Term
|
Definition
| ages 2-7, earlier sensorimotor disocveries can be represented by symbols. Devt of language and make believe play. Thinking lacks the logic of remaining stages. |
|
|
Term
| Major parts of preoperational stage |
|
Definition
1. Make Believe Play
2. Dual Representation
3. Egocentrism
4. animistic thinking
5. conservation |
|
|
Term
| Make Believe Play, how does it change from ages 2-7? |
|
Definition
| with age, make believe gradually becomes more detached from real life conditions, less self centered, more complex, socio dramatic play. |
|
|
Term
| why did piaget think make believe play is so important? |
|
Definition
| he thought that its a way for them to construct their own knowledge, which allows them to enter frameworks they are normally unable to do in adult context. |
|
|
Term
|
Definition
| idea that when you view an object that you see, it is actually a symbol for something else. It is mastered around age 3. For example, a dumb truck is just a toy truck until this is developed. Later, w/ help of adult teaching, kid will realize it is a representation of a real truck used in construction. |
|
|
Term
| how can adult teaching help dual representation abilities? |
|
Definition
| adults can provide maps, photos, drawings, make blieve playthings, point out similarities to the real word. |
|
|
Term
|
Definition
Failure to distinguish others views/perspectives from one's own.
example: mountain task
early in the stage, children really can't see other's perspective, later, they do get better |
|
|
Term
|
Definition
| belief that inanimate objects have lifelike qualities, such as thoughts or wishes that sometimes mirror their own |
|
|
Term
|
Definition
at beginning of preoperational stage, children are just starting to consider different variables about the world.
example: liquid tasks, penny task,
tehy generally can't see differences in rearrangements of the same quantity, mass, liquid, or weight |
|
|
Term
| follow up research on egocentric, animistic, and magical thinking |
|
Definition
| can adjust language to others and take others perspectives in simple situations, animistic thinking comes from incomplete knowledge of objects, research shows these qualities or on a gradient across preoperational stage AND across tasks |
|
|
Term
| illogical thought (follow up researcH) |
|
Definition
| can do simplified conservation, can reason by analogy, use causal expressions, if task is simplified, they child shows less illogical thought |
|
|
Term
| categorization (follow up research) |
|
Definition
| every day knowledge is categorized |
|
|
Term
| appearance vs. reality follow up research |
|
Definition
| make believe helps children tell the difference |
|
|
Term
| Piaget and Educational Practices |
|
Definition
Discovery Learning (allows child to construct their own knowledge)
Sensitivity to children's readiness to learn (developmentally appropriate practice) (example, if you have an egocentric 3yo, don't ask them to do an activity that revolves around someone else's perspective)
acceptance of individual differences |
|
|
Term
| Vygotsky and Social Origins of Early Childhood Cognition (major points) |
|
Definition
Intersubjectivity
Scaffolding (adult sets up situation in order for child to learn more)
Guided Participation (adult offers tips along the way) |
|
|
Term
| Children's Private Speech |
|
Definition
Vygotsky viewed as a foundation for all higher cognitive processes
helps guide behavior (used when tasks are difficult, after errors, or when confused)
gradually becomes more silet (children w/ learning and behavior problems use longer) |
|
|
Term
| relationship of private speech to task difficulty among 5 and 6 year olds |
|
Definition
| moderate tasks have most private speech, but really difficult tasks use the least because they need whole brain to focus on task |
|
|
Term
|
Definition
1. Promote assisted Discovery
-teachers guide child learning w/ explanations and verbal prompts
-peer collaboration emphasized |
|
|
Term
| Challenges to Vygotsky's Theory |
|
Definition
verbal communication is not the only way new information is mastered
the theory says little about how basic motor, perception, attention, memory, and problem solving skills contribute to higher cognitive processes. |
|
|
Term
|
Definition
| a key term used in philosophy, psychology, sociology, and anthropology to conceptualize the psychological relation between people. It is usually used in contrast to solipsistic individual experience, emphasizing our inherently social being. |
|
|
Term
| Improvements in attention in early childhood |
|
Definition
sustained attention increases sharply between 2 and 3.5 years.
