piaget theory
goes through 4 stages of cognitive development to understand of the world
sensorimotor (0-2)
coordinating sensory experiences with physical action
preoperational (2-7)
represent the world with words and images
concrete operational (7-11)
concrete events and classify objects into different sets
formal operational (11-adult)
more abstract, idealistic, and logical ways
prefrontal cortex
planning and organizing new action and maintaining attention to tasks
2 changes that begun before birth contributers
# and size of dendrites increase
myelination
myelination
covered with a layer of fat cells, which increases the speed and travels through the nervous system
gross motor skills
involve large muscle activites as moving arms and walking
fine motor skills
finely tuned movement, grasping a toy
symbolic function substage (2-4)
ability to mentally represent an object that is not present
egocentrism
inability to distinguish one's own perspective from someone else
animism
belief that inanimate objects have lifelike qualities and are capable of action
intuitive thought changes (4-7)
use primitive reasoning and want to know the answers to questions
centration
centering attention on one characteristics
conservation
altering a substance's appearance
zone of proximal development
range of tasks that are too difficult for the child alone but that can be learned with guidance
attention
focusing of mental resources on select info
executive attention
action planning
sustained attention
focused and extended engagement with object, task, event
memory
retention of info overtime
short-term memory
retain up to 30 secs
rehearsal
repeating info after it has been presented
autobiographical
memory of significant events and experiences in one's life
executive function
encompasses higher-level cognitive processes
theory of mind
awarness of one's own mental process and mental processes of others
2-3 has 3 stages
perception, emotions, desire
4-5
realization that others have false beliefs
phonology
sounds work in language
morphology
involved in word formation
syntax
involves the way words are combined to form phrases
semantics
meaning of words and sentences
pragmatics
appropriate use of language in different contexts
child-centered kindergarten
emphasizes education of the whole child and promoting physical, cognitive, and socioemotional development
Montessori Approach
given freedom and spontaneity in choosing activites
developmenally appropriate practice
typical developmental patterns of children within a particular age span
project head start
designed to provide children from low-income families opportunities to acquire skill for success in school
freud's theory
human personality developed through a series of stages around satifications
Anal Stage (1 1/2-3)
gain an interalized sense of right and wrong and a relationship with authority
Phallic Stage (3-6)
develops sex and gender awareness, conscience, and ego-ideal more well-developed
Erikson
8 stages of development unfolded
Autonomy v shame and doubt (1 1/2-3)
act independently although without a plan
initiative v guilt (3-5)
makes things happen for a reason
self understanding
involves self recognition
self conscious emotions
pride, shame, embarrassment, and guilt
moral development
thoughts, feelings, and behaviors regarding rules
moral feeling
feeling of anxiety
heteronomous morality
justice and rules, removed from the control of people
autonomous morality
aware that rules and laws are created by people
immanent justice
a rule is broken, punishment must be meted out immediately
moral behavior
explain the development of moral behavior
gender roles
prescribes how females or males should act
gender identify
sense of being male of female
social role theory
gender differences result from the contrasting roles of women and men
psychoanalytic
develops a sexual attraction to the opposite sex parent
social cognitive
occurs through observation and imitations of what others say
mothers' socialization strategies
socialize daughters to be more obedient that sons
fathers strategies
more attention to son than daughters
gender schema theory
develop gender schemas of its appropriate/ inappropriate in their culture
baumrind's parenting styles
stresses that parents should be neither punitive nor aloof
authoritarian
restrictive parenting
neglectful
uninvolved
indulgent
involved w/child but place few demands or control on them
authoritative
encourage to be independent but has limited
punishment
coporal punishment linked to lower levels of moral internalization and mental health
coparenting
support that parents give each other in raising a child
child maltreatment
physical abuse, child neglect, sexual abuse,emotional abuse
context of abuse
1/3 of parents who are abused become the abusers
body growth and change
middle and late childhood as a slow, consistent growth
brain
total brain volumes stabilizes
5-14 year olds
has cancer and leukemia is common and live longer
learning disability
difficulty in learning that 80% has a problem w/ reading
dyslexia
impairment in the ability to read and spell
dysgraphia
difficulty in handwriting
dyscalculia
developmental arithmeitc disorder
ADHD
characterized by inattention, hyperactivity, and impulsivity
Autism spectrum disorder
ranger from autistic disorder to asperger syndrome
autitistic
more severe disorder, problems w/sound, skills, and repetitive
asperger
milder disorder, good verbal language skills
individuals w/ disabilities education improvement act
provides educational services to children w/ disabilites
individualized education plan
written statement for disabled students
least restrictive environment
possible to the one in which non-disabled kids are educated
inclusion
educating a child with special needs in a regular classroom
info processing focus
attention, memory, and strategies to process info
long term
knowledge and expertise
elaboration
engages in info
strategies
deliberate mental activities that improve the info
verbatim
precise details of info
gist
central idea
seriation
involves ordering stimuli
transitivity
ability to logically combine relations to understand conclusions
working memory
manipulate and assemble info making decisions
neo-piagetians
attention, memory and strategies to process info
thinking
manipulating and transforming info
critical thinking
thinking reflectively
creatively thinking
think in unusual way
convergent
produces one correct answer
divergent
produces many answer
metacognition
knowing about knowing
triarchic theory of intelligence
sternberg's theory that intelligence consists of creative intelligence
stereotype
anxiety that one's behavior might confirm a negative stereotype about one's group
intelligence disability
limited mental ability
organic intellectual disability
physical damage and is caused by a genetic disorder
cultural-familial
no evidence of organic brain damage
metalinguistic awareness
knowledge about language
whole-language
reading instructions should be parallel to child's language
perspective thinking
social cognitive process involved in assuming in the perspective of others
self-efficacy
belief that one can master a situation and produce favorable outcomes
preconventional
controlled by exertnal rewards and punishment
conventional
develops expectation about social roles
postconventional
flexible thinking and more interalized
justice perspective
right of individuals
care perspective
veiws people in terms of connectedness with others
domain theory of moral development
identifies different domains of social knowledge
social conventional reasons
control behavior and maintain the social system using conventional rules
constructivist
constructing their knowledged
direct instruction approach
teacher control
mindset
cognitive view that develop themselves
sensorimotor play
derived pleasure from exercise
practice play
repetition of behavior
pretense/symbolic
transform the physical environment
social
social interactions with peers
constructive
child engage in self-regulated
fast mapping
explains how young kids learn between a word and its referent