Term
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Definition
| particular strength of psychosocial development |
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Term
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Definition
| stunt development, the relevant strength, and impede resolution of future challenges |
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Term
| Basic trust vs. mistrust (infancy) |
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Definition
Infants depend on caregivers to meet their needs and provide comfort
If needs are not met, the child develops wariness and a lack of comfort
HOPE
(infancy) |
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Term
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Definition
(1-3 years)
Children realize they can have control over their own actions and act independently
If autonomy is not achieved, children can feel ashamed of their capabilities and start to doubt them
WILL |
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Term
| How do children interact with their world? |
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Definition
active scientists or explorers
(Schemes) |
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Term
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Definition
| Mental categories of related events, objects, and knowledge |
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Term
| How do child schemes change? |
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Definition
| from physical to functional, conceptual, and abstract as the child develops |
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Term
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Definition
fitting new experiences into existing schemes
Required to benefit from experience |
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Term
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Definition
| modifying schemes as a result of new experiences |
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Term
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Definition
| balance between assimilation and accommodation |
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Term
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Definition
| experience of conflict between new information and existing concepts |
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Term
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Definition
inadequate schemes are reorganized or replaced with more advanced and mature schemes
Occurs three times during development, resulting in four qualitatively different stages of cognitive development |
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Term
| Piaget's periods of cognitive development |
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Definition
Sensorimotor
Preoperational
Concrete operational
Formal operational |
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Term
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Definition
0-2 years
Deliberate, means-ends behavior
Using symbols |
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Term
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Definition
2-7 years
Egocentrism
Animism
Centration
Conservation
Appearance is reality |
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Term
| Concrete operational period |
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Definition
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Term
| Formal operational period |
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Definition
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Term
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Definition
| knowing an object still exists even if not in view |
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Term
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Definition
| Difficulty seeing world from others’ perspectives |
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Term
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Definition
| Crediting inanimate objects with life and lifelike properties |
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Term
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Definition
| Concentrating on only one facet of a problem to the neglect of other facets |
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Term
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Definition
| knowing that volume, mass, number, length, area, or liquid quantity are the same despite superficial appearance changes |
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Term
| Fostering Cognitive Development for children |
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Definition
Create environments to discover
Provide experiences
Help children w/ |
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Term
| Criticisms of Piaget’s Theory |
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Definition
Underestimates kids/ overestimates teens
Variablity
Undervalues social environment |
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Term
| Children’s Naïve Theories |
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Definition
Children develop specialized theories
Core knowledge hypothesis
(infants born with basic knowledge of world) |
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Term
| Teleological explanations |
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Definition
| Living things and their parts exist for a purpose: dogs have fur so we can pet them |
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Term
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Definition
| Although invisibtheir le, all living things have an essence giving them identity |
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Term
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Definition
| Human thinking is understandable via a computer model |
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Term
| Mental hardware (Information Processing) |
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Definition
| neural and mental structures |
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Term
| Mental software (Information Processing) |
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Definition
| mental programs allowing for performance of specific tasks |
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Term
| Attention (Information Processing) |
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Definition
| when sensory information receives additional cognitive processing |
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Term
| Orienting response (Information Processing) |
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Definition
| emotional and physical reactions to unfamiliar stimulus |
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Term
| Habituation (Information Processing) |
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Definition
| lessened reactions to a stimulus after repeated presentations |
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Term
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Definition
| When an initially “neutral” stimulus (e.g., a bell) becomes able to elicit a response (e.g., salivation) that previously was caused only by another stimulus (e.g., food) |
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Term
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Definition
| when a behavior’s consequence make this behavior’s future occurrence more likely (reinforcement) or less likely (punishment) |
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Term
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Definition
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Term
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Definition
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Term
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Definition
| appears when sense of self comes |
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Term
| Preschoolers as Eyewitnesses |
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Definition
vulnerable to suggestion and leading questions
vulnerable to suggestion and leading questions |
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Term
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Definition
| Progresses from 5 months on |
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Term
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Definition
Vygotsky
all participants having a mutual, shared understanding of an activity (e.g., game rules) |
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Term
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Definition
Vygotsky
cognition develops via structured activities with more skilled others |
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Term
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Definition
| master teaches a skill or task to a less skilled “apprentice” (adult-child) |
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Term
| Zone of proximal development |
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Definition
Vygotsky
difference between what children can do with or without assistance |
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Term
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Definition
Vygotsky
giving just enough assistance to match learner’s needs |
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Term
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Definition
smallest, unique sounds
Different languages have different sets |
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Term
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Definition
