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the broader ecosystem. major avenue of influence: Letters, books, magazines, tv, video, cd, Internet, etc.
contribute to what children learn and model. |
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| Permissive Parenting Style |
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| give children a lot of leeway little control is exercised. Allow children to learn through experience as a result of indulgence or neglect. Neither independence or obedience is stressed. |
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| Authoritarian Parenting Pattern |
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| try to shape, control and evaluate the behavior and attitiudes of their children according to a set traditional standard. Stresses obedience over independence. |
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| Authortative Parenting Pattern |
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| Listen to children's reasoning, less likely to use physical punishment, encourages independence and explains the rules. |
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| Personal characteristics of environmental circumsxtances that increaxe the probability of negative outcomes for children. Risk is a statistic that applies to groups, not individuals. |
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| the ability to recover quickly from the adverse effects of early experience or persevere in the face of stress with no apparant special negative psychological consequences. |
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| environmental and personal factors that are the source of children's resilience in the face of hardship. |
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| area of research that examines the biological and social processes that lead to maladjustment as well as those that are associated with healthy development |
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| family consisting of husband, wife, and their children |
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| child care provided in the child's own home, primarily by the father or a grandmother while the mother is at work |
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| Refers to how the family unit is socially organized |
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| child care provided in someone else's home, that of either a relative or a stranger |
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| a family in which only parents and their children but other kin- grandparents, cousins, nephews |
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| menatal operation in which the child realizes that one operation can be negated, or reversed, the the effects of another. |
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| process of repeating to oneself the material that one is trying to memorize |
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| ability to think about one's own memory process |
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| ability to think about one's own though processes |
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| number of randomly presented items of information that can be repeated immediately after they are presented |
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| intelligence quotient: ratio of mental age to chronological age. calculated as IQ=(MA/CA)100. this ensures that when a child is performing precisely as expected, the IQ is 100 (average IQ) |
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| a mental operation in which the child realizes that a change limited to outward appearances does not change the substance involved. |
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| memory strategy in which children identify or make up connection between two or more things they have to remember |
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| Cooridinated mental actions that fit into a logical system in a way that creates greater unity of thinking |
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| a mental operation in which the child realizes that changes in one aspect of a problem are compared with and comepensated for by changes in another aspect |
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| Specific Learning Disabilities |
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| term used to refer to the academic difficulties of children who fare poorly in school despite having normal intelligence |
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| a means of assessing the imapct of education while controlling for age by comparing children who are almost the same age but begin schooling a year apart because of school rules that set a specific cut-off date for starting school. |
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| method of teaching reading where teacher and children take turns readitn text in a manner that integrates decoding and comprehension skills. |
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| a distinctive way of talking and thinking that is typical in school but rarely encountered in every-day interactions in the community or home |
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| Inititation Reply Feedback Sequence |
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| an instructional discourse pattern in which the teacher initiates and exchange , usually by asking a question; a student replies, and then the teacher provides feedback |
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| a form of socialization in which adults engage in deliberate teaching of the young to ensure that they acquire specialized knowledge and skills |
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| process of establishing letter sound correspondences when reading |
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| a dominant way of thinking about and relating to the world that arises from a people's common historical experience |
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| form of activity combining instruction and productive labor that is intermediate between the implicit socialization of family and community life and the explicit instruction of formal education. (learning hands-on skills for certain jobs rather than formal education) |
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| ability to try hard and persist at school tasks in the face of difficulties |
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| Subjective View of Responsibility |
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| understanding that responsibility depends on both intentions and consequences |
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| a complex organization of relationships between individuals |
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| strategies that allow friends to remain friends even when serious differences temporarily drive them apart |
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| the process of defining oneself in relation to one's peers |
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| one's evaluation of one's own self worth |
