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Definition
| study of persistent, cumulative, and progressive changes in the physical, cognitive, and social-emotional development of children and adolescents |
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| inherited characteristics and tendencies that affect development |
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| environmental conditions that affect development |
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| physical and brain growth, and age related changes in motor skills |
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| systematic changes in reasoning, concepts, memory, and language |
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| social-emotional development |
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| systematic changes in emotions, self-concept, motivation, social relationships, and moral reasoning and behavior |
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| the broad social environments (school, family) that influence children's development |
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| a child's way of responding to events, stimuli, and impulses |
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| genetically guided changes that occur over the course of development |
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| a period when environmental experiences have more of an influence |
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| commonalities seen in the way all individuals progress |
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| varied ways in which individuals progress |
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| a period characterized by a qualitatively different way of behaving/thinking |
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| describes development as a series of qualitatively distinct changes |
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| behaviorism/social learning theory |
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| environmental stimuli and learning processes |
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| early experiences and internal conflicts |
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| cognitive-developmental theory |
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| major transformations to the underlying structures of thinking |
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| precise nature of human mental operations |
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| learning of tools and communication systems through practice in meaningful tasks w/ other people |
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| developmental systems theories |
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Definition
| systems inside and outside of children |
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| developmentally appropriate practice |
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Definition
| instruction and other services adapted to the age, characteristics, and progress of individual children |
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| random assignment is not possible |
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| study of an issue or problem by a teacher w/ the goal of brining about more productive outcomes |
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| knowledge and skills that lay the foundation for reading and writing; develops in preschool |
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| ability to hear the distinct sounds within words |
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| word that a child can immediately recognize when reading |
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| knowledge of typical elements and sequence of a narrative |
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| inability to master basic reading skills within avg. timeline |
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| self constructed spelling; phonetic |
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| writing down ideas in whatever order they come to mind, with little regard for communicating effectively |
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| writing ideas so the reader can understand |
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| any number can be broken down, two numbers can be combined to form a larger number |
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| imagine and mentally manipulate 2 and 3 dimensional theories |
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| all physical phenomena is touchable or properties of |
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| read and understand musical notation |
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| recall the precise pitch of a particular note |
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| common ancestors, values, beliefs, behaviors |
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| taking on customs and beliefs of new culture |
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| totally taking in new culture, and abandoning the old one |
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| taking pieces of a new culture |
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| rejecting a new culture completely |
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| draws traditions from both cultures |
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| awareness of being a member of a particular group |
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| family income, type of job, education level |
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| ability of some to thrive despite environmental conditions |
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| deficit in one or more cognitive processes |
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| infrequent social interaction, little awareness of thoughts, repetitive behaviors, needs predictability |
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| promotes learning through volunteerism |
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| increase from general to specific functioning |
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| increasing coordination of body parts |
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| reasoning, desicion making |
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| vertical ordering of motor skills and physical development; order is head first to feet last |
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| inside out ordering of motor skills |
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| thinking they are invincable |
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| dependence, building tolerance |
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| lack of concern for rights of others |
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