-frontal lobe growth
-increasingly complex play goals
-adult scaffolding
-quality preschooling
planning improves |
|
|
Term
| improvements in attention go hand in hand with development in _______. |
|
Definition
inhibition
example: marshmallow task |
|
|
Term
| what is the argument about the trend/mastery between ages 3-7 of tasks requiring inhibition skills? |
|
Definition
| some argue because 60% of 3 year olds can master the inhibition tasks already, that the first skills develop in infancy and early childhood is just a trajectory |
|
|
Term
|
Definition
1. recognition better than recall
2. beginnings of memory strategies, but are limited by working memory
3. familiar events are remembered as scripts, more elaborate w/ age, elaborative style best, adults help w/ autobiographical memories. |
|
|
Term
| Overlapping Waves Theory of Problem Solving |
|
Definition
idea that children don't really know what info they should attend to in order to accomplish goals.
they try a variety of strategies, observe how well each one works, and gradually select those leading to rapid accurate answers
basically, the longer they spend solving problems, the more efficient the strategy, and more frequent the use |
|
|
Term
| Social Cognition and theory of Mind, 4 developmnetal milestones associated with it |
|
Definition
coherent set of ideas about mental activities. Milestones:
1. view others as intentional beings who are available for communication
2. aware of other's emotional and desires
3. realize that thinking is internal, but focus on desires
4. realize both beliefs and desires determine behavior, awareness of false beliefs |
|
|
Term
|
Definition
Example: Band Aid Task
Children think puppet will think band aids are in unlabeled box just because child knows which box band aids are in |
|
|
Term
| factors contributin to theory of mind |
|
Definition
1. language and verbal reasoning
2. cognitive skills
3. make believe play
4. social interaction |
|
|
Term
| Early Mathematical Devt major points |
|
Definition
builds on informal knowledge
ordinality - order relationships between quantities
cardinality - last number when counting is the total
estimation |
|
|
Term
| core knowledge theory and mathematical development |
|
Definition
| we are born with number knowledge |
|
|
Term
| early literacy development |
|
Definition
preschoolers understanding occurs before practical usage,
emergent literacy
read but don't understand symbolism
gradual mastery of functions and phonological awareness
more informal experiences contribute to earlier and better literacy |
|
|
Term
| Early literacy Development chart low ses vs. high |
|
Definition
high ses scores higher in all 3 categories (recognizes alphabet, identifies beginning sounds of words, writes own name)
(hardly any low ses can identify beginning sounds of words |
|
|
Term
| theories of language development |
|
Definition
1. behaviorist- learned through operant conditioning and imitation
2. nativist - LAD
3. interactionist |
|
|
Term
| when does language really begin? |
|
Definition
| around 18-24 months, spoken vocabulary expands to about 200 words, and toddlers combine two wrods |
|
|
Term
| comprehension vs. production |
|
Definition
Toddler's comprehension of the spoke language increases dramatically over the second year
however, production of words lags behind comprehension |
|
|
Term
| vocabulary explosion/Boom |
|
Definition
| starting around 18 months, the rate of language production dramatically increases |
|
|
Term
| what is important for children to learn new words? |
|
Definition
| there is an increase in vocabulary when children pay attention to the shape of an object |
|
|
Term
| there is a __________ in onset of vocabulary boom. |
|
Definition
| variability in age, some as early as a year, some as late as a year and a half |
|
|
Term
| what are major points of vocab devt in early childhood? |
|
Definition
1. fast mapping
2. mutual exclusivity bias
3. syntactic bootstrapping
4. inventing own words |
|
|
Term
|
Definition
| refers to idea that children quickyl assign a word to an object |
|
|
Term
|
Definition
| assume words are mutually exclusive to find out what new words mean. Hold up wug and feb and say which is feb? Kid knows b/c we told them the first one was a wug. |
|
|
Term
|
Definition
| exmaple: sofa is also a couch |
|
|
Term
|
Definition
Basic rules: overregulation, applying rules w/o appropriate exceptions, example: octopuses not octopi
complex structures
explaining grammatical devt
-semantic bootstrapping
-relying on word meanings to figure out grammatical rules |
|
|
Term
|
Definition
children 13-15 months old understand that words used in combination have a meaning separate from the meaning of the individual words
by the end of the second year, children combine words into simple sentences
children's first sentences are telegraphic speech, usually 2 word utterances in which non essential elements are missing |
|
|
Term
|
Definition
around age 2, preschoolers begin to master pragmatics
presence of sibling helps
adapt language to social expectations by age 4
telephone talk improves significantly from ages 4-8 |
|
|
Term
| why is ec language devt so incredible? |
|
Definition
| no other species does this with such ease, any 1 word could be anything, there are infinite possibilities, we somehow figure it out |
|
|
Term
| supporting language devt in early childhood |