~6 months
precursor to speech |
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Term
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Definition
use symbols in areas other than language
(infants-gestures) |
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Term
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Definition
| children actually know to which object a new word refers |
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Term
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Definition
| parents labeling objects, plus children relying on adults’ behavior to interpret the label’s meaning |
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Term
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Definition
| children interpret unfamiliar words in a sentence using different cues |
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Term
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Definition
| rapid cognitive growth and skill cause an explosion in new word learning |
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Term
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Definition
| defining a word too narrowly |
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Term
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Definition
| defining a word too broadly |
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Term
| Bilingualism effect on lang. develop. |
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Definition
| slows down vocab intially, but makes more skilled switching between tasks/ understanding nature of the words |
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Term
| Do infant oriented language learning videos work? |
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Definition
| No, children do not participate with video |
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Term
| How Do Children Acquire Grammar (behaviorist) |
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Definition
| imitation and reinforcement |
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Term
How Do Children Acquire Grammar
(Linguistic) |
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Definition
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Term
How Do Children Acquire Grammar
(Cognitive) |
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Definition
| children look for patterns, detect irregularities, and create rules |
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Term
How Do Children Acquire Grammar
(Social-interaction) |
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Definition
| eclectic integration of behavioral, linguistic, and cognitive solutions, plus the importance of accurate communication |
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Term
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Definition
| many human behaviors are successful adaptations to the environment |
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Term
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Definition
an enduring socioemotional relationship with an adult
Ensures survival
(with mother) |
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Term
| Basic trust vs. mistrust (infancy) |
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Definition
Infants depend on caregivers to meet their needs and provide comfort
Hope |
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Term
| Autonomy vs. doubt (1-3 years) |
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Definition
Children realize they can have control over their own actions and act independently
Will |
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Term
| Initiative vs. guilt (3-5 years) |
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Definition
Child plays successfully different roles
(Initiative)
Guilt- conflict with cooperating
Purpose |
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Term
| Preattachment stage (birth to 6-8 weeks) |
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Definition
| Infants get adult attention (crying, smiling) |
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Term
| Attachment in the making (6-8 weeks to 6-8 months) |
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Definition
| Infants behave differently toward familiar versus unfamiliar adults |
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Term
| True attachment (6-8 months to 18 months) |
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Definition
| Infants have singled out a “special” adult as their secure and stable socioemotional base |
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Term
| Reciprocal relationships (18 months on) |
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Definition
| Toddlers act as true partners in the relationship, taking initiatives in interaction |
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Term
| Father-Infant Relationships |
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Definition
Father= playmate
mother=comfort |
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Term
| Consequences of Attachment |
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Definition
| Environmental instability and stress causes hurts attachment |
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Term
| Early disorganized attachments |
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Definition
| predicts problems with anxiety, anger, and aggression |
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Term
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Definition
| predictable, sensitive, and responsive parenting |
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Term
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Definition
how child expects parents to react
(testing the waters) |
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Term
| Positive model (attachment) |
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Definition
| this person is dependable, caring, plus concerned about my needs and willing to meet them |
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Term
| Negative model (attachment) |
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Definition
| this person is uncaring, undependable, unresponsive, and even annoyed by my needs |
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Term
| Features of High-Quality Daycare |
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Definition
Low ratio of children to caregivers
Ample opportunities for educational and social stimulation
Good communication
SENSITIVE AND RESPONSIVE CAREGIVING |
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Term
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Definition
a subjective feeling
a physiological change
an overt behavior |
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Term
| What are the basic emotions? |
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Definition
| joy, sadness, anger, fear, distress, disgust, interest, and surprise |
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Term
| Development of Basic Emotions Newborns |
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Definition
|
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Term
Development of Basic Emotions
2 to 3 months: |
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Definition
|
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Term
Development of Basic Emotions
2 to 3 months: |
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Definition
social smiles
(when seeing face or pleased) |
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Term
Development of Basic Emotions
4 to 6 months: |
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Definition
| reflects an increasing understanding of goals and their frustration |
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Term
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Definition
child fusses with strangers
6 months |
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Term
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Definition
guilt, embarrassment, and pride
18-24 months
(child must understand self and behavior) |
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Term
| Cultural Differences in emotion |
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Definition
| Some cultures are more reserved than others |
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Term
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Definition
| infants use parents emotion displays to direct their own |
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Term
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Definition
| controlling in some way what one feels and how to communicate the feeling |
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Term
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Definition
| lessening an emotion’s intensity by differently interpreting the significance or meaning |
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Term
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Definition
Can reflect uneasiness with others
not an indicator of problems |
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Term
| Parental involvement in child's play |
|
Definition
playmate
social director
coach
mediators |
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Term
|
Definition
one that benefits another
Ex.: cooperating, being polite |
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Term
|
Definition
not benefiting self, but by benefiting others.
Ex.: sharing one’s lunch with a friend who forgot his; helping a lost child |
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