept by age -- |
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Definition
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Term
describe 2 aspects of culture that influence children's understanding of death |
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Definition
| 1. religious teachings and experience influcence death. children of southern Baptist families who believe in afterlife are less likely to endorse permanence than are children from Unitarian families who focus on here and now. 2. children growing up on agricultural settlements who have experienced terrorist attacks, etc. develop a full grasp of a death by age 5 |
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Term
| explain how adults can help children develop an accurate understanding of death |
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Definition
| parents can be truthful as well as comforting by taking advance of children sense of time as well as teach preschoolers about the biology of the human body. open, honest, respectful communication about death contributes to cognitive development as well as to emotional well being |
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Term
true or false: vygotsky placed a greater emphsis than did piaget on the role of language in cognitive development |
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Definition
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Term
| contrast piaget's view of children's private speech with that of vygotsky |
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Definition
| 1. Vygotsky-stresses the social context of cognitive development. In his theory, the child and the social environment collaborate to mold cognition in culturally adaptive ways. Piaget’s theory has had a major impact on education, especially during early childhood- he focuses on Discovery Learning, Sensitivity to children’s readiness to learn, acceptance of individual differences. |
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Term
| vygotsky believed tha tchildren's learning takes place within a zone of proximal development. explain what this means |
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Definition
| Zone of proximal development- refers to a range of tasks that the child cannot yet handle alone but can do with the help of more skilled partners. Vygotsky believes teachesrs guide chilren’s learning with eaplanations, demonstration, and verbal prompts, carefully tailoring heir efforts to each child’s zone. Make believe play Is a unique, broadly influential zone of proximal development in which children try out a wide variety of challenging activites and acquire many competencies. |
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Term
define scaffolding and guided participation and explain when each is used |
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Definition
| Scaffolding- adjusting the support offered during a teaching session to fit the child’s current level of performance. When the child has little notion of how to proceed, the adult uses direct rationals for using them. As the child’s competence increases, effective scaffolders gradually and sensitively withdraw support, turning over responsibility to the child.Guided participation- a broader concept than scaffolding that refers to shared endeavors between more expert and less expert participants, without specifying the precise features of communication. It allows for variations across situations and cultures. |
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Term
| what features do piagetian and vygotskian classrooms have in common? on what features do they differ? |
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Definition
| DIFFER: Vygotsky’s theory helps understand cultural variation in congnitive skills. It recognizes that children develop unique forms of thinking from engaging in activites that make up their culture’s way of life. IT focuses on the vital role of teaching in children’s progress. Vygotsky’s theory has been criticized for saying little about how basic skills, discussed by piaget contribute to socially transmitted higher cognitive processes. Vygotsky Doesn’t address how elementary motor, perceptual, attention, memory, and problem-solving capacities spark changes in children’s social experiences. Piaget paid more attention then he on the basic development of basic cognitive processes. SAME: |
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Term
| vygotsky saw -- as the ideal social context for fostering cognitive development in early childhood |
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Definition
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Term
| discuss 2 contributions and 2 criticisms of Vygotsky's theory of cognitive development |
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Definition
| Vygotsky’s theory helps understand cultural variation in congnitive skills. It recognizes that children develop unique forms of thinking from engaging in activites that make up their culture’s way of life. IT focuses on the vital role of teaching in children’s progress. Vygotsky’s theory has been criticized for saying little about how basic skills, discussed by piaget contribute to socially transmitted higher cognitive processes. Vygotsky Doesn’t address how elementary motor, perceptual, attention, memory, and problem-solving capacities spark changes in children’s social experiences |
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Term
| preschoolers' recall memory is much (better/worse) than their recognition memory. why is this the case? |
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Definition
| worse; At age 2 they can recall no more than one or two items, at age 4, onlybaout three or four. They are less effective at using memory strategies. |
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Term
| why are preschoolers ineffective in using memory strategies? |
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Definition
| Memory strategies- deliberate mental activites that improve our chances of remembering. Even when they are trained to remember, their memory performance rarely improves, and they don’t apply the new starategies of remembering to new situations. |
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Definition
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Term
| what are false beliefs? children's understandings of false beliefs (increases/decreases)during the preschool years |
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Definition
| Children’s understandings of false beliefs (increases) during the preschool years.False beliefs- ones that do not represent reality accurately. |
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Term
| explain how preschoolers' ideas about written language differ from those of adults |
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Definition
| young preschoolers search for units of written languae as they "read" memorized version of stories and recognize familiar signs (signs and symbols); adult-supported writing activites that focus on narrative, such as preparing a letter or a story, wide-ranging benefits |
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Term
| list ways in which adults can foster literacy development in young children |