|
Definition
recasts: restructuring incorrect speech into correct form
expansions: elaborating on children's speech
role of adults:
listening attentively
elaborating on what children say
modeling correct usage
stimulating children to talk further |
|
|
Term
Peer Socialbility in Play
What are the 4 types? |
|
Definition
1. Nonsocial Activity
2. Parallel Play
3. Associative Play
4. Cooperative Play |
|
|
Term
|
Definition
Unoccupied, onlooker behavior
solitary play
not actually engaging |
|
|
Term
|
Definition
| plays near other children with similar toys, but does not try to influence them |
|
|
Term
|
Definition
| engage in separate activities, but exchange toys and comments |
|
|
Term
|
Definition
| children work toward a common goal such as make believe play |
|
|
Term
| cognitive categories of play (3) |
|
Definition
1. functional play
2. constructive play
3. make believe play |
|
|
Term
|
Definition
| simple, repetitive motor movements, with or without objects 0-2 years |
|
|
Term
|
Definition
| creating or constructing something from 3-6 years |
|
|
Term
|
Definition
| acting out everyday roles and imaginitaive roles from 2-6 years |
|
|
Term
| what is the point of the baby human movie about pretendinf and sharing form the first socio emotional lecture? |
|
Definition
| there are things that have to develop before kids can do certain things in play. Before 2 years, kid's can't really engage in cooperation. There are diffferent rates of devt for different things. For example, cooperation develops between 2-3 years, but sharing is still a struggle for 3 year olds |
|
|
Term
| Key points about early childhood friendships |
|
Definition
1. someone who likes you, plays with you, and shares toys
2. friendships change frequently
3. friends are more reinforcing, emotionally expressive than non friends
4. social ability contributes to academic performance |
|
|
Term
what are the steps of the info processing model of social problem solving? There are 6 of them
what does the child's mental state depend on? |
|
Definition
1. notice social cues
2. interpret social cues
3. formulate social goals
4. generate problem solving strategies
5. evaluate probably effectiveness of problem solving strategies
6. enact response
Peer evaluation and response, then cycle repeats again
knowledge of social rules
representations of past social experiences
social expectations |
|
|
Term
| genetic influences on gener devt |
|
Definition
evolutionary adaptiveness
hormones |
|
|
Term
| environmental influences on gender |
|
Definition
1. family
2. teachers
3. peers
4. broader social environment |
|
|
Term
| what is the point of the baby human movie about gender stereotyping in infants? |
|
Definition
babies can associate male voices w/ male faces, and females w/ female voices. At 14 months, they baby does not associate lipstick with women. There is a trend that female babies are able to form gender stereotypes about 6 months earlier than boy.
it should also be noted that even though infants are learning these stereotypes, they do not identify as one or the other. At about age 2.5 they finally identify as a boy or a girl. |
|
|
Term
| 3 theories of gender development |
|
Definition
1. social learning theory
2. cognitive devt theory
3. gender schema theory |
|
|
Term
|
Definition
| gender typing behavior leads to gender identity |
|
|
Term
| cog dev theory of gender devt |
|
Definition
| self perceptions (gender constancy) come before behavior |
|
|
Term
|
Definition
combines social learning and cognitive developmental theories
this theory talks a lot more about how environment triggers through processes rather than gender constancy |
|
|
Term
| 3 step process of gender constancy in cognitive developmental theory of gender |
|
Definition
1. gender labeling
2. gender stability (across lifespan)
3. gender consistency (won't change) |
|
|
Term
|
Definition
| refers to fact that you understand that you are a girl, you will always be a girl, and that will not change. Occurs in 3 steps. |
|
|
Term
|
Definition
| am i thinking about gender? |
|
|
Term
|
Definition
| Is thinking about being a boy. So will ask himself, should boys play with dolls? |
|
|
Term
|
Definition
| is not thinking about being a boy, so will ask himself, do i like this toy? |
|
|
Term
| trends in mother'schildren's use of generic references to gender during storytime |
|
Definition
| young children around age 2 hardly make any references while their parents make a few. it just keeps increasing with age. the parent eggs the kid on, and the kid makes more stereotypes. |
|
|
Term
| what are the 4 parenting styles? |
|
Definition
1. authoritative
2. authoritarian
3. permissive
4. uninvolved |
|
|
Term
| componenents of authoritative parents |
|
Definition
Acceptance: High
Involvement: High
Control: adaptive
autonomy: appropriate |
|
|
Term
| componenents of authoritarian parent |
|
Definition
acceptance: low
involvement: low
control: high
autonomy: low |
|
|
Term
| permissive parenting components |
|
Definition
acceptance: high
involvement: too low or too high
control: low
autonomy: high |
|
|
Term
| uninvolved parenting components |
|
Definition
acceptance: low
involvement: low
control: low
autonomy: indifference |
|
|
Term
| what are the 4 components of a parenting style? |
|
Definition
acceptance
involvement
control
autonomy |
|
|
Term
