Term
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Definition
| Inability to envision situations from perspectives other than one's own |
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Term
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Definition
| If a person is positioned between the toddler and another child the toddler, who is facing the person, will explain that both children can see the middle person's face. The young child is unable to realize that the other person views the middle person from a different perspective. |
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Term
| Egocentrism (implication) |
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Definition
| Avoid moralizing about "why" something iswrong if it requires an understanding of someone else's feelings or opinion. Telling a child to stop hitting because hitting hurts the other person is often ineffective because to the aggressor, itfeels good to hit someone else. Instead, emphasize that hitting is not allowed. |
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Term
| Transductive reasoning(define) |
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Definition
| Reasoning from the particular to the particular. |
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Term
| Transductive reasoning (example) |
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Definition
| Child refuses to eat a food because something previously eaten did not taste good. |
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Term
| Transductive reasoning (implication) |
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Definition
| Accept child's reasoning; offer refusedfood at different time. |
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Term
| Global organization (define) |
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Definition
| Reasoning that changing any one part of the whole changes the entire whole. |
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Term
| Global organization (example) |
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Definition
| child refuses to sleep in his or her room because location of bed has changed. |
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Term
| Global organization (implication) |
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Definition
| Accept child's reasoning; use same bed position or introduce change slowly. |
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Term
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Definition
| Focusing on one aspect rather than considering all possible alternatives. |
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Term
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Definition
| Child refuses to eat a good because of its color even though its taste and smell are acceptable. |
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Term
| Centraction (implication) |
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Definition
| accept the child's reasoning |
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Term
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Definition
| Attributing lifelike qualities to inanimate objects. |
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Term
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Definition
| Child scolds stairs for making child fall down. |
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Term
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Definition
| Join child in the "scolding" Keep frightening objects out of view. |
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Term
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Definition
| inability to undo or reverse the actions initiated physically. |
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Term
| Irreversilbilty (example) |
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Definition
| When told to stop doing something, such as talking, child is unable to think of a positive activity. |
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Term
| Irreversibility (Implications) |
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Definition
| State requests or instructions positively (Be quiet) |
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Term
| Magical thinking (define) |
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Definition
| Beleiving thatthoughts are all-powerful andcan cause events. |
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Term
| Magical thinking (example) |
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Definition
| Child wishes someone dies;then if the person dies, child feels at fault because of the "bad" thought that made the death happen. Calling children "bad" because they did something wrong makes them feel as if they are bad. |
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Term
| Magical thinking (implication) |
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Definition
Clarify that thoughts do not make things happen and that child is not responsible
* Use "I" messages rather than "you" messages to communicate thoughts, feelings, expectations, or beliefs without imposing blame or criticism. Emphasize that the act, not the child, is bad. |
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Term
| Inability to conserve (define) |
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Definition
| Inability to understand the idea that a mass can be changed in size, shape, volume, or length without losing or adding to original mass (instead, children judge whatthey see by the immediate perceptual clues given to them) |
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Term
| Inability to conseve (example) |
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Definition
| If two lines of equal length are presented in such a way that one appears longer than the other, child will state that one line is longer even if child measures both lines with a rule or yardstick and finds that each has the same length. |
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Term
| Inability to conserve (implication) |
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Definition
Change the most obvious perceptual clue to reorient child's view of what is seen.
* Give medicine ina small medicinecup, rather than a large cup, because the child will imagine the large vessel contains more liquid. If child refuses medicine in the small cup, pour it into a large cup because the liquid will appear to be less in a tall, wide container.
* Give a large, flat cookie rather than a thick, small one or do the reverse with meat or cheese; childwill usually eat larger size favorites and smaller of less favorites. |
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