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Definition
| Provide literacy-rich home and preschool environments, engage in interactive book reading, provide outings to libraries, museums, parks, zoos, and other community settings, Point out letter-sound correspondences and play rhyming and other language-sound games and read rhyming poems and stories, support chilren’s efforts at writing, specially narrative products, model literacy activites. |
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Term
| list 4 steps in the development of preschoolers' mathematical reasoning that correspond with the following general age ranges: 14-16 months; 2-3 years; 3-4 years, 4-5 years |
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Definition
| 14-16 mths- todderls display a begging grasp of ordinality- or order of telationships between quantities to amounts and sizes.2-3 yrs- they begin to count. 3-4 yrs- have established an accurate one-to-one correspondence between a short sequence of number words and the items they represent.4-5 yrs.- have grasp cardinality-the last number in the counting sequence indicates the quantity of times in the set. |
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Term
| true or false: basic arithmetic knowledge emerges in a universal sequence around the world |
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Definition
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Term
| describe 3 core areas of functioning in which children with autism display deficits |
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Definition
1. limited ability to engage in nonverbal behaviors required for successful social interaction, such as eye gaze, facial expressions, gestures 2. language was delayed and stereotyped 3. engaged in much less make-believe play than children who were developing normally or who had other developmental problems |
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Term
| what is the cause of autism? |
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Definition
| stems from abnormal brain functioning usually due to genetic or prenatal environmental causes |
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Term
what types of tasks are commonly included on early childhood intelligence tests? |
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Definition
| Verbal/memory- by asking questons. Quantitative knowledge- see if he/she could count/ solve simple math problems.Nonverbal- assessed spatial reasononing- figuring a out a pattern etc. |
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Term
| what steps can be taken to improve a child's intelligence test? |
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Definition
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Term
| intelligence tests (do/do not) sample all human abilites, and performance (is/ is not) affect by cultural and situational factors |
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Definition
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Term
| true or false: by age 7, scores on early childhood intelligence tests are good predictors of later IQ and academic achievement |
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Definition
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Term
| describe the characteristics of homes that foster young children's intellectual growth |
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Definition
| -stimulation throughtoys, gams, and reading material-language stimulation-organization of the physical environment-pride, affection, and warmth-stimulation of academic behavior-modeling and encouragement of social maturity-opportunities for variety in daily stimulation-avoidance of physical punishment. |
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Term
| true or false: children in academic preschools demonstrate higher levels of achievement than those in child-centered preschools, including mastery of motor, academic, language, and social skills |
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Definition
| 42. F: Children in academic preschools demonstrate higher levels of achievement than those in child-centered preschools, including mastery of motor, academic, language, and social skills. |
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Term
| what are the components of Project Head Start? |
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Definition
| provides children with a year or two of preschool, along with nutritional and health sevices. parent involvement is central to the head start philosophy. parents serve on policy councils and contribute to program planning |
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Term
| true or false: preschoolers exposed to poor-quality child care, regardless of family SES level, score lower on measures of cognitive and social skills |
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Definition
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Term
| list characteristics of high quality child care |
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Definition
| -group size-care-giver ration-cargiver’s educational preperation-cargiver’s personal commitment to learning about and caring for children. |
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Term
| describe the benefits of watching educational programs on TV |
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Definition
| uses visual and sound effects to stress basic literacy and number concepts and presents engaging puppet and human characters to teach general knowledge, emotional and social understanding , and social skills. |
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Term
| what does research reveal about he effects of heavy TV viewing on children's development? |
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Definition
| Heavy tv veiwing and computer use take children away fromother activities that are vital for cognitive development. THe more time preschool and school-age children spend watching commercial entertainment TV and cartoons and playing inappropriate video and computer games, the less time they spend reading and interacting with others, and the weaker their academic skills after they start school. |
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Term
| true or false: by the end of the preschool years, children have mastered most of the grammatical constructions of their language |
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Definition
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Term
| preschoolers (are/ are not) capable of effective communication, such as initiating conversation, responding appropriately to another's comments, and conversational turn taking |
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Definition
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Term
| true or false: having an older sibling facilitates the acquisition of pragmatic language |
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Definition
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Term
| explain the situations in which preschoolers are likely to experience a break down of convrsational skills |
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Definition
| unfamiliar experience. can't see gestures- phone conversations |
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