| what makes authoritative child-rearing effective? |
|
Definition
1. warm involved parents provide models of caring as well as confident, self controlled behavior
2. children are far more likely to comply with and internalize control that appears fair and reasonable
3. authoritative parents let children know they are competent and foster self esteem and maturity
4. supportive aspects of the authoritative style including parental acceptance involvement and rational control are powerful sources of resilience |
|
|
Term
| what are some distint child rearing beliefs in the US cross culturally? |
|
Definition
1. chinese parents are often more controlling
2. hispanic, pacific islander, and caribbean families combine high respect for authority with parental warmth
3. low SES african american parents tend to insist on immediate obedience |
|
|
Term
| 4 theories of moral development |
|
Definition
1. psychoanalytic
2. social learning
3. behaviorist
4. cognitive development |
|
|
Term
| psychoanalytic theory of moral development |
|
Definition
freud - superego and guilt
today: induction, empathy based guilt |
|
|
Term
| social learning theory of moral development |
|
Definition
|
|
Term
| behaviorist theory of moral development |
|
Definition
|
|
Term
| cognitive developmental theory of moral development |
|
Definition
| children as active thinkers about social rules |
|
|
Term
inductive disc
ipline/neo freudian |
|
Definition
induction: adults point out the effects of children's misbehavior on others
gives children information about how to behave they can use in future situations
encourages sympathy and concern, motivates prosocial behavior
gives children reason for changing their behavior and encourages moral standards
children form a script that can deter future transgressions |
|
|
Term
|
Definition
| customs suchas table manners or dress styles, peers seldom react to violations of social convention, adults explain less, demand obedience |
|
|
Term
|
Definition
protect people's rights and welfare, victims and other children react strongly to moral offenses
adults explain rights and feelings of victims |
|
|
Term
| characteristics of good models of moral behavior |
|
Definition
| warmth and responsiveness, competence and power, consistency between words and behavior |
|
|
Term
|
Definition
| children act to fulfill a need or desire and unemotionally attack a person to get goal |
|
|
Term
|
Definition
| defensive response to provocation or blocked goal and is meant to hurt another person |
|
|
Term
| 3 types of ways aggression and surface |
|
Definition
1. physical aggression
2. verbal aggression
3. relational aggression |
|
|
Term
| punishment in early childhood |
|
Definition
physical punishment and frequent punishment have undesireable side affects
models aggression
children react w/ anger and resentment |
|
|
Term
|
Definition
| an experiment where harlow demonstrated that monkeys prefer comfort, security, and affection to just plain food |
|
|
Term
| outcome of infants from large orphanages if they are adopted prior to 6 months are after? |
|
Definition
| the ones who are adopted prior end up with pretty comprable outcomes in comparison to normal british children, but those who are adopted after have severe intelligence deficits, up to 2 standard deviations away from the mean intelligence |
|
|
Term
|
Definition
Home Observation for the MEasurement of the Environment
checklist for gathering information about the quality of children's home lives through observation and parental interview
predicts language, IQ, and academic ahievement, more predictive of academic success than IQ |
|
|
Term
| problems with home scale? |
|
Definition
| there are high genetic/environmental correlations, basically, parents with high IQ provide a better environment than those that dont |
|
|
Term
| Features of a high quality home life for infants and toddlers |
|
Definition
1. parent caresses/kisses child at least once during visit, talks to child
2. parental acceptance of child - parent does not interfere w/ childs actions or restrict childs movements more than three times
3. organization of the physical environment - childs play environment is safe and free of hazards
4. provisiion of appropriate play materials - parent provides/toys or activities for child during visit
5. parent involvement with child - parents tends to keep child within view and looks at child often
6. opportunities for variety in daily sitmulation - child eats at least one meal per day w/ parent, child gets out of house |
|
|
Term
| HOME scale for early childhood |
|
Definition
1. cognitive stimulation through toys, games, reading home includes toys to learn colors, shapes, sizes
2. language stimulation - parent teaches child about animals through books, games, and puzzles, parent talks to child at least twice
3. organization of the physical environment - all visible rooms are reasonably clean and minimally cluttered
4. emotional support - parent praises child twice during observer's visit, parent caresses, kisses, or hugs child at least once
5. stimulation of academic behavior - child is encouraged to learn colors
6. modeling and encouragement of social maturity - parent introduces child to interview
7. opportunities for variety in daily stimulation - family member takes child on one outing at least every otehr week (picnic, shopping)
8. avoidance of physical punishment - no slapping, no spanking |
