Term
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Definition
| Two word utterances and action oriented schemas |
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Term
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Definition
| Engage in conversation and thinking |
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Term
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Definition
| listens and relates to stories but retention is filled with errors of content and logic |
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Term
| Pre Operational Stage of Development |
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Definition
| period from 3-6 years old |
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Term
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Definition
| Ability to use symbols to represent or stand for unique objects or events |
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Term
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Definition
| Children observe the behavior of a model and imitate that behavior when the model is no longer present |
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Term
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Definition
| Children pretend that an object is something other than what it really is. |
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Term
| Shifting Context (Cognitive skills for pretend play) |
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Definition
| Performing routine behaviors outside their typical setting |
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Term
| Substituting Objects (Cognitive skills for pretend play) |
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Definition
| Substituting one object for another in pretend play |
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Term
| Substituting Agents for Oneself (Cognitive skills for pretend play) |
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Definition
| When agent assumes human like role in the pretense |
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Term
| Sequencing and Socialization of Pretend Episodes (Cognitive skills for pretend play) |
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Definition
| Single acts become sequences with longer length and complexity. Sequences begin to incorporate behavior patterns which reflect conventional roles. |
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Term
| Mental Images (Cognitive skills for pretend play) |
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Definition
| Internal representations of external objects or events. Ability to think about objects when they are not physically present and able to integrate experiences from the past. |
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Term
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Definition
| Focusing attention on minute to minute and inconsequential aspects of their experience. Unsystematic sampling of isolated bits of information from and experience, those collections will form preconcepts |
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Term
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Definition
| Disorganized, illogical representations of a child's experiences. It includes relevant and irrelevant images that may limit the quality of preschool children's reasoning and problem solving skills |
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Term
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Definition
| Derive general principles from particular examples (ex. teacher favors girls, so girls are teachers pets) |
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Term
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Definition
| General principles predict particular outcomes (ex. since girls are teachers pets the new teacher will favor girls) |
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Term
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Definition
| Reasoning with the unsystematic collections of images which constitute their preconcepts |
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Term
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Definition
| Inability to conceptualize the perspective of other individuals. Not selfish, just difficulty seeing the world around them the way others do. |
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Term
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Definition
| The notion that preschoolers cannot mentally reverse their transductive sequences of thought. |
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Term
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Definition
| Tendency to group objects on the basis of particular sets of characteristics |
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Term
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Definition
| Ability to estimate the amount of things and changes in the amounts of things in terms of number, size, weight, volume, speed, time, and distance |
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Term
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Definition
| notion that certain attributes of objects and events may remain unchanged despite transformations or changes in other attributes. |
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Term
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Definition
| Able to systematically assign numbers to items in any array |
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Term
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Definition
| Only one distinctive number must be assigned to each item in the array. No item counted or used more than once |
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Term
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Definition
| Number names assigned in a stable and repeatable order |
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Term
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Definition
| The final number in the counting sequence give the total number of items in the array |
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Term
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Definition
| Anything can be counted. Tangible or intangible (objects, events, ideas, values, emotions) |
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Term
| Order Irrelevance Principle |
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Definition
| Order in which objects are counted is irrelevant |
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Term
| Distinguishing between appearance and reality |
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Definition
| appearance does not always reflect reality (failure to distinguish the two may lead to vulnerability and danger) |
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Term
| 1st stage of Developmental Progression (5 yrs and younger) |
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Definition
-No plan for sorting
-Graphic collections (pictures made with objects) |
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Term
| 2nd stage of Developmental Progression (6-8 years) |
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Definition
| Non graphic collections (more organized sorting. producing a series of collections of objects based on a different dimension of similarity |
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Term
| 3rd stage of Developmental Progression |
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Definition
| Understand the relationship of class inclusion and uses multiple dimensions when classifying |
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Term
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Definition
| Use of attention and memory to gail and retain information about their environment and their use of that information to solve problems |
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Term
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Definition
| storage component with capacity for retaining information for up to 20 seconds |
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Term
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Definition
| large amounts of memory maintained indefinitely |
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Term
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Definition
| Ability to conceptualize their own cognitive processes. It includes knowing how much you know and how to improve your knowledge. Awareness and control of cognitive abilities |
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Term
| Rehearsal (strategies for memory) |
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Definition
| repeating items over and over |
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Term
| Organization (strategies for memory) |
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Definition
| grouping items by category |
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Term
| Event Memory (strategies for memory) |
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Definition
Preschoolers memory
-they remember events better than isolated bits and pieces. |
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Term
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Definition
| Theory of humans explaining and predicting human behavior. Trying to guess what others are thinking, feeling, and wanting |
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Term
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Definition
| Cognitive process by which we attributes desires and beliefs to other individuals in order to explain and predict their behavior. |
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Term
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Definition
| Ability to generate false beliefs in other individuals |
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