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Definition
| What normally accompanies or is normally associated with what |
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| Rational part of the personality which grows as a preschooler develops an understanding of functional relationships |
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| prediction of behavior of another based on their understanding and beliefs of another; enabled by symbolic thinking |
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| ability to think about thinking and other cognitive processes such as learning and memory |
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| the ability to sort objects into categories with only one parameter; enabled by symbolic thinking |
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| preschoolers as young as 3 years old know which group contains more objects if the difference is large; finer distictions are more accurately made by preschoolers over the age of 4 |
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| the ability to focus on more than one aspect of a problem or issue at a time; preschoolers are unable to do this |
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| 2-7 years old; Piaget believed the child is incapable of performing certain mental actions or reasoning processes that school-age children, teens, and adults can perform |
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| understanding that if water from a narrow glass is poured into a wide glass, the amount of water in both glasses is the same, despite the appearance of more water in the narrow glass |
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Definition
| a problem that requires accurate prediction of how another person will behave if that other person has incorrect information |
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Term
| appearance-reality distiction |
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Definition
| distiguishing between an object's present appearance and it's actual qualities (or essence) |
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Definition
| preschoolers are largely incapable of understanding another's perspective of the world, but only understand their own |
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| belief that nonliving objects are alive or are conscious; persists in preschoolers as old as 5 or 6 |
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| perspective that much, if not most learning occurs during social interactions, especially in activity settings |
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| setting where shared focus of attention and a common goal incidently cause learning as a result of participation |
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Term
| Neostructuralist (neo-Piagetian) theories |
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Definition
| theories of cognitive development based on the general notion of stage-like development, but which focus on more precise areas of thinking and mechanisms of development than Piaget's orginal theory |
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Term
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Definition
| smallest meaningful unit of language, including words, prefixes, suffixes, and verb-tense modifiers |
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Definition
| syntactic rules that allow speakers to generate new sentences almost infinitely by applying them to new morphemes |
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Definition
| one word utterances that are attempts to communicate more than what is contained in one word |
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| two word sentences that ignore syntax |
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| children's earliest sentences in which syntax is employed, but less informative words--such as articles--are omitted |
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| utterances in which a child uses a regular but wrong grammatical form instead of an irregular but correct form |
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| language acquisition device (LAD) |
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Definition
| refers to the innate process of language acquisition in Chomsky's theory of language development |
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Definition
| simplified language used when interacting with an infant; helps children acquire language faster |
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| rephrasing or restating a preschooler's utterance in a more mature, correct way; helps children acquire language faster |
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| American sign language (ASL) |
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Definition
| system of gestures used in place of oral language by individuals with hearing impairments which develops the same as oral language in children |
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Definition
| monologues preschoolers have with themselves to guide their thinking; Vygotsky used it to proove the eventual interdependence of language and thought |
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Term
| developmentally appropriate practices |
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Definition
| National Association for the Education of Young Children has established them to facilitate a child's learning at various developmental stages |
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