|
|
Term
| what can help if a home is inaqequate for development? |
|
Definition
| high quality day care and/or preschool can ameliorate the effects of an inadquate environment |
|
|
Term
|
Definition
| more than just a daycare, parent involvment is essential, there are long term benefits like better early school achievement, less special ed, more high school grads, college enrollment, advantages still evident at age 40 |
|
|
Term
Head start stats
investment
how many kids? |
|
Definition
150000 saves society 250000 over the course of childs life
18000 centers serving just under a million children
funding is variable b/c of politics and misunderstanding of studies that don't take into account crappy school district enrollment |
|
|
Term
| what areas do head start kids do better in? |
|
Definition
1. high school
2. earn more than 2000 month
3. married
4. own own home
5. spent time in prison
(all by age 27) |
|
|
Term
| why are head start results mixed? |
|
Definition
| if continual support is not provided, the benefits of head start may disappear for some children |
|
|
Term
| what are signs of a quality day care? |
|
Definition
| physical setting, group size, caregiver:child ratio, daily activities, adult-child interactions, teacher qualificaitions, relationships w/ parents, licensing and accreditation |
|
|
Term
|
Definition
| national assoc for education of young children - this is how preschools an ddaycares get accreditation |
|
|
Term
|
Definition
| Early childhood environmental rating scale - preschools and daycares have to get licensed by state, use this scale to judge if center is meeting the basics |
|
|
Term
| do middle class familes go to good daycares? |
|
Definition
| most lower and middle SES families DO NOT have access to high quality day care for their children, it is over 15000 year! |
|
|
Term
| Piaget and Educational Practices |
|
Definition
1. discovery learning
2. sensitivity to children's readiness to learn
-developmentally appropriate practice
-not to guide the child
3. acceptance of individual differences |
|
|
Term
| Vygotsky and Educational Practices |
|
Definition
vygotskian classrooms promote assisted discovery
-teachers guide children's learning w/ explanations and verbal prompts
-peer collarboration is also emphasized |
|
|
Term
|
Definition
| child centered preschool - teachers provide acitivities from which the children select and most of the day is devoted to play, but sometimes academic is left behind a bit |
|
|
Term
|
Definition
| trachers structure children's learning thru formal lessons, often using repetitive drills (an approach that can undermine motivation and well being, especially for low SES children), can get in the way of a lot of social emotional development |
|
|
Term
| whats the deal w/ the gray area between preschool and daycare? |
|
Definition
| because places are trying to balance piaget vs. vygotskyan theories, there can sometimes be a blurry line between what is a preschool and what is a daycare |
|
|
Term
| Montessori Education/Philosophy |
|
Definition
child centered apprach w/ equal emphasis on academic and social development
for at least half the day, children have unstructured play in large open areas |
|
|
Term
| Reggio Emilia Approach/Philosophy |
|
Definition
Children must have some control over the direction of their learning
100 languages - children learn in a variety of ways
the environment is a teacher
so all the teacher needs to do is create the environment
if you want children to be prepared for school, you need to promote every sort of mode of learning or language, so that they can be ready to learn in any way possible come kindergarten
these children outperform other kids
these children end up being very good artists |
|
|
Term
| how does research fit in to early childhood education? |
|
Definition
| there are very few research programs in the US based on actual research, there are no SPECIFIC research studies many of these classrooms say they follow |
|
|
Term
| one really big issue with designing EC care is..... |
|
Definition
| there is a very strong disconnect between what research says promotes development, and what actually happens in these centers |
|
|
Term
|
Definition
computers - 85% of US children have computers at home, about 2/3 have internet access
TV - remains domintant in youth media, even for infants
touchscreens and cell phones - dont have a lot of research on these, they could be good or bad for development |
|
|
Term
|
Definition
toddlers demonstrate video deficit effect, poorer performance after a video than a live demonstration
around 2.5, this effect declines
infants initially respond to videos of people as actual people |
|
|
Term
|
Definition
| supposed to make baby smarter, but research shows that babies are actually not as smart as other children w/ real life interaction! |
|
|
Term
| why is there a video deficit effect? |
|
Definition
the main theory is an information processing theory.
idea is that children who thru all steps of the information process struggle with media. |
|
|
Term
| media use in early childhood |
|
Definition
mixed results
one study links sesame st viewing w/ higher grades, reading more books, and valuing academic achievement
barney and slow paced narratives lead to make beieve play
entertainment only programming can detract from academic and social success |
|
|
