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