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| (age 2-7) using symbols to think and communicate language, ask a lot of questions, inconsistent pattern of cognition, lack logic |
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| similar objects that have different meanings to different kids, used in pretend play |
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| Perception-based thinking |
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| when children think things based on what they see/hear |
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focus on one aspect and neglect others
AKA unidimensional thought |
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cannot mentally reverse a set of steps
ex: when a child gains logic, cannot lose it |
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when a child thinks from one particular to another, unable to skip or add steps
when rules are given, children attach to them, insert them them into daily life
ex: "i haven't had a nap, so it isn't afternoon" |
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| failure to distinguish others' views from one's own |
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| lack of spatial perspective taking |
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| kids believe that everyone else sees exactly what they see |
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| tendency to engage in "collective monologues," or speacking at someone without engaging in conversation |
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| developed around 2 years old, when children have thoughts that do not always need to be expressed |
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| developed around age 4, when children understand that even when they know something to be true, someone else might believe something that is not true/inaccurate |
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understanding that other people have own beliefs
shy/slow-to-warm-up kids tend to develop this earlier |
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| language and cognitive skills, make-believe play with imaginary friends, social interactions |
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Home Observation for Measurement of the Environment Inventory
conducted via observation during a home visit and via an interview with child's caregivers
studies the qualities of home environments that support children's cognitive development
--results show that children with higher scoring environments have higher intelligence scores |
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| key aspects of H.O.M.E. environment |
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Definition
| parental responsiveness and availability of stimulating play materials |
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| a federally funded program that provides young children from low-income families with a year or two of preschool education, as well as nutritional and medical services |
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| early intervention programs results |
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| children of early intervention programs show lower rates of delinquency, fewer placements into special ed classes, and fewer cases of children being held back in school |
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83% of children under age 6 use some form of screen time daily
biggest concern: if children are watching TV, they're not interacting with peers/parents or engaging in activities
limited to 1 or 2 hours, TV can be beneficial to learning |
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| out-of-home care, usually full day in an supervisory environment |
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| out-of-home care, usually half day in an educational environment |
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| the ability to recognize that one object stands for another |
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| the ability to mentally represent both a symbol and its referent |
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| a type of play that involves enactment of roles and stories |
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| invisible characters that children play with and talk about, but that have no apparent basis in reality |
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| mental actions or thoughts |
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| a task invented by Piaged and Inhelder in which children are asked to look at a moddel of a landscape and tell how it looks from a different perspective |
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| the attribution of mental activity such as thoughts, feelings and wishes to an inanimate object ex: the river wants to get to the sea |
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the fact that some properties remain the same while other properties are changing
ex: flatten a ball of clay, the mass is still the same |
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| Piaget's term for the fact that in contrast to theoretical predictions, children master skills attributed by his theory to the preoperational stage at varied ages |
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| the inability to process information and make logical inferences within an ordered series; children's thinking is dominated by concreteness, rather than logic |
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| the ability to identify ad object, person, or quality that was encountered before |
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| the ability to produce material from memory |
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| when children take in information and retain it over time |
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| knowledge about memory itself--about memory tasks, strategies, and conditions |
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| general outlines of events and the order in which they occur, used to organize thinking and memory about familiar occurrences |
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the use of language for a variety of goals in different circumstances
ex: persuasion |
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| early childhood personal identities |
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when describing themselves or others, children focus on specific concrete characteristics; tend to be unrealistically positive
ex: appearance, abilities, interests, possessions |
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| early childhood personal storytelling |
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Definition
personal narrative that helps children acquire an enduring sense of themselves
differences in culture-- western culture children's stories focus on individual self, eastern culture children's stories focus on other people
differences in economic status-- children in higher classes are more focused on self |
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process of developing gender roles or gender-linked preferences and behavior
between 18 and 20 months children can label their own and others' sex, begin categorizing behaviors and activites |
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| gender via social learning theory |
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Definition
Bandura's theory that gender development is focused on the role of external events and conditions in shaping children's gendered behavior
children identify others in their gender category and imitate them |
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| gender via cognitive-developmental theory |
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Definition
| Kohlberg's theory that children's ideas about gender organize their gender-related behavior |
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| gained by 3 years, children can label themselves as "boy" or "girl" |
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gained by 5 years, children understand that sex roles are stable over time
AKA gender permanence |
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| gained by 6 years, children understand that their sex remains the same no matter what the situation is |
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Bem's theory that gendered learning combines social learning and cognitive development theories
combines observation, imitation, and schema formation |
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the overall sense of one's own value as a person
in early childhood, children begin to attribute their successes and failures to external events and behaviors
ex: children who receive positive feedback about their abilities are more likely to persist at difficult tasks in the future |
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| emotional self-regulation |
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Definition
kids learn to use strategies to control their own emotional state; their increasing ability to do this means they have fewer emotional outbursts with age
coping mechanisms: comfort objects, self-instruction, social support, active engagement |
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cultural or subcultural rules for the display of emotional reactions to events or people that specify when and under what circumstances nonverbal expressions of emotion are considered appropriate
children are taught to communicate positive emotions but to suppress the negative ones |
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a person's fundamental sense of self as male or female
by 2 1/2, children should be able to accurately label their own sex and sex of others |
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| the process of matching one's behavior and activities to those associated with one's gender |
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preconceived expectations about the preferences, attitudes, and behaviors of males and females
by 3 years, children have awareness of gender stereotypes for adult clothing, roles and physical appearance, as well as children's toys
children perform better in games if they believe it is intended for their own gender |
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separation of children via gender; becomes more pronounced as children grow older
children prefer same sex playmates |
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| a form of play in which a child plays alone, apparently without awareness of other children near by |
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| a form of play in which one child watches the activities of another child or group of children |
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| a form of play in which children play with similar objects or toys, often in proximity to one another, but without interacting |
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| a form of play in which a child shares and participates with others |
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| a form of play in which children play together in a social fashion |
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because siblings spend so much time together, they are more likely to have conflicts
younger siblings often copy behaviors and actions of older siblings, follow their social cues |
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| behavior intended to harm another person by inflicting pain or injury |
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| behavior intended to hurt another person through damage to peer relationships |
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| cooperative, friendly, and other socially approved behavior |
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use of physical methods, such as slapping or spanking, to discourage undesirable behavior
if parents are hostile and administer physical punishments, children are more likely to show aggression |
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| a mode of moral reasoning in which behavior is constrained by the consequences of actions; morality is not subject to change |
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| a mode of moral reasoning in which moral rules are seen as a product of social interaction and agreement |
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Turiel domain
judgments about right and wrong, fairness and justice |
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| social-conventional judgments |
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Definition
Turiel domain
judgments based on customary ways of doing things |
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Turiel domain
judgments based on individual preferences
AKA psychological judgments |
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focus attention on new/different objects
used to control interest in a forbidden toy |
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inhibition of movement: ex: Simon says
inhibition of emotion: ex: decide to not cry when a friend is near
inhibition of choice: ex: delayed gratification (by age 12) |
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when children build larger objects out of smaller ones or otherwise manipulate their environment
ex: stacking, rearranging, disassembling |
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| when children are able to use toys to represent a real object; indication of a child's capacity to use symbols |
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when children use objects to stand for something completely different
ex: use a carrot as a violin bow |
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| when children begin to prefer formal games with rules; Piaget believes that this indicates transition into concrete operations (an understanding of rules) |
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1) if aggression is rewarded--positive reinforcement, victory
2) imitation of older role models--physical punishment, particularly with anger, may teach children to behave aggressively |
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| the sharing of another person's emotions and feelings-- is foundational for compassion and altruism |
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