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| Prosocial Moral Reasoning |
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| the thinking that is involved in deciding whether to share with, help, or take care of other people when doing so may prove costly to oneself |
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| Objective View of Responsibility |
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| an understanding that responsibility depends on objective consequences alone |
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| form of indirect social control in which parents and children cooperate to reinforce the children's understanding of right and wrong, what is safe and unsafe, when they are not under direct adult control |
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| child-care and protection provided by group members other than the parents, usually other relatives |
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| an organized child-care facility supervised by lecensed professionals |
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| a social system in which individuals help care for young that are not their own, at the expense of their own reproduction. this distinguishes it from alloparenting, which is simply the act of caring for another conspecific's offspring. cooperative breeding is also generally associated with reduced dispersal from the natal nest or range. |
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| a family in which not only parents and their children, but other kin- grandparents, cousins, nephews, or more distant family relations- share a household. |
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| directly linking high crime rates to neighborhood ecological characteristics, youths from disadvantaged neighborhoods were participating in a subculture in which delinquency was approved behavior and that criminality was acquired in a social and cultural setting through a process of interaction |
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| seeing if a child can tell that there is the same amount of quarters on each row even though they are spread out on one and close together on another |
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| seeing if a child can tell if water in a tall skinny glass is the same as in a short fat glass where it appears that there is less |
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| Neighborhood Physical Disorder |
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| refers to the decline in appearance and functionality of buildings and lots (bad neighborhoods, they look out of order graffitti) it feels like an unsafe neighborhood for kids |
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| style that includes a mixture of high levels of vigilent control w/high levels of support |
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| course of action or inaction taken by the state w/regard to a particular issue. a system of courses of action, regulatory measures, laws, and funding priorities concerning a given topic promulgated by a governmental entity or its representatives |
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| sociological concept, which refers to connections w/in and between social networks, social conacts affect the productivity of individuals and groups. |
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| the substantial increase in average scores on intelligence tests all over the world |
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| deliberate, controllable cognitive operation performed for the purpose of attaining a particular goal |
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| Organizational Strategies |
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| memory strategy in which children mentally group the materials to be remembered in meaningful clusters of closely associated items |
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| "small chunk" processing, suggests we attend to or percieve elements by starting w/the smaller, more fine details of that element and then building upward until we have a solid representation of it in our minds |
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| reading and writing behaviors that precede and develop into conventional literacy. concerned with the earliest phases of literacy development, the period between birth and the time when children read and write conventionally. the term signals a belief that, in a literate society, young children even 1 & 2 are in the process |
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| counting and calculating in the early years. concepts of counting & calculating are of fundamental importance to mathematical learning for young children. strong math learning only acheived if these initial foundations are firmly established |
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| Entity Model of Intelligence |
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| belief that intelligence is a quality of which each person has a certain fixed amount (born dumb ya are dumb) |
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| Incremental Model Of Intelligence |
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| belief that intelligence is something that can grow over time as one learns (born dumb doesn't mean you're always dumb) |
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| way that children approach school tasks in which they are motivated to learn try hard and improve performance. children who adopt a mastery orientation are more likely to succeed in the long run, to use more advanced learning strategies and to relate what they are trying to accomplish at the moment to relevant prior knowledge |
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| a way of approaching school tasks in which students are motivated by their level of performance, ability, and incentives for trying. children who adopt a performance orientation are more likely on failing at a task to tell themselves "I can't do that" they may give up trying altogether, and when they encounter similar tasks in the future, tend to avoid |
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| involves enacting, discussing, making art and playing w/themes based on works of children's literature |
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| Realistic Mathematics Education |
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| an approach to math education that focuses on developing the students understanding of how math can be used to solve real-world problems |
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Definition
| aka "large chunk" processing and states that we form perceptions (0or focus our attention) by starting w/ the larger concept or idea (it can even be the concept or idea of an object) and then working our way down to the finer details of that concept or idea. if you're the type of person who learns new ideas and concepts (or forms impressions) by starting w/ the high level aspects and then working your way down to the fine details, then youre a top-down processor |
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