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| Piaget's theoretical perspective that children construct an understanding of their world based on the effects of their behaviours |
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| Piagetian process of absorbing new experience into current knowledge structures |
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| Piagetian process of altering a belief to make it more compatible with experience |
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| stage in Piaget's theory characterized by a focus on the here and now without the ability to represent experiences mentally |
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| the understanding that objects continue to exist even when out of view |
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stage in Piaget's theory characterized by the ability to construct mental representations of experience, but not yet perform operations on them
example: a child can imagine a vase on a table but can't imagine what would happen if they knocked it off the table |
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| inability to see the world from others' perspectives |
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| Piagetian task requiring children to understand that despite a transformation in the physical presentation of an amount, the amount remains the same |
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| concrete operations stage |
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stage in Piaget theory characterized by the ability to perform mental operations on physical events only.
example: sorting coins by size, setting up battle scene with toy soldiers |
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stage in Piaget's theory characterized by the ability to perform hypothetical reasoning beyond the here and now
example: children can understand logical concepts, such as if-then statements (if i'm late for school, then i'll get sent to the principle's office) and either-or statements (mom says i can either go to the game tonight or go to the sleepover tomorrow night) |
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| Vygotskian learning mechanism in which parents provide initial assistance in children's learning but gradually remove structure as children become more competent |
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| ressemble Piaget's theories in that they emphasize general cognitive abilities, constructivist learning, and acquired rather than innate knowledge. They differ from him in that they explain learning as gradual rather than stagelike |
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| emphasize the social context and the ways in which interactions with caretakers and other children guid children's understanding of the world. Share a focus on the child's interaction with the social world as primary source of development |
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| like Vygotsky's theory, it emphasizes the idea of domain-specific learning. For example, the knowledge base understanding for language may be different from the ability to reason about space, with no overlapping cognitive skills between them. Argued this theory in reaction to Piaget's constructivist theory |
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