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24 Cards in this Set

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  • Back
child does not yet perform operations, or reversible mental actions; Begin to establish mentally what before they could only do physically
Preoperationa
Children begin to represent the world with words, images, and drawings
Children form stable concepts and begin to reason
Cognitions are dominated by egocentrism and magical beliefs
Piaget’s Preoperational Stage (2 to 7 years)
Child gains the ability to mentally represent an object that is not present
Symbolic Function Substage (2 to 4 years):
two limitations of symbolic function substage
egocentrism and animism
the inability to distinguish between one’s own perspective and someone else’s perspective
egocentrism
the belief that inanimate objects have lifelike qualities and are capable of action
animism
Children begin to use primitive reasoning and want to know the answers to questions
Intuitive Thought Substage
two limitations for Intuitive Thought Substage
centration and conservation
centering attention on one characteristic to the exclusion of all others
centration
altering a substance’s appearance does not change its basic properties
conservation
Children think and understand primarily through social interaction
The mind is shaped by the cultural context
Vygotsky’s Theory
range of tasks that are too difficult for the child alone but that can be learned with guidance
Zone of proximal development (ZPD)
changing level of support during a teaching session
scaffolding
use of language for self-regulation
private speech
emphasizes the social contexts of learning and the construction of knowledge through social interaction
Social constructivist approach
A child’s ability to pay attention improves significantly during the preschool years
Information Processing Approach
: Focused and extended engagement with:
Object, task, event, or other aspect of the environment
sustained attention
young children will pay attention to flashy, attractive stimuli even when it is not relevant
Salient versus relevant dimensions
young children do not tend to engage in systematic plans for analysis
planfulness
Higher-level cognitive processes linked to the development of the brain’s prefrontal cortex
Managing one’s thoughts to engage in goal-directed behavior and self-control
executive functioning
awareness of one’s own mental process and the mental processes of others
theory of mind
emphasizes the education of the whole child and concern for his or her physical, cognitive, and socioemotional development
Child-centered kindergarten
teacher is a facilitator; child is given freedom and spontaneity
Montessori approach
Educational practices should be developmentally appropriate, taking into consideration the uniqueness of the child
Developmentally appropriate practice (DAP)